Program Review Template - 2026 and Later

Program Review Template for 2025 and Earlier

I. Department Introduction/Overview

Use this section to describe your department’s work and provide important updates. Your response should include the following subsections:

1. Brief Introduction
2. Description and status update of ongoing action plans from previous cycle
3. Summary of significant developments since last review
4. Current academic program/s
5. Faculty engagement
6. Reflect on how community input is used to improve programs

Enter response below:

II. Student Data Review

Analyze data to identify and reflect on student outcomes and trends over the last cycle with a consideration for the different modalities in which your program offers classes (hybrid, online, in-person). Where possible, look to disaggregate enrollment, success, and completion data to see patterns by more specific student groups. Address each of the following areas:

1. Enrollment Data; identify trends since last review cycle
   Enter response below:
2. Success Data; identify trends since last review cycle
   Enter response below:
3. Completion Data; identify trends since last review cycle
   Enter response below:
4. Learning Data (SLO and ProLO); identify trends since last review cycle
   Enter response below:
5. Program/Department Level Student Feedback (optional)
   Enter response below:

Data sources

• Program Review data dashboard (accessible only to Department Chairs)
• Department-level data Dashboard (requires login)
• Individual faculty data dashboard (requires login)
• Degree and certificate data Dashboard (requires login)
• SLO reports

III. Department/Discipline Plans, Curriculum, and Assessment

Describe how your department has engaged in curriculum planning and assessment work. Be sure to respond to the following prompts:

1. Program Development, Revision, and Assessment
   
   1. Planned new programs or courses:
   2. Current or planned program or course revisions:
   3. Current or planned program or course deletions:
   4. Number of active courses listed in Socrates assigned to your area: ___
   5. Courses in your area that have not been offered in the last 2 years. If any, list and provide brief explanation):
   6. Has the Curriculum Committee been notified of any upcoming changes described above? Y/N
   7. Have all relevant program maps been updated since the last program review? Y/N
2. SLO and ProLO - Reporting synopsis
   
   1. List courses currently undergoing SLO assessment:
   2. List program learning outcomes currently undergoing assessment:
   3. Have all completed SLO assessments been uploaded into the online portal? Y/N
   4. Summarize your department's recent SLO and Program Learning Outcomes assessment results:
   5. What do the results suggest about student learning?
   6. Have you disaggregated the results by student population (e.race/ethnicity, modality, or other factor)? Y/N
      If so, what patterns did you observe in your disaggregated results?
   7. Have all completed ProLO assessments been uploaded into the online portal? Y/N
   8. Based on the findings, what specific instructional or curricular changes has your department made or is planning to make?
   9. Describe any support, training, or resources needed to improve student learning in your area:
   10. How does your ProLO assessment work inform your department's action plans or resource requests? (Optional)
       Consider how the impact of AI use has shaped pedagogy or the assessment of student learning.
3. [CTE Programs Only]: Have prerequisites and corequisites for courses and programs been reviewed in the last 2 years? (Title 5, section 55003, Board Policy R-2831; as a regular part of the Program Review process at least every two [2] years for CTE courses or programs).
   
   1. Discuss how these prerequisites and corequisites prepare students for your courses and programs and contribute to student equity and success.
4. Curricular issues (e.g., scheduling, articulation, prerequisites, alignment across district, distance education, courses not offered or no longer needed, new courses needed, industry/stakeholder feedback on program design)
   Enter response below:
5. Innovations since previous review.
   Enter response below:
6. Evidence of how your department is maintaining program relevancy, particularly in relation to workforce and community needs:
   Enter response below:

IV. Department Equity Reflection

Since your last full review, reflect on how your department has worked to deepen its understanding of anti-racism, equity, equity-mindedness, and/or how equity relates to your discipline and the mission of the Los Rios Community College District. Please choose at least two questions from each reflection section to guide your response.

Reflection questions - Student focus

Choose at least two.

• What successes are you seeing in the data? What is your department doing well? (Required)
• What steps will your department need to take to address equity gaps and improve success rates in your program? Focus on evidence-based approaches, and think about factors that are within your control (curriculum, methods of classroom instruction, AI use, engagement with students, etc.), rather than external factors that you can’t control. (Required)

To finish the student focus reflection question, pick one of the remaining topic areas that is useful as a point of reflection for your program and construct a response.

• What challenges were revealed after reviewing the data? What areas of improvement has the department identified?
• Where are the largest equity gaps in your program? Which groups are most impacted? Where in the educational pathway are the largest gaps (enrollment, retention/drop rates, success, transfer)? How has AI played a role in reinforcing or reducing student achievement gaps?
• How does your department gather feedback from students about their experiences in your program? Please summarize this feedback (program communication, curriculum, student learning, AI use, etc.), identifying strengths and areas of improvement.

Reflection questions - Faculty focus

Choose at least two.

• In what ways is your department working to support faculty diversity, and how does this align with the demographics of the student population we serve? Consider the strategies or practices your department currently implements or advocates for to advance these efforts through existing recruitment and hiring pathways. (Required)

To finish the faculty focus reflection question, pick one of the remaining topic areas that is useful as a point of reflection for your program and construct a response.

• How have professional activities (teaching, equity, AI etc.) contributed to improvements in equity and student success in your program and at the college?
• How has your department engaged with student services and learning support services to ensure that students in your program are getting what they need in order to be successful?
• What professional development activities are needed in order to make improvements in equity and student success? Focus on both full-time and part-time faculty needs.
• Describe the overall administrative support your department is currently receiving to reduce equity gaps and improve student success and retention in your area.

Reflection questions - Community Focus

Choose at least two.

• How engaged are your department faculty in college-wide efforts? Is your department well-represented in participatory governance and committee processes? Discuss strengths as well as potential for improvement or change.
• How do the college service opportunities your department faculty participate in advance equity and success for students? Are these college service opportunities maximizing the impact faculty could have on student equity and success?
• How engaged are your department faculty at the local, city, and statewide level?
• How effective have your community engagement efforts been, particularly with historically marginalized and racially minoritized groups?
• How well is your program meeting labor market needs in the Sacramento region? Are there emerging needs that aren’t currently being met by our CTE programs?
• Once our students complete the program, are they becoming successfully employed and earning a living wage, or transferring to a four-year institution? Is your program contributing to economic mobility for our students, particularly for students from historically marginalized and racially minoritized groups?

Reflection questions - Curriculum Focus

Choose at least two.

• Based on findings from this report, what curricular changes need to be made?
• What have you learned from recent SLO and PSLO assessments, and how has this informed any planned or implemented curricular changes?
• How will equity inform these changes? Be sure to focus on various elements of the course outlines of record, including SLOs, instructional materials, instructional methods, course topics, etc.

V. Conclusion: Addressing Challenges and Action Plans

How will your department use the information gathered from this review to improve their practice and/or help close opportunity gaps? Identify 2-3 program goals, objectives, and an action plan that will help your department offer high-quality educational programs, narrow equity gaps, and aim towards higher student success and retention outcomes.

Enter response below:

1. Goal:
   
   1. Objective:
   2. Action plan to achieve goal:
   3. Resource implications:
   4. Projected outcome:
2.  Goal:
   
   1. Objective:
   2. Action plan to achieve goal:
   3. Resource implications:
   4. Projected outcome:
3. Goal:
   
   1. Objective:
   2. Action plan to achieve goal:
   3. Resource implications:
   4. Projected outcome:

Please provide any feedback on your experience with this review cycle.

Mid-Cycle (3 year) Check-in: Addressing Challenges and Action Plans

Since your last program review, how has your department used the findings to improve practices and address opportunity gaps? Identify 2–3 goals, along with the objectives and action plans implemented to enhance program quality, reduce equity gaps, and improve student success and retention.

Enter response below:

1. Goal:
   
   1. Objective:
   2. Action plan to achieve goal:
   3. Resource implications:
   4. Projected outcome:
2.  Goal:
   
   1. Objective:
   2. Action plan to achieve goal:
   3. Resource implications:
   4. Projected outcome:
3. Goal:
   
   1. Objective:
   2. Action plan to achieve goal:
   3. Resource implications:
   4. Projected outcome:

Please provide any feedback on your experience with this review cycle.

Standards

SCC Program Review Template is well-aligned with the 2024 ACCJC Accreditation Standards.

Differences in Original (2020 approved) Template vs Proposed Revision

The primary difference between the two templates is the level of structure and detail.

The original template provides a general outline of key areas—such as enrollment trends, student success data, reflection questions, resource needs, and action planning—but lacks detailed prompts or formatting guidance.

The proposed revision is a restructured and comprehensive document designed to guide authors through the program review process with greater clarity. It includes additional clearly defined sections with subheadings, and specific prompts that align with accreditation standards.

To reduce redundancy, sections typically addressed in other reporting processes have been removed.

Overall, the revised template promotes consistency across departments and ensures that responses are evidence-based, equity-informed, and action-oriented.