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["Program","Program Information: ","Data Analysis: ","Critical Reflection of Assessment Activities:","Evaluation of Previous Plans: ","Planning"]
["ECE Comprehensive ","Summary: Satisfactory: Program mission very clearly aligns with the district mission as evidenced by transfer pathway opportunities for students with Cal Poly and opportunities for students to move directly into the workforce to meet local community demands. Reviewers would have liked to see more specific examples (e.g. how exactly did the dean, ECE faculty from DN campus, associate faculty, and CDC work together to maintain continuity in education and support students? How exactly does the Child Development Lab integrate hands-on-learning with theoretical coursework and how does it partner with local organizations?). The examples provided could have been more clearly tied to the district’s institutional goals or the EMP. ","Summary: Satisfactory: Reporting of data is complete and some comparative comments regarding program or discipline changes are present. Factors impacting student achievement and learning are clearly stated; student equity data is discussed briefly. Reviewers appreciated both the explanation of how CR’s ECE program is unique to the area in what it offers as well as the discussion of why fill rates might be low at different locations. However, there was an opportunity for more rigorous analysis of the available data: the summary of Section 2 is where authors could have done this analysis in the context of future planning or considered what sorts of additional data may have been beneficial for more thorough analysis.","Summary: Developing: Enough assessment activity is taking place such that the program can reflect on what it has learned and CORs are up to date, which is critical. There is an unclear connection between specific assessment, specific plans, and reassessment in order to determine effectiveness and improve performance of the metric and the program overall. Assessment explanations need more clarity. Reviewers appreciated the discussion of larger themes but the program authors should contact the assessment committee and coordinator to determine where any previous assessment data may be accessible (the program should also maintain its own records).","Summary: Satisfactory: An action may not have occurred but there is an explanation as to why the action was not completed. Program is clear that evaluation was not completed because (1) the lead faculty for ECE was on leave last year, (2) no funding or release time has been allocated for evaluation work, and (3) the work entailed was outside the scope of the CRFO contract. Program authors could have more thoroughly explained how evaluation of plan #2 was outside the scope of the CRFO contract. ","Summary: Exemplary: Very professionally written. Reviewers appreciated that the plans listed are indeed plans on how to improve the ECE program and are not simply resource requests. Planning actions are clearly based on specific assessment and/or student achievement data findings. Actions clearly show the expected impact on the program and student success and can be measured. Reviewers noted some ambiguity in plan #3 concerning what support associate faculty need “to perform their jobs more effectively.” "]
["Humanities Comprehensive ","Summary: Exemplary - Program mission clearly aligns with the mission of the college.","Summary: Exemplary/Satisfactory - Includes good discussion of relevant data especially around enrollment and fill rate. Additional references are needed to clarify the basis for comparison in order to improve data analysis. When considering Del Norte and KT for example, there are no numbers except “low” and “troubling” for Del Norte and “encouragingly high” for KT. What does this mean? What defines these descriptions and how are they being compared? We see this in other areas where “low” is referenced without a number or comparison. Why do they think differences exist between success rates due to race? Would be helpful to examine why these discrepancies occur and how they might be remedied. ","Summary: Developing - There is evidence of enough assessment activity and reflection however, the specific assessment activities and their connection to program improvement plans are unclear, as is the link between the assessment tools and learning outcomes. Additionally, while “all courses are on track\" is noted, there is no supporting data to clarify what this indicates: on track with assessment? The number of courses offered? This committee would like to see the authors engaging with student success data in a meaningful way. Additionally, planning future assessment should go beyond instructors regularly consulting each other about desired ends. Measurable outcomes, reassessing after making proposed changes, and disaggregated student success data would all make this section stronger.","Summary: Developing – Current action status is unclear as well as the impact this is having. There is no plan for future evaluation. For example, “re-work multiple curricular aspects”: what does “re-work” mean here and why is this relevant to scheduling and assignments post-pandemic?","Summary: Developing - It is not stated if these plans are new, in progress or not started. Although the related Institutional Planning Goals are mentioned (one for each plan), there are probably more than 1 EMP goals related to each. Would like to see further explanation of what the institutional goals are and how the plans relate to them. Furthermore, the expected impact can’t be clearly measured."]
["LVN Comprehensive ","Summary: Satisfactory – Program aligns with the mission of the college as it clearly mentions career readinesss, educational pathways and alignment with community needs. There are examples provided, however, additional information and clarification about program highlights and accomplishments would improve this section. For example: how would someone unfamiliar with the NCLEX recognize the relevance of the pass rate?","Summary: Developing – Discussion of data is missing and comparative analysis is absent. Student equity data is presented but is not discussed. The analysis could be improved with short written statements that summarize the data presented in each section to a couple sentences. ","Summary: Developing-- More assessment activity is  required for the program to reflect on assessment-based changes. There is no indication of how outcomes were assessed or which outcomes were used (PLO? SLO? CLO?) Assessment explanations are missing. It is stated that assessment is up to date without indication of what assessment has occurred. ","Summary: The impact of the action was not evaluated with relevant data, and for the actions “in progress” there is no indication of what progress has occurred to suggest a plan for evaluation in the future. ","Summary: Planning is stated as resource requests instead of actions based on specific assessment findings related to student achievement. The expected impact of actions is present, but the impact on student success is not adequately discussed or measured. The EMP is not referenced at all. The explanation for each plan provides some background context and even why, in some cases, the resources are needed. However, referencing assessment and outcomes in association with institutional planning with specific actions will strengthen this area of program review.\nAll of these plans below would earn additional rubric points if the connection between the institutional goal and the plan was articulated.  "]
["Math Comprehensive ","\nSummary: Exemplary: The authors provided examples of how math supports both transfer education and career and technical certificates including community collaboration with K-16, and Cal Poly Humboldt to support student success. They provided substantial and specific examples within the description. The program includes specific examples of meeting the diverse needs of the community and addressing equity gaps.","Summary: Satisfactory: A reasoning is provided for the recent enrollment declines since their last comprehensive analysis. It is unclear the formality in which they have collected data on the examples provided as to the reasons for the decline. Did they survey students? Data and updates are complete and some comparative comments regarding program. Student equity data is briefly discussed. Not all groups discussed.","Summary: Exemplary: Good examples through the course assessments of Math 15 and 55 that lead to changes or refinements for those courses. They also provided several examples or regular dialogue on assessment with specific reflection and action plans from the entire math faculty.","Summary: Exemplary: Gave great details and follow up on status of plans. Also provided specific reasons for any plans that have not yet started. Not sure if regular curriculum updates for courses are broad enough for a department plans. They are more of regular required duties, unlike the revision of the Math Liberal Arts degree, new course development and revision plans and increasing the diversity of instructors are all good plans.","Summary: Satisfactory: The two new plans are noted and have good examples of reasoning, but they should have carried over all previous plans, either not started or still in progress, into this section. Or note why they are either discontinuing those previous plans or provide more detail on how they were revised into the new plans created."]
["Paramedic Comprehensive ","Summary: Exemplary: Program mission clearly aligns with the mission of the college. Clear and concise. Fantastic employment rates for graduates.  Graduates are also from a vast region from six counties","Summary: Satisfactory/Developing: Discussion of data is complete and some comparative comments regarding program or discipline changes are present; Analysis is absent or sparse regarding program or discipline changes and/or factors impacting student achievement and learning; student equity data is not discussed or is unclear.  Explanation of why people don’t commonly get degrees vs CA is clear.  Discuss the data summarized in section 2.4 and 2.7 were cut off on PDF so could not read all of the information. ","Summary: Satisfactory: Enough assessment activity has taken place such that the program can reflect on what it has learned. Reassessment to determine the effectiveness of program changes following the implementation of plans has not taken place or needs improvement. Curriculum changes are needed because of National exams. ","Summary: Satisfactory/Developing: Impact of action is clear, however the connection between the actions and assessment results is not presented. ","Summary: Planning actions are linked to institutional planning actions. Most planning actions are based on specific assessment and/or student achievement data findings. Most actions show the expected impact on the program and student success and can be measured. Most planning actions are not stated as resource requests. One does read as a resource request"]
["PSTC Comprehensive ","Summary: Satisfactory - Provides concise description of the program and basic function. More detail/specific examples would make this exemplary. The committee appreciates the highlight regarding updating program structure/rigor preparing officers for workforce. Needs more direct ties to college mission.","Summary: Satisfactory: Good statewide trends context provided for fill rates. Good to see the reflection on programmatic changes improving final testing/completion rates. The committee would like more discussion of factors impacting student achievement and learning to be clearly stated other than increased fail points in some modules.","Summary: Developing-Needs discussion of assessment methods and reflection on changes. Sections in this area are left blank. Did no document any meaningful engagement with the college's assessment process or explain any mitigating circumstances that prevented this from happening.","Summary: Developing: No discussion of assessment in evaluating these plans. The plans were stated as resource requests. Also, no meaningful engagement with assessment around planning.","Summary: Developing - Plans are stated as resource requests.  No meaningful engagement with assessment or tie into CLOs, some connection to institutional planning goals but would benefit from more discussion around how plans support goal."]

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[]
[]
["Program","Avgerage Ranking"]
["ECE Comprehensive "]
["Plan 1: Dedicate ECE classroom\r",18]
["Plan 2: Strengthen ECE Partnerships\r",17.333333333333332]
["Plan 3: Support current ECE instructors\r",10.333333333333334]
["Plan 4: ECE Marketing\r",15.666666666666666]
["Plan 5: OER Materials for ECE Classes\r",15.666666666666666]
["Plan 6: Inform/Connect with Counseling about ECE\r",13]
["Plan 7: Systematically inform students of deadlines/process related to graduation\r",15.333333333333334]
["Humanities Comprehensive "]
["Plan 1: Seek Course-to-Course articulation of SPAN 9 with CPH course \r",12]
["Plan 2: Align SPAN 1A online course with OEI rubric \r",10]
["Plan 3: Offer ENGL 36 as an online course.   \r",9]
["Plan 4: Update ENGL 36 Course Outline of Record to adjust for the course to be co-taught \r",8]
["LVN Comprehensive "]
["Plan 1: We need to provide faculty development training to become certified as simulation specialist to one faculty member on each campus by fall 2024.\r",12]
["Plan 2: Scheduler/Clinical Site Coordinator to help with scheduling due to the expanding number of students and the complexity of scheduling clinical sites. This person will also manage compliance requirements for each student at each clinical site.\r",11]
["Plan 3: Solidify AV (telepresence/Zoom room) stability during lectures between Del Norte and Eureka.\r",11]
["Plan 4: Increase ISS/SIM Tech hours from part time to full time on both campuses by 2024.\r",15]
["Plan 5: Increase Lecture and Skills lab space for increased enrollment. First phase started Fall 2024. Spring 2025 we will double the Career mobility students at both the Eureka and Del Norte instructional sites.  \r",19]
["Math Comprehensive "]
["Plan 1: Department has proposed a new data science program through the 4020 process.  If recommended by PVC** then the program and courses (2) can be developed.  \r",19]
["Plan 2: Re-assess the course caps for our online Math-15 and Math-16 courses and pedagogical innovation in related to online course instruction.\r",17]
["Paramedic Comprehensive "]
["Plan 1: Response to accreditation site visit findings\r",22]
["Plan 2: Curriculum update\r",14.5]
["Plan 3: Move all course material online for succession and improve student access to learning materials.\r",7.5]
["Plan 4: Update equipment\r",17]
["PSTC Comprehensive "]
["Plan 1: Modernize the training vehicle fleet.\r",10.5]
["Plan 2: Acquire Air Purifying Respirators (APRs) for mandated training.\r",10]

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["Criteria","R1","R2","R3","Avg ","Program","Plan and description"]
["Total (0***24)",19,17,18,18,"ECE Comprehensive Feedback Template 2024-25.docx","Plan 1: Dedicate ECE classroom\r"]
["Total (0***24)",17,17,18,17.333333333333332,"ECE Comprehensive Feedback Template 2024-25.docx","Plan 2: Strengthen ECE Partnerships\r"]
["Total (0***24)",10,9,12,10.333333333333334,"ECE Comprehensive Feedback Template 2024-25.docx","Plan 3: Support current ECE instructors\r"]
["Total (0***24)",16,15,16,15.666666666666666,"ECE Comprehensive Feedback Template 2024-25.docx","Plan 4: ECE Marketing\r"]
["Total (0***24)",16,16,15,15.666666666666666,"ECE Comprehensive Feedback Template 2024-25.docx","Plan 5: OER Materials for ECE Classes\r"]
["Total (0***24)",12,13,14,13,"ECE Comprehensive Feedback Template 2024-25.docx","Plan 6: Inform/Connect with Counseling about ECE\r"]
["Total (0***24)",16,15,15,15.333333333333334,"ECE Comprehensive Feedback Template 2024-25.docx","Plan 7: Systematically inform students of deadlines/process related to graduation\r"]
["Total (0***24)",12,0,0,12,"Humanities Comprehensive Feedback Template 2024-25.docx","Plan 1: Seek Course-to-Course articulation of SPAN 9 with CPH course \r"]
["Total (0***24)",10,null,null,10,"Humanities Comprehensive Feedback Template 2024-25.docx","Plan 2: Align SPAN 1A online course with OEI rubric \r"]
["Total (0***24)",9,null,null,9,"Humanities Comprehensive Feedback Template 2024-25.docx","Plan 3: Offer ENGL 36 as an online course.   \r"]
["Total (0***24)",8,null,null,8,"Humanities Comprehensive Feedback Template 2024-25.docx","Plan 4: Update ENGL 36 Course Outline of Record to adjust for the course to be co-taught \r"]
["Total (0***24)",12,null,null,12,"LVN Comprehensive Feedback Template 2024-25.docx","Plan 1: We need to provide faculty development training to become certified as simulation specialist to one faculty member on each campus by fall 2024.\r"]
["Total (0***24)",11,null,null,11,"LVN Comprehensive Feedback Template 2024-25.docx","Plan 2: Scheduler/Clinical Site Coordinator to help with scheduling due to the expanding number of students and the complexity of scheduling clinical sites. This person will also manage compliance requirements for each student at each clinical site.\r"]
["Total (0***24)",11,null,null,11,"LVN Comprehensive Feedback Template 2024-25.docx","Plan 3: Solidify AV (telepresence/Zoom room) stability during lectures between Del Norte and Eureka.\r"]
["Total (0***24)",15,null,null,15,"LVN Comprehensive Feedback Template 2024-25.docx","Plan 4: Increase ISS/SIM Tech hours from part time to full time on both campuses by 2024.\r"]
["Total (0***24)",19,null,null,19,"LVN Comprehensive Feedback Template 2024-25.docx","Plan 5: Increase Lecture and Skills lab space for increased enrollment. First phase started Fall 2024. Spring 2025 we will double the Career mobility students at both the Eureka and Del Norte instructional sites.  \r"]
["Total (0***24)",19,null,null,19,"Math Comprehensive Feedback Template 2024-25.docx","Plan 1: Department has proposed a new data science program through the 4020 process.  If recommended by PVC** then the program and courses (2) can be developed.  \r"]
["Total (0***24)",17,null,null,17,"Math Comprehensive Feedback Template 2024-25.docx","Plan 2: Re-assess the course caps for our online Math-15 and Math-16 courses and pedagogical innovation in related to online course instruction.\r"]
["Total (0***24)",22,22,null,22,"Paramedic Comprehensive Feedback Template 2024-25.docx","Plan 1: Response to accreditation site visit findings\r"]
["Total (0***24)",15,14,null,14.5,"Paramedic Comprehensive Feedback Template 2024-25.docx","Plan 2: Curriculum update\r"]
["Total (0***24)",6,9,null,7.5,"Paramedic Comprehensive Feedback Template 2024-25.docx","Plan 3: Move all course material online for succession and improve student access to learning materials.\r"]
["Total (0***24)",17,17,null,17,"Paramedic Comprehensive Feedback Template 2024-25.docx","Plan 4: Update equipment\r"]
["Total (0***24)",11,10,null,10.5,"PSTC Comprehensive Feedback Template 2024-25.docx","Plan 1: Modernize the training vehicle fleet.\r"]
["Total (0***24)",11,9,null,10,"PSTC Comprehensive Feedback Template 2024-25.docx","Plan 2: Acquire Air Purifying Respirators (APRs) for mandated training.\r"]