PROGRAM QUALITY REVIEW
Program Name(s) Program Code(s)
2015-2016 2 Executive Summary < The Executive Summary is a one-page, single-spaced review of the highlights of the Program Quality Review. Four to five paragraphs can cover the information needed: the purpose of the report, background - a brief history of the program and delivery information, key findings - strengths and highlights, challenges (SWOT analysis), a brief summary of the conclusions and recommendations.>
< Example Executive Summary
(This is a fictitious example but uses some real situations from recent reports.)
This report is a summary of the findings of the Program Quality Review Process for the 2008-200 academic year for the Housemaking program offered at Algonquin College.
The Housemaking Program was first offered at Algonquin College in 1981 as a one- year certificate. In 1992, the program was converted to a two year diploma program to meet the demands for more highly skilled and knowledgeable workers, and in 1997, the delivery mode was compressed into a non-semester diploma program format. The program prepares graduates to enter the housebuilding industry in the Ottawa and surrounding area. The program is also offered at the Perth Campus.
There has been a consistently high demand for the program and its graduates except for a minor slump in the housing depression in the early 90s. There are a number of local builders who have supported the program over the last 30 years and our graduate employment rate is consistently above 90%. The KPI and Course Assessment Surveys note high satisfaction rates with respect to the dedication and expertise of the program faculty. This commitment from both full-time and part-time faculty members has ensured the program has maintained a high standard of delivery.
Two major concerns will be addressed in the implementation plan. The first is the need for the students to be ready to enter the job market in the spring rather than the fall. The faculty will review the delivery mode over the next year and determine ways to deliver the curriculum to meet the demands of the students to move quickly through the program yet be available at the start of the construction season. The other most significant concern is the expectation to lose the coordinator and the other most senior full-time professor in the next year as both of these faculty members are eligible to retire. Succession planning will be a high priority to ensure we have excellent teaching and curriculum development skills in the department along with our current practical expertise. A review of course outlines indicates that some outlines are not as complete as would be desired. A plan is in place to ensure this will be resolved in the May-June 2014 planning session. 3 This program has enjoyed a high demand, and high employment rates. Industry projections in the Ottawa area suggest that this demand will continue. Advice from our industry partners on an annual basis will assist us in keeping this program strong over the next few years.>
4 Table of Contents
5 Introduction
< The introduction ‘sets the tone’ for the entire PQR report. It introduces the program as it stands at the start of the PQR review period, and includes the purpose of the program – why does it exist, who does it serve in terms of the student body and the future employers, the programs’ evolution from its first inception to today, relevant external accreditation organizations linked to the program, if applicable, number of faculty, both full-time and part-time, the nature of the student body, special contributions that the program offers in the community, variations in delivery like co-op options, campus options, Winter intakes, multiple intakes etc., a discussion of the use of classroom, labs, computer labs, placement opportunities, field trips, etc.
If the program has previously gone through PQR, re-use material as appropriate within the introduction, and note the key recommendations and progress against them as applicable. If PQR actions remain open, they should be considered for current applicability, and carried forward as appropriate.
This section does not include any information determined during the current PQR.>
6 Findings
Evaluation of the program against the Program Quality Review Criteria
< The findings section is where each of the elements of the evaluation criteria are responded to by Yes/No or occasionally N/A.
Each element of the criteria requires a justification, i.e. explain why the response is Yes, or No or N/A.
Previous PQR reports within the department can be used for reference when writing. Also, the PQAA can provide guidance on how to respond to each of the elements of the criteria.
The Team Leader guide contains a “help-text” section which should be referenced when completing the iterative evaluation against the quality criteria.>
Criterion 1 Regular program quality assessment that involves faculty, students, industry representatives, and others as appropriate for the purpose of continual improvement is in place and happens
Yes No Other 1.1 Students indicate that they are satisfied with the program. ☐ ☐ ☐
< Replace this with your response here>
Yes No Other 1.2 Program Council meetings are held regularly in accordance ☐ ☐ ☐ with college policy. Issues raised are captured and feedback provided to students in a timely fashion.
Yes No Other 1.3 Learners progress through the program, achieve program ☐ ☐ ☐ outcomes and graduate in a timely fashion.
7 Yes No Other 1.4 Learners with a wide range of abilities demonstrate the ☐ ☐ ☐ expected learning outcomes.
Yes No Other 1.5 Program Advisory Committee meetings are held regularly ☐ ☐ ☐ in accordance with college policy. Issues raised are captured and feedback provided to the committee in a timely fashion.
Yes No Other 1.6 Graduates are satisfied with the overall program experience. ☐ ☐ ☐
Yes No Other 1.7 Graduates are obtaining employment in their fields. ☐ ☐ ☐
Yes No Other 8 1.8 Graduates are successful in obtaining external licenses or ☐ ☐ ☐ credentials where relevant.
Yes No Other 1.9 Employers are satisfied with graduate performance. ☐ ☐ ☐
Criterion 2 Admission, credit for prior learning, promotion, graduation, and other related academic policies support student achievement of program learning outcomes.
Yes No Other 2.1 The qualifications and prerequisites required of the applicant ☐ ☐ ☐ are published and are appropriate to allow the student to be successful without limiting access to the program.
Yes No Other
2.2 Students have information to allow them to make informed ☐ ☐ ☐ choices about: selecting the correct program to meet their career goals; the financial commitment; the workload commitment; and the available study options.
9 Yes No Other
2.3 Students know how to get internal and external transfer of ☐ ☐ ☐ academic credits and recognition for prior learning.
Yes No Other 2.4 Students know what is needed to ensure they will be able to ☐ ☐ ☐ demonstrate program outcomes and complete the program.
Yes No Other 2.5 Students know how they will be evaluated. ☐ ☐ ☐
Yes No Other 2.6 Students indicate the learning requirements are ☐ ☐ ☐ relevant and meaningful.
Yes No Other 2.7 Students indicate that assessment methods relate to ☐ ☐ ☐ 10 the learning requirements.
Criterion 3 Program-level learning outcomes are established for all programs of instruction, consistent with the programs’ intended purposes, and appropriate for the credential offered upon successful completion of the program.
Yes No Other 3.1 Program learning outcomes are appropriate to the level at ☐ ☐ ☐ which the qualification is offered, consistent with the requirements of the Credentials Framework, and appropriate to the occupational requirements of the program graduates.
Yes No Other 3.2 Program learning outcomes are consistent with MTCU ☐ ☐ Provincial Program Standards where they exist.
Not applicable – College Certificate program.
Yes No Other 3.3 Program learning outcomes are reflected in course outlines. ☐ ☐ ☐
Yes No Other 3.4 Program learning outcomes are used in the design and ☐ ☐ ☐ development of teaching and learning activities and student learning assessments.
11 Yes No Other 3.5 Program learning outcomes are used in prior learning and ☐ ☐ ☐ assessment (PLAR).
Yes No Other 3.6 Changes to courses and program learning outcomes are ☐ ☐ ☐ introduced on a timely basis and are designed to maintain the relevance of the program.
Yes No Other 3.7 The capabilities of program graduates, including knowledge, ☐ ☐ ☐ understanding, skills, and attitudes are consistent with the intended program learning outcomes.
Criterion 4 Methods of program delivery including the design, development and execution of teaching and learning activities and student evaluation strategies are consistent with the program learning outcomes.
Yes No Other 4.1 Program delivery (including that which takes place off-site) is ☐ ☐ ☐ consistent with the nature of the program, the learning outcomes, and the needs of the students.
12 Yes No Other 4.2 There is a range of instruction methods consistent with a ☐ ☐ ☐ variety of learning styles and learner needs and abilities.
Yes No Other 4.3 Learning activities are published and are matched to ☐ ☐ ☐ the learning outcomes.
Yes No Other 4.4 There is congruency between the course learning ☐ ☐ ☐ requirements and the program learning outcomes.
Yes No Other 4.5 There is a match between course learning requirements, ☐ ☐ ☐ course learning activities, and learning resources.
Yes No Other 4.6 Learners are provided the skills necessary to be successful ☐ ☐ ☐ with the learning strategies selected.
13 Yes No Other 4.7 Evaluation criteria are published and students are aware of ☐ ☐ ☐ how and when they are going to be evaluated.
Yes No Other 4.8 There is a match between course learning requirements ☐ ☐ ☐ and evaluation methods, i.e., evaluation methods allow students to demonstrate the course learning requirements.
Yes No Other 4.9 There is a range of evaluation methods used consistent ☐ ☐ ☐ with a variety of learning styles.
Yes No Other 4.10 Evaluation methods are valid and reliable. ☐ ☐ ☐
Yes No Other 4.11 Students indicate that feedback is timely and allows them ☐ ☐ ☐ 14 to build on their learning.
Yes No Other 4.12 Students perceive evaluation to be fair. ☐ ☐ ☐
Yes No Other 4.13 Practices for resubmissions, supplementals, and appeals are ☐ ☐ ☐ published, appropriate, fair, valid, and implemented consistently.
Yes No Other 4.14 Student workload and assessment is balanced across the ☐ ☐ ☐ term at both the course and program level.
Yes No Other 4.15 Learners can earn credit for up to 75% of the program hours ☐ ☐ ☐ using the PLAR process.
15 Yes No Other 4.16 Academic policies and practices that provide for the ☐ ☐ ☐ development and continuous improvement of teaching and learning methods are valued, documented, and supported.
Criterion 5 Programs conform to current government policy related to the design and delivery of programs of instruction, are consistent with accepted college system nomenclature / program titling principles, and maintain relevance.
Yes No Other 5.1 The duration and structure of the program are consistent ☐ ☐ ☐ with the program learning outcomes and the credential offered.
Yes No Other 5.2 Appropriate credit is allocated for each component of the ☐ ☐ ☐ program, and transfer and laddering options are stated.
Yes No Other 5.3 Prerequisites do not unnecessarily hinder progress ☐ ☐ ☐ in the program.
Yes No Other 5.4 The program title is consistent with college system ☐ ☐ ☐ 16 nomenclature / titling principles.
Yes No Other 5.5 The program has established articulation agreements. ☐ ☐ ☐
Yes No Other 5.6 The program conforms to the College requirement for ☐ ☐ ☐ the number of English courses.
Not applicable for College Certificate programs.
Yes No Other 5.7 College designated targets regarding hybrid courses are met. ☐ ☐ ☐
Yes No Other 5.8 All curriculum documentation is up-to-date including course ☐ ☐ ☐ outlines and the program monograph information.
Yes No Other 5.9 Concepts of social, economic and environmental sustainability ☐ ☐ ☐ 17 are embedded in the program curriculum.
Yes No Other 5.10 Work Integrated Learning, such as co-operative work ☐ ☐ ☐ placement, clinical/field placement, service learning and/or participating in applied research projects, is embedded in the program curriculum.
Yes No Other 5.11 Students have opportunities to develop the skills, knowledge ☐ ☐ ☐ and attitudes necessary to succeed in a global economy.
Criterion 6 Human resources, physical resources, financial resources, student support resources, and technological infrastructure to support student achievement of program learning outcomes wherever and however they are delivered exist and are available.
Yes No Other 6.1 Program faculty members, as a whole have adequate ☐ ☐ ☐ academic preparation and workplace experience to deliver a quality program.
18 Yes No Other 6.2 Program faculty members are evaluated every three years. ☐ ☐ ☐
Yes No Other 6.3 Program faculty members engage in professional ☐ ☐ ☐ development activities that ensure they are current in their field and developing teaching expertise.
Yes No Other 6.4 Program faculty members work within clear and ☐ ☐ ☐ well-structured instructional plans.
Yes No Other 6.5 Program faculty members participate in reflective practice. ☐ ☐ ☐
Yes No Other 6.6 Students consider faculty to be available. ☐ ☐ ☐
19 Yes No Other 6.7 Students consider faculty to be adequately prepared for class. ☐ ☐ ☐
Yes No Other 6.8 Students consider faculty to promote a positive ☐ ☐ ☐ attitude to learning.
Yes No Other 6.9 All students are assigned an academic advisor ☐ ☐ ☐
Yes No Other 6.10 Academic Advisors contact their students early in the ☐ ☐ ☐ term with an invitation to meet and to ensure that students know who their advisor is.
Yes No Other 6.11 Labs, clinical facilities and placement facilities are ☐ ☐ ☐ complementary to and integrated into the program and allow the learner to demonstrate the learning outcomes.
20 Yes No Other 6.12 Students indicate that there are adequate and accessible ☐ ☐ ☐ learning resource materials to allow them to be successful, including: textbooks in the bookstore; online materials; print resources; equipment and student support services.
Yes No Other 6.13 The program is financially viable. ☐ ☐ ☐
Yes No Other 6.14 The demand for the program has been sustained for ☐ ☐ ☐ the last five years.
Yes No Other 6.15 There is a future demand for graduates of this program. ☐ ☐ ☐
21 Yes No Other 6.16 The learning environment is supportive and conducive ☐ ☐ ☐ to learning.
Yes No Other 6.17 The students are provided with the information they need ☐ ☐ ☐ to know to function safely in both the College and workplace learning environments.
Yes No Other 6.18 Program materials, including the program monograph, ☐ ☐ ☐ course outlines and course materials, are provided in an accessible ready format as per AODA regulation.
Conclusions
The review of the data and the identification of agenda items for the focus groups. 22 A brief paragraph can be dedicated to highlights of each of the three focus groups. The evaluation of the various recommendations from each of the focus groups and whether they were included in the implementation plan. For example, students may suggest that the computer applications course is irrelevant and they do not like the hybrid courses. The external stakeholders provide feedback that the graduates are not computer literate. The final recommendation would probably indicate the need to make the computer applications course relevant to the industry by adding inventory control and invoicing software exercises and communication to the students that computer skills are desirable in the workplace. To address the students’ dislike of hybrid courses, a recommendation could identify the development of better orientation to Blackboard for both faculty and students. (Reminder: it is important to provide feedback to focus group participants regarding resolutions of issues raised at the focus group.) Program strengths, weaknesses, opportunities and threat can be noted. Discuss recommendations that arose but that will not be feasible to implement and therefore not addressed in the final recommendations. For example, one group suggested that students have a university level course as a prerequisite for admission to the program, as the students need a strong science background. Given that this is not allowable by Ministry standards, and is not feasible to implement, the recommendation might be modified to ensure that highest Grade 12 College course is listed as a required course, or if this is already the case, the recommendation may not warrant any action. If the students have the high school subject at the grade twelve level, there may need to be a college level course in level 01 to help the students with the material. This should be explained here, i.e., recommendations from the Focus Groups should not just disappear without explanation and feedback. Discuss recommendations that would be desirable to implement but may have budget constraints. These recommendations can be maintained but identified as having fiscal constraints. Sometimes recommendations may be carried forward until such time that the funds are available or it is determined that a less costly solution is needed and implemented.> 23 Recommendations and Implementation Plan < Recommendations resulting from the PQR are listed, even if they are not able to be implemented, and the pillar(s) of the Strategic Plan under which they fall is noted.> The strategic plan is found at http://www.algonquincollege.com/reports/pdf/Strat_Plan2012_04_9.pdf > Recommendation 1: Strategic Plan: Action 1.1 Assigned to: Timing Action 1.2 Assigned to: Timing Recommendation 2: Strategic Plan: Action 2.1 Assigned to: Timing Action 2.2 Assigned to: Timing Recommendation 3: Strategic Plan: Action 3.1 Assigned to: Timing Action 3.2 Assigned to: Timing <…create more tables as applicable…> 24 25 Appendix A Program Monograph and Promotional Materials If the program has additional program materials, they may be inserted here or included with the final document.> The program monograph is updated annually and published to the web at ***URL HERE*** The monograph was downloaded from the web on ***DATE HERE*** and is included as a supporting document for reference. Note that the monograph is reviewed and updated annually and available through archive at http://www.algonquincollege.com/ro/forms-resources/transcripts-archives/archived- program-monographs/ . Program Delivery and Clusters Also note any deliveries at other campuses / Centre for Continued and Online Learning (CCOL) which might be part-time or online. Note any cross-campus or cross-delivery alignment efforts made to date. > Program of Study Comparison Vocational Learning Outcomes College Certificates – indicate whether draft or defined. 26 Vocational Learning Outcomes – Analysis and Review College Certificates – for use when VLOs are defined. Include the 2nd sheet of the VLO Curriculum Mapping Activity below (this is a separate worksheet found on Blackboard in Appendix A – Program and curriculum review). Please also attach two COMMS curriculum maps here. To access them, in COMMS select the Generate Reports option from the main menu. The first is titled, Vocational Learning Outcomes by Program, Level and Course, the second Vocational Learning Outcome Program Summary. > College Certificates – for use when VLOs are in draft Vocational Learning Outcomes – Mapping by Level (Draft or actual) Program Name: Date: Program Code: Level 1 Course Course Program Outcomes Name Number 1 2 3 4 5 6 7 8 Level 2 Course Course Program Outcomes Name Number 1 2 3 4 5 6 7 8 Level 3 Course Course Program Outcomes 27 Name Number 1 2 3 4 5 6 7 8 28 Vocational Learning Outcomes – Mapping Summary (Draft or actual) Program Name: Date: Program Code: Program Learning Level 1 Level 2 Level 3 Totals Outcome 1. T A C 2. T A C 3. T A C 4. T A C 5. T A C 6. T A C 7. T A C 8. T A C 9. T A C 29 Course Outline Review Summary Include the Course Outline Review Summary table below (this is a separate worksheet found on Blackboard in Appendix A – Program and curriculum review). The results of the reviews are collated in the table below, which references key Program Quality Review quality criteria elements.> College Certificate – unless the program curriculum is maintained and managed through COMMS, electronic versions of each course outline and course section information should be collected and submitted to the PQAA along with the PQR final report. Note that (1) if a course offered through a College Certificate is also offered as part of an Ontario College Credential, it will be housed and maintained within COMMS, and (2) the course outlines are not to be bound with the final report. 30 Appendix B Faculty Focus Group Report Summary – Program Self-Audit Summary of Faculty Members’ Credentials and Experience 31 Appendix C External Stakeholders Focus Group 32 Appendix D Student Focus Group 33 Appendix E Summary of Data Analysis Please see more detailed guidelines on Blackboard in Appendix E – Data review and analysis. Data reporting portal is located at https://reporting.algonquincollege.com > College Certificates – generally data are not stored through the reporting portal and are provided separately. Please see College Certificate supplement. Data Review and Analysis 34