1. Program Review Guidance Session
Promoting Educational Equity through Program Review
September 18, 2018

2. Starting with the “Why?”
Why did Academic Senate highlight educational equity in program review?
Objectives for guidance session:
Clarify what program review is asking you vis-à-vis educational equity
Practice identifying opportunity gaps and analyzing the data
Ask questions and provide feedback
Work on your program review!

3. 2. Results of Previous Program Review
The question: c. Student success and equity: Discuss what your program has done to address equity gaps between student populations and between modes of delivery (online, hybrid, and face-to-face), describing your successes, works in progress, and/or ongoing challenges.

4. 2. Results of Previous Program Review
What to do:
Since this is first iteration of this program review, you will not have an action plan to refer to.
However, you all have been working on projects, initiatives, and professional development to close equity gaps. Simply describe them in this section.

5. 3. Current Assessments
The question: a. Course and program assessment. Discuss the results of your program assessment. Explain any strategies, research, initiatives, curriculum development or other activities intended to improve student learning and promote educational equity in your discipline, either at the course or program level.

6. 3. Current Assessments What makes this different from section 2?
Section 3 deals primarily with program assessment as related to SLOs, curriculum development, or any other forms of student learning assessment.
This would not include any strategies, research, or initiatives that stemmed from PRIE or CCCCO data or from outside advisory boards (this would go in section 2 if in the past and in section 4 if it is new).

7. 4. Planning
The questions: a. Provide a brief description, including actions, measurable outcomes, and timelines. b. What will your program do to increase student success and promote student equity in the next two years? What kind of professional development and institutional supports will be engaged and enacted to meet these goals? c. Describe other professional development activities and institutional support and collaborations that would most effectively ensure that the program achieves its goals and plans?

8. 4. Planning
What to do:
Section 4, part b is the part of the two-year plan concerned with equity. Parts a and c are concerned with other programmatic plans and PD.
Describe any activities or professional development that you plan to engage in to promote educational equity.
List any resources or professional development that your program needs to reach its equity goals.
It’s ok if you don’t know why these gaps exist. We just expect you to have a plan for finding out why.

9. The CSM English Department
Case Study
The CSM English Department

10. Identifying the Gaps
Where in the program review data do you notice some groups of students with lower success rates and higher withdrawal rates than their peers?

11. Opportunity Gaps in ENGL
Success rates between African American, Latinx (Hispanic), and Pacific Islander students and Asian and white students.
Withdrawal rates of Latinx and Pacific Islander students.
Success rates of students with disabilities (61.8%) and students with no disability (69.6%).
Success rates of first generation students (62.6%) and not first generation (75.6%).
Withdrawal rate of first gen students (19.2%).

12. English vs. CSM
How is the English department doing in comparison to the college?

13. Underrepresented Students
What if you have low success rates for students but you only have a dozen in your program? 
How do you know if a student group is underrepresented?
The column Pct. Enrollments will tell you what percentage of your students come from each group.
Again, you need to compare to the college as a whole.

14. Underrepresented Students
For example, let’s say you have 33 African American students and 14 Pacific Islander students in your program. They are 2.0% and 0.9% of your students, respectively.
Look at CSM African American students are 3.2% of the student enrollments and Pacific Islanders are 2.7%
Are they “underrepresented”?

15. Underrepresented Students
The answer is YES
These data represent an access gap in your program:
For African American students, there is a 1.2 percentage point gap.
For Pacific Islanders, there is a 1.8 percentage point gap.
For whatever reason, these students are not taking classes in this department. Why??

16. This is a lot! How do we prioritize our plans?????
First off, all opportunity and access gaps need to be addressed.
However, you may not have the resources or personnel to fully commit to each one over the next two years.

17. Addressing Opportunity Gaps
You should do one of two things for each opportunity gap that you identified:
Create a plan and timeline for addressing the opportunity or access gap (you will likely only be able to do this for one or two of the opportunity gaps that you identified).
Connect with colleagues and programs on campus to better serve the students with low success rates and/or high withdrawal rates. You can do this for every student group that needs it!

18. The Low Hanging Fruit
If you notice that specific student groups have lower success rates and/or higher withdrawal rates, and you don’t know how to address them, there are resources and people on campus who can help!
EOPS/CalWORKS (low- income)
DRC (students w/ disabilities)
Learning Communities (Mana, Project Change, Puente, and Umoja, WEZ)
ACCEL (adult school)
Multicultural Center
DREAM Center (AB540)
MeTAS (HSI/STEM)
Educational Equity Committee/ Director of Equity
Year One Promise
Middle College

19. New Initiatives
Creating a new initiative to increase access and improve student success can take a lot of work and energy.
They require timelines, planning, institutional support and resources, and data collection.
But there are people on campus to help! (see previous slide)

20. Discussion
What could the English department do to address some of the opportunity gaps in the program?

21. Q&A

22. We will help you individually
Work on PRs
We will help you individually

23. THANKS!!!!
And good luck 