Presentation is loading. Please wait.

Presentation is loading. Please wait.

Using Available Data and Analysis to Inform Comprehensive Program Review Comprehensive Program Review Training, March 2008 Kristina Kauffman, Associate.

Similar presentations


Presentation on theme: "Using Available Data and Analysis to Inform Comprehensive Program Review Comprehensive Program Review Training, March 2008 Kristina Kauffman, Associate."— Presentation transcript:

1 Using Available Data and Analysis to Inform Comprehensive Program Review Comprehensive Program Review Training, March 2008 Kristina Kauffman, Associate Vice Chancellor Institutional Effectiveness Comprehensive Program Review Training, March 2008 Kristina Kauffman, Associate Vice Chancellor Institutional Effectiveness

2 Data and Analysis Data –noun 1.a pl. of datum 2.(used with a plural verb ) individual facts, statistics, or items of information 3.(used with a singular verb ) a body of facts; information —Usage note Data is a plural of datum, which is originally a Latin noun meaning “something given.” Today, data is used in English both as a plural noun meaning “facts or pieces of information” (These data are described more fully elsewhere) and as a singular mass noun meaning “information”: Not much data is available on flood control in Brazil. It is almost always treated as a plural in scientific and academic writing. In other types of writing it is either singular or plural. The singular datum meaning “a piece of information” is now rare in all types of writing. In surveying and civil engineering, where datum has specialized senses, the plural form is datums.* Data for RCCD Program Review purposes = numbers *Dictionary.com Unabridged (v 1.1), Based on the Random House Unabridged Dictionary, © Random House, Inc. 2006. Data –noun 1.a pl. of datum 2.(used with a plural verb ) individual facts, statistics, or items of information 3.(used with a singular verb ) a body of facts; information —Usage note Data is a plural of datum, which is originally a Latin noun meaning “something given.” Today, data is used in English both as a plural noun meaning “facts or pieces of information” (These data are described more fully elsewhere) and as a singular mass noun meaning “information”: Not much data is available on flood control in Brazil. It is almost always treated as a plural in scientific and academic writing. In other types of writing it is either singular or plural. The singular datum meaning “a piece of information” is now rare in all types of writing. In surveying and civil engineering, where datum has specialized senses, the plural form is datums.* Data for RCCD Program Review purposes = numbers *Dictionary.com Unabridged (v 1.1), Based on the Random House Unabridged Dictionary, © Random House, Inc. 2006.

3 Data at RCCD Comes From Information Services (Rick Herman) Raw data from Datatel Reports organized around regular requests such as registration statistics Institutional Reporting (Raj Bajaj) Current term enrollments Current term FTES Distributions Current term assignments Scheduling patterns Institutional Research (David Torres) Past term(s) data including all in Institutional Reporting’s list above Information Services (Rick Herman) Raw data from Datatel Reports organized around regular requests such as registration statistics Institutional Reporting (Raj Bajaj) Current term enrollments Current term FTES Distributions Current term assignments Scheduling patterns Institutional Research (David Torres) Past term(s) data including all in Institutional Reporting’s list above

4 Information 1. knowledge communicated or received concerning a particular fact or circumstance; news: information concerning a crime. 2. knowledge gained through study, communication, research, instruction, etc.; factual data: His wealth of general information is amazing. 3. the act or fact of informing. 4. an office, station, service, or employee whose function is to provide information to the public: The ticket seller said to ask information for a timetable. 5. (in information theory) an indication of the number of possible choices of messages, expressible as the value of some monotonic function of the number of choices, usually the logarithm to the base 2. 6. Computers. a.important or useful facts obtained as output from a computer by means of processing input data with a program: Using the input data, we have come up with some significant new information. b.data at any stage of processing (input, output, storage, transmission, etc.).* Information for RCCD Program Review Purposes = Data in a meaningful context organized for decision making *Dictionary.com Unabridged (v 1.1), Based on the Random House Unabridged Dictionary, © Random House, Inc. 2006. Information 1. knowledge communicated or received concerning a particular fact or circumstance; news: information concerning a crime. 2. knowledge gained through study, communication, research, instruction, etc.; factual data: His wealth of general information is amazing. 3. the act or fact of informing. 4. an office, station, service, or employee whose function is to provide information to the public: The ticket seller said to ask information for a timetable. 5. (in information theory) an indication of the number of possible choices of messages, expressible as the value of some monotonic function of the number of choices, usually the logarithm to the base 2. 6. Computers. a.important or useful facts obtained as output from a computer by means of processing input data with a program: Using the input data, we have come up with some significant new information. b.data at any stage of processing (input, output, storage, transmission, etc.).* Information for RCCD Program Review Purposes = Data in a meaningful context organized for decision making *Dictionary.com Unabridged (v 1.1), Based on the Random House Unabridged Dictionary, © Random House, Inc. 2006.

5 Information at RCCD Comes From Institutional Reporting (Raj Bajaj) Summaries or organized reports about the current term Institutional Research (David Torres) Reports on Employment in the Region Summaries or organized reports about past terms Matriculation reports Reports on Student Engagement and/or satisfaction Institutional Effectiveness (Kristina Kauffman) Reports to the State, Federal Government and Accrediting Agencies Reports such as the McIntyre Environmental Scans Discipline Program Review Documents Information used to “lobby” administration Institutional Reporting (Raj Bajaj) Summaries or organized reports about the current term Institutional Research (David Torres) Reports on Employment in the Region Summaries or organized reports about past terms Matriculation reports Reports on Student Engagement and/or satisfaction Institutional Effectiveness (Kristina Kauffman) Reports to the State, Federal Government and Accrediting Agencies Reports such as the McIntyre Environmental Scans Discipline Program Review Documents Information used to “lobby” administration

6 Analysis 1. a method of studying the nature of something or of determining its essential features and their relations: the grammatical analysis of a sentence. 2. a presentation, usually in writing, of the results of this process: The paper published an analysis of the political situation. 3. a philosophical method of exhibiting complex concepts or propositions as compounds or functions of more basic ones.* Analysis for RCCD Program Review Purposes = Projections or qualitative observations often resulting in recommendations aligned with the college mission, community need or transfer requirements *Dictionary.com Unabridged (v 1.1), Based on the Random House Unabridged Dictionary, © Random House, Inc. 2006. Analysis 1. a method of studying the nature of something or of determining its essential features and their relations: the grammatical analysis of a sentence. 2. a presentation, usually in writing, of the results of this process: The paper published an analysis of the political situation. 3. a philosophical method of exhibiting complex concepts or propositions as compounds or functions of more basic ones.* Analysis for RCCD Program Review Purposes = Projections or qualitative observations often resulting in recommendations aligned with the college mission, community need or transfer requirements *Dictionary.com Unabridged (v 1.1), Based on the Random House Unabridged Dictionary, © Random House, Inc. 2006.

7 Analysis in RCCD program review documents comes from: Institutional Research (David Torres) Employment projections Institutional Effectiveness (Kristina Kauffman) Scenarios such as those found in the McIntyre Report Statewide and local economic and demographic projections Analysis of trends in Education law and politics Analysis of trends in Accreditation requirements Units undergoing Program Review (you) Each unit must determine for itself which data, information and the analysis from other respected sources is relevant for its review. Ultimately the unit must prepare its own analysis of its unit and its future as a capstone to data, information and analysis provided by others. Units are not expected to generate their own data or information, but they are expected to be able to identify additional data or information needs and advise Institutional Effectiveness and Institutional Research of those needs. As resources permit units will be provided with data and information or Institutional Effectiveness and Institutional Research will collaborate with units in collection of data. Institutional Research (David Torres) Employment projections Institutional Effectiveness (Kristina Kauffman) Scenarios such as those found in the McIntyre Report Statewide and local economic and demographic projections Analysis of trends in Education law and politics Analysis of trends in Accreditation requirements Units undergoing Program Review (you) Each unit must determine for itself which data, information and the analysis from other respected sources is relevant for its review. Ultimately the unit must prepare its own analysis of its unit and its future as a capstone to data, information and analysis provided by others. Units are not expected to generate their own data or information, but they are expected to be able to identify additional data or information needs and advise Institutional Effectiveness and Institutional Research of those needs. As resources permit units will be provided with data and information or Institutional Effectiveness and Institutional Research will collaborate with units in collection of data.

8 External Documents Containing Important Considerations Units May Wish to Include in Their Analysis http://www.ppic.org/main/ca2025.asp http://www.ppic.org/main/ca2025.asp 2025 Report: http://www.ppic.org/main/ca2025.asp http://www.ppic.org/main/ca2025.asp http://creativeclass.com/rfcgdb/articles/University_andthe_Crea tive_Economy.pdf http://creativeclass.com/rfcgdb/articles/University_andthe_Crea tive_Economy.pdf The University and the Creative Economy: http://creativeclass.com/rfcgdb/articles/University_andthe_Crea tive_Economy.pdf http://creativeclass.com/rfcgdb/articles/University_andthe_Crea tive_Economy.pdf http://www.fas.harvard.edu/~secfas/General_Education_Final_ Report.pdf http://www.fas.harvard.edu/~secfas/General_Education_Final_ Report.pdf Report of the Task Force on General Education at Harvard: http://www.fas.harvard.edu/~secfas/General_Education_Final_ Report.pdf http://www.fas.harvard.edu/~secfas/General_Education_Final_ Report.pdf http://www.cccbsi.org/Websites/basicskills/Files/Content/83979/Lit_Re view_Student_Success.pdf http://www.cccbsi.org/Websites/basicskills/Files/Content/83979/Lit_Re view_Student_Success.pdf Basic Skills Report: http://www.cccbsi.org/Websites/basicskills/Files/Content/83979/Lit_Re view_Student_Success.pdf http://www.cccbsi.org/Websites/basicskills/Files/Content/83979/Lit_Re view_Student_Success.pdf http://www.ppic.org/main/ca2025.asp http://www.ppic.org/main/ca2025.asp 2025 Report: http://www.ppic.org/main/ca2025.asp http://www.ppic.org/main/ca2025.asp http://creativeclass.com/rfcgdb/articles/University_andthe_Crea tive_Economy.pdf http://creativeclass.com/rfcgdb/articles/University_andthe_Crea tive_Economy.pdf The University and the Creative Economy: http://creativeclass.com/rfcgdb/articles/University_andthe_Crea tive_Economy.pdf http://creativeclass.com/rfcgdb/articles/University_andthe_Crea tive_Economy.pdf http://www.fas.harvard.edu/~secfas/General_Education_Final_ Report.pdf http://www.fas.harvard.edu/~secfas/General_Education_Final_ Report.pdf Report of the Task Force on General Education at Harvard: http://www.fas.harvard.edu/~secfas/General_Education_Final_ Report.pdf http://www.fas.harvard.edu/~secfas/General_Education_Final_ Report.pdf http://www.cccbsi.org/Websites/basicskills/Files/Content/83979/Lit_Re view_Student_Success.pdf http://www.cccbsi.org/Websites/basicskills/Files/Content/83979/Lit_Re view_Student_Success.pdf Basic Skills Report: http://www.cccbsi.org/Websites/basicskills/Files/Content/83979/Lit_Re view_Student_Success.pdf http://www.cccbsi.org/Websites/basicskills/Files/Content/83979/Lit_Re view_Student_Success.pdf

9 Key Points in 2025 Report Dramatic change in labor market Mismatch between skills needed and skills possessed by the population Demand for high skilled workers will require foreign immigration, unless educational changes occur in current residents By 2025 = 2 of every 5 jobs 41% will require a college degree (now less than 1/3) Dramatic change in labor market Mismatch between skills needed and skills possessed by the population Demand for high skilled workers will require foreign immigration, unless educational changes occur in current residents By 2025 = 2 of every 5 jobs 41% will require a college degree (now less than 1/3)

10 Key Points in The University and the Creative Economy Increased need to transfer research to industry 3 T’s Technology: Universities are on the cutting edge Talent: Drawn to the University and the surrounding community Tolerance: culture of meritocracy with openness to difference and eccentricity Riverside ranks 24 th in nation in licensing income per faculty and university generated spin off companies Are we tapping into this potential for our students? Increased need to transfer research to industry 3 T’s Technology: Universities are on the cutting edge Talent: Drawn to the University and the surrounding community Tolerance: culture of meritocracy with openness to difference and eccentricity Riverside ranks 24 th in nation in licensing income per faculty and university generated spin off companies Are we tapping into this potential for our students?

11 Key Points in Report of Task Force on General Education at Harvard “ambition of the program of ge… is to enable undergraduates to put all the learning… outside as well as inside the classroom, in the context of the people they will be and the lives they will lead after college.” Harvard education is liberal education - spirit of free inquiry undertaken without concern for topical relevance or vocational utility Heightens students’ awareness of the human and natural worlds Results in student who are more reflective about their beliefs and choices self-conscious and critical of their presuppositions and motivations, creative problem solving, perceptive of the world around them Ultimately able to inform themselves about the issues that arise in their lives, personally, professionally, and socially. “ambition of the program of ge… is to enable undergraduates to put all the learning… outside as well as inside the classroom, in the context of the people they will be and the lives they will lead after college.” Harvard education is liberal education - spirit of free inquiry undertaken without concern for topical relevance or vocational utility Heightens students’ awareness of the human and natural worlds Results in student who are more reflective about their beliefs and choices self-conscious and critical of their presuppositions and motivations, creative problem solving, perceptive of the world around them Ultimately able to inform themselves about the issues that arise in their lives, personally, professionally, and socially.

12 Harvard, con’t GE Goals to prepare students: for civic engagement to understand themselves as products of – and participants in – traditions of art, ideas and values to respond critically and constructively to change Understand the ethical dimensions of what they say and do GE Goals to prepare students: for civic engagement to understand themselves as products of – and participants in – traditions of art, ideas and values to respond critically and constructively to change Understand the ethical dimensions of what they say and do

13 Harvard, con’t Courses in Categories Aesthetic and Interpretive Understanding Culture and Belief Empirical Reasoning Ethical Reasoning Science of Living Systems Science of the Physical Universe Societies of the World The United States in the World Courses in Categories Aesthetic and Interpretive Understanding Culture and Belief Empirical Reasoning Ethical Reasoning Science of Living Systems Science of the Physical Universe Societies of the World The United States in the World

14 Harvard, con’t Pedagogy Strive for interactive Better retention of learning through concrete exercises accomplishment of specific tasks creation of actual objects out-of-classroom experiences Activity-Based Learning Initiative Pedagogy Strive for interactive Better retention of learning through concrete exercises accomplishment of specific tasks creation of actual objects out-of-classroom experiences Activity-Based Learning Initiative

15 Key Points in Basic Skills Report Review of literature and effective practices Self assessment tool for colleges Cost revenue model for development education Review of literature and effective practices Self assessment tool for colleges Cost revenue model for development education

16 Basic Skills, con’t Selected Examples of Effective Practices Organizational and Administrative Practices A.1 Developmental education is a clearly stated institutional priority. A.3 The developmental education program is centralized or highly coordinated. A.4 Institutional policies facilitate student completion of necessary developmental coursework as early as possible in the educational sequence. A.5 A comprehensive system of support services exists, characterized by a high degree of integration among academic and student support services. Program Components B.1 Orientation, assessment, and placement are mandatory for all new students. B.3 Counseling support provided is substantial, accessible, and integrated Organizational and Administrative Practices A.1 Developmental education is a clearly stated institutional priority. A.3 The developmental education program is centralized or highly coordinated. A.4 Institutional policies facilitate student completion of necessary developmental coursework as early as possible in the educational sequence. A.5 A comprehensive system of support services exists, characterized by a high degree of integration among academic and student support services. Program Components B.1 Orientation, assessment, and placement are mandatory for all new students. B.3 Counseling support provided is substantial, accessible, and integrated

17 Basic Skills (con’t) Staff Development C.2 The faculty play a primary role in needs assessment, planning, and implementation of staff development programs and activities C.4 Staff development opportunities are flexible, varied, and responsive C.5 Faculty development is clearly connected to intrinsic and extrinsic faculty reward structures. Instructional Practices D.1 Sound principles of learning theory are applied in the design/delivery of courses in the developmental program. D.3 The developmental education program addresses holistic development of all aspects of the student - social and emotional development as well as cognitive growth. D.7 Programs align entry/exit skills among levels and link course content to college-level performance requirements. Staff Development C.2 The faculty play a primary role in needs assessment, planning, and implementation of staff development programs and activities C.4 Staff development opportunities are flexible, varied, and responsive C.5 Faculty development is clearly connected to intrinsic and extrinsic faculty reward structures. Instructional Practices D.1 Sound principles of learning theory are applied in the design/delivery of courses in the developmental program. D.3 The developmental education program addresses holistic development of all aspects of the student - social and emotional development as well as cognitive growth. D.7 Programs align entry/exit skills among levels and link course content to college-level performance requirements.

18 Internal Documents Containing Important Analysis http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effectiven ess/CCSEQ%20Report%20compiled.doc http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effectiven ess/CCSEQ%20Report%20compiled.doc CCSEQ: http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effectiven ess/CCSEQ%20Report%20compiled.doc http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effectiven ess/CCSEQ%20Report%20compiled.doc McIntyre Reports: http://www.rcc.edu/administration/academicaffairs/effectiveness/s p_docs/ScanExtCondsRCCDFinal.pdf http://www.rcc.edu/administration/academicaffairs/effectiveness/s p_docs/ScanExtCondsRCCDFinal.pdf External Scan 2007: http://www.rcc.edu/administration/academicaffairs/effectiveness/s p_docs/ScanExtCondsRCCDFinal.pdf http://www.rcc.edu/administration/academicaffairs/effectiveness/s p_docs/ScanExtCondsRCCDFinal.pdf http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effecti veness/IntScan.pdf http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effecti veness/IntScan.pdf Internal Scan 2007: http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effecti veness/IntScan.pdf http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effecti veness/IntScan.pdf http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effecti veness/Scenarios.pdf http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effecti veness/Scenarios.pdf Scenarios 2007: http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effecti veness/Scenarios.pdf http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effecti veness/Scenarios.pdf Educational Master Plans http://morenovalley.maasco.com/clients_morenovalley.asp http://morenovalley.maasco.com/clients_morenovalley.asp Moreno Valley: http://morenovalley.maasco.com/clients_morenovalley.asp http://morenovalley.maasco.com/clients_morenovalley.asp http://www.rcc.edu/norco/files/NorcoCollegeEMP.pdf http://www.rcc.edu/norco/files/NorcoCollegeEMP.pdf Norco: http://www.rcc.edu/norco/files/NorcoCollegeEMP.pdfhttp://www.rcc.edu/norco/files/NorcoCollegeEMP.pdf http://www.maasco.com/clients_riverside.asp http://www.maasco.com/clients_riverside.asp Riverside: http://www.maasco.com/clients_riverside.asphttp://www.maasco.com/clients_riverside.asp http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effectiven ess/CCSEQ%20Report%20compiled.doc http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effectiven ess/CCSEQ%20Report%20compiled.doc CCSEQ: http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effectiven ess/CCSEQ%20Report%20compiled.doc http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effectiven ess/CCSEQ%20Report%20compiled.doc McIntyre Reports: http://www.rcc.edu/administration/academicaffairs/effectiveness/s p_docs/ScanExtCondsRCCDFinal.pdf http://www.rcc.edu/administration/academicaffairs/effectiveness/s p_docs/ScanExtCondsRCCDFinal.pdf External Scan 2007: http://www.rcc.edu/administration/academicaffairs/effectiveness/s p_docs/ScanExtCondsRCCDFinal.pdf http://www.rcc.edu/administration/academicaffairs/effectiveness/s p_docs/ScanExtCondsRCCDFinal.pdf http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effecti veness/IntScan.pdf http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effecti veness/IntScan.pdf Internal Scan 2007: http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effecti veness/IntScan.pdf http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effecti veness/IntScan.pdf http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effecti veness/Scenarios.pdf http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effecti veness/Scenarios.pdf Scenarios 2007: http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effecti veness/Scenarios.pdf http://www.rccdfaculty.net/pages/Evidence/Insitutional%20Effecti veness/Scenarios.pdf Educational Master Plans http://morenovalley.maasco.com/clients_morenovalley.asp http://morenovalley.maasco.com/clients_morenovalley.asp Moreno Valley: http://morenovalley.maasco.com/clients_morenovalley.asp http://morenovalley.maasco.com/clients_morenovalley.asp http://www.rcc.edu/norco/files/NorcoCollegeEMP.pdf http://www.rcc.edu/norco/files/NorcoCollegeEMP.pdf Norco: http://www.rcc.edu/norco/files/NorcoCollegeEMP.pdfhttp://www.rcc.edu/norco/files/NorcoCollegeEMP.pdf http://www.maasco.com/clients_riverside.asp http://www.maasco.com/clients_riverside.asp Riverside: http://www.maasco.com/clients_riverside.asphttp://www.maasco.com/clients_riverside.asp

19 Key Points in CCSEQ

20

21

22 Key Points in External Scan Robust area growth 4.1% annually Diverse service area Increasing number of HS graduates Environmental trends (water, energy, etc.) Transportation costs high Technology impacting learning Robust area growth 4.1% annually Diverse service area Increasing number of HS graduates Environmental trends (water, energy, etc.) Transportation costs high Technology impacting learning

23 Key Points in External Scan (con’t) Job growth in region

24 External Scan (con’t) Recent Trends in Education Shift from teaching to learning paradigms Longer-term education (with work) balanced with shorter-term job training Imparting knowledge and meaning, rather than just data and information Active, rather than passive, learning Cooperative or collaborative, rather than competitive, learning approaches. Shift from teaching to learning paradigms Longer-term education (with work) balanced with shorter-term job training Imparting knowledge and meaning, rather than just data and information Active, rather than passive, learning Cooperative or collaborative, rather than competitive, learning approaches.

25 Key Points in the Internal Scan Assessment of Fundamental Skills and needed preparation for success Transfer rates and success Retention patterns Trends in occupational programs compared to job openings Opportunities for Economic Development programs Market penetration and marketing concerns Assessment of district financial situation Assessment of Fundamental Skills and needed preparation for success Transfer rates and success Retention patterns Trends in occupational programs compared to job openings Opportunities for Economic Development programs Market penetration and marketing concerns Assessment of district financial situation

26 Key Points in Scenarios Potential enrollment and market penetration Relatively low market penetration now Students are sensitive to changes in the real cost of enrollment Enrollments are positively related to area unemployment (unless there is a fee hike) Enrollments are positively impacted by RCCD budget increases Enrollments are driven by population increases Changes in state funding significantly impacts RCCD Enrollments are negatively impacted to changes in enrollment fees at Cal State Norco and MV positively impact market penetration and enrollment Potential enrollment and market penetration Relatively low market penetration now Students are sensitive to changes in the real cost of enrollment Enrollments are positively related to area unemployment (unless there is a fee hike) Enrollments are positively impacted by RCCD budget increases Enrollments are driven by population increases Changes in state funding significantly impacts RCCD Enrollments are negatively impacted to changes in enrollment fees at Cal State Norco and MV positively impact market penetration and enrollment

27 Scenarios (con’t)

28

29 Use Data, Information and Analysis To… Understand where your discipline and its students are now Tie the future of your discipline and its students to needs/forces outside RCCD Anticipate the needs of your discipline Lobby effectively for the resources to meet those needs Participate in prioritization of resources Understand where your discipline and its students are now Tie the future of your discipline and its students to needs/forces outside RCCD Anticipate the needs of your discipline Lobby effectively for the resources to meet those needs Participate in prioritization of resources


Download ppt "Using Available Data and Analysis to Inform Comprehensive Program Review Comprehensive Program Review Training, March 2008 Kristina Kauffman, Associate."

Similar presentations


Ads by Google