The Program Effectiveness Process (PEP)
	The Basic Program Effectiveness Process Back to "Step by Step"
	The Program Effectiveness Process (PEP) depends on two key principles: 1. The program learner outcomes and corresponding assessments are of key interest to the faculty in the program and are generated out of a sincere collaboration of the program faculty. 2. The implementation of PEP minimizes impact on program resources, including faculty and staff workload. The Program Effectiveness Process (PEP) works by providing a system for continual improvement and periodic in depth self-reflection and analysis. A. Annual Outcomes Cycle The first part of PEP provides a simple five-step framework for organizing and reporting the work programs are doing in self-assessment and continual improvement while limiting the scope of that work to just three outcomes. The program outcomes, assessments, and results are reported on forms A and B. (See forms section.) These forms constitute the Annual Outcomes Report. B. Five-Year In-Depth Self Study Every five years, each instructional program and department will conduct a more in depth self study and submit a Summary Report including: A compilation of the outcomes assessment progress reported in the Annual Outcomes Report (Forms A & B). Analysis of the ten required assessment criteria listed below and described in more detail in the next section of this document. Five of the ten required assessment criteria are provided to programs each September in the Annual Profile. (Copy in the Appendix) Analysis of optional assessment criteria that the program faculty determines is useful additional feedback. Action plan
	Web Designer: Tatiana Alexander alexander@monroe.net Last modified: 11/16/00