Assessment Criteria

The Program Effectiveness Process (PEP)

Assessment Criteria
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A. Required Program Assessment Criteria

The required program assessment criteria represent core indicators, essential data that is generally understood as measuring efficiency, available at the state or institutional level, and sufficient to meet reporting requirements of BCC, the state, and accrediting agencies.

For items 1-5, data for the past three years will be reviewed. For these items, an increase or decrease of 10% or more shall signal the need for more complete analysis to determine the need for program adjustments or additional allocation of resources. Data may be compared to data for similar programs at BCC and at other colleges.

1) Enrollments: FTE and headcount in individual and total required courses in a program

2) Student/Faculty Ratio for the entire program and for individual required/recommended courses in the program

3) Ratio of Full-time to Part-time Faculty in a program

4) AA Degree and Certificate Completer: The definition of completer may vary. In some instances, degrees awarded may be pertinent; in others, the number of students completing certificates or completing a cluster of specific courses may be pertinent

5) Student Credit Hours: Total credit hours generated in all courses by registrants in program compared to 100% schedule

6) Curriculum Currency: Need for curriculum revision and/or outcomes

7) Student Satisfaction Surveys: Includes survey of current students, graduates, and early leavers

8) Employer Satisfaction Surveys: Employer feedback on satisfaction with skills of students (Professional/Technical Programs only)

9) Employer and Market Data: Labor demand and market analysis (Professional/Technical Programs only)

10) Advisory Committee: Make-up, currency and role (Professional/Technical Programs only)

B. Additional/Optional Program Assessment Criteria: This menu of options offers alternative information to enrich context and support decision-making.

1) Program Costs and Institutional Support: Maintenance of facilities, equipment, and staffing

2) Retention and Advising: Special needs, retention issues, number of advisees

3) Articulation: TechPrep and transfer agreements

4) Delivery Methods: Curriculum and course teaching/learning methods

5) Demographic student data: Gender, race, and age

6) Student Readiness: Performance on college assessment mechanisms

7) Faculty Credentials and Professional Development: Currency requirements and cost implications

8) Peer Programs: Distance to nearest like program

9) Professional Affiliations: Information about state and national affiliates

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



	The Program Effectiveness Process (PEP)





	Assessment Criteria Back to "Overview" / Next
	A. Required Program Assessment Criteria The required program assessment criteria represent core indicators, essential data that is generally understood as measuring efficiency, available at the state or institutional level, and sufficient to meet reporting requirements of BCC, the state, and accrediting agencies. For items 1-5, data for the past three years will be reviewed. For these items, an increase or decrease of 10% or more shall signal the need for more complete analysis to determine the need for program adjustments or additional allocation of resources. Data may be compared to data for similar programs at BCC and at other colleges. 1) Enrollments: FTE and headcount in individual and total required courses in a program 2) Student/Faculty Ratio for the entire program and for individual required/recommended courses in the program 3) Ratio of Full-time to Part-time Faculty in a program 4) AA Degree and Certificate Completer: The definition of completer may vary. In some instances, degrees awarded may be pertinent; in others, the number of students completing certificates or completing a cluster of specific courses may be pertinent 5) Student Credit Hours: Total credit hours generated in all courses by registrants in program compared to 100% schedule 6) Curriculum Currency: Need for curriculum revision and/or outcomes 7) Student Satisfaction Surveys: Includes survey of current students, graduates, and early leavers 8) Employer Satisfaction Surveys: Employer feedback on satisfaction with skills of students (Professional/Technical Programs only) 9) Employer and Market Data: Labor demand and market analysis (Professional/Technical Programs only) 10) Advisory Committee: Make-up, currency and role (Professional/Technical Programs only) B. Additional/Optional Program Assessment Criteria: This menu of options offers alternative information to enrich context and support decision-making. 1) Program Costs and Institutional Support: Maintenance of facilities, equipment, and staffing 2) Retention and Advising: Special needs, retention issues, number of advisees 3) Articulation: TechPrep and transfer agreements 4) Delivery Methods: Curriculum and course teaching/learning methods 5) Demographic student data: Gender, race, and age 6) Student Readiness: Performance on college assessment mechanisms 7) Faculty Credentials and Professional Development: Currency requirements and cost implications 8) Peer Programs: Distance to nearest like program 9) Professional Affiliations: Information about state and national affiliates


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