Reviewing Programs En Masse and In Depth Dawn Macdonald, Institutional Research and Planning Presented at PNAIRP Conference, Portland OR, October 2009

How can we review all our programs on a timely cycle and make appropriate changes?

Program metrics are not enough – “small n” means that big fluctuations can occur for no reason

Group related programs together … … study these groups … … do efficient qualitative and quantitative research … … and find programming gaps.

Assess:  Health of programs  Health of theme

Business, Management, and Governance Health, Human Services, and Education Trades, Technology and Industrial Skills Liberal ArtsCultural Industries and Heritage Land and Environment 6 themes

: Business, Management and Governance

: Health, Human Services and Education

Bachelor of Social Work Bachelor of Education Northern Justice/ Criminology Developmental pathways Early Childhood Development Community Support Worker Home Support Worker Non-credit courses

A committee with broad representation conducts the review. Faculty from across the College Community campus faculty IR data support Faculty Chair Dean Lead

Quantitative and qualitative methods are used.

Surveys: students, graduates, instructors, employers, practicum supervisors Administrative data: course offerings, enrolments, registrations, demographics, course evaluations

Focus groups: students, graduates, faculty, community campus staff, First Nation health representatives

Overall, the programs were healthy recommendations for programs

Recruit more First Nation students in Social Work and Community Support Worker; more men in Education

Improve transitions between programs with lower entry requirements, and degrees. Early Childhood Development Bachelor of Education Community Support Worker Bachelor of Social Work

Offer practicum placements for Social Work and Education in rural communities.

Some recommendations applied to all programs in the theme recommendations across the theme

Sessional instructors should receive Instructional Skills training, and have opportunities to meet.

Course outlines, evaluations, and curriculum should be retained for non-credit courses over one day long.

Offer more videoconferencing of introductory courses in rural communities.

There were also recommendations for the College as a whole. 9 9 recommendations for Yukon College

Build First Nation worldviews into curriculum with help from an advisory committee.

Offer introductory courses to access students.

Course evaluations should be consistent across the College.

There are benefits and pitfalls in conducting a cross-programmatic review.

Committee members understand each other’s programs and processes.

“Once everyone has sat on a Thematic Review Committee, the College’s communication problems will be over!”

Programs in the theme that did not have a faculty member on the committee gained less from the review.

Thematic review aids identification of gaps, and opportunities for laddering. Community Support Worker and Bachelor of Social Work programs are each healthy … … but students cannot easily transition between them.

Thematic review reduces respondent burden, and efficiently addresses issues common to all programs in the theme.

Roadblocks have raised questions about continuing with thematic review.

Managers question the time commitment demanded of committee members.

Failure to address all recommendations of the first review threatened the credibility of subsequent reviews.

Organizational Intelligence is realized when changes happen.