Demonstrating Program Viability and Sound Success Strategies ...
Demonstrating Program Viability and Sound Success Strategies for Degree Granting Institutions May 3, 2017 Presented on behalf of the Program Review Committee Dr. Julie Basler ACCSC School Commissioner Chair of Program Review Committee Planning a New Degree Beginning the Process
The Conversation Begins: A New Degree? Reasons for the New Degree How a School Decides on the Degree Area Internal vs. External Reasons for the New Degree Realistic Work Commitment from a School Realistic Time Frame Planning a New Degree-Consider the Standards Section II (A) (2), Substantive Standards Explain in detail the reason or basis for offering of the proposed degree program Be specific here about why this program needs to be at a degree level Consider a program level review (compare to other programs in your area and other programs across the nation) How will your community be impacted by this degree? How is your proposed program different from similar programs? How is the curriculum different in the degree program besides adding general education?
Planning a New Degree-Consider the Standards Section II (A) (2), Substantive Standards Explain how the curriculum is consistent with the mission of the school and the schools goals and objectives Does the proposed program align with the schools mission and goals? How is the proposed program consistent with the mission? How will the proposed program be included in IAIP measurements? Short term vs. long term planning Planning a New Degree-Consider the Standards Section II (A) (2), Substantive Standards Provide a detailed justification as to how completing this degree would benefit students
If this program is currently offered at the certificate level, how does a degree enhance the students ability for employment? Whats the difference between the same or similar program (certificate vs. degree) How does completing a degree impact gainful employment? Consider the ratio of the cost for the program vs. entry level salary Reason for Offering Program Curriculum Consistent with Mission Benefit to Students Planning can NOT occur in an administrative vacuum. Involve the people at your
school. Take the application questions and consider writing them into interrogatives. Example: Describe how the school How do we prove that we can. Planning a New Degree-Consider the Standards Section II (A) (2), Substantive Standards Provide a detailed narrative regarding the schools: Assessment of Program Viability How the Program Meets the Needs of Students and Employees Local Employment Outlook The Need for Training Socioeconomic Factors in the Area that may Affect the Proposed Programs Outcomes Justification of the Proposed Degree Program
What will Assessment of Program Viability Fight the temptation to take existing courses as is from a diploma program and reuse them in original form. The question here becomes: Why does a student need to take the same course in a degree program? Available Evidence be evaluated? New Program How is
success measured? What criteria will be used? fication of the Proposed Degree Program Program Meets the Needs of Students and Employers Student Needs Training Employer Needs Qualified People Gainfully
Employed fication of the Proposed Degree Program Local Employment Outlook Today Future Upon Graduation Initial Employment 1 Year 3 Years Looking Ahead fication of the Proposed Degree Program The Need for Training Student
Training What are examples of internal and external resources that might help validate? Internal: individuals from the subject/program area that perhaps work at your school already, student course feedback, connections your faculty and staff have with industry professionals External: Subject-matter specialists, technicians, employers, PAC members, professional societies, local community colleges/universities, trade associations, alumni, and state regulators Community Need fication of the Proposed Degree Program Socioeconomic Factors that May Affect Program Outcomes IAIP and
Strategic Goals Approval process and other requirements Employment Trends Overall in Community Clear SOC Code Identified Importance of Clear Outcomes Sample Items to Consider for Program Viability An overview to tie proposed program to College mission, the needs of students and community, and the instructional resources the school has or plans to incorporate
Program outcomes and program effectiveness Sample Items to Consider to Program Viability IAIP clear measurements which include new program PAC recommendations that are clear and relevant to the program Timeline of approvals and processes involved that are realistic fication of the Proposed Degree Program Questions to Consider: 1. What is expected enrollment? 2. Is the need for this skill set (degree) needed nationally, regionally, in your community? 3. Is the field growing? Staying static? (nationally, regionally, and in your community) fication of the Proposed Degree Program Questions to Consider: 4. Tuition vs. entry level salary-is it worth it? 5. Do you have the correct people in place? The correct services
ready? 6. Will your school culture support the new program? If yes, how? INFRASTRUCTUR E What is Needed? How will this Change Existing Culture? Facilities , Equipme nt & LRS Facult Facult y y
Qualificatio Qualificatio ns ns Educational Educational Administrati Administrati on on Dir Dir of of Education Education Program Program Chair Chair
LRS LRS Coordinator Coordinator INFRASTRUCTURProgram Design EProgram Design & Developmen t Program Length & Organizatio n Facilities Established process for the design and Equipme
development of the schools training nt & LRS Appropriate to enable students to acquire skills necessary for initial employment Curriculum Detailed and organized instructional outlines and course syllabi for each program Equipment Comprehensive and reflect occupational practice; sufficient to meet student needs; properly maintained Program Evaluation Systematic and evidence-based process to
evaluate and revise curriculum and course content programmatic outcomes assessment INFRASTRUCTUR E Program Evaluation Whats being measured? What method is being used? When should component be measured? Initiated by? Benchmark or expected level of achievement? Documentation and the findings External Help PAC Evaluate
Curriculum Facilities Equipme nt & LRS Culture Change Facilities (Need to Expand) Systematic and evidencebased to evaluate curriculum and content Future Budget Allocations INFRASTRUCTUR The Importance of PAC
E Independent PAC for the new program (very clear and thoughtful review Facilities prior to submission) Equipme nt & LRS Purpose is to review the established curricula, program materials, equipment, facilities and student achievement in order to provide the institution with an external review of its programs Three (3) representatives from employment community, general education at program conception, and distance education if applicable Two (2) meetings annually, one of which must be held at the institution. To begin, what is needed? Written and detailed minutes are maintained and include a clear and comprehensive description of the review and commentary made by the PAC. INFRASTRUCTUR E
Student Services Existing Services are Not Facilities Enough Equipme nt & LRS Services (Fiscal, Physical, Emotional Well-Being) Academic Services and Enhanced Career Services INFRASTRUCTUR E Learning Resource System Facilities Equipme
nt & LRSa students Must include all materials that support educational experience and enhance a schools educational programs: Libraries Texts Electronic Resources Internet Access May be centralized or decentralized, but must be easily and readily accessible to students INFRASTRUCTURLearning Resource System
E Facilities Must include all materials that Must support Equipmea students Include An educational experience and enhance a& schools educational nt LRS Materials Institution Commensur must have Managedprograms: ate with
written by Level of polices Integrat Qualified Education and ed into School Provided: procedure Personne Schools s for the Research l with Curriculu ongoing Journals &
Sufficient m developme Databases Experienc nt of its Text & learning e Periodicals resource Electronic system. Resource Technologi es INFRASTRUCTUR E
Class Expert: Just because someone teaches in a certificate program doesnt mean they are qualified to serve in the degree program Facilities Faculty Qualifications If faculty information is not available, submitting specific hiring criteria and timelines when faculty will be hired is fine, but be very specific about the ideal candidate for the job. Equipme nt & LRS Class Manager: New programs require your A team! Bring your very best to build the reputation of the program from the beginning. Meeting Requirements: Meeting requirements is the first step. Selecting experts is the second. Training them to be extraordinary in the classroom is the third step.
INFRASTRUCTUR E Faculty/Student Interaction Faculty Student Advisement Plans Faculty Development and Improvement Plans Facilities Clear and Consistent Equipme Outcomes nt & LRS Academic Support Systems in Place Talking with Other Programs About Anticipating What to Encounter
Keep the Plates Spinning-Dont Forget Your Other Programs Spreading Faculty and Resources Too Thin Student INFRASTRUCTUR E Management and Administration Sufficient Educational Administration Director of Education Program Head (Lead Faculty, Department Head) Meeting Degree Requirements is Needed, but Experience is Key Clear Organizational Chart Students Want Their Needs Met NowHow to Handle
Facilities Equipme nt & LRS Student Graduate Support Staff Leadershi p INFRASTRUCTUREmployed Citizen E Admission Requirements Numbers Dont Necessarily
Equate to Success Admissions Requirements and Procedures-What is the Standard in the Proposed Field? A Clear Outline in a Draft Catalog Presentation Potential Applicant Facilities Equipme nt & LRS Graduate Enrolled Successful
Student INFRASTRUCTUR E Administrative Support Staff Career Services Student Services Financial Aid Admissions Facilities Equipme nt & LRS A New Degree Requires a Lot of Support When Creating a Proposed Budget-Do you need to consider allocations for additional staff? Do you have a staff that is supportive of the
proposed program? Do you have a staff that is trained to work with potential applicants, students, and graduates of the proposed program? INFRASTRUCTUR E Externship (if Applicable) Written Training Plan On-Site Evaluation Criteria Supervised and/or Coordinated by Qualified Individual Facilities Equipme nt & LRS Successfu
l Design Successful Externship When it All Comes Together Employer Needs Student Services Student Progress Stude nt Succe ss
Program Length Education Resources Faculty Qualificatio ns Admission s Recruitme nt Logical Timeline Schools should have their degree applications in at LEAST 60 days prior to the desired implementation date, as staff
usually requests additional info, and the Commissions review and approval process for unrelated degree programs may take additional time Actions Approve Approve with Onsite Evaluation (all first time and unrelated degree programs) Approve with Stipulations Approve with Program Implementation Enclosure Defer Deny For more information to enhance your schools educational experience visit: www.accsc.org/resources There you will find practical guidance for ACCSC institutions through the Monograph Series which includes topics such as: Maximizing Program Advisory Committees Learning Resource Systems Faculty Improvement Planning/Implementation
Self Evaluation Processes and Practices Institutional Assessment and Improvement Planning/Implementation Demonstrating Program Viability and Sound Success Strategies for Degree Granting Institutions May 3, 2017
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