Causas y consecuencias de la violencia de género

10.1.

Program Quality Review Process

To ensure the best possible quality in academic offerings, all academic programs are to conduct regular program quality reviews. Centennial’s overall Program Quality Review Process is made up of four individual quality review processes that work together to ensure the College’s commitment to program quality is achieved:

 Course Delivery Evaluation (see section 5.3.1)  Review of Faculty Performance (see section 6.5.3)  Annual Program Review (see section 10.1.1 below)

 Comprehensive Program Review (see section 10.1.2 below)

See electronic Policies file (Section 16) for the following College policies and procedures pertaining to quality assurance of program delivery methods:

 Program Quality Review Process Guidelines  Quality Assurance Policy

10.1.1.

Annual Program Review (APR)

The APR evaluates program performance on a yearly basis to identify and deal with quality and/or enrolment issues at an early stage as they arise. The Corporate Planning and Institutional Research office (CPIR) holds responsibility for conducting the APR for all Centennial programs each year where annual satisfaction levels of students,

graduates and employers, identified using the Key Performance Indicator (KPI) data, along with current and historical enrolment data, are used to evaluate program quality and growth.

10.1.2.

Comprehensive Program Quality Review (CPQR)

The CPQR is the process by which an academic program undertakes a critical and objective self-study involving an in-depth analysis of the program to determine currency, viability and occupational relevance.

10.1.2.1. Comprehensive Program Quality Review Characteristics

CPQR takes place on a 5 year cyclical basis for degree programs. New programs undergo review after 3 years, and subsequently follow the 5 year cycle. Where the APR for a program has identified negative growth and/or quality results for two or more years, the program may be put forth for CPQR due to exceptional

circumstances.

CPQR requires the review of how the program continues to align with the School’s business plan which itself is built upon the College’s strategic and business plans. Institutional initiatives are integrated through the CPQR process, for example, the integration of technology to enhance teaching and learning, student leadership, Citizenship and Equity learning outcomes and portfolio learning. Institutional goals related to enrolment and retention are also addressed in the CPQR process.

Learning outcome achievement of students/graduates is assessed in a number of ways. First, because learning outcomes are performance based, student

assessments that occur within courses are examined to ensure they require students to reliably demonstrate their ability to perform the outcome. Therefore, assessments are mapped against the course learning and outcomes and subsequently against the program learning outcomes, the degree level standard and any existing standards of regulatory, accrediting or professional associations. This mapping process reveals any outcomes that are not being met. If any gaps are deduced, a resolution is proposed in the CPQR report and action plan.

The opinions of students/graduates and employers is also taken into consideration when determining if learning outcomes have been achieved. The CPQR process includes a student survey and student focus groups. Key Performance Indicator (KPI) Graduate and Employer Surveys which ask graduates and employers how well Centennial graduates have been prepared for employment are data sources used in CPQR.

The CPQR process also requires the analysis of samples of student work in the terminal stage of the program that are good representations of acceptable, average and above-average performance in order to determine if all outcomes have been met.

CPQR requires an analysis of data resulting from the MTCU KPIs: student satisfaction rate, graduate satisfaction rate, graduate employment rate, employer satisfaction rate, graduation rate and OSAP default rates. The College has also recently developed a robust retention analysis tool that enables examination of retention statistics at the program level; this report is also used as a data source in CPQR and programs must address any significant issues.

Program reviewers are asked to examine trends and developments in the field of practice to determine any required program changes. As stated previously, any professional, regulatory or accrediting standards are mapped against program outcomes and course assessments.

Method of delivery, admission requirements, program structure, and resource utilization are all criterion that are examined during the review process.

Elements of faculty performance are included in the CPQR student survey which forms a data source for analysis (see section 5.3.2).

10.1.2.2. Comprehensive Program Review Procedures

Centennial’s CPQR process requires a self-study of the program to be conducted by the CPQR review team which may be comprised of the Dean, Chair, program

coordinator, faculty members, students, graduates, support staff, representatives from relevant internal departments and external/PAC members.

The following elements are carefully considered during the self-study and included in the CPQR report:

 Review of current staffing and resource allocations;

 Curriculum review including program mapping, as well as identifying any major curriculum changes planned/required;

 Collection, review and analysis of data for enrolment, graduation,

employment, and satisfaction expressed by students, graduates, employers, faculty and PAC members;

 Analysis of competitors and market demand, including a SCOT analysis; and  Action Plan highlighting issues and recommended solutions using the

SMART approach.

If recommended by PQRCC, a panel of three to five external reviewers will objectively examine the currency of the program curriculum, enrolment data and quality indicators for occupational relevance and continuance of the program and to provide constructive feedback that would assist the CPQR process and

recommendations. The external review panel will be organized by the program Chair and will be comprised of individuals both internal and external to the College but external to the program, and will represent both academia and industry. External reviewers must be free of conflict of interest as per College policy.

See electronic Policies file (Section 16) for the following College policies and procedures pertaining to conflict of interest:

 Conflict of Interest Policy  Conflict of Interest Procedures

The external review panel will review the draft CPQR report and conduct site visit(s) to meet with students, faculty, graduates and potential employers. The ERP Chair will provide a report to the CPQR team outlining any recommendations and/or issues to be addressed in the draft report regarding program quality. The CPQR leader will review the findings of the external review panel and make adjustments to the CPQR report, recommendations and action plan accordingly.

The final CPQR report, including recommendations and an action plan, is submitted to the Chair and Dean for approval. The approved report is presented to the Program Quality Review Coordinating Committee (PQRCC), which has overall responsibility for the CPQR process. The PQRCC was struck by the Vice-President

Academic/Chief Learning Officer (VAP/CLO) and is comprised of representatives from management and faculty. It is chaired by the Director, Academic Quality and may recommend to the VPA/CLO program modifications, suspension or cancellation of the program. Subsequently the CPQR report is presented to College Council, an academic committee created by the Board of Governors comprising of 40 members, (50% of whom are faculty and 50% management), students, and support staff. College Council scrutinizes all major program modifications before they go to Board the Governors for approval.

10.1.3.

Implementation of Program Review

The Program Review Coordinating Committee has oversight of the Program Quality Review Process and its Annual Program Review (APR) and Comprehensive Program Quality Review (CPQR) processes.

The PQRCC has responsibility to ensure all action items identified through the APR are taken to improve the quality of Centennial’s academic programs. The PQRCC will:

 review the APR report and analysis from CPIR;

 receive, review and comment on the plans for action developed by each School;  ensure Schools report on the implementation of the recommended actions each

year until they are successfully completed or adjusted as required. Having overall responsibility for the CPQR process, the PQRCC will:

 review and approve the list of programs to undergo the comprehensive review each year;

 identify those programs to undergo an external review;

 review and evaluate reports and Action Plans that result from the process;  make recommendations on the reports and Action Plans, if necessary; and,  monitor the impact of the review process and implementation of the Action Plan. The Manager of Program Quality within the Centre of Academic Excellence provides extensive support to program reviewers throughout the CPQR process, ensuring reviews are done with completeness and rigor.