Program: Diagnostic Medical Sonography
Discipline: DMS (NT)
Annual Program Assessment (APA)
Academic Year 2015-16
Program Description
The Diagnostic Medical Sonography Program is a non- transfer program. This degree program
provides an opportunity for student to be educated and trained the healthcare career of Diagnostic
Medical Sonography. The objective of the program is to graduate students who are competent and
confident in providing excellent patient care in the field of sonography.
The goal of our DMS program is to graduate students who demonstrate a high competency in
anatomy and pathology, as seen on the ultrasound exam and the skills necessary to perform the
ultrasound exam. Students will be evaluated on didactic learning in Ultrasound Physics and
Instrumentation, hands on scanning skills, communication skills, patient care and critical thinking ability.
Students will practice ultrasound scanning skills with ultrasound equipment in the campus lab. Those
skills will be carried out and enhanced in an affiliated medical center by training on the job, scanning
patients.
The didactic education will prepare the student for taking the American Registry of Diagnostic
Medical Sonography Physics and Instrumentation examination. After graduation the student will be
required to work an additional year in the sonography field before taking the ARDMS specialty
examination.
With completion of Associate in Science required course work the student will receive an
Associate in Science in Diagnostic Medical Sonography
I. Program, Course and Assessment
A. Awards and Completion Using the 2015 Program Review Data for your discipline, please
provide the number of Associate degrees and certificates awarded. Also report the average
time to completion for these degrees and certificates. Please respond to each prompt below.
A1. Awards
Under “Program Award Count”, provide the total number of Associate degrees and the total number of
certificates awarded by your program per year. (Please see instructions for suggested response formats for
this and all subsequent prompts).
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For each degree type (AA/AS for Option B, Option C and Transfer) and certificate (CT), is the number of
awards increasing, decreasing or constant?
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If the number of any award is decreasing, please identify this award and suggest ways to reverse this
trend.
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Program: Diagnostic Medical Sonography
Discipline: DMS (NT)
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Is there any additional information or commentary?
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A2. Average Years to Completion
Under “Program Average Years to Completion,” report the typical years to completion for each degree and
certificate in your program.
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For each degree type (AA/AS for Option B, Option C and Transfer) and certificate (CT), are the numbers
increasing, decreasing or constant with time?
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How do the rates for each degree and certificate compare to the District Average Time to Completion?
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If any of these rates are much larger than the District Average Time to Completion, please list these
awards, their completion times and provide suggestions to decrease their completion times.
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Is there any additional information or commentary?
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B. Program and Courses Please review the data for your program and courses and respond to
each prompt below. NOTE: Please utilize the Fall 2015 Convocation input for Fill, Retention and Success Rate
responses.
B1. Fill Rate
B1a. Program Fill Rate
Provide the typical Program Total Fill Rate and the typical Institutional Average Fill Rate (see instructions to
locate these rates in the data).
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From fall 2010 through spring 2015, how does the Program Total Fill Rate compare to the Institutional
Average Fill Rate?
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Program: Diagnostic Medical Sonography
Discipline: DMS (NT)
Click here to enter text.
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Over this same time frame, how do the site-specific program fill rates for San Jacinto (SJC), Menifee
Valley (MVC), San Gorgonio Pass (BAN), Temecula (TEM) and online (ONLIN) compare to the program’s
total fill rate?
BAN:
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MVC:
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ONLIN:
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SJC:
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TEM:
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Over this same time frame, how do the site-specific rates compare to one another?
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Note any significant differences found in the comparisons above. Please provide brief commentary and
suggest explanations for these differences. For each site or modality (face-to-face or online)
mentioned, please include its rate.
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To increase program fill rates while maintaining student access and equity, does the data analysis
above suggest changes to
o course offerings and/or scheduling (e.g. adjusting the number of sections offered, mix of
modalities, frequency, location)
o other?
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What will be required to implement these changes?
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Are there any impediments to the implementation of these changes? For example, if program fill rates
are low, can the number of courses offered be reduced without increasing student time-to-completion
or impacting full-time instructor workloads?
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B1b. Course Fill Rates
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How do the typical course fill rates for courses in your discipline compare to the program total fill rate?
Please see instructions for suggested response formats.
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Program: Diagnostic Medical Sonography
Discipline: DMS (NT)
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BAN:
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MVC:
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ONLIN:
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SJC:
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TEM:
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Note any significant differences found in the comparisons above. Please provide brief commentary and
suggest explanations for these differences. For each site or modality (face-to-face or online)
mentioned, please include its rate.
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To increase course fill rates while maintaining student success, access and equity, does the data
analysis above suggest changes to
o course offerings or scheduling (e.g. adjusting length of course (17.5 vs. 8 weeks), days/times,
modality)
o curriculum (e.g. increasing or decreasing content, prerequisites)
o pedagogy (e.g. lecture vs. group work, use of technology)
o other?
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What will be required to implement these changes?
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Are there any impediments to the implementation of these changes? For example, if course fill rates
are low, can the number of sections offered be reduced without increasing student time-to-completion
or impacting full-time instructor workloads?
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B2. Waitlists
B2a. Program Waitlist
How has the Program Total Waitlist Count trended?
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Describe the program waitlist trends for San Jacinto (SJC), Menifee Valley (MVC), San Gorgonio Pass (BAN),
Temecula (TEM) and online (ONLIN).
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Program: Diagnostic Medical Sonography
Discipline: DMS (NT)
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BAN:
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MVC:
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ONLIN:
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SJC:
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TEM:
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B2b. Course Waitlists
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For each site (SJC, MVC, BAN, TEM, ONLIN), list a course (or two) in your discipline with a large waitlist.
Please include the actual typical waitlist size for each course.
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BAN:
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MVC:
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ONLIN:
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SJC:
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TEM:
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For the courses listed above, what scheduling improvements have been, or will be, devised to satisfy
student demand and maximize schedule efficiency (i.e. decrease our waitlist sizes but still fill our
classrooms!)?
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What will be required to implement these changes?
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Are there any impediments to the implementation of these changes? For example, does a lack of room
or instructor availability limit the number or modality of additional sections that can be offered?
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To decrease waitlists sizes (and increase student access) while maintaining equity, does the waitlist
information suggest changes to
o course offerings or scheduling (e.g. adjusting frequency, day vs. evening, location, modality),
o curriculum (e.g. prerequisites, class cap size),
o initial placement (e.g. using high school GPA for initial placement of English and math
students)
o other?
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Program: Diagnostic Medical Sonography
Discipline: DMS (NT)
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What will be required to implement these changes?
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Are there any impediments to the implementation of these changes? For example, is room size an
issue? Is a section typically offered in a room that has fewer seats than the curriculum cap?
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B3. Retention Rates
B3a. Program Retention Rates
List the typical Program Retention Rate and the Institutional Standard and typical District Average Retention Rates.
NOTE: Please utilize the Fall 2015 Convocation input for Retention Rate responses.
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
From fall 2010 through spring 2015, how does the Program Retention Rate compare to the District
Average Retention Rate?
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
Over this same time frame, how do the site-specific program retention rates for San Jacinto (SJC),
Menifee Valley (MVC), San Gorgonio Pass (BAN), Temecula (TEM) and online (ONLIN) compare to the
Program Retention Rate?
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BAN:
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MVC:
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ONLIN:
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SJC:
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TEM:
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For this same time frame, how do the site-specific rates compare to one another?
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Note any significant differences found in the comparisons above. Please provide brief commentary and
suggest explanations for these differences. For each site or modality (face-to-face or online)
mentioned, please include its rate.
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Program: Diagnostic Medical Sonography
Discipline: DMS (NT)
Click here to enter text.
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To improve program retention while maintaining equity, does the data analysis above suggest changes
to
o course offerings and scheduling(e.g. adjusting mix of modalities, course length, frequency,
location)
o other?
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What will be required to implement these changes?
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Are there any impediments to the implementation of these changes? For example, if courses required
for a degree or certificate are not offered regularly, so students are leaving MSJC before completing
their degrees and certificates, are there sufficient numbers of instructors and rooms to schedule these
courses more often?
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B3b. Course Retention Rates
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How do the course retention rates for your discipline compare to the program’s retention rate? Please
see instructions (make “instructions” a link) for suggested response formats
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BAN:
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MVC:
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ONLIN:
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SJC:
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TEM:
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Note any significant differences found in the comparisons above. Please provide brief commentary and
suggest explanations for these differences. For each site or modality (face-to-face or online)
mentioned, please include its rate.
Click here to enter text.

To improve course retention rates while ensuring equity, does the data analysis above suggest changes
to
o course offerings or scheduling (e.g. adjusting length, days/times, modality)
o curriculum (e.g. increasing or decreasing content, prerequisites)
o pedagogy (e.g. lecture vs. group work, use of technology)
o other?
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Program: Diagnostic Medical Sonography
Discipline: DMS (NT)
Click here to enter text.
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What will be required to implement these changes?
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Are there any impediments to the implementation of these changes? For example, if reducing the
length of a course section from 17.5 weeks to 8 weeks would increase student motivation (and,
hopefully, improve student engagement and retention), is a room and instructor available for this
accelerated section?
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B4. Success Rates
B4a. Program Success Rates
List the typical Program Success Rate and the Institutional Standard and typical District Average Success Rates. NOTE:
Please utilize the Fall 2015 Convocation input for Success Rate responses.
Click here to enter text.

From fall 2010 through spring 2015, how does the Program Success Rate compare to the District
Average Success Rate?
Click here to enter text.

Over this same time frame, how do the site-specific success rates for San Jacinto (SJC), Menifee Valley
(MVC), San Gorgonio Pass (BAN), Temecula (TEM) and online (ONLIN) compare to the Program Success
Rate?
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BAN:
Click here to enter text.
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MVC:
Click here to enter text.
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ONLIN:
Click here to enter text.
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SJC:
Click here to enter text.
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TEM:
Click here to enter text.

For the same time frame, how do the site-specific rates compare to one another?
Click here to enter text.

Note any significant differences found in the comparisons above. Please provide brief commentary and
suggest explanations for these differences. For each site or modality (face-to-face or online)
mentioned, please include its rate.
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Program: Diagnostic Medical Sonography
Discipline: DMS (NT)
Click here to enter text.

To improve program success while ensuring equity, does the data analysis above suggest changes to
o course offerings and/or scheduling (e.g. length of course, location, learning communities)
o other?
Click here to enter text.

What will be required to implement these changes?
Click here to enter text.
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Are there any impediments to the implementation of these changes? For example, if a learning
community would increase student success, is creating the common assignments or projects a
significant challenge?
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B4b. Course Success Rates
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How do the course success rates for your discipline compare to the Program Success Rate? Please see
instructions for suggested response formats.
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BAN:
Click here to enter text.
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MVC:
Click here to enter text.
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ONLIN:
Click here to enter text.
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SJC:
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TEM:
Click here to enter text.
Click here to enter text.

Note any significant differences found in the comparisons above. Please provide brief commentary and
suggest explanations for these differences. For each site or modality (face-to-face or online)
mentioned, please include its rate.
Click here to enter text.

To improve student success, access and to ensure equity, does the data analysis above suggest changes
to
o course offerings or scheduling (e.g. adjusting days/times, modality)
o curriculum (e.g. increasing or decreasing content, prerequisites)
o pedagogy (e.g. lecture vs. group work, use of technology)
o other?
Click here to enter text.

What will be required to implement these changes?
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Program: Diagnostic Medical Sonography
Discipline: DMS (NT)
Click here to enter text.
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Specifically, are there any impediments to the implementation of these changes? For example, if
supplemental instruction or tutoring would improve success, does a suitable population of qualified
students exist?
Click here to enter text.
C. Assessment Summary Please list the CIPs completed during this program review cycle, note
any suggested improvements to assessment and/or course delivery and review the three-year
CLO schedule to determine which courses must be assessed at least once more by the end of
Spring 2017. Please respond to each prompt below.
C1. Completed Fall 2014 Course Improvement Plans Click here to view the course improvement
plans (CIPs). Choose “Fall 2014” for Fall 2014 data analysis completed by your discipline. Please list these
below.
Click here to enter text.
Open each of these CIPs and…

Record any assessment improvements to be implemented the next time the course is assessed (e.g.
improved or different assessment tool or rubric). See instructions to quickly locate these CIP text fields.
Click here to enter text.

Also record any course improvements to be implemented the next time the course is taught (e.g.
curriculum revision, utilization of technology). See instructions to quickly locate these CIP text fields.
Click here to enter text.
C2. Completed Spring 2015 Course Improvement Plans Click here to view the course
improvement plans (CIPs). Choose “Spring 2015” for Spring 2015 data analysis completed by your discipline.
Please list these below.
Click here to enter text.
Open each of these CIPs and …

Record any assessment improvements to be implemented the next time the course is assessed (e.g.
improved or different assessment tool or rubric). See instructions to quickly locate these CIP text fields.
Click here to enter text.

Also record any course improvements to be implemented the next time the course is taught (e.g.
curriculum revision, utilization of technology). See instructions to quickly locate these CIP text fields.
Click here to enter text.
C3. Three-Year CLO Assessment Schedule Click here to view your Three-Year CLO Assessment
Schedule. NOTE: each course that is offered at least once a year needs to be assessed twice during this
program review cycle (Fall 2014 – Spring 2017). Please compare the courses in sections C1 and C2 above,
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Program: Diagnostic Medical Sonography
Discipline: DMS (NT)
along with those being assessed this semester (see your e-mail), with those in the assessment schedule and
respond to each prompt below. See instructions for additional explanation.

Which courses still need to be assessed only once more before the end of Spring 2017?
Click here to enter text.

Which courses still need to be assessed twice before the end of Spring 2017?
Click here to enter text.
II. General Education, Remediation and Dual Enrollment For familiarization with the program data for
general education and remediation, please respond to each prompt below.
A. General Education Under the “GEN.ED” section of your 2015 Program Review Data, please
respond to the prompts below.
A1. Program Fill Rate
List the GEN.ED Program Total Fill Rate and the Institutional Average Fill Rate (see instructions to locate
these rates in the data).
Click here to enter text.

From fall 2010 through spring 2015, how does the GEN. ED Program Total Fill Rate compare to the
Institutional Average Fill Rate?
Click here to enter text.


Over this same time frame, how do the site-specific GEN.ED fill rates for San Jacinto (SJC), Menifee
Valley (MVC), San Gorgonio Pass (BAN), Temecula, (TEM) and online (ONLIN) compare to the
Institutional Average Fill Rate?
BAN:
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MVC:
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ONLIN:
Click here to enter text.
Click here to enter text.
Click here to enter text.

SJC:
Click here to enter text.

TEM:
Click here to enter text.

Over this same time frame, how do the site-specific rates compare to one another?
Click here to enter text.
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Program: Diagnostic Medical Sonography
Discipline: DMS (NT)
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Note any significant differences found in the comparisons above.
Click here to enter text.

Any commentary or analysis (at the program and/or course-level)?
Click here to enter text.
A2. Program Success Rates
List the GEN.ED Program Success Rate and the Institutional Standard and District Average Success Rates.
Click here to enter text.

From fall 2010 through spring 2015, how does the GEN.ED Program Success Rate compare to the
District Average Success Rate?
Click here to enter text.

How do the site-specific GEN.ED success rates for San Jacinto (SJC), Menifee Valley (MVC), San Gorgonio
Pass (BAN), Temecula (TEM) and online (ONLIN) compare to the District Average Success Rate?
BAN:

Click here to enter text.

MVC:
Click here to enter text.

ONLIN:
Click here to enter text.

SJC:
Click here to enter text.

TEM:
Click here to enter text.

How do the site-specific rates compare to one another?
Click here to enter text.
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Note any significant differences found in the comparisons above.
Click here to enter text.
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Any commentary or analysis (at the program and/or course-level)?
Click here to enter text.
B. Remediation
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Program: Diagnostic Medical Sonography
Discipline: DMS (NT)
B1. Program Fill Rate
List the REMEDIATION Program Total Fill Rate and the Institutional Average Fill Rate (see instructions to
locate these rates in the data).
Click here to enter text.

From fall 2010 through spring 2015, how does the REMEDIATION Program Total Fill Rate compare to
the Institutional Average Fill Rate?
Click here to enter text.


Over this same time frame, how do the site-specific REMEDIATION fill rates for San Jacinto (SJC),
Menifee Valley (MVC), San Gorgonio Pass (BAN), Temecula, (TEM) and online (ONLIN) compare to the
Institutional Average Fill Rate?
BAN:
Click here to enter text.

MVC:
Click here to enter text.

ONLIN:
Click here to enter text.

SJC:

TEM:
Click here to enter text.
Click here to enter text.

Over this same time frame, how do the site-specific rates compare to one another?
Click here to enter text.

Note any significant differences found in the comparisons above.
Click here to enter text.

Any commentary or analysis (at the program and/or course-level)?
Click here to enter text.
B2. Program Success Rates
List the REMEDIATION Program Success Rate and the Institutional Standard and District Average Success
Rates.
Click here to enter text.

From fall 2010 through spring 2015, how does the REMEDIATION Program Success Rate compare to the
District Average Success Rate?
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Program: Diagnostic Medical Sonography
Discipline: DMS (NT)
Click here to enter text.


How do the site-specific REMEDIATION success rates for San Jacinto (SJC), Menifee Valley (MVC), San
Gorgonio Pass (BAN), Temecula (TEM) and online (ONLIN) compare to the District Average Success
Rate?
BAN:
Click here to enter text.

MVC:
Click here to enter text.

ONLIN:
Click here to enter text.

SJC:
Click here to enter text.

TEM:
Click here to enter text.

How do the site-specific rates compare to one another?
Click here to enter text.
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Note any significant differences found in the comparisons above.
Click here to enter text.
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Any commentary or analysis (at the program and/or course-level)?
Click here to enter text.
C. Dual Enrollment Click here for the Dual Enrollment data. NOTE: If there are no dual
enrollment courses in your discipline, you may skip to the next section.

How many sections of your discipline are typically offered per year?
Click here to enter text.

Is there any additional information or commentary?
Click here to enter text.
III. Planning and Resource Requirements
Please briefly update the goals and needs included in last year’s comprehensive program review (CPR).
Here is the link to your CPR. Please include any updates to your program goals and objectives, along
with any additional facilities, staff, technology, equipment, professional development and library
resources that would improve student learning or increase program quality and/or efficiency.
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Program: Diagnostic Medical Sonography
Discipline: DMS (NT)
Specifically, connect your goals and needs with the analysis of program, course and assessment data
above.
A. Program Goals
Update goals and objectives of your program and describe how you will attain them.
Click here to enter text.
B. Facilities, Staffing, Technology, Equipment and Professional Development
Update facility, staffing, technology, equipment and professional development needs here.
Click here to enter text.
C. Library Resources
Identify library resources (databases, texts, etc.) that would improve student success, access and ensure equity.
Click here to enter text.
IV. Budget Allocation
RAP (Resource Allocation Proposal) Submissions
For which needs identified previously in this program review will you be submitting a RAP?
Click here to enter text.
V. Final Summary
A. Based on the data and analysis contained in this review, please forward your three greatest needs to your
dean/division.
Click here to enter text.
B. Discuss any major activities/highlights/achievements and any student success innovations during the past year.
Click here to enter text.
C. Please list all faculty who participated in this review.
Click here to enter text.
D. Any suggestions, concerns or constructive criticism regarding the MSJC program review process?
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Program: Diagnostic Medical Sonography
Discipline: DMS (NT)
Click here to enter text.
Once you have completed this entire form, please mailto:programreview@msjc.edu
Due Date: February 11, 2016
Thank you very much!!!
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