COMPREHENSIVE PROGRAM REVIEW & PLANNING Form Approved 9/2/2008: Governing Council Revised: 2/21/2010 The Program Review process should serve as a mechanism for the assessment of performance that recognizes and acknowledges good performance and academic excellence, improves the quality of instruction and services, updates programs and services, and fosters self-renewal and self-study. Further, it should provide for the identification of weak performance and assist programs in achieving needed improvement. Finally, program review should be seen as a component of campus planning that will not only lead to better utilization of existing resources, but also lead to increased quality of instruction and service. A major function of program review should be to monitor and pursue the congruence between the goals and priorities of the college and the actual practices in the program or service. ~Academic Senate for California Community Colleges INSTRUCTIONS For information about cycles for Comprehensive Program Review and Planning, see Instructional and Student Services program review rotation schedules posted online in their respective sections of the program review webpage: http://collegeofsanmateo.edu/prie/program_review/program_review.php) Resources for Supporting Documentation: A listing of resources and documents which provide data or information for each section is included at the end of this document, after the final signature page. These resources are posted online and their URLs are listed at the end of this document. (You may delete this section, when you submit your final program review.) Next Steps: Program Review and Planning reports are due March 25, 2010. This date is aligned with CSM’s Integrated Planning Calendar. (See: http://collegeofsanmateo.edu/prie/institutional_documents.php) Upon its completion, please email this Program Review and Planning report to the Vice President of Instruction, the Vice President of Student Services, the appropriate division dean, the CSM Academic Senate President, and the Dean of Planning, Research, and Institutional Effectiveness (PRIE). Diana Bennett, Academic Senate President, bennettd@smccd.edu Susan Estes, Vice President of Instruction, estes@smccd.edu Jennifer Hughes, Vice Prsident of Student Services, hughesj@smccd.edu John Sewart, Dean (PRIE), sewart@smccd.edu College of San Mateo Comprehensive Program Review and Planning DEPARTMENT OR PROGRAM: Physical Education/Athletics/Dance DIVISION: Physical Education/Athletics/Dance I. DESCRIPTION OF PROGRAM The Physical Education/Athletics/Dance division consists of approximately 80 sections per semester and serves the needs of the physical well-being and skill development of students through a diverse, comprehensive curriculum. A reflective sample of the indicators are shown in the tables below for fall 2009 and spring 2010. Fall ADAP 2009 FTE 1.4 FTES 39.0 WSCH 1,171 Actual 361 Load 836 *Pools offline DANCE FITN INDV PE TEAM VARS 1.2 4.6 0.3 40.7 138.1 7.2 1,220 4,144 217 304 951 52 1,017 905 868 so department not identified 1.0 15.7 471 164 471 2.9 50.3 1,508 238 524 3.1 87.4 2,623 220 844 SP ADAP AQUA DANCE FITN 2010 FTE 1.6 0.1 1.2 4.9 FTES 41.3 2.9 46.0 144.4 WSCH 1,240 86* 1,379 4,333 Actual 397 35 377 1089 Load 800 1,146 1,150 878 *Pools only available for 2 short courses INDV PE TEAM VARS 0.6 13.7 410 95 683 0.4 5.4 162 58 392 1.4 23.2 696 187 510 3.8 41.6 1,248 237 332 While sometimes mistakenly referred to as “lifelong learning”, the division offers a transfer curriculum and continues to support the philosophical values integral to a Liberal Arts Institution by adopting the concept of “a healthy mind in a healthy body” (mens sana in capore sano) and has recently incorporated a division-wide physical fitness test by which to engage the healthy body. This test has been implemented to assess the physiological changes brought about by engaging in a healthy lifestyle and provides both faculty and students with objective data by which to analyze these adaptations. Each student engages in a pre and post physical assessment battery of tests which includes body composition, flexibility, blood pressure, resting heart rate, post-exercise recovery heart rate, height and weight and each student receives a print out of their results at the end of the semester. The Fitness Test also serves as a common SLO for each of our courses so that students not only understand what changes can be made through participating in an active lifestyle, but how these changes are quantified. Faculty use this data to analyze their courses and make changes where appropriate. Every course offered through the division is transfer oriented and the curriculum has been modified to meet the needs of our diverse student body. The division is now embarking on curricula designed in the form of degree and certificate programs to provide students with workforce training (Pilates certificate passed COI in spring, 2010 and Personal Training Certificate passed COI in fall, 2009). The division will continue work on a Physical Education Degree program, Sports Management certificate, Dance Degree and is now working on an online course which should be finalized and offered in spring, 2011. II. STUDENT LEARNING OUTCOMES (SLOs) Page 2 Form Revised: 2/21/2010 College of San Mateo Comprehensive Program Review and Planning a. Briefly describe the department’s assessment of SLOs. Which courses or programs were assessed? How were they assessed? What are the findings of the assessments? The division has ramped up its efforts to complete the assessment cycle. SLO’s developed for courses have recently been reviewed and the assessment tool(s) identified. The division is currently engaging in the assessment component and at the end of the semester, will have data by which to evaluate SLO’s. b. Briefly evaluate the department’s assessment of SLOs. If applicable, based on past SLO assessments, 1) what changes will the department consider or implement in future assessment cycles; and 2) what, if any, resources will the department or program require to implement these changes? (Please itemize these resources in section VII of this document.)See above c. Below please update the program’s SLO Alignment Grid below. The column headings identify the General Education (GE) SLOs. In the row headings (down the left-most column), input the course numbers (e.g. ENGL 100); add or remove rows as necessary. Then mark the corresponding boxes for each GE-SLO with which each course aligns. If this Program Review and Planning report refers to a vocational program or a certificate program that aligns with alternative institutional-level SLOs, please replace the GE-SLOs with the appropriate corresponding SLOs. GE-SLOs→ Program Courses ↓ Aqua 109 AQUA 127 Aqua 133 Danc 117 Danc 121 Danc 131/2 Danc 141/3 Danc 151/3 Danc 161 Danc 167 Danc 195 Danc 400 Fitn 116 Fitn 195 Fitn 220 Fitn 225 Fitn 235 Fitn 237 Fitn 301 Fitn 312 Fitn 334 Fitn 335 Indv 120 Indv 160 Effective Communication Quantitative Skills Critical Thinking Social Awareness and Diversity Ethical Responsibility Page 3 Form Revised: 2/21/2010 College of San Mateo Comprehensive Program Review and Planning Indv 251/2/4 Team 105 Team 110 Team 118 Team 135 Team 148 Team 150 Team 158 Team 171/3/5 PE 101 PE 102 PE 103 PE 104 PE 120 PE 135 PE 301 Vars 100 Vars 105 Vars 120 Vars 130 Vars 133 Vars 134 Vars 160 Vars 310 Vars 320 Vars 400 Vars 300 III. DATA EVALUATION a. Referring to the Enrollment and WSCH data, evaluate the current data and projections. If applicable, what programmatic, course offering or scheduling changes do trends in these areas suggest? Will any major changes being implemented in the program (e.g. changes in prerequisites, hours by arrangement, lab components) require significant adjustments to the Enrollment and WSCH projections? As part of the direction taken by the Academic Senate regarding cost reductions, the division rather than isolate specific courses or programs settled on a reduction of 2.53 total FTEF. This essentially translates in to a reduction in sections offered by our adjunct faculty. While the data shows enrollment, wsch, FTES and load continually increasing over the next three years, the total FTEF has decreased by .53. In total, we will have decreased almost 3.0 FTEF. It is therefore our conclusion that unless FTEF increases, these numbers should go against the projections, and we should experience a decline in enrollment, load and wsch. It is unrealistic to project increases in wsch and load unless an increase in FTEF were also projected. Page 4 Form Revised: 2/21/2010 College of San Mateo Comprehensive Program Review and Planning Indicator Enroll WSCH Load FTEF 2006-07 4838 20367.07 701 19.59 Academic Year 2007-08 2008-09 5462 5192 21828.5 21940.16 752 762 19.6 19.06 2009-10 5518 22951.66 800 Projections 2010-11 5695 23738.2 830 2011-12 5872 24524.75 861 Additionally, a few changes to the curriculum have recently occurred which will impact these indicators. First, the division submitted to the COI all course outlines in which HBA were removed. Essentially, any course that is not related to a varsity athletic program no longer has HBA’s associated with it (approximately 85% of the curriculum). Second, to comply with Title V, each varsity course can only have 175 hours claimed for apportionment. The varsity courses had in excess of 248 hours associated with each class which therefore required a course outline modification to reduce them to the mandated 175 hours. These two factors alone will have a substantial impact on the division’s wsch and will exacerbate the reduction in FTEF with regard to the projections. b. Referring to the Classroom Teaching FTEF data, evaluate the current data and projections. If applicable, how does the full-time and part-time FTE affect program action steps and outcomes? What programmatic changes do trends in this area suggest? Over the past few years, the division has lost full-time faculty which have not been replaced. In 2007, our full-time dance instructor took another position at a university and she has yet to be replaced. In 2008, our head football coach stepped down and we now have a program that requires a minimum staffing level of 2 full-time faculty with only 1. While the majority of our FTEF is taught by Full-time faculty, we still have a small allocation as compared with the rest of the college. Additionally, there are a few critical full-time staffing positions that have yet to be filled. The football program alone generates about 120 full-time students per year (approximately 280 FTES), yet only has one full-time position. In past years, the division has decided to forego any position requests until this one critical position was filled. This proposal was brought forth to the Instructional Administrators and the Academic Senate with support, but was not forwarded beyond that due to the uncertain economic crisis we were about to face. With only one coach assigned full-time to the program, all of the important academic components that are critical to the success of our students become secondary to the on-field assignment of the coach – a problem that needs to be addressed. Unless this position gets filled immediately, the academic success of our student-athletes (primarily composed of underrepresented groups) will be jeopardized, and the entire program could ultimately fail. The dance position was an important addition to our division and was hired in 2004. This position provided stability to a flourishing program that did not have direction and one that provided students with an avenue by which to express themselves, appreciate the art of dance, and pursue transfer opportunities in dance. Since the faculty member’s departure, the program has once again been reduced to floundering, and yet it still thrives in terms of enrollment and student interest. It is extremely discouraging to see a flourishing program with high student demand get dismantled because the college has not reinstated the commitment to re-hire the position. The expectation regarding projections is for the load to continually increase over the next three years’, however, all other indicators are expected to decline. This again is contradictory and cannot be a realistic expectation. As all other indicators continue to decline, the load continues to increase – a sure sign that the program is healthy and replacement of the full-time position justified (see table below). Page 5 Form Revised: 2/21/2010 College of San Mateo Comprehensive Program Review and Planning Indicator Enrollments WSCH FTES Load FTEF Academic Year 2006-07 2007-08 850 905 2769.26 2791.39 92.3 93 907 1139 3.05 2.45 2008-09 692 2390.6 79.7 1181 2.03 Projections 2009-10 2010-11 658 579 2271.76 2082.43 75.7 69.4 1349 1486 2011-12 500 1893.1 63.1 1623 c. Referring to the Productivity [LOAD] data, discuss and evaluate the program’s productivity relative to its target number. If applicable, what programmatic changes or other measures will the department consider or implement in order to reach its productivity target? If the productivity target needs to be adjusted, please provide a rationale. While load continues to be the primary driving force for efficiency, the influences of legislated curricular modifications (reduction in HBA, Title V) will have an adverse effect on the indicators and could suppress load gains. These modifications will be enacted upon and the data available to analyze in fall, 2010. Until that data is available, it is safe to say the projections will not come to fruition and we anticipate more of a stabilization of load rather than a projected increase. If FTEF were to stabilize by either minimizing the overall reduction in FTEF or the division could hire a full-time faculty member, these reductions in projected load and growth could be decreased. Overall, the division continues to exceed the college load (762-563) which, in part, enables the college to support less-efficient but critical programs. IV. STUDENT SUCCESS EVALUATION AND ANALYSIS a. Considering the overall “Success” and “Retention” data, briefly discuss how effectively the program addresses students’ needs relative to current, past, and projected program and college student success rates. If applicable, identify unmet student needs related to student success and describe programmatic changes or other measures the department will consider or implement in order to improve student success. (Note that item IV b, below, specifically addresses equity, diversity, age, and gender.) Along with load and other important measures of success, the division continues to maintain a healthy success and retention rate; a true indication that students value the importance of our discipline. The division has maintained a consistent 87% retention rate and an 81% success rate while the college retention rate was 84% and success was 70%. The division continues to update and modify curricular offerings to meet the demands of our students. Recent additions include courses such as Spinning, yoga, Pilates, Circuit Weight Training, and a Pilates Certificate Program. As the division continues to modify our curricular offerings, it is understood that we remain within our allocated FTEF, however, as we diversify and add certificate programs and degree programs to align with the Board goals (workforce training), our FTEF allocation should be increased to not jeopardize the health goals of our students. The success and retention rates the division continually experiences are measures that the curricular modifications have been successful and that the needs of our diverse student body are met. Faculty in the division have remained current with regard to trends in health, and curricular offerings continue to modify as a result. b. Briefly discuss how effectively the program addresses students’ needs specifically relative to equity, diversity, age, and gender. If applicable, identify unmet student needs and describe programmatic changes or other measures the department will Page 6 Form Revised: 2/21/2010 College of San Mateo Comprehensive Program Review and Planning consider or implement in order to improve student success with specific regard to equity, diversity, age, and gender. Curricular offerings have been modified with the intent to accommodate the variety of needs of our diverse student body. No longer are the traditional “team, ball and weight training” courses the core of our offerings, primarily catered to the needs of traditional college-age men. The inclusion of a diverse curriculum has generated high demand and interest, and the net result is a high rate of success and retention. A full-time football coach is a need that requires immediate attention for the sake of the success of a large amount of underrepresented students. The success of “Writing in the End Zone” is an attribute to the dedication of our coaching staff and English faculty and unless the position is filled, the program could be devastated. A full-time dance faculty is still a huge void that students’ desire but has been unfulfilled by the college. The dance position brings about a multi-cultural component providing students with an opportunity to explore their roots and experience their native culture. It has been four years since we lost this position. Normally, it is the understanding that retirements or vacancies are not automatically replaced, however, with a high demand program, it goes without saying that this is a vacancy that the college should prioritize. Additionally, the division is preparing to “morph” itself to align with Board goals and offer workforce training certificates/degrees. We currently have implemented a Pilates Certificate Program, A Personal Training Certification Program, are in the process of developing a Physical Education Degree, and are also in the process of creating an online course so that students will be able to complete all of their degree requirements via a distance ed mode. V. REFLECTIVE ASSESSMENT OF INTERNAL AND EXTERNAL FACTORS AND PROGRAM/STUDENT a. Using the matrix provided below and reflecting on the program relative to students’ needs, briefly analyze the program’s strengths and weaknesses and identify opportunities for and possible threats to the program (SWOT). Consider both external and internal factors. For example, if applicable, consider changes in our community and beyond (demographic, educational, social, economic, workforce, and, perhaps, global trends); look at the demand for the program; program review links to other campus and District programs and services; look at similar programs at other area colleges; and investigate auxiliary funding. Strengths Weaknesses Opportunities INTERNAL FACTORS Consistent professional development activities engaged in by faculty. In athletics, a large percentage of our student-athletes matriculate and generate hundreds of thousands of dollars in scholarships. Lack of full-time faculty in critical positions; football, dance and general P.E. Lack of faculty to serve on committees. Continued curricular expansion and modification; as our faculty continues EXTERNAL FACTORS A strong emphasis on health and exercise. Currently, 34% of the adult population is obese, the rate of obesity in children tripled to17% and the trend continues to show an increase. Lack of support by the college community for our discipline especially with the advent of the new Fitness Center which has been perceived to be an extreme increase in Physical Education offerings. Success of our programs; data that objectively shows the physiological Page 7 Form Revised: 2/21/2010 College of San Mateo Comprehensive Program Review and Planning Threats to deal with threats to our discipline, it becomes an opportunity to expose the campus community to the value of what we do for students through objective data. The COI has generated an attack on Physical Education by considering moving the graduation requirement to area E5d without any data to substantiate the move. gains made by our students by engaging in an active lifestyle. State legislature considering “defunding” Physical Education or reducing the funding without understanding the financial impact it will have on the already broken health care system. b. If applicable, discuss how new positions, other resources, and equipment granted in previous years have contributed towards reaching program action steps and towards overall programmatic health. If new positions have been requested but not granted, discuss how this has impacted overall programmatic health. (You might reflect on data from Core Program and Student Success Indicators for this section.) For four years now, the division has requested two critical positions – a full-time football coach and a fulltime dance instructor to replace the faculty member that left. Last year, our head football coach stepped down after 18 years serving in that capacity and was left to one faculty member. Our motivation was to be proactive and replace a position that we anticipated losing. The minimum staffing levels for this position is two full-time dedicated faculty members. We are now once again in a position of extreme vulnerability with only one full-time faculty member assigned to the program. While the program achieved a great degree of success, the amount of work one faculty member had to do to maintain the integrity of the program affected his personal life. He can no longer do this by himself and unless a full-time assistant is hired, the program will degenerate. His total load for last fall was 1.73 FTE. The program serves primarily underrepresented groups (African American males and Pacific Islanders) and their degree of academic success through the W.E.Z program has been astonishing. The data on W.E.Z. is identified below: Data and findings: English 828 (lowest level English): • Success: WEZ students outperformed non-WEZ students 74.3% vs. 37.0% respectively. o African American WEZ students (60.6% of the class) Success rate for African American males in WEZ (70.0% vs. 37.5%) • Ethnic make-up: 97% non-white students in English 828 English 838: • Success: 66% success rate of WEZ students vs. 55.8% non-WEZ • Ethnic make-up: o 50% African American males in WEZ vs. 4.9% non-WEZ o 22.7% Pacific Islander males in WEZ vs. 5.2% non-WEZ o African American success rate in WEZ (77.3%) vs. non-WEZ (66.7%) o Pacific Islander success rate in WEZ (60%) vs. non-WEZ (56.3%) • Persistence (English 828 to English 838): o 54.3% persistence rate of WEZ students vs. 10.1% non-WEZ Additionally, the dance department lost a valued member of the faculty in 2007 which has yet to be replaced. This position was hired in 2004 based on the high load and student demand generated by the department. The department continues to generate substantial loads of 907 (2006/07), 1139 (2007/08) and 1181 (2008/09) even while sections have been Page 8 Form Revised: 2/21/2010 College of San Mateo Comprehensive Program Review and Planning dropped due to a lack of full-time faculty (23, 21, 17) and while enrollments continue to dwindle due to the elimination of sections (850, 905, 692). The internal perception is that the department is being substantially dismantled even though student demand is high. This department presents an opportunity for our diverse students to understand and engage in multi-cultural dance forms, something that has been consistently increased in our curriculum and affords students an opportunity to experience their heritage. While there is an understanding that replacing faculty that leave the district is not automatic, all of the important indicators would lead the college to support replacement of this position. A degree in dance was being worked on while the full-time faculty member was here but since her departure, that proposal has stalled. The inclusion of a degree in dance will ultimately allow students the vehicle by which to matriculate to four-year universities. VI. Goals, Action Steps, and Outcomes a. Identify the program’s goals. Goals should be broad issues and concerns that incorporate some sort of measurable action and should connect to CSM’s Institutional Priorities 2008-2011, Educational Master Plan, 2008, the Division work plan, and GE- or certificate SLOs. Development of a Physical Education degree, development of a Yoga Certification Program, development of a Dance degree, development of a Sports Management certificate (degree). All of these have been in response to the Board Goals of developing programs for workforce training and identified in the division work plan. The division is also working on online courses to complement our current curriculum and will be finalized and presented to the COI for implementation in spring, 2011. b. Identify the action steps your program will undertake to meet the goals you have identified. We have currently just passed through the COI the Pilates Certificate Program which will be offered in fall, 2010. The faculty have engaged in conversation about a Physical Education degree (a Personal Training Certificate class was passed as well) and the courses for the core identified. The Dance, yoga and Sports Management certificate/degrees will require full-time faculty positions to engage in the process. c. Briefly explain, specifically, how the program’s goals and their actions steps relate to the Educational Master Plan. All of these endeavors are geared towards workforce development. Graduates with these certificates and degrees will have substantial career opportunities. d. Identify and explain the program’s outcomes, the measurable “mileposts” which will allow you to determine when the goals are reached. Degrees and certificate programs completed and offered. VII. SUMMARY OF RESOURCES NEEDED TO REACH PROGRAM ACTION STEPS a. In the matrices below, itemize the resources needed to reach program action steps and describe the expected outcomes for program improvement.* Specifically, describe the potential outcomes of receiving these resources and the programmatic impact if the requested resources cannot be granted. Page 9 Form Revised: 2/21/2010 College of San Mateo Comprehensive Program Review and Planning * Note: Whenever possible, requests should stem from assessment of SLOs and the resulting program changes or plans. Ideally, SLOs are assessed, the assessments lead to planning, and the resources requested link directly to those plans. Full-Time Faculty Positions Requested 1. Full-time Assistant Football Coach 2. Full-time Dance Position Expected Outcomes if Granted and Expected Impact if Not Granted 1. Continued academic success of underrepresented groups participating in the football program. Engaging approximately 120 student-athletes is extremely difficult with regard to success on the field and in the classroom. The program is a model of success from recruitment, retention, persistence, success and matriculation. If this position is not granted, all of the important academic attributes that compliment the program will be lost in lieu of the faculty member having only the capability to deal with the courses directly related to on-field success. Matriculation numbers will substantially be reduced. 2. The dance position was vacated three years ago and has yet to be replaced. If it gets replaced, the program can look forward to a degree (many of our students matriculate to study dance at the university level), continued inclusion of If applicable, briefly indicate how the requested resources will link to achieving department action steps based on SLO assessment. 1. Success in the classroom is a critical component of our athletic programs. If the position is not granted, the faculty member assigned to the program will need to concentrate his entire efforts on the success of the competitive element at the expense of the academic success. Athletic Programs are real-life labs in a practical setting and include such SLO’s as leadership, teamwork, appreciation of diverse ideas and opinions and cooperation. 2. A full-time faculty member with the expertise and understanding of dance as an art form can provide the glue and consistency to develop a comprehensive dance program for our diverse student body. The two major SLO’s linked to all dance forms include (1) defending a broad appreciation of dance as an art form and (2) the ability to evaluate and discuss the performance as an art form. Page 10 Form Revised: 2/21/2010 College of San Mateo Comprehensive Program Review and Planning multi-cultural dance forms for our diverse student body developed, the dance concerts reinstated at a greater level (previously the dance concerts were formal and held to three consecutive soldout performances in the theater), and a greater community exposure to our institution. If not granted, the program will continue to be reduced to a fraction of what it once was, students will pursue these career and multicultural awareness opportunities at nearby institutions that have dance programs and full-time faculty, and the comprehensive curriculum that the college embraces reduced and minimized to cater to a smaller group. Classified Positions Requested Expected Outcomes if Granted and Expected Impact if Not Granted None N/A If applicable, briefly indicate how the requested resources will link to achieving department action steps based on SLO assessment. N/A b. For instructional resources including equipment and materials, please list the exact items you want to acquire and the total costs, including tax, shipping, and handling. Include items used for instruction (such as computers, furniture for labs and centers) and all materials designed for use by students and instructors as a learning resource (such as lab equipment, books, CDs, technology-based materials, educational software, tests, non-printed materials). Add rows to the tables as necessary. If you have questions as to the specificity required, please consult with your division dean. Please list by priority. Resources Requested Expected Outcomes if Granted and Expected Impact if Not Granted If applicable, briefly indicate how the requested resources will link to achieving Page 11 Form Revised: 2/21/2010 College of San Mateo Comprehensive Program Review and Planning Item: Input text here. Number: Input text here. Vendor: Input text here. Unit price: Input text here. Total Cost: Input text here. Status*: Input text here. Input text here. department action steps based on SLO assessment. Input text here. *Status = New, Upgrade, Replacement, Maintenance or Repair. VIII. Course Outlines a. By course number (e.g. CHEM 210), please list all department or program courses included in the most recent college catalog, the date of the current Course Outline for each course, and the due date of each course’s next update. Course Number APE 100 APE 110 APE 130 APE 140 APE 155 APE 165 Aqua 109 Aqua 127 Aqua 133 Aqua 135 Danc 117 Danc 121 Danc 131/132 Danc 141/143 Danc 151 Danc 152 Danc 153 Danc 161 Danc 167 Danc 195 Danc 400 Fitn 116 Fitn 195 Fitn 201/202 Fitn 206 Fitn 215 Fitn 220 Fitn 225 Fitn 235 Fitn 237 Fitn 301 Fitn 312 Fitn 334 Fitn 335 Last Update Date 12/20/2006 2/10/2010 Six-year Update Due Date Input text here. 12/20/2012 2/10/2016 Recommended to be banked 2/10/2010 2/10/2010 2/10/2010 8/15/2007 8/15/2009 unknown 2/10/2016 2/10/2016 2/10/2016 8/15/2013 8/15/2015 1/23/2007 2/10/2010 2/10/2010 3/4/2007 2/10/2010 3/26/2007 9/12/2007 8/17/2009 3/23/2007 9/24/2008 10/31/2008 Recommended to be banked 3/21/2007 1/23/2013 2/10/2016 2/10/2016 3/4/2013 2/10/2016 3/26/2013 9/12/2013 8/17/2015 3/23/2013 9/24/2014 10/31/2014 3/15/2007 4/28/2008 3/15/2007 4/28/2008 3/26/2007 9/12/2007 3/15/2013 4/28/2014 3/15/2013 4/28/2014 3/26/2013 9/12/2013 3/21/2013 Page 12 Form Revised: 2/21/2010 College of San Mateo Comprehensive Program Review and Planning Fitn 337 Indv 120 Indv 160 Indv 251/252/254 Team 105 Team 110 Team 118 Team 119 Team 135 Team 148 Team 150 Team 158 Team 165 Team 171/173/175 Vars 100 Vars 105 Vars 120 Vars 130 Vars 133 Vars 134 Vars 160 Vars 185 Vars 300 Vars 310 Vars 320 Vars 330 Vars 340 Vars 400 PE 101 PE 102 PE 103 PE 104 PE 106 PE 120 PE 135 PE 301 IX. 11/25/2008 11/25/2014 11/20/2009 11/20/2015 Recommended to be banked 3/20/2007 3/20/2013 6/30/2008 7/20/2009 3/23/2007 Banked for Vars 172 1/20/2010 1/20/2010 1/20/2010 11/20/2009 2/10/2010 11/2/2009 Banked for Vars 172 11/20/2009 Banked 6/30/2008 2/10/2010 6/30/2014 7/20/2015 3/23/2013 3/22/2007 3/22/2007 2/1/2007 9/26/2008 3/22/2013 3/22/2013 2/1/2013 9/26/2014 12/14/2004 8/17/2009 12/14/2010 8/17/2014 1/20/2016 1/20/2016 1/20/2016 11/20/2010 2/10/2016 11/2/2015 11/20/2015 6/30/2014 2/10/2016 Advisory and Consultation Team (ACT) a. Please list non-program faculty who have participated on the program’s Advisory and Consultation Team. Their charge is to review the Program Review and Planning report before its submission and to provide a brief written report with comments, commendations, and suggestions to the Program Review team. Provided that they come from outside the program’s department, ACT members may be solicited from faculty at CSM, our two sister colleges, other community colleges, colleges or universities, and professionals in relevant fields. The ACT report should be attached to this document upon submission. Page 13 Form Revised: 2/21/2010 College of San Mateo Comprehensive Program Review and Planning The Physical Education/Athletics/Dance Division at College of San Mateo does not officially utilize the services of an established advisory committee. Rather, most of the faculty which includes the coaching staff, physical education instructors and dance faculty, relies on a more unofficial means by which to ascertain and share information with their colleagues. The faculty in the division have relationships with other community college faculty, high school faculty, experts in the field outside of academia and university faculty. Many of our faculty engage in professional development opportunities including conferences and seminars by which to remain current in their field. Many have attended seminars by which to obtain specific certifications, i.e. Spinning, yoga and Pilates. Recently, we have had faculty in the division attend BBU (Balanced Body University), NSCA (National Strength and Conditioning Association), Madd Dogg (Spinning) and many others. The coaching staff often attends national conventions held to bring together four-year coaches, high school coaches, professional coaches and community college coaches. Dance faculty have close connections with their four-year counterparts as well as some of the instructors teaching in non-academic dance studios. Attach or paste ACT report here. b. Briefly describe the program’s response to and intended incorporation of the ACT report recommendations. Page 14 Form Revised: 2/21/2010 College of San Mateo Comprehensive Program Review and Planning X. PROGRAM REVIEW PARTICIPANTS AND SIGNATURES Date of Program Review evaluation: Please list the department’s Program Review and Planning report team: Primary program contact person: Mikel Schmidt Phone and email address: x6447 schmidt@smccd.edu Full-time faculty: Mikel Schmidt, Nicole Borg, Bret Pollack, Michelle Warner Part-time faculty: Sarah Bolton Administrators: Andreas Wolf - Dean Classified staff: Students: Primary Program Contact Person’s Signature Date Full-time Faculty’s Signature Date Part-time Faculty’s Signature Date Administrator’s Signature Date Classified Staff Person’s Signature Date Student’s Signature Date Dean’s Signature Date Page 15 Form Revised: 2/21/2010 College of San Mateo Comprehensive Program Review and Planning Comprehensive Program Review RESOURCES FOR SUPPORTING DOCUMENTATION Section 1 This section contains a listing of sources for data and key documents referred to in Section 2 along with other resources. Contact information for relevant people is also included. Academic Senate http://www.collegeofsanmateo.edu/academicsenate/ Contact: csmacademicsenate@smccd.edu Diana Bennett, President, bennettd@smccd.edu, (650) 358-6769 College Catalogs and College Class Schedules are archived online: http://collegeofsanmateo.edu/schedule/archive.asp Course Outlines are found at: http://collegeofsanmateo.edu/articulation/outlines.asp Committee on Instruction http://www.smccd.net/accounts/csmcoi Contact: Laura Demsetz, Chair, demsetz@smccd.edu, (650) 574-6617. Program Review Resources (includes forms, data, and completed program reviews for both instructional and student services program review) Core Program and Student Success Indicators (see links for “Quantitative Data for Instructional Programs”) Distance Education Program Review Data Glossary of Terms for Program Review Listing of Programs Receiving Program Review Data from PRIE Rotation Schedule for Instructional Program Review, 2008-2014 http://collegeofsanmateo.edu/prie/program_review/program_review.php Office of Planning, Research, and Institutional Effectiveness (PRIE) http://collegeofsanmateo.edu/prie/ Contact: John Sewart, Dean, sewart@smccd.edu, (650) 574-6196 Contact: Milla McConnell-Tuite, Coordinator, mcconnell@smccd.edu, (650)574-6699 At PRIE Website: College Index, 2009-2010, http://collegeofsanmateo.edu/prie/institutional_documents.php Comprehensive Listing of Indicators and Measures, 2009-2010 http://collegeofsanmateo.edu/prie/institutional_documents.php Division/Department Workplans, Spring 2009 (only) http://collegeofsanmateo.edu/prie/institutional_documents.php Educational Master Plan, 2008, http://collegeofsanmateo.edu/prie/emp.php Institutional Priorities, 2008-2011 http://collegeofsanmateo.edu/prie/institutional_documents.php Student Learning Outcomes (SLOs) website: http://www.collegeofsanmateo.edu/sloac/ Contact: Frederick Gaines, Interim SLO Coordinator, gainesf@smccd.edu, (650)574-6183 Page 16 Form Revised: 2/21/2010 College of San Mateo Comprehensive Program Review and Planning Section 2 This section contains the references that serve as data sources for the individual sections of the Comprehensive Program Review Form. Explanatory notes are included. DEPARTMENT OR PROGRAM: To identify programs on the comprehensive program review cycle, see Rotation Schedule for Instructional Program Review, 2008-2014 at PRIE website at page for Instructional Program Review. Also see Listing of Programs Receiving Program Review Data from PRIE. I. DESCRIPTION OF PROGRAM “Number of Sections” data from Core Program and Student Success Indicators (published by PRIE for each program) CSM Course Catalog Department records II. STUDENT LEARNING OUTCOMES SLO records maintained by the department CSM SLO Coordinator SLO Website The definitions for the General Education (GE) SLOs can be found on the CSM SLOAC website. DATA EVALUATION Enrollment, WSCH, FTEF, and productivity data for each program can be found in Core Program and Student Success Indicators. (Published by PRIE.) III. IV. Productivity is also commonly known as “LOAD.” See Glossary of Terms for Program Review for definitions of key terms. Faculty Load: the ratio of the weekly contact hours (WSCH) of enrolled students and a faculty’s hours of instruction per week. In other words, WSCH divided by FTE. ? The College’s general target productivity will be recommended by the Budget Planning Committee. STUDENT SUCCESS EVALUATION AND ANALYSIS Educational Master Plan, 2008 College Index, 2009-2010 Institutional Priorities, 2008-2011 Student Success (course completion and retention) data from the “Core Program and Student Success Indicators”; Other reports published by PRIE regarding student success Previous Program Review and Planning reports other department records V. REFLECTIVE ASSESSMENT OF INTERNAL AND EXTERNAL FACTORS AND PROGRAM/STUDENT SUCCESS Educational Master Plan, 2008 Page 17 Form Revised: 2/21/2010 College of San Mateo Comprehensive Program Review and Planning Institutional Priorities, 2008-2011 College Index, 2009-2010 Student Success (course completion and retention) data from the “Core Program and Student Success Indicators; Other reports published by PRIE regarding student success Previous Program Review and Planning reports Other department records a. About SWOT Analysis: SWOT Analysis is a strategic planning tool used to evaluate the Strengths, Weaknesses, Opportunities, and Threats involved in a project or initiative. It involves specifying the objective of the venture or project and identifying the internal and external factors that are favorable and unfavorable to achieving that objective. SWOT analysis considers both internal and external conditions. Strengths: attributes of the organization that are helpful to achieving the objective. Weaknesses: attributes of the organization or that are harmful to achieving the objective. Opportunities: external conditions that are helpful to achieving the objective. Threats: external conditions that are harmful to achieving the objective b. Reflect on data from “Core Program and Student Success Indicators” VI. Action Steps and Outcomes Educational Master Plan, 2008 Institutional Priorities, 2008-2011 GE- or Certificate SLOs College Index, 2009-2010 Course SLOs Department records Core Program and Student Success Indicators Previous Program Review and Planning reports Division work plan SUMMARY OF RESOURCES NEEDED TO REACH PROGRAM ACTION STEPS Educational Master Plan, 2008 Institutional Priorities, 2008-2011 College Index, 2009-2010 GE- or Certificate SLOs Course SLOs Department records Core Program and Student Success Indicators previous Program Review and Planning reports VII. VIII. Course Outlines Department records College Catalog Committee On Instruction Course Outlines (online) Office of the Vice President of Instruction Division Dean Page 18 Form Revised: 2/21/2010