205 - Program Review and Quality Assurance
Legal Reference: Minnesota State Board Policy 3.10
The College supports and maintains a program review and quality assurance process, consistent with Minnesota State policy. The process ensures that the College's academic programs and departments contribute to its mission and academic master plan, and perform according to Minnesota State accountability standards as well as accreditation, licensure or certification requirements. See the Program Review and Quality Assurance Procedures.
Each Minnesota state college and university is required by Board of Trustees Policy 3.10 to "review all academic programs and departments with respect to a) contribution to the mission and academic master plan of the institution; b) performance on System accountability standards, measures, and procedures, as well as accreditation, licensure or certification requirements; and c) other factors as appropriate. The results of the review are then to be used by the institution to plan strategies for continuous quality improvement."
MSC Southeast has adopted a two part process: a) evaluate the performance of each program on System accountability standards, measures, and procedures annually; and b) evaluate each program on its contribution to the college's mission, strategic plan, and academic master plan annually. This process is a "quality assurance" process designed to confirm the continued viability of programs and disciplines offered through the college.
CAO, Deans, Coordinators, Directors, Department Chairs, Faculty, Students, and Advisory Committee Members
Each program or discipline is to be reviewed annually.
a. Collect Data for each program/discipline by October 1st.
- A 5-year trend pattern of FTE student enrollment
- A 5-year trend pattern of graduation rate
- A 5-year trend pattern of the number of credits sold
- A 5-year trend pattern of the ratio of FTE (faculty) to FYE
- A 5-year trend pattern of cost per FYE (Salary costs/FYE & Non-salary costs/FYE)
- A 5-year trend pattern of graduate placement percentages
b. Produce a random program/discipline rotation list and modify per the following:
- Programs with severe enrollment and/or cost issues will have first priority - "Red" category
- Programs with enrollment and/or cost issues will have second priority - "Yellow" category
- Programs that have not been reviewed for 4 to 5 years will have third priority - potential consideration as a "Yellow" category
- Programs that are reflecting positive pattern trends with respect to collected data above - "Green" category
- The list along with the program/discipline data will be given to the faculty associated with the programs/disciplines to be reviewed during that academic year.
c. Lead the review process, evaluate the program/discipline information, give response to the program/discipline plans, and provide a written letter of summation to each program/discipline reviewed.
Program/Discipline Faculty Responsibilities
a. Review and analyze the DATA pack information.
b. Submit annual updates for:
- Assessment Plan
- Program Plans
- Course Outlines
- Advisory Committee Minutes
- Faculty Professional Development Plan
Submit the following as part of the review process:
c. Program Review Report
- National & regional industry/discipline trends (site sources)
- Copies of past 3 years advisory committee minutes
- Copies of past 3 years programmatic surveys (formal/informal)
- Copies of current program certifications from outside sources
- Any additional information faculty want to include
d. Complete a Program Action Plan
(Format and timelines to be determined between program/discipline and administration.)
Program General Information
- What is awarded to students at the completion of the program/discipline?
- When can students take classes (day, night, weekends, online)?
- Describe any outside governing bodies associated with this particular program/discipline.
- List the program/discipline goals.
- How do these goals support the Mission of the college?
- How do these goals support the strategic plan of the college?
- Describe the curriculum review process (who, what, when).
- When was the curriculum for the entire program last reviewed?
- Describe any articulations, transfer agreements or industry partnerships.
- Define the role of general education in this program/discipline.
- What percent of general education is embedded within the technical curriculum?
- Describe how this program/discipline maintains their assessment plan?
- What is/are the measure/s of student achievement?
- How is student input collected and what is done with this information?
- Describe the assessment tools and processes used to assess learning within this program/discipline area.
- Describe the assessment tools and processes used to assess learning within the embedded general education curriculum (if applicable).
- How is the information collected through the assessment process used to improve the educational process for students?
Physical & Financial Resources
- Could you efficiently and effectively serve more students if this program/discipline had more space (classroom, lab, clinical)? Explain.
- Could you efficiently and effectively serve more students if this program/discipline had additional equipment? Explain.
- Could you efficiently and effectively serve more students if this program/discipline had more instructors? Explain.
- Could you efficiently and effectively serve more students if this program/discipline were offered at an alternative location, alternative times or using alternative methods? Explain.
Marketing/Recruitment & Community
- Describe the current marketing/recruitment plan for this program/discipline.
- To what extent are college-wide recruitment services adequate for this program/discipline?
- How are the faculty members in this program/discipline involved with college's foundation?
- How are the faculty members in this program/discipline involved with the community (to what extent are they OF the community vs. in the community)?
- Describe anything that makes this program/discipline unique.
- Identify like programs/disciplines within the Minnesota State system.
- How is the program/discipline meeting local, state, national and/or world-wide demands?
- What are three (3) to ten (10) strengths and/or opportunities of your program/discipline?
- What are three (3) to ten (10) weaknesses and/or threats of your program/discipline?
- Based on your analysis of the program data and the information you have provided in this evaluation, develop a continuous improvement plan for this program/discipline.
Include such items as:
- Short and long term goals
- Needed human and financial resources
- Must-have and nice-to-have lists
- Barriers to overcome with suggested solutions
- Facility issues and needs with suggested solutions
Approved: June 30, 2004
Reviewed: December 28, 2010; February 7, 2011; October 23, 2013
Revised: September 29, 2008