5.1 b
Program/Discipline: Dance, Health Education, Physical Education
Annual Program Review Update
Physical and Health Education
Annual Program Review Template, Approved Spring 2009
Page 1 of 41
5/29/2016
5.1 b
Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: Health, Physical Education and Dance
Submitted by (names): Marla Gleave, Mike Woychak, Bob Brown, Maggie White, Dave Banducci, Mike Cox
Contact Information (phone and email): Joe Hash/4242
Dean / V. P.: Joe Hash
Validation Date: 10/2/2009
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):
Annual Program Review Template, Approved Spring 2009
Page 2 of 41
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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 41
5/29/2016
5.1 b
Dance
Health Education
Physical Education
Fill Rate
Enrollment
Sections
FTES
WSCH
Fill Rate
Enrollment
Sections
FTES
WSCH
Fill Rate
Enrollment
Sections
FTES
WSCH
46%
67%
16
67
1
3
2.85
9.17
54
162
76%
74%
176
137
6
5
20.14 15.86
324
270
39%
49% 54%
507
925
207
50
57
10
58.87 113.77 24.34
2,669 3,033
531
47%
14
1
1.76
36
38%
30
2
2.37
81
30%
12
1
1.44
54
36% 61%
38 655
3
28
1.82 87.4
77 1,894
59% 77% 76%
76%
47%
97
23
53
76
97
5
1
2
3
5
13.78 3.16 6.11
9.28
13.07
252
54
108
162
270
71% 60% 61%
60% 56%
59%
325
134
113
247
128
137
12
6
5
11
6
6
37.44 15.34 13.39
28.73 14.79 15.67
648
324
270
594
324
324
49% 37% 48% 50% 57% 29% 50%
46% 42%
42% 44%
2,362
421
941
150
38
27
543 2,120
405 1,093
353
150
42
59
8
2
3
30
144
36
73
20
288.56 48.7 109.8 16.45 1.85 1.41 81.27 259.47 41.44 123.23 37.46
8,284 2,268 3,195
423
54
72 2,150 8,162 1,731 3,789 1,044
42%
25
2
2.48
81
41% 14% 48%
66
17
544
4
3
31
5.77 0.98 78.81
189
81 2,177
Total
TBA
Weekend
Evening
Late Afternoon
Prime Time
Early Morning
TBA
Total
2008 - 2009
Weekend
Evening
Late Afternoon
Prime Time
Early Morning
Total
TBA
2007 - 2008
Weekend
Evening
Late Afternoon
Prime Time
Early Morning
Total
TBA
2006 - 2007
Weekend
Evening
Late Afternoon
Prime Time
Early Morning
2005 - 2006
46%
52%
33%
49%
122
98
10
108
7
5
1
6
15.55
12.44
0.63
13.07
351
270
27
297
58% 68% 63%
82%
68%
265
163
114
37
314
12
7
5
1
13
30.46 17.9 12.71
4.22 34.83
648
378
270
54
702
43% 52% 56% 49% 23% 43%
58%
54%
2,478
278 1,090
317
21
96
696 2,498
167
19
57
17
2
7
31
133
287.69 34.33 128.6 43.12 2.6 5.26 104.67 318.57
9,011 1,026 3,060
999 108 167 2,161 7,521
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
Health Education: no changes in discipline or area occurred during this time-frame.
Dance: 05-07 more prime time sections were offered. During 07-09 evening sections were added which in turn reduced prime time
sections because of limit on associate faculty TLU allottments (all dance courses are taught by associate faculty)
Physical Education: Pool closure continues to reduce section offerings as a total of 5-6 sections of swim classes per semester have
been eliminated.
Department note: Late afternoon health education and PE lecture section offerings are non-existant due to full-time faculty also being
head coaches and teaching their PE intercollegiate sports in late afternoon.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
Health Education: no outside the discipline changes occurred that would affect data
Dance: no outside the discipline changes occurred that would affect data
Physical Education:
Department note: Evening sections mandated for fall 2009 are not included in this data
Annual Program Review Template, Approved Spring 2009
Page 4 of 41
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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
Annual Program Review Template, Approved Spring 2009
Page 5 of 41
5/29/2016
5.1 b
DANCE-30
DANCE-31
DANCE-32
DANCE-34
Total
HE-1
HE-2
HE-7
Total
PE-10
PE-11
PE-12
PE-12A
PE-12B
PE-13
PE-15
PE-16
PE-17
PE-18
PE-19
PE-20
PE-21
PE-21A
PE-22
PE-23
PE-24
PE-25
PE-300
PE-302
PE-33
PE-34
PE-41
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
78%
37
65%
60
67%
52
69%
29
48%
21
74%
58
53%
51
74%
34
72%
87
69%
93
76%
41
48%
27
58%
19
71%
17
62%
21
76%
136
57%
138
70%
86
69%
156
66%
131
72%
279
69%
269
74%
192
67%
204
76%
237
76%
45
60%
48
56%
36
85%
41
62%
42
94%
50
90%
40
78%
45
85%
47
80%
54
75%
374
70%
357
73%
273
73%
292
75%
333
85%
54
64%
81
78%
81
69%
75
76%
92
75%
32
72%
32
67%
30
95%
21
71%
546
73%
686
72%
613
75%
571
73%
701
81%
95
71%
17
83%
24
77%
13
63%
16
64%
58
75%
48
73%
22
68%
28
84%
75
78%
40
58%
45
58%
65
71%
48
77%
60
72%
250
60%
183
72%
146
86%
37
90%
52
98%
50
94%
52
97%
37
77%
91
78%
109
77%
99
85%
89
91%
123
88%
43
80%
30
92%
36
91%
44
77%
35
93%
27
90%
31
71%
24
91%
23
80%
25
94%
16
93%
15
95%
19
85%
20
85%
13
86%
63
70%
43
52%
23
73%
48
74%
47
84%
62
89%
75
79%
33
94%
64
95%
22
81%
26
83%
41
85%
13
84%
43
78%
9
55%
33
50%
14
88%
17
82%
11
59%
27
33%
9
27%
11
Annual Program Review Template, Approved Spring 2009
Page 6 of 41
5/29/2016
5.1 b
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
PE-41A
65%
65
69%
59
57%
67
70%
63
PE-41B
75%
57
69%
58
83%
54
86%
66
PE-41C
88%
8
78%
9
78%
9
100%
5
PE-43
78%
9
71%
14
PE-44
59%
22
75%
12
90%
10
85%
20
PE-46
78%
18
53%
17
83%
12
71%
14
PE-47
100%
11
36%
11
100%
8
78%
9
PE-50
100%
23
92%
24
100%
21
63%
24
93%
30
PE-51
90%
20
85%
26
83%
23
90%
21
89%
28
PE-52
97%
37
92%
26
100%
28
88%
32
89%
35
PE-54
91%
76
80%
91
91%
65
100%
62
80%
91
PE-56
94%
18
100%
12
100%
11
100%
12
100%
15
PE-58
80%
10
88%
8
100%
8
91%
11
PE-59
93%
15
94%
18
100%
18
100%
16
100%
18
PE-6
75%
24
77%
22
62%
13
PE-64
58%
36
67%
15
82%
11
58%
38
51%
35
PE-65
71%
34
77%
48
76%
58
72%
46
PE-66
73%
64
73%
63
82%
61
76%
80
80%
74
PE-67
89%
70
87%
78
95%
59
92%
59
82%
88
PE-68
86%
14
87%
15
71%
17
82%
22
73%
15
PE-7
47%
36
54%
13
70%
10
78%
9
73%
26
PE-75
63%
16
46%
13
PE-78
36%
340
36%
271
43%
133
55%
185
57%
230
PE-80
92%
186
85%
179
94%
170
94%
169
96%
165
PE-8A
81%
21
77%
13
100%
15
71%
14
87%
15
PE-9
77%
13
PE-90
78%
36
81%
43
89%
38
83%
48
89%
61
PE-93
74%
69
81%
86
78%
68
87%
79
75%
32
PE-98
85%
157
85%
115
83%
171
91%
92
85%
78
PE-99
51%
51
67%
42
Total
73%
2670
73%
2660
78%
2314
79%
2678
75%
2747
Grand Total
73%
3180
72%
3155
77%
2673
78%
3126
75%
3211
Annual Program Review Template, Approved Spring 2009
Page 7 of 41
5/29/2016
5.1 b
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
Dance: 06-07 academic year there was a district-wide push to limit associate faculty. Dance offerings were reduced and two dance
classes were not offered.
Health Education: no discipline changes has impacted data
Physical Education: success rates for PE 78 are low. PE 78 is a one-unit independent fitness class wheere students are required to
attend 54 hours of any PE activity course that fits their academic schedule. Success rates are low because students often register for
the course with good intentions but do not follow through on meeting the required number os hours
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
Dance: no outside changes
Health Education: no outside changes
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 8 of 41
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5.1 b
DANCE-30
DANCE-31
DANCE-32
DANCE-34
Total
HE-1
HE-2
HE-7
Total
PE-10
PE-11
PE-12
PE-12A
PE-12B
PE-13
PE-15
PE-16
PE-17
PE-18
PE-19
PE-20
PE-21
PE-21A
PE-22
PE-23
PE-24
PE-25
PE-300
PE-302
PE-33
PE-34
PE-41
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
86%
37
80%
60
83%
52
79%
29
76%
21
81%
58
63%
51
91%
34
78%
87
83%
93
85%
41
59%
27
79%
19
88%
17
76%
21
84%
136
70%
138
86%
86
78%
156
82%
131
92%
279
91%
269
93%
192
90%
204
94%
237
96%
45
83%
48
81%
36
90%
41
95%
42
96%
50
100%
40
89%
45
94%
47
94%
54
93%
374
91%
357
90%
273
90%
292
94%
333
93%
54
77%
81
91%
81
83%
75
89%
92
84%
32
81%
32
87%
30
95%
21
89%
546
85%
686
86%
613
90%
571
88%
701
88%
95
82%
17
88%
24
100%
13
100%
16
90%
58
92%
48
82%
22
86%
28
92%
75
90%
40
80%
45
77%
65
79%
48
95%
60
84%
250
81%
183
86%
146
86%
37
90%
52
98%
50
100%
52
97%
37
87%
91
86%
109
93%
99
89%
89
93%
123
88%
43
83%
30
97%
36
93%
44
97%
35
93%
27
94%
31
88%
24
100%
23
84%
25
94%
16
93%
15
95%
19
100%
20
85%
13
95%
63
88%
43
70%
23
92%
48
87%
47
94%
62
95%
75
85%
33
98%
64
95%
22
92%
26
93%
41
100%
13
98%
43
78%
9
70%
33
79%
14
94%
17
91%
11
78%
27
56%
9
73%
11
Annual Program Review Template, Approved Spring 2009
Page 9 of 41
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5.1 b
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
PE-41A
82%
65
78%
59
69%
67
89%
63
PE-41B
84%
57
83%
58
85%
54
91%
66
PE-41C
88%
8
89%
9
89%
9
100%
5
PE-43
89%
9
79%
14
PE-44
64%
22
83%
12
100%
10
95%
20
PE-46
89%
18
53%
17
100%
12
86%
14
PE-47
100%
11
45%
11
100%
8
89%
9
PE-50
100%
23
92%
24
100%
21
92%
24
93%
30
PE-51
90%
20
92%
26
87%
23
95%
21
89%
28
PE-52
100%
37
92%
26
100%
28
91%
32
97%
35
PE-54
92%
76
89%
91
91%
65
100%
62
92%
91
PE-56
94%
18
100%
12
100%
11
100%
12
100%
15
PE-58
90%
10
88%
8
100%
8
91%
11
PE-59
93%
15
94%
18
100%
18
100%
16
100%
18
PE-6
83%
24
91%
22
77%
13
PE-64
86%
36
80%
15
100%
11
92%
38
89%
35
PE-65
94%
34
88%
48
91%
58
100%
46
PE-66
91%
64
90%
63
95%
61
95%
80
92%
74
PE-67
91%
70
95%
78
97%
59
98%
59
93%
88
PE-68
100%
14
93%
15
94%
17
95%
22
100%
15
PE-7
72%
36
77%
13
70%
10
78%
9
77%
26
PE-75
75%
16
77%
13
PE-78
93%
340
96%
271
96%
133
93%
185
92%
230
PE-80
97%
186
96%
179
96%
170
99%
169
98%
165
PE-8A
90%
21
85%
13
100%
15
86%
14
87%
15
PE-9
85%
13
PE-90
83%
36
91%
43
97%
38
96%
48
95%
61
PE-93
90%
69
92%
86
91%
68
97%
79
84%
32
PE-98
98%
157
96%
115
99%
171
98%
92
96%
78
PE-99
71%
51
81%
42
Total
90%
2670
88%
2660
91%
2314
92%
2678
90%
2747
Grand Total
90%
3180
88%
3155
91%
2673
91%
3126
90%
3211
Annual Program Review Template, Approved Spring 2009
Page 10 of 41
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5.1 b
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
No changes in disciplines.Students are retaining in PE activity courses at a very high rate. In lecture courses students are retaining well
above 66% benchmark.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
No known changes outside the discipline impacted the data.
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 11 of 41
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5.1 b
Table 2.04 English and Mathematics Basic Skills Data for Course Success (F2005-F2008)
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
READ-360
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
DANCE-30
81%
32
57%
47
68%
25
44%
9
20%
5
66%
44
DANCE-31
73%
44
68%
53
61%
28
44%
9
40%
5
65%
78
DANCE-32
60%
10
50%
8
58%
12
0%
2
50%
14
Total
74%
86
62%
108
63%
65
40%
20
30%
10
64%
136
HE-1
78%
92
79%
136
63%
193
59%
123
47%
19
67%
95
HE-2
83%
29
69%
26
64%
42
41%
22
67%
3
64%
28
HE-7
92%
36
96%
25
82%
34
44%
16
67%
6
88%
26
Total
82%
157
80%
187
65%
269
55%
161
54%
28
70%
149
PE-10
80%
61
72%
72
72%
68
35%
20
71%
7
74%
58
PE-11
84%
25
80%
20
71%
21
75%
4
62%
13
PE-12A
79%
112
76%
189
76%
245
76%
123
76%
37
66%
152
PE-12B
94%
18
81%
26
75%
24
100%
8
0%
1
64%
14
PE-15
100%
5
80%
5
33%
3
100%
5
0%
1
71%
7
PE-17
57%
35
76%
29
59%
29
75%
8
100%
1
67%
21
PE-18
75%
111
72%
87
72%
60
56%
25
33%
3
66%
115
PE-19
84%
19
86%
14
100%
8
80%
5
100%
1
45%
11
PE-20
89%
19
100%
28
92%
62
98%
47
90%
10
96%
25
PE-21A
100%
1
100%
3
100%
9
75%
4
50%
2
83%
6
PE-22
90%
29
89%
36
81%
31
90%
10
100%
4
84%
19
PE-23
100%
12
92%
24
74%
35
84%
19
60%
5
88%
8
PE-25
67%
18
72%
36
74%
34
65%
17
50%
2
65%
34
PE-300
100%
9
83%
6
25%
4
80%
5
67%
3
92%
153
PE-302
100%
2
80%
5
75%
4
100%
1
84%
88
PE-33
92%
12
57%
14
91%
11
25%
4
60%
10
Annual Program Review Template, Approved Spring 2009
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5/29/2016
5.1 b
PE-41
PE-41C
PE-44
PE-46
PE-47
PE-50
PE-51
PE-52
PE-54
PE-56
PE-58
PE-59
PE-64
PE-65
PE-66
PE-67
PE-68
PE-7
PE-75
PE-78
PE-80
PE-8A
PE-90
PE-93
PE-98
Total
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
READ-360
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
0%
1
67%
3
0%
2
20%
5
100%
3
83%
6
57%
7
100%
1
100%
6
100%
8
94%
18
60%
5
0%
1
100%
1
67%
9
100%
7
67%
9
58%
12
50%
2
62%
13
100%
6
67%
6
67%
3
0%
1
58%
12
92%
12
94%
18
89%
19
70%
10
50%
4
67%
6
100%
12
83%
18
77%
22
80%
15
100%
9
80%
10
100%
22
100%
15
81%
21
82%
17
100%
7
88%
25
90%
31
92%
49
93%
71
87%
67
78%
41
76%
50
100%
8
100%
10
100%
11
100%
5
100%
1
100%
6
88%
8
100%
5
83%
6
100%
2
100%
17
100%
17
95%
21
100%
7
100%
1
100%
7
89%
18
62%
13
69%
16
35%
17
0%
6
71%
17
93%
29
77%
22
69%
35
36%
22
78%
9
67%
24
95%
43
79%
33
78%
68
60%
30
60%
5
65%
26
93%
28
98%
45
90%
68
92%
59
74%
38
80%
46
100%
17
77%
13
73%
15
33%
3
67%
6
64%
11
43%
14
89%
9
50%
2
100%
2
80%
10
78%
9
38%
8
25%
4
0%
1
71%
7
54%
156
43%
152
39%
142
38%
72
64%
14
46%
157
100%
49
90%
70
89%
138
88%
83
96%
27
82%
65
86%
7
75%
12
85%
13
100%
9
100%
1
80%
15
50%
4
86%
7
89%
9
56%
9
75%
4
89%
122
100%
12
83%
18
56%
9
67%
9
90%
10
83%
194
86%
14
90%
30
86%
14
50%
2
100%
8
84%
361
81%
1017
76%
1206
75%
1388
73%
754
77%
267
76%
1930
Annual Program Review Template, Approved Spring 2009
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5.1 b
PE-10
PE-11
PE-12A
PE-12B
PE-15
PE-17
PE-18
PE-19
PE-20
PE-21A
PE-22
PE-23
PE-25
PE-300
PE-302
PE-33
PE-41
PE-41C
PE-44
PE-46
PE-47
PE-50
PE-51
PE-52
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
86%
71
73%
44
59%
34
61%
46
59%
17
73%
74
72%
25
89%
19
64%
14
75%
8
76%
17
86%
184
78%
109
70%
183
65%
135
58%
24
75%
223
81%
26
75%
16
91%
11
82%
17
100%
2
74%
19
75%
4
100%
3
67%
6
80%
5
50%
2
83%
6
77%
43
55%
20
60%
20
71%
7
67%
6
56%
27
77%
111
73%
56
64%
77
67%
39
67%
6
66%
112
92%
24
83%
6
78%
9
100%
7
42%
12
94%
35
96%
25
97%
58
97%
34
0%
1
92%
38
100%
4
100%
5
100%
5
67%
6
80%
5
94%
35
82%
17
81%
27
88%
24
100%
1
84%
25
100%
29
93%
15
76%
25
69%
16
72%
18
72%
36
84%
25
69%
26
50%
18
100%
1
63%
35
100%
2
100%
7
75%
8
80%
5
25%
4
92%
154
50%
2
100%
5
33%
3
75%
4
100%
2
86%
84
78%
9
90%
10
64%
11
60%
5
67%
3
62%
13
50%
2
50%
2
0%
1
17%
6
71%
7
83%
6
67%
3
100%
1
100%
6
89%
18
100%
6
67%
6
75%
4
75%
8
92%
13
57%
7
57%
7
25%
4
100%
1
64%
11
100%
6
75%
4
60%
5
33%
3
60%
10
85%
20
100%
8
86%
14
69%
13
86%
14
81%
16
100%
16
77%
22
86%
14
0%
2
94%
16
96%
27
92%
12
82%
17
88%
8
0%
1
93%
42
Annual Program Review Template, Approved Spring 2009
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5.1 b
PE-54
PE-56
PE-58
PE-59
PE-64
PE-65
PE-66
PE-67
PE-68
PE-7
PE-75
PE-78
PE-80
PE-8A
PE-90
PE-93
PE-98
Total
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
97%
33
85%
40
91%
81
83%
72
81%
16
81%
67
100%
16
100%
4
100%
7
100%
5
100%
3
100%
9
88%
8
83%
6
100%
2
100%
2
100%
20
100%
9
95%
20
100%
11
100%
1
100%
9
86%
14
80%
10
46%
13
48%
23
60%
5
59%
22
97%
30
83%
18
57%
28
61%
28
33%
3
62%
34
94%
51
80%
30
80%
41
63%
35
43%
7
68%
41
97%
31
94%
36
90%
77
83%
66
86%
14
83%
60
100%
10
80%
15
67%
9
88%
8
0%
1
73%
11
73%
11
100%
5
25%
8
67%
9
67%
3
75%
12
73%
11
50%
2
33%
6
25%
4
0%
1
80%
5
62%
153
41%
117
42%
106
38%
99
29%
52
45%
166
97%
75
85%
71
93%
107
93%
72
65%
17
86%
90
88%
8
82%
11
90%
10
100%
7
67%
3
78%
18
80%
5
50%
4
88%
8
75%
4
85%
13
87%
121
100%
10
88%
16
100%
7
67%
18
43%
7
84%
194
80%
10
96%
24
67%
6
96%
24
86%
14
84%
351
84%
1244
77%
863
74%
1133
71%
909
57%
232
77%
2181
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.
Health Education lecture courses data indicates that the higher the English placement and passing of English the better the Health
Education grade. Students in English 350 or 360 were in the low 40% of passing the Health Education coursse. This is new data since
the last annual program review.
How has the discipline/program responded to these patterns and how will the discipline/program respond in the next three years?
Annual Program Review Template, Approved Spring 2009
Page 15 of 41
5/29/2016
5.1 b
Three-year response options: Having scheduled tutorial sessions with a health education and kinesiology focus with an emphasis on
basic reading and writing skills. Budget increases in tutoral services needs to be a district commitment. For all health and pe lecuture
students, late-afternoon and evening tutorial services need to offered through ASC. Potential writing tutor option is to create an open
walk in time-slot for all students in the writing lab during early evening hours.
Current help for student- athletes comes in the form of coach mandated study halls. These study halls usually occur in the evening and
does not allow for specialty tutoring in reading or writing to occur.
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
Page 16 of 41
Unrestricted Funds
1000 Warehouse Supplies
1200 Instructional Supplies
8000 Printing
Restricted Funds
0
0
5/29/2016
5.1 b
Work-study funding
Additional Budget Items
6000
1500 Postage
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
No dollar allocations for health education video purchases or specific health education professional development dollars.There is no
budget for the purchase of new equipment. Nor is there a budget for equipment replacement, equipment repair or preventive
maintenance of equpment. This has a severe impact on the Weight Room/Fitness Center which is one of the most utilized classrooms
on campus. All of our stationary bikes are in need of repair or replacement.
The Department has had to seek other avenues, i.e., PLE funds, Block Grants, fundraised funds for the purchase of new equipment.
Further, any repair of maintenance required for equipment has been done at the cost of the department's trust funds with the
Maintenance Department or PE Department personnel performing repairs.
Annual Program Review Template, Approved Spring 2009
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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.
Annual Program Review Template, Approved Spring 2009
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5.1 b
6. Faculty
Table 6.01 – Faculty Load Distribution by semester
Dance
Health Education
Physical Education
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
FTEF % of Total FTEF % of Total FTEF % of Total FTEF % of Total
Associate Faculty
0.31
100% 0.20
100% 0.43
100% 0.37
100%
Total
0.31
100% 0.20
100% 0.43
100% 0.37
100%
Associate Faculty
0.1
11%
0.1
13%
Regular Staff/Non-Overld 0.97
100% 0.97
100% 0.77
89% 0.67
88%
Total
0.97
100% 0.97
100% 0.87
100% 0.77
100%
Associate Faculty
3.26
57% 3.24
54% 3.72
54% 3.61
54%
Regular Staff/Non-Overld 4.13
43% 4.76
46% 4.73
46% 4.47
46%
Staff - unknown status
0.07
1%
Total
7.39
100% 8.00
100% 8.52
100% 8.08
100%
a. Describe the status of any approved, but unfilled full-time positions.
Discipline has no approved but unfilled full-time positions from process followed two years ago
Our department will request a full-time teaching/coaching position for the 2010-2011 academic year and will complete forms when
they become available.
 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
In Physical Education fields of study, some experts carry certification hours and specialty trainings instead of a Bachelor's or a
Master's Degree. Because of the state's minimum qualification requirements, physical education associate faculty hires have had some
Annual Program Review Template, Approved Spring 2009
Page 19 of 41
5/29/2016
5.1 b
barriers due to their certifications, running their own studios, and their specialty training not recognized by the state. Pilates and yoga
are examples of disciplines that do not require a bachelor's degree but do have hundreds of hours in certification training.
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)
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.)
HPED
0
0
0
2
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 20 of 41
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: HPED Submitted by: HPED
Year: Fall 2009
List classroom or instructional space name/number: PE 200 and PE 201
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: cost analysis has been submitted in
prior years. Work has started but has never been completed. Room 200 has internet and a computer but no projection system which
limits ability to use the internet as a teaching tool. Room 201 has no projection, no internet, and no computer. Room 201 does have
an Elmo but it has never been set up properly or secured (has been in the classroom since 2007).
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: 7-10
Students: 250-300
Describe how these changes will improve student learning outcomes: Classrooms are used by different disciplines, not just Health
and Physical Education lecture courses. Student learning outcomes related to using technology as a health assessment tool will be
Annual Program Review Template, Approved Spring 2009
Page 21 of 41
5/29/2016
5.1 b
meet. Currently, instructors can only talk about the technology available. Having internet and projection will allow the students to
have a hands on experience with the various assessment tools available on-line. Internet and projection will allow for the use of
powerpoint presentations that are available with textbooks as well as available through on-line health services. The ability to
present in a different mode of instruction will aid in the students meeting various student learning outcomes in each of the health
and physical education lecture courses.
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
Dance portable
mirrors
120
Dance Barres
Annual Program Review Template, Approved Spring 2009
Page 22 of 41
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
To meet SLO of posture and pose,
students need to be able to see
themselves in order to make
corrections.
Currently students are using
wooden beams which create a
safety hazard due to weight and
size. Barres are needed to execute
various poses, stretches, and
5/29/2016
5.1 b
create routines.
Keiser Indoor
Cycle
$1,600 each X6
= $9,600
Adjustable
Weight
Benches
$400 X 6 =
$2,400
One of the major educational
outcomes of our discipline is to
teach students lifelong fitness
skills so that they will adapt
lifelong fitness as a habit. In order
734 (this does
to do that we need to expose them
not include use
to industry standard fitness
by the Police
equipment. The broken indoor
Academy,
bikes that we have do not allow
dorm students,
the students to meet their fitness
Adademy of
goals and do not provide students
the Redwoods,
with the experience of using
and faculty and
industry standard fitness
staff use.
equipment. Our broken
equipment makes our fitness
room look more like a junk yard
than an industry standard fitness
facility.
One of the major educational
734 (this does
outcomes of our discipline is to
not include use teach students lifelong fitness
by the Police
skills so that they will adapt
Academy,
lifelong fitness as a habit. In order
dorm students, to do that we need to expose them
Academy of the to industry standard fitness
Redwoods, and equipment. Our adjustable
faculty and
benches are very old and in poor
staff use.
condition. They need to be
replaced so that our students can
Annual Program Review Template, Approved Spring 2009
Page 23 of 41
5/29/2016
5.1 b
meet their fitness goals using
industry standard fitness
equipment.
Chin-Dip-ABStation
$450
734 (this does
not include use
by the Police
Academy,
dorm students,
Academy of the
Redwoods, and
faculty and
staff use.
We lost the Dip-AB-Station when
we recently replaced our old
Universal Weight Machines. As
bar dips and abdominal raises are
pretty standard equipment in a
fitness facility, replacing them
would allow students to better
meet their fitness goals.
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
Stationary
bikes
Repair Cost /
Annual
maintenance
cost
Not repairable.
They need
replacement.
Replacement
Number of
students using
equipment each
semester
734 (this does
not include use
by the Police
Academy,
Annual Program Review Template, Approved Spring 2009
Page 24 of 41
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
One of the major educational
outcomes of our discipline is to
teach students lifelong fitness
skills so that they will adapt
5/29/2016
5.1 b
cost is $9,600.
dorm students,
Academy of the
Redwoods, and
faculty and
staff use.
Annual Program Review Template, Approved Spring 2009
Page 25 of 41
lifelong fitness as a habit. In order
to do that we need to expose them
to industry standard fitness
equipment. The broken indoor
bikes that we have do not allow
the students to meet their fitness
goals and do not provide students
with the experience of using
industry standard fitness
equipment. Our broken
equipment makes our fitness
room look more like a junk yard
than an industry standard fitness
facility. Outdated fitness
equipment.
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: PE12A - Beginning Weight Training.
Identify basic concepts and terminology of resistance training.
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?
Quiz covering the basic concepts and terminology of resistance training.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
1. The possible adaption of a booklet or textbook that covers the basic concepts and terminology of resistance
training.
2. Have all of our instructors administer the quiz to assure that those concepts and terminology are being
learned by students taking our weight training classes.
3. Having a quiz in place will help instructors to teach to the expected SLO's.
As we have not yet implemented this as a department, we do not have performance data at this time.
The results we obtain from the assessment quiz will be used to identify concepts and terminology that students
are not getting. We will then adjust our instruction to make sure that those topics are covered more thouroghly.
Annual Program Review Template, Approved Spring 2009
Page 26 of 41
5/29/2016
5.1 b
Provide a timeline for
implementation of your
top priorities.
Spring 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?
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 41
5/29/2016
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.
11. Curriculum Update
Identify curricular revisions and innovations undertaken
a.
in the last year.
Boot Camp Fitness, Health Education 1 on-line, Hiking, Hip-Hop Dance, Power Circuit, Cheerleading, and intercollegiate men's
soccer are all new courses implemented since Fall 2008. Curriculum revisions included mens and womens intercollegiate crosscountry, mens and womens intercollegiate track/field, PE 30 updated from Dance 30, and PE 31 updated from Dance 31.
b.
planned for the coming year.
On-line walking/running course; athletic nutrition course, cycling course
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
Modern Dance
PE-32
PE-64
PE-41C
Annual Program Review Template, Approved Spring 2009
Page 28 of 41
Year Course Outline Last Updated
2003
1/06/09
3/28/2008
3/28/2008
Year Next Update Expected
2009
2014
2013
2013
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5.1 b
PE-15
PE-18
PE-75
PE-68
PE-12A
PE-12B
PE-21A
PE-21B
PE-19
PE-41
PE-32
PE-9
PE-36
PE-57
PE-26
PE-20
PE-22
PE-23
PE-24
PE-25
PE-33
PE-34
PE-40
PE-44
PE-46
PE-47
Annual Program Review Template, Approved Spring 2009
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12/12/2008
4/8/2005
10/14/2005
4/26/2006
4/27/2007
4/27/2007
4/27/2007
4/27/2007
2/8/2008
3/14/2008
11/14/2008
3/13/2009
3/13/2009
3/27/2009
3/27/2009
12/14/2007
4/25/2008
2/22/2008
4/27/2007
4/11/2008
5/9/2008
5/9/2008
3/14/2008
4/11/2008
4/11/2008
3/28/2008
2013
2010
2010
2011
2012
2012
2012
2012
2013
2013
2013
2014
2014
2014
2014
2012
2013
2013
2012
2013
2013
2013
2013
2013
2013
2013
5/29/2016
5.1 b
PE-50
PE-51
PE-52
PE-53
PE-54
PE-56
PE-58
PE-65
PE-66
PE-67
PE-7
PE-78
PE-80
PE-8A
HE-1
HE-2
HE-7
PE-10
PE-11
PE-17
PE-59
2/22/2008
1/29/1993
4/27/2007
5/8/2009
3/28/2008
4/25/2008
4/11/2008
3/28/2008
4/25/2008
4/11/2008
5/9/2008
10/14/2005
4/27/2007
3/28/2008
10/26/2007
4/11/2008
10/27/2006
5/9/2008
3/14/2008
4/25/2008
4/25/2008
2013
2009
2012
2014
2013
2013
2013
2013
2013
2013
2013
2010
2012
2013
2012
2013
2011
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.
PE 52 women's intercollegiate basketball still needs to be updated- course taught by associate faculty. Course Outline will be
submitted Fall 2009.
Annual Program Review Template, Approved Spring 2009
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5.1 b
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
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.
The major goal from the 2008-2009 program review was to research, write currculum for and implement new classes that might meet
the needs of our changing student population. To that end we have added courses in Boot Camp Fitness, Health Education 1 on-line,
Hiking, Hip-Hop Dance, Power Circuit, Cheerleading, intercollegiate men's soccer, mens and womens intercollegiate cross-country,
mens and womens intercollegiate track .
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).
This year's major goal is to seek ways to implement improvments to department classroom spaces to promote a better learning
environment. This would support the Strategic Planning Goal # 2 "Develop and manage human, physical and financial resources to
Annual Program Review Template, Approved Spring 2009
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5.1 b
effectively support the learning environment". Information on the many classrooms needing improvements/renovations are listed on
the "Facilities and Classroom Technology" forms included in this program review.
Annual Program Review Template, Approved Spring 2009
Page 32 of 41
5/29/2016
5.1 b
Additional Forms
Facilities and Classroom Technology Form
List classroom or instructional space name/number: Community Stadium Field and Lights
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): The grass turf in the stadium is in dire need of either renovation or replacement with artificial turf.
The current turf does not drain well and due to the extreme use it receives is susceptible to damage. The lights are now unusable
when weather conditions are wet which is most of the school year.
Describe the specific action and cost to make this space adequate for your instructional needs: Replacement of the grass turf with
artificial turf will cost $800,000 minimum. Renovation of the grass turf will cost around $150,000. Renovation of the lights has
been estimated by Maintenance to be between $15,000 and 20,000.
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: PE 54 Intercollegiate
Students: PE 54 average of 77 students 2004-2009
Football, PE 59 Intercollegiate
PE 59 average of 17 students for 2004-2009
Women's Soccer, PE 53
PE 53 is new for fall of 2009
Intercollegiate Men's Soccer, PE 80
Athletic Conditioning
Describe how these changes will improve student learning outcomes: Any improvements and/or renovations to the stadium field
and lighting would improve the safety of students. Also, the field would be available for additional courses and sections.
Currently usage is limited to these four courses to minimize the damage to the turf.
Annual Program Review Template, Approved Spring 2009
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5/29/2016
5.1 b
Annual Program Review Template, Approved Spring 2009
Page 34 of 41
5/29/2016
5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number: Baseball Field and Softball Field
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): The natural grass surface on both fields is in extremely poor condition. The drainage on both fields is
terrible rendering the fields utterly useless anytime conditions are the least bit wet which is most of the spring semester until late
spring when softball and baseball courses are almost complete.
Describe the specific action and cost to make this space adequate for your instructional needs: Renovation
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: PE 20, 22, 23, 50, 54, 56
Students:
Describe how these changes will improve student learning outcomes: The fields would actually be usable most of each semester.
Annual Program Review Template, Approved Spring 2009
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5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number: Fieldhouse Room 100
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): The entire lighting system needs to be replaced. Nearly 50% of the lights no longer function and the
fixtures and bulbs are obsolete.
Describe the specific action and cost to make this space adequate for your instructional needs: Replace the entire set of lights at a
cost of around $25,000.
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: 13 sections: PE 7, 17, 18,
Students: 460 students/semester
19, 20, 23,31, 32, 33, 34, 50, 56 and
Dance 30
Describe how these changes will improve student learning outcomes: Safety to students will be greatly improved. Especially the
softball and baseball classes PE 20, 23, 50 and 56.
Annual Program Review Template, Approved Spring 2009
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5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number: Swimming Pool
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Other (briefly describe): Repair leaks
Technology (computers, projectors, internet)
Describe the specific action and cost to make this space adequate for your instructional needs: Repair costs have been estimated at
between $500,000 to $1.5 million
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: 10
Students: 300
Describe how these changes will improve student learning outcomes: Students will have access to aquatics instruction including:
water safety; lifesaving; beginning, intermediate and advance swimming skill courses; adaptive aquatics. In addition, resident
sutdents will be able to use the facility and community use is in high demand.
Annual Program Review Template, Approved Spring 2009
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5.1 b
Program and Course Learning Outcomes
Course SLO Measured: HE 2
Explain the process of hormone communication during the menstrual cycle.
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?
Essay test question: 'Explain the sequence of organ and hormone communication during a
typical menstrual cycle'.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
1. Currently the lecture format for presenting organs, their hormonal functions, and the symphony of
communication is done using a flow-chart. Need to incorporate a lecture adjustment so sequence of
communication is more specific.
2. Review with students the parts to writing an essay question response using guidelines from the GS150
Learning Success textbook.
3. Record the student's 'sponge review' activity scores at the beginning of each class meeting.
Spring 2010. This will allow a comparison from fall 2009 student essay response scores to spring 2010 student
essay response scores.
Provide a timeline for
implementation of your
top priorities.
Fall 2009 and spring 2010 will be the first time this assessment tool used. Results will be summarized and
reviewed in late spring 2010 and reported in the fall 2010 program review.
As fall 2009 results are reviewed, adjustments to in-class lecture review activity may have to occur in addition
to the top 3 changes listed in the next column. This is a vague response but until the assessment data is
compiled for review, no immediate needs are identified.
Annual Program Review Template, Approved Spring 2009
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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 39 of 41
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 40 of 41
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 41 of 41
5/29/2016