The Instructional Program Review Narrative Report

1. College: Merritt Discipline, Department or Program: Child Development Date: 2/15/2010 Members of the Instructional Program Review Team: Dr. Stacy Thompson, Christine Olsen, Newt McDonald ______________________________________________________________________________ 2. Narrative Description of the Discipline, Department or Program:

Please provide a general statement of primary goals and objectives of the discipline, department or program. Include any unique characteristics, degrees and certificates the program or department currently offers, concerns or trends affecting the discipline, department or program, and any significant changes or needs anticipated in the next three years. The Merritt College Child Development Program prepares effective early care and education professionals to provide quality programs and services to children, families and the community. Classes prepare students to function in a variety of early care and education careers including family child care, center based care and other careers related to children and families. Perspectives on maturation, developmentally appropriate practices, and professional advancement within the early care and education field receive primary concentration. Current theory and research, cultural influences, practical applications and a supervised laboratory preschool experience are connected so students will discover their most effective and unique role with children. Courses are offered during the day, evenings and on weekends in order to meet the needs of our students. In addition to the associate in arts degree and 5 certificates in child development, the program offers flexibility to students with varying educational goals. It also provides learning opportunities for employees who wish to continue their education and upgrade their skills. Students completing the degree and/or certificate options meet the requirements mandated by state and local regulatory agencies One of the goals in the Early Care and Education Profession is to advance the education level of ECE providers. The statewide Curriculum Alignment Project is working with child development departments to design a common transfer degree from community colleges to state universities. By 2013, Headstart teachers must all have an A.A. to keep their teaching jobs. The Merritt Child Development Department is helping to meet these goals by collaborating with Alameda County

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First Five, local Early Childhood Education programs, local school districts, BANANAS Child Care Resource and Referral, and three Head Start Programs. ______________________________________________________________________________ 3. Curriculum: Is the curriculum current and effective? Have course outlines been updated within the last

three years? If not, what plans are in place to remedy this? The curriculum is current and effective and is reviewed annually with input from the child care advisory committee, industry representatives and child development faculty. Within the last three years, all core courses were updated and slos were incorporated into the course outlines. A schedule has been developed to update and incorporate slos into all active course outlines and/or deactivate all courses that are no longer relevant to the industry. Contract and adjunct faculty have developed a schedule to update and/or deactivate 1/3 of the course outlines each year to assure a three year review cycle. This schedule has been sent to the Division 1 Dean and the Office of Instruction. This process began in Fall 2008-2009 and is currently on target (2008-2009: CHDEV 51, 52, 53, 54A, 54B, 55A, 74, 80, 76, 77, 78, 86, 87; 2009-2010: CHDEV 50, 55B, 56A, 56B, 58, 59, 65, 68, 84, 85, 220 series; 2010-2011: 60, 66, 67, 71, 72, 75,79, 83, 99, 246 Has your department conducted a curriculum review of course outlines? If not, what are the

plans to remedy this? Please see number 1(answer above).

What are the department’s plans for curriculum improvement (i.e., courses to be developed,

updated, enhanced, or deactivated)? Have prerequisites, co-requisites, and advisories been validated? Is the date of validation on the course outline?

Contract and adjunct faculty have developed a schedule to update and/or deactivate 1/3 of the course outlines each year to assure a three year review cycle. This schedule has been sent to the Division 1 Dean and the Office of Instruction. This process began in Fall 2009-2009 and is currently on target (2008-2009: CHDEV 51, 52, 53, 54A, 54B, 55A, 57A, 57B, 70, 74, 80, 76, 77, 78, 86, 87; 2009-2010: CHDEV 50, 55B, 56A, 56B, 58, 59, 65, 68, 84, 85, 220 series; 2010-2011: 60, 66, 67, 71, 72, 75,79, 83,84, 99, 246 During 2009-2010, we have deactivated all the CHDEV 48 classes and CHDEV 57A /B. We are currently developing on-line courses to better meet the needs of our students; the first course is offered Spring, 2010. Our plan is to develop and offer 1-2 on-line courses per semester.

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Budget considerations have been an integral part of our curriculum review and development process. There has been a significant reduction in the number of sections offered and some reduction in the number of courses we can offer. In an effort to support student needs, curriculum courses have been consolidated in some cases. For example, CHDEV 60, Children’s Literature is being combined with emergent reading and writing content. What steps has the department taken to incorporate student learning outcomes in the

curriculum? Are outcomes set for each course? If not, which courses do not have outcomes? Please see number 1(answer above). Describe the efforts to develop outcomes at the program level. In which ways do these

outcomes align with the institutional outcomes? We developed program outcomes and a program map that align with the institutional outcomes. We have attached this as an addendum. Priorities: Our priority is to offer a curriculum that meets industry, regulatory, credentialing, academic,

and professional requirements. Recommendations: To continue the development of on-line courses To complete the process of reviewing, updating, and incorporating SLOs into all course

outlines. To provide opportunities for adjunct participation in this process. To continue the alignment process between course, program and institutional outcomes. ______________________________________________________________________________ 4. Instruction: Describe effective and innovative strategies used by faculty to involve students in the

learning process. How has new technology been used by the department to improve student learning?

The pedagogy of the Child Development department is social-constructivism; the faculty applies this pedagogy in the classroom through reflective journal writing, case studies, site observations and assessment, classroom and curricular design projects, internships, shadowing, and practicum experiences. The Child Development Department is currently implementing strategies from Downing’s On-Course workshop to support student success and retention. We are also incorporating moodle shells into our teaching.

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The Child Development Department developed the Professional Providers Program and the Emergent Teacher Program. These programs are cohort programs for beginning and intermediate child development students with support for basic writing skills and professional skills. The goal is for students to successfully complete the coursework necessary for either an Associate Teacher permit or a Teacher permit. The Child Development department joins with other CTC programs/departments to offer certificates through the East Bay Career Academy. The program, funded by the Chancellor’s office of the California Community Colleges is housed in the CHDEV office complex, supports students through textbook loans, parking permits, food vouchers, and a cohort learning approach. In addition, the CDC Works! program supports TANF participants who are interested in a career in Child Development. The department is currently contracted with the Unity Council Headstart and Berkeley Albany Head Start to run a child development lab practicum at their work sites. The model we develop in this project can be a prototype to use in other Head Start programs. The Child Development Department is currently developing an on-line program of classes; we are offering CHDEV 51, Growth and Development, Spring 2010. We will develop another course for Fall 2011. The classrooms in the A building have outdated technology; this limits our ability to utilize technology to better need our student needs. How does the department maintain the integrity and consistency of academic standards

within the discipline? We include department policies for student conduct and academic standards in all course syllabi. We distribute the Faculty Handbook and the Student Behavioral Procedure Manual to all contract and adjunct faculty at a department meeting at the beginning of each semester. College standards are enforced at the classroom level and in all department activities. Faculty members develop rubrics for class assignments so that college level standards are articulated and expected. Discuss the enrollment trends of your department. What is the student demand for specific

courses? How do you know? What do you think are the salient trends affecting enrollments? In 2007-2008, our enrollment declined due in part to a change in the ECC stipend program. Stipends had previously been awarded per completed class and are now awarded only for completed courses leading to an A.A. degree. As a result, our students became a positive enrollment factor in G.E. classes rather than in Child Development classes. Beginning Fall 2008, our enrollment grew (Fall 2008: 866; Spring 2009: 955) and has continued to grow in Fall 2009: 1074. Students are requesting (by phone, in person and by written requests to instructors and the chair) more on-line courses, an infant/toddler practicum, and a business/career class.

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The recession, tuition hikes and course schedule reductions in the CSU and UC systems and the State of California department of education policies regarding school age programs, the impending A.A. requirements for all Head Start teachers are the salient trends affecting enrollment. Are courses scheduled in a manner that meets student needs and demand? How do you

know?

Time and location considerations had been given to our class scheduling. Classes are scheduled to meet the needs of working students; the majority of classes are in the evening and on weekends. Classes in the community were established until reductions in our 1351 budget forced us to cut sections. Lab practicums are currently being offered at the worksite through contract education with two Headstart programs. This is an opportunity to develop an innovative solution for working students’ access to the lab practicum. To support our English language learners we created the Emergent Teacher Program(EMT); a learning cohort model with wrap around language skills support and Saturday and summer classes. To support our basic skills students, we developed the Professional Providers Program, a learning cohort model with study skills support, book vouchers and career counseling.

The East Bay Career Advancement Academy (EBCAA) is a basic-skills program designed to increase performance levels in reading, writing and math. Students receive assistance with registration, financial aid, counseling and other services. Through the Academy’s community partners, students can find referrals for transportation, career assessment and other services. The Child Development Department has partnered with EBCAA to offer a certificate program in Early Intervention.

In addition, there is the Alameda County CARES program that gives career and permit planning and stipends for completing courses toward an A.A. degree in Child Development. On a state level, the Child Development Training Consortium reimburses Child Development students who complete classes toward their Child Development Permit. CDC-TANF supports participants who want to pursue a career in Early Childhood Education. Recommendations and priorities:

To support our diverse students’ needs, to implement the department’s social constructivist

pedagogy in our classroom practices, and to maintain the integrity and consistency of academic standards within the discipline.

To incorporate On-Course teaching strategies to strengthen our learning community and build a meaningful context for our diverse student body.

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To work closely with our advisory group and the Peralta College District grants administrator to strengthen our current CHDEV/agency partnerships and to identify potential partners.

______________________________________________________________________________

5. Student Success: Describe student retention and program completion (degrees, certificates, persistence rates) trends in the department. What initiatives can the department take to improve retention and completion rates? From 2005-2008, the Child Development Department awarded 116 A.A. degrees in Child Development. In the same time period, the department awarded 213 Assistant Teacher Certificates, 175 Associate Teacher Certificates, 12 Violence Intervention Certificates and 93 Full Certificates.

Student Retention Rate Students who do not withdraw or drop

by Ethnicity

Ethnicity Baseline

Fall 04-07 Fall 08

Asian 83% 87% (220) 

African American 67% 67% (274) 

Filipino 92% 88% (8) 

Hispanic/Latino 75% 82% (222) 

Native American 78% 75% (4) 

Other 72% 75% (16) 

White 80% 76% (80) 

Unknown 73% 79% (56) 

Child Dev Average 75% 77% (870) 

College Average Fall 2008: 72%  ..

Student Retention Rate: Gender

Gender Baseline

Fall 04-07

Fall 08 Male 79% 74% (284)

Female 77% 75% (474) Not Supplied 80% 65% (49)

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Analysis

1. If your disciplines retention rate is beneath the colleges rate, then why? NA

2. If your retention rate is below the college rate, then what are you doing to increase retention? NA

3. If your retention rate is above the college’s rate do you have any best practices to share?

Best practices include:

A high level of coordination at the department level between ancillary programs; The accessibility to basic skills and ELL support for students who need it, The identification and availability of financial support mentioned in the instructional

sections and the emphasis on professional communication between faculty/college and service providers.

The scheduling of classes and Child Development support services, faculty, and staff to meet working student needs.

Effective use of work study students Emphasizing a sense of community both on campus and off campus, between faculty,

students and service providers.

.

Student Course Completion Rate (SCCR) Students who receive grades A, B, C or Credit

by Ethnicity

Ethnicity Baseline

Fall 04-07

Fall 08 Asian 86.5% 90%

African American 62.5% 69% Filipino 85% 100%

Hispanic/Latino 77% 86% Native American 84% 100%

Other 81% 67% White 82% 95%

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Unknown 79% 80% Child Dev Average 75% 83%

College Average Fall 2008: 60% ….

Student Successful Course Completion Rate (SCCR) by Gender

Gender Baseline

Fall 04-07

Fall 08 Male 68% 71% (39)

Female 75% 84% (767) Not Supplied 59% 56% (64)

Analysis

1. If your disciplines successful course completion rate (SCCR) is beneath the college’s rate, then why? NA

2. If your sccr is below the college rate, then what are you doing to increase it? NA

3. If your sccr is above the college’s rate do you have any best practices to share?

Best practices include:

A high level of coordination at the department level between ancillary programs. The accessibility to basic skills and ELL support for students who need it, The identification and availability of financial support mentioned in the

instructional sections, and the emphasis on professional communication between faculty/college and service providers.

The scheduling and Child Development support services, faculty and staff to meet working student needs.

Effective use of work study students Emphasizing a sense of community both on campus and off campus between

faculty, students and service providers. An emphasis on building relationships and identifying personal needs.

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What are the key needs of students that affect their learning? What services are needed for these students to improve their learning? Describe the department’s efforts to access these services. What are your department’s instructional support needs?

Student Needs Services Department Efforts Department Needs Basic Skills Tutoring Professional

Providers Program Continued funding

Professional Skill Development

Internships, practicum, on site training Professional development opportunities

Mentor Program Case Studies Site Placements Lab Practicum CDC TANF Program

Continued funding

ESL Multilingual faculty Bilingual classes Bilingual materials

Bilingual staffing and services in various languages Emergent Teacher Program

Further recruitment

Financial Support Tuition Reimbursement Book loans Food vouchers Parking permits Bus passes

East Bay Career Advancement Academy Professional Providers Program CDC TANF CDTC reimbursement ECC CORE program

Continued funding

Child Development Academic and Career planning

Counseling and advising Permit application support

ECC Core program CDTC permit program

Continued funding

Professional Networking

Learning cohorts Department sponsored activities

Family Day Reunion Lab School Graduation

Financial resources A streamlined invoicing process

Describe the department’s effort to assess student learning at the course level. Describe the efforts to assess student learning at the program level. In which ways has the department used student learning assessment results for improvement?

Assessment at the course level is done through tests & quizzes, case studies, observational assignments, design projects, oral presentations, rubrics for academic and professional work

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skills. Learning outcomes at the program level are assessed by the student’s ability to integrate course content by implementing/applying it to academic and professional activities. The department has informally assessed student learning outcomes; we are beginning to formalize these ongoing conversations at a department level. Recommendations and priorities.

Continued development of SLOs

Closing the assessment loop through formal review of student work with colleagues using the SLO Template provided in the appendix

Continued involvement with the Curriculum Alignment project to create a statewide

transfer pathway for Child Development students from the community colleges to the CSU system.

_____________________________________________________________________________ 6. Human and Physical Resources (including equipment and facilities) Describe your current level of staff, including full-time and part-time faculty, classified

staff, and other categories of employment.

The Child Development Department currently has two full time and fifteen part time faculty; one .5 (20 hours per week) classified instructional aid attached to the lab school. For the 2009-2010 academic year, the department has three student assistant and one .5 tutor/lab assistant.

. Describe your current utilization of facilities and equipment. The Child Development Department currently utilizes 3-4 classrooms plus the lab practicum classroom and seminar room in the A building for a day, evening, and Saturday program. There is a Child Development Resource room, A109, where the Professional Development Coordinator (funded by Alameda County Every Child Counts) and the Child Development tutoring program is located. In addition, there is a Child Development Office with three smaller offices (which currently house the Professional Providers Program, the East Bay Career Academy and contract faculty). Over the past three years there have been 5 to 6 sections of Child Development classes per semester taught in the community at 6 different agencies/preschools to better meet the needs of our students. Due to the current budget constraints, these community classes have been cut. For the 2009-2010, community Child Development classes are limited to three agencies.

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Are the human and physical resources, including equipment and location, adequate for all the courses offered by your department (or program)? What are your key staffing and facilities needs for the next three years? Why? The physical resources currently available to the Child Development department are inadequate. Immediate steps need to be taken to improve the lighting, ventilation and heating in some of the Child Development lecture rooms in the A building. New desks and tables need to be purchased; the classroom furniture is an odd assortment of old tables and desks which do not meet the physical/academic needs of the Merritt students. The human resources currently available to the Child Development department are inadequate. Over the past three years we have lost two contract positions due to the retirement of Dr. Cynthia Whitfield and the transfer of Dr. Stacy Thompson to an administrative position. Our enrollment is growing and we are expanding our community partnerships through contract education. An additional two full time faculty will give us the consistency of full time instruction to support our expanded partnerships, develop curriculum and best meet the student needs. Recommendations and priorities.

Replace the 2 contract positions lost to the retirement of Dr. Cynthia Whitfield and transfer of Dr. Stacy Thompson to administrative position of Division 1 Dean

Provide technical equipment/support for the technical/media needs of the department and prompt repair of technical and AV equipment.

Purchase new tables and desks for classrooms A137, A139, A106. Rebuild the Child Development Web page and its links to the Merritt College Web Page. Hire a department researcher to follow-up with the placement of Child Development

Department graduates. Institute emergency/disaster preparedness and response training, needs and supplies for

the lab school and all instructors. ______________________________________________________________________________ 7. Community Outreach and Articulation For vocational programs: Describe the department’s connection with industry. Is there an Advisory Board or Advisory

Committee for the program? If so, how often does it meet? Is the program adequately preparing students for careers in the field? How do you know?

There is an Advisory Committee composed of representative from various sectors of the industry, faculty, students, and other interested parties. The Advisory Committee meets twice a year; once in the Fall semester and once in the Spring semester. Information is shared about agency and

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organizational activities, current industry needs, academic programs, agency, student and program needs and other Early Care and Education related issues. The program is adequately preparing students for the field based on the concerns, requirements and interests articulated by the Advisory Committee. Advisory committee members are encouraged to communicate any concern/issues, developments to the Child Development Department chair throughout the year. Have students completing the program attained a foundation of technical and career skills?

How do you know? What are the completion rates in your program? The Advisory is a primary vehicle for program review and development to assure current industry needs. CHDEV 55A and 55B is the capstone class of the Child Development program. The culminating experiences, professional work skills, and final are used to assess the students technical and career skills. The Child Development average completion rate Fall 04-07 is 75%; Fall 08 the completion rate is 83%. This is 15-23% higher than the college average during the same time period (see chart below).

Student Course Completion Rate (SCCR) Students who receive grades A, B, C or Credit

by Ethnicity

Ethnicity Baseline

Fall 04-07

Fall 08 Asian 86.5% 90%

African American 62.5% 69% Filipino 85% 100%

Hispanic/Latino 77% 86% Native American 84% 100%

Other 81% 67% White 82% 95%

Unknown 79% 80% Child Dev Average 75% 83%

College Average Fall 2008: 60% ….

Student Successful Course Completion Rate (SCCR) by Gender

Gender Baseline

Fall 04-07

Fall 08 Male 68% 71% (39)

Female 75% 84% (767)

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Not Supplied 59% 56% (64) What are the employment placement rates? Include a description of job titles and salaries.

What is the relationship between completion rates and employment rates? N/A What industry trends are most critical for the future viability of the program? How do you

know? What are the implications of these trends for curriculum development and improvement?

The most critical industry trends are state policies and regulations, federal and state funding for Child Development programs, economic and demographic trends, and local support and resources, i.e. Alameda County Every Child Counts. We know from Advisory Committee input, professional networking, and professional development activities. Curriculum is reviewed, modified and developed based on identified needs, changes in regulations, and requests from the Advisory Committee, community input and industry. For transfer programs: Describe the department’s efforts in meeting with and collaborating with local 4-year

institutions. Is the program adequately preparing students for upper division course work? How do you know?

Our Child Development Department was one of the founding members of the Curriculum Alignment Project which began in 2003. This is a statewide effort among Child Development Departments at the community college and CSU system to develop a transfer path from community colleges to participating CSU departments. Faculty from over 60 campuses worked collaboratively to create the lower division 8; a 24 unit transfer package that would allow students to take lower division core courses in Child Development and then transfer as a junior in Child Development to a participating CSU. For all instructional programs: Describe the department’s effort to ensure that the curriculum responds to the needs of the constituencies that it serves. The curriculum is current and effective and is reviewed annually with input from the child care advisory committee, industry representatives and child development faculty. There is an Advisory Committee composed of representative from various sectors of the industry, faculty, students, and other interested parties. The Advisory Committee meets twice a year; once in the Fall semester and once in the Spring semester. Information is shared about

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agency and organizational activities, current industry needs, academic programs, agency, student and program needs and other Early Care and Education related issues. Recommendations and priorities.

Continue our relationship with the Advisory committee

Continue our best practices and present funding level of ancillary support programs so

that our students receive the support they need to complete the Child Development program. A high level of coordination at the department level between ancillary programs.

The accessibility to basic skills and ELL support for students who need it,

The identification and availability of financial support mentioned in the instructional

sections, and the emphasis on professional communication between faculty/college and service providers

Continued involvement with the Curriculum Alignment project to create a statewide

transfer pathway for Child Development students from the community colleges to the CSU system

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Checklist of Tasks

1. The Office of Instruction at each College will establish the schedule for completion of the Instructional Program Review at the beginning of the academic year or the semester in which the Instructional Program Review will occur. The schedule will include a timeline and deadlines for completion. 2. The Division Dean, in conjunction with the Department Chair (or lead faculty in the

discipline) will assemble the Instructional Program Review Team.

3. The Instructional Program Review Team will review and analyze the Core Data Elements.

4. The Instructional Program Review Team will assemble and review the course outlines.

5. The Instructional Program Review Team will complete the Instructional Program Review

Narrative Report.

6. The Instructional Program Review Chair will submit the narrative report, electronically, to the Division Dean. The Dean will review the report and forward it the Vice President of Instruction at the College.

7. The Instructional Program Review Chair will share the recommendations and priorities

with the other Colleges that have completed a comparable disciplinary program review at District-wide disciplinary meetings.

8. The Instructional Program Review Team will develop an action plan based upon the

recommendations and priorities from the Instructional Program Review that feeds directly into the College’s integrated planning process.

9. The Vice President of Instruction will compile a summary of recommendations and

priorities from all the Instructional Program Review Narrative Reports and submit the summary to the College President, the College’s planning and/or budget committees (if applicable), and the Vice Chancellor of Educational Services.

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Definitions

Department/Program: For the purpose of the Instructional Program Review, a department/program is defined as a course or series of courses which share a common Taxonomy of Programs (TOP) number at the four digit level of specificity. TOP is a classification system for academic programs in the California Community Colleges. FTEF (Full Time Equivalent Faculty): Also known as load equivalency. A full-time instructor teaching 15 lecture hours per week = 1.0 FTEF. One lecture hour = 50 minute instructional period. One lab hour = .8 of one lecture hour equivalent. FTES (Full Time Equivalent Student): This unit is used as the basis for computation of state support for California Community Colleges. One student attending 15 hours a week for 35 weeks (one academic year) generates 1 FTES. To approximate the FTES generated by a 17.5 week semester class use the formula: WSCH (Weekly Student Contact Hours from the census) / 525 x 17.5 = FTES The WSCH of “contact hour” is the basic unit of attendance for computing FTES. It is a period of not less than 50 minutes of scheduled instruction. For example, a class of 40 students meeting 3 hours per week generates 120 WSCH. To figure the FTES for the class, the formula yields: 120 / 525 x 17.5 = 4.0 FTES FTES/FTEF: The ratio of full-time equivalent students to full-time equivalent instructors. Persistence: The percent of students who attend one semester and then attend the subsequent semester (fall and spring semesters). Retention: After the first census, the percent of students earning any grade but a “W” in a course or series of courses. To figure retention for a class, subtract the “W”s from the total enrollment and divide the number by the total enrollment. Student Learning Outcomes: The desired knowledge, skills, abilities, and attitude that a student attains as a result of engagement in a particular set of collegiate/academic experiences.

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Appendices

Instructional Program Review Resource Needs Reporting Template

Division: 1

Department/Program: Child Development

Contact: Christine Olsen

Item Identified in Program Review (justification)

Human Resources (Staffing)

Physical Resources (Facilities)

Technology and/or Equipment

Supplies Budget Curriculum

The human resources currently available to the Child Development department are inadequate. Our enrollment is growing and we are expanding our community partnerships through contract education. An additional two full time faculty will give us the consistency of full time instruction to support our expanded partnerships,

Replace the 2 contract positions lost to the retirement of Dr. Cynthia Whitfield and transfer of Dr. Stacy Thompson to administrative position of Division 1 Dean

The physical resources currently available to the Child Development department are inadequate. Immediate steps need to be taken to improve the lighting, ventilation and heating in some of the Child Development lecture rooms in the A building

Provide technical equipment/support for the technical/media needs of the department and prompt repair of technical and AV equipment.

A

develop curriculum and best meet the student needs. Hire a department

researcher to follow-up with the placement of Child Development Department graduates.

Rebuild the Child Development Web page and its links to the Merritt College Web Page.

B

Integrated Planning Template Division:

Department/Program:

Contact:

Strategic Direction __: Institutional Goal ___:

Objective:

Priority:

Activities/Tasks Responsibility Lead person(s)

Resources Timeline Comments College Planning Link(s) *

1.

2.

3.

4.

5.

CC

*College Planning Links: Budget Committee Facilities Committee

C

Technology Committee Curriculum Committee Learning Assessment (SLO) Committee

Student Learning Outcomes Reporting Template (Course Level Outcomes)

Division: Department/Program:

Course:

Contact:

Student Learning Outcome

Outcome Measure Definition of Data (Sample/Population)

Method of Data Collection & Source

Expected Level of Performance

Actual Level of Performance

Plan of Action

D

E

Student Learning Outcomes Reporting Template

(Program Level Outcomes) Division: Department/Program:

Contact:

Student Learning Outcome

Outcome Measure Definition of Data (Sample/Population)

Method of Data Collection & Source

Expected Level of Performance

Actual Level of Performance

Plan of Action