Instructional Program Review Template for Academic Year 2013-2014
(fields will expand as you type)
Please provide a concise response to all questions, and include relevant details in direct support of your responses. Bulleted lists may be used to
clearly organize information.
Section 1 - Program Information
1.0 Name of Program:
Physical Science
Date: November 8, 2013
1.1 Program Review Authors (include names and campus locations): David Bazard (EKA), Erik Kramer (EKA), Jon Pedicino (EKA), Mark
Renner (Del Norte), Tony Sartori (EKA), Teresa Sholars (Mendocino)
(The following were invited to participate in dialogue for this program review: Eureka, Del Norte, Mendocino, Klamath-Trinity full time &
associate faculty in these disciplines as well as site leadership )
1.2 Dean’s Signature:
Tracey Thomas
Date: November 8, 2013
1.3 Individual Program Information
# of Degrees offered: 0
# of Certificates offered: 0
1.3.1 State briefly how the program functions support the college mission:
As defined, the physical science “program” provides physical science general education courses, preparatory courses for students intending to
transfer to a four year institutions as science majors, and courses that are requirements and electives for the Associates of Liberal Arts Science and
Science Exploration degrees, the Marine Science Technology degree and certificate, and the Natural History certificate.
1.3.2 State briefly program highlights/accomplishments:
The physical science program courses continue to provide high‐quality levels of instruction as determined through course and program assessments
and anecdotally through conversations with science faculty at transfer institutions, and through conversations with students enrolled and graduated
from four ‐ year programs. The LA Science Exploration AA degree, associated with Physical Sciences, has much higher persistence and completion
percentages than the District as a whole.
Section 2 - Data Analysis
2.1 Enrollment & Fill Rate
Enrollment ☒
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: Enrollments & fill rates
Comment if checked:
cPhysical Science 2013‐14.docx 3/6/2014 Page 1 Geology, Oceanography & Physics have each declined more than the 12% decline seen across the district.
We attribute this decline to the following factors that influenced the number of sections offered in these disciplines:
Both the full-time geology faculty member and physics faculty member on the Eureka campus have engaged in extensive
reassigned time activities. This includes their roles as Science Area Coordinator, Accreditation Oversight Co-Chair, and
Assessment Coordinator. These activities have reduced the number of sections taught in both Geology and Physics.
The retirement of the full-time Oceanography teacher at Mendocino (end of 2011-2012) has reduced the number of
oceanography sections taught district-wide.
Fill Rate ☐
2.2 Program Majors
Comment if checked:
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: # of Majors
Comment:
353 students have declared SCIEX.LA
227 student have declared SCI.LA.A.AA
Representatives of the Science faculty met with counselors and advisors during the spring of 2012 to explain the intent of these
two degrees. The faculty emphasized that students intending to pursue a science degree, even environmental science, should be
pursuing the SCI.LA.A.AA degree. The exploration degree (SCIEX.LA) is intended for students who have a secondary interest
in the sciences but intend on majoring in a non-science field after transfer. However, we recognize that the exploration degree
is frequently obtained by students who have exhausted their community college units and need to transfer before completion of
all of their science-related preparation courses. Additionally, we anticipate that the AA Transfer degrees in specific disciplines
(e.g., Biology, Geology) will provide a more focused pathway for some of the student currently enrolling in the Science
Exploration degree
2.3 Success & Retention
Success ☒
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: Success & Retention
Comment if checked:
Astronomy & Physics are within 4 percentage points of the district.
Meteorology is well below the district average. The success in this discipline is based on a single course with a low success
rate. The entire Meteorology discipline is represented by one course. Only one section of this course was taught by a part-time
instructor at the Mendocino campus during this Program Review period. The instructor struggled with issues related to being a
new instructor and with students who expected the same course taught by the “seasoned” full-time instructor who had retired
the previous year. Some of these students left the course because it was not what they expected based on experiences described
cPhysical Science 2013‐14.docx 3/6/2014 Page 2 by previous students.
Chemistry success is 9 percentage points below the district; however the success rates appear to be increasing slightly over the
years.
Retention ☒
Comment if checked:
Chemistry is within 8 percentage points of the district.
Meteorology is well below the district average. Retention in this discipline is based on a single course with a low success rate.
(see comments above)
Geology & Oceanography & Physics are within 5 percentage points of the district.
2.4 Persistence
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: Persistence & Completion rates
Comment:
Program persistence is higher than district.
2.5 Completers
Review and interpret data by clicking here or going to:
http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: Persistence & Completion rates
Comment:
Program completion rate is higher than the district.
2.6 Program Completers
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: # of Completers
Comment:
5 students earned Liberal Arts: Science.
46 students earned Liberals Arts: Sciences Exploration.
Student Equity Group Data
2.7 Enrollments
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
by group
Select your program and click on ~ by Student Equity Group below the Enrollments & fill rates
Comment
cPhysical Science 2013‐14.docx 3/6/2014 Page 3 Slightly more males in program than females. Del Norte and Mendocino in particular have a higher percent of males in the
program compared to the district.
Fewer students in DSPS & basic skills are enrolled in program compared to district.
2.8 Success & Retention
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
by group
Select your program and click on ~ by Student Equity Group below success & retention
Comment:
Success of African American students @ 48% is much lower than the other ethnic groups.
Success of students placed in basic skills English and DSPS are noticeably lower than other student groups.
2.9 Completers
by group
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on ~ by Student Equity Group next to persistence
Comment:
Skip this item. Data not provided.
Faculty Information
2.10 Faculty
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: Faculty (FT/PT) & FTES/FTEF
Comment:
The FTES/FTEF is below the district average in Meteorology & Physical Science however very few sections are offered in
these disciplines.
The FTES/FTEF is below the district average in Physics. The number for physics was 22.6 for ’12-’13 in the institutional data
set compared to the district average of 26.8. Physical Science was at 20.75, Meteorology at 24.4, and Geology at 27.05. I think
it might be worth conveying that physics is not an extreme outlier. It’s also doing better than some previous years, but is well
within what would be expected based on history in the discipline.
Meteorology, Oceanography & Physical Science are exclusively taught by part time faculty.
CTE/Occupational programs
The following Labor Market section should be completed by all CTE/Occupational programs.
Only CTE/Occupational programs need to complete this section (2.9).
cPhysical Science 2013‐14.docx 3/6/2014 Page 4 2.11 Labor Market Data
Refer to the California Employment Development Division:
http://www.edd.ca.gov/
www.labormarketinfo.edd.ca.gov
Provide a narrative that addresses the following:
a. Documentation of labor market demand
b. Non-duplication of other training programs in the region
c. Effectiveness as measured by student employment and program completions.
Narrative:
Summary of Section 2
Overall, what did you learn from the data provided in this section? Be sure to indicate if your discoveries apply to the entire district, or if they vary
by site.
We see similar trends from previous program reviews in terms of good persistence and completion percentages, but lower success with
underrepresented students (particularly African American males) and basic skills English and DSPS students. We have been attempting to address
these later issues through our planning, both last year and this year.
An emerging trend is the impact of retirements, “right sizing”, and reassignment on the physical science disciplines. The recent retirement of the
full-time science faculty at Mendocino (Oceanography, Meteorology) and the shift of the full-time Physics faculty at Eureka (now split between
Mathematics and Physics) have impacted those disciplines in terms of enrollment and course quality. Additionally, reassignment to address
accreditation and related assessment work has taken faculty out of physical science classes and thus reduced enrollments.
Section 3 – Critical Reflection of Assessment Activities
Curriculum & Assessment Data
What courses, if any are not on track with regard to a 2-year assessment cycle? Explain if this is a consequence of
how often the course is offered or other mitigating factors such as outcome updates that may have changed the
assessment cycle.
Astronomy on track
Chemistry on track
Physical Sciences courses are on track for assessments. In fact, several of the courses have assessments going back
to 2010 and even 2008. The exceptions are courses that are infrequently taught or have not been taught in the last
two years.
Geography on track
District-wide decline in enrollment has made it difficult to teach some of these courses (e.g., Physics 4C), and the
reduction in staff has prevented us from offering all of our listed courses (e.g., Chem 10, Physical Science 10).
Oceanography on track
Physics 4C has not been offered in over two years.
cPhysical Science 2013‐14.docx Geology on track
Meteorology on track
Physics on track
3/6/2014 Page 5 Chemistry 10 has not been offered and has not been assessed. There is currently a discussion with Mendocino
campus faculty about possibly offering this as a GE elective since the Mendocino physical science instructor has a
min qualification in chemistry. If Chemistry 10 is offered, a schedule of assessment will be developed so that all
outcomes are assessed in a two-year window.
Physical Science on track
# of course SLO reports submitted during 2012-2013.
Reports submitted in 2012-13 up to the Sept 15, 2013 deadline were included in 2012-2013.
# of degree/cert (PLO) reports submitted during 2012-2013.
Reports submitted in 2012-13 up to the Sept 15, 2013 deadline were included in 2012-2013.
% of Course Outlines of Record up to date. Includes approvals through spring 2013.
Explain any mitigating circumstances.
Indicate if you have submitted updated Course Outlines of Record this fall.
If there is no plan for updating outdated curriculum, when will you inactivate?
View curriculum status: click here or go to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: Curriculum Status
64
4
Astronomy 100%
Chemistry 14% ( COR’s
CHEM1A, 1B, 2, 3 & 100
update Fall 2013)
Geography 100%
The Physical science course and chemistry course outlines will be updated this semester (F2013)
Geology 100%
Meteorology 100%
Oceanography 100%
Physical Science 10 (COR
scheduled to be updated Fall
2013)
Physics 100%
Did the Program Advisory Committee Meet in the last year? Y/N
Click here to view the Program Advisory Committee webpage
NA
3.1 What changes have been made to the program based on assessment findings? You may include results from your closing the loop reports
that map to your program.
The following two changes and ongoing assessment apply to Earth Sciences courses:
1. Lab classification test questions were changed to include conceptual questions, not just questions regarding identification and naming. This
process is ongoing, but recent assessments indicate that most students are achieving an understanding of the conceptual basis of classification.
cPhysical Science 2013‐14.docx 3/6/2014 Page 6 2. The Earth Science faculty has placed an emphasis on requiring more in-depth answers for exams. This includes pre-test discussions about the
expectations of answers and instructions about writing complete sentences and the use of paragraphs. This process is ongoing and it will be
evaluated during subsequent assessments
3.2 (Optional) Describe assessment findings/observations that may require further research or institutional support.
Summary of Section 3
Provide any additional explanations for items described in section 3.
Assessment has been ongoing for Earth Science classes for 3 and in some cases 5, years. This has resulted in extensive dialogue between the faculty
at the various campuses and with Associate faculty. We have focused on the following improvements and findings:
1. Including more in-class activities and homework to allow students to self-assess their understanding, and for the instructor to understand
areas that require more attention.
2. Emphasis has been placed on the underlying discipline concepts (rather than just route memorization). This has resulted in improvements in
the types of homework assignments, in-class activities, exam questions, and the style of laboratory exams
3. We have been pursuing ways to improve the level of written responses – both within the context of exam questions and in projects/papers.
One Earth Science faculty has recently volunteered to work with the “Writing Across the Curriculum” ad hoc committee to determine how
we can use this initiative to improve student performance and understanding.
4. We have routinely compared Face to Face assessments of Geology 10 to the online assessments. We find similar results in terms of success
and challenges in both courses. There is not a significant difference in assessment results based on mode of instruction.
Section – 4 Evaluation of Previous Plans
4.1 Describe plans/actions identified in the last program review and their current status. What measurable outcomes were achieved due to
actions completed.
Action plans may encompass several years; an update on the current status, or whether the plan was discarded and why.
Click here to view completed program reviews from last year.
Actions Taken
cPhysical Science 2013‐14.docx Current Status
3/6/2014 Impact of Action (describe all relevant
Page 7 data used to evaluate the impact)
Improve attainment of lab based outcomes
in Physics by upgrading lab equipment.
Upgrade dated equipment in connection
with the new buildings.
This includes upgrades in Physics,
Chemistry and Earth Sciences
For Earth Science (Eureka): new maps and balances
have been purchased. There have been delays
installing the maps, but balances have been used in lab
exercises.
For Chemistry Lab (Eureka): materials remain housed
in PS building until safety issues are resolved in new
lab. Faculty and staff retrieve supplies and return from
PS as needed.
Physical Science Faculty will
engage in campus diversity
training, as provided through the
professional development program.
For Earth Science (Eureka): It is too early
to assess the impact of the new equipment
purchased this fall.
Chemistry Lab (Eureka): Initial
assessments indicate that the new lab set up
limits the # of students who can safely be
accommodated in this space. Faculty are
working to determine possible
configurations for lecture lab delivery in
order to utilize most efficiently the
Chemistry lab. Further evaluation will need
to occur over the next semester to
recommend possible modifications in space
utilization.
Transition into the new lab has brought
some changes to the level of student
engagement with regard to self-sufficiency
in material preparation. Storage areas are
restricted for students consequently lab set
up and break down has increased the level
of dependency on staff. It is too early to
assess the impact and whether or not
additional staff hours will be needed in
order to perform these tasks.
No significant changes since last year’s
decision to focus on this area of concern.
For Earth Science (Eureka) – Attended workshop in
internalized oppression. Volunteered to serve on
Multicultural Diversity Committee.
Success for African American males has
declined slightly (48% now vs. 50% in last
review).
Success for DSPS students has improved
slightly (56% now vs. 50% in last review).
Women and men continue to succeed and
be retained at roughly the same percentages
cPhysical Science 2013‐14.docx 3/6/2014 Page 8 (66% success for both; 83% retention
women, 85% retention men).
Science Faculty will finalize
writing of new Program Learning
Outcomes for the LA Science Exploration
Degree
Acquire lab supplies to achieve Earth
Science outcomes
outcomes were written and approved by the
Curriculum Committee
Too early to determine the impact, given
the new PLOs are in effect this fall and
have not been assessed.
These supplies were a continuation of what
we routinely use for course. No significant
impacts were anticipated. However, if the
supplies were not acquired, we anticipated
negative consequences. Fortunately, we
did not have to assess for negative
consequences.
New lab supplies acquired through normal
discretionary budget and new building budget
4.2 (If applicable) Describe how funds provided in support of the plan(s) contributed to program improvement:
Section – 5 Planning
Documents
Click here to link to Institutional Planning
5.1 Program Plans
Based on data analysis, student learning outcomes and program indicators, assessment and review, and your critical reflections, describe the actions
to be taken for the 2013-2014 academic year. Use as many rows as you have actions, and add additional rows if you have more than 5 actions.
Please number all rows that you add.
Please be specific. This section and section 6 should include a detailed justification so that the resource prioritization committees understand your
needs and their importance.
*Not all actions in this program plan section may require resources, but all resource requests must be linked to this section.
cPhysical Science 2013‐14.docx 3/6/2014 Page 9 5.1 Program Plans
Action #
Action to be taken:
Relationship to Institutional Plans
List the specific
action to be taken in
enough detail so that
someone outside of
your area can
understand.
Include the specific plan and action
item relevant to your action to be
taken.
For example: Annual Plan 20132014 Theme: Persistence; or
Goal 1: Student Success: EP.1.6.2
Develop a plan for narrowing the
achievement gap for
underrepresented student
populations.
Focused diversity
training for Science
Faculty to narrow
achievement gap for
underrepresented
student populations
EP.1.6.2 Based on priorities
identified in the Student Equity Plan,
develop a plan for narrowing the
achievement gap for
underrepresented student populations
EP.1.5.1 EP.1.6.1 Provide
comprehensive ongoing faculty and
staff training that includes diversity.
Expected Impact on
Program/Student Learning
Relationship to
Assessment
Describe the expected impact
in a way that someone outside
the program can understand.
The impact should be
measurable.
Include all
assessment results
that indicate that
this action will yield
the desired impact
on the program. If
the assessment has
yet to be conducted,
explain when and
how it will be
conducted.
Improvement of success of
underrepresented populations
1
cPhysical Science 2013‐14.docx 3/6/2014 Page 10 Assessment data not
recorded by
ethnicity or gender,
so the impact
cannot be measured
through assessment.
Resources
Needed
(Y/N)
A yes here
requires a
corresponding
request in the
next section.
Yes –
Professional
Development –
Science faculty
will work with
Associate Dean
and other
discipline
faculty to set up
Science-faculty
specific
training
/professional
development.
Faculty in
Sciences
discipline
observed a
strong need for
ongoing
professional
development
for faculty in a
resource center
environment
for continuous
and innovative
interaction to
facilitate across
disciplinary
interaction with
faculty
throughout the
district.
For Earth Science –
submit a proposal to
initiate an (AA-T)
Associate in Arts in
Geology for Transfer
for CSU. The college
currently offers all of
the courses required
for this degree.
SP.1.1.1 Develop degree plans with
course pathways based upon students
entering at various math and English
placement levels
Better advising for students
and more efficient means to
allow students to be ready for
transfer studies in Earth
Science
SP.1.1.1 Develop degree plans with
course pathways based upon students
entering at various math and English
placement levels
Better advising for students
and more efficient means to
allow students to be ready for
transfer studies in Physics.
This degree could also be
used by students as a model of
a course pathway that leads to
transfer into engineering
programs, although that TMC
currently does not yet exist.
SP.1.1.1 Develop degree plans with
course pathways based upon students
entering at various math and English
placement levels
This degree could also be
used by students as a model of
a course pathway that leads to
transfer into pre-vet, pre-med,
and chemistry programs,
although the TMC ‘s do not
yet currently exist.
2
3
4
For Physics- submit a
proposal to initiate an
(AA-T) Associate in
Arts in Physics for
Transfer for CSU.
The college currently
offers all of the
courses required for
this degree.
For Chemistry –
submit a proposal to
initiate research into
developing an (AA-T)
Associate in Arts in
Chemistry for
Transfer
cPhysical Science 2013‐14.docx 3/6/2014 Page 11 PLOs for this
degree option will
be developed and
routinely assessed,
with the results used
for dialogue and
improvement.
No- the courses
now exist.
They are either
GE courses are
part of other
Science Prep
programs
PLOs for this
degree option will
be developed and
routinely assessed,
with the results used
for dialogue and
improvement
No- the
courses now
exist. They are
either GE
courses are part
of other
Science Prep
programs
PLOs for this
degree option will
be developed and
routinely assessed,
with the results used
for dialogue and
improvement
Y- Two
courses now
exist.
Chemistry
needs to
develop a twosemester
sequence of
organic
chemistry that
is taken after
the year of
general
chemistry.
Purchase NMR
(Nuclear Magnetic
Resonance
Spectrometer)
required equipment in
order to teach the
two-semester
sequence of organic
chemistry.
E.P.4.4.1 Implement minimum
technology specs for all new or
retrofitted classrooms
5
Organic Chemistry course can
be used as an elective for
majors including Biology.
Organic Chemistry will be
required for AA-T Chemistry.
There is no
relationship to
assessment at this
time as the course
has not been taught.
Y
Increase success of
students
performance on
assessments
Y
Increase success of
students
performance on
assessments
Y
Annual Plan 2013-14
SP.3 Fiscal & Operational
Sustainability
SP.3.2.3
Implement a budget cycle for
equipment replacement (e.g.,
computers, vehicles, lab equipment).
6
Purchase a Ripple
Tank Assembly for
Physics
7
Purchase safety straps
from O &M
Industries to correctly
secure Nitrixoxide
tanks.
E.P.4.4.1 Implement minimum
technology specs for all new or
retrofitted classrooms
E.P.4.4.1 Implement minimum
technology specs for all new or
retrofitted classrooms
Students require operational
equipment for implementation
of experiment outcomes in
CLO’s for Physics courses
PHYS 2A, 2B, 10 & 4C.
Chemistry lab equipment and
materials storage must meet
OSHA, Earthquake safety
regulations for buildings. Use
of Nitrixoxide in student lab
experiments is required for
CLO’s in Chemistry courses.
5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary.
Section 6 - Resource Requests
cPhysical Science 2013‐14.docx 3/6/2014 Page 12 6.0 Planning Related, Operational, and Personnel Resource Requests. Requests must be accompanied by an action plan in the above section.
Requests should include estimated costs. Submit a support ticket if you do not know the estimated costs.
If you are requesting personnel resources, you must also include the “Request for Faculty or Staffing” forms, located at
inside.redwoods.edu/program review. Submit one form for each request.
Additional Instructions:
 Put down the full amount you are requesting in the “Amount” column. Put down the annual amount of any ongoing or recurring costs in the
“Annual Recurring” column. For example, a personnel request for a permanent position might show an Amount of $30,000 and an Annual
Recurring Cost of $30,000. A request for equipment might show an Amount of $5,000 and an Annual Recurring cost of $200. A
professional development request might show an Amount of $800 and a recurring cost of $0.
 If you have a grant or some other source of funding, include in the “Request” column a brief description of the source of funds and the dollar
amount that is expected to be covered by the other source and if the other source covers any of the annual recurring costs.
 Note in the “Request” column if this is a repeat request, and how many times you have submitted this request.
The item number must match the corresponding action # from section 5. Add rows as necessary.
Action
#
use #
above
#6/#3
#7
Request
Describe your request here in a way that someone outside the
program can understand.
Purchase Ripple Tank Assembly for Physics. (The
apparatus is used to demonstrate wave properties
that are part of the CLO’s. Some of the equipment
required for the Ripple Tank was purchased with
equipment for new building through Measure Q
however not all items were included to operate the
Ripple Tank)
Purchase safety straps from O &M Industries to
correctly secure Nitrixoxide tanks in order to
comply with OSHA and Earthquake safety in
cPhysical Science 2013‐14.docx 3/6/2014 Planning
To be
reviewed by
Prioritization
Committees
of the
Budget
Planning
Committee
Type of Request (Check One)
Operational
Personnel
Professional
Development
To be
reviewed
and grouped
by Associate
Deans.
To be
reviewed by
Faculty
Prioritization
Committee.
To be
reviewed by
the
Professional
Development
Committee
X
Measure
Q
X
Measure
Q
$
Amount
269.00
3,000.00
Page 13 $ Annual
Recurring
Costs
Contact
Person
(Name,
email,
phone)
0
Erik
Kramer
Erikkramer@re
dwoods.ed
u
476-4228
0
Tony
Sartori
Tony-
sartori@red
woods.edu
476-4231
Chemistry lab of Sciences Building (per Steven
Roeper we are to request Measure Q funds for
this item)
#4/#5
#1
Purchase NMR (Nuclear Magnetic Resonance
Spectrometer) for AA-T Chemistry
Provide professional development activities to
determine pedagogical and other classroom
activities that lead to success of underrepresented
students to distribute these throughout the
program and the district. (professional
development activity in coordination with
Behavioral and Social Sciences faculty share
Professional Development resource request)
X
Measure
Q
30,000.00
0
Tony
Sartori
Tonysartori@red
woods.edu
476-4231
Tracey
Thomas
Traceythomas@re
dwoods.ed
u
476-4325
X
Section 7-Author Feedback
Provide any constructive feedback about how this template or datasets could be improved.
Author comments:
Section 3: The number of SLO and PLO reports submitted: It is not clear how the absolute number is a useful parameter, unless the number was zero. It is
suggested that a more useful parameter would be the percent of courses taught during the program review period (12-13) that have at least one assessment report
entered for that period. A percent of related degree programs with at least one outcome assessed during the program review period (12-13) would also be useful.
It would be useful to see the data disaggregated for the student equity groups; rather than just a number for all of physical science. For example, What are the
numbers for geology?
Consideration needs to be given to merging Life-Science/ENVSC and Physical Science program reviews. The same degrees are shared by all disciplines and
subjects like ENVSC fall into both groups.
How much do you agree with the following statements? (mark your choice with an x )
Strongly Somewhat
Neutral
Agree
Agree
This year’s program review was valuable in
[x]
[]
[]
planning for the ongoing improvement of my
program.
Analysis of the program review data was useful in
assessing my program.
cPhysical Science 2013‐14.docx [x]
3/6/2014 []
[]
Somewhat
Disagree
Strongly
Disagree
[]
[]
[]
[]
Page 14 Section 8‐ PRC Response by section (completed by PRC after reviewing the program review) 8.0 The response will be forwarded to the author and the supervising Director and Vice President: S.1. Program Information: Completed S.2. Data Analysis: Exemplary. Good use of analysis. S.3. Critical Reflection of Assessment Activities: Exemplary Two changes made to program based on assessment findings. S.4. Evaluation of Previous Plans: Exemplary – best of all program reviews evaluated this date S.5. Planning: Exemplary – best of all program reviews evaluated this date S.6. Resource Requests: Exemplary – best of all program reviews evaluated this date cPhysical Science 2013‐14.docx 3/6/2014 Page 15