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CYPRESS COLLEGE

Program Review 2016–2017 Annual Report

Revision Date: March 21, 2017 Prepared on behalf of the Program Review Committee by Kathleen Reiland

Presented to the Academic Senate on March 30, 2017

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Table of Contents

Introduction ...................................................................................................................................................................................... 3 Purpose of Program Review ...................................................................................................................................................... 3 Process Overview ........................................................................................................................................................................... 3 Mission Statement .......................................................................................................................................................................... 4 Program Review Handbook, Forms, & Evidence Location ............................................................................................ 4 A General Note about Evidence ................................................................................................................................................ 4 Program Review Committee Representatives and Terms ............................................................................................ 4 Meetings with Program Representatives ............................................................................................................................. 5 Overview of Findings .................................................................................................................................................................... 5

Program Completion: Certificates and Degrees.................................................................................................................... 5 Distance Education ............................................................................................................................................................................. 6 Distance Education Training ......................................................................................................................................................... 6 Student Equity and Disaggregation ........................................................................................................................................... 6 Labor Market Wage and Employment Data .......................................................................................................................... 7

Student Learning Outcomes (SLOs, PLOs, and ILOs) ....................................................................................................... 7 Completed SLO Reporting Recommendations from 2015-2016 .................................................................................... 8 Remaining 2015-16 recommendations that are in progress of being addressed: ................................................ 9 ACCJC Student Learning Outcomes and Assessment Annual Report ........................................................................... 9

Program Related Commendations and Recommendations .......................................................................................... 9 CTE Two-Year Summary Recommendations ...................................................................................................................... 9 Global Recommendations ........................................................................................................................................................ 10 Looking Forward ......................................................................................................................................................................... 10 Appendix A: Timeline for the 2017-2018 Program Review Cycle .......................................................................... 11 Appendix B: Rotation Schedule (New 4-year cycle effective Fall 2016) .............................................................. 12 Appendix C: CTE Programs with 2-year “short forms” due in even years ........................................................... 13 Appendix D: Program Review Committee Evaluations .............................................................................................. 14 Appendix E: Associate Degree & Certificate Assessment Plan (ADCAP) Survey .............................................. 27 Appendix F: SLO Annual Summary ..................................................................................................................................... 27

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Introduction In response to a recommendation in the 2016 Program Review Evaluation Survey, the Program Review Committee (PRC) recommended that Cypress College move to a four-year cycle that aligns the full CTE program reviews with the CTE “short form” reports required every two years in even-numbered years. This year marks the first year of the new four-year cycle. Since programs submit their self-studies to the PRC in November of each year, the 2016 programs are all CTE TOP-Coded. Each department, therefore, submitted both a Departmental Planning and Program Review Self-Study (“long form”) and a CTE Report (“short form”). The remaining half of the CTE programs also submitted their short CTE Reports, and they will complete their full review in the fall of 2018. All general education or non-CTE programs are reviewed in odd-numbered years. For reference, the schedule for the new four-year cycle is included in the appendices along with a list of CTE TOP-Coded programs. The scope of the instructional review was also expanded this year to include additional data to assist faculty in evaluating distance education, transfers, labor market information, and student equity. The faculty evaluations of this new data provided some unexpected and interesting analyses identified later in this report.

Purpose of Program Review The Department Planning and Program Review process supports the Cypress College and North Orange County Community College District strategic and educational master plans, technology assessments, staff development, and related efforts aimed at assuring quality educational programs, student achievement, and learning. Decision-making processes, including those affecting budgets, resource allocation, hiring of full-time faculty, and competitive internal grant opportunities rely on the program review process and reports as a basis for evaluating resource requests. The review process incorporates the systematic, ongoing evaluation of programs using data on student success, diversity, basic skills, distance education, achievement, curriculum, labor market results, and student learning outcomes to assure currency, relevancy, and innovation. The faculty self-studies, dean reviews, interdisciplinary dialogue, and Program Review Committee (PRC) assessments contribute to the evidence-based evaluation of programs, which are summarized in an annual report to foster institutional effectiveness, appropriate resource allocation, and ongoing improvements in student success.

Process Overview Program Review is included in the Academic Senate’s "Ten Plus One" responsibilities (as articulated in Title 5, Section 53200), and as such, the Program Review Committee works under the purview of the Academic Senate to review instructional programs and make recommendations to promote student learning and success. The Program Review Committee is comprised of a faculty representative from each division, a counselor, a dean, and an institutional researcher. Faculty representatives are elected at the division level and serve three-year terms. The PRC chairperson serves a three-year term, and is elected by the Academic Senate with input from the Program Review Committee. Prior service on the Program Review Committee is required to serve as chair. The PRC Chair responsibilities are included in the appendix of the Department Planning and Program Review Handbook. To assist program faculty due for review, Institutional Research provides each department chair with a self-study form that includes prepopulated data and performance metrics. Program faculty then meet to review the data and prepare their written self-study. After the deans review the self-studies, the reports are submitted to the PRC. The PRC invites the department chair or program representative(s) to meet with the committee to share highlights about the self-study, including accomplishments, challenges, resource needs, and strategies for improving student learning. In this face-to-face dialogue, the PRC shares both informal and formal commendations and recommendations with the program representatives. The PRC summarizes the self-study results in an annual report. These reports are distributed to the entire campus, the North Orange County Community College District, and the Board of Trustees. Copies of the Program Review Committee’s Annual Reports can be found on the “J-drive” and on the Program Review webpage.

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Mission Statement The mission of the Cypress College Department Planning and Program Review Committee is to promote quality instructional programs by facilitating a positive, open, and collaborative exchange of ideas with faculty to evaluate data, resolve challenges, inform resource allocations, verify currency, and provide suggestions for useful practices that will contribute to improved institutional effectiveness and student success.

Program Review Handbook, Forms, & Evidence Location A new Department Planning and Program Review Handbook provides faculty and administrators with instructions, sample forms, and resources for the program review process. This Handbook can be found on the Cypress College Program Review webpage. Faculty will also find copies of previous self-studies and CTE reports on the “J-drive” in the Program Review folder.

A General Note about Evidence Occasionally, faculty disagree about the meaning of evidence, data, and research used in evaluating student learning. The PRC welcomes dialog that may lead to a collective understanding of evidence. Therefore, the instructions to faculty acknowledge that they are being asked to comment on statistical data with the understanding that a range of variables may be present and that causal assumptions may not be statistically valid. Faculty are encouraged to view program review as an opportunity to evaluate data, exchange ideas about trends, comment on noteworthy accomplishments, and identify areas of need where the program would benefit from assistance or resources. Committee members make informal comments and recommendations during the course of the presentations in the spirit of helping faculty consider approaches that other programs have identified as useful. The PRC remains committed to improving the accuracy of data and facilitating a positive, open, and collaborative exchange of ideas for program improvement and useful practices that contribute to student success.

Program Review Committee Representatives and Terms

Division Faculty Representative (Term) Email

Business/CIS Alireza Moady (1.5) [email protected]

CTE Kathleen Reiland* (4) [email protected]

Counseling Doreen Villasenor (5) [email protected]

Fine Arts Maha Afra (3) [email protected]

Health Science Sally Frumkin (3) [email protected]

Language Arts Barbara Kashi (5)** [email protected]

Physical Ed. Margaret Mohr (3) [email protected]

Sci/Eng/Math Allison Gotoh (5) [email protected]

Social Science David Halahmy (3) [email protected]

Administrative

Dean John Sciacca [email protected]

Institutional Res. Phil Dykstra [email protected]

*Chair Kathleen Reiland [email protected]

** Replaced by Stuart Rosenberg in November 2016 and Christy Diep in March 2017 Six committee members have fulfilled their three-year term, including the committee chair, and they will notify their respective departments about the need to identify replacement representatives. There is no current PRC member who is qualified and willing to chair the committee, so the Academic Senate President has been notified to put out a call for the position. Again, the PRC Chair qualifications and responsibilities are included in the Department Planning and Program Review Handbook.

mailto:[email protected]










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Meetings with Program Representatives After reviewing the written self-studies, the committee met face-to-face with the following program representatives in the fall of 2016. All meetings were all held on Mondays in CCCplx, room 406:

November 7 3:15 Accounting (Jeanne Miller) 3:45 Air Conditioning & Refrigeration (Richard Hock/Doug Sallade) 4:15 Dental Hygiene (Kendra Velasco) 4:45 Health Information Technology (Rebecca Gomez) November 14 3:15 Human Services (Gary Zager 3:45 Mortuary Science (Jolena Grande) 4:15 Media Arts Design (Ian Holmes) 4:45 Aviation & Travel Careers (Kathleen Reiland) November 28 3:15 Theater (Barbara Meyers) 3:45 Photography (Cliff Lester)

Overview of Findings Each year for the past four years, Institutional Research has provided faculty with prepopulated data to help them evaluate their programs and improve student learning. This year the volume of data was notably increased to provide distance education success rates, transfer data, labor market wage and employment data, and student equity information in the form of disaggregated student achievement data. Generally, the added statistics were well received, but in several cases, faculty were not convinced that all of the data accurately represented their students or programs. In particular, faculty felt the transfer data (from the National Student Clearinghouse) and labor market data (from the Launchboard) did not match what they knew to be true anecdotally. Faculty supplemented this information with data from the BLS and O*Net. Institutional Research is working with the agencies that supply these data to assure its accuracy.

Program Completion: Certificates and Degrees The committee commends the Mortuary Science Program for being selected by the Board of Governors in March 2015 to be among the 15 colleges authorized to offer a community college baccalaureate degree. Several departments attributed their reduction in certificate and degree awards to a reduction in the number of days that students had between the first day of the semester and the deadline to file for their certificates. The filing period had been shrinking but it culminated in a reduction from 35 days to -3 days in the spring of 2016. In response, the Program Review Committee raised the issue with the Director of Admissions & Records last spring who cited manpower issues. The Director met with the Academic Senate, which led to A & R being able to secure additional resources. The Senate received a commitment from Admissions that students would be provided with the following timeframes for degree, certificate, and graduation applications: three weeks (from the first day of the semester) for certificates and two weeks for degrees and graduation. Unfortunately, the published date in the schedule for the Fall 2016 schedule did not reflect the extended timeframes; however, an email went out to limited distribution extending the deadline. The Spring 2017 Schedule reflected the extended deadlines, which should contribute to higher application submissions, but it will be important to monitor this deadline as the impact to the institutional set standards was a 13 percent reduction in traditional CTE awards. An AST in Film, Television, and Electronic Media has been submitted for State approval. New UAV Drone Photography and Video Certificate and UAV/UAS certificates and an AS Degree have just received state approval. Because the opportunity for transfer degrees is limited in smaller CTE areas, the ATC Program

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proposed three new “transfer with no guarantee” CTE degrees with areas of emphasis in Aviation, Tourism, and Homeland Security. The goal of these degrees is to enable students to complete an associate’s degree with 21 major related units and the CSU GE for a total of 60 units, reducing the total by 14 units per student.

Distance Education Although online classes are less successful than lecture classes, three programs reported that hybrid classes are often more successful than typical lecture classes. With the change in the definition of online classes, previously identified online classes that only met the first and last day will now be categorized as “hybrid” classes beginning with the fall 2016 schedule. It will be worthwhile to continue tracking these predominately online classes separately because they may negatively skew the more successful hybrid courses data by reflecting lower success rates for this new category of hybrid classes. Health Information Technology noted that a large number of Orange County students attend Santa Barbara City College because they want an online program, which our HIT program cannot provide because they would need an instructional designer and the structure of the Cypress College Distance Education Program is not conducive to outside developers or to adjunct faculty participation.

Distance Education Training Given the number of faculty–particularly adjunct faculty–wanting to supplement their instruction with online material and grading capabilities, it is recommended that department coordinators and distanced education work together to provide adjunct faculty with greater access to the following:

1. a clear and easy path for testing out of the required Blackboard training if they have experience using it at another school,

2. a shorter time commitment for online training, and 3. an option to take web-enhanced training, enabling them to teach an prepared online or hybrid course

that a fully qualified online instructor develops a master course. In addition, most high school students (and their parents) seem to have online access to their assignments and grades, while a large percentage of our students do not. This resource would seem to be essential for any early alert system to work as well. It was the sense of the committee that priority should be given to making online assignments and grades available, either through Blackboard, Canvas, or other system that was accessible to all instructors, every semester, without having to request web-enhanced courses manually. If training could be limited to one or two flex days, then programs could have greater flexibility in supplementing instruction and developing hybrid classes as well.

Student Equity and Disaggregation This year also marks the first time programs were provided with disaggregated student demographics for their programs. Veterans, disabled students, students over age 50, and students not receiving financial aid tended to demonstrate the highest success rates (close to 80% or higher) across disciplines. Notably, students under the age of 24, Asian, Black, and Hispanic students appear to need additional mentoring and tutoring. To assist students, programs identified strategies to address theses gaps including more hands-on instruction, “flipping” more instruction, mentors, and scaffolding assignments by breaking larger assignments into smaller sections with more examples. For example, the majority of Air Condition & Refrigeration courses supplement instruction with hybrid/distance education and a flipped classroom approach. Instructor Richard Hock participated in the ACES (Active Collaborative Engagement Strategies) film series to demonstrate the adoption of distance education using the flipped classroom (available at www.cypresscollege.edu/aces/). The Mortuary Science program self-study provided a good example of a common issue that arises in the evaluation of student equity data at the course level in CTE programs with student cohorts: “When evaluating the data provided, disaggregated by subpopulation, it appears that there are inequities with younger and certain minority populations. The problem with the data though is that the actual number of unduplicated students is quite low. The Mortuary Science program employs a cohort model where groups of students enroll for the same 4-7 classes in a single semester. As this occurs, the number of Asian or Pacific Islander students, for example, which appears to be 96 individuals for the covered time period, would actually be closer to 6

http://www.cypresscollege.edu/aces/

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unduplicated students enrolled in the series of classes (17 courses make up the Mortuary Science major). Therefore, when 1 student enrolled in 6 classes does not perform to expectations in a particular semester, it appears as though 6 students were equally unsuccessful, when in reality only one student did not succeed.” Several programs also noted that that rely Perkins’ grant funding to supplement instruction with tutoring, greater access to experiential learning, and mentoring to support nontraditional students in more technical careers with higher wage potential.

Labor Market Wage and Employment Data The Launchboard data at www.calpassplus.org continues to be updated by the administrators. However, some programs may not have all of their students accounted for in the labor data if the students are self-employed or employed out-of-state. Several programs supplemented the data with BLS or O*Net forecasts. It could be beneficial to augment these data with access to a job-tracking program where faculty could record students who report job placement to them. For example, according to the BLS, the job outlook for 2014-2024 for Health Information Technology is projected at 15% growth due to the aging demographics and the increased demand for healthcare. The job outlook is also bright for Human Services Assistants and Substance Abuse and Behavioral Disorder Counselors, and for Media Arts Design. The Launchboard also reported very low job and wage projections for airline employees, but according to O*Net, the state forecasts (for 2014-2024) are the highest they have ever been: Flight attendants job openings are expected to grow by 20% or 440 annual opening and the median wages were $45,190 in 2015. For airline pilots in California, the job openings are expected to grow by 19% or 320 and the median wage last year was $127,450. While travel agent jobs are expected to be down nationally, they are projected to grow by 9% or 240 openings annually in California, and reservations/ticketing jobs will grow by 13% or 420. Since this year marks the first time that this LMI and other data for equity and transfers were added, the PR Committee appreciated each program’s supplemental research and thoughtful analysis of the data. Mortuary Science also pointed out that assessing only Orange County data is insufficient since Cypress College is one of only two programs in California offering preparation for embalmers and funeral directors. (There are 58 accredited programs nationwide). The self-study provided additional data available through the EDD and O*Net, to show that between American River College and Cypress College graduates, there are over 100 unfilled positions each year. It was also noted that this information was useful in substantiating the initiation of the Funeral Service Assistant program through the NOCCCD School of Continuing Education.

Student Learning Outcomes (SLOs, PLOs, and ILOs) Since 2014, when the PRC began asking programs to attach their Program SLO Summary Report, the department participation rates have improved from 71% to 100% of the programs submitting a report for at least one or more course SLO assessments. Currently there are 60 programs or departments at the College, and 25% participate in Program Review each year. During the 2016-17, Cypress College offered 45 degrees and 206 certificates. Therefore, in addition to assessing SLOs for each department/program, the College also conducted an Associate Degree & Certificate Assessment Plan (ADCAP) survey of all students who received a certificate or a degree last year (2015-2016) to evaluate how well students perceived their achievement of the program learning outcomes (PLOs) for their discipline and the institutional learning outcomes (ILOs). The ADCAP results are attached to this report.

http://www.calpassplus.org/

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The course-level student success rates vary by discipline as reflected in the following summary chart.

PR-SLO Summary Report Courses Student SLOs Students % Notes

Evaluated Assessed Successful Successful

1. Accounting 16 863 560 65% Last assessed S2016

2. Air Conditioning & Refrig 11 906 673 74% Last assessed F2016

3. Aviation & Travel Careers 79 1476 1144 79% Last assessed F2016

4. Dental Hygiene 22 487 474 97% Last assessed F2016

5. Health Information Tech. 12 612 428 70% Last assessed F2016

6. Human Services 2 52 47 90% Short staffed due to medical

7. Media Arts Design 46 1119 1068 95% Last assessed F2016

8. Mortuary Science 35 2813 2375 84% Last assessed S2016

9. Photography 15 540 504 93% Last assessed F2016

10. Technical Theater 42 1393 1286 92% Last assessed F2016

Total 2016 280 10261 8559 83% 100%* (10 out of 10 programs)



Three year total 2014–2016 1006 46897 38509 82% 82%* (32 out of 39 programs)

* Percentage of departments that submitted an SLO Summary Report for at least one of more courses.

Completed SLO Reporting Recommendations from 2015-2016 Several of the SLO recommendations identified in the last annual report have been addressed, including the following:

The prepopulated Program SLO summaries from TracDat are now sent to the department coordinators during the summer before those programs are due for review to alleviate delays in reporting. If there is no up-to-date data in TracDat, the SLO Coordinator will work with the faculty to ensure the data is entered

The SLO manual is now available on the Cypress College SLO webpage

The SLO assessment cycle was extended to four years to match the CTE/Program Review cycles

The distinction between course objectives and SLOs has been clarified on the SLO website

Accreditation related SLO items that have been completed include:

A Curricunet audit found 118 courses that were missing SLOs; all have been updated

The SLOs now appear on the Curricunet Course Outline of Record (COR)

If faculty update their SLOs outside of the curriculum process, they may attach the Tracdat SLO version to the COR until the COR is updated in Curricunet

All course SLOs from Curricunet are now published on the SLO website and will be updated each July after the fall Curricunet changes roll to active status

Deans will audit course syllabi to verify SLOs are included

Deans will also work with faculty to ensure they have the resources to participate in SLO assessment and documentation

An annual college summary of the number of SLOs assessed, the number of the students participating, and the number of students who were successful by program, division, and the college is now available and attached to this report

The Department Planning & Program Review Handbook is now on the Program Review website

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Remaining 2015-16 recommendations that are in progress of being addressed:

Institutional Research and the SLO Data Coordinator are working to improve the ability of TracDat to pull SLO assessments up to the certificate and degree (PLO) level and to pull PLOs data up to ILOs

We are manually correlating the courses assessed with the courses offered from Banner to be certain that all courses are being assessed within specified timeframes. There is a strong need to automate this process in the future (see ACCJC SLO and Assessment Report)

Need the ability to disaggregate subpopulations of students to support student equity To address these remaining issues, the Accreditation Steering Committee decided to include a Quality Focused Essay (QFE) with the Cypress College Accreditation Self-Study that explains the current challenges and provides an action plan.

ACCJC Student Learning Outcomes and Assessment Annual Report Excerpt from the ACCJC Report Guidelines: Colleges were expected to achieve the proficiency level of Student Learning Outcomes assessment by fall 2012. At this time, colleges are expected to be in full compliance with the Accreditation Standards related to student learning outcomes and assessment. All courses, programs, and student and learning support activities of the college are expected to have student learning outcomes defined, so that ongoing assessment and other requirements of Accreditation Standards are met across the institution. In completing the 2016 Annual Report, please refer to the revised Accreditation Standards adopted June 2014. Courses (2015)* (2016)* a. Total number of college courses: 918 1315 b. # of college courses with ongoing assessment of learning outcomes: 855 1014 Percentage of total: 93.14% 77.1% Programs a. Total # of college programs (all certificates and degrees, and other programs as defined by college): 28 60 programs/departments + 45 degrees + 206 certificates = 311 total programs b. Number of college programs with ongoing assessment of learning outcomes: 19 60 departments Percentage of total: 67.86% 100% *[Additional Instructions: Provide the number of active credit and noncredit courses at the college. Courses in the college catalog are considered active. Do not include not-for-credit offerings of the college.]

Program Related Commendations and Recommendations All programs submitted self-studies that covered the topics and they provided detailed plans for achieving their stated actions and goals. Although several departments did not initially supply SLO data, all programs subsequently presented a program summary from Tracdat. The Program Review Committee’s written evaluation of each program was provided to each presenter for any modifications or updates. The final self-studies and the committee evaluations are posted in the Department Planning and Program Review folder on the “J” Drive. The final versions of the committee evaluations for each program are also included as appendices to this report.

CTE Two-Year Summary Recommendations Cypress College reviews each department every four years (long-form), but each CTE TOP-coded program also completes a two-year (short-form) review in the even numbered years. For the first time, Institutional Research provided all CTE programs with labor market wage and employment data, student equity disaggregation, and certificate and degree updates to assist faculty in assessing their programs. The

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committee received 21 CTE Reports and there were several common themes reported that were similar to the last CTE review, including

1. inadequate supply budgets (“supply budget has not been changed in the past 15 years while the cost of the material has steadily increased”),

2. the reliance on grant one-time funding should be lessened, 3. update equipment and facilities to meet the unique needs of CTE, and finally, 4. CTE programs need the college (not just the departments) to take a greater role in spearheading the

marketing effort (especially online) to address the competition from private trade schools and other community colleges

Global Recommendations

1. The scope of Program Review has been evolving, and the committee strongly recommends that the link between the program review and the planning/budget process be strengthened. Faculty now spend considerable time preparing their self-studies, and the committee often gains a unique perspective on global themes relevant to ongoing challenges. While program review committees at other colleges may prioritize budget requests, we are on a four-year cycle and such prioritization may present challenges. For now, the committee recommends that the Program Review Chair (or a designee) should be an active participant in Planning & Budget and Faculty Prioritization. We also recommend that a Program Review Committee Member should serve on each Strategic Direction Committee.

2. Technology exists that could help automate program review, facilitate better communication between

faculty and students, improve SLO assessments with seamless integration into learning management systems, provide early alerts, increase enrollment/retention with online advertising/resources, and much more. It is unrealistic for instructors on temporary assignment to stay abreast of all of the advancements in educational technology and to understand the integration ramifications to other systems. It is essential that the College work with the District to provide technological coordination for systems (like TracDat), to identify system improvements that could mitigate the amount of manual reconciliation of data and provide students with access to their assignment grades), and to optimize our educational technology resources to enhance institutional and student success.

3. The Program Review Committee Chair will not be continuing in the fall. No current member of the

committee is able to chair the committee. It is the sense of the committee that the release time for this position should be increased from 20 to 40% to compensate for the evolving scope of program review–particularly in the accreditation process. To offset this increase, the Program Review Chair and the SLO Coordinator have prepared a proposal that is a net reduction in the release time to the College.

Looking Forward The programs up for the full review in 2017 are identified in the attachment. The next set of CTE (short form) evaluations will not be due until the fall of 2018. The timeline and schedule are attached. There are no major changes to either form proposed, but a few formatting and clarification issues will be addressed before the prepopulated forms are distributed in the summer. With the accreditation visit scheduled for October 2017, the Program Review Committee will address any initial recommendations with the programs participating in the face-to-face meetings in November 2017.

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Appendix A: Timeline for the 2017-2018 Program Review Cycle

May 2017: Email the deans with the next cycle of programs required to submit reports by October 15.

Summer 2017: IR sends the prepopulated self-study forms and SLO summary reports to the deans.

August 2017: Send deadline reminder email to all deans.

September 2017: Committee planning meeting about the third Monday of the month.

October 10, 2017: Faculty submit their self-studies to their deans for comments and signature.

October 25, 2017: Faculty submit their final self-study reports to the program review chair.

November 2017: Presentations every Monday from 3-5 (four 15 minute presentations per week).

February 2018: Committee meets to review results.

March 2018: Prepare final report for submission to the Academic Senate and EVP. Note: If the Program

Review Chair’s position is due to be replaced, forward a copy of the job description (found in the

Program Review Handbook on the website) to the current Academic President; ask that a call for

applicants be put out. Review the applicants with the committee and collaborate with the Academic

Senate president to select a new chair.

April 2018: Present the annual report to the Academic Senate. Replace termed out committee members

who have served for three-years. Add the annual report to the Program Review website and post the

self-studies on the “J-drive.”

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Appendix B: Rotation Schedule (New 4-year cycle effective Fall 2016) Each program is followed by its original due date: Yellow = CTE scheduled in even years

Dates highlighted: red = 1 year earlier; green = 1 year later; blue = 2 years later

CYCLE #1: Fall 2016, 2020, 2024 (12 programs) Accounting-2016 Administration of Justice-2020 (New to PR) Air Conditioning & Refrigeration-2017 Media Arts Design-2016 Aviation & Travel Careers-2017 CIS-2017 Dental Hygiene-2016 Health Information Technology-2016 Human Services-2017 Mortuary Science-2017 Photography-2016 Theater Arts-2016 CYCLE #2: Fall 2017, 2021, 2025 (11 programs) Anthropology-2016 Biology-2017 ESL-2017 English-2016 English/Reading-2016 Ethnic Studies-2017 Foreign Language-2016 History-2016 Music-2016 Philosophy & Religious Studies-2016 Physical Science-2016 Library (NEW to PR) CYCLE #3: Fall 2018, 2022, 2026 (12 programs) Auto Collision Repair-2018 Auto Technology-2018 Court Reporting-2018 Culinary Arts-2018 Dental Assisting-2018 Engineering Technology unassigned Geography/GIS-2018 Journalism-2016 Management/Marketing-2018 Nursing-2017 Psychiatric Technology-2018 Radiology Technology-2018 Mortuary Science Baccalaureate Degree NEW CYCLE #4: Fall 2019, 2023, 2027 (11 programs) Art-2018 Chemistry-2018 Communication Studies-2018 Counseling-2017 Dance-2017 Economics-2018 Mathematics-2018 Political Science-2018 Physical Education-2017 Psychology-2017 Sociology-2017

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Appendix C: CTE Programs with 2-year “short forms” due in even years

CTE 2-year Reports due in even-numbered years:

Business & C.I.S. Division

–Accounting

–Computer Info. Systems

–Court Reporting

–Marketing (combined w/Management)

CTE Division

–Air Conditioning & Refrigeration

–Automotive Technology

–Automotive Collision Repair

–Aviation & Travel Careers

–Hotel, Restaurant, Culinary

Fine Arts Division

–Journalism

–Media Arts Design

–Technical Theater

–Photography

Health Science Division

–Dental Assisting

–Dental Hygiene

–Diagnostic Medical Sonography

–Health Information Technology

–Mortuary Science

–Registered Nursing

–Psychiatric Technology

–Radiologic Technology

Science/Engineering/Math Division

–Engineering Technology

–Physical Therapy

Social Sciences

–Geographic Information Systems

–Human Services

Physical Education

–Aerobic Inst. Aquatics, Athletic Coach Certificates (not active)

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Appendix D: Program Review Committee Evaluations In response to each department’s self-study and face-to-face dialogue with the committee, a draft summary evaluation, including commendations and recommendations, was provided to the program representative. Participants reviewed the feedback with an invitation to changes if needed. The final summaries are included in the following pages and will be posted on the Program Review website:

CYCLE #1: Fall 2016

Accounting

Air Conditioning & Refrigeration

Media Arts Design

Aviation & Travel Careers

Computer Information Systems

Dental Hygiene

Health Information Technology

Human Services

Mortuary Science

Photography

Theater Arts

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Program Review Committee Evaluation

Program: Accounting

Presenter: Jeanne Miller

Date: November 7, 2016

The goal of the Program Review Committee is to help faculty accentuate the most positive aspects of their programs, meet instructional requirements, communicate challenges, share useful practices, and substantiate the

need for resources to continue supporting student success.

Program Review Committee Summary:

Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates and people

responsible for achieving stated actions/goals? Yes __X__ No____ Other____

Program SLOs: Was the Tracdat SLO summary report included? Yes __X__ No____ Other____

Courses Assessed: 16 Students participated: 873 Number successful: 550 % successful: 63%

Comments: The TracDat summary report was added later and reflects a total of 873 students participating in SLOs with 550 successful for a modified success rate of 63% (instead of 72% noted in the report).

Commendations: (What program work should be encouraged, emphasized, continued, or praised?)

Effective in the fall of 2014, the Accounting Department added a math prerequisite to ACCT 101 C to improve success rates, which lowered enrollment, but ACCT was full again in the fall of 2016. The success rates improved

accordingly from 59.9% in the fall of 2014 to 63% in the spring of 2016.

The number of certificates and degrees dropped in 2014-15 (from 11 to 7), which may be related to the

submission period being substantially reduced. The number of degrees and certificates has since improved to 14 total awards, with the number of degrees (9) being consistent with previous award. Since there is no AST in Accounting, transfer students are encouraged to complete the Business Administration Transfer Degree.

ACCT 101 students were all placed on the same course content schedule to align supplemental instruction. A standardized final examination is required. ACCT offers hybrid classes, which in the case of ACCT 101 were

more successful than the lecture classes. However, the ACCT 101 hybrid classes are taught by full-time

instructors and the lecture courses are taught by adjunct. ATC 102 had a lower hybrid success rate, but it was pointed out that when the class met twice a week, the success rates were higher.

The program added tutoring to address achievement gaps among American Indian, Black, and Hispanic students.

Regional projected job openings for accounting are high, but the Advisory Committee says these jobs require a four-year degree, so the department focuses on preparing students for transfer. To better assess transfer rates,

the department noted that more information is needed and the researchers will work to clarify this data.

Student learning outcomes for course and program improvements include increasing the in-class problem solving activities, tutoring, tutorial videos, and the use of course management system course resources.

Recommendations: (What areas does the action plan need to address? What details need to be provided?)

There are currently two full-time faculty, but one is retiring. The full-time faculty ratio is currently 68.3%. Notably, the lecture classes, which are taught by adjunct faculty have lower success rates than hybrid courses that are

taught by full-time faculty, so it will be important to replace the retiring faculty. The Accounting Advisory

Committee recommends three full-time instructors. If a third instructor is added, it was noted that the program could work on a tax certificate.

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Program: Air Conditioning & Refrigeration

Presenter: Richard Hock


The goal of the Program Review Committee is to help faculty accentuate the most positive aspects of their

programs, meet instructional requirements, communicate challenges, share useful practices, and substantiate the need for resources to continue supporting student success.



responsible for achieving stated actions/goals? Yes __X__ No____ Other____

Program SLOs: Was the Tracdat SLO summary report included? Yes __X__* No____ Other____

Courses Assessed: 11 Students participated: 906 Number successful: 673 % successful: 74.28% *It is recommend that the narrative in the SLO section of the self-study be revised to match the Department SLO

Assessment Report that was submitted later.

Comments: The program self-study noted that the student equity data did not appear accurate, specifically the

female enrollments. They also recommended that the age demographic for the 25-49 year age group should be narrowed to 25-35 as 27 is the average student age for their department and that age group has the highest success rate. Since this year marks the first time that this and other data for equity, transfers, and LMI were added, the PR Committee appreciated the program’s analysis of the equity data. We are including a general

comment in the annual report that Institutional Research’s ongoing efforts to work with the State to clean up and

reconcile this data should improve this information going forward.


The total number of AS Degrees (6) has been improving. As with most CTE programs, the number of certificates

and degrees dropped in 2015-16 (from 111 to 44), which may be attributable to the submission period from the beginning of the semester being substantially reduced from more than 30 days to -3 days before the semester

began in the spring of 2016. (In response, the Program Review Committee brought this issue to Admissions, and they have committed to a minimum of a 3-week certificate application period from the first day of school).

Success rates are consistently above the college rates, ranging from 70.7% to 78.4%. The department noted that

as an accredited school through HVAC Excellence, students take a third-party test, where they achieve an

approximate success rate of 83%. Course success rates tend to be lower but the hands-on practical skills are an essential component for student and job-related success.

The majority of Air Condition & Refrigeration courses supplement instruction with hybrid/distance education and a

flipped classroom approach. Instructor Richard Hock participated in the ACES (Active Collaborative Engagement

Strategies) film series to demonstrate the adoption of distance education using the flipped classroom (available at www.cypresscollege.edu/aces/)

Employment rates (72%) were higher than state rates (61%), especially for skills-builders after four semesters.


One of the biggest challenges noted by the department in our meeting was the need for 480 volts instead of the 230 currently available. It is recommended that this need be added to the goal section of the program’s report.

Enrollment rates for fall and spring semesters have dropped, but a full summer session impacted fall 2015

enrollment. In the future, it may be helpful to add these enrollments to the report.

17


Program: Aviation & Travel Careers

Presenter: Kathleen Reiland



programs, meet instructional requirements, communicate challenges, share useful practices, and substantiate the



Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates and people responsible for achieving stated actions/goals? Yes __X__ No____ Other____



Comments: All ATC students maintain a career portfolio throughout their studies. Each ATC course has a capstone SLO project and/or assessment that represents competency in the course objectives. These SLOs are

documented in Section 3: Work Sample section of each student’s portfolio as evidence of learning competencies

intended to reinforce student comprehension and to document skill attainment for potential employers. To assist faculty and students in understanding what constitutes meaningful evidence, the advisory board makes

recommendations each year about skills students will need to be successful in the industry. Commendations: (What program work should be encouraged, emphasized, continued, or praised?)

Enrollment, including summer classes, has been relatively steady at 1196 with fluctuations of about 50

enrollments or 4% per year over the past five years. Notably, the ATC program also supports the Administration of Justice Program because several AJ courses appear on the Homeland Transportation Security Certificate. AJ

courses began being offered again in the fall of 2015, which added 162 enrollments and 17 FTES to the division totals for 2015-16. These courses have the highest seat counts (45) in the division.

The number of awards (109) remains lower than expected which is consistent with an overall drop in CTE awards across the campus that is attributed to a reduction in the number of days (from 35 to -3 days) that students had

between the first day of the semester and the deadline to file for their certificates. In response, the Program Review Committee raised the issue with the Director of Admissions & Records who cited manpower issues. After

a subsequent meeting with the Academic Senate, A & R was provided with additional resources and committed to providing students with the following timeframes for degree, certificate, and graduation applications: three weeks

(from the first day of the semester) for certificates and two weeks for degrees and graduation.

Overall, success rates are above the Cypress College averages and they are at or above the institutional set

standards. Through Perkins’ funding, students are provided with tutoring, study resources, tutorials, self-tests, and APPs like Quizlet and First Aid, etc. Tutoring has increased significantly over the past six years, which averages

2000 tutoring sessions per year. There are five basic skills (or standards) that all ATC students are expected to

meet with 90% or higher, which include basic spelling, grammar/punctuation, aviation math, typing, and geography. Practice online tests and “Quizlets” assist students meet these standards. The program worked with

the Math Tutoring Center to develop an Aviation Math Directed Learning Activity to enhance math skills.

Distance Education: Although online classes are 9% less successful than lecture classes, hybrid classes are often more successful than typical lecture classes. With the change in definition of online classes, all of our classes will

change to “hybrid” classes beginning with the fall 2017 schedule. Three of these previously online courses have

been changed to traditional hybrid classes that meet every week.

The ATC Program proposed 3 new “transfer with no guarantee” CTE degrees with areas of emphasis in Aviation, Tourism, and Homeland Security. The goal of these degrees is to enable students to complete an associate’s

degree with 21 major related units and the CSU GE for a total of 60 units, reducing the total by 14 units.

18


Student equity: Veterans, disabled, students over age 50, and students not receiving financial aid demonstrate the highest success rates (close to 80% or higher). Notably, students under the age of 24, Asian, Black, and

Hispanic students appear to need additional mentoring and or tutoring. To assist students, we are moving toward

providing even more hands-on instruction, “flipping” more instruction, mentors, and scaffolding assignments by breaking large assignments into more manageable sections.

LMI: Recommendations from General Atomics and the ATC advisory board, identified drones an emerging area

with high paying jobs. The Innovation Grant funds supported the development of a new UAV/UAS program, which

began in the fall of 2016 and is not yet reflected in labor market data. In addition, many students who are hired as flight attendants are initially based in other states (or countries). We also have a contingent of students who take

flight attendant related courses but end up working in Hawaii on cruise ships. Since the fall of 2012, the ATC program is aware of 106 students who have been employed in the aviation or travel industry (list was provided).

According to O*Net, the state forecasts (for 2014-2024) are the highest they have ever been: Flight attendants job

openings are expected to grow by 20% or 440 annual opening and the median wages were $45,190 in 2015. For

airline pilots in California, the job openings are expected to grow by 19% or 320 and the median wage last year was $127,450. While travel agent jobs are expected to be down nationally, they are projected to grow by 9% or

240 openings annually in California, and reservations/ticketing jobs will grow by 13% or 420.


Continue the attention being giving to improving success rates, especially for online instruction and courses below

60%. The ATC full-time faculty ratio is the lowest in the division at 39.3%. Given the wide range of options including the new UAV/UAS (drone) program and the new AJ AST degree and technical expertise need to support those

options, a request has been submitted for a third FTF. For the past three years, one full-time faculty has been on

40% release time to chair the Program Review Committee. For 2016-2017, that role has increased to 60% to also cover the SLO Data Coordinator responsibilities

.

19


Program: Dental Hygiene

Presenter: Kendra Velasco







Courses Assessed: 22 Students participated: 487 Number successful: 474 % successful: 97.33%

Comments:

Students receiving financial aid have the lowest success rates, because they typically are working part-time and struggling to pass the courses at the 75% rate required for licensing.

Success rates have dropped from 86.2% to 78.6% (fall to fall) and 100% to 92.8% (spring to spring), which is still well above the campus average. The program attributes this drop to a .5 lower average GPA among incoming

students.


Dental Hygiene took action to increase the applicant pool by eliminating Chemistry 201 as a required course (consistent with other programs.

Hiring has resulted in the program returning to a full complement of faculty.

Certificates and awards have remained consistent. Transfer rates are low because dental hygiene graduates do

not need a bachelor’s degree to become licensed.

Dental Hygiene students continue to have 100% passage rates on the National Board Examination, WREB Examination, and the Law and Ethics Examination

Employment rates are high at 68% though lower that the state rate of 77%; however, medium salary is higher at $45,575 over the state’s rate of $42,538. The jobs for Registered Dental Hygienists are expected to increase with

a new licensure procedure to expand the allowable duties.

To improve program SLOs, students who have personal and financial hardships are referred to the counselors and financial aid for early intervention.


The budgetary resources needed are high, so it will be important to continue securing ongoing resources through grants such as Perkins and the Strong Workforce Initiative to remain competitive with proprietary schools.

20


Program: Health Information Technology

Presenter: Rebecca Gomez






responsible for achieving stated actions/goals? Yes ____ No____ Other_*__ * The self-study is missing the narrative responses to the SLO questions on page 12.



Comments:

The certificate programs for Health Information Coding, Medical Staff Services, Clerical and Billing were phased out during 2013 and 2014, and correspondingly, the number of certificates and degrees has dropped as well from

35 to 18. With the advent of ICD-10 and the increased use of the electronic record, faculty wanted to encourage students to obtain the full breadth of the HIT program rather than the more limited certificate.

Veterans and students not receiving financial have higher success rates consistent with other programs.


The end of the Workforce Investment Act (WIA) Grant, which supported HIT classes in 2009, 2010, 2011 and

ended in the spring 2012, seems to have contributed to declining enrollment. The program has been working on marketing brochures, outreach meetings, and the Majors2Careers Showcase to offset the enrollment decline. Most students are able to obtain employment with the HIT A.S. Degree provided they sit for the national

examination to obtain their Registered Health Information Technologist (RHIT) credential.

Success rates are typically at 75.9% to 77.9%, well above the campus average. To obtain a passing grade “C” in

an HIT program class, students must earn a 75 to ensure they are able to pass the national certification examination and to meet the job requirements.

Hybrid success rates (77%) are higher than lecture rates (72.9%).

According to the BLS, the job outlook for 2014-2024 is a projected 15% growth due to the aging demographics and the increased demand for healthcare. The implementation of ICD 10-CM and ICD 10-PCS has increased

demand for the classes.


It was noted that many Orange County students go to Santa Barbara City College because they want an online

program, but the structure and requirements of the Cypress College Distance Education Program and lack of an instructional designer, does not allow the HIT Program to pursue distance education. It is recommended that the

program consider applying for grant funds through Perkins or the Strong Workforce Initiative to secure funds for an instructional designer to develop a competitive option for the HIT Program.

Although the SLO summary report was provided, please respond to the questions on page 12 and return to the PRC chair. You may want to revise your mission statement at the same time to align with the college statement.

21


Program: Human Services

Presenter: Gary Zager






responsible for achieving stated actions/goals? Yes __X__ No____ Other____ Program SLOs: Was the Tracdat SLO summary report included? Yes __X__ No____ Other____

Courses Assessed: 2* Students participated: 52 Number successful: 47 % successful: 90.4% *The TracDat summary report reflects that two courses were assessed in 2015. The program explained that they

have been faced with many challenges, including an instructor being on medical leave, another instructor

resigning, and another faculty member on a one-year sabbatical. As of fall 2016, however, the program is back up to its full faculty complement, and the faculty have met with the SLO Coordinator to update their assessments.

Comments: As with most CTE programs, the number of certificates and degrees dropped in 2015-16 (from 66 to

44). This may be due to being short staffed, but it may also be partly attributable to the shortened submission period from the beginning of the semester being substantially reduced from more than 30 days to -3 days before

the semester began in the spring of 2016. (In response, the Program Review Committee brought this issue to

Admissions, and they have committed to a 3-week certificate application period going forward).

Distance Ed: Online classes had a 58.3% success rate (16.9% lower than lecture classes), but only 6% of the students participated in online classes. Given the high number of “returning students” and “adult learners,” the

program encourages students to take online courses only if they have the technology resources and they have

had sufficient training needed to comprehend the strategies necessary for online success. Commendations: (What program work should be encouraged, emphasized, continued, or praised?)

The majority of certificates issued are for the Addiction Studies Certificate, which enables students to begin working in the substance abuse field with no additional education.

Overall success rates are above the division and college rates. The majority of the students in HUSR are older returning students (above age 25). American Indian rates are particularly high at 90.5%.

LMI: The job outlook is bright for Human Services Assistants and Substance Abuse and Behavioral Disorder

counselors. Employment rates are higher than California rates. Note: The program self-study reported that the

LMI data did not appear consistent with O*Net Online data which included a brighter outlook for jobs and wages. The PR Committee appreciated the program’s analysis of the LMI data. (We are including a general comment in

the annual report that Institutional Research’s ongoing efforts to work with the State to clean up and reconcile this data should improve this information going forward).

Veterans, foster youth, mature students, and students who do not receive financial aid have higher success rates.

Students with basic skills needs are referred to Disabled Student Services, EOPS, Puente, and Legacy. A study-

skills module is provided in HUSR 200 which all students take to improve success rates.

The program provides a Human Services Club that provides networking and mentoring.


Recommend revising page 11 of the Program Review self-study, where it states that the program has no SLO assessments (in question 6B), to reflect the SLO information provided later.

22


Program: Media Arts Design

Presenter: Ian Holmes

Reviewer: Program Review Committee








The program noted that having a good portfolio or demo reel is the proof of competency in the industry. Low adjunct faculty participation rates in SLO assessment are challenging for the program, as are the high number of

courses that have not been offered over the past three years.

Comments: Awards have been decreasing since 2013-14, which was attributed to not having enough sections to offer students. The lower number of awards, however, remains consistent with an overall drop in CTE awards

across the campus that is attributed, in part, to a reduction in the number of days (from 35 to -3 days in 2016) that

students had between the first day of the semester and the deadline to file for their certificates. In response, the Program Review Committee raised the issue with the Director of Admissions & Records who cited manpower

issues. After a subsequent meeting with the Academic Senate, A & R was provided with additional resources and committed to providing students with the following timeframes for degree, certificate, and graduation applications:

three weeks (from the first day of the semester) for certificates and two weeks for degrees and graduation.

Commendations: (What program work should be encouraged, emphasized, continued, or praised?) An AST in Film, Television, and Electronic Media has been submitted for State approval.

Enrollment has trended lower due, in part, to students leaving school to take jobs in the industry. To increase

enrollment, the program began to actively conduct outreach in feeder high schools. Through Perkins, the program

hired a mentor to present at each feeder high school.

LMI: The program supplemented the job and wage data with additional TOP codes and BLS data that projected upward employment trends and higher wages.

Success rates are below the division total, but trending upwards. Online course have a 15% lower success rate, but the program is working to create a more supportive online course experience for students.


Continue the attention being giving to improving success rates for courses below 60%, especially for online

instruction, men, and students of color. Veterans, students not receiving financial aid, disabled students, White

students, and women have higher success rates than average students.

FTF ratio for 2015-16 was low at 26% due to the retirement of the department’s founder, Michael Johnson, which resulted in the program operating with one FTF. The department recommends 3 FTF for optimum coverage to

support student success. NOTE: MAD offers many cross-listed courses, which should increase productivity, but

the WSCH has traditionally run less than 155 per FTEF. The PRC recommends that this data be evaluated by IR to insure productivity rates are represented accurately.

23


Program: Mortuary Science

Presenter: Jolena Grande








The ABFSE prescribes the program learning outcomes for accredited programs and as such measure the

performance terms of meeting ABFSE Committee on Accreditation Standard 11 outcomes. The Mortuary Science program maintains data on the achievement of these measures in the SLO reports generated in TracDat. New

CSLOS will be included for all upper division courses associated with the new community college baccalaureate degree. The program will also revise its student learning outcomes to now include professional certification

(Certified Funeral Service Practitioner) and state licensure as Cemetery Managers and Crematory Managers

(outcomes of baccalaureate degree completion program)

Comments: The program self-study provided a good example of a common issue that arises in the evaluation of student

equity data at the course level in CTE programs with student cohorts: “When evaluating the data provided,

disaggregated by subpopulation, it appears that there are inequities with younger and certain minority populations. The problem with the data though is that the actual number of unduplicated students is quite low. The Mortuary Science program employs a cohort model where groups of students enroll for the same 4-7 classes in a single semester. As this occurs, the number of Asian or Pacific Islander students, for example, which appears

to be 96 individuals for the covered time period, would actually be closer to 6 unduplicated students enrolled in the series of classes (17 courses make up the Mortuary Science major). Therefore, when 1 student enrolled in 6

classes does not perform to expectations in a particular semester, it appears as though 6 students were equally

unsuccessful, when in reality only one student did not succeed.”


The Mortuary Science Program was selected by the Board of Governors in March 2015 to be among the 15

colleges authorized to offer a community college baccalaureate degree.

LMI: Employment and wage rates are above the state rates. However, it was pointed out that assessing only Orange County data is insufficient since Cypress College is one of only two programs in California offering

preparation for embalmers and funeral directors. (There are 58 accredited programs nationwide). The self-study provided additional data available through the EDD and O*Net, to show that between American River College and

Cypress College graduates, there are over 100 unfilled positions each year. It was also noted that this information

was useful in substantiating the initiation of the Funeral Service Assistant program through the NOCCCD School of Continuing Education.

Enrollment rates have been declining, due in part to more students attending part-time, so the program is

considering options such as 8-week courses.

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Overall, success rates for all groups except age 19 or less (which was too small of a data source to be significant) are well above the college rates and the institutional set standards.

Degrees have remained relatively constant at about 35 per year for the past three years.

Distance education courses (1 online at 94.3% and 1 hybrid at 96.7%) have high success rates attributable to the fact they are only available to students at the more advanced course levels.

Students who have at least one year of active military service may be granted 4-12 units of undergraduate credit.


The budgetary resources needed are high, so it will be important to continue securing ongoing resources through grants such as Perkins and the Strong Workforce Initiative.

The FTEF ratio was 72% in 2015-16, but in addition to the need to replace retiring faculty, the ABFSE has

instituted a new accreditation requirement that includes placing students in funeral establishments to meet funeral directing competencies. This mandate will necessitate a qualified full-time faculty member to certify site visits and

competencies. Simultaneously, the ACCJC now requires all baccalaureate degree programs to have at least one

full-time designated faculty member. To meet the ABFSE and ACCJC requirements, the program is seeking to hire two more full-time faculty members in addition to replacing faculty retirements. The program is also seeking a

full-time administrative assistant to complete the required reports and initiate documents for mentoring,

The department budget has not been adjusted in more than 20 years, despite a budget increase that was

approved in 2014 (yet to materialize). The program cites the need to address the continuing costs to operate the embalming and restorative art labs, as well as office supplies. Additional funds for mileage will need to be secured to cover offsite clinical placement.

With the construction of a new Science, Engineering, and Math Building, the self-study noted that this is an opportunity to create a facility, with appropriate equipment, for training students in crematory operations and the

cremation process, leading to certification as crematory operators.

25


Program: Photography

Presenter: Cliff Lester






Program SLOs: Was the Tracdat SLO summary report included? Yes __X__ No____ Other____ Courses Assessed: 15 Students participated: 526 Number successful: 504 % successful: 93.33%

Comments:

Although overall awards had been trending up, the number of certificates dropped from 21 to 9 last year, which the department attributes to the early submission deadline for certificate applications that occurred at the

beginning of the semester. The counselors and mentors did not have adequate time to counsel students about certificate eligibility and applications. (In response to a drop in CTE certificates across the campus, the Program

Review Committee brought this issue to Admissions, and they have committed to a 3-week certificate application

period going forward).

Veterans, mature students, and students not receiving financial aid show higher success rates, which is consistent with other programs this semester. No distance education courses were offered.

Commendations: (What program work should be encouraged, emphasized, continued, or praised?) LMI: Employment rates are above the statewide rates, and earnings at $28,577 are far above the statewide average of $16,038. Students have been gainfully employed at Disney, Air B & B, teaching at Long Beach City

College, and the Chicago Art Institute.

Students have been awarded full scholarships to top institutes such as the San Francisco Art Institute.

The new UAV Drone Photography and Video Certificate have just received state approval and should improve

enrollment rates. A new Advanced Wedding and Portrait Certificate is also being proposed.

The PR Committee congratulates Rob Johnson on his retirement and his impressive 31-year commitment to the

Cypress College Photography students. The PRC also commends Cliff Lester his work in organizing the widely-acclaimed Holocaust Day of Remembrance.


Overall, the success rates are below the division and college averages at 58.2% for fall 2015 and 61.4% for

spring 2016, but the self-study noted that the rates are higher now than in the previous review. Although, the

department’s survey results show that students expect the photography classes to be an easy “art” requirement, the courses are not easy. Hispanic students represent the largest population (by double), and the program finds

that these students are, on average, less prepared. A contributing factor could also be the low full-time faculty ratio at 37.2%. Before 2009, the program had three full-time dedicated faculty, but when a retirement position was

not replaced, the program dropped to two. With another full-time faculty retiring, the remaining faculty will need

additional resources to bring the success rates up.

26


Program: Theater

Presenter: Barbara Meyer








Comments:

As with most CTE programs, the number of certificates dropped from 13 to 3 last year, which the department attributes to the early submission deadline making it difficult to harvest all of the potential students. The program

is making a concerted effort to increase student awareness of paths to completing educational goals. (In response to a drop in CTE certificates across the campus, the Program Review Committee brought this issue to

Admissions, and they have committed to a 3-week certificate application period in the future).

No courses were offered through distance education.


New Play Festivals have provided student actors and directors with a place to develop new plays with diverse

playwrights from Los Angeles, including USC and UCLA.

Overall success rates, near 80%, are well-above the division and college averages. Faculty continue to address courses with lower success rates using strategies such as changing the course starting times by 20 minutes.

Veterans and students not receiving financial aid show higher success rates, which is consistent with other programs this semester.

LMI: The PR Committee appreciated the supplementation of the LMI data with BLS the job market and wage information, which is encouraging for theater students. (We are including a general comment in the annual report

about Institutional Research’s work with the State to clean up and reconcile this data should improve this information going forward).

The program cites many examples of strategies being used to improve student learning outcomes, including allowing students to initiate projects and review homework during class.


Continue the attention being giving to improving success rates for courses below 60% (which could be due, in

part, to a low FTEF ratio of 38.2% with one faculty chairing the Curriculum Committee since 2014).

Theater could benefit from a marketing expert to support the full-time box office to support student enrollment.

The budgetary resources needed are high, so it will be important to secure ongoing resources through grants and

Strong Workforce funding to remain competitive with proprietary schools. Going forward, please include ILO and

PLO pathway information with all budget requests (both can be found in the Cypress College Catalog).

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Appendix E: Associate Degree & Certificate Assessment Plan (ADCAP) Survey

Appendix F: SLO Annual Summary

program review 2016–2017 annual reportnews.cypresscollege.edu/documents/2017... · cypress...

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