ࡱ> []ZE +jbjb &jZ%Dl8@ L#2#######,$ '##<H4#""# !#$T4>"###T"6''#鶹ӰƵ Academic Senate Guidelines and Process for Program Modification Adopted February 24, 2004 Version 5, 4/21/04 Background and History Informally, departments and divisions are practicing program modification. This policy is an attempt to formalize the process. It offers a flexible set of guidelines departments can consider in this process. What is program modification? This can be increasing courses, decreasing courses, going in a new direction for a program, responding to trends in the market, meeting student demands, articulating with other colleges and universities, and changing disciplines standards. In addition, services that support instruction can modify their programs by adjusting services and resources to support the curriculum and to meet student and faculty research and technology needs. Finally, it is imperative to state that the purpose of a program modification process is to have criteria in place to guide a discussion should it ever be needed. The presence of a process should not be construed as an inducement to look for programs to modify or as a reason to avoid honest participation in an academic process. The Guidelines and Process for Program Modification is a living document necessitating appropriate revisions and sunset review. The lists in bullets and alphabetical enumeration are not an indication of any priority order. Vision Statement 鶹ӰƵs programs facilitate successful learning, educate individuals, and provide economic development of the 鶹ӰƵ community. Programs provide for a wide-spectrum of educational experiences that fulfill academic and career needs, increase knowledge and wisdom for lifelong learners, expand human potential, and enrich quality of lives. In addition, programs incorporate team building and self-esteem development in the curriculum. Each program aides in the development of job skills and competencies necessary to function in society through: Transfer preparation Vocational Technical education General education Pre-collegiate Basic Skills Economic Development Student Services Community Services courses and programs Programs need to integrate 鶹ӰƵ Strategic Goals in their development and modification planning: Learning Communities Diversity and Inclusion Collaborative leadership Physical resources Fiscal innovation Guideline Statement The 鶹ӰƵ Academic Senate, in consultation with other shared governance entities, will determine the overarching vision, guidelines, and process for Program Modification. 鶹ӰƵ Academic Senate empowers each department or support service to explore, evaluate, and discuss whether or not its own program(s) needs to be modified. This modification process can increase, decrease, or maintain the existing programs and support services. Guiding Principles The Performance Goals Committee (PGC) makes decisions regularly about programs that will grow and programs that will shrink regarding how it allocates its full-time equivalent faculty (FTEF). Separate from this PGC provides data that is part of any program modification discussion. The purpose of this document is not to target programs for modification. It is also important to note that program modification should only occur after serious deliberation and after all recommended intervention strategies have been implemented on a departmental/division level. The Assessment and Planning for Programs and Services (APPS) process for academic and academic support services and other strategic planning activities should be referenced and considered among sources of data. The use of APPS is to be one source of criteria in the process of modification. Due to the uses of varying terms for the purposes of this policy and process, the following is a set of definitions: Academic Program: An organized sequence of courses leading to a defined objective: a major, a degree, a certificate, a diploma, a license, a skill, or transfer to another institution of higher education. Department: A collection of associated programs. This is an organizational designation as well as a pedagogical one. Departments may offer courses to serve or complement other programs. Academic Support Service: A program that supports instruction. WSCH: Weekly Student Contact Hoursa measure of the number of students served (the number of students multiplied by the number of hours a class meets each week). FTEF: Full-Time Equivalent Faculty WSCH/FTE: The number of WSCH divided by the number of full-time equivalent of regular or part-time faculty within a program or department. This ratio is a measure of productivity. WSCH/FTE Performance Goals Committee (per 1999-02 ACE Contract): At the college level, the Performance Goals Committee (PGC) determines annual WSCH/FTE goals for each of the departments, and the workload goals for the other service areas, in order for the college to obtain its overall assigned workload goals. Process All program modifications are conducted at the department/division/support services level. A guiding principle is self-management upon which decisions are made within a department/division/support service. Each is the best authority/expert in its field for expansion and growth as well as making decisions for any modification. This process may coordinate with APPS serving as a roadmap to effectively develop core curriculum and classes that serve the Program Modification Vision Statement. In other words, each department has its center core of essential classes. Surrounding that core, we have the next layer of supporting curriculum. Another layer beyond that are enhancement courses that can be offered as demand fluctuates. Both qualitative and quantitative indicators need to be thoughtfully discussed in order to have a realistic and complete evaluation and review leading to decisions regarding any program modification. Possible resources that offer qualitative and quantitative support for any recommendations to modify programs: Articulation Officer Program Review/APPS Research Analyst Professional Journals Advisory Committee Professional Databases Professional Conferences Historical Trends Current and Emerging Trends Endangered Program Trends Qualitative Variables include, but are not limited to: Pedagogy/andragogy of the program Whole student Balance of individual program and its relationship to the college curriculum Impact on students Potential effect on diversity How program quality is perceived by students, articulating universities, local business and industry, and the community Students ability to complete degrees, certificates, or transfer per their catalog rights Balance of curriculum with respect to the department, division, and college Accreditation Standards Program and services duplication and viability within 鶹ӰƵ and neighboring colleges/universities Articulation and inter-disciplinary coordination with other 鶹ӰƵ programs General legal compliance Others Quantitative Variables include, but are not limited to: Projected demands for the program Current number of students pursuing a degree or certificate Current number of students using a service that supports instruction Enrollment trends Frequency of course section offerings Retention rate Student success rate Available Full-Time Equivalent Faculty (FTEF) Award of degrees and certificates Diversity Affordability: Consider the dollars spent per WSCH/FTE generated Faculty retirements New faculty position(s) Competitive analysis with other comparable community college programs and services Others Discussion Guidelines Program modification discussions can include those potentially affected by decisions. These may include faculty, staff, administrator(s), students, employing businesses and industry, and the community. Revisions in programs are to be made with the full knowledge of all affected members and decisions made using the criteria stated above. Outcomes of a Program Modification Senators are to keep the Senate apprised of programs undergoing significant changes in their divisions or areas and also any potential changes that may directly affect other programs, services, or units at the college. Upon request by the Academic Senate, a Program Modification Summary will be provided. Topics to be included: Overview of the process Participants in the discussions Resources used to support modification of the program or support service Qualitative variables used Quantitative variable used If, after review by the Senate, it is determined that the program modification may have impact on other units at the college or require notification of program changes, the Academic Senate will present the program and the Program Modification Summary to College Council for review by the shared governance councils. If there are issues that need reconsideration, the matter will be referred back to the Academic Senate for final approval. Review of effectiveness of Program Modification After Program Modifications have been made, the results of the modification will be evaluated at the next APPS or Program Review. For example, what cuts were made, what was the impact of the cuts (budgetary, curricular, transfer, vocational, WSCH, etc.)? Was the cut an effective change for the program or support service after all? The Academic Senate office will maintain any documentation related to Program Modification. 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