Victor Valley College
Instructional PRAISE Report
(Type in Discipline Name Here)
Instructions: Do not change the content or layout of the template. Fill in your text in the field
boxes. They will expand as you type, and you can edit in them. You may also insert tables/graphs
by pasting directly into the document (but not into a text field). Name your file the following
way:
 Program title (see column A on Program List)_PRAISE_submission year.
 For example: BIOL_PRAISE_2014
 Please submit your file as a Word file
 Use underscores instead of spaces in the name.
Delete these instructions when you have completed your report.
Program: Type in your program (discipline) name and your TOPS code(s)
Program Review Team (PRT) Members (Note: hand signatures page required; your division
dean’s office can help scan and create a file of the document after signing):
Handbook definition of PRT:
The PRT will be comprised of the following members:
 Department chair, director, facilitator and/or discipline expert

One or more area/subject experts

Other faculty and staff as deemed necessary
All faculty and staff within a program are encouraged to participate in the program review
process.
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Submission Year: This is the year the PRAISE is due (not necessarily the date you are actually
submitting the report)
Budget Development Year: Click here to enter text.
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The mission of Victor Valley College is to

cultivate intellectual growth, social responsibility, environmental stewardship, cultural
enrichment, and economic development.

create exceptional and accessible lifelong learning opportunities that afford students
within our expanding communities the attainment of knowledge and skills necessary for
success in the global economy.

embrace difference in our communities by integrating their wealth of multicultural
knowledge and wisdom into a cohesive and resourceful learning environment for all.

inspire innovative teaching and service with imaginative uses of collaboration and
technology, fostering vibrant programs that are measurably effective in addressing
student learning and community needs.

empower each student to learn by modeling academic integrity, democratic citizenship,
and meaningful contribution to society.
The Vision of Victor Valley College:
Victor Valley Community College uplifts the diverse communities we teach and serve by
promoting educational excellence, enhancing local prosperity, and ensuring environmental
leadership.
The goals of Victor Valley Community College are as follows:

Fiscal Stability. The College’s financial resources will remain sufficient to support
quality programs and services, and the ongoing improvement of all college operations.

Student Success. The College’s courses, programs, and support services advance student
success.

Accreditation Recommendations. All recommendations from the ACCJC will be fully
addressed to reaffirm and maintain the College’s accreditation status.

Image. The College’s reputation among High Desert residents will be that of a quality
institution of higher education.
The Institutional Learning Outcomes for Victor Valley College are as follows:
Communication: Read and write analytically including evaluation, synthesis, and
research; deliver focused and coherent Student Enrollment dataentations.
Computation: Apply complex problem-solving skills using technology, computer
proficiency, decision analysis (synthesis and evaluation), applications of mathematical
concepts and reasoning, and the analysis and use of numerical data.
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Creative, Critical and Analytical Thinking: Apply procedures for sound reasoning in the
exercise of judgment and decision making; demonstrate intellectual curiosity and a
respect for learning; solve problems through analysis, synthesis, evaluation and
creativity; identify, evaluate and appropriate use of multiple sources of information.
Social and Personal Responsibility: Evaluate the relationship between natural, social
and economic systems and the significance of sustainability; demonstrate responsible
attitudes toward cultural diversity, citizenship, personal contribution to local and
international communities, and the effect of human actions on the environment.
Information Competency: Students demonstrate information competency and critical
thinking skills through their ability to effectively locate, retrieve, evaluate and utilize use
library and information resources within the guidelines of academic standards to meet
collegiate and personal information needs.
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Program Mission:
This is your program mission statement
Program Learning Outcomes (for programs that offer degrees and/or certificates):
 Insert your PLOs
II. The Components of the Instructional Program Review PRAISE report
A. Section 1: The Program Overview
The Program Overview should be brief (2-3 pages) and reflect the consensus of the members
within the program. It is meant to provide a broad understanding of the program and its relations
to the overall mission of the college.

Describe how the program’s mission serves to meet the overall mission and/or vision of
Victor Valley College (refer to the college mission and vision on page 2).
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Describe how the program’s mission is aligned with the ILO’s of the college (refer to the
college ILOs on page 2).
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Describe the current trends related to the program’s mission.
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Describe the characteristics of the program.
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List the short-term and long-term goals for the program. Indicate with which of the
District goals (Fiscal Stability, Student Success, Accreditation and/or Image) the program
goal is aligned.
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
How has analysis of SLO/PLO data and the Student Enrollment data for the program
contributed to the identification of these goals?
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How can each of the goals above be achieved?
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Enter any additional information here.
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B. Section 2: Program Assessment
The Program Assessment provides a concise assessment of the program and includes the
following subsections:
Faculty and Staff

What is the management, faculty, and classified staffing structure of the program?
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What is the full-time to part-time ratio of faculty within the program? (Determine the
ratio of sections taught by full-time faculty to part-time faculty.).
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How does the current staffing structure/ratio affect, positively or negatively, the
program’s ability to fulfill its mission, goals, and student success?
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What changes in management, faculty, and staff are needed to make this program more
effective and focused on student success?
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Curriculum and Instruction

Which educational paths do your course offerings provide in terms of degree, certificate,
transfer, certification, or employment?
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How do these offerings contribute to or affect the overall program’s mission and Victor
Valley College’s mission and vision (refer to college mission on page 2)?
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
Have course outlines of record been updated within the past three years? And what
changes, if any, were made? If not, when is the next curriculum review scheduled for the
program?
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What methods are used for evaluating the relevance, need, currency and variety of the
program’s offerings?
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
What are the program’s strengths and weaknesses in the areas of curriculum and
instruction?
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What changes in the areas of curriculum and instruction are needed to make this program
more effective?
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What instructional strategic methods (such as in technology, distance education, etc) have
been used to improve instruction within the program?
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Program Effectiveness and Student Success
NOTE: the information regarding student enrollment data and assessment below will be
used to populate the public assessment report for the college. DO NOT include personal
information such as employee names, student names/IDs, Faculty IDs, phone numbers,
SSNs, etc).

Describe the trends in Retention, Success, Headcount, and FTES for this program for the
past three years (refer to the Student Enrollment data). Identify strengths and weaknesses
in each of these categories.
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Paste data tables or graphs that you wish to include here. Delete this instruction when you have
finished.

What changes are needed to make the program more effective in the student retention,
student success, headcount, and FTES categories?
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What has the program done to establish and maintain links with support services (such as
counseling, DSPS, EOPS, Early Alert, library support, and tutoring services) for
students?
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How do the program’s goals integrate with educational master planning? Based on this
and previous discussions, identify resources necessary to fulfill this integration.
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Have courses been assessed and recorded in TracDat according to the program’s 6-Year
Assessment Plan? Were changes made to the 6-Year Assessment Plan? If so, describe
them.
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Course-Level Student Learning Outcomes (all programs complete this section)

Identify the courses that were assessed on the course level (SLO) within the most recent
year (spring through fall).
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
Refer to the previous year’s assessments, as well as those in the past two Annual Updates,
for the following:
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
Discuss the types of assessment tools that were utilized in the assessments for the various
courses (i.e. quizzes, projects, portfolios, assignments). How do these types of assessment
tools provide meaningful data/feedback to the instructors?
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Discuss the results of the data collected from course level SLOs for courses assessed. In
which courses did the data indicate areas for improvement for the SLOs assessed? In
which courses did the data indicate that students have been successful in the SLOs
assessed?
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Give examples of courses in which the instructor(s) made a change for improvement
based on the results of an assessment. What type of change was made? How and when
will the change be implemented?
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Give examples of courses in which loops of assessment have already been closed. Did the
outcome of the change implemented in the classroom improve student learning?
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Describe how assessment results of courses assessed led to identification of
new/continuing/increased allocation of resources for the course.
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Enter any information that the above questions do not address.
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Program-Level Program Learning Outcomes (If applicable per the definition of programs)
List the PLOs for the program:
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
Describe how the SLOs for courses offered within the program align with the PLOs
identified. Is this alignment evident through mapping of the SLOs to the PLOs?
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Refer to the previous year’s assessments, as well as those in the past two Annual Updates,
for the following:

Describe the unique (authentic) PLO assessment(s) that the program implemented in the
past three years. What type of tool was used and how will the results provide the program
with meaningful information about student success?
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
If no unique (authentic) PLO assessment(s) were implemented in the past three years,
describe the assessments that are planned, or may have been implemented in the current
semester.
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
Course and program-level outcomes are mapped in TracDat to show the relationship
between them. Has the mapping been evaluated in the past three years? Describe changes
that have been made to improve the relationship between course and program-level
outcomes.
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How has the result of unique (authentic) PLO assessment led to identification of
resources needed to improve and/or maintain the success of the program?
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Discuss how the program engages in discussion of SLO and PLO data for program
improvement. Is there a dedicated meeting and discussion time (such as in department
meetings, etc.)? Where are meeting minutes and related documents located?
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Enter any information that the above questions do not address.
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Facilities, Technical Infrastructure, and Resources

How do the size, type, and/or quality of the program’s current facilities and infrastructure
affect the program’s ability to fulfill its mission and support its current offerings? What
changes can be made to support growth or improvement?
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How do the quantity, type, and/or quality of information technology and infrastructure
available to the program affect the program’s ability to fulfill its mission and support its
current offerings? What changes can be made to support growth or improvement?
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How do the quantity, type, and/or quality of other resources and infrastructure available
to the program affect its ability to fulfill its mission and support its current offerings?
What changes can be made to support growth or improvement?
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Referring to the discussions above, specify the program’s projected needs for facilities,
technology, and/or other resources. Shared Governance committees will use this
information for institutional planning recommendations.
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Optional: Service, Community Outreach, and Economic Development
Note: Include this section only if this area is a part of the program’s mission or goals. Faculty
and staff in the program may or may not be tasked with community service, which can include
outreach, consulting or technical assistance, service-based instruction, or economic development.

How is the program’s academic and professional expertise extended to the public in the
surrounding communities?
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
How are faculty, student, or staff skills linked to challenges, issues, or concerns within
the community the program serves?
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
In what types of service, community outreach, or economic development activities does
the program engage?
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How are vocational advisory committees’ recommendations used by the program?
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
What are the program’s strengths or weaknesses in the area of service, community
outreach, and economic development?
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
What changes in service, community outreach, and economic development are needed to
make the program more effective?
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C. Section 3: Needs Assessment

How has the augmentation the program received last year, or the lack of augmentation,
effected the program?
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
In the following table, list:
o the needed augmentation
o the current status in relation to the needed augmentation
o the page number of the report where the justification(s) for the needed
augmentation can be found. Examples of justification includes assessment and
Student Enrollment data
The table will expand as content is entered.
Below are, but not limited to, areas that should be considered for augmentation:
o Human Resources
o Facilities
o Instructional/Service
o Marketing and Outreach
o Research
o Other
o Technical, Equipment and
Other Resources
Augmentation by
Priority
1.
2.
3.
4.
5.
6.
7.
8.
Current Status
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Page # of
PRAISE for
justification
Checklist for Attachments:
 Program Review Team Member Signature Page (your division dean’s office can help scan
and create a file of the document after signing)
 Budget Development Worksheet
 Five-Year Staffing Profile (Appendix G of Handbook)
 Student Enrollment data sets (data from Office of Institutional Effectiveness and Research)
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