Instructional Program Review Update 2012/13 

Instructional Program Review Update 2012/13 (fields will expand as you type) Section 1 ‐ Program Information 1.0 Name of Program: Administration of Justice Date: 1‐18‐2013 1.1 Program Review Authors: Ron Waters, Gary Sokolow 1.2 Dean’s Signature: Date: 1‐18‐2013 1.3 Individual Program Information # of Degrees # of Certificates 3 # of Courses 19 # of GE Courses 24 0 The shaded cells below are to be populated by the Program Review Committee as needed. # of Full Time Faculty 2010‐2011 # of Part Time Faculty 2011‐12 2010‐2011 # of Staff FTE 2011‐12 2010‐2011 2011‐12 Personnel Budget 2010‐2011 Discretionary Budget 2011‐12 2010‐2011 2011‐12 1.3.1 State briefly how the program functions support the college mission: The Police Academy and AJ degree programs provide outstanding education in the career technical field of law enforcement. The Program also is a also a provider of POST approved skills and training update programs for working law enforcement officers for communities throughout the District. 1.3.2 Program highlights/accomplishments: (1) Installation of new range facility to bring us into compliance with EPA Best Practices. (2) All outlines are up to date and we are current on AJ course assessments. Section 2 ‐ Data Analysis 2.1 Enrollment & Fill Rate Review and interpret data by clicking here or going to: Select your program and click on: Enrollments & fill rates Enrollment  Comment if checked: Enrollment shows a decline as most of the Advanced Officer Training (AOT) courses (AJ 199) that had previously been done for 2. c.rAJ Progam Review 2011‐12 (1).docx 2/19/2013 Page 1 credit were moved to Community Education due to budget concerns. The AOT Coordinator position has not been filled for two years, so the Director is handling those duties. Also, for the last two years, we have only offered one police academy per year due to budget and training facility issues. This has resulted in a decline of approximately 50‐55 FTES per year for the last two years. Del Norte’s enrollment has increased 59% from 2010‐2011 to 2011‐2012 while Humboldt’s enrollment has dropped 40%. The decrease in AOT courses accounts for this drop. Fill Rate ☐ Comment if checked: 2.2 Success & Retention Review and interpret data by clicking here or going to: Select your program and click on: Success & Retention Success ☐ Comment if checked: Retention  Comment if checked: Online enrollment in 2011‐12 saw a decrease in success to 58% and a decrease in retention to 78%. The only courses with low success/retention rates were AJ 7 and AJ 8. Only 38% of the students were successful and 63% were retained in AJ 7. In AJ 8, while the retention rate was 89%, only 33% were successful. AJ 3, AJ 5 and AJ 11 had low success rates in Eureka but high retention rates also (48%, 48% and 45% respectively with retention rates of 91%, 90% and 73% respectively). According to the instructor, students simply don't do the work, many give up. Of those that stay, according to the assessment reports, (borne out by his personal observation as well), over 90% of those that stay and finish the semester, "get it", i.e. they master the SLOs for each course. He believes that one reason for low retention is that perhaps students don't see the relevance of the courses. This is merely an "untested hypothesis" ‐ not backed up by any data. However, the instructor strives to bring information about law enforcement careers, and real‐world scenarios of how the Criminal Justice system works. The instructor employs several retention strategies including: 1. take home exams ‐ one week to complete 2. somewhat liberal absence policy (perhaps) 3. student involvement in course ‐ expected to participate 4. once‐per‐week class meeting schedule 5. frequent contact with students before and after class 6. "early‐alert" ‐ he personally visits with students who appear to be having problems. 2.3 Persistence Review and interpret data by clicking here or going to: Select your program and click on: Persistence  Comment: Many of the students in the Basic Academy (AJ 81, 82 & 83) and Advanced Officer courses (AJ 199) attend the courses but do 2. c.rAJ Progam Review 2011‐12 (1).docx 2/19/2013 Page 2 not come back the following semester. Many of the students live out of the area and would not return. See comments in 2.2 regarding students just stopping coming to class. 2.4 Completions Review and interpret data by clicking here or going to: Select your program and click on: Completions & Transfers  Comment: Completion/transfer rates data shows 74% did not complete or transfer compared with 88% district‐wide. We discovered during last year’s program review that students who came to the Modular Basic Academy after completing part of it at another college were not getting Certificates of Achievement because we hadn’t been requiring transcripts from the other colleges. We are now requiring this, and the completion rate for the CA Basic Law Enforcement Academy should be rising Student Equity Group Data 2.5 Enrollments Review and interpret data by clicking here or going to: by group Select your program and click on ~ by Student Equity Group next to Enrollments & fill rates Comment: Administration of Justice is a typically male dominated field, yet 43% of the people enrolled in the AJ program were female. At Del Norte, 62% were female. In online courses, 53% were female. Ethnicity seems to follow the district trend as does the age of students. 2.6 Success & Retention Review and interpret data by clicking here or going to: by group Select your program and click on ~ by Student Equity Group next to success & retention Comment: It is notable that for Del Norte campus, the success rate for males was at 63% compared with 74% for females. Overall program rates for success and retention are high with the exception of students 24 and younger. Again, refer to the comments in Section 2.2. 2.7 Persistence Review and interpret data by clicking here or going to: by group Select your program and click on ~ by Student Equity Group next to persistence Comment: Overall the persistence rate was 35%. Female persistence at the district level was 43% compared with 53% at the program level. The male persistence rate for the District was 33% while it was only 26% at the program level. Because many of the students in the Basic Academy are male, and they typically are here for the 23‐week course, then gone, I believe this accounts for the lower male persistence rate. 2. c.rAJ Progam Review 2011‐12 (1).docx 2/19/2013 Page 3 Additional Indicators 2.8 Faculty Information Review and interpret data by clicking here or going to: Select your program and click on: Faculty (FT/PT) & FTES/FTEF Comment: We only have one full‐time faculty member to teach 10 degree core courses. The high student to instructor ratio includes the Basic Academy students who account for a large amount of FTES, thus skewing the data. 2.9 Labor Market Data (CTE/Occupational programs only) Refer to the California Employment Development Division:
Provide a narrative that addresses the following: a. Documentation of labor market demand b. Non‐duplication of other training programs in the region c. Effectiveness as measured by student employment and program completions. Narrative: According to EDD, there are 2,670 openings for law enforcement officers statewide annually. For the period 2010‐2020, there will be 21,500 openings, or a 7.1% increase in demand. Average pay statewide is $38.40 per hour. For the North Coast Region, EDD projects 14 job openings (a 1.9% decline) with an average pay of $23.33 per hour. The nearest law enforcement training centers to us are at Butte, Santa Rosa and Napa Colleges. College of the Redwoods is the only training center north of Chico in California. Using the survey conducted by IT, 51.2% of the 75 respondents said they now have a job in the law enforcement field. Demand for peace officers has increased dramatically in the last year. Two years ago, we had no agencies coming to the academy to recruit cadets. This year, we are seeing agencies wanting to come almost weekly. We are also receiving job flyers from around the state and are posting them on our Facebook page. For the last two academy classes in 2011, we know of 16 of the 47 cadets getting hired with others in the background/hiring process. Overall, what has been the impact of the change in indicators on student achievement and learning: This is not really a change. Students who attend and complete all assignments of the course are about 90% successful. Students who do not do the work or fail to show up for class are not successful. Provide narrative on the factors that may have contributed to the improvement or decline in the identified population: Some students look at Administration of Justice courses as easy courses. The courses typically have a lot of writing and students have to apply 2. c.rAJ Progam Review 2011‐12 (1).docx 2/19/2013 Page 4 themselves to be successful. The success/retention rates in the past have been bolstered by having several Advanced Officer courses that can be from 8‐40 hours long. These are working professionals who are at the class usually by choice. They attend and complete the entire course, thus boosting the success/retention rates. With these courses dropping on 2011‐2012, the rates are more reflective of the Administration of Justice degree students who don’t have that commitment. We also only had one section of the Police Academy. Section 3 – Critical Reflection of Assessment Activities Curriculum & Assessment Data Are all courses on track for complete assessment of all outcomes in two years? Y/N What courses, if any, are not on track with regard to assessment? Explain. # of PLOs Assessed and Reported during the 2011‐2012 academic year. % of Course Outlines of Record updated If there is no plan for updating outdated curriculum, when will you inactivate? View curriculum status: click here or go to: Select your program and click on: Curriculum Status Assessment Reporting completed? Y/N Program Advisory Committee Met? Y/N Yes N/A 27 16% (4/24) Y Y 3.0 How has assessment of course level SLO’s led to improvement in student learning (top three): Students are getting the material and there have been no “close the loops” checked on the course assessments. 3.1 How has assessment of program level outcomes led to degree/certificate improvement (top three): Haven’t done anything differently. 3.2 (Optional) Describe unusual assessment findings/observations that may require further research or institutional support: N/A Section – 4 Evaluation of Previous Plans 4.1 Describe plans/actions identified in the last program review and their current status. What measurable outcomes were achieved due to actions completed? Actions Current Status Outcomes New tables/chairs/whiteboard in AJ 108 Still waiting Range renovation Completed New range now EPA and POST compliant New classroom for Basic Academy Still investigating – no space identified 2. c.rAJ Progam Review 2011‐12 (1).docx 2/19/2013 Page 5 Replacement seating in AJ 101 and AJ 101A (Basic Academy classroom) Still waiting 4.2 (If applicable) Describe how funds provided in support of the plan(s) contributed to program improvement: Section – 5 Planning 5.0 Program Plans (2012/2013) Based on data analysis, student learning outcomes and program indicators, assessment and review, and your critical reflections, describe the program’s Action Plan for the 2012/13 academic year. If more than one plan, add rows. Include necessary resources. (Only a list of resources is needed here. Provide detailed line item budgets, supporting data or other justifications in the Resource Request). 5.1 Program Plans Relationship to Institutional Plans Basic Academy Coordinator Focus on Learners: Developmental, Career, Technical Education Upgrade equipment – new tables, Technological relevance; Enhance chairs, whiteboard in AJ 108, replacement seating in AJ 101 and Institutional Profile AJ 101A * ‐ This has been approved for Measure Q funding but funds are on hold Relationship to Assessment Assures continuity of the program Expected Impact on Program/Student Learning Stabilize the Police Academy to be able to meet future challenges and mandates Provide a more modern, comfortable learning environment. Equipment in room is “hand‐
me‐down” at best. And mismatched. Whiteboard is almost unusable. Technological relevance Technological relevance Improve quality of audio‐
video presentations in classroom including PowerPoint, videos, etc. Improve quality of testing process. All tests in Basic Action to be taken: Install permanent computer, projector, sound amplifier with speakers, and electronic screen in AJ 101A Replace POST‐supplied laptop computers (current ones are 2. c.rAJ Progam Review 2011‐12 (1).docx 2/19/2013 Page 6 Resources Needed Position of Academy Coordinator filled 45 student chairs w/casters, 18 student tables (30”x60”x18”), whiteboard, replacement seating for about 100 chairs Equipment listed $2500 estimated 50 PC laptop computers about 10 years old and only have 1 MB memory, batteries are dying) Anticipated cost of range cleanup in about 7 years (reoccurring costs – portion of cost to be borne by college, balance by Range Use Fees from agencies) Fiscal and Operational Sustainability Academy are electronically delivered from POST, and equipment is slowing down, breaking, batteries dying, etc. Provide safe firing range environment for students while meeting POST and EPA requirements $25,000 estimated Estimated $2500/year from college to be set aside 5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary. Section 6 ‐ Resource Requests 6.0 Planning Related, Operational, and Personnel Resource Requests. Requests must be submitted with rationale, plan linkage and estimated costs. If requesting full‐time staff, or tenure‐track faculty, submit the appropriate form available at Requests will follow the appropriate processes. Check One Amount Recurring Rationale Request $ Cost Y/N Linkage Planning Operational Personnel Basic Academy Coordinator X 50,282+ Y Required position Anticipate range maintenance in 7 years X $2500/year Y Goal 3 Fiscal & Operational Stabilty Section 7‐ Program Review Committee Response Do not type in this section. To be completed by the Program Review Committee following evaluation. 7.0 The response will be forwarded to the author and the supervising Director and Vice President: S.1. Program Information: Section 1.3 Incorrectly lists the number of degrees and certificates offered; there are two degrees offered (AS Administration of Justice, AS Corrections) and three certificates (Certificate of Achievement Admin of Justice, Certificate of Achievement, Basic Law Enforcement, Certificate of Achievement Corrections). This data should match the catalog. S.2. Data Analysis: A 28% decline in enrollments noted, and explained due to reduction in program offering. Persistence and retention lower than district, was satisfactorily explained and changes implemented. Also noted that within one‐year only programs, there won’t be an expectation of persistence. PRC suggests the author note classes/programs that don’t require return students‐which artificially deflated persistence rate. Good labor market information. Satisfactory 2. c.rAJ Progam Review 2011‐12 (1).docx 2/19/2013 Page 7 S.3. Critical Reflection of Assessment Activities: PRC expressed some concern that the program has not been able to identify improvements based on assessment. Author comment noting why and/or whether this is tied to the POST accreditation would be helpful. S.4. Evaluation of Previous Plans: Evaluation of previous plans based on resource outcomes; author might note whether they have pursued completion via Parature (work orders) and/or if there are outstanding issues. S.5. Planning: Good comments. Relationship to specific institutional plans is suggested. Were there efforts to contact maintenance/facilities regarding the requests for whiteboards, etc. PRC would like to see details on pursuit of getting the work be completed, (i.e. Parature ticket for installing equipment). PRC suggestions: Department may investigate surplus furniture from 101 corridor. S.6. Resource Requests: Satisfactory, with exception to add unmet laptop needs to resource requests. 2. c.rAJ Progam Review 2011‐12 (1).docx 2/19/2013 Page 8