CNM Process for CIPR Evaluation

Detailed information about the CNM CIPR process, including purpose, units involved, timeline, target measures, and more.

The CIPR process outlined below is current as of February 2022. The CIPR process has been outlined in the official CNM Way process format, and the CIPR team must follow this process in order for an academic program to be considered for development, growth, revision, transition, or sunset. 

Process Name: College-Wide Integrated Program Review 


Consistent with the College's vision of “Changing Lives, Building Community,” the CNM College-Wide Integrated Program Review Process provides a unique opportunity to: 

  • Reflect on our work and continuously improve our program offerings 
  • Engage in dialogue with colleagues relative to a program's goals, strengths, challenges, and opportunities 
  • Evaluate program effectiveness and quality via academic standards  
  • Evaluate program economics in terms of cost, revenue, and margins 
  • Ensure all programs lead to completion, transfer, and/or positive employment outcomes  
  • Align program offerings with the mission and strategic directions of the College 

Beginning of Process

Office of Data Strategy (ODS) prepares program review data reports and originates the College-Wide Integrated Program Review Summary spreadsheet.  

End of Process

The College-Wide Integrated Program Review Summary is fully completed and maintained with the Division of Workforce and Community Success 

Related Documents and Forms

Program Review Timeline

Data Reports  

Generation and Distribution

By the end of October   

1. Gray Associates updates the Program Evaluation System (PES) dashboard with most recent data from ODS.   

2. ODS originates the College-Wide Integrated Program Review (CIPR) Summary and shares with Academic Affairs (AA).

College Review Period  

November (Week 1 and 2)

Other Divisions (Week 3 and 4)

All credit and non-credit programs will conduct a review based on identified Target Measures. 

1. Academic Schools  fill out the CIPR Summary and provide School Recommendations. 

2. After Academic Schools have completed their initial review, other divisions (Workforce & Community Success, Finance & Operations, Enrollment Management & Student Success, Marketing & Communications, Human Resources, and Ingenuity) will provide comments on the CIPR Summary

Presentations and Recommendations

December (Week 1)

After the divisions have completed their review, AA will review the completed CIPR Summary and make final recommendations (Fix, Grow, Sunset, Transition, Sustain) to the CIPR Team.  

CIPR Team and Executive Team Review 

December (Week 2) to January (Week 1)

1. CIPR Team reviews AA recommendations and makes final recommendation to Executive Team. 

2. CIPR takes recommendations to Executive Team before the first week in January. The CIPR team notifies AA of the final outcome approved by the Executive Team.

Governing Board Level Review 

January (Week 1)

1. AA identifies credit programs that need advancing to Governing Board for further review, particularly the programs that have been identified for Sunset.

2. Academic Schools will prepare Action Plans (when necessary) for identified programs and present them to the Planning Committee. All credit programs listed as sunset must go Planning and the full board.

CIPR Comprehensive Report to the Governing Board 

January (Week 3)

1. CIPR Leadership Team reviews outcomes of the annual program review for both credit programs and non-credit programs. 

2. The Division of Workforce & Community Success compiles a comprehensive report and presents it to the Planning Committee and then the full Governing Board.  

Archiving of Reports and Compilation of Recommendations 

End of January

1. WCS compiles and maintains the CIPR Summary from all academic schools and Ingenuity.  

2. The CIPR Summary is fully completed. This marks the end of the annual program review process. 

Program Support Plan Development

February - March

1. All programs identified for sunset, transition, fix, or grow will have a small team assigned to develop a program support plan from the CIPR action plan and suggestions provided by the program.

2. Program support plans will include consideration for personnel, equipment, facilities, marketing, recruitment, scheduling, modality, curriculum redesign, and employer and industry engagement.

Data Used for Program Review

The following data is intended to provide 3-years of the program’s term-by-term data, as well as additional data that is collected on an annual basis. Each term is defined as Summer, Fall, Spring.  

  • Enrollment 
  • Completions 
  • Declared majors 
  • Student demographics (internal data, Census, Bureau of Labor Statistics data)
  • Markets (student demand, employment, competitive intensity) 
  • Margins (gross revenue, state appropriation, discount, net revenue, instructional cost, contribution per student credit hour) 
  • Average class size 
  • Class fill rate 
  • Sections taught by FT instructors 
  • C pass rate 
  • Withdrawal rate 
  • DL sections & Courses not DL 
  • Average course satisfaction rating 
  • Number of graduates 
  • Transfer to 4-year school (National Student Clearinghouse data)
  • Employed in New Mexico 
  • Employed in field 
  • Average earnings (Bureau of Labor Statistics and Department of Workforce Solutions data)
  • Non-completer outcomes 

Target Measures 

Target Measures are minimal thresholds each credit program is expected to meet to be considered a healthy program. When a Target Measure is not met, an explanation is needed from the program. 


Target Measures for Credit Programs 


Annual Graduate Job Placement is greater than 75% (for CTE programs)   


Market evaluation is rated satisfactory or above (Market score in 70th percentile or above) 

Annual number of graduate awards is greater than 10   

Transfer to 4-year school (for AA and AS degrees) is at 25% or above  

Note: Programs will need to provide an explanation for any of these three situations:  

- The transfer rate falls below 25%   

- The transfer rate declines continuously over 3 years (even though it is still above 25%)  

- The transfer rate experiences a significant decline (even though it is still above 25%)  

Employed in field (for Career Education programs) is at 25% or above  

Note: Programs will need to provide an explanation for any of these three situations:  

- The employed in field falls below 25%   

- The employed in field declines continuously over 3 years (even though it is still above 25%)  

- The employed in field experiences a significant decline (even though it is still above 25%)  


Margin evaluation is rated satisfactory or above (Contribution in 50th percentile or above)  

Class fill rate is at 60% or above 

Number of students enrolled/number of enrolled declared majors (for degrees and stand-alone certificates) is 30 or above  

Note: For embedded certificates, refer to the number of declared majors for the Associate Degrees in which the certificates are embedded.  


Annual average discipline retention rate is 70% or above (School of Education 65%) 

Annual C-Pass rate for coursework is 60% or above  

Activity Tracked/Results

All program review activities and results are tracked in the College-Wide Integrated Program Review Summary--a comprehensive Excel document maintained by the Office of Data Strategy.  

Last Revised and Improvements Made

This process was first drafted in September 2021 and revised in August 2022.