5.1 b
Program/Discipline: Addiction Studies
Annual Program Review Update
Addiction Studies
Annual Program Review Template, Approved Spring 2009
Page 1 of 27
5/29/2016
5.1 b
Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: ADCT
Submitted by (names): Rachel Anderson, Marcy Foster
Contact Information (phone and email): rachel-anderson@redwoods.edu
Dean / V. P.: Anderson/Carson
Validation Date:
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual Update? (Have you shifted departments?
Have new degrees or certificates been created by your program? Have activities in other programs impacted your area or program?
For example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
Associate faculty for Addiction Studies agreed to re-write the curriculum for the course(s) they were scheduled to teach. There were
two additional community professionals who agreed to write curriculum not covered during the 2008-09 academic year. This
process was guided by a member of the curriculum committee meeting every two weeks. The curriculum re-writes provided
standardizations that are consistent with standards of the California Association for Alcohol/Drug Educators (CAADE) and TAP 21.
Annual Program Review Template, Approved Spring 2009
Page 2 of 27
5/29/2016
5.1 b
2. Program/Discipline Trends
Review and analyze the Enrollment data (Table 2.01) provided by Institutional Research and answer the following questions:
Table 2.01 Enrollments
Number of students enrolled at census date
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.
Annual Program Review Template, Approved Spring 2009
Page 3 of 27
5/29/2016
5.1 b
Addiction Studies
Fill Rate
Enrollment
Sections
FTES
WSCH
Total
Evening
Late Afternoon
2008 - 2009
Total
Evening
Late Afternoon
2007 - 2008
Total
Evening
Late Afternoon
2006 - 2007
Total
Evening
Late Afternoon
2005 - 2006
37% 55% 53% 19% 58% 52% 46% 72% 66% 67% 69% 69%
13
207 220
13
206
219
32
169
201
40
258 298
1
11
12
2
11
13
2
6
8
2
12
14
3.84 27.66 31.5 2.78 27.26 30.04 5.41 20.03 25.44 6.15 32.55 38.7
126
630 756 216
702
918 180
324
504 144
720 864
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
Other than an increase in enrollment, the pattern of fill rate and number of sections have remained fairly constant.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
There are none observed.
Annual Program Review Template, Approved Spring 2009
Page 4 of 27
5/29/2016
5.1 b
Review and analyze the Enrollment data (Table 2.02) provided by Institutional Research and answer the following questions:
2.02 Course Success Rates
Percentage of students enrolled at census receiving a grade of A, B, C, or Credit
Addiction Studies
Total
ADCT-10
ADCT-11
ADCT-12
ADCT-13
ADCT-14
ADCT-15
ADCT-16
ADCT-17
Total
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled
74%
57
63%
49
66%
32
80%
41
75%
111
69%
42
64%
45
79%
34
71%
58
73%
44
58%
24
66%
61
60%
50
73%
51
82%
28
59%
64
70%
20
78%
59
71%
35
67%
24
77%
60
74%
23
68%
25
69%
29
81%
26
71%
55
70%
43
81%
58
67%
51
78%
9
81%
16
90%
10
83%
12
82%
11
72%
281
69%
261
73%
253
70%
226
73%
336
72%
281
69%
261
73%
253
70%
226
73%
336
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
The level of succes has remained fairly constant, even in variation of enrollment.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
None observed.
Review and analyze the Enrollment data (Table 2.03) provided by Institutional Research and answer the following questions:
Table 2.03 Course Retention Rate
Percentage of students enrolled at census receiving a grade other than W (Withdraw)
Annual Program Review Template, Approved Spring 2009
Page 5 of 27
5/29/2016
5.1 b
Addiction Studies
Total
ADCT-10
ADCT-11
ADCT-12
ADCT-13
ADCT-14
ADCT-15
ADCT-16
ADCT-17
Total
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled
88%
57
82%
49
78%
32
93%
41
93%
111
88%
42
80%
45
91%
34
88%
58
89%
44
83%
24
85%
61
76%
50
88%
51
93%
28
91%
64
85%
20
88%
59
94%
35
88%
24
83%
60
96%
23
80%
25
76%
29
96%
26
82%
55
88%
43
88%
58
80%
51
89%
9
81%
16
100%
10
100%
12
82%
11
88%
281
84%
261
87%
253
89%
226
87%
336
88%
281
84%
261
87%
253
89%
226
87%
336
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
The program has become stablized, there is a small group of associate faculty that have taught for us a long time with a high rate of
success.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
None noted.
Review and analyze the Enrollment data (Table 2.04) provided by Institutional Research and answer the following questions:
Annual Program Review Template, Approved Spring 2009
Page 6 of 27
5/29/2016
5.1 b
Table 2.04 English and Mathematics Basic Skills Data for Course Success (F2005-F2008)
ADCT-10
ADCT-11
ADCT-12
ADCT-13
ADCT-14
ADCT-15
ADCT-16
ADCT-17
Total
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
READ-360
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
86%
14
77%
53
64%
50
53%
15
100%
2
76%
46
77%
13
65%
26
50%
14
67%
3
87%
23
68%
19
74%
34
53%
40
38%
8
0%
4
73%
30
100%
8
69%
29
50%
18
43%
7
0%
1
72%
29
93%
15
74%
19
61%
31
80%
5
0%
1
75%
36
90%
10
77%
13
54%
24
100%
1
74%
27
80%
15
81%
36
59%
41
50%
6
0%
1
81%
53
100%
7
86%
7
75%
4
0%
2
88%
16
84%
101
75%
217
58%
222
51%
47
22%
9
78%
260
ADCT-10
ADCT-11
ADCT-12
ADCT-13
ADCT-14
ADCT-15
ADCT-16
ADCT-17
Total
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
86%
14
53%
15
76%
34
77%
47
56%
16
72%
54
80%
10
80%
5
85%
13
58%
19
50%
6
73%
26
86%
14
25%
12
54%
26
62%
39
53%
15
79%
29
100%
6
70%
10
50%
14
59%
22
80%
5
69%
35
85%
13
89%
9
56%
16
70%
23
83%
12
71%
34
83%
12
100%
4
83%
6
54%
24
71%
7
73%
22
90%
10
75%
12
71%
24
74%
38
64%
11
72%
57
100%
6
75%
4
100%
3
67%
6
67%
3
86%
14
87%
85
65%
71
68%
136
67%
218
64%
75
73%
271
Given the data, what patterns can be identified in the success rate in individual courses based on the students' skill level? Identify any
important changes since the last review.
Considering that Addiction Studies has a fairly high success rate within it's program, the obvious population of concern are students
with at least two levels below college. Also, it would appear that English skills are more significant determinant for success (math
skills appear to be fairly random.)
Annual Program Review Template, Approved Spring 2009
Page 7 of 27
5/29/2016
5.1 b
How has the discipline/program responded to these patterns and how will the discipline/program respond in the next three years?
Assessment on writing and reading proficiencies can be include in the SLO’s. A more definitive look at the relationship between
reading and writing skills and success in Addiction Studies classes can be further evaluated.
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data.
Provide a narrative that addresses the following issues
a. Documentation of lab market demand
b. Non-duplication of other training programs in the region.
c. Effectiveness as measured by the employment and completion success of its students.
According to the CA-EDD Labor Market Info web site, Substance Abuse and Behavioral Disorder Counselors have the potential of
earning an annual mean income of $36,558 in Humboldt County. Between 2004 and 2014 it is estimated that the number of positions
in this field will increase by approximately 20. Including replacement for vacancies this is an annual average of 5 openings per year.
College of the Redwoods is the only local training facility for substance abuse counselors. There is no data available for Del Norte
County and the site referred back to the data for Humboldt County.
4. Budget Resources
List your area’s budget for the following categories in the table below. Restricted funds have a sponsor/grantor/donor (federal,
state, local government, etc). The funds are restricted by the sponsor/grantor/donor. Everything else is unrestricted.
Category
Supply and printing budget
Equipment replacement and repair
budget
Professional Development
Work-study funding
Annual Program Review Template, Approved Spring 2009
Page 8 of 27
Unrestricted Funds
0
Restricted Funds
0
0
0
5/29/2016
5.1 b
Additional Budget Items
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
There is no independent budget allowance for Addiction Studies. Last year there was a budget of $95 that was to cover supplies and
printing. This was sadly lacking, and even this amount was lost in the budgetary “reassignment” for Addiction Studies.
Annual Program Review Template, Approved Spring 2009
Page 9 of 27
5/29/2016
5.1 b
5. Learning Resource Center Resources
Is the level of resources provided by the Library (Learning Resource Center) adequate?
Yes
No If No, Complete the following:
Library Needs Not Covered by Current Library Holdings1 Needed by the Unit over and above what is currently provided.
These needs will be communicated to the Library
List Library 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. Place items on
list in order (rank) or importance.
1. Audio-video materials, books of relevant topics, periodicals, and professional journals.
Reason: There are not sufficient current resources for faculty to assign appropriate research projects.
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
1 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
Annual Program Review Template, Approved Spring 2009
Page 10 of 27
5/29/2016
5.1 b
6. Faculty
Table 6.01 – Faculty Load Distribution by semester
Associate Faculty
Total
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
FTEF % of Total FTEF % of Total FTEF % of Total FTEF % of Total
1.07
100% 0.91
100% 0.73
100% 1.27
100%
1.07
100% 0.91
100% 0.73
100% 1.27
100%
a. Describe the status of any approved, but unfilled full-time positions.
This area is in great need for a full-time faculty member. If that is not possible, the request for money to pay an Associate Faculty to
take on the responsibilites for Area Coordination is critical to the success of this program. If this request can not be met, the program
is in serious jeopardy of failure.
 b. If you are requesting a Full-Time Faculty position, fill out the current faculty position request form and attach it to
this document.
c. If your Associate Faculty needs are not being met, describe your efforts to recruit Associate faculty and/or describe
barriers or limitations that prevent retaining or recruiting Associate Faculty
The growth of the program is stalled without the guidance of an Area Coordinator. It is not only impossible, but not recommended to
hire further Associate Faculty until CR is capable of providing necessary support.
7. Staff Resources
Complete the Classified Staff Employment Grid below (please list full- and part-time staff). This does not include faculty, managers,
or administration positions. If a staff position is shared with other areas/disciplines, estimate the fraction of their workload dedicated
to your area. (To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Annual Program Review Template, Approved Spring 2009
Page 11 of 27
5/29/2016
5.1 b
Staff Employed in the Program
Assignment (e.g., Math, Full-time (classified)
English)
staff (give number)
Part-time staff (give
number)
Gains over Prior Year
Losses over Prior Year
(give reason: retirement,
reassignment, health, etc.)
Do you need more full-time of part-time classified staff?
Yes
No
If yes, fill out the current staff request form (to be provided by Administrative Services)
Annual Program Review Template, Approved Spring 2009
Page 12 of 27
5/29/2016
5.1 b
8. Facilities, and Classroom Technology
Are teaching facilities adequate for achieving the educational outcomes of this discipline/program?
Yes
No
If No was checked, complete a Facility Form for each instructional space that does not meet the needs of this discipline/program.
Additional facilities forms are available at the end of this document for each separate facility being addressed.
Facilities, and Classroom Technology Form
Program/Disciplines:
Year:
Submitted by:
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room
ADA
temp
access
Other (briefly describe):
Number of seats / work stations
Technology (computers, projectors, internet)
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
9. Equipment
Annual Program Review Template, Approved Spring 2009
Page 13 of 27
5/29/2016
5.1 b
Is the available equipment (other than classroom specific equipment described in the facilities section) adequate to achieve the
educational outcomes of your program/discipline?
Yes
No
If No was checked, complete an equipment form.
If No was checked, complete the following grid for each piece of equipment being requested for this area/discipline:
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Equipment
Price, include
tax and
shipping
Number of
students using
equipment each
semester
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
Equipment Repair
Does the equipment used for your discipline/program function adequately, and does your current budget adequately provide adequate
funds for equipment repair and maintenance? This does not include classroom specific equipment repair described in the facilities
section.
Yes
No
If No, provide the following information to justify a budget allotment request:
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Equipment
requiring repair
Repair Cost /
Annual
maintenance
cost
Number of
students using
equipment each
semester
Annual Program Review Template, Approved Spring 2009
Page 14 of 27
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
5/29/2016
5.1 b
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: ADCT-15
Without the guidence of an Area Coordinator, no assessment was completed. However NATTC
(http://www.nattc.org/resPubs/tap21/TAP21.pdf) offers competency outcomes for Adduction Studies. The
following outcomes will be presented to Associate Faculty to determine a rubric to assess these SLO's/PLO's
Or PLO Measured : Adapt counseling strategies to the individual characteristics of the client,including but not
limited to disability, gender, sexual orientation, developmental level, culture, ethnicity, age, and health
status.
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
To be determined.
Once rubric is established all ADCT classes will participate.
Annual Program Review Template, Approved Spring 2009
Page 15 of 27
5/29/2016
5.1 b
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
1) Establish which SLO/PLO will be measured by the Associate Faculty (with their consultation)
2) Develop a rubric to assess these learning outcomes.
3) Establish a baseline goal for achievement.
4) Administer assessments and quantify results.
5) Meet with Associate Faculty to determine a plan for improving student's outcomes, OR if successful choose
new SLO/PLO for evaluation next year.
Without a coordinator it is difficult to extablish a timeline. However, the process of identification of SLO/PLO
can be done this year (Spring Semester, 2010)
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Annual Program Review Template, Approved Spring 2009
Page 16 of 27
5/29/2016
5.1 b
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
Assessment forms will be stored with IR, and until an Area Coordinator can be identified, the Dean of Academic Affairs.
11. Curriculum Update
Identify curricular revisions and innovations undertaken
a.
in the last year.
Up date all ADCT curriculum including SLO's and PLO's
b.
planned for the coming year.
None at this time.
c. Complete the grid below. The course outline status report can be located at:
http://www.redwoods.edu/District/IR/Reports/Curriculum/Curriculum_Course_Outlines.htm
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Annual Program Review Template, Approved Spring 2009
Page 17 of 27
5/29/2016
5.1 b
Course
ADCT-11
ADCT-12
ADCT-13
ADCT-14
ADCT-15
ADCT-17
ADCT-38
ADCT-40
ADCT-42
Year Course Outline Last Updated
4/2009
4/2009
4/2009
2/1997
4/2009
4/2009
4/2009
3/2008
4/2009
Year Next Update Expected
4/2014
4/2014
4/2014
Discontinued
4/2014
4/2014
4/2014
3/2013
4/2014
If the proposed course outlines updates from last year’s annual update (or comprehensive review) were not completed, please
explain why.
All are up to date.
12. Action Plans
List any action plans submitted since your last annual update. Describe the status of the plans. If they were approved, describe
how they have improved your area.
1) Provide adequate reassigned time for a full time faculty member to more fully develop the program beyond normal coordinating
role of scheduling course and engaging in faculty selection and evaluation. (This was not accomplished we do not currenly have a
fulltime faculty member in the area of Adduction Studies)
2)Create a community advisory group in consultation with the North Coast Association of Mental Health Practitioners. (This is work
in process - contracts are currently in development - this should be accomplished this year.)
3) Creation of a human service program and integration of said program with an ADCT program.(This is still being considered, but
with out a full time faculty person in the area of Adduction Studies or a capable area coordinator it might not get accomplished.)
4)Hire a full time Sociology faculty member who has a background in ADCT. Re-assign program coordination to this person to
improve the continuity and further development of the program.(We were able to hire a full time Sociology instructor, unfortunately
she does not have a background in Addiction Studies, so this is still a need.)
Annual Program Review Template, Approved Spring 2009
Page 18 of 27
5/29/2016
5.1 b
5) With the guidance of the curriculum committee, the faculty, and the advisory committee, revise program requirements and re-write
all curriculum. This will assure that the program is meeting state requirements and students are able to sit for the state accreditation
exams upon completion. (This was accomplished)
6) Develop a regular rotation of ADCT offerings in order to facilitate students completion of the program in a timely manner.(This
was accomplished)
13. Goals and Plans. Address either item a. or b. in the section below
a. If you have undergone a comprehensive review, attach your Quality Improvement Plan (QIP) and address progress made on the
plan and list any new plans that have been developed (using a new QIP form).
QIP Attached
b. If you do not have a QIP, refer to the goals and plans from your previous annual update.
For each goal and/or plan, comment on the current status of reaching that goal and/or completing the plan.
List any new goals and plans your area has for the coming year, and indicate how they are aligned with the goals/objectives in
CR’s Strategic Plan. (CR’s strategic plan is located on the web at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).
Provide adequate reassigned time for a full time faculty member to more fully develop the program beyond normal
coordinating role of scheduling courses and engaging in faculty selection and evaluation.
Annual Program Review Template, Approved Spring 2009
Page 19 of 27
5/29/2016
5.1 b
Additional Forms
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
Page 20 of 27
5/29/2016
5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
Page 21 of 27
5/29/2016
5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
Page 22 of 27
5/29/2016
5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
Page 23 of 27
5/29/2016
5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Annual Program Review Template, Approved Spring 2009
Page 24 of 27
5/29/2016
5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Annual Program Review Template, Approved Spring 2009
Page 25 of 27
5/29/2016
5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Annual Program Review Template, Approved Spring 2009
Page 26 of 27
5/29/2016
5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Annual Program Review Template, Approved Spring 2009
Page 27 of 27
5/29/2016