2010 ASCCC Curriculum InstituteSanta Clara Marriott • July 8-10, 2010

Program Review: Curriculum & Institutional Culture

Julie Bruno, Sierra College

David Morse, Long Beach City College

Overview

• Program Review: What is it and why is it important?• Important elements of program review• Integration of SLOs into program review• Connections to planning, budgeting, etc.• Clear definition of goals• Considerations in developing program review

processes• Local questions, issues, and problems

Program Review

• Definition—What is program review?

• Why is program review important?

Important Elements of Program Review

• Connection to budget and planning• Incorporating and using SLO data• Information feeds up through levels• Clear definition of goals• Build in feedback to college throughout process• Broad involvement of all appropriate constituent

groups• Coherent and accessible system for tracking and

recording information and data

SLOs and Program ReviewACCJC expects that SLO data will be included and used in program review processes. Local colleges can decide exactly how to most usefully incorporate that data, which leads to the following important questions:

How will SLO data be included and recorded?

How will SLO data be used in decision-making?

Connecting Program Review to Budget and Planning

Without this connection, most will not see program review as meaningful. Colleges should therefore consider questions such as the following:

How does information move forward for inclusion in budgeting decisions?

How do such aspects of planning as college goals, the college president’s agenda, and board goals connect to or interact with program review?

How is information on decision-making communicated back to the college?

Clear Definition of Goals

• Make sure goal statements are concrete and realistic and that they lead to specifically observable outcomes

• Differentiate between goals, activities, resource requests, and mission statements

Developing Program Review Processes

David’s and Julie’s experiences in developing new processes:

Include all necessary elements and constituencies in development.

Include avenues for feedback and buy-in from the college as a whole.

Develop the process first, then the recording mechanism (software, etc.) in order to make sure the tool does not shape the process.

Resources

• Program Review: Setting a Standard(Academic Senate Paper 2009)

• The 2002 Accreditation Standards: Implementation(Academic Senate Paper 2004)

• Data 101: Guiding Principles for Faculty(Academic Senate Paper 2010)

• “SLO Regional Meetings Address Collaborating for High Standards in Program Review” (Senate Rostrum May 2009)

Questions and Issues

• What questions or problems have come up on local campuses?

• What has worked well in your program review processes?

• What do you need more information on?