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Program Development, Reduction, and Review: Faculty Take the Lead

Program Development, Reduction, and Review: Faculty Take the Lead. Shaaron Vogel, Butte College Jane Patton, Mission College Mark Wade Lieu, Ohlone College. Authority Under Title 5 Regulation §53200. Educational Program Development Curriculum Accreditation Processes for Budget and Planning

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Program Development, Reduction, and Review: Faculty Take the Lead

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  1. Program Development, Reduction, and Review: Faculty Take the Lead Shaaron Vogel, Butte College Jane Patton, Mission College Mark Wade Lieu, Ohlone College

  2. Authority Under Title 5 Regulation §53200 • Educational Program Development • Curriculum • Accreditation • Processes for Budget and Planning • Processes for Program Review

  3. Resources • Program Review: Developing a Faculty Driven Process (1996 ASCCC) • Program Discontinuance: A Faculty Perspective (1998 ASCCC) • Program Discontinuance Sample Policies (2003 CCCCIO/CCCAOE) • System Office Web Resources • Course and Program Approval Handbook • Instructional Program Improvement Resource Guide

  4. Program Development • Based on • Student need • Timely completion • Local employers must have need to hire completers • Community need • Advisory council recommendation • Education and training need to match industry standards

  5. Program Development • What is a new program • A new job niche • A new transfer major • If not, it’s a new option for an existing program

  6. Adding a new program: locally • Faculty develop curriculum to address identified needs • Local curriculum committee approval

  7. Adding a new program: regionally • Labor market information • Demonstration of non-destructive competition with other college programs

  8. Adding a new program: state level • Submission to the System Office – following handbook guidelines

  9. Adding a new program: state level • What is happening with Course and Approval Handbook • Unified program application form • Clearer instructions regarding new programs vs options

  10. Issues in Program Review • Need for policies to be in place (53203) • Clear links to faculty role (53200) • Educational Planning • Accreditation • Budget and Planning • Curriculum • Student Equity and Success

  11. Purposes • Provides 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 • Fosters self-renewal and self-study • Provides for the identification of weak performance

  12. More Purposes • Assists programs in achieving needed improvement • 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 • Monitors and pursue the congruence between the goals and priorities of the college and the actual practices in the program or service • Meets accountability mandates • Demonstrates a systematic planning process

  13. Considerations • Confidentiality • Who does the review • How is the review applied • Provisions for minority reports • How often should it occur • Every two years for vocational programs (EC 78016) • Every five for UC • Every six for CSU

  14. Issues in Program Reduction • Program viability study • Number of students “in the pipeline” • Regionalization or distance education • Labor market information • Comparison of industry standards to curriculum • Student Learning Outcomes • Draw comparisons such as WSCH to cost of program

  15. Issues in Program Discontinuance • Who should be involved and what are their roles in developing the process? • What are the criteria for initiating the discontinuance process? • How are programs to be identified and by whom? • What are the effects on students and student success when a program is discontinued? • What provisions can and should be made for students in progress to complete their training?

  16. More Issues in Program Discontinuance • How does the discontinuance of a program alter the comprehensiveness and balance of offerings across the college curriculum? Within the district? • How does the program discontinuance process fit into the educational and budget planning process used at the institution? • What are the regional effects of program discontinuance? • What are the effects on transfer to UC/CSU? • What are the effects on local business and industries? • Retraining for affected faculty • Political issues and how to mitigate them

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