5.1 b
Program/Discipline:
Annual Program Review Update
Chemistry and Physical Science
Annual Program Review Template, Approved Spring 2009
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5.1 b
Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: Chemistry
Submitted by (names): Paul Farnham
Contact Information (phone and email): ext. 4221 paul-farnham@redwoods.edu
Dean / V. P.: Rachel Anderson/Marjorie 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):
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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.
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5.1 b
48% 69% 67% 64% 68% 59% 63% 42% 100% 62%
23
75
80
178
86
59
30
10
1
186
2
4
5
11
5
4
2
1
1
13
9.05 18.23 25.69 52.96 30.69 21.09 8.56 2.46 0.21 63.01
324
432
684 1,440
720
522 252 126
108 1,728
38%
38% 30% 38%
58%
40%
15
15
12
9
14
35
1
1
1
1
1
3
1.44
1.44 1.23 0.93
2
4.16
54
54
54
54
54
162
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
There are not any changes in the disipline that seem to be impacting the data that we are aware of. Results above seem to be
stable.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
There are not any changes outside the disipline that seem to be impacting the data that we are aware of. Results above seem to be
stable.
Annual Program Review Template, Approved Spring 2009
Page 4 of 30
Total
TBA
Evening
Late Afternoon
Prime Time
Early Morning
2008 - 2009
Total
Late Afternoon
Prime Time
91%
20
1
2.42
54
50%
101
8
30.59
1,044
91%
20
1
2.42
54
50% 69% 69% 67% 62% 29% 38% 58%
60
90
33
16
199
7
18
76
5
5
2
1
13
1
2
5
15.7 27.27 10.33 4.67 57.98 3.16 6.33 21.11
486
630
252 126 1,494 162 324
558
Early Morning
Late Afternoon
Prime Time
Early Morning
Total
Evening
Late Afternoon
2007 - 2008
Total
Physical Science
Fill Rate
Enrollment
Sections
FTES
WSCH
Fill Rate
Enrollment
Sections
FTES
WSCH
2006 - 2007
Evening
Chemistry
Prime Time
Early Morning
2005 - 2006
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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
Chemistry
Physical Science
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
CHEM-100
49%
47
40%
63
57%
44
44%
54
60%
42
CHEM-152
89%
19
CHEM-1A
45%
67
61%
61
67%
42
64%
77
53%
98
CHEM-1B
71%
21
80%
15
89%
9
43%
14
50%
20
CHEM-2
59%
135
56%
95
53%
34
70%
57
62%
65
CHEM-3
100%
12
73%
11
CHEM-40
100%
1
CHEM-8
62%
13
75%
12
CHEM-88
83%
6
Total
57%
295
58%
259
61%
129
60%
213
58%
238
PHYSC-10
62%
21
61%
23
73%
15
55%
31
Total
62%
21
61%
23
73%
15
55%
31
57%
316
58%
259
61%
152
61%
228
57%
269
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
There are not any changes in the disipline that seem to be impacting the data that we are aware of. Results above seem to be stable
within a range of varibility expected from year to year.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
There are not any changes outside the disipline that seem to be impacting the data that we are aware of. Results above seem to be
stable within a range of varibility expected from year to year.
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5.1 b
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)
Chemistry
Physical Science
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
CHEM-100
81%
47
70%
63
75%
44
87%
54
81%
42
CHEM-152
89%
19
CHEM-1A
67%
67
80%
61
86%
42
79%
77
71%
98
CHEM-1B
81%
21
80%
15
89%
9
71%
14
75%
20
CHEM-2
77%
135
76%
95
71%
34
89%
57
83%
65
CHEM-3
100%
12
73%
11
CHEM-40
100%
1
CHEM-8
77%
13
83%
12
CHEM-88
83%
6
Total
77%
295
77%
259
78%
129
83%
213
77%
238
PHYSC-10
67%
21
87%
23
100%
15
84%
31
Total
67%
21
87%
23
100%
15
84%
31
76%
316
77%
259
80%
152
84%
228
78%
269
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
There are not any changes in the disipline that seem to be impacting the data that we are aware of. Results above seem to be stable
within a range of varibility expected from year to year.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
There are not any changes outsidethe disipline that seem to be impacting the data that we are aware of. Results above seem to be
stable within a range of varibility expected from year to year.
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5.1 b
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
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5.1 b
Table 2.04 English and Mathematics Basic Skills Data for Course Success (F2005-F2008)
CHEM-100
CHEM-152
CHEM-1A
CHEM-1B
CHEM-2
CHEM-3
Total
PHYSC-10
Total
CHEM-100
CHEM-152
CHEM-1A
CHEM-1B
CHEM-2
CHEM-3
Total
PHYSC-10
Total
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
READ-360
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
56%
66
36%
50
52%
21
33%
3
43%
46
100%
6
80%
5
100%
2
83%
6
64%
103
63%
38
24%
17
61%
57
80%
20
40%
10
75%
8
57%
91
59%
56
50%
10
0%
1
0%
1
62%
58
50%
4
100%
2
0%
1
100%
4
62%
290
53%
161
43%
51
25%
4
0%
1
59%
179
83%
6
40%
10
100%
3
50%
4
83%
6
40%
10
100%
3
50%
4
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
56%
95
30%
44
42%
12
0%
2
48%
33
89%
9
100%
6
100%
1
67%
3
58%
151
50%
8
68%
56
71%
28
0%
1
67%
9
63%
112
50%
56
78%
9
0%
2
0%
1
57%
37
83%
6
100%
1
50%
4
61%
401
45%
115
57%
23
0%
4
0%
1
60%
142
73%
11
67%
3
33%
3
100%
1
0%
1
50%
4
73%
11
67%
3
33%
3
100%
1
0%
1
50%
4
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.
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5.1 b
It appears that having already passed English 1A improves success in general. However the unknown group had just about the same
success pattern as those who have taken Eng 1A at CR. The correlation with Math courses is more apparent as expected for physical
science courses that are primarely meant for transfer students. Transfer students are taking transfer level math courses.
How has the discipline/program responded to these patterns and how will the discipline/program respond in the next three years?
Math and English preparation is highly recommended for success in chemistry and physical science classes. We will continue to
encourage students to take the prerequisites before attempting a course.
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.
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
Annual Program Review Template, Approved Spring 2009
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Unrestricted Funds
3750
Restricted Funds
-
-
-
5/29/2016
5.1 b
Work-study funding
Additional Budget Items
4500
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
The equipment repair budget is adequate as long as there are no serious equipment repairs that would require a service call from an out
of the area technician. However, if any of our newer equipment reqiuires service, we do not have the budget for it.
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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 2009
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. tutoring
Reason: Many of our students could benefit from the services of professional tutors in chemistry. At present, only those qualified
for the services of the Light Center have this help availible to them. The online service just initiated may be useful to some, but
that is unknown at present.
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.
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5.1 b
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6. Faculty
Table 6.01 – Faculty Load Distribution by semester
Chemistry
Physical Science
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
FTEF % of Total FTEF % of Total FTEF % of Total FTEF % of Total
Associate Faculty
0
6%
1
31%
1
27%
0
19%
Regular Staff/Non-Overld 2.87
94% 1.80
69% 2.07
73% 3.58
81%
Total
3.01
100% 2.73
100% 3.07
100% 3.99
100%
Associate Faculty
0.1
100%
0.1
100%
Staff - unknown status
Total
0
0%
0.1
100%
0
0%
0.1
100%
a. Describe the status of any approved, but unfilled full-time positions.
 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
7. Staff Resources
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5.1 b
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)
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.)
Chemistry/biology
stockroom tech
75% chemistry, 25%
biology
Summer school
-
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)
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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: Ps 108
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: winter heating problems continue to
be a problem in PS 108. This has been an ongoing concern for several years. We have recorded temperatures of 60 F in the room
on numerous occasions. and even lower during colder days. Several of the original chairs in this classroom are now very difficult
to adjust up and down. This makes seating for all 24 student stations ackward. COSTS: unknown for these repairs. Consult the
Mainenance Department.
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: 3
Students: 75
Describe how these changes will improve student learning outcomes: When it is very cold in the classroom, it is hard for the
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5.1 b
students to concentrate on the course work-- they are bundeled up in large coats and ditracted by their own discomfort. Therefore,
if we can provide reliable heating, their level of concentration and particapation will improve. If the seats that don't function
reliably, were replaced we could make the full complement of students that tis room could accomodate more comfortable and more
able to concentrate on learning. Their SLO results should improve if they are more comfortable.
9. Equipment
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)
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5.1 b
Equipment
requiring repair
GCMS
Repair Cost /
Annual
maintenance
cost
Number of
students using
equipment each
semester
$500
Annual Program Review Template, Approved Spring 2009
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70
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
Chemistry in the 21st century is
highly dependant on
instrumentation. Students need
to have experience with these
tools to appreciate the state of
modern science.
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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: Chem 1A - Do a calculation involving multiple chemical concepts. Specifically,solve
stoichiometry problems using solution volume and concentrations.
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
We will be using exam questions that use data like that found in quantitative analysis experiments and ask the
student to calculate the results. Laboratory experiments using solutions will be performed that require
stoichiometric calculations to obtain the results during Chem 1A as well as throughout the Chem 1B course that
follows for some 1A students. Our goal is that 80% of students going on to Chem 1B can perform these
calculations to a satisfactory level. At the end of Chem 1B, we expect 100% of the students passing the class to
be able to do these calculations. This will be assessed by evaluating their lab calculations and solutions to
problems found on the exams throughout the year, including the final exam in Chem 1B.
We have not collected any assessment data at this time. Fall 2009 and spring 2010 will be the first
semester where data will be collected.
If we find that the results from assessment of a given SLO are unsatisfactory, we will develop additional
methods to teach that outcome. More time will be devoted to stoichiometry in Chem 1A - worksheets
will be developed to give the students more practice that demonstrate a need for it, additional labs will be
done that require this type of calculation.
As stated above, we believe more lessons devoted to chemical calculations, more at home practice with
the various forms stoichiometry problems take and additional hands - on experience in the lab will
increase competency.
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5.1 b
Provide a timeline for
implementation of your
top priorities.
fall 2009 - additional lab work and work sheets in Chem 1A if exam assessment data does not meet the
goal of 80% competency. Chem 1A final exam will retest for this SLO.
spring 2010 - Chem 1A - additional lecture time devoted to topic as well as lab work and work sheets if
goal is not reached by 3rd midterm exam.
spring2010 - Chem1B - Entry test to measure competency in this SLO. If 100% competancy is not
found, then additional work sheets and instruction will be provided to those that require it. Continued
assessment of this SLO throughout the term, including the final exams in lab and lecture.
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?
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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.
All assesment forms will be kept with the Dean's office and IR.
11. Curriculum Update
Identify curricular revisions and innovations undertaken
a.
in the last year.
Acquisition of a GCMS instrument .
b.
planned for the coming year.
We plan to integrate the use of the GCMS into the course work in most of our courses. This will require additional instruction time
devoted to the theory behind this very powerful, modern analysis tool. Since most textbooks are weak in this area, supplemental
materials will be produced. This instrument offers the opportunity to develop analytical experiments in many areas such as consumer
product testing.
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5.1 b
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)
Course
CHEM-1A
CHEM-1B
CHEM-2
CHEM-3
CHEM-8
CHEM-40
CHEM-52
Year Course Outline Last Updated
2008
2008
2008
2008
2008
2008
2008
Year Next Update Expected
2013
2013
2013
2013
2013
2013
2013
If the proposed course outlines updates from last year’s annual update (or comprehensive review) were not completed, please
explain why.
The only section offered by chemistry that does not have a "course update" is the Tutorial Lab.
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.
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
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5.1 b
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.
1. All course outlines were upddated in Fall 2007. 2. We have developed the method of assessment for the SLOs for each course. but
have not implemented them. 3. We have had some discussions with others on the GE course assessments. 4. We will begin to
collect SLO data this semester (fall, 2009). 5. Tony Sartori is on sabbatical this semester to develop an online GE course in Physical
Science. 6. Chem 8 was taught spring 2008 and will be offered again in 2009. We are following HSU in allowing students with
Chem 2 as a previoius course to take Chem 8, so that they may satisfy their organic chemistry requirement with a higher unit course
instead of offering Chem 3 and having a very low enrollment or not offering it at all. 7. We have had some discussions with the Life
Science faculty about their wishes with reguard to chemistry prerequisites for their courses. No changes have come from these
discussions.
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).
We will continue to work on assessment of the SLOs and collecting and analyzing the data. This is aligned with Objective 3.1 in the
Strategic Plan as well as the college wide goal of Building a Culture of Assessment. We will continue to work on the online GE course
idea - this is inline with the college wide goal of Ensuring Access and the Objectives 5.3, 5.5, 5.6.
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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 23 of 30
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 24 of 30
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 25 of 30
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 26 of 30
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 30
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 28 of 30
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 29 of 30
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 30 of 30
5/29/2016