The Workshop

The Program Effectiveness Process (PEP)

Step III: Reviewing Program Data
Back to 'Workshop Outline'/ Next

Annual Data Profile

Review the information provided for you in the attached Annual Profile. Use the following questions as a guide to understanding the implications of your data. Your division chair can be a valuable resource for understanding the institutional implications of some of the data provided for you.

Enrollments: FTES and Headcounts (Fund Source 1 & 4)
What trends do you see in enrollment that might warrant action? What factors are contributing to any significant increase or decrease? Is your enrollment evenly distributed across the year? What factors contribute to significant changes in enrollment over a single year?

Student/Faculty Ratio
How does your student/faculty ratio compare to the state student faculty ratio? Are your ratios going up or down? How does this fit in with current institutional goals regarding student/faculty ratios? Do your results in this category warrant any kind of action?

Ratio of Full-time to Part-time Faculty
What impact does your part time/full time ratio have on your program?

AA Degree and Certificate Completers
How does the data reported under AA Degree and Certificate Completers reflect your program goals? Are there any program issues over early leavers? What are the factors impacting students leaving your program before they complete their degree?

Student Credit Hours (Fund Source 1 & 4)
What, if any, implications do your fill rates imply? It is commonly thought that a fill rate of over 90% might indicate that you are turning students away while a fill rate of less than 70% can mean there are too many sections being offered.

Web Designer:
Tatiana Alexander
alexander@monroe.net
Last modified: 11/16/00



	The Program Effectiveness Process (PEP)





						Step III: Reviewing Program Data Back to 'Workshop Outline'/ Next Annual Data Profile Review the information provided for you in the attached Annual Profile. Use the following questions as a guide to understanding the implications of your data. Your division chair can be a valuable resource for understanding the institutional implications of some of the data provided for you.
	Enrollments: FTES and Headcounts (Fund Source 1 & 4) What trends do you see in enrollment that might warrant action? What factors are contributing to any significant increase or decrease? Is your enrollment evenly distributed across the year? What factors contribute to significant changes in enrollment over a single year? Student/Faculty Ratio How does your student/faculty ratio compare to the state student faculty ratio? Are your ratios going up or down? How does this fit in with current institutional goals regarding student/faculty ratios? Do your results in this category warrant any kind of action? Ratio of Full-time to Part-time Faculty What impact does your part time/full time ratio have on your program? AA Degree and Certificate Completers How does the data reported under AA Degree and Certificate Completers reflect your program goals? Are there any program issues over early leavers? What are the factors impacting students leaving your program before they complete their degree? Student Credit Hours (Fund Source 1 & 4) What, if any, implications do your fill rates imply? It is commonly thought that a fill rate of over 90% might indicate that you are turning students away while a fill rate of less than 70% can mean there are too many sections being offered.


	Web Designer: Tatiana Alexander alexander@monroe.net Last modified: 11/16/00