Carteret Community College Title III Grant

Section 1: Program Profile

Outline

A. The Mission/Purpose: A narrative description of the overall purpose of the program

  1. Role programs plays in the college mission
  2. Program goals (administrative, program, and student learning outcomes) as they relate to the college’s mission

B. The Faculty

  1. Faculty credentials (full and part-time)
  2. Accomplishments of faculty
  3. Professional development activities of faculty

C. The Students: A description of your current students.

  1. Breakdown of students by type (e.g. transfer, dual-enrollment, etc…)
  2. Specific programs that require your courses
  3. Numbers served, FTE, registrations, graduates
  4. Demographic information on students

D. Resources

  1. Support personnel
  2. Classroom & Laboratory facilities
  3. Library collection
  4. Equipment & supplies
  5. The Advisory Committee
  6. Budget

E. General

  1. Specific industries or businesses served by the program
  2. Institutions to which your current students transfer
  3. Significant developments since the last evaluation

F. Analysis

Detailed Description of Section One: Program Profile

A. Mission/Purpose

Each unit will have an opportunity to describe their program in some detail. All programs should be aligned with the Mission of CCC. Most programs do not have a separate mission except for areas that must be accredited such as Nursing, Paralegal, etc. These programs are often required to have a “department” or “program” mission. If your program has a mission, you may use it here. But if it does not have a mission separate from the College, do not take the time and energy to create one. Instead, simply address how your unit’s goals fall in line with the College’s mission and goals. Goals must always lead back to the mission. If they do not, red flags go up in the minds of those reading your review.

B. The Faculty

Faculty provide the foundation of academic programs and the ability of the College to deliver quality educational experiences. Faculty qualifications should reflect the ongoing development of instructional faculty. (Click here for Faculty Credentialing Form)

  1. The credentials of all full and part-time faculty: e.g. degrees, special training, certificates, etc.
  2. The accomplishments of the faculty (representative not exhaustive list): e.g. grants, recognition, awards, fellowships, service, etc…
  3. Professional Development activities of the faculty (representative not exhaustive list):  e.g. courses taken, special training received, conferences attended, etc. – within the last three years.

C. The Students

It is important to discuss the type of student that your program serves. Many programs serve only one type of students…. e.g., Radiography students must be admitted to the program and the

program serves no non-majors. Therefore their students are all declared majors. They have a certain GPA and set of prerequisites to enter the program. Other programs serve a diverse group of students. Each program should identify the knowledge and skills expected of graduates of the program and what they will do when they graduate.

The following are suggested (not an exhaustive list). Institutional Research (IR) will provide the following for you in a table you can upload into your document (by program code or core set of course numbers). It is important to note that this data should be viewed as a starting point, and not an end point. That is, the data set provided by IR may evoke further inquiry and the need for other data sets. This is not necessarily mandatory, but such a process is strongly encouraged.

  • Headcount, assigned seats and FTE by term (since Fall 2007)
  • Demographic information on students (race, gender, age)
  • Degrees/certificates/diplomas awarded
  • Age, race, gender and credit hour loads of students
  • Majors and non-majors
  • Success, withdrawal, and retention rates
  • Performance by modality (i.e. traditional, online, hybrid)
  • Other information you may want to include (from your records)
  • Programs that require your courses
  • Noticeable trends in enrollment
  • Funds received to serve students previously not served

D. Resources

  1. Support personnel
  2. Classroom & Laboratory facilities
  3. Library collection:  To carry out an evaluation of your program’s library collection, you will need to fill out the Collection Usage Request Form and the Faculty Collection Evaluation Form. The Collection Usage Request Form provides the library with the information needed to generate a collection usage report. The Faculty Collection Evaluation Form is filled out when the CAC or their designee does the physical examination of the collection. It is not necessary to include a list (in the narrative or appendix) of all relevant library holdings
  4. Equipment & supplies
  5. The Advisory Committee – who are they, when do they meet, what recommendations have they made recently. A sample of a meeting’s minutes may be attached – in the appendix (i.e. do not insert into the narrative).
  6. Budget – including the program’s other cost budget, grants, etc

E. General (click here for a good example)

  1. Specific industries or businesses served by the program
  2. Institutions to which your current students transfer
  3. Significant developments since the last evaluation

F. Analysis (click here for a good example)
Analysis should include:

    Review program goals and objectives to determine the degree to which they:

    • Are derived from and support the CCC mission
    • Are consistent with expectations of employers, transfer institutions receiving students, and the needs of the community served
    • Are consistent with the purpose of the program as stated in the catalog

    Match with the Institutional Level Learning Outcomes (ILLOs) at CCC

    Review student demographics and trends. When you describe your current students, summarize a narrative from the information about your students included in the Information Packet provided to you by Institutional Research. An explanation of any of the above would be welcome if an understanding can be reached as to why certain trends have occurred. The important issue here is that programs have an understanding of who they serve and how characteristics of those they serve impact programs (offerings, outcomes, etc.).

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