Discipline/Department Improvement Process (DIP) and Program Improvement Process (PIP) at WCC Monday, November 19, 2012

2011 Accreditation Recommendation #1 “…the evaluation committee recommends that the college take immediate steps to implement a regular, comprehensive, data-driven system of assessment of achievements of its programs and services.”

DIP and PIP Overview systematic data-driven informed by faculty and student feedback aligned with the strategic plan

Purpose of DIP/PIP To provide a meaningful college system for assessing and improving the effectiveness of our academic programs. DIP/PIP supports the following objectives and standards: WCC strategic plan objective 5.4: Continuous institutional improvement NWCCU accreditation standard 4.A.2: Program evaluation Perkins Act of 2006 SEC. 113(b): Accountability and data use

Definition of Program WCC defines a program as all or substantially all of a body of coursework leading to a degree or certificate.

Proposed 5-year cycle 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 Art, Art History, Graphic Design Developmental Education Anthropology Computer Information Systems  Accounting Chemistry Educational Planning Computer Science Education Biology Communication Studies English (Composition, Literature, Film, Journalism) Economics Geology Business Administration Cooperative Learning English as a Second Language – Academic (ESLA) Engineering History Early Childhood Education Criminal Justice Interdisciplinary Studies (IDS) Music, Dance, Drama Humanities Geography Hospitality and Tourism Mathematics Office Administration Learning Contracts Human Development Library Philosophy Paralegal Massage Practitioner Political Science Parent Education Nursing Physics Medical Assisting Sociology World Languages Physical Therapist Assistant Transitional Learning (ABE/ESL) Physical Education Visual Communications   Psychology

Data provided for “programs/ disciplines/departments” 1. Enrollment Data: 3-5 years worth of data Unduplicated headcount (Demographics: age, gender, ethnicity, economic status, PT/FT, disability status, employment status, Running Start) Student FTE Average class size Section fill rate Mode of learning distribution

Provided data 2. Staffing Data Faculty FTE Student/faculty ratio FT/PT ratio

Provided data 3. Student Success Data Course completion rates Graduation and retention rates (for degree / certificate programs only) Number of students earning a degree/certificate (for degree / certificate programs only)

Provided data 4. Student Satisfaction 5. Curriculum Eventually to be provided in the form of summarized student evaluations and graduate/alumni surveys. 5. Curriculum Learning outcomes progress and assessment Program accreditation, standards, or certification 6. Program Viability Budget Revenue sources Employment market analysis and wages

Program/Discipline/Dept Reflection Faculty will provide reflection on Enrollment Staffing Student Success Progress on learning outcomes Program/discipline/dept goals and next steps Articulation agreements, accreditation updates, etc.

Review Process and Timeline Early fall quarter: IR data and assessment information through spring quarter of the previous year will be available to prof-tech program coordinators and to academic transfer discipline/department leads Late fall quarter: Due date for program and discipline/dept responses Mid to late winter quarter: Due date for committee review of relevant data Late winter quarter: Due date for administrative review Mid spring quarter: Due date for administrative meeting with the program/discipline/dept faculty