The template is a guide, or framework, for your work in this arena. There may be sections or specific questions that seem less relevant to your program or discipline. Alternatively, there may be information you would like to provide that is not requested in the template. Please tailor your responses to the questions in the way that makes the most sense for your program and/or discipline, and add information as needed. It is perfectly acceptable to link to other sources where you have documented your work; please just leave a breadcrumb in the template itself so that others can locate your documentation (hyperlinks are the easiest way to leave a breadcrumb).
In this section, you are asked to provide a general statement about the mission for your discipline or program. For example, the mission of your program might be to prepare students to successfully enter the workplace in the field of engineering. This section is not the most crucial element in the process, and you are encouraged not to spend a lot of time answering the questions.
The outcomes section is absolutely critical, and should take the largest amount of time to complete. Because it is so important, two quarters out of every two year cycle are dedicated to this. Also, faculty are encouraged to work on their outcomes every quarter, whether or not there are other sections assigned. Section B requires you to define your outcomes, and describe how the information is communicated to students. This is also the section in which you are required to provide data. Your data does not necessarily need to be entered into the template, as long as it exists elsewhere. If you have other documents or reports that you use to store your information, just reference those in the template and make sure they are accessible. For example, you might have your information in an Excel spreadsheet, a Google document, etc., and that's totally acceptable as long as there is a link to it. Not providing any data, however, is unacceptable. Accreditation requires us to provide evidence that our students are learning the things we have identified for them to learn, and this is where we do that.
If you are new and unsure what the outcomes are for your program or discipline, please familiarize yourself with the relevant program planner or planners. Faculty need to be assessing the outcomes identified on those planners. If the outcomes are incorrect or outdated, the program planners should be revised. For more information about developing and tracking outcomes, please see the "Student Learning Outcomes" module in this course.
Section C provides faculty with an opportunity to regularly review and evaluate several elements of their curriculum. We recognize that this work is ongoing for faculty; the Curriculum & Program Review template is just a way to document what is already happening.
This section is designed to encourage faculty members to think about the next steps students will take once they complete their program at LCC, whether it's entering the workforce or transferring to another higher education institution. Ultimately, our students are preparing to enter the workforce whether they plan to transfer to another institution or go directly to work, and all faculty are encouraged to address the labor market questions in this section. Staff in the Career & Employment Services area or Effectiveness & College Relations can help identify sources of labor market data. More information about labor market data is available on the Learning Outcomes Assessment webpage on our faculty-staff website.
When responding to the resource question, you are encouraged to be realistic in your analysis. For example, it makes sense that certain disciplines need more whiteboard space in their classrooms to enhance their curriculum and therefore could/should request them. It makes less sense to request a dozen new tenure-track positions for your discipline, given that we are tremendously under-resourced and likely to remain so for many years. Please be sure to share any resource needs you identify in your Curriculum & Program Review report with your dean.
Section F was added to help you reflect on what you've learned throughout the Curriculum and Program Review cycle, and prepare you to complete Section G, Action Plans.
Use this section to document any changes you've decided to make as a result of analyzing your data and/or curriculum. This critical step of the process is sometimes referred to as "closing the loop." Items listed in this section may or may not require resources and/or discussion with your dean or vice president.
This section provides you with an opportunity to document an external accreditation or standards that apply to your program and/or discipline. For many faculty, this section won't be applicable.