5.1 b
Program/Discipline: DHET
Annual Program Review Update
Diesel Heavy Equipment Technology
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5.1 b
Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: DHET
Submitted by (names): Mike Peterson
Contact Information (phone and email): (707) 476-4350 mike-peterson@redwoods.edu
Dean / V. P.: Steve Brown
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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Diesel Heavy Equipment Tech
Fill Rate
Enrollment
Sections
FTES
WSCH
Total
Weekend
Evening
Prime Time
Early Morning
2008 - 2009
Total
Evening
Prime Time
Early Morning
2007 - 2008
Total
Evening
Late Afternoon
Prime Time
Early Morning
Total
2006 - 2007
TBA
Evening
Late Afternoon
Prime Time
Early Morning
2005 - 2006
70% 65% 60% 58% 100% 63% 58% 63% 62% 50% 58% 65% 51% 56% 57% 53% 50% 70% 40% 57%
35
17
29
29
1
111
29
33
31
26
119
31
38
44
113
16
12
45
12
85
2
1
2
2
1
8
2
2
2
2
8
2
3
3
8
1
1
3
1
6
10.96 2.99 4.31 5.45
0.1 23.81 8.72 5.97 4.73 5.1 24.51 8.72 6.85 5.35 20.92 4.5 2.11 10.89 1.03 18.53
288
90 153 180
54
765 288 180 153 180
801 288 270 204
762 144
90
360
45
639
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
The average FTES for the last four years is 21.94 FTES per year. The total FTES for last year (2008-2009) was 18.53. Although this
decline is slight, it is likely due to the retirement of the single full-time faculty member in the program.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
There are no apparent changes outside the discipline that are impacting the data. Because the college is experiencing FTES growth in
general, one would expect the DHET program to be growing as well. Additionally, as the situation in the local economy forces many
displaced workers to seek retraining, one would expect that the DHET program would be a viable option for these worker. The data
above does not support this expectation.
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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
DHET-149
DHET-150
DHET-167
DHET-180
DHET-40
DHET-54
DHET-59
DHET-63
DHET-64
DHET-66
DHET-69
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
75%
20
88%
17
88%
17
79%
14
57%
14
88%
16
73%
15
57%
14
71%
14
88%
17
75%
8
67%
12
95%
21
95%
21
91%
11
100%
4
100%
1
100%
10
84%
19
84%
19
84%
19
100%
16
78%
23
63%
16
60%
15
91%
11
60%
15
72%
25
86%
14
86%
14
71%
14
82%
17
86%
14
74%
19
58%
12
83%
12
75%
16
80%
15
88%
17
82%
147
78%
115
79%
126
82%
116
75%
84
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
The average success rates over five years ranged from 75% to 82%. There is no identifiable trend in the data and changes from year to
year can be attributed to natural variability.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
There is no evidence that changes outside the discipline are impacting the data.
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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)
DHET-149
DHET-150
DHET-167
DHET-180
DHET-40
DHET-54
DHET-59
DHET-63
DHET-64
DHET-66
DHET-69
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
100%
20
100%
17
100%
17
93%
14
93%
14
100%
16
87%
15
93%
14
100%
14
94%
17
100%
8
100%
12
95%
21
95%
21
100%
11
100%
4
100%
1
100%
10
95%
19
95%
19
100%
19
100%
16
87%
23
94%
16
100%
15
100%
11
100%
15
88%
25
93%
14
93%
14
100%
14
100%
17
100%
14
84%
19
92%
12
100%
12
100%
16
100%
15
94%
17
95%
147
95%
115
94%
126
97%
116
99%
84
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
Retention rates for the DHET program are very high. However, retention is defined as the number students who remain in the class
after census, and it is not a very accurate way to determine the percentage of students who are attending the entire course.
Because many of the courses in the DHET program are offered sporadically, perhaps students are motivated to continue through
because the only other option is to wait several semesters for the course to be offered again.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
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5.1 b
Because the global and local economies are producing many displaced workers who seek retraining, technical programs such as the
DHET program at CR get more students who are motivated by their financial situations to enroll and complete courses.
Review and analyze the Enrollment data (Table 2.04) provided by Institutional Research and answer the following questions:
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5.1 b
Table 2.04 English and Mathematics Basic Skills Data for Course Success (F2005-F2008)
DHET-149
DHET-150
DHET-167
DHET-180
DHET-40
DHET-54
DHET-59
DHET-63
DHET-64
DHET-66
DHET-69
Total
DHET-149
DHET-150
DHET-167
DHET-180
DHET-40
DHET-54
DHET-59
DHET-63
DHET-64
DHET-66
DHET-69
Total
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
READ-360
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
100%
2
67%
9
94%
17
86%
7
75%
4
89%
9
100%
1
71%
7
56%
9
67%
3
100%
2
57%
7
100%
2
86%
7
80%
10
100%
2
100%
1
67%
3
100%
2
100%
6
67%
3
100%
8
100%
1
92%
12
100%
1
67%
3
80%
15
88%
16
100%
3
67%
3
88%
17
100%
1
88%
8
65%
20
67%
6
100%
3
53%
19
100%
1
83%
6
92%
12
100%
3
50%
2
75%
4
100%
1
83%
6
75%
12
80%
5
100%
3
50%
4
75%
4
85%
13
80%
20
83%
6
0%
1
53%
15
100%
2
83%
6
86%
14
100%
3
50%
2
80%
5
89%
19
82%
83
80%
133
87%
46
77%
22
71%
96
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
67%
3
100%
3
90%
10
77%
13
100%
8
82%
11
0%
2
100%
5
60%
5
75%
4
67%
3
60%
10
67%
3
100%
3
100%
7
80%
5
67%
3
75%
4
100%
3
50%
2
100%
8
100%
6
100%
1
92%
12
100%
1
75%
4
100%
3
81%
16
75%
12
80%
5
94%
17
100%
5
100%
1
69%
13
67%
9
67%
9
55%
20
100%
2
100%
1
100%
7
71%
7
100%
4
71%
7
75%
4
100%
2
100%
8
67%
6
75%
8
33%
3
71%
7
67%
3
77%
13
91%
11
75%
8
59%
17
100%
3
100%
1
90%
10
80%
10
83%
6
50%
2
78%
36
92%
24
86%
97
78%
83
80%
55
71%
104
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5.1 b
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.
In general, the data shows that students with higher level mathematics and reading skills are more successful in the DHET program.
However, much of this data is produced from very small sample sizes. Because this is the first time that annual reviews have included
this data, no important changes can be identified.
How has the discipline/program responded to these patterns and how will the discipline/program respond in the next three years?
This data has not been included in previous program reviews, thus, this program has not responded to any patterns. In the next three
years, instructors in DHET will attempt to inform new students of the level of mathematical and English skills required in the first
week of the semester. A one page handout will be created for instructors to give to students. The handout will give math and English
skills required for the courses as well as instructions on how to seek additional instruction or tutoring. Students will be encouraged to
seek tutoring or additional preparation if their skills are impacting their ability to be successful.
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.
The active dairy industry in Humboldt County makes this county the 6th largest dairy producer in the country according to the
Prosperity Center State of the Industry Report (SIR), Dairy, 2007. The dairy industry utilizes diesel heavy equipment year-round for
on-farm production through processing and export out of Humboldt County. Humboldt Bay commercial and recreational activities
generate a demand for diesel technicians. Humboldt County also produces significant nursery stock and has a thriving specialty
agricultural industry, both of which use diesel engines throughout the production and marketing of their products. The North Coast
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Prosperity Website lists specialty agriculture as one of the six targets of opportunity for the counties served by CR. Humboldt County
is the largest timber producing county in California (Prosperity Center SIR, Forestry, 2007), and in harvesting, processing, and
exporting wood products the forest industry uses diesel heavy equipment at every stage. However, in the 2007 SIR for Forestry, the
industry noted that “mechanical/maintenance trades need strengthening.” The CR DHET program directly affects the forestry
industry’s mechanical/maintenance workforce. The fisheries industry relies on diesel engines both on land and on water. This
industry remains one of Humboldt County's top six industries. The average wage for diesel mechanics in the North Coast region is
$21.95, and employment is projected to increase by 5.9% annually through 2016. The DHET program works synergistically with
CR’s Truck Driving Training program. Many DHET students feel the need to be able to road-test the vehicles they are working on,
and some Truck Driving students want to learn to maintain and repair the trucks they drive. The CR DHET program has also
historically performed the maintenance and repairs needed by the Truck Driving program’s vehicles. This provided real-world
experience to DHET students. The DHET program could be expanded to include new, clean burning diesel technology, “green”
diesel, such as bio-diesel, diesel small engines, such as the generators used in local off-grid residential installations, construction, and
agricultural application. The Diesel Heavy Equipment Technology (DHET) program at CR supports many local industries by
providing skilled diesel engine mechanics and technicians. Diesel technology is commonplace in the forestry, agriculture, marine,
construction, transportation, and power generation industries. Technicians trained in the specific skill sets required to operate,
maintain, and repair diesel engines are in demand in these industries. The CR DHET program has the potential to produce graduates
ready for employment in the industry.
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
Additional Budget Items
Annual Program Review Template, Approved Spring 2009
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Unrestricted Funds
1600.00
Restricted Funds
0
0
0
0
0
0
0
0
0
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5.1 b
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
The laboratory for the DHET program has not been funded adequately for many years. The equipment is obsolete and in disrepair.
There is no full-time faculty to assess the condition or suitability of the laboratory equipment. By not having suitable or working
laboratory equipment, student learning is impacted to the point that graduates are not prepared for work in industry.
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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
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.
Reason:
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
6. Faculty
Table 6.01 – Faculty Load Distribution by semester
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
FTEF % of Total FTEF % of Total FTEF % of Total FTEF % of Total
Associate Faculty
0.13
13% 0.13
13% 0.90
100%
Regular Staff/Non-Overld 1.03
100% 1.03
88% 0.97
87%
Total
1.03
100% 1.17
100% 1.11
100% 0.90
100%
a. Describe the status of any approved, but unfilled full-time positions.
No full-time positions have been approved.
 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
Recruiting and retaining associate faculty with the appropriate credentials is a significant barrier to the college's ability to offer the
courses necessary for students to matriculate through the DHET program at a reasonable rate. Associate faculty are not typically
available to teach daytime sections so the program is able to offer only two courses each semester (MW & TTH).
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)
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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.)
DHET
0
0
0
0
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: DHET Submitted by: Mike Peterson
Year: 2009
List classroom or instructional space name/number: AT 131
Check if any of the following are not adequate:
Ventilation / room
ADA
Number of seats / work stations
Technology (computers, projectors, internet)
temp
access
Other (briefly describe): Specific laboratory equipment related to the Diesel Technology discipline
Describe the specific action and cost to make this space adequate for your instructional needs: This program needs to obtain a large
amount of funding to hire a full-time faculty member who can ascertain the condition of the laboratory, provide a cost analysis, and
develop a sustainable program.
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: 4
Students: 80
Describe how these changes will improve student learning outcomes: Modern technology and expert full-time faculty will
revitalize this program and allow students to obtain industry specific training that is otherwise not available at CR or in Humboldt
County.
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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
DHET
Laboratory
Price, include
tax and
shipping
Number of
students using
equipment each
semester
Unknown
50-100
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
This author does not have the
expertise to describe DHET
laboratory equipment. This
cannot be done until the program
hires full-time faculty to drive this
effort.
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
DHET
Laboratory
Repair Cost /
Annual
maintenance
cost
Number of
students using
equipment each
semester
Unknown
Annual Program Review Template, Approved Spring 2009
Page 17 of 30
50-100
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
This author does not have the
expertise to describe DHET
laboratory equipment. This
cannot be done until the program
hires full-time faculty to drive this
effort.
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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: At this time no Course SLO measurements are recorded.
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.
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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.
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5.1 b
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.
Currently no learning outcome assessment forms are archived.
11. Curriculum Update
Identify curricular revisions and innovations undertaken
a.
in the last year.
No curricular revisions or innovations have been undertaken in the last year.
b.
planned for the coming year.
No curricular revisions or innovations are planned for the coming year.
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
DHET-149
DHET-150
DHET-153
DHET-166
DHET-167
DHET-168
DHET-180
Annual Program Review Template, Approved Spring 2009
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Year Course Outline Last Updated
1997
1996
1990
1997
1997
1989
2008
Year Next Update Expected
2010
2010
2010
2010
2010
2010
2013
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5.1 b
DHET-40
DHET-54
DHET-59
DHET-63
DHET-64
DHET-66
DHET-69
2008
1997
2008
1997
2007
2007
2007
2013
2010
2013
2010
2012
2012
2012
If the proposed course outlines updates from last year’s annual update (or comprehensive review) were not completed, please
explain why.
The DHET program has no full-time faculty or discipline expertise to drive this effort.
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.
No plans were submitted since the last annual update.
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
The DHET program underwent a comprehensive review in the 2007-2008 academic year. Please see the supplemental document
DHET-QIP-2009.doc for the DHET Quality Improvement plan.
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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.
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).
Obtain grant funding to upgrade laboratory and hire full-time faculty. This is aligned with Goal 2, "Develop and manage human,
physical and financial resources to effectively support the learning environment."
Any other goals cannot be envisioned until this critical goal is completed.
Annual Program Review Template, Approved Spring 2009
Page 22 of 30
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 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