Southwestern College

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Southwestern College
Achieving Institutional Mission: Program Review

Procedures Guide

Introduction
Background

For several years, the academic disciplines at Southwestern College have undertaken a
self-study review to determine their effectiveness in delivering instruction and affecting
student outcomes. The early days of the review, the mid-1980’s, were a time of statewide
fiscal constraint; the results of discipline review were utilized to determine which
disciplines were discontinued and which were retained. Improvement of discipline
quality was a secondary concern.

Following that early, somewhat negative experience, a committee of faculty and
administrators undertook the task of reshaping academic discipline review into a process
that would highlight both the positive aspects and the needs of the academic
programs/disciplines, with the primary goal being to continuously improve the quality of
the offerings. The Curriculum and Instruction (C&I) Committee, a shared governance
body, created Subcommittee “C” to develop and oversee the review process. (Note: As
of 2002, Subcommittee C has been replaced by the Academic Program Review
Committee, a part of the Academic Senate.) In Spring 1988, the subcommittee, in
conjunction with the office of Institutional Research, designed a five-year review process.
This discipline assessment process would provide for approximately one-fourth of the
disciplines being reviewed each year for four years; the fifth year would be used to
review the process and to determine modifications for the next cycle. The academic
disciplines have since completed two review cycles, with 1999-2000 being the year to
review the process.

A systematic, universal review of all programs and services began in fall 1999. Then-
Superintendent/President Serafin Zasueta, Ph.D., convened an interested group of faculty,
staff, and administrators to discuss the need for a comprehensive review process. The
college had received a Title III grant four years prior, and one of its major objectives was
the revamping of the academic program review process. That requirement, coupled with
the fact that the academic review process was in the year for reviewing its procedures,
made the discussion timely. The group quickly reached consensus on a plan that would
expand the current process to include all academic, student, and administrative programs
and services and also agreed that the program review process should be integrated with
other campus processes, such as accreditation, planning, and budget development.
(Figure 1 depicts that integration while Appendix A shows a more detailed timeline and
the interaction among the various processes.)

1
Figure 1
Relationship of Southwestern College Mission,
WASC Accreditation, Institutional Plan,
Program Review, and Budget Development

SWC Mission
Ongoing

WASC Accreditation
6-year

Institutional Plan
3-year

Program Review Budget Development Annual

To signify the college’s commitment to its students, the committee, working with a
program review consultant, built the assessment process upon the college mission
statement and took the name of the “Achieving Institutional Mission (AIM)” Committee.

Southwestern College
Mission Statement

Southwestern College is committed to meeting the educational goals of its students in an
environment that promotes intellectual growth and develops human potential.

The AIM committee was expanded to include the vice presidents and other
representatives from each of the areas to be reviewed – academic affairs, student affairs,
and administrative units – as well as from the Classified Senate, the Academic Senate, the
Title III grant, and the Institutional Research office. The consultant, the Title III project
director, and the director of institutional research worked closely with representatives of
each of the groups. The result was a review process that encompasses those elements that
are common to all areas as well as those unique to each area. Data elements, survey
instruments, and self-study criteria were determined. A procedural guide was developed,
the result of a full academic year of collaboration and designed to guide each unit in a
comprehensive self-evaluation of its role in achieving the institutional mission. The
guide was updated following the first full year of program review to (1) incorporate
changes suggested by the participants and the review committees and (2) reflect actual
practices. There have been minor modifications and updates to the procedures guide each
year as approved throughout the year by the Academic Program Review Committee,
Executive Management Team, and Subcommittee 4.

2
Purpose

The purpose of SWC’s program review process is to review, analyze, and assess the
content, currency, direction, and quality of all programs and services in order to invest in
that unit’s future.

The intent of the program review process is to promote student-centered educational and
service excellence by engaging all college units in self-examination and self-
improvement. The review process is to be broad-based, accessible, and incorporated into
other campus-wide processes, such as accreditation, budget, and planning. The campus
at large is to be informed of the progress made by the various units undergoing review.

The information gathered and analyzed in program review aids in planning, decision
making, personnel development, program improvement, and better utilization of the
college’s resources.

Each unit’s final report should be designed to give insight into three broad questions:
 Where has the program or service been?
 Where is it now?
 Where should it go from here?

Specifically, program review will:

 Ensure that all college programs and services are functioning in support of the
college’s student-centered mission.
 Promote steady improvement in the quality and currency of all college programs and
services.
 Provide evidence of institutional effectiveness at all levels for accreditation.
 Promote broader understanding of the college’s many programs and services.
 Facilitate self-analysis of each unit’s functions and its relationship to college goals
and the internal and external conditions that impact its operation.
 Note areas of strength and acknowledge accomplishments.
 Note areas in need of improvement to alert the college to problems in time for
proactive solutions.
 Provide a vehicle for information-based, timely, equitable input for budget
consideration to support development and improvement of all college programs and
services.

Procedures

Program Review follows a six-year cycle: five years for the review of all programs and
services and one year for review and update of the process. Each program and service
will undertake a self-study once during the five years. See Appendix B for the review
schedule. Extraordinary circumstances, events, or significant changes in the discipline,
program, unit or service may require adjustments in the timeline. State and/or federal

3
assessments may be required more frequently for some programs and services.
Additionally, significant changes in a discipline, program, unit or service may necessitate
an earlier review than previously scheduled.

Annual Timeline and Budgetary Process

It is the college’s intent to utilize the results of each year’s program reviews as a basis for
funding decisions. Each unit will submit the completed reviews to the appropriate entity
as identified in the following table to be incorporated into the college’s annual budget
process as outlined in timelines distributed annually to all budget managers by the Vice
President of Fiscal Affairs. The CLC serves as the college steering committee for
institutional planning and as the budget development committee in recommending
general institutional priorities for allocation of available resources based on the college
mission, strategic goals, planning assumptions, and funding. Therefore, the cognizant
managers will also send the executive summaries of each completed program review to
the CLC.

Budget managers maintain copies of all reviews, including resource implications and
long-term goals. It is suggested that these be maintained beyond the year of the study in
the event that significant change in the discipline, program, unit or service or other
unforeseen changes require their consideration. The timeline for the process of program
review is contained in Table 1 below.

4
Table 1
Southwestern College
Achieving Institutional Mission: Program Review

Timeline and Process

Timeline Process
Early Spring  EMT, Academic Program Review Committee (Academic Senate), or Subcommittee 4 (Student
Services) notifies units of review.
 Units assemble program review team, identifying lead person and committee.
 Office of Institutional Research works with units to develop survey instrument and to determine
whether additional qualitative or quantitative research is needed.
 Units notify reporting entity(1) if external review is also being required by outside agency, i.e.,
Board of Registered Nursing, Matriculation, etc. Entity examines the content of the external
review vis-à-vis the SWC Program Review process; notifies unit whether the external review
will meet any portion of the Program Review requirements.
Spring/  IR conducts surveys and assembles standard data.
Summer
Early  IR provides standard statistical information and/or survey results to units.
August/
September
Late October  Units complete Program Review self-study report, secure signatures of committee members,
submit to cognizant manager for review and signature.
Mid-  Cognizant manager reviews self-study report, makes any comments in the comments sections,
November signs off on report, submits report to the reporting entity(1).
Mid-  Reporting entities(1) review self-study report for accuracy, completeness, signatures, and
November to Executive Summary
Late January
Late January  Reporting entities(1 submit reports to Committees(2) and to Vice Presidents (academic
programs and student services) or to EMT (administrative units)
Early  Cognizant managers incorporate self-study results into college-wide budget process.
February

(1)
Reporting entities for units undergoing review:
 Academic Programs – Academic Program Review Committee
 Academic Schools – Vice President for Academic Affairs
 Student Services Functions – Subcommittee 4
 Student Affairs Departments – Vice President for Student Affairs
 Administrative Units – Cognizant Manager
(2)
Committees for units undergoing review:
 Academic Programs – Academic Senate
 Academic Schools – EMT
 Student Services Functions – Student Services Committee
 Student Affairs Departments – EMT
 Administrative Units – EMT

5
Components of Program Review

The components that comprise a unit’s program review generally include the following.

 Statistical data that describe the unit in terms of student contact and outcomes and
staff assigned to the unit.

 Survey results that indicate customers’ degree of satisfaction with the program or
service and suggestions for improvement.

 A self-study of the unit that addresses its long-term goals, functions and services; an
evaluation of the data and survey results; and its response to a number of criteria.
The self-study should also include recommendations for improvement as well as a
work plan that outlines resources required for implementation.

 An executive summary that lists the names and signatures of all required personnel
and highlights the major findings of the self-study. The executive summary will
provide the basis for AIM’s annual summary report to the CLC and the Governing
Board.

 A review form, signed by the appropriate reporting entity, indicating that all criteria
have been adequately addressed.

Note: Refer to the specific guidelines for additional details regarding the components of
academic, administrative, and student services units.

6
Figure 2
Achieving Institutional Mission: Program Review

Integration of Program Review Reporting Process with
Annual Budget Development Process

Governing
Board
Approves Budget
Recommendations

Superintendent/
President
Submits Budget
Recommendations

EMT
Reviews Budget
Recommendations

New Faculty Positions
New Faculty Positions CLC
Develops Budget
Recommendations

EMT
Reviews Administrative Academic
Reports
All Non-Faculty Requests All Non-Faculty Requests Senate

VP, Academic VP, Student New Faculty Positions
Cognizant Manager:
Affairs Affairs
New Faculty

 Superintendent/
Positions

President
 Chief Student Services
Academic Senate
Advancement
Officer
Council
 Director,
Computer Systems
and Services Subcommittee Information Student Services
 VP, Academic 4 Committee
Affairs
 VP, Fiscal Affairs
Academic  VP, Legal Affairs
 VP, Student Affairs
Note: Program Review Note:
The Academic Committee Subcommittee 4
Student Affairs
Program Review may return a
Administrative Managers/Deans
Committee may report to the
return a report to School Managers Student Affairs
the Faculty/ Deans Managers/Deans
Chairs/ Deans for for modification
modification prior prior to sending it
to sending it Department forward to the
forward to the Chairs VP, Student
Academic Senate . Affairs

Faculty

Academic Administrative Student
Programs Units Affairs
July 03
7
Southwestern College
Achieving Institutional Mission: Program Review

Review of Academic Programs

The review of academic programs is intended to improve the overall quality of existing
instructional programs offered to Southwestern College students through the Academic
Affairs sector. Its purpose is to assist the faculty in conducting a self-study of their
programs to assure that the educational programs are responsive to the needs of our
students, as stated in the college’s mission statement, and the district’s diverse
community.

Most of the academic unit reviews will be conducted at the discipline level. For the
purposes of this review process, the definitions of discipline and program are:

A discipline is a group of courses that are related by some common characteristics
or goals. The disciplines for each school are defined by the school dean and the
discipline faculty in order to most effectively review the entire curriculum. A
discipline may consist of more than one program.

A program is an organized sequence of courses leading to a defined objective, a
degree or certificate, and includes both career/technical and/or transfer objectives.

Timeline for Academic Program Review

The following steps detail the timeline for the production of the academic program
review.

Step 1 Academic Program Review Committee (APRC) notifies Dean/Chair of Early
timeline/schedule/process. Spring
Step 2 Dean/Chair identifies Faculty Lead Person and Committee for Early
developing self-study. Spring
Step 3 Institutional Research (IR) contacts Faculty Lead Person to review Early
data needs and processes. Spring
Step 4 Academic program notifies APRC if external review is also being Early
required by outside agency, i.e. Board of Registered Nursing, Spring
Matriculation, etc. APRC examines the content of the external review
vis-à-vis the SWC program review process and notifies unit whether
the external review will meet any portion of the SWC program review
requirements.
Step 5 IR provides standard statistical information to programs. Early
September
Step 6 Units complete program review; secure signatures of Lead Person and Late
Committee members; submit to Dean/Chair for signatures. October
Step 7 Cognizant Dean/Chair reviews self-study and returns it to Lead Person Mid-

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for revisions if necessary; makes comments and signs off on review; November
maintains a copy of Executive Summary and Summary Work Plan to
be used in campus-wide budgetary decision making; submits entire
report to APRC.
Step 8 APRC reviews report for accuracy, completeness, signatures; ensures Mid-
that recommendations and statements on Summary Work Plan and November
Executive Summary are substantiated; may return report to unit for to Late
clarification. January
Step 9 APRC submits summary report to Academic Senate and to Vice Late
President of Academic Affairs. January

In early February, Deans/Chairs, in conjunction with the Vice President of Academic
Affairs, will incorporate review results into the college-wide budget process. The Vice
President forwards the Executive Summaries for the academic programs to CLC. CLC
forwards non-faculty budgetary recommendations to EMT for consideration having
utilized the Executive Summaries from all programs/disciplines and units undergoing
review in that year.

Required Components for Academic Program Review Reports Checklist
(Please submit in this order.)

See form or reference on page…

Academic Programs Executive Summary ....................................................................... 27
Academic Programs Summary Work Plan ...................................................................... 26
Academic Program Course Review Form ....................................................................... 10
Program of Studies/Major Review Form ......................................................................... 11
Response to Previous Review .......................................................................................... 12
Review of Statistical Data ................................................................................................ 12
Criteria for Academic Program Review (Criteria 1.0-7.0) .............................................. 17
Other Comments and Concerns Not Previously Addressed (Criterion 8.0) .................... 24
Academic Program’s Recommendations (Criterion 9.0) ................................................. 25
Additional Information .................................................................................................... 25

Components of Academic Program Review

Course Review. Every course taught in the program should be listed on the following
Academic Program Course Review Form, indicating the last date the course was
reviewed. Those courses for which prerequisites, corequisites, or recommended
preparation have been established should indicate the last date that these were reviewed
for validity and appropriateness.

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Academic Program Course Review Form

Enter each of the courses in this discipline together with the last date of review for the course
outlines and any recommended course preparations. Each program’s courses/curriculum, using the
integrated course outline form, should be reviewed in conjunction with its program review.
While integrated course outlines have always been good practice, they are now the standard
requirement for all course approvals. This requirement is described in Title 5, Section 55002, and the
Curriculum Standards Handbook published by the Chancellor’s Office. An additional source is the
manuscript, Components of a Model Course Outline of Record, published by the State Academic Senate.
These documents outline five approval criteria for courses and programs: mission, need, quality,
feasibility, and compliance. It is in the issue of “quality” that the integration requirement surfaces. As
described in Components of a Model Course Outline of Record, quality outlines are complete, rigorous and
effective, integrated, current. A form for developing and documenting integrated course outlines is being
developed by the SWC Instructional Office and will be distributed to schools when it is available.

Date of last review of
prerequisites,
corequisites, and/or
Catalog Course Date of last approval or recommended
Number revision of course outline preparations Comments

10
Program of Studies/Major Review. Every program or major that is the direct
responsibility of the academic discipline should be reviewed and documented on the form
below.

Program of Studies/Major Review Form

External Review, if required by program/major
SWC
Program/Major SWC Major Code Name of Review Date of Last Review Date of Next Review

11
Response to Previous Review. If the discipline conducted an assessment during the
previous review period, a review of that assessment should be done. Factors that
hindered the program and recommendations made for program improvements should be
addressed in a brief narrative that shows where the discipline has been and what it has
accomplished.

Review of SWC Statistical Data. The Institutional Research Office supplies a five-year
history of the following SWC student and course data, for academic programs
undergoing review, the departments, the schools, and the college as a whole:

 SWC Student Data:
Beginning, Census, and Ending Enrollment
Demographics (i.e. Gender, Age, Ethnic Group)
Major
Successful completion rates from Beginning and End of Term
Retention rates

 SWC Course Data:
Maximum Load
Census Enrollment
Percent Load at Census
Student Contact Hours (SCH)
Full-Time Instructor Equivalent (FTIE)
SCH/FTIE
Percent SCH taught by full-time faculty
Grade Distribution

Operational Definitions of Data Elements Used for SWC Student Characteristics

The following data elements were compiled by the College's Office of Institutional
Research for the Academic Senate’s Academic Program Review Committee. The
accuracy and completeness of the data for each element is, in part, dependent upon the
qualities in the Colleague database. In addition, the data elements involving Major,
Gender, Age Group, and Ethnic Group were self-reported by the student at the time of
application to the college.

The existing course status codes stored in Colleague and downloaded to the Decision
Support System database are:
Code Definition
A Student added the course during the Add/Drop period
C Class was cancelled
D Student dropped the course before the Withdrawal Date
N Student registered for the course
WL Student was placed on the waiting list
X Student dropped the course before the Add/Drop period

12
Beginning Enrollment is a count of all students who enrolled in the course (course status
of "A", "D", "N"). Excluded are students who 1) dropped the course prior to the
Add/Drop period; 2) were never removed from the Waiting List; or 3) were enrolled in a
class that was cancelled.

Census Enrollment is a count of students who were enrolled in a course on the census day
of that course. When compared to Beginning Enrollment and Ending Enrollment a
picture of the fluctuations in enrollment over time can be drawn.

Ending Enrollment is a count of students who received a grade other than “W” or “Z”
(report delayed). Students are included in this definition if they received a grade of A, B,
C, D, F, S (Credit), U (No Credit), X, or I (Incomplete). Note: Students who received a
grade of Z (report delayed) were excluded from all calculations based on ending
enrollment. Those grades are reported on the grade distribution graphs.

Successful Completion is a count of students who received a final grade of A, B, C, or S.

Success Rate from Beginning of Term is a calculation of the percent of Beginning
Enrollment students who received a final grade of A, B, C, or S.

Success Rate from End of Term is a calculation of the percent of Ending Enrollment
students who received a final grade of A, B, C, or S.

Retention Rate is a calculation of the percent of Beginning Enrollment students who are
also included in Ending Enrollment for each course.

Gender, Ethnic Group, and Age Group were self-reported by the student at the time of
application to SWC.

Operational Definitions of Data Elements Used for SWC Course Characteristics

The following data elements were compiled by the College’s Institutional Research
Office for the Academic Senate’s Academic Program Review Committee. The accuracy
and completeness of the data for each element is, in part, dependent upon the qualities in
the College computer records used to compile this report.

Data for this section of each discipline’s report were extracted from the course sections
file in Colleague or are calculations based on elements from that file. These statistical
data are used in conjunction with other information (such as the Student Characteristics
data also included in this report) to assess the quality, effectiveness and level of service
for each course.

Courses were selected from the Colleague files if they had a term designated as a term
under study.

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Maximum Load is equivalent to “Assigned Class Maximum” and represents the
maximum student enrollment assigned to each course based on the physical capacity of
the facility or the contract maximum of the instructor.

Enrollment at Census is an actual headcount of students in attendance in each course on
census date. When compared to Beginning Enrollment and Ending Enrollment (which
are based on course status in a class and final grades, respectively) a picture of the
fluctuations in enrollment over time can be drawn. This may provide some assistance
with planning and budgeting for future class enrollments.

% Load at Census is based on the number of students enrolled in a course at census
compared to the assigned class limit (maximum load) for that course.

SCH or Student Contact Hours represents the total number of hours generated by students
enrolled in each section of each course included in a specified discipline. This data
element can be used to compare course magnitude within each discipline.

FTIE or Full-time Instructor Equivalent (same as Full-time Equivalent Faculty used by
some other California Community Colleges) is computed on the basis of a full-time
equivalent academic faculty member (1.0) teaching an average of 15 hours per week for
lecture classes or other negotiated or assigned time period for laboratories, shop courses,
or other non-lecture instructional courses.

SCH/FTIE is the ratio of Student Contact Hours to Full-time Instructor Equivalent, a
measure of faculty load or college efficiency. This data element can be used for
comparisons over a time series as well as for comparisons with College averages or
similar data from other community colleges.

FT/PT or Full-time/Part-time, indicates whether a full-time (Full) or part-time (Part)
instructor taught a particular section.

Operational Definitions of Data Elements Used for SWC Students
Who Transfer to SDSU

When such data are available, the following information will be supplied to academic
programs scheduled for program review regarding SWC students who transfer to SDSU.

Educational Goal is the student’s principal educational goal as reported by the student at
the time of application to SWC.

Gender, Ethnic Group, and Age Group were self-reported by the student at the time of
application to SWC.

Major is the major the student declared at the time of admission to SDSU.

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Transfer GPA is the cumulative grade point average for all transferable units completed
for a letter grade at the time of admission to SDSU.

Transfer Units Accepted refers to courses taken at a regionally accredited college or
university and designated as appropriate for baccalaureate credit by that institution which
are accepted by SDSU for credit toward transfer admission.

ELM indicates the student’s score on the Entry Level Mathematics Exam at SDSU.

EPT indicates the student’s score on the English Placement Test at SDSU.

Campus GPA is the cumulative grade point average in all courses taken at SDSU.

Grades report the grades earned at SDSU, where a 4.0 grade point system is used.
Besides A through F grades, the following are reported as grades:
Audit Grade (AU)
Credit/No Credit Grade (CR/NC)
Incomplete Grade (I)
Report Delayed Grade (RD)
Satisfactory Progress Grade (SP)
Unauthorized Withdrawal Grade (U)
Withdrawal Grade (W)

Term GPA indicates the cumulative grade point average in all courses taken during a
given semester or term at SDSU.

Term Units Attempted is a count of the units attempted in a given term or semester at
SDSU.

Term Units Earned is a count of the units earned in a given term or semester at SDSU.

Degree Level indicates the degree awarded to the student. Possible degrees are:
Bachelor of Arts Degree (BA)
Bachelor of Science Degree (BS)
Other Bachelor’s Degree
Master of Arts Degree (MA)
Master of Science Degree (MS)
Other Master’s Degree
Joint Doctorate Degree

Degree (Major Code) signifies the actual degree major.

Final Cumulative GPA reports the cumulative grade point average in all courses taken at
all colleges.

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Time to Graduation is the calculation of the total number of years a student spent at
SDSU before earning a degree there. The beginning term is calculated as of the date the
student completed SDSU’s matriculation (admissions) process.

Graduation Rate for a course is a calculation of the percent of SWC students who
graduated from SDSU who had taken any course at SWC in the discipline undergoing
review. Graduation Rate for a degree is a calculation of the percent of SWC students
who graduated from SDSU who had declared an SDSU major in the SWC discipline
undergoing review.

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Criteria for Academic Program Review. The report must include a response to each of
the following nine criteria that are applicable to the discipline. Some criteria require a
listing or description; others may not be applicable to the discipline, in which case you
should mark N/A. Finally, amplify, elaborate or justify each response with narrative
comments.

1.0 Faculty and administrator(s) work toward mutually identified goals.
Other
N/A
Yes

1.1 Discipline goals are consistent with college mission.
1.2 Curriculum is developed and reviewed with full participation of
discipline faculty and administrator(s).
1.3 Program/course changes have occurred during this review period.
1.4 Discipline meetings are held on a regular basis.
1.5 Equipment and facility changes have been made.
1.6 Textbooks have been reviewed and adopted (for currency, sex bias,
reading level, and access for students with disabilities).
1.7 Adjunct faculty are networked with discipline faculty (shared
curriculum materials, textbook selection, etc.).
Comments

1.1

1.2

1.3

1.4

1.5

1.6

1.7

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2.0 Faculty are qualified by academic background, experience and continuing
professional staff development.

Other
N/A
Yes

2.1 Faculty are actively involved in selection, evaluation, and retention of
full- and part-time staff.
2.2 Faculty are sufficient in number and diversity to provide effective
instruction.
2.3 Full- and part-time ratio meets college average.
2.4 Full-and part-time ratio meets or exceeds AB1725 requirements
(75%/25%)
2.5 Faculty are actively involved in professional organizations, publishing
of papers/books, artistic production, and other scholarly works.
2.6 Faculty have received awards, honors, grants.
2.7 Faculty supports staff development opportunities for their discipline.
Comments

2.1

2.2

2.3

2.4

2.5

2.6

2.7

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3.0 Discipline is responsive to changing conditions within its field.

Other
N/A
Yes
No

3.1 Discipline changes are consistent with technological and scientific
advancements and program course work incorporates new developments
in the field.
3.2 Faculty work with appropriate staff members to assure adequate
resources are available in the college's Learning Resources Center and
Library.
3.3 Courses and programs have been articulated with feeder and transfer
institutions.
3.4 Faculty work with transfer institutions to ensure currency of course
content and standards.
3.5 Faculty work with professionals in the field to ensure appropriateness of
course content and standards.
3.6 Faculty work with professionals in the field to monitor employment
trends.
3.7 SCANS competencies are infused into the curriculum. (See Page 30.)
3.8 Content addresses diverse student populations as appropriate.
3.9 Critical thinking skills are infused into the curriculum.
3.10 Instructional strategies utilize technology, distance education, service
learning, multicultural learning styles, and critical thinking exercises.
Strategies have been reviewed for access to students with disabilities.
Comments

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

3.10

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4.0 Discipline is responsive to changing enrollment patterns.

Other
N/A
Yes

No
4.1 The number of course sections offered each semester is in response to
student demand for those courses.
4.2 The schedule patterns (times, sequencing, backups, etc.) optimize
student enrollment and completion.
4.3 Required courses are scheduled with adequate frequency to ensure
timely completion of program requirements.
4.4 Faculty monitor enrollment patterns and develop strategies for
appropriate changes.
4.5 Faculty review teaching methodologies in light of demographics and
learning styles.
4.6 Discipline is responsive to the need for articulation, integration, and
sequencing of courses with transfer institutions that require these
courses.
Comments

4.1

4.2

4.3

4.4

4.5

4.6

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5.0 The community supports the discipline programs and is involved in the
development and assessment of the programs. (NOTE: This criterion applies
directly to vocational courses.)

Other
N/A
Yes

5.1 Each program advisory committee meets at least once per year.
5.2 Faculty have reviewed the SWC Career & Technical Program
Advisory Committee Guidelines to plan their committee and
committee activities.
5.3 The advisory committee has reviewed the appropriate curriculum and
provided input.
5.4 There is evidence of community support for discipline programs.
Please check all that apply:
___ Donates equipment or supplies to programs.
___ Attends district functions.
___ Serves on district advisory committee.
___ Provides cooperative work experience sites.
___ Provides scholarships, awards or cash for student benefit.
___ Other.
5.5 The college receives frequent job requests from the community for
student workers and graduates. Please check all that apply:
___ Programs have good placement rates.
___ Programs provide entry and upgrade level training.
___ Labor market data show demand for future workers.
5.6 The employment patterns of students in the discipline are in line with
the college totals.
Comments

5.1

5.2

5.3

5.4

5.5

5.6

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6.0 The discipline outcomes are congruent with the goals of the discipline.

Other
N/A
Yes

No
6.1 Discipline faculty have established student outcome goals, which are
reviewed annually with their instructional administrators.
6.2 The discipline retention rate is in line with the total college retention
rate.
6.3 The success of students in the discipline is in line with total college
rate.
6.4 The success of students on financial aid is in line with the total
college rate.
6.5 The number of students advancing from Basic Skills courses meets
discipline expectations. (Basic Skills only)
6.6 The transfer patterns of students in the discipline are in line with the
college totals. (Transfer disciplines)
Comments

6.1

6.2

6.3

6.4

6.5

6.6

22
7.0 The discipline interacts with other disciplines to further student success.

Other
N/A
Yes

7.1 Discipline is responsive to the need for articulation, integration and
sequencing of courses with other disciplines that require these
courses.
7.2 There is evidence that the discipline serves students from other
disciplines effectively.
7.3 There is evidence that other disciplines serve students from this
discipline effectively.
Comments

7.1

7.2

7.3

23
8.0 Other comments and concerns not previously addressed (Use narrative format
to address these points.)

8.1 Describe the aspects of the program that are particularly successful.

8.2 Describe factors, internal or external to the institution, which affect the
program in achieving its goals. (For instance, the number of students
completing a major may be negatively impacted by an inadequate number of
course sections in an important service or general education course.)

8.3 Describe any problems that exist within the program. Describe possible
solutions, addressing curriculum, equipment, staff development, support staff,
and instructional material needs.

24
9.0 Academic Program’s Recommendations

Based on the results of your self-study, describe your program's recommendations for
improvements, along with any comments and concerns. Number your recommendations
so that you may refer to them in the Summary Work Plan.

Recommendations: (All recommendations must be substantiated either by responses to the criteria or
by additional information included with the self-study.)

Additional Information. On occasion some programs may have additional documents
that they feel should be included to complete the self-study. Supporting documents may
include such things as articulation agreements, consultant reports, study guides, etc.

25
Academic Programs Summary Work Plan

(All recommendations must be substantiated either by responses to the criteria or by
additional information included with the self-study.)

Recommendation Criterion
Number Number Estimated
(From (1.0-8.0) Responsible Completion Constraints Associated
Criterion 9.0) And Individual(s) Date (if any) Costs (if any)
Topic

26
Academic Programs Executive Summary
(Executive Summary must be two pages or less. Secure signatures* before submitting to Academic
Program Review Committee.)

Academic Program _____________________________________________________
Faculty Lead Person* __________________________________ Date _____________
Committee Members* _____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Department Chair* __________________________________ Date _____________
School Dean* __________________________________ Date _____________

Major Findings:

• Curriculum (criteria # 1.0, 3.0, 4.0, 6.0)

• Student Success (criteria # 6.0, 7.0)

• Transfer/Placement (criterion # 6.0)

• Other (criteria # 2.0, 5.0, 8.0)

Priority Recommendations: (All recommendations must be substantiated either by responses to the
criteria or by additional information included with the self-study.)

• Fiscal (New construction/capital outlay)

• Personnel (Faculty, staff)

• Technology

• Other

27
Academic Program Review Committee (APRC) Reader Report

Academic Program:

APRCC Reader: ______________________________________________ Date: _____________

Are the Faculty Lead Person and the Committee members identified? .. Yes.....................No

Have the appropriate personnel signed the Executive Summary? ........... Yes.....................No

Are the following components complete? (Comment on each.)

Academic Program Course Review Form........................................... Complete .................. Incomplete
Comments

Program of Studies/Major Review Form ............................................ Complete .................. Incomplete
Comments

Response to Previous Review ............................................................. Complete .................. Incomplete
Comments

Response to Statistical Data ................................................................ Complete .................. Incomplete
Comments

Is the response to each criterion adequate or is more information needed? (Comment on each.)

1.0 Mutually identified goals ........................................ Adequate............More Information Needed
Comments

2.0 Faculty qualifications/development ........................ Adequate............More Information Needed
Comments

3.0 Discipline response to changing conditions ............ Adequate............More Information Needed
Comments

4.0 Discipline response to changing enrollment .......... Adequate............More Information Needed
Comments

28
5.0 Community support ................................................ Adequate............More Information Needed
Comments

6.0 The discipline outcomes/goals ............................... Adequate............More Information Needed
Comments

7.0 Interaction with other disciplines ........................... Adequate............More Information Needed
Comments

8.0 Other comments and concerns ............................... Adequate............More Information Needed
Comments

Are the following included, and is supporting evidence contained within the review?

Academic Program Executive Summary ............................. Included .......................Not Included
......................................................... Supported ............. Partially Supported ......Not Supported
Comments

Academic Program Summary Work Plan ............................ Included .......................Not Included
......................................................... Supported ............. Partially Supported ......Not Supported
Comments

Academic Program’s Recommendations .............................. Included .......................Not Included
......................................................... Supported ............. Partially Supported ......Not Supported
Comments

Reader’s Recommendation

_____ I recommend accepting the report as submitted.
Comments

_____ I recommend accepting the report with the following modifications.
Comments

_____ I recommend not accepting the report for the following reasons.
Comments

29
Secretary's Commission on Achieving Necessary Skills (SCANS) Competencies

The Secretary's Commission on Achieving Necessary Skills (SCANS) was appointed by
the Secretary of Labor to determine the skills our young people need to succeed in the
world of work. The Commission's fundamental purpose is to encourage a high-
performance economy characterized by high-skill, high-wage employment.

SCANS has focused on one important aspect of schooling: what they called "learning a
living" system. In 1991, they issued their initial report, What Work Requires of Schools.
As outlined in that report, a high-performance workplace requires workers who have a
solid foundation in the basic literacy and computational skills, in the thinking skills
necessary to put knowledge to work, and in the personal qualities that make workers
dedicated and trustworthy.

High-performance workplaces also require other competencies: the ability to manage
resources, to work amicably and productively with others, to acquire and use information,
to master complex systems, and to work with a variety of technologies.

This document outlines both these "fundamental skills" and "workplace competencies"

A Three-Part Foundation
Basic Skills:
Reads, writes, performs arithmetic and mathematical operations, listens and speaks
 A. Reading--locates, understands, and interprets written information in prose and
in documents such as manuals, graphs, and schedules
 B. Writing--communicates thoughts, ideas, information, and messages in writing;
and creates documents such as letters, directions, manuals, reports, graphs, and
flow charts
 C. Arithmetic/Mathematics--performs basic computations and approaches
practical problems by choosing appropriately from a variety of mathematical
techniques
 D. Listening--receives, attends to, interprets, and responds to verbal messages and
other cues
 E. Speaking--organizes ideas and communicates orally

Thinking Skills:
Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn, and
reasons
 A. Creative Thinking--generates new ideas
 B. Decision Making--specifies goals and constraints, generates alternatives,
considers risks, and evaluates and chooses best alternative
 C. Problem Solving--recognizes problems and devises and implements plan of
action
 D. Seeing Things in the Mind's Eye--organizes, and processes symbols, pictures,
graphs, objects, and other information

30
 E. Knowing How to Learn--uses efficient learning techniques to acquire and
apply new knowledge and skills
 F. Reasoning--discovers a rule or principle underlying the relationship between
two or objects and applies it when solving a problem

Personal Qualities:
Displays responsibility, self-esteem, sociability, self-management, and integrity and
honesty
A. Responsibility--exerts a high level of effort and perseveres towards goal
attainment
B. Self-Esteem--believes in own self-worth and maintains a positive view of self
C. Sociability-demonstrates understanding, friendliness, adaptability, empathy,
and politeness in group settings.
D. Self-Management--assesses self accurately, sets personal goals, monitors
progress, and exhibits self-control
E. Integrity/Honesty--chooses ethical courses of action

Five Workplace Competencies

Resources:
Identifies, organizes, plans, and allocates resources
A. Time--Selects goal-relevant activities, ranks them, allocates time, and
prepares and follows schedules
B. Money--Uses or prepares budgets, makes forecasts, keeps records, and makes
adjustments to meet objectives
C. Material and Facilities--Acquires, stores, allocates, and uses materials or
space efficiently
D. Human Resources--Assesses skills and distributes work accordingly,
evaluates performance and provides feedback

Interpersonal:
Works with others
A. Participates as Member of a Team--contributes to group effort
B. Teaches Others New Skills
C. Serves Clients/Customers--works to satisfy customers' expectations
D. Exercises Leadership--communicates ideas to justify position, persuades and
convinces others, responsibly challenges existing procedures and policies
E. Negotiates--works toward agreements involving exchange of resources,
resolves divergent interests
F. Works with Diversity--works well with men and women from diverse
backgrounds

Information:
Acquires and uses information
A. Acquires and Evaluates Information

31
B. Organizes and Maintains Information
C. Interprets and Communicates Information
D. Uses Computers to Process Information

Systems:
Understands complex inter-relationships
A. Understands Systems--knows how social, organizational, and technological
systems work and operates effectively with them
B. Monitors and Corrects Performance--distinguishes trends, predicts impacts on
systems operations, diagnoses deviations in systems' performance and corrects
malfunctions
C. Improves or Designs Systems--suggests modifications to existing systems and
develops new or alternative systems to improve performance

Technology:
Works with a variety of technologies
A. Selects Technology--chooses procedures, tools or equipment including computers
and related technologies
B. Applies Technology to Task--Understands overall intent and proper procedures for
setup and operation of equipment
C. Maintains and Troubleshoots Equipment--Prevents, identifies, or solves problems
with equipment, including computers and other technologies

Glossary of Terms
Basic Skills
Reading:
Locates, understands, and interprets written information in prose and documents--
including manuals, graphs, and schedules--to perform tasks; learns from text by
determining the main idea or essential message; identifies relevant details, facts, and
specifications; infers or locates the meaning of unknown or technical vocabulary; and
judges the accuracy, appropriateness, style, and plausibility of reports, proposals, or
theories of other writers.

Writing:
Communicates thoughts, ideas, information, and messages in writing; records
information completely and accurately; composes and creates documents such as letters,
directions, manuals, reports, proposals, graphs, flow charts; uses language, style,
organization, and format appropriate to the subject matter, purpose, and audience.
Includes supporting documentation and attends to level of detail; checks, edits, and
revises for correct information, appropriate emphasis, form, grammar, spelling, and
punctuation.

Arithmetic/Mathematics:
Arithmetic --Performs basic computations; uses basic numerical concepts such as whole
numbers and percentages in practical situations; makes reasonable estimates of arithmetic

32
results without a calculator; and uses tables, graphs, diagrams, and charts to obtain or
convey quantitative information.
Mathematics--Approaches practical problems by choosing appropriately from a variety of
mathematical techniques; uses quantitative data to construct logical explanations for real
world situations; expresses mathematical ideas and concepts orally and in writing; and
understands the role of chance in the occurrence and prediction of events.

Listening:
Receives, attends to, interprets, and responds to verbal messages and other cues such as
body language in ways that are appropriate to the purpose; for example, to comprehend;
to learn; to critically evaluate; to appreciate; or to support the speaker.

Speaking:
Organizes ideas and communicates oral messages appropriate to listeners and situations;
participates in conversation, discussion, and group presentations; selects an appropriate
medium for conveying a message; uses verbal languages and other cues such as body
language appropriate in style, tone, and level of complexity to the audience and the
occasion; speaks clearly and communicates message; understands and responds to
listener feed back; and asks questions when needed.

Thinking Skills
Creative Thinking:
Uses imagination freely, combines ideas or information in new ways, makes connections
between seemingly unrelated ideas, and reshapes goals in ways that reveal new
possibilities.

Decision Making:
Specifies goals and constraints, generates alternatives, considers risks, and evaluates and
chooses best alternatives.

Problem Solving:
Recognizes that a problem exists (i.e., there is a discrepancy between what is and what
should or could be), identifies possible reasons for the discrepancy, and devises and
implements a plan of action to resolve it. Evaluates and monitors progress, and revises
plan as indicated by findings.

Seeing Things in the Mind's Eye:
Organizes and processes symbols, pictures, graphs, objects or other information; for
example, see a building from blue print, a system's operation from schematics, the flow
of work activities from narrative descriptions, or the taste of food from reading a recipe.

Knowing How to Learn:
Recognizes and can use learning techniques to apply and adapt new knowledge and skills
in both familiar and changing situations. Involves being aware of learning tools such as
personal learning styles (visual, aural, etc.), formal learning strategies (note taking or

33
clustering items that share some characteristics), and informal learning strategies
(awareness of unidentified false assumptions that may lead to faulty conclusions).

Reasoning:
Discovers a rule or principle underlying the relationship between two or more objects and
applies it in solving a problem. For example, uses logic to draw conclusions from
available information, extracts rules or principles from a set of objects or written text;
applies rules and principles to a new situation, or determines which conclusions are
correct when given a set of facts and a set of conclusions.

Personal Qualities
Responsibility:
Exerts a high level of effort and perseverance towards goal attainment. Works hard to
become excellent at doing tasks by setting high standards, paying attention to details,
working well, and displaying a high level concentration even when assigned an
unpleasant task. Displays high standards of attendance, punctuality, enthusiasm, vitality,
and optimism in approaching and completing tasks.

Self-Esteem:
Believes in own self-worth and maintains a positive view of self; demonstrates
knowledge of own skills and abilities; is aware of impact on others; and knows own
emotional capacity and needs and how to address them.

Sociability:
Demonstrates understanding, friendliness, adaptability, empathy, and politeness in new
and on-going group settings. Asserts self in familiar and unfamiliar social situations;
relates well to others; responds appropriately as the situation requires; and takes an
interest in what others say and do.

Self-Management:
Assesses own knowledge, skills, and abilities accurately; sets well-defined and realistic
personal goals; monitors progress toward goal attainment and motivates self through goal
achievement; exhibits self-control and responds to feedback unemotionally and
nondefensively; is a "self-starter."

Integrity/Honesty.
Can be trusted. Recognizes when faced with making a decision or exhibiting behavior
that may break with commonly held personal or societal values; understands the impact
of violating these beliefs and codes on an organizations, self, and others; and chooses an
ethical course of action.

Source: http://www.tier.net/schools/tcenters/scans.htm

34
Southwestern College
Achieving Institutional Mission: Program Review

Review of Administrative Units

All administrative units, including the Office of the Superintendent/President, Human
Resources/Legal Affairs, Fiscal Affairs, Computer Systems and Services, and
Institutional Advancement sectors as well as the administrative functions of school
offices and student affairs departments, are scheduled for review according to the
timeline in Appendix B. The purpose of the review is to improve the overall quality of
services, assist staff in conducting a self-study of their units and assure that the units are
effective in meeting the needs of our diverse faculty, staff and students. The results of
the reviews will facilitate planning and decision making and promote a comprehensive
understanding of the many administrative services provided by campus staff.

Timeline for Administrative Units Program Review

The following steps detail the timeline for the production of the academic program
review.

Step 1 EMT representative notifies cognizant unit administrator Early
(superintendent/president or vice president) of Spring
timeline/schedule/process.
Step 2 Unit administrator identifies Lead Person and Committee for Early
developing self-study. Spring
Step 3 Institutional Research (IR) contacts Lead Person to develop survey Early
instruments. Spring
Step 4 Unit notifies administrator if external review is also being required by Early
outside agency. Administrator examines the content of the external Spring
review vis-à-vis the SWC program review process and notifies unit
whether the external review will meet any portion of the SWC
program review requirements.
Step 5 IR provides standard survey results to units. Early
August
Step 6 Units complete program review; secure signatures of Lead Person and Late
Committee members; submit to unit administrator for signatures. October
Step 7 Unit administrator reviews self-study for accuracy, completeness, Mid-
signatures; ensures that recommendations and statements on Summary November
Work Plan and Executive Summary are substantiated, and may return to Late
it to Lead Person for revisions if necessary. Unit administrator makes January
comments and signs off on review; maintains a copy of Executive
Summary and Summary Work Plan to be used in campus-wide
budgetary decision making.
Step 9 Unit administrator submits summary report to EMT. Late
January

35
In early February, unit administrators will incorporate review results into the college-
wide budget process. EMT forwards all Executive Summaries to CLC. CLC forwards
budgetary recommendations to EMT for consideration having utilized the Executive
Summaries from all units undergoing review in that year.

Required Components for Administrative Unit Reports Checklist
(Please submit in this order.)

See form or reference on page…

Administrative Units Executive Summary ...................................................................... 39
Administrative Units Summary Work Plan ..................................................................... 38
Response to Previous Review .......................................................................................... 36
Criteria for Administrative Units Review (Criteria 1.0-6.0)............................................ 36
Other Comments and Concerns Not Previously Addressed (Criterion 7.0) .................... 37
Administrative Unit’s Recommendations (Criterion 8.0) ................................................ 37
Additional Information .................................................................................................... 37

Components of Administrative Program Review

Response to Previous Review. If the unit conducted an assessment during a previous
program review period, a review of that assessment should be done. Factors that
hindered the program and recommendations made for program improvements should be
addressed in a brief narrative that shows where the program has been and what it has
accomplished.

Response to Criteria. The report must include a response to each of the following
criteria that are applicable to the unit.

Criteria for Administrative Units Review
(Please reference survey results as appropriate.)

1.0 Functions and goals of the unit
1.1 What are the services offered and functions performed?
1.2 Who are the customers/recipients of the services performed?
1.3 What are the unit’s annual goals and how do the goals relate to the college’s
goals?
1.4 What progress has the unit made toward achieving the goals of the last
review?

2.0 Quantitative description of the unit
2.1 What are the number of full- and part-time staff in the unit, and what percent
of total college employees work in the unit?
2.2 What is the ratio of supervisory to non-supervisory staff, and what is the
turnover rate?
2.3 What is the annual budget and what percent of the college total is it?

36
2.4 What amounts are budgeted for salaries, equipment, supplies, travel, and
other categories?
2.5 How many and what types of contacts does the unit have with the
community?

3.0 Internal variables affecting unit
3.1 With what department/units does the unit interact on campus and what are
the effects of that interaction on the ability of the unit to meet its goals?
3.2 Are the quantity and quality of personnel, equipment, facilities, materials
available to the unit adequate to it meeting its goals?

4.0 External variables affecting the unit
4.1 What effects do external factors, such as safety requirements, state laws,
community needs, accreditation, have on the ability of the unit to meet its
goals?
4.2 What future trends are likely to have an impact on the unit and how does the
unit intend to deal with them?

5.0 Evidence of the unit’s effectiveness
5.1 What evidence does the unit have from its customers/recipients of its
services, both on- and off-campus, that demonstrate success?
5.2 How does the unit work to correct problems and improve its services?
5.3 What areas have been identified for staff development?

6.0 Student success
6.1 How does the unit contribute to student retention?
6.2 How does the unit contribute to student success?

7.0 Other comments and concerns not previously addressed
7.1 What aspects of the unit are particularly successful?
7.2 What problems exist within the unit? Describe possible solutions, addressing
equipment, staff development, support staff, and other needs.

8.0 Administrative Unit’s Recommendations

Based on the results of the self-study, describe your unit’s recommendations for
improvements, along with any comments and concerns. Number your
recommendations so that you may refer to them in the Summary Work Plan Sheet.

Recommendations:

Additional Information. On occasion some units may have additional documents that
they feel should be included to complete the self-study. Supporting documents may be
included if the unit feels they are necessary to the success of the review.

37
Administrative Units Summary Work Plan
(All recommendations must be substantiated either by responses to the criteria or by
additional information included with the self-study.)

Recommendation Criterion
Number (1.0-7.0)
(From Criterion Number and Responsible Estimated Constraints Associated Costs
8.0) Topic Individual(s) Completion Date (if any) (if any)

38
Administrative Units Executive Summary
(Executive Summary must be two pages or less. Secure signatures* before submitting to Unit Administrator.)

Service or Department _____________________________________________________
Lead Person* __________________________________ Date _____________
Committee Members* _____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

Major Findings:

Functions and Goals (criterion 1.0)

Staffing (criterion 2.0)

Communications and Contacts (criteria 3.0, 4.0)

Effectiveness (criteria 5.0, 6.0)

Other (criterion 7.0)

Priority Recommendations: (All recommendations must be substantiated either by responses to the
criteria or by additional information included with the self-study.)

Fiscal (New construction/capital outlay, equipment)

Personnel (Professional and support staff)

Procedures and Processes

Other

39
Administrative Units Program Review
Unit Administrator’s Report

Administrative Unit:

Unit Administrator’s Approval: _________________________________ Date: _____________

Are the Lead Person and the Committee members identified? ................ Yes.....................No

Have the appropriate personnel signed the Executive Summary? ........... Yes.....................No

Is the Response to Previous Review Complete? ............................. Complete .................. Incomplete
Comments

Is the response to each criterion adequate or is more information needed? (Comment on each.)

1.0 Functions and goals ................................................. Adequate ........... More Information Needed
Comments

2.0 Quantitative description of unit .............................. Adequate ........... More Information Needed
Comments

3.0 Internal variables affecting unit .............................. Adequate ........... More Information Needed
Comments

4.0 External variables affecting unit ............................. Adequate ........... More Information Needed
Comments

5.0 Evidence of unit’s effectiveness ........................... Adequate ........... More Information Needed
Comments

6.0 Student success ....................................................... Adequate ........... More Information Needed
Comments

7.0 Other comments and concerns ................................ Adequate ........... More Information Needed
Comments

40
Are the following included, and is supporting evidence contained within the review?

Executive Summary ............................................................ Included ............................. Not Included
........................................ Supported ................ Partially Supported .......................... Not Supported
Comments

Summary Work Plan .......................................................... Included ............................. Not Included
........................................ Supported ................ Partially Supported .......................... Not Supported
Comments

Unit’s Recommendations (Criterion 10.0) ......................... Included ............................. Not Included
........................................ Supported ................ Partially Supported .......................... Not Supported
Comments

Unit Administrator’s Recommendation

_____ I recommend accepting the report as submitted.
Comments

_____ I recommend accepting the report with the following modifications.
Comments

_____ I recommend not accepting the report for the following reasons.
Comments

41
Southwestern College
Achieving Institutional Mission: Program Review

Review of Student Services

The review of student services is intended to improve the overall quality of services
offered to Southwestern College students. Its purpose is to assist the staff in conducting a
self-study of their units to assure that the programs and services are responsive to the
needs of our students, as stated in the college’s mission statement, and the district’s
diverse community.

Information will be recorded to reflect how effectively objectives are being attained as
they relate to the following:

 Meeting student needs
 Assessing student services program efficiency and effectiveness
 Assessing student services program compatibility with institutional goals
 Facilitating program planning and decision making
 Assisting program improvement/program development
 Assessing the level of institutional support
 Promoting a more comprehensive understanding of student services in the college
community

Timeline for Student Services Program Review

The following steps detail the timeline for the production of the Student Services review.

Step 1 Student Services Committee Subcommittee 4 (Sub 4) notifies Early
Dean/Chair/Department Manager of timeline/schedule/process. Spring
Step 2 Dean/Chair/Department Manager identifies Lead Person and Early
Committee for developing self-study. Spring
Step 3 Institutional Research (IR) contacts Lead Person to develop survey Early
instruments. Spring
Step 4 Unit notifies Sub 4 if external review is also being required by outside Early
agency, i.e. DSS, EOPS, Financial Aid, etc. Subcommittee 4 examines Spring
the content of the external review vis-à-vis the SWC program review
process and notifies unit whether the external review will meet any
portion of the SWC program review requirements.
Step 5 IR provides standard statistical information and survey results to Early
programs. August
Step 6 Units complete program review; secure signatures of Lead Person and Late
Committee members; submit to Dean/Chair/Department Manager for October
signatures.
Step 7 Cognizant Dean/Chair/Department Manager reviews self-study and Mid-
returns it to Lead Person for revision if necessary; makes comments and November

42
signs off on review; maintains a copy of Executive Summary and
Summary Work Plan to be used in campus-wide budgetary decision
making; submits entire report to Sub 4.
Step 8 Sub 4 reviews report for accuracy, completeness, signatures; ensures Mid-
that recommendations and statements on Summary Work Plan and November
Executive Summary are substantiated; may return report to unit for to Late
clarification. January
Step 9 Sub 4 submits summary report to Student Services Committee and to Late
Vice President of Student Affairs. January

In early February, Deans/Chairs/Department Managers, in conjunction with the Vice
President of Student Affairs, will incorporate review results into the college-wide budget
process. The Vice President forwards the Executive Summaries for the service area to
CLC. CLC forwards budgetary recommendations to EMT for consideration having
utilized the Executive Summaries from all programs/disciplines and units undergoing
review in that year.

Required Components for Student Services Reports Checklist
(Please submit in this order.)

See form or reference on page…

Student Services Executive Summary ............................................................................. 55
Student Services Summary Work Plan ............................................................................ 54
Response to Previous Review .......................................................................................... 43
Criteria for Student Services Review (Criteria 1.0-8.0) .................................................. 44
Other Comments and Concerns Not Previously Addressed (Criterion 9.0) .................... 52
Student Service’s Recommendations (Criterion 10.0)..................................................... 53
Additional Information .................................................................................................... 53

Components of Student Services Program Review

Criteria for Student Services Program Review. The report must include a response to
each of the following criteria (1.0 – 10.0) that are applicable to the program. Some
criteria require a listing or description; others may not be applicable to the program area,
in which case you should mark N/A. Finally, amplify, elaborate, or justify each response
with narrative comments.

43
1.0 Faculty and staff are involved in the development and maintenance of service
area goals.

Other
N/A
Yes
No

1.1 Service area goals are developed, reviewed, and revised by faculty and
staff of the area.
1.2 Service area goals are consistent with Student Affairs goals.
1.3 Service area goals are consistent with institutional goals.
Comments

1.1

1.2

1.3

44
2.0 Faculty and staff are qualified by educational background, experience, and
continuing professional development.

Other
N/A
Yes
No

2.1 Faculty are actively involved in selection, evaluation, and retention of
full- and part-time faculty.
2.2 Staff are actively involved in selection and retention of full- and part-
time staff.
2.3 Faculty are sufficient in number to provide effective services.
2.4 The diversity of faculty is appropriate for providing effective services.
2.5 Staff are sufficient in number to provide effective services.
2.6 The diversity of staff is appropriate for providing effective services.
2.7 The number of faculty, both full-time and part-time, are appropriate for
the service area
2.8 The number of support staff, both full-time and part-time, are appropriate
for the service area.
2.9 Faculty and staff are actively involved in professional organizations and
activities.
2.10 Faculty and staff have received awards, honors, grants.
2.11 Service area faculty and staff regularly participate in staff development
activities and implement what they learn in the unit.
Comments

2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9

2.10

2.11

45
3.0 Service area procedures are efficient and contribute to accomplishing goals.

Other
N/A
Yes
No

3.1 Service area procedures are developed, reviewed, and revised by faculty
of the area.
3.2 Service area procedures are developed, reviewed, and revised by staff of
the area.
3.3 Service area procedures are in written form and are followed by faculty.
3.4 Service area procedures are in written form and are followed by staff.
3.5 Ideas for improving service area processes emanate from faculty.
3.6 Ideas for improving service area processes emanate from staff.
Comments

3.1

3.2

3.3

3.4

3.5

3.6

46
4.0 Technology availability and support

Other
N/A
Yes
No

4.1 There are identified funding sources for the purchase or upgrade of
technology in the area.
4.2 There is technical support necessary to implement and maintain new
technology in the area.
4.3 There is technical support to maintain equipment and software in the
area.
4.4 The service area has a technology plan.
4.5 Appropriate training is available for the use of technology in the area for
faculty.
4.6 Appropriate training is available for the use of technology in the area for
support staff.
Comments

4.1

4.2

4.3

4.4

4.5

4.6

47
5.0 Service area resources are adequate to reach goals.

Other
N/A
Yes
No

5.1 Adequate amounts and types of equipment exist to perform the functions
of the service area.
5.2 Adequate amounts and types of supplies exist to perform the functions of
the service area.
5.3 Service area facilities are adequate to perform the functions of the service
area.
5.4 Other resources are adequate to perform the functions of the service area.
5.5 Budget allocations to the service area in the past five years have been
appropriate.
Comments

5.1

5.2

5.3

5.4

5.5

48
6.0 Service area meets student needs effectively. (Please reference survey results
if available.)

Other
N/A
Yes
No

6.1 Students are identified and served.
6.2 The service area formally evaluates its success and effectiveness.
6.3 There is evidence from students that demonstrate the success of the
service area.
6.4 The service area identifies areas needing improvement on a regular basis.
6.5 There is a system of correcting problems and improving services in the
service area.
Comments

6.1

6.2

6.3

6.4

6.5

49
7.0 Service area interactions with campus constituencies are timely and effective.
(Please reference survey results.)

Other
N/A
Yes
No

7.1 The service area effectively interacts with other units within Student
Affairs.
7.2 The service area effectively interacts with other units across campus.
7.3 The service area effectively interacts with community agencies,
organizations, and resources.
7.4 Operational procedures that affect the service area are identified and
improvements are made on a regular basis.
7.5 The service area receives sufficient, accurate and timely support from
other campus units.
7.6 External factors that affect the service area, such as laws, accreditation,
community needs, etc., are recognized and considered in planning and
budgeting.
Comments

7.1

7.2

7.3

7.4

7.5

7.6

50
8.0 Service area contributes to student success.

Other
N/A
Yes
No

8.1 The service area contributes to student access.
8.2 The service area contributes to student retention.
8.3 The service unit makes changes as appropriate to improve student access
to its services.
8.4 The service unit contributes to students’ academic success.
Comments

8.1

8.2

8.3

8.4

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9.0 Other comments and concerns not previously addressed (Use narrative
format to address these points.)

9.1 Describe the aspects of the unit that are particularly effective.

9.2 Describe factors, internal or external to the institution, which affect the
unit in achieving its goals.

9.3 Describe any problems that exist within the unit. Describe possible
solutions, addressing equipment, resources, staff development, support
staff, and other needs.

52
10.0 Student Service’s Recommendations

Based on the results of your self-study, describe your unit’s recommendations for
improvements, along with comments and concerns. Number your recommendations so
that you may refer to them in the Summary Work Plan.

Recommendations: (All recommendations must be substantiated either by responses to the criteria or
by additional information included with the self-study.)

Additional Information. On occasion some units may have additional documents that
they feel should be included to complete the self-study. Supporting documents may
include such things as annual plans and external assessments or reviews.

53
Student Services Summary Work Plan
(All recommendations must be substantiated either by responses to the criteria or by
additional information included with the self-study.)

Recommendation Criterion
Number Number
(From Criterion (1.0-9.0) and Responsible Estimated Constraints Associated Costs
10.0) Topic Individual(s) Completion Date (if any) (if any)

54
Student Services Executive Summary
(Executive Summary must be two pages or less. Secure signatures* before submitting to Subcommittee 4.)

Major Findings:

Faculty and Staff (criteria #1.0, 2.0)

Procedures and Efficiency (criterion #3.0)

Resources and Technology (criteria #4.0, 5.0)

Effectiveness (criteria #6.0, 7.0, 8.0)

Other (criterion #9.0)

Priority Recommendations: (All recommendations must be substantiated either by responses to the
criteria or by additional information included with the self-study.)

Fiscal (New construction/capital outlay, equipment)

Personnel (Professional and support staff)

Procedures and Processes

Other

55
Student Services Program Review
Subcommittee 4 Reader Report

Service/Department:

Sub 4 Approval: ______________________________________________ Date: _____________

Are the Lead Person and the Committee members identified? ................ Yes.....................No

Have the appropriate personnel signed the Executive Summary? ........... Yes.....................No

Is the Response to Previous Review Complete? ............................. Complete .................. Incomplete
Comments

Is the response to each criterion adequate or is more information needed? (Comment on each.)

1.0 Development and maintenance of goals ................. Adequate ........... More Information Needed
Comments

2.0 Qualification of faculty and staff ............................ Adequate ........... More Information Needed
Comments

3.0 Procedures ................................................................ Adequate ........... More Information Needed
Comments

4.0 Technology availability and support ...................... Adequate ........... More Information Needed
Comments

5.0 Resources ............................................................... Adequate ........... More Information Needed
Comments

6.0 Meets students’ needs effectively .......................... Adequate ........... More Information Needed
Comments

7.0 Interaction with campus constituencies .................. Adequate ........... More Information Needed
Comments

8.0 Contributions to student success ............................ Adequate ........... More Information Needed
Comments

56
9.0 Other comments and concerns ............................... Adequate ........... More Information Needed
Comments

Are the following included, and is supporting evidence contained within the review?

Response to Previous Review ............................................ Included ............................. Not Included
........................................ Supported ................ Partially Supported .......................... Not Supported
Comments

Reader’s Recommendation

_____ I recommend accepting the report as submitted.
Comments

_____ I recommend accepting the report with the following modifications.
Comments

_____ I recommend not accepting the report for the following reasons.
Comments

57
Southwestern College – Achieving Institutional Mission: Program Review
Appendix A – Program Review Cycle and Relationship to Campus Processes
Southwestern College is committed to meeting the educational goals of its students in an environment that promotes intellectual growth and develops human potential.

Accreditation Accreditation Accreditation Accreditation
Accreditation Mid-term Self-Study Site Visit Mid-term
Review Review

Institutional Three-Year Institutional Plan
Implementation/annual updates
Planning
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Three-Year Institutional Plan - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Development Implementation/annual updates

- - - - - - - - - - - - - - - - - - - - - - - - Three-Year Institutional Plan - - - - - - - - - - - - - - - - - - - - - - - -
Development Implementation/annual updates

Budget Budget Budget
Budget Budget
Development Development
Budget
Development Development
Budget
Development Development
Budget
Development
Development

Technology Technology Technology Technology Technology Technology Technology Technology
Plan Plan Plan Plan Plan Plan Plan Plan

Mandated Internal & External Reporting Mandates
(Matriculation Plan, Facilities Plan, Educational Plan, Partnership for Excellence, etc.)
Reporting

Program Review: Program Review: Program Review: Program Review: Program Review: Program Review: Program Review:
 Establish AIM Committee 1/5 of programs/services 1/5 of programs/services 1/5 of programs/services 1/5 of programs/services 1/5 of programs/services Review of Process
Program  Design process
 Develop database and data  Prepare data  Results  Prepare data  Results  Prepare data  Results  Prepare data  Results  Prepare data  Results
Review collection models and deliver to integrated and deliver to integrated and deliver to integrated and deliver to integrated and deliver to integrated
programs/ into budget programs/ into budget programs/ into budget programs/ into budget programs/ into budget
services and other services and other services and other services and other services and other
 Units prepare processes  Units prepare processes  Units prepare processes  Units prepare processes  Units prepare processes
self-study  Administer self-study  Administer self-study  Administer self-study  Administer self-study  Administer
report surveys report surveys report surveys report surveys report surveys

FA SP FA SP FA SP FA SP FA SP FA SP FA SP
Timeline 1999 2000 2000 2001 2001 2002 2002 2003 2003 2004 2004 2005 2005 2006
--- Year 1 --- --- Year 2 --- --- Year 3 --- --- Year 4 --- --- Year 5 --- --- Year 6 --- --- Year 7 ---

58
Z:\program review\procedure guide\Revisions for 2003-2004\cycle & relationship