Review Assessment Report

Part 1: Contact & Program Identification

Report Year and Contact Information
Academic Year	Modified By	Date Modified
2020-2021	[email protected]	2021-11-17T00:10:36.621Z

School	Name of Program	Courses
CHSS	Environmental Planning & Design Degree	ARCH 1120,BCIS 1110,PLAN 1165,ARCH 1215

Part 2: Program Summary

Provide a high level review of the program to include highlights, successes, challenges, significant changes, and significant resources needed to support the program
For AY 20-21, the main challenge for the program was the shift to online courses exclusively. The required courses for the degree PLAN 1165 and PLAN 2265 replicate teamwork and collaborative work with individuals in the community since that is the heart of the profession. A persistent challenge is the reliance on a single part-time faculty member for teaching the required courses and serving as a point of contact for students and external stakeholders. The cohort of students, however, has not warranted additional expansion. A notable success was an MOU signed with a local charter school during the Spring 21 term, and students participated in planning playground space for the client. Curriculum changes opened the degree somewhat and added GIS as a program requirement acceptable for transfer to UNM. An additional specific program choice of AMST, CCST or NATV coursework will prepare students for required upper-division courses at UNM in areas where planning and social justice overlap.

Provide a high level review of the program to include highlights, successes, challenges, significant changes, and significant resources needed to support the program

For AY 20-21, the main challenge for the program was the shift to online courses exclusively. The required courses for the degree PLAN 1165 and PLAN 2265 replicate teamwork and collaborative work with individuals in the community since that is the heart of the profession. A persistent challenge is the reliance on a single part-time faculty member for teaching the required courses and serving as a point of contact for students and external stakeholders. The cohort of students, however, has not warranted additional expansion. A notable success was an MOU signed with a local charter school during the Spring 21 term, and students participated in planning playground space for the client. Curriculum changes opened the degree somewhat and added GIS as a program requirement acceptable for transfer to UNM. An additional specific program choice of AMST, CCST or NATV coursework will prepare students for required upper-division courses at UNM in areas where planning and social justice overlap.

Part 3: Data Review

	2018-2019	2019-2020	2020-2021
Annual number of graduate awards is greater than 10	12	6	5
Number of declared majors	75	65	62
Average Class Size	24.4	22.4	22
Annual Average Class withdrawal rate is 30% or below (SAGE 35%)	11%	14%	12%
Annual C-Pass rate for coursework is 60% or above	77%	73%	69%
Average class fill rate at 60% or above capacity within a term or over a year	82%	76%	77%
Graduate Transfer to 4-year Schools	58%	n/a	n/a
Full-time Faculty Coverage by Section	36%	44%	55%

Summarize how your program met or did not meet the target measures based on the data above
Graduation is a persistent issue for this program. With one instructor and a small cohort of students, maintaining a sequential schedule that meets the needs of present students is a challenge, and a cancellation in one term can delay or prevent graduation for students in the program. Once students are in the classes, however, it is a passionate group. Other measures are above threshold level. The slipping pass rate for 20-21 may reflect generally lower pass rates for the College as a whole.

Summarize how your program met or did not meet the target measures based on the data above

Graduation is a persistent issue for this program. With one instructor and a small cohort of students, maintaining a sequential schedule that meets the needs of present students is a challenge, and a cancellation in one term can delay or prevent graduation for students in the program. Once students are in the classes, however, it is a passionate group. Other measures are above threshold level. The slipping pass rate for 20-21 may reflect generally lower pass rates for the College as a whole.

Part 4: Program Learning Outcome Analysis

Learning Outcome	Population or Course(s) Assessed	Description	Summary of Assessment Results
Critical Analysis	CRP 1181, CRP 2265(waiting on ccn)	Other	Owing to the lack of program development, EPD participates in the CHSS general assessment methods, where a single instrument is deployed across a random, stratified sample of course sections; selected sections will have students complete an in-class, timed, writing response to a uniform prompt that will measure: 1) Cultural competence, 2) Sustainability. One EPD major was in the sample. The student was sampled in a creative and fine arts core course, and critical evaluation was the program outcome sampled. This student scored a 2 out of 4 on problem setting, just below the median score of 3. On the remaining subskills, the student scored 3 out of 4, or at the median score.
Effective Communication	CRP 1181, CRP 2265(waiting on ccn)

Interpretation of Assessment findings
The student sampled did not have data for Effective Communication.

Part 5: Additional Action Plan in Support of Student Learning (If Appropriate)

Upcoming Year	Changes Planned for the upcoming year	Data Motivating this change
2021-2022	No curriculum changes are planned for the 21-22 school year. This school year will feature the re-introduction of face-to-face classes. Discussion during the Spring 22 term will explore an assessment instrument embedded in the program courses to more accurately assess student learning. This program is slated to move to Applied Technologies beginning in Fall 2022.	Because majors are not assessed other than via their enrollment in gen ed courses, we have no data how course content and the approaches of the discipline might intersect with the program outcomes. We also have no basis for inferring generalized performance of EPD majors on the program outcomes.
2021-2022
2021-2022

Please select all of the following that characterize the types of changes described in the above action plan

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