Final 5/14/09
“Efficiency is doing things right, effectiveness is doing the right things”
–
Peter Drucker
What is Student Services Program Review?
Student Services Program Review is a collaborative goal-setting and assessment process
designed to help improve and refine student services. It is intended to be flexible,
collegial, relevant, practical, and should result in a clear sense of direction and
accomplishment for participants. All Student Services undergo program review as part of
a process that results in a comprehensive assessment of institutional effectiveness. A
separate, but similar process is applied to administrative units.
Program quality and improvement is the primary focus of student services program
review. The specific purpose of program review is:






To evaluate programs within the context of the mission and goals of the College.
To improve the quality of instruction and services, to meet accountability mandates
and to demonstrate institutional effectiveness.
To identify the goals and plans for any improvements or changes that will enhance
student learning outcomes and overall program efficiency.
To recommend more effective and efficient utilization of college resources.
To provides a means for tracking and evaluating the actions taken to improve
program effectiveness and efficiency.
To serve as a basis to assist the college in initiation, expansion, reduction,
consolidation and discontinuation of programs and services.
Characteristics of comprehensive program reviews:




Reviews are forward thinking.
Reviews are evaluative, not just descriptive. Plans for improvement require judgment
on the program, students, curriculum, learning outcomes, resources and future
directions.
Reviews provide a concise, honest appraisal of a program and department/discipline’s
strengths and weaknesses.
Reviews must incorporate the criteria for evaluating efforts learning outcomes into
the criteria for all instructional program reviews
How Program Review Integrates with Planning
Program review and assessment are the cornerstones of planning. Program review
provides a means through which units set goals and objectives that support the district’s
plans, through focusing on the student as a learner. Be sure to review the plan and reflect
upon the work of your unit in relationship to the themes and strategies in the plan
The linkage between program review and strategic planning is now fully operational.
Thus, resource allocations and planning for your unit will be directly impacted by this
plan. Program review recommendations are a major component of the college planning
processes which is designed to lead to effective use of resources and should increase the
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quality of instruction and services based upon institutional, program, degree, and course
learning outcomes. The information gathered will provide critical internal data about size
and stability of program, current and future resource needs, equipment and space needs,
strengths and weaknesses, and how the program relates to the mission of the College and
the Strategic, Education and Facilities Plans.
Reviews culminate in recommendations developed by the Program Review Committee in
consultation with the program review authors. The evaluations and recommendations are
sent to the Planning Support Team. The Planning Support Team sort the individual
program reviews and send information to the appropriate integrated planning committee.
The planning committees incorporate program review information into the district wide
annual/master planning plan. The plans are then forwarded information to the
Coordinated Planning Council. The recommendation may include a summary statement
indicating the strength of program or a statement recommending placing the program in
one of the following five categories:





recommend program expansion;
recommend continuation of program in current form;
recommend program continuation, but with adjustments to current funding level
and/or program modifications;
recommend special attention to program and continuing review; or
recommend the program be discontinued.
The most important extrinsic purpose of this review is for you to receive the resources
you need (equipment, staff, etc.) and to meet accreditation standards. The intrinsic
purpose of the self-study process is to help Student Services clarify and achieve their
goals and discuss student success and retention data. In addition, the process aids
units in strengthening the bonds within the college community and fostering cooperation
with all units.
The major objectives of Program Review are to:
1. State program goals and align future goals with the College’s mission and
goals.
2. Collect, analyze, and discuss data on key performance indicators, service area
outcomes and student learning outcomes, program activities, and
accomplishments.
3. Examine and document the effectiveness.
4. Develop recommendations and strategies concerning future program
directions and needs (e.g. budget, staffing, and resources).
5. Assure the accuracy of program information.
6. Comply with Accreditation Standards, Federal and State law, Title 5, Student
Equity, matriculation (including prerequisite and co-requisite standards),
ADA (American with Disabilities Act), and other legal or certification
requirements.
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2009 Student Services Goals
Goal One: Support the academic quality and learning environment of the College
Goal Two: Improve enrollment and student retention
Goal Three: Develop First Year Experience Programs and Learning Communities
Goal Four: Increase ways students and other potential learners can access CR
Goal Five: Enhance the quality of campus and student life.
Goal Six: Support planning and assessment.
The Components of Program Review
Student Services Comprehensive Program Review Contains the Following Sections:
Background Information
I. Student Services Area Overview (I.1.-I.8. contains brief, succinct narrative
for each area; should be about 2 pages in length)
1. Mission
2. Philosophy Statement
3. Staffing Level (or organizational chart)
4. Summary (of Area Functions)
5. Objectives
6. Strengths
7. Improvement Areas
8. Students Served
9. Student Achievement Data
9. Report on 2007-2008 Assessment Plan (1 page historical reference)
10. 2008-2009 Assessment Plan (3-4 pages)
11. Vice President and PRC recommendations
II. Area Needs Assessment
1. Five-Year Program Staffing Profile
2. Staff Needs
3. Equipment Needs
4. Technology++ Needs
5. Facilities Needs
6. Professional or Organizational Development Needs
7. Other Needs
Assistance for completing the review
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Assessing and setting goals for a program should be the result of internal discussion
among all department employees but the supervising administrator will provide
assistance with the process. In addition, the Office of Institutional Research will provide
data that will be used in completing program reviews.
Analysis of Program Status
It is important that criteria be developed and broadly accepted about how program
review/planning information will be used. Therefore, a rubric system for program
evaluation is imperative.
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TIMELINE FOR STUDENT SERVICES 2010 COMPREHENSIVE PROGRAM REVIEW
PLANNING, REVIEW OF DATA NEEDS AND ACTIONS (Phase I)

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

Departments or programs are informed of scheduled Comprehensive Program
Review. (November, 2009)
Review division mission statement (December, 2009)
Program Review Teams are identified and organized. Programs/departments
appoint a review team and select a review team leader. Departments or programs
must include all staff and are urged to include part-time faculty/staff in the review
process. (December, 2009)
Review Teams review the student satisfaction and entering student survey
instruments, identify data needs and create a data collection/analysis action plan.
(December, 2009-January, 2010)
Departments review and revise mission statements. (January-February, 2010)
Mission statements provided to the PRC and CPC for information purposes
(March, 2010)
DATA ACQUISITION AND DRAFT REPORT (Phase II)

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Review team begins data collection, reviews all courses and assures course
outlines are correctly formatted to the most current course outline of record
template [if appropriate]. Courses that require substantial modifications should be
submitted to the Curriculum Committee for approval well in advance of the
Program Review submission date. Student Satisfaction and department specific
surveys deployed (March, 2010)
Basic enrollment, retention data, survey results and other pertinent data is
provided by Institutional Research. (May, 2010)
Review team analyzes data and information. Initial findings are discussed with
the entire department. (May-June, 2010)
Update and consultation of program review progress. All data analysis completed.
(July, 2010).
Review team completes program review drafts and revisions. (SeptemberOctober, 2010).
FINALIZATION OF REPORT: (Phase III)

Department or program faculty/staff finalize the Program Review report and
submit to the PRC (November, 2010)
CONCLUDING FINAL REPORT: (Phase


IV)
The PRC will submit a written evaluation and executive summary to the
department.
Program Review recommendations are incorporated into department or program
planning and budget requests for the subsequent academic year.(December,
2010)
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C
A
STUDENT SERVICES
M
COMPREHENSIVE
P PROGRAM REVIEW
U
S
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Table of Contents
I. Student Services Program Review Worksheet
II. Area Needs Assessment
Appendix A – Background Information
What is Student Services Program Review?
How Program Review Integrates with Planning
Student Services Goals
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STUDENT SERVICES COMPREHENSIVE PROGRAM
REVIEW WORKSHEET
Student Services Area: ____________________________
Academic Year: _______________________________________
We certify that this program review document represents the plans, goals, and critical
analysis of this instructional program. Please enter name(s) and date
Author(s): ________________________________________
Date: ____________
Department Director: ___________________________________ Date: ____________
V. P.:
____________________________________________ Validation: _________
I. Student Services Area Overview
The Area Overview should reflect the consensus of the staff within the student services
area. It is meant to provide a broad understanding of the area, current trends related to
the area’s mission, and how the area serves to meet the overall mission or goals of
College of the Redwoods. The following reflects the general guidelines followed by the
service areas in completing their area overview
1. Mission
Note: Area mission statements must be directly aligned with those of the District/College and the Division.
This statement should be brief, easy to remember and include the name of the department, its primary
functions, modes of delivery, and target audience. Suggestion: This statement should be about 25 words.
2. Philosophy Statement
Note: Identify or outline how your area serves the mission of the institution. Suggestion: Please limit to a
single, brief paragraph.
3. Staffing Level
Note: Provide a very brief description of your current staffing level or attach an organizational chart that
includes positions only.
4. Summary
Note: Describe the main functions of your area using clear, concise bulleted statements
5. Goals and Objectives
Note: List about 5 of your service area goals and objectives. Your objectives must be related to strategic
plan, or student services goal AND have one or more measurable outcome.
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6. Strengths
Note: Briefly describe about five of your area’s greatest strengths. Strengths substantiated through data
are preferred.
7. Improvement Areas
Note: Identify specific issues and/or needs that are affecting the efficiency or effectiveness of your area.
8. Students Served
Note: Briefly report the number of students served and/or provide a general description of the student
population(s) you serve. When reporting numbers, please specify the timeframe you are reporting.
9. Student Achievement Data (if applicable).
Demand, Fill Rates & Success
Analyze the enrollment and success data provided by Research & Planning and answer
the following questions.
Part 1. Enrollments
For the purposes of these charts here, course sections have been broken down by class
start time. The definitions for each start time are as follows:
 Early Morning
Before 10:00AM
 Prime Time
From 10:00AM to 2:30PM
 Late Afternoon
From 2:30PM to 5:30PM*/6:00PM
 Evening
5:30PM*/6:00PM and later
 Weekend
Saturday or Sunday classes
 TBA
No scheduled start time
* Evening is defined differently for semesters prior to Fall 2009
Each classification was weighted according to the following schedule:
 Weekend
 Evening
 Late Afternoon
 Early Morning
 Prime Time
If a section had start times that fell into more than one category, it would be placed in the
higher weighted category. For example, if a section met on a Saturday and started at
10:30AM, it would be considered a Weekend section.
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(Include Distance Ed data in the following six tables)
Table 1.01A. Enrollments
Number of students enrolled at census date
Early Morning
Prime Time
Late Afternoon
Evening
Weekend
TBA
Total
2004
2005
911
70
14
76
106
43
1,220
2005
2006
609
127
51
36
59
0
882
2006
2007
627
91
0
18
53
0
789
2007
2008
806
121
32
38
37
64
1,098
2008
2009
605
155
29
56
47
42
934
1,000
800
2004
2005
600
2005
2006
400
2006
2007
200
0
Early
Morning
Prime Time
Late
Afternoon
Evening
Weekend
TBA
2007
2008
Number of students enrolled at census date (campus wide)
Early Morning
Prime Time
Late Afternoon
Evening
Weekend
TBA
Total
2004
2005
911
70
14
76
106
43
1,220
2005
2006
609
127
51
36
59
0
882
2006
2007
627
91
0
18
53
0
789
2007
2008
806
121
32
38
37
64
1,098
2008
2009
605
155
29
56
47
42
934
1,000
800
2004
2005
600
2005
2006
400
2006
2007
200
0
Early
Morning
Prime Time
Late
Afternoon
Evening
Weekend
TBA
2007
2008
Table 1.01B. Weekly Student Contact Hours (WSCH)
Early Morning
Prime Time
Late Afternoon
Evening
Weekend
TBA
Total
2004
2005
1,108
162
72
288
352
18
2,000
2005
2006
1,048
324
198
162
301
0
2,033
2006
2007
977
360
0
54
36
0
1,427
2007
2008
920
378
162
120
27
252
1,859
2008
2009
726
378
54
300
180
72
1,710
1,200
2007
2008
2008
2009
60
2004
2005
1,000
800
2005
2006
600
400
2006
2007
200
0
Early
Morning
Prime Time
Late
Afternoon
Evening
Weekend
TBA
2007
2008
Table 1.01C. Number of Section
2004
2005
Early Morning
Prime Time
Late Afternoon
Evening
Weekend
TBA
Total
2005
2006
56
3
1
4
7
2
73
2006
2007
37
6
3
2
3
0
51
36
6
0
1
4
0
47
39
7
3
1
3
3
56
2004
2005
50
22
7
1
4
4
1
39
40
2005
2006
30
20
2006
2007
10
0
Early
Morning
Prime Time
Late
Afternoon
Evening
Weekend
TBA
2007
2008
Table 1.01D. Fill Rate
Percentage of available seats filled (census enrollment divided by class size)
Early Morning
Prime Time
Late Afternoon
Evening
Weekend
TBA
Total
2004
2005
77%
70%
35%
56%
68%
96%
74%
2005
2006
71%
77%
43%
51%
80%
0%
68%
2006
2007
71%
38%
0%
45%
73%
0%
62%
2007
2008
88%
45%
27%
95%
82%
61%
73%
2008
2009
80%
55%
97%
37%
88%
76%
67%
120%
2004
2005
100%
80%
2005
2006
60%
40%
2006
2007
20%
0%
Early
Morning
Prime Time
Late
Afternoon
Evening
Weekend
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TBA
2007
2008
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Table 1.01E.
FTES
Early Morning
Prime Time
Late Afternoon
Evening
Weekend
TBA
Total
2004
2005
30.35
7.80
2.11
12.44
14.77
0.74
68.21
2005
2006
32.88
14.87
7.49
6.54
10.87
0.00
72.64
2006
2007
40.59
12.23
0.00
2.11
0.02
0.00
54.95
2007
2008
44.36
14.76
4.11
9.84
0.00
10.29
83.36
2008
2009
35.12
17.92
3.16
11.51
5.91
6.99
80.63
50.00
40.00
2004
2005
30.00
2005
2006
20.00
2006
2007
10.00
0.00
Early
Morning
Prime Time
Late
Afternoon
Evening
Weekend
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TBA
2007
2008
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Review and analyze the fill rate data (Tables 1.01 A-E) provided by Institutional
Research and answer the following questions:
1. Overall, is your enrollment increasing, decreasing, or remaining the same?
2. Is your enrollment growing/declining for sections scheduled at particular times, or
is the growth consistent? Review the detailed data by course to see if there are
trends in specific courses.
1.01F. Course Success Rates
Percentage of students enrolled at census receiving a grade of A, B, C, or Credit
2005 - 2006
A-C or Credit
2006 - 2007
A-C or Credit
2007 - 2008
A-C or Credit
Total
Review the program success rates in the table above (1.01F) and use the text box
below to answer the following questions. Be thorough and be sure to touch on any
significant change in the data.
1) Identify overall changes in success rates. To what do you attribute these changes?
2) How do course success rates compare to the overall success rates for the
program?
3) Provide a plan (if necessary) for adjusting to changes in success and retention.
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Table 1.01G. Course Success Demographics (Fall and Spring Semesters)
Administration of Justice: Course Success by Equity Group
CR Overall
Program Overall
Ethnicity Group
African-American
American Indian/Alaskan Native
Asian
Hispanic
Pacific Islander
Unknown
White
Age Group
17 and less
18 to 21
22 to 25
26 to 30
31 to 40
41 and over
Gender Group
Female
Male
2005 - 2006
2006 - 2007
2007 - 2008
68%
87%
68%
91%
67%
87%
79%
80%
80%
33%
84%
90%
91%
100%
77%
63%
96%
92%
77%
67%
75%
80%
88%
90%
50%
75%
63%
86%
97%
97%
100%
71%
74%
91%
96%
98%
92%
58%
76%
88%
95%
96%
82%
89%
86%
93%
80%
90%
Comment on data comparisons among the ethnic, age and gender breakdowns.
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Table 1.01H. Course Retention Rate
Percentage of students enrolled at census receiving a grade other than W (Withdraw)
2005
2006
Retained
2006
2007
Retained
2007
2008
Retained
Total
Review the program retention rates in the table above (1.01H) and use the text box
below to answer the following questions. Be thorough and be sure to touch on any
significant change in the data.
1) Identify changes in retention rates. To what do you attribute these changes?
2) Review retention rates by course. How do course retention rates compare to the
program rate overall?
3) Provide a plan (if necessary) within Section 5.01 for adjusting to changes in
success and retention. SLO and PLO assessment results might help you determine
needs.
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Table 1.01I Overall Success Rate in Courses in Major by Students’ English and
Math Level
CURRENT SKILL
LEVEL
NUMBER &
PERCENT
ENROLLED
SUCCESS
RATE
F2005-F2008
SUCCESS
RATE
F2008-F2011
Passed English 1A
English 1A
English 150
English 350
Reading 360
Unknown
Math 30 and above
Math 120
Math 380
Math 376
Math 372
Unknown
1. What pattern can be identified in the program success rates based on the students’ skill
level in English and Math? Has the success rate changed since the last review?
2. How has the program responded to these patterns or changes, and how will the
program respond in the future?
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10. Report on 2009-2010 Assessment Plan for Student Services Area: (specify)
(Please provide a 1 page historical reference of outcomes)
Mission Statement:
Objective
EXAMPLE ONLY
(Remove prior to submission)
Example:
Increase college
attendance and
enrollment rates
Student Learning
Outcome (SLO)
or
Program
Outcome (PO)
Linked to Student
Service
Goal/Campus
Goal/District
Initiative
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
Students participating in
outreach activities during their
senior year (06-07 FY) will
successfully enroll at CR during
the fall 07. (PO)
Student Services Goals #2provide a seamless outreach
process; #5-provide
comprehensive outreach services
to potential students;
Education Master Plan Goal
#3-Increase student access
Increase enrollment of
graduating seniors from 06-07
FY by 80% (258 students) out
of the 322 seniors processed
through Admissions during
their senior year.
During 06-07 FY,
outreach staff
members tracked all
student contacts in an
Access senior
database. During
07-08 FY), outreach
staff used Datatel to
look up student
enrollment status.
Completion
(or anticipate
completion)/
Findings
Out of the 322 students
who completed outreach
activities during their
senior year, 245 (76%)
enrolled into the fall 07
term.
Improvement
Recommendations
(next step)
Since department staff was
unsuccessful in meeting the SLO
goal by 4%, the recommendation
is to follow-up with the same
SLO during the next fiscal year.
The recommendation is to
continue providing follow-up
outreach services to high school
graduates after they have
graduated and particularly
during the summer to ensure fall
term enrollment, thus increasing
college enrollment amongst those
students assisted through outreach
services during the regular fiscal
year.
1.
2.
3.
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2009-10 Assessment Plan Findings/Data Analysis & Improvement
Recommendations
Report the finding of your outcomes assessment. How will you use the outcomes for service area
improvement?(Note: Section I.10. should be about 3 pages including Table 10. Please include a sample of
any surveys.)
SLO/PO #1:
Findings/Data Analysis
Improvement Recommendations
SLO/PO #2:
Findings/Data Analysis
Improvement Recommendations
SLO/PO #3:
Findings/Data Analysis
Improvement Recommendations
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II. Area Needs Assessment
1. Five-Year Program Staffing Profile with Anticipated Needs
Staffing Levels for Each of the
Previous Five Years
Anticipated total staff
needed
2010 -2011
2011-2012
2005 2006 2007 2008 2009
Position
EXAMPLE
Administration
Classified Staff FT
Classified Staff PT
Confidential Staff FT
Hourly Staff
Student Workers
Faculty Reassigned FTE
Full time
Faculty Reassigned FTE
Part time
Total Full Time
Equivalent Staff
1
1
1
2
2
2
3
Fill out the Management and/or Staff request form that follow if new employees are
needed.
Does the staffing structure meet the unit’s needs?
If your answer is “no,” please consider the following in framing your answer:
a. Has the workload of your unit increased in recent years? Do you anticipate the
workload will increase, decrease or remain constant in the upcoming one to three years?
Is this a temporary situation?
b. Has technology made it possible to do more work with the same staff? Or, has
technology increased your work load (adding web features which need updating for
example)?
c. Does the workload have significant peaks and valleys during the fiscal year? If so,
describe.
d. If your workload is increasing and resources will not allow for increased staffing, how do
you anticipate being able to ameliorate the negative consequences of too much work and
maintain a positive atmosphere in your unit?
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Unit Name: _________________________________________
2. Staff Needs
NEW OR REPLACEMENT STAFF (Administrative or Classified)
List Staff Positions Needed for Academic Year___________________
Please be as specific and as brief as possible when offering a reason. Place titles on list in order (rank) or
importance.
Annual TCP*
TCP for employee
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
* TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New positions (not replacement positions) also
require space and equipment. Please speak with your campus Business Officer to obtain accurate cost estimates. Please be sure to add related office space,
equipment and other needs for new positions to the appropriate form and mention the link to the position.
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Unit Name: _________________________________________
3. Equipment (excluding technology) Needs Not Covered by Current Budget
List Equipment or Equipment Repair Needed for Academic Year_______
Please list/summarize the needs of your unit on your campus below. Please be
as specific and as brief as possible. Place items on list in order (rank) or
importance.
Annual TCO*
Cost per
item
Number
Requested
Total Cost of Request
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
* TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your campus Business Officer to obtain accurate
cost estimates. Please be sure to check with your department chair to clarify what you current budget allotment are. If equipment needs are linked to a position
please be sure to mention that linkage.
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Unit Name: _________________________________________
4. Technology++ Needs Not Covered by Current Budget:
NOTE: Technology; excludes software, network infrastructure, furniture, and consumables (toner, cartridges, etc)
Submitted by:
Title:
Phone:
Annual TCO*
Priority
EQUIPMENT REQUESTED
New (N) or
Replacem
ent (R)?
Program:
New (N) or
Continuing
(C) ?
Location
(i.e Office,
Classroom
, etc.)
Is there
existing
Infrastructure
?
How many
users
served?
Has it been
repaired
frequently?
Cost per
item
Number
Requested
Total Cost of
Request
1.
Usage /
Justification
2.
Usage /
Justification
3.
Usage /
Justification
4.
Usage /
Justification
5.
Usage /
Justification
 TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your campus Business Officer to obtain
accurate cost estimates. Please be sure to check with your department chair to clarify what you current budget allotment are. If equipment needs are
linked to a position please be sure to mention that linkage.
 ++Technology is (1) equipment that attaches to a computer, or (2) a computer is needed to drive the equipment.
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Unit Name: _________________________________________
5. Facilities Needs Not Covered by Current Building or Remodeling Projects*
Annual TCO*
List Facility Needs for Academic Year___________________
(Remodels, Renovations or added new facilities) Place items on list in order (rank) or
importance.
Total Cost of Request
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
*Please speak with your campus Business Officer to obtain accurate cost estimates and to learn if the facilities you need are already in the planning stages.
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Unit Name: _________________________________________
6. Professional or Organizational Development Needs Not Covered by Current Budget*
List Professional Development Needs for Academic
Year___________________. Reasons might include in response to AUO
assessment findings or the need to update skills. Please be as specific and as brief
as possible. Some items may not have a cost per se, but reflect the need to spend
current staff time differently. Place items on list in order (rank) or importance.
Annual TCO*
Cost per
item
Number
Requested
Total Cost of Request
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
*It is recommended that you speak with Human Resources or the Management Association to see if your request can be met with current budget.
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Unit Name: _________________________________________
7. OTHER NEEDS not covered by current budget
List Other Needs for Academic Year___________________
Please list/summarize the needs of your unit on your campus below. Please be as
specific and as brief as possible. Not all needs will have a cost, but may require a
reallocation of current staff time. Place items on list in order (rank) or importance.
Annual TCO*
Cost per
item
Number
Requested
Total Cost of Request
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
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III. Recommendations
Vice President’s Recommendation
.
______________________________________________________ _____/_____/_____
Vice President’s Signature
Date
Program Review Committee’s Evaluation
2
5/29/2016
3