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Program Review

Transcript: Institutional Program Review Brought to you by the Institutional Program Review Committee Quantitative data packets are uniquely prepared for your program. It may seem like a lot now but we'll use this consistent format year over year. Trend data and metrics will become familiar and comparison to college-wide metrics provides valuable perspective. It saves you time! You will reflect on the review data through a prism of... ...Standards that have been categorized into Areas of Review Program Performance Program Personnel Program Resources Program Curriculum Program Students Do these questions look familiar? You've seen and addressed them previously through PERCY! It would be worth starting with your previous responses as you look to address the REFLECT forms. The Reflect forms are only one page per Area of Review. You will have to: evaluate! analyze! summarize! synthesize! be concise! be impactful! You will now take your reflections and pass them through a prism of... Advancement of the District Mission Support for Institutional Objectives and Action Plans Support and Improvement of Student Achievement and Learning (and AUOs and SAOs) Logical development from conclusions in Reflect forms And Evaluation of plan success These forms are meant to guide you in your planning and helps to link to Institutional Objectives, your Reflect conclusions, and identify any needed resources. All this REVIEW-REFLECT-PLAN will be packaged into a unique PDF for your program. This single PDF file will be your program review packet. Easy to share and edit. You only need Adobe Reader (free!) and MS Excel (on all district computers!) Resource Allocation Find happiness! The End. and then REVIEW REVIEW Data Packets REFLECT forms PLAN forms A prism! Advance the mission of the District! PLAN Provide follow-up on progress and plan effectiveness! and then Make data-based decisions! REFLECT Advance and support Institutional Objectives and Action Plans! Improve student achievement and learning! and then

KS Program Review Template 11.30.11

Transcript: Military 14 Events 203 Media/Event hires 47 Engineering/Professional CPH $483 Road Map Execute 2012 media/events Events based on business needs Evaluate events and media Talent Network Candidate Pool Communication 2600 registered Register 2012 Sense of Involvement Large Candidate Pool Low CPH Best Place to Perform Our Network I used to work with someone! My Cousin does that! My Friend would be perfect! Over 12,000 submittals 12% Hired CPH ($580) Talent Acquisition Program Reviews University 2011 Accomplishments! 2012 Roadmap Internship Timeline 2011 Accomplishments! A BigUps to the Engineering group for converting 31% of their summer interns! A special shout out to Karen Doran, we couldn't have done this without you! Summer Highlights 1. Commitment of many people 2. Leaders naturally focused on financial health 3. Benefits everyone by making organization stronger more resilient and more competitive Was 2011 a good year? Shhh... Goals: Building internal commitment and understanding Implementing valuable, engaging programs Gaining external visibility 14 Dec 2011 Careers Site Updates Establishes an opportunity to try before we buy. The Program is flexible and cost-effective with very little risk. iKnow Ambassador Program launch in March with the successful addition of 54 ambassadors. Welcome Advantage Sales Partnership Jun 2012 Mobile Careers Site Diversity 76% Feb 2012 Q1 UC Berkeley Candidate Materials Updates Request Process Identify additional areas for process/program improvements Business Purpose (cc) photo by Metro Centric on Flickr Continue goal to be an Employer of Choice One master brand at T-Mobile 85% 91% OneVoice Onboarding Page Roadmap Apr Candidate Materials Site Updates Jun Q1 May 83% Questions? Media Toolkit (cc) photo by jimmyharris on Flickr Feb 2012 Mar 2012 Dedication 2011 Accomplishments 2012 How Can We Help You? Recipient of DT Employer Brand Award Repeat for 2nd half 2012 Campus Selection Benefits of Program (cc) photo by Metro Centric on Flickr MBA Intern Presentations Continually refine our brand messaging to meet the changing demands of the business in order to attract top talent Refresh photo assets - focus on group shots 20 employees featured in photos Updated video testimonials - expanded representation 15 total videos - all post-produced Post-production timeline expedited - first five videos finalized in 8 weeks (cc) photo by Metro Centric on Flickr Mobile Careers Site Apr 2012 Mar University of Washington Seattle University Business Case Intake meetings completed One master brand at T-Mobile Why should you work here Meaningful message Differentiator Personal Connections Philipp Humm Mar 2012 Social Branding | Job Matcher | Brand Aesthetic Brad Duea January Military Spouse Top 20 (cc) photo by Metro Centric on Flickr Juan Posada Search Jobs (cc) image by jantik on Flickr Targeted E-Mail Performance Retention Internal (cc) image by nuonsolarteam on Flickr Michele McNickle Robert Hackl Newsletter Careers Site Updates Intern Project outline due Jan 2012 •We can register for Campus events for you •Develop a Job Posting Strategy (Uloop) •Ship appropriate supplies for your event, if needed •iKnow Ambassador Program Team Together for new ideas HR partnership/Veterans Tax Credit Interns agreed recruiting experience met or exceeded their expectations 2012 Students are energized to offer their creative perspective. Positions T-Mobile as an employer of choice with emerging talent. Newsletter Platform agnostic solution for T-Mobile Careers Specialized content for major functional groups resulting in 17 hires through Q3 Interactive experience via video testimonials from employees Social media integration via direct links to T-Mobile Careers social media sites >200,000 visits since January 2011 launch Company Store Giveaway Employer Brand Targeted E-mails and Newsletters Intern applications due; Application/review/approval process with HR and Line of Business Leadership Jim Alling Candidate Materials Site Updates Successful coordination of 42 events, resulting in 236 hires. Program Offerings (Eng, Retail, Business) Academic Rankings Diversity and enrollment stats Past hiring success Personal Connections Q1/Q2 2012 HR to work with leadership on intern needs per each department Managers to fill out application for intern and submit with VP approval Application/review/approval process with HR and leadership to determine business need/alignment that will lead to conversion Challenging assignment with mentoring opportunities (cc) photo by Metro Centric on Flickr Employer Dec 2011 Targeted E-Mail Why work here Assess Feasibility of Projects Q2/Q3 2012 Hired 86 Summer interns in areas of Retail, Sales, Engineering/EIT, Finance, Supply Chain, Marketing, EPO, Legal. Successfully met goal of 25% intern conversions ERE Award Submission (cc) photo by jimmyharris on Flickr Interns agreed their intern experience was more valuable than classroom learning (cc) image by

Program Review

Transcript: Mathematics 8: Making Connections is designed to meet the curriculum expectations of the Ontario Curriculum (conveniently also revised in 2005). The different strands of the curriculum are present and illustrated throughout the textbook. Textbooks seem to have garnered a somewhat bad reputation over the years. "Teaching from the textbook" has even become a derogatory term most teachers try to avoid. While some of that stems from real concerns, including weaknesses I have outlined here, I believe that textbooks are still incredibly useful and potentially powerful tools for teachers and students alike. Mathematics 8: Making Connections has actually impressed me by its planning, attention to the Ontario curriculum and effort to provide multiple modes of learning within one source. First, three areas that need to be improveded upon: 1. Word Problems The Ministry Document "What Works? Research Into Practice: Word Problems" June 2011 highlights issues students have with poorly worded, unrealistic or culturally/economically/socially inappropriate word problems. Mathematics 8 does little to address these issues as the word problems use generic situations with little interest and complex wording. 2. Rigid Learning Style Although it does include more than one method to solve a problem, the general learning style follows the transmission model and centers around information being given, and then the student using those skills. As the Learning Mathematics vs Following the 'Rules' research monograph shows, students need the chance to develop their own systems and challenge their mathematical validity. This increases critical thinking, connections between strands and comprehension. Learning to apply a set of skills within a set situation is not promoting deep understanding. If we look at the direction of Math Education in Ontario, we can see that 4 very crucial expectations are already being met by Mathematics 8: “Today’s mathematics curriculum must prepare students for their future roles in society. It must equip them with an understanding of important mathematical ideas; essential mathematical knowledge and skills; skills of reasoning, problem solving, and communication; and, most importantly, the ability and the incentive to continue learning on their own.” (The Ontario Curriculum, Grades 11 and 12, Mathematics, p.4) (while this is from the high school curriculum, I believe those same expectations hold true, and need to be developed at the grade 8 level) The last two elements, "[...]communication; and, most importantly, the ability and the incentive to continue learning on their own.” need to be addressed not by any textbook or workbook, but rather the teacher using those tools. Therein lies the crux of our obligations as teachers, to communicate effectively with students, provide them with the tools to communicate their own understanding or lack thereof, allow feedback and discussion, and to foster their desire to learn. No textbook, no matter how well written or how thorough, will ever accomplish that. -mistakes in early lessons could carry over to later lessons, causing further problems -getting sample problems correct might not be a true indication of learning or understanding - a lot of information that students might not be 'excited' for -What student would be inspired to practice math by Irene's flowers? :s Review: Key words are reviewed and questions are provided for the students to solve from each of the lessons within the Chapter. Practice Test: Three kinds of questions: Multiple Choice, Short Answer and Extended Responses are presented, challenging students to demonstrate mastery of the skills and concepts from the Chapter. Additional Tasks also appear in the textbook, allowing for skills and concepts from multiple Chapters to be used together, often linked to the main Math Strands. +keeping goals and key concepts in focus Printed and bound in Canada, 2005 - only even number questions are shown in answers section, means students could not understand their mistakes on all questions Structure: -Cannot show progressions, images can be confusing - not in depth lesson, just brief overview, very little instruction Weaknesses + states expectations and where students will be at the end of the Chapter Strengths and Weaknesses This is another key area of focus in the ontario curriculum which needs to be applied to each strand and big idea (p. 11-14). Mathematics 8 does this by offering several approaches to initial questions, modeling each, and allowing students to see how they can be solved in different ways. -probably not how students really think or reflect Problem Solving Models Chapter 3 Overview McGraw-Hill Ryerson In short, I believe that Mathematics 8, with its roots and approach firmly based on Ontario Curriculum expectations and guidelines, provides clear ties to the needs of many students. +highlighted portions keep main ideas in focus Each subsection is designed as a three part math lesson, based around

Program Review

Transcript: External Internal Program Review Assessment Reports due October 1 Assessment Cycle is 2-3 academic years How often do we need to conduct a Program Review? Which parts of the Program Review are more agile? Suggestions ? Benefits of having a program review Structure / Questions that were asked This is a 3D representation of the economics program. This model helps me to visualize the environment, relationships, attributes, uses, etc. Practice What kind of access do we provide to our students? How does it shape their path to success? Characteristics of a network: * Reliability * Speed * Accessibility * Consistency * Internal Structure * Resources * Ease of repair * Support What in the world is this? Networks in Higher Education Assessment Cycle Thinking about Program Review Faculty input Creating a model Questions we would like to have answered Periodic inspection / maintenance of the network Verification of specifications Creation of new possibilities (academic and otherwise) Growth Resources needs and updates Certification Program Review Timeline Part 1. Program Overview and Marketing Position Part 2. Data Analysis • Attracting new students including access issues ( mostly demographics) • Student success (completion, retention, DEWZ, attrition, satisfaction) • Academic quality (GPA and its distribution, faculty evaluations) • Delivery of Learning (% recommend) • Productivity & Efficiency (class size, canceled courses, course tallies) What conclusions might be drawn from the data analysis? How well does the program and its trends compare to other programs? What action is needed? What target goals might be set to track progress? Part 3. Assessment Summary Part 4. Action Plan Summary What is it? Who needs it? What does it look like? What's in it for me? When does it need to be done? What are we going to do with it? Can I make it dynamic? Theory

GFB Program Review Presentation

Transcript: Recommend Volunteer Appreciation event for Volunteer Appreciation Week in April. It is nice to have a separate event to recognize all of the ACT volunteers and celebrate them. Recommend exploring options for offering a volunteer subsidy on boxes, as referenced in GFO principles. This year we had a goal of 4 new Host Sites: Chic Baby Boulevard is now an official Host Site South Cochrane Addiction Services completed their trial and decided not to continue recommend that strengthening current Host Sites be priority met with each Host Site this year to discuss future growth and promotion ELEMENTS * Covenant United is the IDEAL SPACE given that it allows for up to 200 boxes, perhaps more, to be packed and only costs us $50/month. However, the possibility always exists that they will need the space last minute for a funeral. The goal for the year was to establish a Committee of 3-5 members, including a Chair and Vice Chair and to collaborate on a Terms of Reference. This goal was met, however it was determined that this kind of advisory role was not entirely necessary. The Board may consider this as insurance policy if you should lose funding for a Coordinator or Executive Director. Especially if the program grows larger. From March 2016 until now we have cut costs by: switching our Delivery Van rentals from Enterprise to Discount eliminating the Complimentary Boxes better maintaining the margins on BOTH boxes using a different pack site 2/12 months * however this $100 was still given to Covenant as a donation This program operates best with at least 10 volunteers at each pack and 1-2 delivery drivers. most months we have between 8-15 people at the pack including employees, Board members and PHU partners support from local teachers has been amazing, in the summer months we have had lots of help from students at the packs an annual Volunteer Appreciation takes place to thank each person for their time, in 2016 it was combined with the AGM in June Recommend a more comprehensive method of tracking donations. Donations recorded this year: CDSSAB - $3500 Kinettes - $1000 Anon - $100 Tylor Howson - $100 Nordic Bearings - $200 (fuel) Large Box: 2015 avg. 89.58 2016 avg. 81 Small Box: 2015 avg. 17.25 2016 avg. 20.67 recommend monthly work plan to be created to ensure that certain program goals are met and information flows between the Board, Executive Director and Coordinator monthly report on GFB provided to ED tracking of local/provincial food costs as a means of understanding how well, or not so well, the program is circumventing rising food costs to begin in 2017 rated on a scale out of 5, ideally each of our sites would achieve an 80% or higher. realistically only 8/14 of our sites are operating this successfully. revisiting a commitment to PROMOTE the program with each site, as well as providing an incentive to increase sales for example, the Host Site with the most sales could receive one of the extra boxes each month, or a subsidy the next month important to consider this scale when choosing a new Host Site * The number of low income individuals accessing the program is up 10% from 2014 (according to population surveyed) and a contractual goal was to increase orders from vulnerable communities having host sites in more buildings or within organizations that are focused on poverty reduction may help to increase this number, although if ACT is concerned about a stigma surrounding the program this will likely not be ideal posts are made from the Good Food Box page, don't garner a lot of interest recommend a basic promotion of the entire GFB page each month ($5 a month for a standard ad) posters and flyers are kept up to date, however they are not very eye-catching although the program is pretty widely known, individuals are not always seeing the value up front - recommend exploring a subsidy for volunteers or low-income people as it would help with this recommend a more savings based marketing pitch The goal this year was to gain an additional 10 volunteers for the program, not including students we have gained over 15 new volunteers to date. evaluated according to space, capacity for boxes and people, time allotted for us and cost for rental one major thing is that with Covenant United we get many volunteers who are part of the church and may not move with us each month recommendation to have a back up pack site average amount of large boxes sold per month has decreased, where the average amount of small boxes has increased due to this decrease, our $ spent on local produce has also gone down unless you are looking at Ontario produce which we began tracking in 2016 in order for the program to grow, recommend solidifying such aspects as: delivery van and driver, committed volunteers, reusable boxes/bags, re-branding and online purchase It makes sense that the first year would yield minimal orders, but we have to ask ourselves if selling 100 each time ($2000 revenue) is our goal and if it feasible given these

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