1. Program Viability 2017 Curriculum Institute
Marie Boyd, Chaffey College
Julie Bruno, Sierra College
Jolena Grande, Cypress College
Session description:
The recent focus on the requirements of career technical education (CTE) programs to demonstrate biannually their efficacy to train students for employment and the implementation of incentive funding for CTE programs has also placed a stronger focus on viability of all programs throughout the college. Whether colleges are developing new programs or evaluating and updating existing ones, each college is required to have a program viability process that is both effective and collegial and addresses all types of programs. This session will provide participants with strategies to consider when reviewing programs using evidence-based analysis. (Effective Practices Strand)

2. Outcomes for this Session
Deliver the basics to create a Strategic and Efficient Program Discontinuance/Program Viability Process at your college
Provide new ideas to renew/refresh you’re your college’s Program Discontinuance/Program Viability Process
Introduce you to ASCCC’s Program Discontinuance: A Faculty Perspective White paper 0.pdf

3. Presentation Organization
Code, Statute and Accreditation Standards
Review of 2012 ASCCC White paper on program Discontinuance and the various categories of “program viability”
Program continuation
Program Suspension
Program Suspension Due to Dire Fiscal Emergency
Program Discontinuation
Interplay between Program Review and Program Discontinuation
Roles for Faculty, Administration, Classified and Governing Boards
Types of Evidence Used for Decision Making
Local Practices
Considerations and Cautions

4. Where Are We? Program discontinuance? Program Review?
Program viability?
Query the audience to see who is attending and where they are in terms of local processes

5. California Education Code 78016
(a) Every vocational or occupational training program offered by a community college district shall be reviewed every two years by the governing board of the district to ensure that each program, as demonstrated by the California Occupational Information System, including the State-Local Cooperative Labor Market Information Program established in Section of the Unemployment Insurance Code, or if this program is not available in the labor market area, other available sources of labor market information, does all of the following:
(1) Meets a documented labor market demand.
(2) Does not represent unnecessary duplication of other manpower training programs in the area.
(3) Is of demonstrated effectiveness as measured by the employment and completion success of its students.
(b) Any program that does not meet the requirements of subdivision (a) and the standards promulgated by the governing board shall be terminated within one year.
(c) The review process required by this section shall include the review and comments by the local Private Industry Council established pursuant to Division 8 (commencing with Section 15000) of the Unemployment Insurance Code, which review and comments shall occur prior to any decision by the appropriate governing body.
(d) This section shall apply to each program commenced subsequent to July 28, 1983.
(e) A written summary of the findings of each review shall be made available to the public.
(Amended by Stats. 1998, Ch. 365, Sec. 2. Effective January 1, 1999.)

6. Title 5 Section 51022
(a) Within six months of the formation of a community college district, the governing board shall adopt and carry out its policies for the establishment, modification, or discontinuance of courses or programs. Such policies shall incorporate statutory responsibilities regarding vocational or occupational training program review as specified in section of the Education Code.
(b) Within six months of the formation of a community college district, the governing board shall adopt and carry out its policies and procedures to provide that its courses and programs are articulated with proximate baccalaureate colleges and high schools.

7. Title 5 Section 55130
(d) An approval is effective until the program or implementation of the program is discontinued or modified in any substantial way. The Chancellor may evaluate an educational program, after its approval, on the basis of factors listed in this section. If on the basis of such an evaluation the Chancellor determines that an educational program should no longer be offered, the Chancellor may terminate the approval and determine the effective date of termination.
Additionally, Title 5 §55130 specifies that program approval “is effective until the program or implementation of the program is discontinued or modified in any substantial way.” This section also gives authority to the state Chancellor to evaluate periodically “an educational program, after its approval, on the basis of factors listed in this section. If on the basis of such an evaluation the Chancellor determines that an educational program should no longer be offered, the Chancellor may terminate the approval and determine the effective date of termination.” Among the factors that the Chancellor may use to evaluate a program are library and media center resources, availability of faculty, and availability of adequate or proposed financial support. Moreover, “the development, establishment and evaluation of an education program shall include representative faculty involvement.”

8. ACCJC Standard Language Regarding Program Review
Standard I C 5:
The institution regularly reviews institutional policies, procedures, and publications to assure integrity in all representations of its mission, programs, and services.
Standard II A 15:
When programs are eliminated or program requirements are significantly changed, the institution makes appropriate arrangements so that enrolled students may complete their education in a timely manner with a minimum of disruption.

9. White Paper - Standard Definition Program Continuation
Sometimes, after a careful consideration of the qualitative and quantitative evidence, a program which may have be recommended for discontinuance or suspension, is deemed stable and is allowed to continue.
Have metrics and benchmarks in place in order to make this determination!

10. White Paper - Standard Definition Program Suspension
Sometimes, after a careful consideration of the qualitative and quantitative evidence, a program may be recommended for suspension.
These programs are deemed viable enough to keep on the books, but for whatever reason, are not going to be actively promoted.
Consider this a “parking lot” for a program that you do not want to formally discontinue, but cannot, for whatever reason, continue to offer.

11. White Paper - Standard Definition Program Suspension Due to Dire Fiscal Emergencies
Sometimes after careful consideration of the qualitative and quantitative evidence, economic factors also enter the discussion, and programs that in more stable budget times might be seen as viable and vital might be endangered due to their cost to the college.
While faculty would not wish to consider discontinuing a seemingly healthy program, economic realities may force administrators and faculty to raise exactly such a possibility.

12. White Paper - Standard Definition Program Suspension Due to Dire Fiscal Emergencies
Be Pre-emptive! Economic Downturns will come!
Develop a plan for addressing a fiscal crisis that involves:
Students
Bargaining agents classified staff
Administrators
Become involved with Budget planning
Create metrics and plans for re-establishing programs in suspension due to fiscal emergencies

13. White Paper - Standard Definition Program Discontinuance
Sometimes, after:
a careful consideration of the qualitative and quantitative evidence
collegial consultation
review of nearby college’s similar programs
and labor market studies when applicable…
there is no other choice than to select program discontinuance.
Have a plan that covers all the bases.
Jolena:

14. White Paper - Program Review and Program Discontinuance
ASCCC recommendations:
Program discontinuance should be kept distinct from program review.
WHY?
Program Review Process = ongoing program improvement
Program discontinuance = raises broader institutional issues and questions, i.e., faculty reassignment and retreat rights
Does anyone have program review and program discontinuance in the same process?

15. Faculty Roles in Developing and Implementing Program Discontinuance Processes
To create a collegial process working through the local Academic Senate
To fulfill 10+1 responsibilities
To establish a consistent, data-driven, student-centered policy(ies)
To assist with programs for which there are no full time faculty

16. Classified Staff
Role to play on committees, i.e., standing committees involved in any program viability review, such as an “Educational Program Viability Committee”
Experience with Curriculum Inventory and Chancellor’s Office reviews and procedures
As an employee group, are part of the campus community
Responsible for working with chancellor's office on the curriculum side (for specialists)
Jolena’s slide :-)

17. Administrative Roles in Developing and Implementing Program Discontinuance Processes
To create a collegial process
To establish a routine program review schedule
To establish plans to strengthen and sustain programs
To establish plans of remediation for at-risk programs
To ensure all contractual and legal requirements impacting employees are met
To ensure all students’, enrolled in the program, needs are accommodated
To mitigate negative impacts as much as possible

18. Governing Board Roles in Developing and Implementing Program Discontinuance Processes
“...the decision to discontinue a program ultimately rests with the members of the governing board itself.”
decision needs to be based on a deliberative process that the board approved and that was developed through collegial consultation.
ensure that district planning documents and policies, which are integrally linked to effective program discontinuance processes, are approved and implemented.
Examples of such planning documents and policies include the district’s mission statement, strategic and other master plans, and policies regarding student access and success.
When the board makes the final decision to eliminate a program, the board members are responsible for responding to concerns from the community and upholding the collegial processes used to come to that conclusion.

19. Types of Evidence Which May Be Consulted - Quantitative
Enrollment trends over the past five years
Frequency of program course section offerings to assure reasonable availability for students to complete the program within a reasonable duration
Projected industry demand for the program
Retention or success rates of students over past five years
Term-to-term persistence (significantly below the college average or disciplinary norms) for those students in courses in the program over a sustained period of time
Extent to which the program is cost-effective relative to disciplinary norms and compared to similar programs at comparable institutions
Program completion rates over the past five years

20. Types of Evidence Which May Be Consulted - Quantitative
Success rates of students on industry, state, and national licensing exams
Student satisfaction as demonstrated through surveys with statistically significant results
Unavailability of transfer major or changes in transfer requirements at the program level (for transfer programs)
Insufficient physical resources (including facilities, equipment and supplies)
Changes in labor market demand and/or technology. (Analysis of demand for the program through the use of labor market information may result in curriculum modifications such as adding options for higher demand specialties)
Lack of available qualified program personnel
Accrediting agency recommendations
Failure to meet licensure requirements, state mandates, certification standards or accreditation requirements
Evidence regarding other Chaffey programs in similar circumstances not being evaluated under the EVPR process.

21. Types of Evidence Which May Be Consulted - Qualitative
Relation of the program to the college mission.
Relation of the program to Institutional Goals.
Breadth and balance of the college, school, departmental curriculum.
Development of the whole student.
Pedagogy of the discipline. (Are the methods, analyses, and techniques currently used appropriate and updated?)
Impact of the program suspension or discontinuance on students and student learning outcomes.
Potential for a disproportionate impact on college diversity.

22. Types of Evidence Which May Be Consulted - Qualitative
Quality and relevance of the program, which may include input from PSR, student evaluations, outside agencies, transfer institutions, local businesses and/or industry, and the community.
Ability of students to complete their degrees/certificates or to transfer. This includes maintaining rights of students as stipulated in the college catalog.
Levels of outside support and recognition (e.g., articulating colleges and universities, employing businesses or industries, program awards and commendations).
Ability of programs to meet the standards of outside accrediting agencies, licensing boards, and governing bodies.
Evidence regarding other Chaffey programs in similar circumstances not being evaluated under the EPVR process.
Existence or lack of similar programs at surrounding colleges.

23. So Again… Where Are We At?
Program Viability….
Program Vitality….
Program Continuation….
Program Re-vitalization….
Program Improvement….
Program Suspension….
Program Discontinuance….
SHARED GOVERNANCE…..
Julie: #

24. Local Processes & Criteria: Program Continuation
How does your college do this?
Local decision points - regardless of what the process is locally called
Occasionally, a program may be recommended for discontinuance or suspension, but upon careful consideration of the qualitative and quantitative evidence, it is the consensus that the program continue.
Course curriculum shall continue to be updated on the established and agreed upon timeframe.
Allocation of resources to support the program.
Program reviews continues on its regular schedule.
Local process example from Chaffey College (Marie’s campus)

25. Local Processes & Criteria: Program Revitalization
Upon careful consideration of the qualitative and quantitative evidence, it may be the consensus that the program continues with qualifications.
These may include, but not limited to specific interventions to improve a program’s viability.
i.e., a plan of action to enhance performance and effectiveness of an existing program, discipline or department. Such a plan for instance, may include professional development.
i.e., recommendation to restructure an existing program, discipline, or department for great effectiveness – joining smaller departments into one larger department, or splitting a large department into smaller programs.
Need to ask for audience input for examples and ways we may improve our local policies

26. Local Processes & Criteria: Program Suspension
Upon careful consideration of the qualitative and quantitative evidence, it may be the consensus that a program be temporarily suspended for asset period of time.
The reason and the length of time must be established through collegial consultation.
Temporary suspensions may be due to issues such as:
Safety issues
Equipment purchase update
Availability of qualified faculty
Regulatory suspension
Determine whether this program shall continue on with its regularly scheduled program review.

27. Local Processes & Criteria: Program Suspension Due to Dire Fiscal Emergencies
Upon careful consideration of the qualitative and quantitative evidence, it may be the consensus that a program that is viable under normal circumstances, but is threatened by a dire fiscal emergency, be placed on hold.
Fiscal benchmarks should be established for initiating the resumption of the program.
Determine whether this program shall continue on with its regularly scheduled program review.
Jolena’s slide :-)
Julie’s comment she made to CIOs last year - re: every program needs a full time faculty member (at least)
Need to address this into process for overall program viability, though this can be determined by local boards regardless
Need to have criteria established for bringing program back to previous level (full speed)

28. Local Processes & Criteria: Program Discontinuance
Upon careful consideration of the qualitative and quantitative evidence, it may be the consensus that a program be discontinued when it is not longer in the best interest of the college, its students, and the larger community for the program to continue.
A discontinuance recommendation should only be made after a serious attempt has been made to improve the program’s effectiveness and efficiency, and when it is clear that future efforts at remediation are not warranted.
Impact on other programs
Impact on student completion
Impact on faculty load
Impact on classified load
Need to review “teach out” requirements of accreditation and the impact on other programs

29. Processes & Criteria: Program Discontinuance
The following should be considered when recommending program discontinuance:
Impact of the program discontinuance on students, faculty, staff, and the community (including but not limited to local businesses, industries, colleges, and universities), including a discussion of the potential for a disproportionate impact on college diversity.
Recommendations as to how currently enrolled students may continue their program of study or a plan for students to meet their educational objectives through alternative means once the program is discontinued.
Detailed timeline for discontinuing the program with the least impact on students, faculty, staff and the community.
Plan for retraining and reassignment of program faculty and classified staff must also be addressed in accordance with the current collective bargaining agreements.

30. Cautions Class cancellations and other unintended consequences
Collective bargaining agreements
Do not combine program review with program discontinuation processes

31. Considerations Effects on Students Nimbleness of process
Establish timeframes
Impact on other programs
Impact on curriculum (as a whole)
Impact on similar programs at nearby colleges
Service to the community
Service to business and industry - Regional Issues
Local Senates leading the process for educational programs
Does this process include student services’ programs as well as instructional programs?
Make sure this is a collaborative process that includes all stakeholders

32. Thank you Marie Boyd marie.boyd@chaffey.edu
Julie Bruno
Jolena Grande