Program Quality Review

PROGRAM QUALITY REVIEW

Program Name(s)

Program Code(s)

2015-2016

1

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.

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.>

Table of Contents

Executive Summary

Introduction

Findings

Evaluation of the program against the Program Quality Review Criteria

Criterion 1

Criterion 2

Criterion 3

Criterion 4

Criterion 5

Criterion 6

Conclusions

Recommendations and Implementation Plan

Appendix A

Program Monograph and Promotional Materials

Program Delivery and Clusters

Program of Study Comparison

Program Outcomes

Vocational Learning Outcomes – Analysis and Review

Essential Employability Skills Outcomes – Analysis and Review

General Education Courses – Analysis and Review

Course Outline Review Summary

Appendix B

Faculty Focus Group Report

Summary – Program Self-Audit

Summary of Faculty Members’ Credentials and Experience

Appendix C

External Stakeholders Focus Group

Appendix D

Student Focus Group

Appendix E

Summary of Data Analysis

Data Review and Analysis

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.>

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 1Regular program quality assessment that involves faculty, students, industry representatives, and others as appropriate for the purpose of continual improvement is in place and happens

YesNoOther

1.1Students indicate that they are satisfied with the program.☐ ☐☐

Replace this with your response here>

YesNoOther

1.2Program Council meetings are held regularly in accordance ☐ ☐☐

with college policy. Issues raised are captured and feedback

provided to students in a timely fashion.

YesNoOther

1.3Learners progress through the program, achieve program☐ ☐☐

outcomes and graduate in a timely fashion.

YesNoOther

1.4Learners with a wide range of abilities demonstrate the ☐ ☐☐

expected learning outcomes.

YesNoOther

1.5Program 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.

YesNoOther

1.6Graduates are satisfied with the overall program experience.☐ ☐☐

YesNoOther

1.7 Graduates are obtaining employment in their fields.☐ ☐☐

YesNoOther

1.8Graduates are successful in obtaining external licenses or ☐ ☐☐

credentials where relevant.

YesNoOther

1.9Employers are satisfied with graduate performance.☐ ☐☐

Criterion 2Admission, credit for prior learning, promotion, graduation, and other related academic policies support student achievement of program learning outcomes.

YesNoOther

2.1The qualifications and prerequisites required of the applicant ☐ ☐☐

are published and areappropriate to allow the student to be

successful without limiting access to the program.

YesNoOther

2.2Students 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.

YesNoOther

2.3Students know how to get internal and external transfer of ☐ ☐☐

academic credits and recognition for prior learning.

YesNoOther

2.4Students know what is needed to ensure they will be able to ☐ ☐☐

demonstrate program outcomes and complete the program.

YesNoOther

2.5Students know how they will be evaluated.☐ ☐☐

YesNoOther

2.6Students indicate the learning requirements are ☐ ☐☐

relevant and meaningful.

YesNoOther

2.7Students indicate that assessment methods relate to ☐ ☐☐

the learning requirements.

Criterion 3Program-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.

YesNoOther

3.1Program 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.

YesNoOther

3.2Program learning outcomes are consistent with MTCU ☐ ☐☐

Provincial Program Standards where they exist.

YesNoOther

3.3Program learning outcomes are reflected in course outlines.☐ ☐☐

YesNoOther

3.4Program learning outcomes are used in the design and ☐ ☐☐

development of teaching and learning activities and student

learning assessments.

YesNoOther

3.5Program learning outcomes are used in prior learning and ☐ ☐☐

assessment (PLAR).

YesNoOther

3.6Changes to courses and program learning outcomes are ☐ ☐☐

introduced on a timely basis and are designed to maintain

the relevance of the program.

YesNoOther

3.7The capabilities of program graduates, including knowledge, ☐ ☐☐

understanding, skills, and attitudes are consistent with the

intended program learning outcomes.

Criterion 4Methods 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.

YesNoOther

4.1Program 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.

YesNoOther

4.2There is a range of instruction methods consistent with a ☐ ☐☐

variety of learning styles and learner needs and abilities.

YesNoOther

4.3Learning activities are publishedandare matched to ☐ ☐☐

the learning outcomes.

YesNoOther

4.4There is congruency between the course learning ☐ ☐☐

requirementsand the program learning outcomes.

YesNoOther

4.5Thereis a match between course learning requirements, ☐ ☐☐

course learning activities, and learning resources.

YesNoOther

4.6Learners are provided the skills necessary to be successful ☐ ☐☐

with the learning strategies selected.

YesNoOther

4.7Evaluation criteria are published and students are aware of ☐ ☐☐

how and when they are going to be evaluated.

YesNoOther

4.8There is a match between course learning requirements ☐ ☐☐

and evaluation methods, i.e., evaluation methods allow

students to demonstrate the course learning requirements.

YesNoOther

4.9There is a range of evaluation methods used consistent ☐ ☐☐

with a variety of learning styles.

YesNoOther

4.10Evaluation methods are valid and reliable.☐ ☐☐

YesNoOther

4.11Students indicate that feedback is timely and allows them ☐ ☐☐

to build on their learning.

YesNoOther

4.12Students perceive evaluation to be fair.☐ ☐☐

YesNoOther

4.13Practices for resubmissions, supplementals, and appeals are ☐ ☐☐

published, appropriate, fair, valid, and implemented consistently.

YesNoOther

4.14Student workload and assessment is balanced across the ☐ ☐☐

term at both the course and program level.

YesNoOther

4.15Learners can earn credit for up to 75% of the program hours☐ ☐☐

using the PLAR process.

YesNoOther

4.16Academic policies and practices that provide for the ☐ ☐☐

development and continuous improvement of teaching and

learning methods are valued, documented, and supported.

Criterion 5Programs 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.

YesNoOther

5.1The duration and structure of the program are consistent ☐ ☐☐

with the program learning outcomes and the credential offered.

YesNoOther

5.2Appropriate credit is allocated for each component of the ☐ ☐☐

program, and transfer and laddering options are stated.

YesNoOther

5.3Prerequisites do not unnecessarily hinder progress ☐ ☐☐

in the program.

YesNoOther

5.4The program title is consistent with college system ☐ ☐☐

nomenclature / titling principles.

YesNoOther

5.5The program has established articulation agreements.☐ ☐☐

YesNoOther

5.6The program conforms to the College requirement for ☐ ☐☐

the number of English courses.

YesNoOther

5.7College designated targets regarding hybrid courses are met.☐ ☐☐

YesNoOther

5.8All curriculum documentation is up-to-date including course ☐ ☐☐

outlines and the program monograph information.

YesNoOther

5.9Concepts of social, economic and environmental sustainability ☐ ☐☐

are embedded in the program curriculum.

YesNoOther

5.10Work 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.

YesNoOther

5.11Students have opportunities to develop the skills, knowledge ☐ ☐☐

and attitudes necessary to succeed in a global economy.

Criterion 6Human 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.

YesNoOther

6.1 Program faculty members, as a whole have adequate ☐ ☐☐

academic preparation and workplace experience to deliver

a quality program.

YesNoOther

6.2Program faculty members are evaluated every three years.☐ ☐☐

YesNoOther

6.3 Program faculty members engage in professional ☐ ☐ ☐

development activities that ensure they are current in their

field and developing teaching expertise.

YesNoOther

6.4Program faculty members work within clear and ☐ ☐☐

well-structured instructional plans.

YesNoOther

6.5Program faculty members participate in reflective practice.☐ ☐☐

YesNoOther

6.6Students consider faculty to be available.☐ ☐☐

YesNoOther

6.7Students consider faculty to be adequately prepared for class.☐ ☐☐

YesNoOther

6.8Students consider faculty to promote a positive ☐ ☐☐

attitude to learning.

YesNoOther

6.9All students are assigned an academic advisor☐ ☐☐

YesNoOther

6.10Academic Advisors contact their students early in the ☐ ☐☐

term with an invitation to meet and to ensure that students

know who their advisor is.

YesNoOther

6.11 Labs, clinical facilities and placement facilitiesare ☐ ☐ ☐

complementaryto andintegrated into the program and allow

the learner to demonstrate the learning outcomes.

YesNoOther

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.

YesNoOther

6.13The program is financially viable. ☐ ☐☐

YesNoOther

6.14The demand for the program has been sustained for ☐ ☐☐

the last five years.

YesNoOther

6.15There is a future demand for graduates of this program.☐ ☐☐

YesNoOther

6.16The learning environment issupportive and conducive ☐ ☐☐

to learning.

YesNoOther

6.17 The students are provided with the information they need ☐ ☐ ☐

to know to function safely in both the College and

workplace learning environments.

YesNoOther

6.18Program materials, including the program monograph, ☐ ☐☐

course outlines and course materials, are provided in

an accessible ready format as per AODA regulation.

Conclusions

<This part of the report summarizes the analysis of the data documents, and input from the focus groups. It should be between 5 and 10 paragraphs. Include the following, where relevant:

• The review of the data and the identification of agenda items for the focus groups.

• 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.>

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

<…create more tables as applicable…>

Appendix A

Program Monograph and Promotional Materials

From the program webpage, download the Program Overview PDF. This contains the full program narrative and will be included with the final report as a supporting document.Fill in the text below with the required information.

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