planning for institutional effectiveness (pie) - Mt. SAC [PDF]

2013-14 VICE PRESIDENT INSTRUCTION

Planning for Institutional Effectiveness This Vice President’s Summary is designed to showcase your Managers’ PIEs and indicate the common topics that are affecting your Team. Please keep the following in mind: (1) How can this PIE help document planning and goals, (2) What is important at the Team/manager/departmental level and (3) How can PIE be used to request resources? The PIE planning document should be integrated, and the different sections should support/relate to each other. To inform your Team Goals, it may be helpful to think of generic themes such as those related to student satisfaction, transfer, student selfefficacy, student services, curriculum, teaching, pedagogy, student success, student learning outcomes, technology, course scheduling, staffing, professional development, hiring, equity, assessment, budget, evaluation, and safety, to mention a few. Goals can be quite broad and relate to what you would like to achieve. As in previous years, VP Summaries will be uploaded to the Institutional Effectiveness Committee (IEC) webpage to allow for transparency. http://www.mtsac.edu/governance/committees/iec/planning/documents.html Aside: Please remember that all outcomes assessment work for courses, services, programs and general education outcomes must be recorded in TracDat (http://tracdat.mtsac.edu/tracdat/). Your departments should know how to extract this information. If you need special reports, please contact Kate Morales in IT ([email protected]). This form is not locked so that you may freely add information. Please be reasonable as your Vice President must be able to use your report strategically.

Institutional Planning Framework Institutional Mission The campus is unified through its demonstrated connection to the mission. Driven by the California Master Plan for Higher Education, revised by the President’s Advisory Council, and approved by the Board of Trustees, it informs all planning and assessment. The mission of Mt. San Antonio College is to support students in achieving their educational goals in an environment of academic excellence (Board Approved June 2013). 1- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

College Themes and Goals College themes and goals allow the campus to focus on critical issues. Articulated by the President’s Advisory Council and approved by the Board of Trustees, they guide institutional planning and assessment processes. To Advance Academic Excellence and Student Achievement  Prepare students for success through the development and support of exemplary programs and services. (Goal #2)  Improve career/vocational training opportunities to help students maintain professional currency and achieve individual goals. (Goal #3)  Utilize assessment data to guide planning, curriculum design, pedagogy, and/or decision-making at the department/unit and institutional levels. (Goal #14) To Support Student Access and Success  Increase access for students by strengthening recruitment opportunities for full participation in college programs and services. (Goal #7)  Ensure that basic skills development support services as well as success and progression through basic skills courses are college priorities. (Goal #10)  Engage students in activities and programs designed to increase their term-to-term enrollment (i.e. persistence). (Goal #12)  Ensure that curricular, articulation, and counseling efforts are aligned to maximize students' successful university transfer. (Goal #13) To Secure Human, Technological, and Financial Resources to Enhance Learning and Student Achievement  Secure funding that supports exemplary programs and services. (Goal #1)  Utilize and support appropriate technology to enhance educational programs and services. (Goal #5)  Provide opportunities for increased diversity and equity for all across campus. (Goal #6)  Encourage and support participation in professional development to strengthen programs and services. (Goal #8)  Provide facilities and infrastructure that support exemplary programs and consider the health and safety of the campus community. (Goal #9)  Utilize existing resources and improve operational processes to maximize efficiency of existing resources and to maintain necessary services and programs. (Goal #15)  Ensure appropriate staffing to maintain necessary services and support critical functions to implement the college mission. (Goal #16) To Foster an Atmosphere of Cooperation and Collaboration  Improve the quality of its partnerships with business and industry, the community, and other educational institutions. (Goal #4)  Improve effectiveness and consistency of dialogue between and among departments, committees, teams, and employee groups across the campus. (Goal #11)

2- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Contact Vice President: Irene Malmgren Team: Instruction Phone Ext.: 5414 Email: [email protected]

I.

ACCOMPLISHMENTS

Secure funding that supports exemplary programs and services. (College Goal #1)    College Goal

IN-2 Provide and maintain state-of-the-art instructional technology, equipment, facilities and infrastructure for safety, currency, effectiveness, and to accommodate growth. IN-7 Secure funding to support ongoing operational needs of programs (supplies, accreditation, transportation, travel, etc.). IN-9 Expand opportunities for external funding and other resources through pursuit of grants and partnerships. Team/Division Goal CED/IN-9: Partnerships & Funding CED-8: Partnerships & Funding

1

Grants/IN-7, IN-9

Accomplishment(s) Continuing Education improved non-district funding resources in the following ways:  Initiated the local AB86 Mt. SAC Adult Education Regional Consortium with 9 of the 10 unified school districts within the Mt. SAC district boundary. Division administrators, supervisors, and faculty serve on the consortium’s steering committee and program task groups. It is the intent of the Governor and legislature to provide significant new funding for adult education, starting July 2015, on the basis of the regional consortia planning statewide.  Successfully applied in the 2014-15 AEFLA (WIA II) statewide competitive process; funding for 14-15 will exceed $1 million. Implemented new data systems and business processes to maximize our response to new mandates and achieve increased learning gains in normed metrics.  Community and Career Education successfully secured a contract with the Employment Training Panel (ETP) for the amount of $88,419 to fund employee training to companies threatened by out-of-state competition or who compete in the global economy. The department also successfully completed contracts with Metropolitan Water District, California Corporate College, All Americas Inc., Montclair Fire Department and the California State Board of Equalization for a total of $141,400. During FY 2013-14, the Grants Office monitored 22 active grant projects for a fiscal year funding level of $4,199,085 and a total funding level of $14,240,578. During FY 2013-14, the Grants Office coordinated the development of 12 new applications for a first-year request of $18,298,677 and a total funding request of $18,452,016.

1 During FY 2013-14, of the 12 new applications developed, four (4) were preliminary applications invited to submit a full application, five (5) were funded, and one (1) is pending. At the end of FY 2013-14, the Grants Office was in the process of developing seven (7) additional grant applications for an estimated first-year request of $817,525 and a total funding request of $2,177,525. 3- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

College Goal

Team/Division Goal

1

NSD/IN-2

“Mt. SAC STEM Teacher Preparation Program - STEM TP ” grant proposal was funded by the National Science Foundation for $625,000. This grant will recruit and support Mt. SAC students pursuing teaching careers in the STEM areas.

1

NSD/IN-2

CTE programs within the Division received nearly $49,000 to purchase instructional equipment from VTEA/Perkins and provide student tutors and assistants to support student success and maintain accreditation standards.

Accomplishment(s) 2

Prepare students for success through the development and support of exemplary programs and services. (College Goal #2)     

IN-1 Enhance communication among stakeholders, including students, faculty, staff, advisory committee members, industry representatives and the general public. IN-4 Encourage and support participation of instructional personnel in ongoing professional development to improve instruction and service to students. IN-5 Update curriculum and expand successful and innovative modes of delivery to remain current and to improve effectiveness. IN-6 Support and expand opportunities for academic enrichment, including provision of guest lecturers, visiting artists, as well as student participation in regional, state, and national competitions and events. IN-8 Encourage and support unit-level participation in planning and evaluation processes including PIE, SLOs, GEOs, and accreditation self-study.

Degrees/Certificates Approved:  Humanities – AA-T Geography  Business – AS-T Early Childhood Development  Business – AS-T Business Administration  Technology and Health – AS-T Administration of Justice  Arts – Dance Teacher Certificate  Natural Sciences – Horse Ranch Management Level I  Natural Sciences – Landscape Construction  Natural Sciences – Landscape Design II  Natural Sciences – Animal Science Fundamentals  Technology and Health – Domestic Violence Certificate Technology and Health – Emergency Medical Technician EMT 95 2

Bus/IN-5

The Business Division departments submitted 2 new AS-T Degrees in Business Administration and Early Child Education.

2

Bus/IN-5

The Division created 3 cohorts as part of the Title V Grant. (Paralegal, Child Development, and Culinary Arts)

HSS/1, 4, and 8 2

Increasing placement success:  Collaboration between two departments in the division (AMLA, ELJ) as well as with LERN faculty to revise the AWE rubric for more accurate placement of students to ensure equal access for our incoming population.  Collaboration between department faculty in the creation of an assessment to more accurately separate “heritage” speakers from “native” speakers (FRLG) Increasing completion success:

4- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)



Tutoring continues to be a primary driver of student success, especially in writing classes. Writing Center (WC) programs have resulted in 20%-40% increase in student success in English and AmLa writing courses. Online writing tutoring increased to a total of 677 appointments and 338.5 hours. During Fall 2103, 84.96% of students who received online tutoring were successful.

During Spring 2014, Writing Center attendance peaked at al all-time high of 1,251 students for a total 1,983 hours. An increased number of students were awarded the AA-T in Psychology degree, up from 112 in 2012-2013 to 155 in 20132014 (38% increase) A record number of students completed the Honors program and transferred to four year schools this year (220) 2

HSS

Revised curricula to align courses with C-ID.

2

HSS

Awards, achievements: Forensics won the 2014 National Community College Championship.

KIN/IN-6 2

National, State and local programmatic recognition: NATYCAA Cup Champions for a record 4th time, and first time a California Program won it back to back. Over $2 million in academic and athletic scholarships awarded.

KIN/IN-6

Team and Individual success: State Championship Wrestling Team, first time in its history for the program. Women’s Track State Championship team Dance Team National Championship Brian Crichlow and Juan Sanchez named Conference All-Sport Coaches of the Year

LLR/IN-5

Distance Learning and Online Learning Support Center  Supported a 5% increase in DL student success rate compared to regular classes. The success gap between DL and regular classes was narrowed from 13% to 8%.  Conducted a mock accreditation review of distance learning courses in Spring 2014.

2

2

2

NSD/IN-5, IN10,

2

RIE/IN8; RIE8

Agriculture revised curriculum, developing a horsemanship class for veterans, received an award from Academic Senate for laddering certificates for students Implemented new on-line research request form for staff, faculty and managers. Implemented a report system to allow for easy tracking of students through a sequence of courses.

2

TH/List with Curriculum Alignment with Industry Professional Standards/Expectations other AA-T AS ADJU AS-T degree received Chancellor’s office approval in Spring of 2014. T in 13

5- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Improve career/vocational training opportunities to help students maintain professional currency and achieve individual goals. (College Goal #3)    3

IN-4 Encourage and support participation of instructional personnel in ongoing professional development to improve instruction and service to students. IN-5 Update curriculum and expand successful and innovative modes of delivery to remain current and to improve effectiveness. IN-10 Increase support for basic skills activities that benefit an increasing number of students across the College. Bus/IN-10

Perkins Grant provided $48,347 for Professional Development and $240,756 for student workers. The Perkins application process for CTE programs was streamlined and TOP Codes realignment has continued for this purpose. Industry Partnerships, Work experience and Employment Opportunities  ADJU established its first outside agency work experience partnership with Los Angeles County Sheriffs Department Walnut/Diamond Bar Station.  AIRC/BAS increased partners by 300% by establishing AIRC/BAS partnerships with 3 companies.  FIRE established relationship with Chino Fire Training to host the MT. SAC Fire Academy  FIRE increased student work experience placement by 120% from Fall 2013 and 35% of FIRE Work Experience students received Fire Department sponsorship to enter into the Mt. SAC Fire Academy

3

TH/4,5

3

TH

Program Completion  EMS and EMT annual licensure pass rate is 100%  MENT annual passing rate for State Board examination was 91%  RESD annual licensure pass rate is 100%

3

TH

Student Success efforts  Health Career Resource Center purchased human patient simulator and task trainers and integrated them into Nursing Program and introduced them to Respiratory Therapy Department and Emergency Medical Services for difficult intubation practice.

Improve the quality of its partnerships with business and industry, the community, and other educational institutions. (Goal #4)       

IN-1 Enhance communication among stakeholders, including students, faculty, staff, advisory committee members, industry representatives and the general public. IN-2 Provide and maintain state-of-the-art instructional technology, equipment, facilities and infrastructure for safety, currency, effectiveness, and to accommodate growth. IN-5 Update curriculum and expand successful and innovative modes of delivery to remain current and to improve effectiveness. IN-6 Support and expand opportunities for academic enrichment, including provision of guest lecturers, visiting artists, as well as student participation in regional, state, and national competitions and events. IN-7 Secure funding to support ongoing operational needs of programs (supplies, accreditation, transportation, travel, etc.). IN-9 Expand opportunities for external funding and other resources through pursuit of grants and partnerships. IN-10 Increase support for basic skills activities that benefit an increasing number of students across the College.

6- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

4

Arts/IN-6 CED/IN-9: Grants & Partnerships

4

4

CED-7: Community Value CED-8: Partnerships & Funding NSD/IN-2, IN6, IN-7, IN-9 Div-2 Div-7

4

NSD/IN-1, IN9, Div-4

4

NSD/IN-6, IN5, IN-10

Empty Bowls Project: Advanced ceramics students and faculty made and donated over 60 bowls to Family Promise of San Gabriel Valley "Empty Bowls Project" to raise funds that help families fight homelessness. Continuing Education developed and enhanced its value to and partnerships with the community in these notable ways:  Community and Career Education launched the Mt. SAC Workforce Training Center in coordination with local Chambers of Commerce. Training uses both contract and fee-based models.  A class for adults with disabilities was re-established in partnership with the LaVerne Community Center.  ABE Director Madelyn Arballo was awarded the community service award by Pomona Unified School District.  The Language Learning Center (LLC) increased community relations by providing access to technology and resources in the LLC with the following: Connect4, Nursing, Counseling, CashforCollege, and AP Spanish Covina HS, and Nursing accreditation support. Physics received a donation of surveying equipment from the Metropolitan Water District. Engineering received a donation of $4,308 dollars in software from the ARM Corporation in the form of KEIL Cortex-M software licenses to support robotics. The robotics team received donations from the Collegewood Community Club for their service to the elementary school in rd presenting robotics classes to every 3 grade class at the school, and from the Chinese Institute of Engineers to support the development of advanced robotics programs. As a Division we hosted the following events: Farm Day, Debbie Boroch Science Day, Caduceus Club Health Professions Conference, Earth Week activities, Pre-Health Careers Institute, Family Science Day (Mole Day), and Astronomy Observing Nights. 12,000 Mt. SAC students and community members toured the Wildlife Sanctuary. The Meek Collection was opened to the public for the first time. Local schools toured the farms. Agriculture faculty served on Advisory Committees and supported local FFA students. Agriculture partnered with Western University College of Veterinary Medicine, Inland Valley Humane Society, Rainbird, West Coast Turf, and many others. The Redinger Science Exploration Center in Building 61 attracted over 1,000 visitors. Engineering faculty served as the Community College Lead in a new collaboration with the National Technical Machinists Association to offer a competitive combat robotics program for local high schools, technical schools, and community colleges. Three teams placed in national and international competitions. Robot Magazine (circulation 35-50,000) published three articles from robotics team members and faculty. Engineering program developed an internship program with the ROBOTIS Corporation for robotics students and has placed the first students there.

4

RIE/IN8, RIE2

Coordinated data collection of alumni survey, database tracking of survey completers, recruitment, regular updates on response rates, and data analysis reports.

7- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Utilize and support appropriate technology to enhance educational programs and services. (Goal #5)  

5 5 5

IN-2 Provide and maintain state-of-the-art instructional technology, equipment, facilities and infrastructure for safety, currency, effectiveness, and to accommodate growth. IN-7 Secure funding to support ongoing operational needs of programs (supplies, accreditation, transportation, travel, etc.).

Arts/IN-7 Bus/BD-4,IN-2 NSD/IN-2

College acquired Adobe site license The Business Division expanded virtualization to outside the campus in the form of virtual labs. A new virtualization instruction computer classroom (20-7) and wireless networks were added. Histotechnology purchased a state-of the-art slide labeler to prepare students for jobs in modern laboratories. Biology received funding to purchase new bone saws and dissecting tables for student use in their cadaver pro-section courses. Chemistry added a Spartan molecular modeling activity to Chem 50 lab curriculum to enhance visualization of 3dimensional models.



Provide opportunities for increased diversity and equity for all across campus. (Goal #6) 

IN-12. Increase support for student success and achievement through the development and maintenance of instruction, support activities, and enrollment management.

CED/IN-12: Student Success 6 CED-4: Student Services 6

RIE

CED – Continuing Education supported student diversity and success through several initiatives, including:  ESL worked with Health Services to develop flashcards in Arabic, Chinese, Korean, and Spanish to help them better serve the limited-English speaking population.  ESL faculty and DSPS Counselors presented on policy and classroom practices to help DSPS students persist and progress through the ESL program.  ESL faculty collaborated with ASL faculty and a DSPS counselor to develop new courses combining ASL and ESL content into a unified course to support Deaf immigrants in the ESL program. Provided District City Participation Rates and Student Housing Project Dataset and report to the President's Office for College Planning efforts.

8- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Increase access for students by strengthening recruitment opportunities for full participation in college programs and services. (Goal #7)  

7

IN-1 Enhance communication among stakeholders, including students, faculty, staff, advisory committee members, industry representatives and the general public. IN-12. Increase support for student success and achievement through the development and maintenance of instruction, support activities, and enrollment management.

Arts/IN-1 CED/IN-12: Student Success

7

CED-4: Student Services

High School Outreach: Animation–High School Day event planned for summer 2014. TV-–Organized career day event involving local high school and Mt. SAC students, in conjunction with High School Outreach, VTEA, and industry partners; Photography– Hosted Juried Exhibition of High School Photography. Continuing Education improved its services and support to students and helped increase access to the college; these are notable examples:  To improve contact and reduce wait list time for ESL classes, ESL expanded its database to include personal email fields. In addition to postcard notification, students received an email notice. Student response rate increased from 44% (postcard only) to 65% (email + postcard).  Faculty and staff evaluated the ABE programs serving noncredit students to determine which were meeting the expected initial requirements of the SSSP. As a result, AUOs were developed to assure that GED/HSE Prep, ABE, and IHSS to infuse expected student support requirements into the programs.  ABE partnered with HS Outreach and offered 3 basic skills bootcamps/test preparation workshops to incoming freshman students.

Encourage and support participation in professional development to strengthen programs and services. (Goal #8)   

IN-4 Encourage and support participation of instructional personnel in ongoing professional development to improve instruction and service to students. IN-8 Encourage and support unit-level participation in planning and evaluation processes including PIE, SLOs, GEOs, and accreditation self-study. IN-9 Expand opportunities for external funding and other resources through pursuit of grants and partnerships.

8

Arts/IN-4

8

Bus/BD-5, IN8, IN-4

The Business Division held a Planning Retreat to discuss Division goals and the ePIE process. Additionally, the Business Division hosted a Distance Learning Best Practices Workshop and an EEO HR training session

8

CED/IN9,CED-8

Division managers and supervisors served in state-level advocacy roles, including ACCE, Basic Skills Advisory Group, AB86 Work Group, CCCEOA, and the newly-formed Noncredit SSSP Funding Formula Task Group.

8

RIE/IN8; RIE4

Prof. Bruce Rogers received the California Music Educator's "Outstanding Music Educator" Award

Along with the Outcomes Coordinator conducted training with department chairs regarding update of the qualitative

9- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

outcomes review checklist and general education outcomes support.

Ensure that basic skills development support services as well as success and progression through basic skills courses are college priorities. (Goal #10) 



IN-1 Enhance communication among stakeholders, including students, faculty, staff, advisory committee members, industry representatives and the general public. IN-10 Increase support for basic skills activities that benefit an increasing number of students across the College CED/IN-10: Basic Skills

10

10 10

CED-1, 2, 4: Use of data, Student Learning, Student Services

CED – Continuing Education enhanced its assessment and dialogue related to basic skills students’ learning and success including these examples:  To improve articulation and noncredit-to-credit transition processes, ESL tracked 2012-13 low-intermediate through high-advanced ESL students (Levels 3 – 6 & VESL) who matriculated into credit by enrolling in at least one course last year. Of advanced-level students, (Levels 5, 6 & VESL), 74% of them took AMLA courses in their first term of credit enrollment, and 69% received a successful grade (A, B, or C) in the course.  The Adult High School Diploma program saw a 24% increase in 13-14 from 12-13 in the number of students earning credits in Adult Diploma.  Students at all levels of the ESL program completed a 3-phase SLO to develop, review, and evaluate a study plan that promotes lifelong learning habits. Of the 918 students who participated in spring term, 77% made progress toward their individualized plans.  In 2013-14, 564 ABE students participated in a total of 3,531 tutoring sessions. Data show that after receiving tutoring 74% of these students had an average of at least 70% on their tests and quizzes.

LLR/IN-10

Tutorial Services – use of online tutoring increased by five times from last year. Tutored students repeating a basic skills course in Fall 2013 were 15% more likely to pass their course than those who did not access tutoring.

RIE/IN1; RIE1

Meeting with Basic Skills project managers and researchers to discuss the intricacies of their research requirements (e.g., surveys, data warehouse data captures, outcomes assessments).

Improve effectiveness and consistency of dialogue between and among departments, committees, teams, and employee groups across the campus. (Goal #11)  

11

IN-1 Enhance communication among stakeholders, including students, faculty, staff, advisory committee members, industry representatives and the general public. IN-8 Encourage and support unit-level participation in planning and evaluation processes including PIE, SLOs, GEOs, and accreditation self-study. CED – Continuing Education enhanced dialogue and communication among internal and external stakeholders including CED/IN-1: Communication these notable examples:  ESL/LLC - LLC Social Media & Instructional Videos: Created a Facebook page, Instagram, Vine and Twitter CED-3: accounts. Communication  The division held its first all-day retreat since 2008.

10- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

11

RIE/IN8; RIE5,6

Worked with CTE Deans on Alumni Survey, current student survey, and current graduating student survey to assess their employment Administered the Community College Survey of Student Engagement (CCSSE) and the Community College Faculty Survey of Student Engagement (CCFSSE) to gather data to assess institutional practices and student behaviors that are correlated with student learning and retention.

11

RIE/IN8; RIE2

Worked jointly with VP of Instruction on new process for accreditation including new Accreditation Steering Committee. Working with a sub-group of PAC on the new strategic objectives and processes for a revised strategic plan. Completed ACCJC Annual Report; providing guidance for college on completing proficiency and midterm report. Completed ACCJC Annual Report on key college data and data prepared for Substantive Changes of Distance Learning programs to meet specific requirements mandatory by accreditation evaluation.

Engage students in activities and programs designed to increase their term-to-term enrollment (i.e. persistence). (Goal #12)    

IN-4 Encourage and support participation of instructional personnel in ongoing professional development to improve instruction and service to students. IN-6 Support and expand opportunities for academic enrichment, including provision of guest lecturers, visiting artists, as well as student participation in regional, state, and national competitions and events. IN-10 Increase support for basic skills activities that benefit an increasing number of students across the College. IN-12. Increase support for student success and achievement through the development and maintenance of instruction, support activities, and enrollment management.

12

Arts/IN-6

Student Opportunities: Formation of Mt. SAC Art Club—Art, Artists and Society.

12

Arts/IN-6

Karl Benjamin Mosaics: Mosaics created on campus to provide students with the opportunity to learn about the medium.

12

Arts/IN-6

Music Group Honors and Awards include: st  Jazz Band and Frontline both placed 1 at the Reno International Jazz Festival

Bus/IN-6

Business Division Departments sent students to compete in several events including: CIS Fall National Cyber Security st nd League (1 out of 13 teams in Western Region, 2 Nationally), Fashion Statewide TALA (two students were awarded “rising star”), AFM Club hosted its own Entrepreneurship Competition.

CED/IN-12: Student Success

Continuing Education programs achieved successes in student persistence and success as evidenced by these examples:  Division students earned a total of 1,297 certificates in 2013-14.  The High School Summer School course success rates continue to demonstrate the effectiveness of short-term, intensive noncredit courses in supporting student success. In 2012 there were 13,643 students enrolled in the HSSS program with a course success rate of 85%, in 2013, there were 14,031 students enrolled with a course success

12

12

CED-2:

11- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Student Learning

12

HSS/4 LLR/IN-10

12

12

NSD/IN-6, IN12



rate of 89%. WIN program students demonstrated stronger retention and higher course success rates than the general student population during the terms compared. WIN retention rates exceeded 90%.

During the 2013-2014 academic year, Title V funding allowed the Writing Center to place Tutors in the Classroom in ENG 68 and 1A courses. Actively contributed to the success of learning communities:  Student success rates are higher in linked courses than those not in learning communities.  To improve student persistence, Learning Assistance and Library courses were linked with Pathways, Bridge Program, ARISE, ASPIRE, Start with Speech, and Title V grant learning communities. Agriculture students competed in college level livestock show teams and turf teams. The first Redinger Geosciences Research Award was awarded to Desiree Kroner for research in collaboration with Dr. Robert Nelson, lately of NASA JPL, to set up a lab that will measure reflectance of materials found on planetary surfaces, such as ices, rocks, and plant matter.

12

TH

Student Engagement/Achievement  Flying Team won the Top Community College Trophy at the National Intercollegiate Flying Association.  Flying Team won the Top Community College Trophy at Embry-Riddle Aeronautical University.  Eleven MENT students competed at the HOSA national conference. All were ranked as national finalists: four national champions (gold medalists) in biomedical debate and four national champions (gold medalists) in creative problem solving.  ELEC students competed at the SkillsUSA National Conference in Kansas City, MO  IDE students won first place in the 2014 regional AERO Def Manufacturing.  Four RESD students competed at the South Coast chapter California Society for Respiratory Care Meeting, finishing in first place.

12- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Ensure that curricular, articulation, and counseling efforts are aligned to maximize students' successful university transfer. (Goal #13)   

IN-1 Enhance communication among stakeholders, including students, faculty, staff, advisory committee members, industry representatives and the general public. IN-6 Support and expand opportunities for academic enrichment, including provision of guest lecturers, visiting artists, as well as student participation in regional, state, and national competitions and events. SS-2 Student Learning: Provide the most relevant, dynamic curriculum, workshops and information sessions to assist students in being informed, engaged and prepared to meet their educational goals.

13

Arts/IN-1

Articulation: Fine Arts–Students have successfully transferred to art programs including Art Center, Otis, UC Davis, CSU Fullerton, and CSU Long Beach.

13

Arts/IN-1

Job Developer is working across CTE programs working closely with students to navigate their progress, supply programs

13- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

with data for strategic scheduling, and providing students with the necessary information to complete certificate and degree applications. 13 13 13

HSS

Developed degrees/certificates: AA-T degrees (Journalism, Sociology, Philosophy), AA degree (Environmental Studies)

KIN/SS-1,SS-2, Re-instituted Student Athlete Advisory Council and Academic Task Force IN-6 NSD/

Over 105 Mt. SAC students transferred in engineering to UC, CSU and private colleges, with the largest number attending Cal Poly Pomona.

Utilize assessment data to guide planning, curriculum design, pedagogy, and/or decision-making at the department/unit and institutional levels. (Goal #14)     

IN-1 Enhance communication among stakeholders, including students, faculty, staff, advisory committee members, industry representatives and the general public. IN-3 Address staffing needs to maintain and enhance delivery of instruction and instructional services. IN-10 Increase support for basic skills activities that benefit an increasing number of students across the College. IN-11 Strengthen the ability to access data on student success and achievement. IN-12. Increase support for student success and achievement through the development and maintenance of instruction, support activities, and enrollment management.

HSS/10

Classroom pedagogy: Faculty utilized i-clickers, group activities and multimedia presentations in classroom to increase effectiveness, attention, participation, and interest in class. Cross-disciplinary faculty developed criteria for rigor in Honors courses.

HSS/1

Division use of data for enrollment planning and scheduling, especially Argos reports: enrollment fill rates, Degree/Cert completion, as well as degree and general education requirements. The deans, in collaboration with department chairs, developed campus-wide and program specific enrollment criteria for enrollment management, and also developed criteria for evaluating requests for faculty positions. Instruction uses a comprehensive data-driven approach for scheduling and FTEs allocation in all its processes and draws from data for faculty RTF.

14

14

KIN/IN-8,IN-11 14

LLR/IN-11 14

Data collection: Surveyed 800 student athletes on athletic experience Surveyed Division faculty and staff regarding division operations Continued to compile data surrounding SLO’s and student success Used data for enrollment management and scheduling and assessment data for improvements and webpage planning.  Used fill rate, wait list, placement test, and 3-year historic scheduling patterns to guide scheduling, adding and cancelling classes, to maximize student success and efficient use of resources.  Used assessment data to change curricula.  Used student survey results (N = 1,200) to redesign Distance Learning web pages for deployment just before Fall 2014 with built-in assessment timeline.

14- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

14

NSD/IN-1, IN3, IN-12 Div-6

14

RIE

Chairs and faculty in all departments responded to the College-wide need to add classes to the fall, winter, spring, and summer schedules. The number of sections of Pathways to Transfer increased from 1 to 4 links in winter 2014 and from 4 to 5 links in summer 2014. A new section of Math 51 for Bridge Program was added for summer 2014. In spring 2014 two new sections of Math 71 for the Bridge Program were added as well as a new Math 51 link for Veterans; Completed studies on GE_Seats Offering, Course success by Course type and duration to supply information for evidence based decisions on course offering. Provided data to support program accreditation (Continuing Education WASC accreditation, Histologic Tech Program, Paralegal Program)

14

RIE/IN8; RIE4

Worked with the Outcomes Coordinator and Outcomes Committee to help support and direct their work based on current college needs (e.g., internal and external – accreditation). Working with new Outcomes Coordinators to train them.

Utilize existing resources and improve operational processes to maximize efficiency of existing resources and to maintain necessary services and programs. (Goal #15) 

15

IN-2 Provide and maintain state-of-the-art instructional technology, equipment, facilities and infrastructure for safety, currency, effectiveness, and to accommodate growth. nd

Arts/IN-2

Arts Division held 2

LLR/IN-2

Maximized efficiency of current technology resources:  Increased use of Moodlerooms (MR) functions to merge course sections. To embed Online Learning Readiness Survey to increase student awareness of requirements for success in online classes.  Used eSARS (SARS-Grid, an appointment booking, tracking, and reporting tool also used by Counseling and the Learning Lab) to register students in Library workshops, verify attendance, and produce reports, and eliminated paper and manual processes.

15

Sound Summit collaboration of areas sharing sound technology needs.

Ensure appropriate staffing to maintain necessary services and support critical functions to implement the college mission. (Goal #16)  

IN-3 Address staffing needs to maintain and enhance delivery of instruction and instructional services. IN-8 Encourage and support unit-level participation in planning and evaluation processes including PIE, SLOs, GEOs, and accreditation self-study.

16

HSS/8

16

KIN/HR-3

Instituted campus-wide employee wellness program utilizing the Exercise Science/Wellness Center

16

LLR/IN-3

Ensured appropriate staffing to support critical functions:

Conduct higher quality, more consistent, targeted and comprehensive adjunct evaluations across all departments.

15- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

 16

RIE/IN3; RIE9

Restored Testing Services make-up testing after receiving approval for permanent staff.

Building reusable datablocks-ACCJC Annual report, GE_seats project; Title III and V eligibility data. RIE worked on Data Element Dictionary for better documentations and as handbook for new researchers.

II.

INTERNAL AND EXTERNAL CONDITIONS

Internal Conditions 1. Staffing – Inability to replace or provide new staffing has caused the following challenges: a. b.

c.

d.

e. f. g. h. i. j.

Reduction in VTEA funding and Division budgets has reduced staffing for lab techs and students assistants thus reducing student access to computers and software. Increases in staffing for open labs is needed (All programs). Several CTE programs with few full-time faculty makes it hard to spend the necessary time devoted to developing relationships for work experience and internships. There is a need for a Work Force Development Director to handle this task as well as working with grants for CTE programs Sustained reductions in CED staffing during the recession have resulted in unrealistic workloads and discouragement among talented and dedicated staff. Campus history of low prioritization of full-time faculty for noncredit (which don’t count toward FON) has left us with a large gap in noncredit faculty leadership for roles typically assigned to full-time faculty, including department, campus, and statewide leadership roles assigned to faculty. Inadequate staffing – While the demand for services has increased, Grants Office staffing has not. In fact, the department’s budget (permanent salaries excluded) has been cut 42.8% in the past four years. Further compounding this is the proportion of staff time spent on postaward activities. This prevents the Grants Office from writing more proposals. During FY 2010-11, the Instruction Team (deans, associate deans, and directors) discussed and prioritized positions needed by each area. A grant writer was ranked #1 out of all proposed positions. Full-time faculty shortage is severe and impacts our ability to offer and assess all our courses, plan, revise courses, and lead and improve programs. An increase in course sections has required significant adjunct hiring and the expansion of adjunct pools in most departments (All programs). It is difficult to find faculty who teach higher level or specialized courses in some disciplines. The high ratio of full time to adjunct faculty makes service to our students increasingly challenging. It also limits our ability to ensure consistent delivery of curriculum in order to serve our students and facilitate student success. Lack/loss of funding causing reductions in unit operating hours and inability to adequately supervise students (Honors, TPI, GO [Study Abroad], Writing Center, Fine Arts, Tutoring Center). Increasingly, clinical rotations are 12 hours, and programs need to utilize multiple adjuncts to stay below 9/10 LHE threshold

2. Faculty – As the college continues to grow, the need for qualified faculty intensifies. a. The need for full-time faculty is overwhelming in many departments. Some have 1 full-time equivalent instructor (HRM, Fashion, Graphic Design), but continue to grow and have the ability to grow more. Others have a large majority of their courses taught by adjuncts (Economics, Nutrition and Foods, Accounting, Child Development, Dance). All of these programs are over capacity and have the ability to grow and expand their curriculum/program if provided with new full-time faculty b. Insufficient conference and travel funds have impacted faculty members’ ability to keep current with educational trends and better serve students. Funds needed for mandated conferences (NURS, MENT, RESD, FIRE, EMS) c. Departments need funding for retreats to discuss lab curricula, enrollment management, and trends within their departments. 16- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

d. Many programs are using multiple adjuncts to back fill full time faculty retirements. e. Success of virtualization (server-based application) environment will require ongoing professional development for faculty to be able to work in that context and will result in a need for expanded server capacity (ELEC, BAS/AIRC) 3. Facility – Collaborative work with Facilities remains outstanding. Enrollment growth and new buildings/facilities continue to provide opportunities to serve students. a. Ambitious bond measures and a large campus tend to result in Continuing Ed needs remaining a low priority. There are still no timelines for permanent structures to house ABE/ASE, EOA, Community Education, or the Division Office. b. Lack of adequate facilities for adjuncts continue to have a negative impact on the services that we provide and on the ability of faculty to interact professionally. c. Lack of larger, general computer lab space on campus resulted in students using the Writing Center as a general computer lab, increasing student disturbance incidents, straining already understaffed areas, and restricting the amount of tutoring that could occur. In 2011-12 over 5300 students, each term, used the WC Computer lab for over 27,000 hours of usage per semester. WC has since restricted its lab to tutoring-related activities only. There is an obvious need to provide a large, open access, computer lab at the center of campus to accommodate the substantially demonstrated need for computer stations and printing for students enrolled in HSS courses. d. Aging, inadequate Library facility: limited wireless access without a capacity for expansion in the building, which underscores the urgent need for a new Library & Learning Resources building e. Increased growth within the Natural Sciences Division has put increased pressure on existing facilities and instructional equipment. The Division cannot continue to accommodate growth without expanding laboratory and classroom facilities in all areas. f. Continued move to virtual environment will require higher speed networking capability (All) g. Mt. SAC Hangar construction project (Brackett Airport) needs to be prioritized. Instruction is being held back by lack of private classroom space for pilot testing, and lack of secure classroom space for flight simulation h. Security measures (locking systems, surveillance, equipment tracking) are needed to decrease loss from theft. 4. Enrollment Management – This has been a theme within all Instruction efforts. Support from IT significantly enhanced this work. a. Improved budget conditions led to a shift from enrollment cuts to targeted growth. As opposed to previous years where we had to undergo cuts in our offerings, this year we were able to add back some of the cuts we had made and were able to grow in several departments. We focused on high demand, GE courses. b. Serious imbalance in offerings by GE area throughout the college due to generally unintentional evolution of the schedule rather than intentional design based on student needs/success strategies. Recent data is showing the need for a dramactic increase in sections of core GE courses, e.g., ENGL 1A, ENGL 1C, SPCH 1A, HIST 1 and POLI 1, as well as PSYC 1A c. Higher English placement of students necessitates the reduction of ENGL 67 courses and increase of ENGL 68 and ENGL 1A d. In order to meet College growth targets, additional courses need to be added to the schedule, followed by an increase in supply budgets and additional staffing. e. Tracking students in CTE programs, particularly students whose goals do not include completing a degree or certificate, but are instead focused on skill-building, are needed for planning to meet the enrollment needs of students. f. To improve the number of students completing certificates and degrees in CTE programs, additional sections of “bottle-neck” courses need to be added, which require additional recruitment and staffing. 5. Technology – We continue to balance needs to provide students with new current technology with requirements to replace aging stock. Challenges include: a. Reduction in VTEA funding impacting maintaining current technology, including the lack of budgets not being fully institutionalized (All CTE) b. Coordinating advancements in technologies with budgets for hardware, software, and upgrade needs.(All Areas) c. Classroom technology updates and replacement schedules needed--computers, projectors, document cameras and smart boards. Need current equipment and backup equipment, as well as associated technology to remain current with instructional directions in field. Some 17- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

“smart” classrooms are slow and old mice need replacement. d. Changing technological demands requiring ongoing professional development (Banner/Argos and RDW) e. There is insufficient evening and weekend IT support for students and faculty. 6. Instructional Equipment – We continue to address instructional equipment needs with block grant and VTEA funds. The challenge is to stop the “patchwork” and plan for “big picture” change. a. Instructional equipment funding is significantly less than instructional equipment needs in all laboratory areas. Expanded use of laboratory equipment through an increase in offered sections has created a need for new equipment for those additional students and resulted in a significant increase in “wear and tear” on existing equipment. This in turn creates immediate and ongoing needs for replacement and/or repair of laboratory equipment. Computer replacement in laboratories is critical. b. High-value equipment cannot be adequately secured. Secure self-locks or an electronically actuated key system (with surveillance) is desperately needed c. Advisory discussed and recommended the purchase of a multi-engine aircraft for flight training in response to FAA changes in minimum requirements for entry level airline pilot jobs (Airline Transport Pilot Certification is now the minimum qualification not the lower qualification of Commercial Pilot Certification) and the purchase of an additional Cessna 172 to alleviate bottleneck in flight training caused when FAA mandated inspections and non-scheduled aircraft maintenance remove aircraft for several days to several weeks during repairs. d. Need for regular replacement and upgrade of equipment to provide preparation in current technology. e. Increased competition for Perkins funds has limited ability to support regular interval replacement of computers in lab based programs. 7. Student Success – The collaborative efforts of Instruction, Student Services, Research, Marketing and IT are evident in our work to support students. a. Lack of student preparation resulting in modifications to programs and curriculum (extended orientations, writing assessment, and creation of Freshman Experience curricula. b. Students often lack required critical thinking and writing skills. As a result several departments are reviewing English prerequisites for their courses, often increasing or standardizing prerequisites across the curriculum. Foreign Languages are also considering adding English prerequisites, since language students need to be familiar with basic English grammar. There is need for a broader discussion about expectations of rigor and appropriate prerequisites across the division. c. The Math Department is struggling with stagnant success and retention rates. d. RIE is increasing participation in SLOs/GEOs on campus e. Difficulty tracking graduate-employment rates has been reported by all programs f. New Admission Criteria and On-line application process utilized for the first time in NURS for the Fall 2014 and Spring 2015 Semesters. Results for student success pending. 8. Curriculum – Faculty strive to maintain curriculum that promotes students reaching their goals. New regulations required program changes and new degrees were developed. a. b. c. d.

Need to update curriculum to stay current with changing industry (All CTE Programs) PLO’s (including degrees)--new layer/challenge of outcomes assessment that needs strong institutional leadership. Lack of guidelines for using WebCMS and building new programs on WebCMS. There is a reduction in the number of new DL courses and number of faculty going through certification to teach online classes; there are disciplines on campus that are not planning to develop DL courses. e. Spanish section research and extensive discussions have concluded that present curriculum in Spanish for Hispanics courses is deficient. Consequently it has identified the need to develop new curriculum for heritage learners and revise the existing curriculum. The NHLRC (National Heritage Learners Research Center) at UCLA has offered to pilot a Title VI project at Mt. SAC which will provide the Department with teacher training, curriculum development and placement test development that would provide the tools needed to move forward with new curriculum. Teacher training and Curriculum Development will need the participation of adjunct faculty who would be tasked with work outside of 18- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

their contract obligation at a minimum anticipated cost to the District of approximately $15,000 for the next 4 years (Year 1 = $8,400, Year 2 = $4,600, Year 3 = Pilot [no cost], Year 4 = $1,500). 9.

Other a. Increased demand from faculty and managers – With district and categorical budget cuts to departments and programs, increased numbers of faculty and managers have requested Grants Offices services to pursue funding that can fill those voids. b. Satisfaction survey results for placement via the AWE barely met the 75% minimum requirement set by the Chancellor's Office the last time these were administered to students and faculty in AmLa writing classes. Because this survey must be done again in the Fall of 2014, the department has developed a system to ensure that all writing instructors develop and implement an early alert plan so that their students have an accurate sense of their strengths and weaknesses in relationship to the course objectives by the end of Week 5 of instruction in the fall of 2014 c. Increasing emphasis on planning and evaluation and its more solid link to resource requests is evident. d. During the recent past course fill rates were such that outreach and marketing to prospective student populations was unnecessary. With the economic upswing and the decreased number of traditional age students transitioning from our ‘feeder’ high schools the college will need to enhance their outreach and marketing efforts, and specifically those efforts to support CTE programs.

External Conditions 1. Accreditation Commission for Community and Junior Colleges a. Over the past decade, the Accrediting Commission for Community and Junior Colleges has increasingly focused on the institutionalization of outcomes at community colleges. Regular assessments of course-level outcomes have become imbedded in most departments but more should be done to assess GEOs and PLOs and have meaningful discussions about the results. Several departments are including adjunct faculty in the process. b. Accreditation readiness: heightened scrutiny is focused on distance education and colleges’ compliance with federal regulations. Gap analysis is being conducted to identify strengths and areas for improvement. c. Accreditation changes/mandates (SLO proficiency; midterm report; annual report) – to maintain high standards and to adhere to all accreditation requirements more staff is needed (professional expert, faculty coordinator (K. Allende reassigned), secretarial support). Professional expert is being obtained by the CE department, but may change because the College decided against a joint accreditation (ACS and ACCJC). Secretarial support is being addressed by VPI for her department, but some support RIE is also warranted. d. FIRE is required under regional accreditation to provide credit classes under California Fire Service Training and Education System, which incorporate Fire Officer classes and CICCS California Incident Command Certification System courses for in-service fire fighters. College is currently offering these in fee based and needs to transition to credit 2.

Industry Standards a. b. c. d.

Move toward portfolio based success to meet industry-technology standards. Employers advising real-world scenarios; these require current technology and assets. Influx and influence of social media changing industry demands. Journalism program has created new and modified existing courses to respond to the fundamental shift in the field towards digital and visual journalism. e. National Certification changes increase rigor and education requirements resulting in curricular and programmatic modifications (SIGN) f. Green chemistry principles are driving usage or removal of certain toxic chemicals from the lab curricula. Alternative chemicals need to be researched and processes to replace old chemicals need to be developed. g. Establishing and maintaining agreements with clinical sites remains highly competitive (All Health Programs). 19- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

h. Competitive employment factors applicants with Bachelors degree. Increased interest in articulation with CSU/private schools and fast track programs (NURS). i. Work experience/internship opportunities are increasingly competitive; as a result, programs are considering internal work experience placements for students where applicable. j. Advisory Committee reports significant decrease in full time hiring in hospitals despite projections for many retirements. It is averaging 6 + months to find positions (All health programs). k. FAA added “biographical questionnaire” to hiring process whereby only 8% of applicants nationwide (including Mt. SAC students) were able to pass through to the second step in the hiring process (aptitude testing). Normally, 80% of CTI graduates pass the aptitude testing with a score of 85% or higher. The FAA, in response to Congressional complaints, says they will have updated hiring process for 2015 (AERO). th l. FAA changed their hiring practices without warning on December 30 , 2013 that removed the preferential hiring status for CTI graduates nationwide, and thereby ended the CTI partnership with the colleges nationwide. AERO has been proactive in dialogue with local congressional representatives, media, and the FAA in trying to minimize the impact of FAA hiring changes. m. FIRE Advisory Board has recommended that a public safety training facility be constructed on campus. n. Increased need for a greater diversity of WELD industry certifications (i.e. pipe welding certifications, seismic connections, etc.). 3.

Student Preparation a. Experiencing decrease in the quality of local band and choral programs (Music) b. Student Population – Continuing Education tends to have a more transient student population with higher support needs than traditional community college students. ABE students, in particular, tend to need more intensive, one-on-one instructional and student support assistance c. Academic reform: Not only are NCAA requirements changing, but our state association is also increasing the requirements for student/athletes. These increases in units and GPA’s need to be partnered with additional counseling, boot camps, WIN hours, progress checks and numerous orientations. d. Strong competitions for clinical site placement across all health programs have resulted in an increase in geographical catchment area, increased travel for students

4. State/Federal Legislation a. Legislative – AB86 requires local regional consortia, during 2013-2015 to make plans to improve adult education in their region. A region is defined by CCD boundaries, includes all colleges and school districts as members, and requires that consortia also work with partners such as WIBs and community-based organizations. Additionally, fighting to amend or defeat SB173, which threatened some noncredit programs and proposed negative policies, required significant energy. b. Budgetary - CDCP Apportionment Increase: The 2014-15 Budget Act provided an apportionment rate increase for CDCP courses that are equal to credit (minus student fees), beginning July 1, 2015. Colleges are expected to invest the revenue increase in CDCP at the local level. This opens up great opportunities to improve and expand CDCP programs. c. Regulatory – An SSSP funding formula for noncredit is currently being developed by a task group; meanwhile, noncredit matriculation funding remains at its recession-years low point as we try to serve more students and prepare for higher student services accountability metrics (MIS) and reporting (including SSSP and Equity plans). d. Departments aligned courses with C-ID in order to comply with Chancellor’s Office directive and maintain or obtain AA-T degrees e. Repeatability: Departments continue to develop their curriculum in order to meet student needs as well as Title V regulations. f. The college applied as a pilot college for the Online Education Initiative, which is intended to increase students’ completion via online classes not readily available at their home college. If selected as a pilot college, participation in OEI will impact planning and use of resources. g. Regulatory: the Chancellor’s Office deployed five state-wide surveys within the same period: Library & Technology Use, Tutoring, Distance Education Annual Survey, Distance Education Faculty Satisfaction Survey, and Distance Education Student Satisfaction Survey. h. State and local Plans for student completion and success pose challenges for integrated planning and implementation and an increased need for research support: Student Success Plan, Student Equity Plan, Online Education Initiative, Distance Learning Plan, Basic 20- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

i. j.

Skills Initiative, Perkins/VTEA Plan. Perkins limitations on funds for student workers had an adverse impact on multiple programs (ARCH, IDE,). Due to the IOM “Future of Nursing” many facilities are only renewing Agreements/Contract with BSN Schools (NURS).

10. Resources a. The minimum wage will increase on July 2014, impacting all departments with hourly student workers, as well as the Division office. A budget plan for addressing the increased costs needs to be developed. Critical Decisions 1. Staffing a. The Business Division Building Planning Committee finalized the design phase of the new BCT building. b. Division chose not to pursue multiple grants due to lack of faculty (reitrement vacancies) and staff. 2. Enrollment Management a. Theater: Developed plan for encouraging AA-T completions, as well as evaluating the efficacy of the degree. b. The Business Division moved the BUSS discipline into the Accounting and Management Department from the Business Administration Department. c. All departments modified schedules in order to focus on core/major/GE transfer elective courses. d. Departments modified schedules to offer classes throughout the day and week; some Friday classes were added. e. Implementation of the First-Year Experience (GE transfer track) block scheduling in order to support the matriculation process (SOC, PHIL, ENGL, POLI, AHIS, GEOG). f. The Instruction Team is using significantly more data in the development of its overall schedule and distribution of allotted FTES across that schedule. g. Sections of classes were added to the schedule based on student demand as measured by the dates courses filled during registration. Classes were added to meet College target growth. Multiple sections of Math classes were added to support student demand including Pathways sections and Bridge Program sections. h. Math Bootcamp was developed to address the needs of students needing math review to improve retention and success. i. T & H Division led departments though analysis of enrollment and review of strategic scheduling options. ARCH, FIRE, ADJU, AD moved courses into the intersessions when they had traditioanlly not been offered to maxmize enrollment. j. AERO created a plan for rotating course offerings in response to changes in FAA hiring practices. 3. Facilities a. Several departments are requesting additional classrooms, office location and facilities for fulltime and adjunct faculty, or additional lab space for students. b. Due to financial constraints and a lack of external partnerships, the Raptor Rehab Center built in the Agriculture department will be repurposed as a Small Animal Care facility. This facility will support the RVT and Animal Science programs and along with the Ag Literacy Trail will serve as a resource for students and the community. 4. Curriculum a. Adult High School Diploma Certificate modification – Faculty modified the number of high school credits required for the diploma to align 21- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

with current Title 5 guidelines, state curriculum standards, and a recently-approved English sequence. b. Library: implemented a new library system, OCLC WorldShare Management System (WMS) to provide cloud-based technology to parallel information resource/technology at four-year universities and at business/industry; to increase student access to online library resources. Adopted QuestionPoint online reference service to provide 24/7 remote reference using chat function, to be piloted Fall 2014. c. Distance Learning: conducted a mock accreditation review to identify areas for improvement since there is no college-wide data on the degree of our regulatory compliance. Submitted a Substantive Change Proposal for newly available online certificates and developed a process for meeting the prior approval standard for accreditation. d. The Math Department continued evolving the Statway-inspired program to increase student throughput and completion of college level math. The development of Math 70S/Math110S sequence is an outcome of this effort. e. The Robotics Team has grown to be a significant component of the Physics and Engineering program and a course was authored to support students in the robotics team. f. Increase Research support for outcomes assessment to align with SLO Proficiency. g. Maximizing Technology: Several critical decisions were made to improve RIE’s use of technology: Argos/RDW, TracDat, DegreeWorks, Omni Update, Data Element Dictionary and SARS & SEVIS. 5. Student Support a. Learning Assistance Department: created and participated in learning communities with internal linked courses and for Bridge Program, Arise, Aspire, Pathways, and Title V grant. Nimbly adjusted the schedule to yield higher FTES in LAC classes. b. Testing Services: restored make-up testing as requested by students and supported by Academic Senate, which increased student opportunities for success by completing their exams. c. In light of its successful partnership with CSU Fullerton, NURS will pursue additional fast track to BSN programs

III.

INFORMATION ANALYSIS

Trends

Information source(s)/evidence of trend used

Impact of trend and planning for the future

Trends: 1. Data Driven Decision Making (Growth) (ARTS) There is increasing importance on data and using data for informing decisions

Meetings across campus and division meetings.

Data gathering training needed to be effective

Need for completion and transfers

State College Advisories on transfer and requirements of Mt SAC for program justification

Emphasis on program completions and monitoring of students throughout their education.

Increase in completion rates

Monitored using Chancellor’s Office resources: Provides evidence for program streamlining http://datamart.cccco.edu/Outcomes/Program_Awards.aspx and monitoring of education plans

Growth Opportunities: Strategic Additional Sections

FTEs and enrollment data

Ongoing discussions across Division to strategically accommodate students

(CED) ESL Wait List & Facility Restrictions:

ESL Database and weekly reports on number of students

Additional ESL classes that are available for

22- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Wait list continues to remain high throughout on list, number of students contacted, and number of the term in ESL’s open-entry program. Despite students enrolled from Week 1 through Week 12. the timely notifications by registration staff and quick response rate of students, we still had enough students to open 4 daytime Level classes (two at Pre-1 and two at Level 6) that would have generated 40 to 53 FTESs for the spring term.

17.5 hrs. per week near Bldg 66 (either Bldg 40 or in the Business Tech Complex in the future) would alleviate this problem and provide the college with growth needs that have emerged. Also, continue to advocate for permanent ESL Database Programmer who maintains the web-based data collection process for ESL.

Division adjusted course scheduling to increase course offerings of high demand courses

Data from Argos reports, especially fill rates

More students were able to take high demand core courses and complete degrees or transfer

(HSS) Students focus on ENGL, major core and GE requirements when they enroll in courses

Argos and Banner reports, RIE report on course enrollments of students who completed Liberal Arts degrees, listing of degree requirement courses

Maximize course offerings for majors and transfer students and monitor scheduling to facilitate matriculation from ENGL 67 to ENGL 1A

(RIE) Data Inquiry

We have gone from a campus of employees saying “we have no data” to a campus of employees requesting data to be part of the inquiry process. The number of and depth of research requests has increased exponentially to the point where we have more complex research studies (e.g., multiyear cohort tracking projects that require the researcher to cross between 3+ different types of data systems (e.g., ICCISDW, Banner/Argos, RDW) to go backward in time by 10 years). These studies can take upwards of 60 hours of a researchers' time to work with the requestor, translate the request into research, translate the research into data extracts, synthesize the data into useable information, write narrative and create graphs/tables that help to answer the research question.

Employees are tending to use data/information more for decision-making and/or to validate already made decisions. Employees still need guidance on how to re-think their work. Some are focused on the resource that they need and they make that resource central to their issue. What should be central to their issue, however, is what they are trying to achieve (e.g., improved student success) and how the resource (e.g., more full-time faculty) will allow them to achieve their outcome. The RIE Team uses a collaborative inquiry process to help formulate an excellent product for the requestor - one that can be used for data driven decision making.

(RIE) Data Mandates

More Federal and State Mandates are becoming part of the RIE is required to put more of its time into RIE office’s duties to oversee or coordinate (e.g., IPEDS; these mandates while its budget shrinks and MIS coding). its personnel are being re-arranged (e.g., movement of an employee to IT). The department is trying to balance the importance of these mandates with the importance of having valid data with its mission which is to conduct research to improve the College’s programs and services. Some non-mandated projects will not get completed due to this competing interest. In order to do quality research, the data must be valid; sometimes it is RIE that notices the invalid data after the fact. RIE and IT talk frequently about these

23- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

issues and devise ways to help mitigate the issue before it becomes a problem. 2. Trends; Technology (CTE) Technology influencing evolution of programs

Advisory Board Meetings for CTE Programs; Industry Trends

Programs must continue to evolve to meet demands including budgets and growth

Need for ongoing and upgraded computerized hardware/software

Advisory Members

Additional and ongoing funds needed for computer software and hardware

(RIE) Data Integrity

As MIS data is used more for external accountability and Report/Score Cards, the need for accurate data is not only more pronounced, but also more evident if inaccurate data is used because the public sees it and the College is graded on it.

The College will not be represented correctly to its constituency groups and to the Federal and State Governments which could impact its budget and reputation. Thus, the College should have a body that manages the integrity of its MIS data. (see Team Goals, IN-11 Progress/Challenges) (add to manager’s report)

Students surveyed (All CEA Programs, Fine Arts, Music)

Students do not have adequate access to program software and technology outside of class meeting time. More staffing funds are needed.

3. Trends: Staffing/ Budget Needs (ARTS) Insufficient staffing to offer technology access for students

In trying to achieve growth, the number of Class schedule courses taught by adjunct faculty have increased and created a poor adjunct: full-time faculty ratio.

Increases the need for full-time faculty hires

(CED) Summer teacher salaries of USDs in our district continue to rise.

Our summer high school hourly rate, at $42.98 per hour, is no longer competitive with many local high schools, making it challenging to hire the best of their teaching pool for Mt. SAC summer high school classes. A rate-driven increase is needed to retain high program quality through high-quality faculty.

Annual surveys of USD high school principals.

4. Trends: Student Support Services (ARTS) ANIM – Students with Limited English Information comes from the CCCCO trend indicator reports Ensuring the presence of Student Tutors to aid Proficiency show lower than 86.5% persistence from 2013-2014. with in-class understanding remains a high and transfer rates. priority. 24- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

(CED) Greater focus on postsecondary New WIOA Federal Legislation. ESL Database and Banner transition and employability is becoming an reports. Outcomes from Basic Skills SLO regarding integral part of grants and categorical funding Adjunct ESL Counselor Project. outcomes. Overwhelming majority of noncredit ESL students state college or career advancement as their goal; yet, relatively low numbers of ESL or VESL students with such goals actually transition (15% to 30%). Students who meet with ESL counselor have a higher rate of persistence, passing courses, and attaining a benchmark award such as an ESL Certificate.

Need for additional student support in the form of counseling and advising that is specific to the ESL population’s needs, especially for evening students, adult learners over 25 yrs., and for first-generation learners. Also, continue to advocate for permanent ESL Database Programmer who maintains the web-based data collection process for ESL. Additional counseling and educational advising for ABE and short-term vocational students as well.

(CED) Tutoring Trend: Pedagogy trends are increasingly emphasizing the importance of tutoring and other supplemental forms of instruction as model practices for Basic Skills students. VESL students who utilized tutoring for more than 3 hrs. had a 45% higher rate of persisting in the program (VESL 1 to VESL 2) and 13% higher rate of earning a VESL Certificate.

Literature review and reports on the growing emphasis of success centers, the research data indicating the improved success rate of students who get appropriate just-in-time tutoring. Basic Skills SLO regarding persistence and tutoring for VESL Coordinator Project

LLC applied for and received a Basic Skills funding in order to add an ESL tutor in the lab. ESL applied for and received funding to expand on pilot tutoring project for VESL students.

(CED) WIN Program students continue to demonstrate better course success outcomes than the general population of students.

RIE data warehouse, Argos Reports

Although course success rates remain consistently high among WIN student athletes, other interventions such as additional study groups and campus faculty involvement on site at WIN can promote even higher course success rates. Full-time WIN coordinator needed to continue trend and success of students, especially incoming college student athletes who begin in noncredit.

(HSS) Increased attendance in WC workshops, increased usage of DLAs, and increased participation in Tutors in the Classroom

Banner Attendance, internal data collection

The WC will continue to seek innovative ways to schedule and publicize its workshop offerings and monitor student success

(LLR) A five-time increase in online tutoring usage compared to Fall 2013 demonstrating increase in student awareness of the service and usage.

Tutoring session logs, archive sessions, usage data.

Tutorial Services will plan for more increases especially if the college is a pilot college for the Online Education Initiative. Assessment for online tutoring’s impact on student success will be planned.

25- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

(LLR) Students repeating a basic skills course Reports on Basic Skills Initiative with tutoring – Research who use tutoring for 90 minutes or more in a and Institutional Effectiveness Office semester are 15% more likely to pass the course.

Estimate cost savings to the College due to student success in basic skills sequence. Promote student use of tutoring through faculty, early alert referral, and direct-student marketing.

5. Trends: Student Success Rates (CED) Adult HS Diploma persistence: There was a 24% increase in the number of students earning credits in Adult HS Diploma as well as a 38% increase in earned diplomas (to 51 total).

ABE database

The progress policy continues to impact the overall completion rate. Additionally, faculty and staff implemented an early alert system for students not making educational progress, which will continue. A more centralized, intensive tracking of students near completion began in January 2014 and will continue during all of 14-15 instead of just the months leading to graduation.

(HSS) 72.8% - 78.8% success rates for AmLa RIE report classes

Students succeed at high rates; continue with current teaching strategies

(HSS) Forensics student transfer rates are extremely high (75% -100%), particularly among historically underrepresented students

Continue to recruit and retain Forensic students

Study by RIE

(HSS) Over a four year period, 80% of Conducted research with the Office of Research to track Maintain counseling and advising aspects of students who were part of the Honors Program honors students who transferred over a four year time span Honors program transferred to a four year institution (2009-2012) (HSS) The success and retention rates of Pacific Islander students are lower than those of other ethnic groups

Chancellor's Office Data Mart

The ELJ department faculty will discuss this trend at its Flex Day meeting.

(HSS) The success and retention rates of African American students are lower than those of other ethnic groups

Chancellor's Office Data Mart

The ELJ department faculty will discuss this trend at its Flex Day meeting.

(HSS) The success and retention rates of students taking internet based basic skills courses are lower than those of students taking traditional basic skills courses.

Chancellor's Office Data Mart

The ELJ Department will discuss its internet based basic skills offerings at its first department meeting of the fall 2014 semester.

6. Trends: Grants (GRANTS) The number of active grant awards Annual department report – number of active grant projects With the reduction and elimination of many received over the past five years has and number of new proposals submitted. state-funded and privately-funded grant fluctuated: programs, the Grants Office has already and 26- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

    

plans to continue to pursue new funding opportunities at the federal level as they become available. In addition, with increased competition for grant funds at all levels, particularly the federal level, the Grants Office must prioritize the pursuit of grant opportunities.

33 active projects in FY 2009-10 26 active projects in FY 2010-11 29 active projects in FY 2011-12 31 active projects in FY 2012-13 22 active projects in FY 2013-14

The number of new proposals/letters of intent submitted over the past five years has decreased:  20 new applications in FY 2009-10  16 new applications in FY 2010-11  15 new applications in FY 2011-12  12 new applications in FY 2012-13  12 new applications in FY 2013-14

In the future, in order to effectively monitor all active projects and increase the number of new proposals submitted, the Grants Office will need additional staffing. At this time, however, the Grants Office will strive to submit as many new applications as feasible while still monitoring active projects for fiscal and programmatic compliance.

As evidenced by the above data, the number of proposal submissions has decreased and stabilized over the past few years. With increasing involvement in the management of grants (reporting, audit, site visits, partner contracts, etc.), the Grants Office is unable to continue to significantly increase the number of new application submissions with the current staffing level. (GRANTS) The FY dollar amount of active grants over the past five years has remained stable and decreased during the past year:  $6,811,572 in FY 2009-10  $6,426,386 in FY 2010-11  $6,462,622 in FY 2011-12  $6,157,631 in FY 2012-13  $4,199,085 in FY 2013-14

Annual department report – dollar amount of active grant projects and dollar request of new proposals submitted Adopted budget

The FY operating budget for the Grants Office over the past five years has decreased significantly. Not accounting for permanent salaries, the budget has experienced a 42.8% loss in the past four years ($20,497 in FY 2010-11 to $11,734 in FY 2013-14).  $223,103 in FY 2009-10  $206,882 in FY 2010-11  $201,119 in FY 2011-12  $201,847 in FY 2012-13  $209,042 in FY 2013-14 27- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

In order to submit a large number of highquality grant proposals each year and still maintain a high return-on-investment, the Grants Office needs additional staffing.

7. Trends: Enrollment (HSS) The CSU system is moving toward requiring an AA, AS, AA-T, or AS-T degree for transfer admissions

CSU reports to the campuses

We will need to offer more AA-T and AS-T degrees and need to be sure students have access to the courses needed to earn these degrees

(KAD) In process of acquiring trend data with Reviewing survey results and data from boot camps on SA respect to student athlete success, remediation success rates and overall experience

Improved programmatic operations and improved transfer rates amongst SA population

(LLR) Persistent demand for READ courses; Argos reports and enrollment dashboard information on fill decline in demand for LERN 81, LERN 49, and rates by registration day, wait lists. Placement test data STDY courses. before and after the AWE pilot will be reviewed and used.

In-demand courses will have additional sections. Regular and vigilant monitoring of and adjustments to enrollment will be done.

8. Trends: Employment projections (HSS) Interpreting/Translating is one of the top 30 occupations for projected employment growth

The U.S. Department of Labor, Bureau of Labor Statistics

Look into expanding SIGN program by adding a second cohort on an on-going basis

(HSS) It is projected that that in three years there will be a surge in the number of educational aide and teaching positions (particularly in special education, math and science) across the state, and there may not be enough men and women with the necessary qualifications to fill the increased need.

TPI Advisory Board projections

The TPI program must redouble its outreach, recruiting, counseling, tutoring and testpreparation efforts

IV.

OUTCOMES ASSESSMENT (SLO / PLO / GEO / AUO)

Assessment: In your Team, is assessment ongoing and systematic? ARTS: Yes. As evident from department annual plans and assessment schedules. The Music Department has been a leader in creating an ongoing and systematic process for assessment by including both full-time and adjunct faculty in outcomes workshops and getting the information to the students through syllabi, website, and course materials. We hope to use the information to encourage more awareness of the AA-T degree and, we hope, more interest. We also think that we can construct better questions for the next time we conduct this assessment. The Animation and Gaming program favors the use of student surveys administered in capstone courses and having open discussions with students throughout their program as a way of documenting successful teaching strategies and challenges. In Fine Arts, faculty members have found that assessment across course with multiple sections that are taught by both full-time and adjunct faculty has lead to a greater consistency of teaching strategies and student project results. The Television program has adopted the policy of assessing every course, every time it is offered to maximize the sample size in a systematic manor. Photography reports that most faculty are participating in the assessment process and that SLOs are assessed in each course every 28- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

semester. Theater has a four-year rotation cycle in place that enables them to remain current with assessment. BUSINESS: Yes. The Business Division departments are at 100% for their course SLO process and have all developed rotation plans. The Child Development department collects student learning data for each of their courses every year. The CIS department has a rotation list and has a standing discussion item on the department agenda to discuss SLO progress. They plan to have a year-end meeting with all CIS faculty to discuss results of the SLO process and how to improve the process. The Accounting and Management department have a systematic plan to collect all course, degree and certificate level data in this year and review results with use of results the following year. For the FCS discipline, there is a 3-4 year rotation process for their SLOs. The Business Administration department analyzes course level SLOs for all of their courses annually. The CSDT department has all of their programs on an annual rotation. Many of the departments have now progressed to reviewing degree and program level SLOs. CONTINUING EDUCATION DIVISION Yes. Faculty in all programs have developed a 3-year cycle of assessment for courses, and faculty are engaged in data collection and discussion of results. Program staff are active in the PIE process and participate in ongoing assessment of department SLOs/AUOs/SAs. HUMANITIES and SOCIAL SCIENCES Yes. Virtually all departments and units are conducting assessments in an ongoing and systematic fashion. All departments are assessing course outcomes and GEOs on a regular basis, and departments with existing local degrees and certificates assess program outcomes as well (Communication, Psychology and Education, and Sign Language). Departments either have existing rotation plans for assessing course SLOs or intend to develop such rotation plans during the next year. GEOs are typically assessed as part of the SLO assessment process for courses, and are assessed at the course level. Departments with existing local degrees or certificates do assess program outcomes, but some departments still need to develop rotation plans for the assessment of program outcomes. Departments have just started to identify program outcomes and assessment strategies for Liberal Arts degrees and still need to develop and assess program outcomes for AA-T degrees. Faculty who teach the courses assesses SLOs, and results are usually discussed at department meetings. Many departments bring up SLOs and assessments at department meetings on a regular basis or have a standing agenda item for SLOs and assessments. In most cases the department chair oversees the assessment process and makes sure that all course outcomes are assessed on a regular basis. One department (Communication) has a departmental SLO committee and coordinator who report monthly at department meetings. The outcomes coordinator is their process leader, responsible for becoming educated in outcomes, representing their department campus-wide, maintaining the outcomes portion of their department program review, managing their outcomes rotation plan, and leading outcomes dialogue at department meetings. She works closely with the department chair on program review and facilitates all assessments, including substantial faculty support for part-time faculty. In some cases (e.g. Foreign Languages) department members decide on common assessments for courses across disciplines. Several of the departments (e.g., American Language, English, Literature and Journalism, Foreign Languages and Psychology and Education) have included adjuncts in the evaluation process. Typically departments report out on SLOs at department meetings but in some cases special SLO workshops or activities are developed, especially when adjunct faculty are included. Psychology also included students in the assessment process. The Honors Program, Writing Center and Teacher Preparation Institute do not assess course outcomes within their areas per se, but typically collect success data. TPI states that the number of Mt. SAC students obtaining the certification and/or A.S. for Educational Paraprofessionals is tracked by the Chancellor’s office. The Writing Center collects success data on all programs, usually for every semester. SLOs are being used in 4 out of 14 workshops with more in the planning stage. According to the Honors Center some honors instructors have assessed their honors course using the honors assessment rubric, but most have not. It should be noted that TPI and honors courses are typically assessed within various departments as part of the SLO course assessment plan, and that it is not the responsibility of the Honors Program, TPI or the Writing Center to assess course SLOs.

29- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

KINESIOLOGY and DANCE Yes. Departments are involved in SLO revision and data collection. Tracking of cycles has been ongoing and assisted in the development of curricular changes, programmatic changes and even topical changes within courses. LIBRARY and LEARNING RESOURCES Yes. Through the annual division retreats and regular meetings among faculty and staff, assessment for courses, workshops, and services are systematic and ongoing but not so pervasive as to cause assessment fatigue. NATURAL SCIECES Yes. According to Institutional Research, 98.48% of Agriculture Department courses have had Student Learning Outcomes completed through “Use of Results”; 93.02 % of Biology Department courses have completed SLOs with 46.51% of courses completed through “Use of Results”; 100 % of Chemistry Department courses have completed SLOs with 80% of courses completed through “Use of Results”; 100% of Computer Science courses have completed SLOs through “Use of Results”; 82.61 % of Earth Sciences and Astronomy Department course have completed SLOs with 69.57% of courses completed through “Use of Results”; 100% of Mathematics courses have completed SLOs through “Use of Results”; and 100% of Physics and Engineering courses have completed SLOs through “Use of Results”. For the Natural Sciences Division, 95.94% of the courses have completed outcomes, 85.79% have completed “Summary of Data”, and 83.25% have completed “Use of Results”. TECHNOLOGY and HEALTH Yes. This example from Electronics typifies the Tech and Health Division’s approach to assessment: “the first department meeting of semester is largely dedicated to reviewing previous semester and year’s assessment efforts and to planning that semester’s course and program level outcomes efforts. Each faculty member is provided with a complete copy of outcomes report for all courses and asked to keep it available for reference.” Dialogue: In your Team, is there ongoing and meaningful dialogue about assessment? ARTS: Yes. Exemplar: Animation and Gaming Department continues to use Student Learning Outcomes assesment as part of our planning, purchasing, and growth. “We love to hear from our students in regards to what they think, feel, and know about their learning experience with in our department. We do this by conducting surveys to our capstone course students who take our portfolio class. These are our senior students who have gone thru the whole program”. The Animation and Gaming program continues to have dialogue with these students on the likes, challenges, and improvements that they would suggest in order to keep our program growing in the right direction. Music coordinates a meeting once-yearly between FTF and part-time instructors for the purpose of discussing Student Learning Outcomes. This meeting is typically held the Friday before the start of Spring semester. However, because some instructors teach multiple class preparations, not everyone is able to participate in these dialogues. Furthermore, in cases where a FTF manages the assessment and reporting of multiple courses, it is difficult or impossible to discuss all courses to be assessed in a single yearly meeting. All CTE programs within the department are including outcomes and assessment as an important component of their annual advisory meetings. The inclusion of industry advisors in the outcomes discussion has strengthened the meaning of assessment making it pertinent to successful industry transition for students. This effort plays an important role in industry’s awareness of the quality of our completing students. Theater states that SLOs are a boilerplate issue on the agenda of every department meeting. We have attempted to adhere to the following schedule: September: Discuss which classes will be assessed and who will be responsible for the assessments. We also discuss the existing SLO’s and decide if we still consider it to be valid. If not, we will assign the writing of a new SLO at that time. October: Discuss the new SLO’s, offer suggestions for improvements if necessary. The first SLO is assessed in October. November: Discuss the results of the first SLO and what our use of results should be. The second SLO is assessed in November. 30- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

December: Discuss the results of the second SLO and discuss what the use of results should be. The third SLO is assessed as part of the final. March: Discuss the results of the third SLO and discuss what the use of results should be. The date is entered into TracDat in March. April: Present the TracDat information and confirm that it is what was intended. May: Discuss the likely classes to be assessed in the following year. June: Discuss any changes in approach we would like to make for the following year. These targets are flexible and many things conspire to pull us off of the schedule. Among those things: the practicality of aligning the assessment dates with the presentation of material in the class and the every changing policies from above regarding TracDat. However, the schedule is useful as a guideline and thus far we have managed to stay on track annually, if not monthly. BUSINESS Somewhat. Many programs have only 1 full-time faculty member, and having adjunct faculty attend regular discussions for assessment is very hard. The very small departments attempt to have meaningful dialog and include adjunct faculty, but adjunct faculty are not required to attend. This year the Nutrition and Foods discipline held an SLO meeting to review SLOs with their adjuncts and used the special funds provided by the President to pay the adjuncts for their participation. CONTINUING EDUCATION Yes. ABE, EOA, ESL & Health Careers faculty meetings are monthly or on a semester basis; ESL faculty also hold an annual, all-day meeting on SLO assessment & dialogue. Additionally, ABE program staff include SLO/AUO assessment and evaluation in weekly meetings. ESL Leadership team reports ongoing AUOs and SAs on a monthly basis, using a template designed to mirror PIE worksheet and with clear links to college or department goals. HUMANITIES and SOCIAL SCIENCES Yes. In the past many departments would have individual faculty complete course assessments, submit the data to the department chair, and he/she would record the data in TracDat. In some instances there was little evidence of a collaborative process, dialogue, or follow-up and closing the loop based on assessment results. The goal was often for students to meet a certain standard (e.g., that 75% of students should achieve a certain score) and faculty members were satisfied if that standard was met. Few departments held regular, meaningful discussions about assessments and often the focus was more on completing a certain percentage of course assessments instead of a qualitative and in-depth discussion of assessments and use of results. Over the last few years, however, assessments have become more imbedded in ongoing department processes, and although there is still some healthy skepticism about the utility of outcomes assessment beyond ACCJC compliance, more faculty have started to see assessments as potentially valuable tools to assess student learning. Faculty dialogue comprises a continuum of engagement activities and department structures:   

All departments have a standing agenda item at department meetings in which outcomes of the SLO assessments are discussed and any changes the department feels are necessary are approved. There is often “vigorous, formalized dialogue about course- and program level-assessments as well as the process of assessment itself. The work has, sometimes to our surprise, yielded meaningful resources and improvements for students.” Although department chairs have the overall responsibility for facilitating outcomes work, at least two departments have ad hoc outcomes subcommittees and one department has a Faculty Outcomes Coordinator. Several departments have annual or semi-annual faculty workshops, and some of those workshops include adjunct faculty; these workshops often take place on Flex Days, and one department also includes students.

31- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)



A handful of departments are still working on developing appropriate and viable assessment instruments that reflect the analytical rigor of their disciplines.

The Honors Program and Writing Center constantly assess their services and draw from data to measure administrative outcomes as well as student success. Both units report that they have ongoing and meaningful dialogue about assessment. The Honors Program states that their Faculty Coordinator is constantly working with faculty to develop an appropriate and viable assessment instrument. They discussed this instrument at their faculty workshop last fall and will continue the discussion this fall. In addition, the Honors Faculty Coordinator has worked diligently with the science and math faculty to develop a realistic rubric for those disciplines using inquiry and analysis as the backbone of the assessment. At the Writing Center, senior staff meetings are used to discuss assessment results and plan programs, trainings, and changes based on these discussions. KINESIOLOGY and DANCE Somewhat. Departments are developing patterns for improved discussion over SLO’s. LIBRARY and LEARNING RESOURCES Yes. The entire division’s focus is on thoughtful planning of outcomes and assessment for them, critical analysis of results and process, and meaningful dialog about use of results for improvement. The division and departments’ regular meetings are used to sustain assessment and use-of-results efforts. One example is the Division Office’s survey of LLR faculty and staff on the Division Office’s responsibilities and operations, and the findings point to a need for improving communication with faculty and staff. NATURAL SCIENCES Somewhat. During the April 4, 2014 NSD Department Chairs meeting, discussions centered on what students in the classrooms know about SLOs, what information should be made available to students on the syllabus, and taking advantage of stipends for adjunct participation in the SLO process. The commitment to meaningful discussions varies with departments. Agriculture and Chemistry departments report SLO and GEO design, administration, and analysis of results are extensively discussed at the course level and results are reported at department meetings. Other departments, particularly Biology, have not kept pace. Geology conducted a SLO/GEO meeting and will revisit their goals. Math is taking steps forward to deepen the level of involvement in the SLO process. Math department has made attempts to experiment with “NIC” or Networked Improvement Communities as a possible model for completing the SLOs. However, due to low levels of faculty involvement, the attempts have not been fruitful. Physics department maintains ongoing and substantive dialog among members about assessment. They have changed how they assess SLOs in light of the overall goal of using assessment to shape teaching and pedagogy. TECHNOLOGY and HEALTH Yes. We have routinely discussed outcomes assessment efforts at Division chairs’ meetings, but this past year, we have found the agendas have become overburdened with informational items. We are working on planning a separate “think tank” type of meeting each semester where we will have no agenda, but we will instead talk about program improvement efforts, effective assessment practices etc. Course Assessment Rotation: Has your Team created a course assessment rotation plan to ensure that all courses / services are assessed systematically? ARTS Yes. Most departments are following a rotation plan to assess courses. The smaller programs are assessing courses each time they are offered while other programs have adopted plan to assess in accordance with curriculum review schedules. For example, after finding a four-year rotation aligned with course review was not appropriate, Theater implemented the following: “We then put in place a schedule that grouped similar types of classes into the same year. Our lecture classes (THTR 9, 10 and 25) were designated as year one, our performance training classes (THTR 11, 12 and 17) were designated as year two, our technical theater classes (THTR 14, 16, 18 and 19) were designated as year three, and our performance classes (THTR 15, 60 and 99) were designated as year four. We have serious concerns that this logical process will be dismantled by 32- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

linking the classes to the 4-year review process, particularly if that process goes back to being 4 years in name only.” BUSINESS Yes. Each of our departments and disciplines has developed their own rotation cycle for SLO review. Most of them collect data on each course annually and review the data annually and others have had the SLO process align with the 4 year course review process, so results can be used to make changes within the review process. CONTINUING EDUCATION Yes. HUMANITIES and SOCIAL SCIENCES Yes. Most departments have a de facto rotation plan that coincides with the 4-year curriculum review process. Four departments have a three or four-year course assessment rotation plan for assessing course and program outcomes that exists beyond the curriculum review process. The Honors Program, Writing Center and TPI do not have course assessment rotation plans, since none of these programs are academic departments that have responsibility or authority over curriculum KINESIOLOGY and DANCE Yes. Received, departments are utilizing excel spreadsheets with curricular and SLO patterns mapped out. LIBRARY and LEARNING RESOURCES No. Learning Assistance and Library Departments will forward their respective course assessment rotation plan by December of 2014. The Learning Assistance Center and Online Learning Support Center services areas will develop their AUO assessment rotation plan by December of 2014. The service areas need assistance in figuring out what to assess and by when based on the various college plans. NATURAL SCIENCES Yes. Every course in the Agriculture Department is on a rotation scheduled and the plan has been submitted with their area PIE. Biology has not created a rotation schedule and the chair plans to remedy this prior to the start of the fall semester. Chemistry has submitted their SLO and GEO 3-year administration timeline with their area PIE. Earth Sciences & Astronomy have a developed a 4-year plan to coincide with curriculum updates. Math has tied their review of SLOs to the curriculum review cycle. TECHNOLOGY and HEALTH Yes. We use grids by department. This allows each dept. to track both curriculum and outcomes efforts. The following is a small portion of one such grid:

DISC/Course

Approval DateConduct next review 4 years from this date

ADJU1

4/24/12

Faculty Responsible for Course

Submit 4 Year Review and Modifications to Division by 5-15

Jefferson

May 2016

Significant Change-JBJ notify VV

Submitted to EDC / Current Stage

Faculty Responsible for SLO assessment

Complete Program or Course SLO Cycle date

Planned Course & Program SLO Assessment Semester/Year 3yr rotation

Jefferson

Spr10,Spr13

Spr16

Additional Help: Does your Team need additional help to improve its outcomes assessment work? ARTS Yes. Most departments and programs have expressed interest in hosting an SLO meetings/workshops that includes adjunct faculty being compensated for 33- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

their time, and Outcomes Coordinators are present to assist in understanding the process. Photography, for example, feels that their adjunct faculty members do not fully understand SLOs or their importance. Theater explains: The existing support is sufficient. However, we struggled to find meaningful help for years. In many instances, the “help” focused on completing the tasks and accelerating the process, leaving the prospect of doing something meaningful in a shambles. That significantly changed when Jason Chevalier took over the Outcomes committee. We hope that the help continues to be useful in his absence. BUSINESS No. Other than hiring more full-time faculty to spread the workload for some programs, the SLO and Program Level Outcomes process is completed by all programs. Some of our departments would like to have additional training to ensure the quality of the SLO process. The departments are having dialogue at their meetings to review the results of the SLO data collection, but want to have trainings to ensure that the use of the results is done correctly. CONTINUING EDUCATION Yes. EOA/AWD are staffed with100% adjunct faculty and their participation is critical to the success of our department’s SLO activities. The opportunity to receive NTFA lab rate funding for 2 hours for each adjunct faculty member in attendance from the Outcomes Committee is crucial to our accomplishments. HUMANITIES and SOCIAL SCIENCES Yes. Continued and increasing need for funding to involve adjuncts (and students when appropriate) in the data analysis and interpretation of the results. It is challenging to get adjuncts to attend extra meetings due to time constraints, other teaching or work obligations, and lack of financial compensation. There are cases where only adjunct faculty members teach particular courses, and they should be included in the development of outcomes, the assessment of outcomes and the analysis of results. There is currently no common procedure in place to compensate individual adjunct faculty who develop outcomes, complete assessments or analyze data. It may also be helpful to come up with criteria for funding not only adjuncts for participating in assessment activities, but also where appropriate, students. KINESIOLOGY and DANCE Yes. Departments can improve processes through quarterly workshops on assessment cycling and data collection. LIBRARY and LEARNING RESOURCES Yes. The Division’s process oriented work can be very challenging to assess for impact on student learning and success. For example, how do we assess the effect of digital learning objects, revamped web pages, communication using Facebook/Twitter messages, online tutoring, 24/7 online library reference services? NATURAL SCIENCES Yes. Mathematics & Computer Science and Physics & Engineering Departments have completed outcomes assessment through the “Use of Results”. All other Departments are shy of the 100% completion mark. Some departments are still struggling with meaningful construction of outcomes and how to use the data in a way that results in improved curricula or instructional delivery. This will be a focus in the Department Chairs meetings this upcoming year. As a Division of scientists and mathematicians, we should be leading the College in this area. Departments request assistance entering data via TracDat. The Math department may seek Division resources to facilitate the start-up of their proposed new process using “NIC”s. TECHNOLOGY and HEALTH No. The departments have each had “aha moments” in SLOs assessments over the years, and they all participate. The issue is that adjunct faculty teach a majority of the courses in many departments, and it is inherently difficult to manage assessments in those courses. The Division has asked chairs who have successfully worked with their adjuncts (i.e. including them in department meetings, setting up regular assessment retreats, etc.), to present on their 34- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

strategies at our Division meetings in the past. This subject will continue to be a challenge for us, and we will continue to address it. It is not something that will require additional assistance from the college. How has the assessment process led to the improvement of curricula, pedagogy or services? Please Explain: ARTS Please Explain: All areas are using assessment data to review, discuss, and plan curricular modifications to improve learning experiences. A common theme across programs is that the assessment process provides a bridge for full-time and adjunct faculty within a given area to ensure that students are receiving consistent learning experiences within a given area. Several CTE have been modified as a result of assessment, including discussion with students and industry professionals, based on skills necessary for success. Photography states that through the SLO assessment process they are able to identify gaps in learning and devise strategies to address the gaps. The Fine Arts, Music, and Theater departments find that assessment discussion amongst faculty teaching in across similar parts of the discipline is strengthening consistency in learning experiences. One program offers that the SLO process has “forced discussion of our classwork to the department level.” BUSSINESS The assessment process has led certain programs to focus on certain skills in their courses as well as changing the way courses are scheduled. The SLO process has changed how certain curricula are delivered to the students. Assignments have been modified and timing of assignments in the semester has been modified. Additionally, the standardization of assignments within the programs has occurred. CONTINUING EDUCATION The assessment process has led to an increased involvement of ABE staff in the PIE process. It has also led to improved tracking systems for students and assessment, leading to improved student and departmental outcomes. In addition, faculty has incorporated follow-up from PIE into their curriculum planning, particularly as it relates to aligning coursework with college and career pathways. Through review of SLO data and curriculum, several new EOA courses and certificates have been identified and designed to meet the needs of students including Starting a Home-Based Business and Excel Computer Applications. ESL faculty have made modifications to curriculum, shared materials and resources at retreats or workshops, and utilized data to secure additional funding. VOC faculty have made modifications to align with changes in industry and healthcare regulations. HUMANITIES and SOCIAL SCIENCES Some department has been able to identify specific components of each course to serve as guide or rubric for instruction. Moreover, the assessment process provides a normative background for adjuncts who may teach the same course at several institutions. Although no significant changes in the curricula have been made, instructors have been able to modify their methods of lecture delivery, assessment, and increase accessibility to required course materials. For instance, several professors have completed their initial Moodle training to gain access to their courses online. This feature allows course content such as the syllabus, grades, and class email rosters to readily available. In addition, the assessment process has sparked pedagogical discussions about best practices for assessing student learning. Student assessments indicated that our students prefer smaller assignments and quizzes so their knowledge is assessed at more frequent intervals during the semester. Lastly, our department has made significant strides in selecting textbooks and materials that are either low cost or free to the students. The assessment process within our division has led to the improvement of curricula, pedagogy and services. The most common outcome of departmental assessment work has been some modifications to pedagogy, although there are also examples of curricula changes in three departments and one unit. The responses below reflect a range of experiences and variations in the depth of interpretation of assessment data across departments. Improvement of curricula: 35- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

American Language: In the fall of 2013, AmLa conducted a department workshop in order to discuss the SLO assessment in all of writing classes, AmLa 41W, 42W, and 43W. All faculty members, both full and part time participated in the workshop during which we discussed the parameters for the collection of the writing samples, the rubric used to evaluate the writing samples, and the guidelines and deadlines for collection. Everyone also participated in a norming session using authentic writing samples from our students. Communication: Our regular and ongoing department-level dialogue has yielded several important results:  The department added a list of SPCH 1A course-level outcomes and multiple student assessment instruments to the 7th edition of our SPCH 1A workbook/textbook (2012) Improvement of pedagogy: Communication:  Assessment Pilots. The department piloted ten different outcome assessment methods and instruments in SPCH 1AH prior to using them widely across all 50 sections of SPCH 1A to make sure they were effective and yielded meaningful results (2010).  Start with Speech. The department evaluated the outcomes of the basic public speaking course to determine the appropriateness of the course for a learning community designed for incoming students (Started 2010; also in new Title V Grant). Geography and Political Science: Improvement has largely been achieved through a broader dialogue of our goals as faculty and increased comparison of our methods and expectations. As we discuss these differences and similarities it has improved department cohesiveness. History and Art History: The SLOs have revealed to several of our instructors key flaws in their pedagogy or weak areas in the student learning process, allowing them to make minor but meaningful changes. Data from our GEOs, while revealing areas in need of improvement, have also provided evidence that much of what our instructors are doing is positive, useful, meaningful teaching. Psychology and Education: We are ultimately more aware of students’ understanding of concepts. However, we have not changed curricula. In some cases, we have made changes to method of delivery or emphasis placed on certain concepts. We are also looking at differences in method of assessment (e.g., multiple choice versus written assessment) to determine if there is a difference in level of understanding. We are also looking at differences in time of day or number of class meetings per week. These data could reveal interesting differences based on student differences. Sign Language: In the more advanced ASL courses assessments have been used to verify improvement achieved by the adjustments in pedagogy. We were able to determine a significant improvement in the production of non-manual grammar (facial expression) was achieved through exemplifying not only the correct production but also the incorrect production. Students got a better handle on how to do it right after seeing it done wrong. Sociology and Philosophy: Our department has been able to identify specific components of each course to serve as guide or rubric for instruction. Moreover, the assessment process provides a normative background for adjuncts who may teach the same course at several institutions. Although no significant changes in the curricula have been made, instructors have been able to modify their methods of lecture delivery, assessment, and increase accessibility to required course materials. For instance, several professors have completed their initial Moodle training to gain access to their courses online. This feature allows course content such as the syllabus, grades, and class email rosters to readily available. In addition, the assessment process has sparked pedagogical discussions about best practices for assessing student learning. Student assessments indicated that our students prefer smaller assignments and quizzes so their knowledge is assessed at more frequent intervals during the semester. Lastly, our department has made significant strides in selecting textbooks and materials that are 36- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

either low cost or free to the students. Improvement of services: Communication: SSSC Outcomes Assessment. Though not mandated (or even requested), the department decided to conduct outcomes assessment in our new tutoring center as a means to understand its utility for students and make improvements to our services. Honors Program: As a result of our student surveys, we have been able to consider new modes of delivery for courses, develop a cycle of course offerings, open discussion with departments where students would like to have more honors opportunities, and develop curriculum in new areas such as literature, business, and foreign language. While we are still in the testing mode for our program SLOs, our program AUOs have led to trying new modes of delivery and our PLOs have provided data that has led to better program planning in terms of course offerings and enrollment management decisions. Writing Center: Workshop presentations have been revamped to better highlight key SLOs. Also, conversations with workshop instructors from other departments have also occurred in order to norm the presentations depending on different faculty members so that outcomes are still adequately addressed. Lackluster DLA success data in the fall of 2012 has also led to a more aggressive, interventionist approach to training tutors for DLAs. Discussion of findings: English, Literature and Journalism: The assessment of our ENGL 1A courses this year has resulted in the criteria for success of one of our SLOs not being met. The department has preliminarily discussed this at a department meeting, and the dialogue will continue. History and Art History: After completing SLO evaluations and analyses for all courses, the department has engaged in monthly discussions at department meetings regarding the implementation of the information from those reports KINESIOLOGY and DANCE Modifications to course schedule occurred due a direct reflection on student success data. Department adjusted its course offering schedule to improve contact and time on task, which benefitted student success and retention. LIBRARY and LEARNING RESOURCES Learning Assistance Department will develop standards for teaching vocabulary strategies based on findings from SLOs. The Library will revise assessment methods in Start Your Research workshops based on outcomes findings. The Distance Learning mock accreditation review showed the necessity of a refresher faculty certification course for online teaching, especially for faculty who completed certification more than five years ago, among other planned improvements. NATURAL SCIENCES DIVISION Discussions among faculty have resulted in the sharing of classroom materials, presentation styles, and demonstration techniques, as well as other pedagogical changes. For example, unsuccessful results in ASTR 5L GEOs have led to discussions and changes in instruction regarding the practical knowledge and use of astronomical tools. Some departments are finding change does not always result in improved outcomes and other departments find changes to curricula and pedagogy is still a work in progress.

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TECHNOLOGY and HEALTH See below… Please record an SLO (outcome), data collected, and use of results obtained this year. This should be an SLO that revealed a key finding or led to substantive conversations. ARTS Fine Art – Light Logic. Students will be able to identify zones of light as explained by light logic using appropriate vocabulary. 163 of 199 students were able to identify the light logic zones with 80% accuracy for 82% success rate. Analysis led to better communication between Parttime and full-time about course work and results and greater consistency across sections in faculty presentation and student project results. Animation and Gaming has collected data from our capstone course called portfolio. This SLO data via student survey shows that 80% of our portfolio students are transferring to 4-year institutions, 15% are jobbing out, and 5% are waiting to see. Out of all the students surveyed, 94% will be completing their corresponding certification/degree per their declared major and personal educational plan. This is a key finding because it confirms that the modifications we have implemented to our program continue to pay dividends in jobbing out, completion rates and student transfers. Music – MUS 14B Students will be able to recognize the genre and subgenres of the various American folk musical styles discussed in class. Assessment Method: The assessment is embedded in the final exam. There are 16 listening questions. The student will identify the genre and subgenre of each music excerpt heard. The genres are the diverse ethnic groups of American culture; and the sub-genres are the specific musical styles within the genres. A chart of these genres and subgenres are given for the students to choose from. Criterion: A playlist containing 27 songs were uploaded onto a website for students to study from. Success is to accurately identify the genre and subgenres of 13 of the 16 questions. Use of Results: More than 80% of the students had no difficulty identifying aurally the ethnic origins and musical styles of the music excerpts heard. This SLO is critical in understanding the diverse musical cultures in America and American history, and should be assessed on-going. Dr. Kuo met with Dr. Chevalier of the music department to discuss these results on Tuesday, December 10, 2013. Music – Music 7 Basic Music Literacy Course Outcome: Students will develop the ability to correctly interpret musical notation, or what is called "basic music literacy." Assessment will be conducted using a series of questions embedded in the final exam. Students will be presented with a short piece of music in grand-staff format. Students will be asked to identify the tempo, dynamic, time signature, meter, beat type, beat note and instrumentation. Next, students will be asked to locate and identify pitches given the staff, measure, beat and hand (for example, staff two, measure three, "and" of beat two, right hand). Finally, students will be asked to identify the key of the piece and to justify their response. The assessment to be used has 13 questions--12 of them 1-point questions and 1 of them a 3-point question--for a total of 15 points. For two questions, half credit is possible; for the remaining questions, students can score 1 or 0. The piece of music to be used is a minuet by Bach from his Notebook for Anna Magdalena (BWV Anh. 132). Criterion: We expect that 70% of students will pass the exam with a score of 70% or higher. We also expect that the average score will meet or exceed 75%. Summary of Data: For Fall 2013, 287 students completed the assessment exam. Of these, 37 of the scores were not documented properly and consequently were not included in the summary. 98 of 250 students (39.2%) passed the SLO with a score of 70% or higher; 183 students (73.2%) failed, scoring 69% or lower. The average score on the assessment exam was a 61.3%, with a median score of 57%.

38- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Use of Results: An email containing the Summary of Data was sent on 31 December 2013 to all instructors who participated in the SLO assessment. Key findings: (1) Students performed below our expectations. Only 39.2% passed the exam. The average was 13.7% below the desired average of 75%. In future years, basic music literacy should become a greater priority. (2) This course outcome is broad, and consequently the assessment exam covered many different skills, from simple identification to critical thinking. Because of the manner in which the data were recorded, we are unable to determine what specific areas require the most attention. For example, there is anecdotal evidence to suggest that students found the question on key identification the most difficult. However, instructors were not asked to report score on a question-by-question basis. In future years, it would be helpful to gather data on specific questions. (3) When scores are broken down by instructor, there is wide deviation from the overall average: -20.3% to +33.5%. No specific conclusions can be drawn from this. However, in the future it might be wise to better communicate course measurable objectives and to encourage discussion among instructors regarding pedagogical techniques. It also might be wise to (a) provide a more comprehensive grading rubric, (b) enforce rigorous guidelines on the administration of the assessment exam, and (c) withhold the assessment exam from instructors until the date of assessment, making only a sample exam available (to avoid the temptation to "coach the assessment"). The department chair will coordinate a meeting among all MUS 7 instructors at a later date, most likely August 22, 2014. At this time, the results of this assessment can be discussed in greater depth, including (a) the benefit of continuing this assessment and (b) a timeframe in which other outcomes will be assessed. Theater – We did a program SLO for our AA-T degree in Theater. It has led to many interesting discoveries, the most important of which is that the AA-T degree is least interesting to students who plan to transfer and more interesting to students who plan to use it as their terminal degree. Many students gave their intention to obtain a four-year degree as the reason they had no interest in an associates degree of any kind. We are still trying to intepret the data. We hope to use the information to encourage more awareness of the AA-T degree and, we hope, more interest. We also think that we can construct better questions for the next time we conduct this assessment. BUSINESS SLOs were implemented in fall 2012 for ID 25 and ID 20 on a 1 day/week schedule, the same SLO data was repeated in fall 2013 for ID 25 and ID 20 on a 2 day/week schedule. The students were more successful in the areas of critical thinking, research, and craftsmanship in the 1 day/week schedule. This was brought to the department and the Advisory committee and it was determined to try to offer the courses on the 1/day/week schedule, which may affect class usage. CONTINUING EDUCATION Improve the tracking of Adult Diploma students who are placed onto levels of the Progress Policy so that timely interventions can be implemented and Adult Diploma outcomes will be improved. Data: Overall the number of students on the Progress Policy decreased by 10.5%. These results continue to show the positive impact course completions. Use of Results: Students on the Progress Policy have consistently outperformed students in the class who have not had that intervention. In addition, the tracking systems for the Progress Policy are working as intended and students are clearly benefitting from early, timely and frequent interventions. It is, however, very time consuming to track students and requires instructors, faculty and support staff to contribute a significant amount of time identifying and tracking students. In order to continue providing this much needed intervention, it is necessary to have a dedicated staff member or data technician maintain this data and identify students in need of interventions. An additional full-time counselor is also needed to continue the early alert system that the progress policy has provided and to connect the efforts to the SSSP requirements. HUMANITIES and SOCIAL SCIENCES American Languages: We have used the SLO writing assessment to change how we standardize our writing assignments across the courses. Example: AmLa 43W Advanced Writing Outcome: Students produce a piece of writing done in class between Weeks 11-16. By the end of the semester, 70% of students will meet or exceed the 39- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

standard for development of ideas in a body of writing, evaluated based on a faculty developed rubric. Data Collected: Objective was met. 86% of students exceed or meet the standard. (N=233) Use of Results: Although the objective was met, the department noted some anomalies in the evaluation system. One or two of the instructors graded their students papers considerably lower than did their colleagues, especially in the area of sentence variety. This occurred despite the fact that we held a norming session in the fall to ensure consistency. The following actions were or will be taken: 1. Full time faculty “regraded” the papers that were deemed to be considerably lower and determined that the main issue was the incorrect use of the rubric. 2. We will focus on developing a more specific rubric and make sure that the norming session for grading is more specific and instructive. There were also inconsistencies concerning the quality of the writing assignment that was given. It brought to light the fact that not all instructors have the same idea of the rigor required of an AmLa 43 writing assignment. The following action will be taken. 1. We will require a common, in-class writing assignment for all AmLa 43W classes. We will discuss and develop this in the fall of 2014, and we will implement this in the spring of 2015. 2. In the fall of 2014, the department chair will investigate the pass/fail rates of all the AmLa 43W writing instructors to look for inconsistencies among individual instructors. The department chair will also request a research study of the success rates of our AmLa 43W students when they complete English 68 and English 1A. Sociology and Philosophy: In May, the incoming department chair coordinated and facilitated an SLO workshop for adjunct faculty. There were over 30 adjuncts and one full-time professor that attended the meeting. We opened the meeting with a discussion of what the SLOs and GEOs are, the purpose of the outcomes, and how are department has worked with the process over the last four years. Our approach has been to collect data on outcomes for all classes in one semester so that faculty do not have to collect data on an regular basis which would be the case if we scheduled courses to be evaluated every year. We discussed how our approach benefits our department as well as how our approach is detrimental given the number of sections we offer. Faculty discussed the role of SLOs in selecting textbooks rather than anthologies or a book of essays. Questions about who develops the SLOs for each course were addressed. Some faculty would like to revisit some of the outcomes and propose changes if the courses were modified to align with C-ID descriptors. We discussed the importance of having the SLOs on the syllabus as well as how the outcomes can be presented in a more meaningful manner to the students if the different assignments were linked to the appropriate outcome. Faculty were presented with the modifications of the courses and advised to download and review the course modifications that were made for the alignment. Our new outcomes could reflect these changes. We discussed the likelihood out developing and measuring PLOs (program level outcomes) as well as outcomes for the distance learning sections. We ended the meeting with a discussion on the goals for the 2014-2015 year which included workshops scheduled to focus on outcomes as well as teaching effectiveness. English, Literature and Journalism: Outcome: Students will apply MLA format for citing and documenting sources; the data showed that only 67% of the students met the SLO. This is lower than our department's threshold of 70%. So, dialogue will continue at this year's Flex Day about these results.

40- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

KINESIOLOGY and DANCE DNCE 32 Performance Skill : DNCE 32 students will learn basic performance skills and be able to execute commercial dance choreography. Assessment Method:

Course Embedded Test - DNCE 32 students will be tested on the performance of two commercial dance routines.

Criterion: 80% of DNCE 32 students who are examined by the skills assessment given during the Spring 14 semester will have a average of 8 or better for each of the 2 routines performed (on a scale of 1-10, 1 being the lowest, 10 being the highest). 92% of DNCE 32 students who completed the skills assessment for DNCE 32, scored an average of 8 or better for each of the 2 routines performed (on a scale of 1-10, 1 being the lowest, 10 being the highest). Use of Results: The Dance department was pleased with the results of the DNCE 32 SLO. The two day a week classes (as opposed to previous one day a week) have contributed to the success of the students due to the repetition that is required to build dance skills and technique. The recent decision to modify this lab class to lecture/lab in the future and the recent addition of a Commercial Dance II course should also be key in building success in this area of our department. LIBRARY and LEARNING RESOURCES Tutored students who repeated a basic skills course were 18% more likely to pass English 67, 10% more likely to pass Math 50, and 18% more likely to pass Math 51 than non-tutored students. Use of results: to faculty, increase publicity and usage of the early alert referral tool in Banner. Study Techniques faculty determined lesson plans targeted on increasing students’ locus of control based on SLO for locus of control. Library Start Your Research workshop means of assessment is being revised based on SLO findings. NATURAL SCIENCES SLO for Breed Identification: Students will identify all common species and breeds, by picture, along with a distinguishing characteristic. 70% of students will be able to identify 75% of all common breed and species. Data Collected: 70% of students were able to identify 65% of common breeds and species. Livestock breeds were the largest area of difficulty for most students. Use of Results: Students were able to identify pet breeds but had difficulty with livestock breeds. Students need to see livestock breeds more frequently. During the spring semester, when students only met once a week, it was important for students to see the various breeds. The faculty member teaching this course had a lengthy conversation with the class regarding breed identification material. When she took them to the computer lab, she required the students to go to the link for the breeds website, which she provided on the syllabus. She then changed her weekly quizzes to include two breeds of livestock. With the change in the quizzes and a breed show review prior to the exam, 70% of students were able to identify 70% of all common breeds and species as measured by the first midterm and the final exam. TECHNOLOGY and HEALTH TracDat, June 20, 2014 Summary of Data: In ELEC 50B, Spring 2014, “…after the lecture period on the topic of impedance in series RL or RC circuits, students were asked to write their answers (on index cards provided to them at the beginning of the lecture period) to the following question: "In a series AC circuit what does the impedance phase angle represent?" The answers were anonymous (no names attached to the cards), but all students were required to submit a card before they were allowed to leave the room for class break, thus ensuring 100% participation. (Faculty members were stationed at the doors to collect the cards; any student submitting a blank card was told to return to his desk.) The attached document, "in class responses to phase angle question," shows that 10 of 41- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

21 students substantially identified the relevant parameters. Interestingly, however, all the students provided "quality" responses in that they attempted to answer the question fully with evidence based on their knowledge to date. This result is significant: even students who did not completely identify the issue at hand made a fully engaged attempt at answering the question Use of Results: The index-card response technique worked, and all faculty members will be encouraged to use it in their own courses for questions for which they seek immediate feedback. In addition, this exercise provided the instructor with an opportunity to incorporate a discussion of student-learning outcomes in context without needing to incorporate buzzwords or acronyms that may not otherwise have any relevance to students.

V.

RESOURCES NEEDED TO ACHIEVE GOALS Resources requested should support the achievement of one or more college, team, or department goals. Resource type may be in the following categories:  Rate Driven Increase  Technology: Equipment, Software, or Support  Instructional Equipment  Professional Development Training  Staffing  Research Support  Facilities Modification  Marketing Resources should relate to college/instruction/department goals, and should be supported by data and evidence. Ideally speaking resource requests should be derived from information provided in previous sections, and should reflect the values, and needs of the department. Resource requests are intended to ensure achievement of goals (e.g., use of technology to enhance student success, training to stay current in the field and ensure excellent programs, additional staffing to ensure quality of instruction in a diversity of disciplines, faculty advisors to promote student success and course and program completion). We realize that for a Vice President prioritizing the needs below, it may be impossible for some given the timeline for the completion and the fact that faculty are not available to be part of the integrated division/department priority discussions. Please do the best that you can with the situation and to honor your Team. One suggested way of completing this piece is to include all Manager’s priorities as they have them noted such that your final Team’s listing would naturally have many #1 priorities, many #2 priorities, etc. On your completed Vice President PIE Summary, please note if you will need additional time with your Team to do a finalized prioritizing of each list as the needed resource allocation process becomes available throughout the year. Note: Any department with an “immediate need” for resources resulting from shortfalls in funding that, unless filled immediately, could cause the program to cease to function should request needed funding using the Immediate Need Request Form following the process identified in the college’s Budget Review and Development Process. To justify the resource request, please provide supporting information under “Justification of Need,” such as relationship to college and/or department goal(s), outcomes assessment data, or advisory committee input. Please organize requests by resource type and prioritize the requests within each category.

42- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Rate Driven Increase Priority #

Resource (Be specific, but not dollar amount needed)

Justification of need

New request

Model rate increase from current rate of $21 to $25 per hour (app 1271 hrs at $4 hr inc. =$5000 increase)

Mt SAC has fallen behind rates paid by schools competing for the same models: Community Colleges – Hourly Rate Los Angeles Valley College – $28 Mission College – $25 East LA College – $25 Rio Hondo – $24.33 Pierce College – $23.33 Pasadena City College – $22.50

Yes

No

ARTS 1

Local State Colleges Cal State Fullerton – $25 Cal Poly Pomona – $25 UCI – $25 2

MUS—Increased funding for photocopier maintenance

Our rates have increased from $600 to $1,200 over the last 5 years. Additional resources are requested.

Yes

No

1

Increase Conference and Travel budgets for faculty

The increase to fuel and travel as well as accrediting bodies requiring travel to specific conferences.

Yes

No

2

Increase to Instructional supply budget for Nutrition and Foods

The increase cost of foods as well as the growth in the department offerings

Yes

No

Department goal: Current pay level is $42.98, which has been the Yes same for 5 years. Compared to other institutions’ HS programs operating on the same high school campuses, this rate is no longer competitive with other rates offered to faculty. Because these are basic skills students who are trying to overcome deficiencies, more skilled faculty are needed. It is becoming increasingly difficult to recruit the best faculty. Another consideration is that the Mt. SAC program requires HSSS faculty to do the same administrative tasks as faculty who are paid $48+/hr. These tasks include out-of-class work, such as SLOs and final exam evaluations.

No

This year, interpreters at Mt SAC received a substantial increase in their hourly rate for all levels. We will need to augment the interpreting budget to compensate for this rate increase.

No

BUSINESS

CONTINUING EDUCATION 1

Increase HS Summer School faculty pay to $45/hr.

HUMAN ITIES and SOCIAL SCIENCES 1 SIGN

Increase budget alloted to hire ASL interpreters to interpret for Deaf faculty in lecture courses.

43- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Yes

2 WC

Increase budget allotted to hire tutors.

Increase in Federal Minimum Wage.

Yes

No

Reconditioning of helmets has gone up. More helmets not certified

Yes

No

KINESIOLOGY and DANCE 1

Increased Budget

LIBRARY and LEARNING RESOURCES 1

Minimum wage increases to hourly employees: campus-wide tutoring and Learning Lab

Anticipated cost increases will reduce number of hours available for tutoring and other direct support to students.

Yes

No

2

Increases in subscription fees for software: Inspiration, Captivate, and other tools necessary for teaching and learning.

Vendor driven sometimes surprise increases in annual subscription fees, which affects division ability to plan in status quo budget.

Yes

No

3

$120,000-$150,000: Library subscriptions to databases cost increases by an average of 10-15% per year. Library books cost increase by 5-8% per year. (Funded $121,000 out of Prop. 20 funds for restricted use on library materials and instructional supplies).

Current budget process does not allow for library materials’ annual Yes vendor-driven increases to be classified as “Rate-Driven Increase.” However, the annual decline of buying power is a reality due to lack of increases in status quo budgets to cover such a shortfall. In five budget austerity years, there was no point in including such a request in previous PIE. Since 2009-10, the Lottery funds for library materials were cut by 24.7%, resulting in an accrued loss of $450,000 ($81,000 X 5 years).

No

QuestionPoint reference services OCLC WMS Collection Analysis Tool

Subscription costs for online reference services to ensure that all students, including distance learning students, have equal access to reference services and provide 24/7 service. NATURAL SCIENCES All Increase hourly student worker budget Departments

Maintaining a living laboratory facility – our farm and horticulture unit – Yes requires substantial work performed by students. The budget has not kept pace with the amount of work required to maintain the farm and has not been adjusted for increases in the minimum wage.

No

Biology needs to expand the use of laboratory TAs due to the decrease in funds for SIs to continue supporting students. Physics needs additional hourly student workers to support their lab program and provide high quality lab experiences for students. All Increase instructional supply budget Departments

Maintain the one-time increases given this year to support growth. Additional increases are needed for further growth this year See Agriculture unit PIE for lists of specific supplies, tools, and equipment needed. Many departments have requested increases previously through PIE due to increased costs of supplies and shipping. This is a new request to accommodate the growth this year as well as ongoing

44- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Yes

No

growth. All Increase in repair/maintenance budget Departments

Repair and maintenance budgets have not kept pace with increased Yes need for repairs. Growth within the Division has resulted in increased failure of laboratory equipment. To maintain the high quality programs we offer students, an increase in the repair/maintenance budget is needed.

No

Bio

Taxidermy for Meek museum

One-time $1,000 needs to be institutionalized (and increased). There needs to be an ongoing way to support these facilities’ needs lest we lose valuable specimens.

Yes

No

Agriculture

Increase funds to purchase hay

Pastures have been lost due to land use changes related to the College Master Plan. This reduced the available feed and required more feed to be purchased.

Yes

No

Agriculture

Increase budget to maintain and replace existing farm equipment

The actual cost of repairing, maintaining, and replacing existing farm equipment is significantly higher than the allotted budget. Proper maintenance and repairs are not made and equipment is not being replaced as needed.

Yes

No

Agriculture

Veterinary care for farm animals

The current budget does not fund veterinary care for the farm animals. Yes

No

Agriculture

Increase budget for farm supplies

Supplies for maintaining the farm have also increased along with costs for shipping.

Yes

No

Agriculture

“One-time” purchase of equipment

The current process of obtaining equipment through instruction or VTEA is not sufficient to meet the demands of the programs.

Yes

No

Agriculture

Increase budget to reflect the actual costs of maintaining the Agriculture facilities.

The facilities have doubled in size with the addition of new buildings Yes such as the livestock pavilion, the animal care facility, the tractor barn, the new greenhouse, the animal hospital, the small animal care unit, and the equine tack barn. These facilities have been important in supporting the quality of our programs. The budget to maintain the facilities has not increased and is needed to preserve the quality of the facilities.

No

TECHNOLOGY and HEALTH Increase cost lease agreement to house regional fire Rate-driven, accreditation academy and/or periodic use agreement – FIRE

Yes

No

Increase lease cost for College Aviation, Brackett (annual) - AERO

Rate-driven, service level

Yes

No

Increase maintenance cost for legacy aircraft, inspections & maintenance, FAA order – AERO

Rate-driven, accreditation

Yes

No

Increased cost of non-invasive positive pressure masks & oxygen concentrator – RESD

Rate-driven, accreditation

Yes

No

Initiate long-term maintenance and software

Accreditation, advisory

Yes

No

45- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

upgrades contract for ATC and flight simulators – AERO

46- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Priority #

H/M/L

Instructional Equipment Cost Resource (Be specific, but not dollar amount needed)

Justification of need

New request

ARTS 1

H

Fine Arts– Bench top tools for 1A-Woodshop: 1A-6 – 3 20x 40 " Student use of the woodshop is severely limited by the number of machines available. benchtop downdraft tables, 1 28x79" extra long downdraft table, 1 Replacing aged or broken or floor model tools with new equipment which meets current 2/2 hp shaper polar bear series, benchtop scrollsaw saw, benchtop safety standards improves shop safety and efficiency. lathes, bench top disk sanders, benchtop belt sander, floor model planer, floor model table saws that meet current safety standards

Yes

No

2

H

Radio– Radio stations and Production Labs.

Purchase remaining equipment necessary for analog/digital conversions for college and Internet production studios. Technology not covered in building funds.

Yes

No

3

H

CEA– 15 Camera/tripod/lighting packages for TV

Program growth requires digital equipment. At present there are only 10 digital cameras, which are old enough that they are no longer manufactured. The 8 analog cameras are nearly obsolescent, and students have been refusing to use them.

Yes

No

4

H

Music– Four Digital Recorders

Necessary for instruction in a variety of music courses

Yes

No

5

H

Fine Arts– Replace and maintain equipment in the Ceramics Program

Many wheels are more than 25 years old; Brent wheels come with a 10 year warrantee

Yes

No

6

H

Fine Arts– Letter Press: Printmaking Equipment

Provide ways for printmaking students to complete group projects and project based semester assignments

Yes

No

7

H

Fine Arts– Flat Files:Printmaking Equipment

Replacement lockable flat-files to support student projects in printmaking

Yes

No

8

M

Anim– Cintiq Digital Imaging Tablets

To be current with industry standards

Yes

No

1

H

Classroom set of computers with high-end graphics card

FASH now has 5 sections of classes that need computer classes that can support the high-end graphics of AutoCAD and 3D type software.

Yes

No

2

M

100” or larger drop down screen and projector unit to be used in19B-3

The current monitor is too small and students find it difficult to see any details. Faculty are Yes having to increase the font size of their presentations and it results in very little content being shown per screen.

No

3

M

Smart Board for Child development classroom

This is the technology that is used in many of the school-districts’ preschool programs that Yes many of our graduates will be required to use.

No

4

H

ELMO Document Camera Projector

Allows nutrition relevant print materials to be shown as part of class demonstrations

Yes

No

5

H

Instructors Computers in 8 CIS classrooms

Current computers are at least 5 years old and can no longer support many of the newer technologies

Yes

No

BUSINESS

47- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

6

H

Cabling for building 18 to expand virtualization for all CIS classes

Provides specific applications to students in any room, decreases the need for reconfiguring hardware.

Yes

No

7

M

Classroom sets of computers for 8 CIS classrooms

Computers are currently at least 5 years old and can no longer support the newer technologies.

Yes

No

8

H

3D Printer with supplies

To keep ID students in line with industry standards per advisory

Yes

No

9

L

CAMTASIA licenses for campus

Licenses for instructional computers used in BusDiv programs, so class lectures can be recorded and uploaded for use by students.

Yes

No

10

H

CAD software and ADOBE software needed for FASH Program

This is the software used in the apparel industry and needed for instructional purposes.

Yes

No

11

M

Classroom set of new sewing machines

Currently using old machines that are in constant need of repair

Yes

No

12

L

Software licenses for e-discovery software (Concordance, Relativity To provide practical skills training to students in industry specific software required for ie) obtaining jobs in current legal market.

Yes

No

13

M

Streaming Video Server

Need support in converting close-captioned videos in traditional classes to be uploaded to Yes LMS so DL courses can use them. (NF)

No

14

L

Lexis Subscriptions for all students enrolled in the Paralegal Program

Students must be prepared to perform online research to compete in the marketplace. Currently 80 students out of nearly 500 in the program have access to such resources.

Yes

No

15

M

Spiral Bind machine and materials

To use in ID courses to keep in line with industry standards per Advisory

Yes

No

Commercial Ice Maker

Ice Maker needed for foods laboratory experiments

Yes

No

2 Classroom sets of iPads

1 set for Child Dev, that need to use this technology as it is what is being used in Yes preschool programs that we are preparing our students to work in. 1 set for FCS to use in conjunction with software for budget management that students will need to know.

No

Employee survey revealed need for newer technology for students in programs labs. EOA Yes Advisory Group recommendation and faculty requests.

No

Wall maps.

Support curricula

Yes

No

Upgraded Wi-Fi service

The wi-fi is sporadic at best. Those with laptops need wi-fi to access teaching materials in Yes their classrooms.

No

16 17

L

CONTINUING EDUCATION 1

H

15 new computers, 3 printers, 5 overhead projectors and 3 scanners for EOA labs

HUMANITIES and SOCIAL SCIENCES 1 GPS

H

2 ELJ 4 PSYC

H

Replacement student computers (40), teacher computer, and printer for the Psychology lab classroom

The computers are at least 6 years old and are outdated and falling apart

Yes

No

5 WC

H

30 personal computers (desktop) for computer classroom 26B1563C

Computers are five years old, having some difficulties with remaining connected to the network

Yes

No

Computers for FT faculty

Faculty computers are old and outdated – often more than 6 years old, and are slow and not as functional as needed

Yes

No

Additional computer(s) for adjunct faculty use

With 62 adjunct faculty, and only 2 computers for their use, we are in need of additional computers so that faculty can prep their courses

Yes

No

6 COMM, FL, HAH 7 SAP

M

48- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

8 SAP

Additional printer(s) for adjunct faculty use

With 62 adjunct faculty, and only 2 printer for their use, we are in need of additional printers so that faculty can print their needed items

Yes

No

9 ELJ

H

12 Laptop computers and current software for Journalism

There are not enough computers and current software to keep up with the changing environoment of digital media. We need laptops to accommodate the new "backpack journalists."

Yes

No

10 COMM

H

DVD Burner

This would be helpful to transfer old example speeches from VHS.

Yes

No

11 COMM

L

USB Drives

This would be helpful to load department documents, sample speeches etc. on for new professors.

Yes

No

12 COMM

H

Video taping in the classroom—cameras

Many other colleges have the abilty to video record student speeches in the classroom. This is extremely helpful for students to watch for feedback or even if a student wanted to challenge a grade.

Yes

No

13 PSYC

2-5 computers for a small satellite SPSS lab for students

With the lab reaching maximum capacity, we would like to create a small SPSS lab for Psyc 3 and Psyc 10 students to work

Yes

No

14 PSYC

New student computers (40), teacher computer, and printer for an additional Psychology lab classroom

With the increased demand for Psyc 10 and Psyc 3, we anticipate a need for a new psychology lab classroom in which to teach these courses

Yes

No

15 PSYC

Funding for the purchase of videos, DSMs, APA manuals, etc.

Need to stay current in the field (updates in the APA manual, the DSM and videos in the field are constantly updating – students need to be presented with current, up-to-date, information)

Yes

No

16 COMM

Overhead projectors (BULBS?)

Most faculty and in our department, the students need a quality overhead projector for Yes effectice use of PowerPoint. Currently, many of the existing ones are dim and hard to see.

No

17 COMM, FL

Classroom computers (CURRENTLY BEING REPLACED)

Many are old and often freeze up etc. Also from room to room, the professor may have to Yes log on in different ways (cnt. alt . delete, cnt. windows delete etc.)

No

18 WC

30 personal computers (desktop) for AmLa computer classroom in the Writing Center (DELIVERED—WAITING ON INSTALL)

Computers are five years old

Yes

No

19 PSYC

Elmos for all Psychology classrooms (DELIVERED—WAITING ON Only a couple of Psychology classrooms are equipped with these and we would like for all Yes INSTALL) classrooms to have this equipment

No

KINESIOLOGY and DANCE 1

H

Replacement netting

Protective screens are a must to protect coaches and players from batted balls. The L screens in the batting cages have never been replaced since Mazmanian Field was put in 7 years ago. Unsafe to use, need to be replaced. Base screens are unsafe to use, need to replaced immediately.

Yes

No

2

H

Replacement of equipment and supplies used in numerous KIN 3 and KIN 5 courses.

Need regular schedule to replace old manikins and supplies

Yes

No

3

H

27C pool- 2 diving boards

Current diving boards are over 10 years old, worn down and past their lifespan. Resurfacing has been done and is not an option.

Yes

No

4

L

50G Weight Room – develop regular replacement schedule for cardio and weight lifting equipment.

Equipment has a lifespan of 6-7 years. We need new equipment to provide a safe and functional facility for students.

Yes

No

49- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

5

H

Full Field Tarp for Baseball & Softball

The current full field tarps are full of holes, thus allowing water to get under the tarp during Yes heavy rain. This causes classes and games to be cancelled due to unsafe field conditions.

No

6

H

Small tarps for Mound and homeplate area Baseball

Theses areas need to be tarped everyday to prevent runoff and flooding from sprinklers. Currently we do not have a tarp for homeplacte area and the mound tarp has holes and rips

Yes

No

7

L

Pilates equipment

Supports activities within local certificate

Yes

No

Replace very old, outdated computers in room #122 and Learning Lab, which are used by the entire campus (about 50% remain outdated).

PCs in Learning Assistance computer classrooms and in the Library are at least 6 years old and interferes with instruction and delivery of services.

Yes

No

Replace very old Library computers for faculty and staff based on work functions. (Funded in 2013-14 Instructional Equipment prioritization; some awaiting installation by end of Fall 2014. Will need to tally which are replaced and which will not in 2014-15.)

Computers are 8 years old. Faster processing machines are necessary to support a new integrated library system and to serve students efficiently.

Yes

No

FUNDED (From 2012-13 PIE) Additional software licensing for high-demand tools such as Adobe and Visuall Basic (Funded through IT and other instructional departments that included the Learning Lab in license subscriptions).

To meet student need for high-use software tools in the Learning Lab, the comprehensive computer learning lab on campus for all students.

(From 2012-13 PIE) Replace very outdated PC computers in 6-132 Computers are 8 years old – Educational Master Plan Strategic Objective 5B and library faculty and staff computers based on job duties and demands for newer computers. Computers in 6-262 Offices including software for multi-media development 1. Library & Learning Resources Computer Technician - Expected by Dec. 2014 (Hugo Aguiler) 2. Teaching & Learning Technology Specialist - Expected by Dec. 2014 (Carol Webster) 3. DL Faculty Coordinator (Mary Johnson) 4. Assistant DL Faculty Coordinator (Sandra Weatherilt) (Funded in 2013-14 Instructional Equipment prioritization; awaiting installation by end of Fall 2014)

Yes

No

Adobe eLearning Suite Annual License (subscription)

Yes

No

Yes

No

LIBRARY and LEARNING RESOURCES 1 (2012-13)

H

2

L

2 (2012-13)

3 (2012-13)

H

4 5 (2012-13)

M

This software is essential for the Library and OLSC to help faculty with multi-media instructional needs.

Projection system upgrade in classrooms – #132. Problems include Frequency of failure; interferes with instruction - Education Master Plan Strategic monochromatic display, disruption in image projection, faulty wiring Objective 5B in console boxes, all of which require technical survey of challenges.

NATURAL SCIENCES The need for instructional equipment within our Division is extensive, as one would anticipate in our laboratory intensive courses. A fully comprehensive list of instructional equipment needs is contained in each unit PIE. Only those needs listed with the highest priority are included in this summary. Please see the unit PIE for our departments’ exhaustive list of needs.

50- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Bio #1 ranked priority in Division

H

BioPac data acquisition system replacement for Physiology labs (ANAT 10B and ANAT 36) with laptop computers (existing laptops will likely not support new data acquisition systems)

Biopac sensors wear out with use. Replacement Biopac sensors are not compatible with Yes our existing Biopac hardware. Labs designed for students to work in pairs (experimenter and subject) are now performed in 4s (experimenter, subject, and two observers) because only half of our Biopac stations are usable. This is crucial to student success in these high-demand laboratories.

No

This is not a new request in the instructional equipment process but was added to PIE this year Chem #2 ranked priority in Division

H

Physics & Eng #3 ranked priority in Division

H

Math & CS H #4 ranked priority in Division

2 new FTIR instruments

Currently the two instruments have failed and will have “aged out” of the ability to be repaired within the next year. These instruments serve students in all Organic Chemistry and Biochemistry sections and to a less extent, students in General Chemistry sections.

Yes

Vernier probes

Data acquisition probes are needed to support student success in Physics labs.

Yes

High capacity printers

Printers in the MARC/T-MARC/CSCI lab serve a significant student population. The machines have experienced heavy use and need to be replaced.

Yes

No

All Astronomy telescopes are currently mounted to piers on the roof, which makes use outside the Observatory difficult. These additional telescopes would allow us to take a telescope on field trips for student use and to have a telescope in each classroom for student use.

Yes

No

No

No

Earth Science & Astro #5 ranked priority in Division

H

Bio #6 ranked priority in Division

H

Geldoc imaging system

Supports students in majors curriculum in Bio 8, 34, Micro 1 and Bio 8 H (under curriculum Yes development); allows students to see results of their work more quickly and with better quality images

No

Agriculture #7 ranked priority in Division

H

Ditch Witch RT-12 Walk Behind Trencher

Due to the number of activities for students in turf, irrigation, landscape construction, and equipment technology classes, the current trencher is overused and delays labs due to accessibility. There are costs associated with its maintenance and repair. An additional trencher would allow for diverse training for the students.

Yes

No

Document cameras

Document projection systems used in lecture presentations allow students access to view all resources such as charts, diagrams, figures, etc.

Yes

No

Four 8-inch telescopes

Additional H-alpha filter for the 4 8-inch telescopes

Math & CS M Chem #8 ranked priority in Division

51- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Filter required for students to view solar prominences

Physics & Eng #8 ranked priority in Division

L

One-time purchase of equipment for new ENG 1-C course.

A new engineering critical thinking course (ENGR 1C), designed to teach critical thinking Yes in the context of technical problems has been submitted to the EDC. The new Engineering 1C laboratory course will require start up funding to purchase equipment and supplies.

No

Chem #10 ranked priority in Division

H

Purchase and install additional chemical storage cabinets

There is inadequate chemical storage in both chemical stockrooms. With growth in laboratory courses, this will eventually pose a safety hazard.

Yes

No

Bio #11 ranked priority in Division

M

Refrigerator for Microbiology

Growth of MICRO 22 to 9 sections has exceeded capacity of current refrigerator.

Yes

No

Earth Science & Astro #12 ranked priority in Division

M

Yes

No

Industrial zoom monocular microscope with camera.

This allows students to view the microscopic textures, sedimentary structures and grain sizes of rocks in real time during classroom presentations. This will be useful to students in Astronomy, Geology and Oceanography classes.

Instructional equipment has not kept pace with the needs of students in a Division with robust laboratory programs, significant CTE programs, and a working farm. Departments have fully comprehensive list of instructional equipment needs for their areas. Only those needs listed as their highest priority are included in this summary. Please see the unit PIE for their exhaustive list of needs. Agriculture

M

Livestock handling and show supplies for RVT and livestock classes. (see separate list for specific items)

Students completing our courses and programs must meet industry standards in their fields. To do that, students must be taught with proper supplies. These supplies are required for the success of students and to accommodate the class numbers.

Yes

No

Agriculture

M

Hand and power tools for equipment technology classes. (see separate list for specific items)

Students completing our courses and programs must meet industry standards in their fields. To do that, students must be taught with proper supplies. These supplies are required for the success of students and to accommodate the class numbers.

Yes

No

Agriculture

M

Horticulture instructional materials, such as: surveying equipment, tape measures, hand tools, drills, saws, drafting supplies, printer cartridges, sprayers and spreaders, electrical testing equipment, plumbing tools, pruning tools, power equipment (blowers, saws, weed eaters, lawn mowers, trenchers), plants.

Students completing our courses and programs must meet industry standards in their fields. To do that, students must be taught with proper supplies. These supplies are required for the success of students and to accommodate the class numbers.

Yes

No

Agriculture

M

RVT instructional materials, such as mannequins for blood draws and injections.

Students practice on mannequins, which must be replaced over time due to wear and tear. Yes

No

Agriculture

M

Hand construction tools for construction classes. (See separate list for specific items)

Students completing our courses and programs must meet industry standards in their fields. To do that, students must be taught with proper supplies. These supplies are required for the success of students and to accommodate the class numbers.

52- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Agriculture

M

Screen covers for the computers in the computer lab.

Licensing exams are delivered electronically via computers. To prepare students for high- Yes stakes exams, many within the Ag Department are administered electronically. Screen covers are needed to prevent cheating on electronic exams, which is an ongoing issue.

No

Bio

M

13 microscopes for Microbiology.

MICRO 1 and MICRO 22 students share a laboratory classroom. MICRO 1 students use ocular micrometers and MICRO 22 students finds these difficult to use. Microscopes appropriate for this student population would create a more meaningful lab experience.

Yes

No

Bio

M

Replacement mideo for Anat 10A and 35

Part of one mideo is broken and needs replacement

Yes

No

Bio

M

Surgical lighting for cadaver lab

Improve safety and quality of dissections in ANAT 40A and 40B, cadavers used in ANAT Yes 10A and 35 This is not a new request in the instructional equipment process but added to PIE this year

No

Chem

H

Replace failing balances for use in Introductory and General Chemistry laboratories.

Old balances are not reading or calibrating correctly. This leaves fewer functioning balances for student use and impacts quality time in the lab for students. This is due, in part, to the increased student use due to growth.

Earth Sciences & Astro

M

Industrial zoom monocular microscope with camera.

This allows students to view the microscopic textures, sedimentary structures and grain sizes of rocks in real time during classroom presentations. This will be useful to students in Astronomy, Geology and Oceanography classes.

Yes No For replacement of balances in Gen Chem. New request for replacement of balances in Intro Chem. Yes

No

TECHNOLOGY and HEALTH ACWL-1

H

ACWL Replace two outdated Air Conditioning Trainers – Air Conditioning

Advisory

Yes

No

FIRE-1

H

FIRE-1 Personal Protective Equipment (jackets and pants /turnouts, gloves, flash hoods) – Fire

Current inventory of personal protective equipment for instructors insufficient and out of compliance according to national standards.

Yes

No

MEDS-1

H

MEDS Personal Protective Equipment (body armor, high visibility vests, brush jackets and helmets) for faculty assigned to field as well as smaller students – Medical Services

Advisory

Yes

No

FIRE-2

M

FIRE-2 Ventilation equipment for smoke removal – Fire

Current equipment is out dated and no longer meets industry standards

Yes

No

M

Airway trainers – MEDS

Accreditation, service level

Yes

No

M

Rescue Randy – MEDS

Accreditation, service level

Yes

No

L

Ambulance cot – MEDS

Accreditation, service level

Yes

No

L

Venipuncture arm – MEDS

Accreditation, service level

Yes

No

53- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

L

ECG simulator – MEDS

Accreditation, service level

Yes

No

L

Peds trauma ALS – MEDS

Accreditation, service level

Yes

No

L

Lifepak15 monitors – MEDS

Accreditation, service level

Yes

No

L

Work with BAS to adapt curriculum, minor equipment needs – ELEC

Advisory

Yes

No

L

Classroom computers, high end to replace existing-ELEC

Advisory

Yes

No

L

Hi-fidelity simulator for “difficult” intubations – RESD, MEDS

Advisory, Accreditation

Yes

No

H

Non-invasive ventilators (existing are approaching obsolescence) – RESD

Advisory, Accreditation

Yes

No

H

Mechanical ventilators, vapoterm, BiPAP machines, SmartVest bronchial hygiene unit – RESD

Advisory

Yes

No

H

Emergency maneuver training aircraft - AERO

Advisory

Yes

No

L

Replacement for aging/legacy (before 1985) aircraft fleet, 1-3 Advisory yrs – AERO

Yes

No

H

3D printer-ARCH

Yes

No

L

Items needed to complete the set-up of functional labs inside Advisory and outside the DTC - ARCH

Yes

No

L

Funding to complete simulator lab – computers & software – AIRM

Advisory

Yes

No

H

Replacement for engines, carburetors, magnetos, alternators, airframe componentry – AIRM

Service Level, Accreditation Standard

Yes

No

M

Direct (digital) Radiographic System – RAD

Advisory

Yes

No

L

Breadboards (mechanical) – IDE

Advisory

Yes

No

L

Box break, finer break, large shear – IDE

Advisory

Yes

No

L

PCs for classroom 60 – IDE/MFG

Advisory

Yes

No

M

Haas CNC mill (VF1) - IDE/MFG

Advisory

Yes

No

L

Haas CNC simulators (10 additional) – IDE

Advisory

Yes

No

L

Equipment to support IDE classes in modeling and materials – IDE

Advisory

Yes

No

L

Door blaster/duct blaster equipment to support curriculum in Title 24/Net Zero –AIRC,BAS

Advisory, Accreditation

Yes

No

54- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Advisory, Service Level

L

Replace outdated media – AD

Service Level

Yes

No

L

Replace outdated AV equipment – 28B-204, 210, 203 – ADJU,AD ; 301A, 305,308,312- IDE

Service Level

Yes

No

L

Replace existing media w/closed captioned – ADJU

Federal Mandate

Yes

No

H

Instructional Equipment Budget – classroom computer replacements, updated video resources – MENT

Advisory

Yes

No

L

Computers to support increased use of software applicable to Advisory both programs –AIRC,BAS

Yes

No

55- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Staffing Priority #

Resource (Be specific, but not dollar amount needed)

Justification of need

New request

1

Associate Dean, Arts Division

The complexity and variety of the programs and departments within the Arts Division require additional administrator to support faculty and staff. This position will ensure appropriate staffing to maintain necessary services and support critical functions to implement the college mission. (Interim Associate Dean hired 7/14)

Yes

No

2

Shared Lab Tech–permanent part-time, CEA

Offer lab support for students across programs in the DTC shared lab Yes 1225. (1 of 2 positions needed)

No

3

Lab Assistant–permanent part-time, FA; Need for technicians or lab supervisors for supervision of open studio hours in painting, printmaking, drawing and 2-D design

Open lab time is needed in each area to provide out side of class lab opportunities to students in painting, printmaking, 2-D and drawing, greatly increasing their and experience and chance of success.

Yes

No

4

Lab Tech–permanent part-time, THTR

We have access and safety issues if we do not have a qualified Yes person to supervise students on construction when the Shop Foreman is not available. This is especially keenly felt on light hangs.

No

5

Shared Lab Tech–permanent part-time, CEA

Offer lab support for students across programs in the DTC shared lab Yes 1225. (2nd of 2 positions needed)

No

6

Lab Tech for Shared open lab–permanent part-time, Need permanent part-time Lab Assistant to cover student safety while Yes FA operating power tools, maintenance, and to generally support instructors during late afternoon and evening courses.

No

7

Permanent part-time costuming, THTR

We need to create a position that can maintain the costume shop, assist with building costumes and provide continuity across the season.

Yes

No

n/a (separate process)

Full-time Faculty, Graphic Design

Currently there is only one FT faculty member in the Graphic Design program. With the growth of the program, a second full-time faculty member is needed.

Yes

No

1

Full-time faculty are greatly needed in HRM, Accounting, FASH, Economics, NF and Child

With retirees and the growth of programs the need for full-time faculty Yes is overwhelming. Some of the programs have only 1 ft faculty member and the others have grown so much that the vast majority of classes are taught by adjuncts.

No

2

Morph two current 47.5% Computer Lab Technician positions into one full-time position

Currently the division has two 47.5% lab technician positions of which Yes only 1 is filled. The increase in use of technology throughout the division as well as an increase of over 45% in sections offered of computer lab class sections requires having a fulltime person with

No

ARTS

BUSINESS

56- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

virtualization expertise. 3

Foods Lab Technician

Currently hired, but needs annual justification. Lab serves two programs that have heavy schedules and require the technician be present to maintain safety and code regulations.

Yes

No

4

Student workers for NF, Paralegal, and FASH

All of these programs rely heavily on student workers to help staff labs Yes when lab techs are not available or the demand is greatly needed. They assist students in the lab and help the tech.

No

5

Tutors for Paralegal and CIS

Currently these programs have just started to receive some grant funds to hire tutors. This needs to have ongoing support to help the students be successful in the programs.

Yes

No

6

Clerical position devoted to help paralegal coordinator

Required by the accrediting body American Bar Association. Administrative work performed by the Coordinator necessitates an assistant.

Yes

No

7

Child Observation Lab Assistant

The observation room at the new CDC contains expensive and complex technology that cannot be left unsupervised and the operation of the equipment requires that students have assistance.

Yes

No

8

Work Experience Director

Needed to help the CTE programs with connections and liaison with Yes outside companies to develop needed work experience and internship opportunities for the students.

No

9

Support technician to work in CAD Lab for ID

There currently is no one that assists the students in the lab other than the instructors only during office hours.

Yes

No

10

Foods Lab Custodian

A dedicated foods lab custodian who knows the regulations and how to sanitize the lab and equipment on a daily basis.

Yes

No

11

Lab tech for open lab in DTC

Support person to monitor open DTC lab for ID students

Yes

No

12

Child development curriculum assistant

Students taking curriculum class benefit from support in constructing their many projects, which includes both use of materials and the use of equipment. This assistant would provide this support under the direction of the instructor.

Yes

No

13

Child development Receptionist

The new CDC classroom and office complex have been designed with a front reception area for a receptionist to work and give directions within the complex.

Yes

No

Hiring difficulties for permanent positions including the ESL Database Yes Programmer, which was originally approved by Cabinet in 2011 yet continues to be delayed for reasons that are unclear to the requesting manager. Requests for intervention and support are done annually, with the last plea in October 2013. This is a critical position that needs institutional support because it has been funded for the past several years as professional expert (short-term) using instructional support

No

CONTINUING EDUCATION 1

Part-time ESL Database Programmer (categorical – SSSP Assessments)

57- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

grant funding (WIA, Title II) yet is benefiting the college’s need for data and information in such areas as SSSP planning, Student Equity planning, WASC accreditation, and RIE requests for program information not available through Banner. 2

EOA/AWD: Full-time academic manager over EOA and AWD programs.

With the added focus on noncredit Adults with Disabilities in AB86, the scope of work for the current supervisor has expanded beyond capacity. As it is, academic matters and faculty evaluations must be covered by the dean for these programs.

Yes

No

3

ABE: Full-time ABE faculty

Department goal: Large number of ABE courses that need review and Yes assessment; changing content standards for ABE programs justify the need for a full-time faculty. There is also the added responsibility of AB86, Student Equity Plan, and SSSP.

No

4

Associate Dean of Continuing Education

Prominent statewide noncredit leadership role of Mt. SAC and Dean, Yes Continuing Education requires significant focus on state-level initiatives. AB86 calls for expansion of noncredit education through local regional consortia, which requires ongoing collaborative planning and reporting with school district members and other partners (WIBs, industry, CBOs). Division is 99% adjunct faculty ratio, requiring far more load on the academic managers to coordinate and support faculty non-classroom work. All student services (SSSP) for noncredit are under the leadership and management of noncredit program managers and the dean. CDCP funding will be increased to credit th levels starting July 2015. CED is the 4 largest noncredit program in the state and provides a 2:1 ROI on district costs. All of these factors provide the drive and the potential resources to give the division the administrative leadership it needs by adding an associate dean.

No

5

ABE: Full-time WIN Program Coordinator

Department goal: Having a full-time WIN coordinator would save the Yes college in district instructional dollars as faculty pay is more costly. Additionally, a full-time WIN coordinator could manage the large demand for collection and dissemination of student outcome data. The WIN program has increasingly become a “student success center” with intensive student and instructional support activities. This position would allow this success center to increase in its depth of service and address state initiatives for student progress. This request has been made in the last 5 ABE Department PIEs.

No

6

Part-time ESL Registration Clerk

Increased demand for efficiency and management of open-entry system requires staffing with skills and knowledge in use of Banner and understanding of the noncredit matriculation process. WIA grant requires follow-up of students no longer taking classes, even if they exit mid-program. Reliance on student workers requires constant training and retraining.

No

58- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Yes

7

ABE: Permanent part-time tutors (4)

Department goal: Tutorial support is critical to ABE student success. It Yes has become increasingly difficult with hiring limitations to employ tutors for long periods of time. Thus, there is an unwanted turnover and lack of consistency for the students.

No

8

Part-time LLC Teacher of Record

Recommendation # 3 from the Student Success Task Force was to “incentivize successful student behaviors,” which is the goal of Passport Rewards. Initial comparisons of attendance indicate success of Passport Rewards, but program needs refinement and growth to accommodate students in ESL and Foreign Languages.

Yes

No

9

ABE: Permanent PT database technician/data analyst

Department goal: PPT staff is needed to directly focus on database Yes management and gathering student outcome data. This can provide to ABE faculty and staff critical student information to engage in timely interventions with students. This would also increase the likelihood of better student outcomes, including persistence and program completion.

No

10

ABE: Additional hourly funding for safety staff

Department goal: There are ongoing student disciplinary issues concerning ABE students, and the current budget used for safety staffing does not cover the needed hours.

Yes

No

11

Adjunct ESL Counselor

Anticipated mandates for service and accountability for noncredit SSSP required services such as orientation, matriculation presentations, and counseling office hours. One full-time and one evening-only part-time counselor cannot meet the demands of approx. 3000 unduplicated ESL students.

Yes

No

12

Part-time ESL Tech Support

ESL Technology Plan, part of WIA Title II grant, is increasing the Yes purchase and required maintenance of technology in the ESL program, which currently has 4 ESL computer labs, 1 LLC Smart Lab, and 1 large LLC open lab in addition to roving iPod lab and computer stations in every classroom. The Computer Facilities Supervisor is unable to meet the demands of the department with only two part-time learning resource technicians.

No

13

ABE: PPT transcript evaluator

Department goal: The integrity of transcript evaluation for new students may be impacted without a permanent transcript evaluator; student persistence and early alert and intervention can also be affected without a staff to evaluate prior coursework;

Yes

No

14

ABE: Full-time ABE counselor

Department goal: With the onset of SSSP and Student Equity activities, the addition of a full-time counselor is needed. ABE students require more intensive attention by support staff.

Yes

No

15

ABE: Non-teaching faculty hours

Department goal: With the new GED test content, new certificates and Yes courses submitted, planned course creations, and emerging content standards for ABE, HS, and GED, more faculty support is needed.

No

59- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

16

ABE: Additional district funds for registration support Department goal: With the expansion of HSSS program in summer 2014, there is an estimated increase of about 1000-1500 student registrations. The funds available for registration do not fund enough temporary registration positions. Maintaining accurate rosters becomes very challenging if registrations are not done in a timely manner.

Yes

No

17

ABE: Promotion/reclassification of ABE Outreach Specialist to ABE coordinator*(probably already done if college recommendation for A. Pride reclassification is approved by union)

Department goal: A full-time ABE coordinator is needed to support off- Yes campus coordination between HSSS coordinators, registration staff, and to serve as a liaison between HS Outreach and high schools participating in boot camps.

No

18

ESL: Full-time counselor

New SSSP mandates for initial education plans, developed education Yes plans, follow-up, and MIS tracking can’t be achieved without more counseling support. Currently 1 full-time counselor for all of ESL.

No

1 AMLA

Staffing—return AmLa’s 6th full-time faculty line

Need full-time staff for committee work; a representative from AmLa is Yes required on many College committees; We have specialized instruction needs for writing intensive classes, speech and reading specialists, and computer innovations If more students matriculate through AmLa due to the increase of the International Student program, we will need additional staff.

No

1 COMM

FT faculty

The FT/PT ration is still way off in our department--not even close to 80/20.

Yes

No

1 ELJ

Replacement for retiree Mary Brackenhoff

Full-time faculty are needed to better our full-time to part-time ratio.

Yes

No

2 ELJ

Replacement for retiree Ron Brouillette

Full-time faculty are needed to better our full-time to part-time ratio.

Yes

No

3 ELJ

Replacement for retiree Robin Tripp

Full-time faculty are needed to better our full-time to part-time ratio.

Yes

No

1 FL

Hire replacement for Renee Andrade

Full time faculty member retired in fall 2012.

Yes

No

2 FL

Hire more full-time faculty in foreign language

There is an imbalance between full- and part-time faculty, with 9 fulltime faculty and 44 part-time faculty. Hiring more full-time faculty will address this imbalance and better serve students’ needs.

Yes

No

3 FL

Hire adjunct faculty to help in curriculum development and teaching translation and interpreting courses

The growing need for translators and interpreters in Spanish as well as having the potential population that could be trained to fill this need.

Yes

No

1 GPS

Replacement faculty position, Political Science

The retirement of a full-time faculty member has stretched our resource thin. Now greater burden for things such as adjunct evaluations, Faculty Association representation, Faculty Senate

Yes

No

HSS

60- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

representation, SLO and GEO assessments, supervision of campus student clubs, organization of student activities as well as staffing of courses has fallen on the remaining faculty members. This burden is increasingly onerous as the College demands greater faculty-led administrative activities. 1 HAH

Hire a full time replacement to teach African American History (HIST 30 & 31)

As one of the larger departments on campus with a large number of Yes courses, we are shorthanded for staffing these courses. Finding experienced adjunct instructors to teach African American History is problematical, leaving those courses vulnerable to cancellation. Over the course of many years, our African American History courses have expanded and have become popular classes with MSAC students. Failing to replace this instructor jeopardizes this program.

No

2 HAH

Hire a full time replacement to teach African and World History (HIST 35, 3, 4)

As one of only three community colleges in this area to offer African History, we need a full time expert on staff to keep this course active and viable. This course in particular is a great “draw” to bring students to Mt. SAC and to compete against the course offerings of other community colleges.

Yes

No

3 HAH

Hire a full time Art History instructor (growth).

The Art History Department is small (two FT faculty), which hinders its Yes ability to expand and serve the students who need to take AHIS courses.

No

1 PSYC

Need full time Psychology faculty members

Full time faculty member retired December 2012, increased FTEs, faculty consistently reassigned elsewhere on campus, and increased specialty courses for AA-T requirements.

Yes

No

2 PSYC

Increased need for adjunct faculty

Increased FTEs

Yes

No

1 SAP

Need full-time Sociology faculty

Retirement of faculty member (2013) and projected retirement of two of the four remaining faculty members

Yes

No

2 SAP

Increased need for sociology adjunct faculty

Increased FTEs

Yes

No

3 SAP

Adjunct Faculty Mentor Position

Increased adjunct faculty

Yes

No

1 SIGN

Additional Full-time Interpreting Faculty

With the combined growth in students majoring in Interpreting and the addition of new courses to the interpreting program, there is a growing need for a new full-time faculty member that would focus on the Interpreting program.

Yes

No

Currently, we employ exclusively part-time faculty to teach the interpreting courses. Although we have been blessed with qualified, reliable people, having a full-time person will increase program stability and student access. The requirements for the degree/certificate includes seven required courses in the interpreting discipline (separate from American Sign Language) and four interpreting electives. Ours is a very specialized 61- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

discipline making it very difficult to staff these courses with adjunct people. This request has been a part of our P.I.E. since 2008. 2 SIGN

Additional Full-time ASL/Deaf Studies Faculty

Students prepare themselves for our core interpreting courses by Yes taking a sequence of language courses: SIGN 101,102,103, 104, 105, specialized language courses SIGN 210, 220, and courses specializing in aspects of Deaf individual, their culture and community, SIGN 201 and 202. These courses are offered both for day and evening students on a consistent recurring basis. This regiment of course offerings requires that our full time faculty (with the exception of the department chair) carry a load of between 5-6 separate course preparations every semester. This creates an undue burden. We do use adjunct faculty to cover multiple sections of the lower level courses, but have had difficulty maintaining a pool of qualified adjuncts that can teach the more advanced/specialized courses. To ease the burden this has created for our full-timers we need to add an additional full-time faculty member. This addition will allow our faculty to reduce the number of preparations to a more reasonable level.

No

Staff Requests: 1 HONORS

Add another 19 hours per week classified position to Need coverage in center so we don't have to close when all work as receptionist/clerical assistant employees are out of the center and increase hours when center is open for students; student workers are not always best option for reliabiltiy, need additional help with processing confidential information that is not appropriate for student workers

Yes

No

2 TPI

Increased budget to increase hours of TPI clerical specialist, thereby increasing the hours the TPI center is open and available to students

Increase of hours of operation for the TPI center allows more student access to the center and the program

Yes

No

3 GO!

Increased budget for permanent PT clerical

Use of work-study students is highly ineffective given the consistent nature

4 HSS

Convert part-time clerical assistant position for ELJ into a full-time clerical assistant position

Reduction of release time to ELJ department chairs and adjunct faculty mentors will increase workload of clerical assistant

Yes

No

5 COMM

Ongoing PT Dept. Assistant

As the Communication department grows, the need for support staff grows.

Yes

No

6 COMM

Start with Speech Coordinator and staff

If the College emabraces this outstanding program, there will be a need for staffing.

Yes

No

7 ELJ

Lab tech, student worker and ad rep in the Journalism lab

There is only one fulltime professor and advisor, and the workload is unmanageable

Yes

No

8 PSYC

Lab technician to run the SPSS lab

With a small SPSS lab for students, someone will be needed to be there to monitor student use

Yes

No

62- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

9 PSYC

Permanent PT department assistant

We need consistent year-round help with departmental duties

Yes

No

10 Honors

Additional counseling hours needed

As program continues to grow and as students are required to have MAP plans in place, and as transfer options increase, need is evident for more counseling hours

Yes

No

11 WC

Full time Tutorial Specialist Position—Tutors in the Classroom

The Tutors in the Classroom program is currently directly supervised Yes part time by an part-time Non-credit hourly instructor who also has teacher of record responsibilities in the Writing Center as well as workshop instruction and training and supervising of tutors. This means she has about 7 hours a week to devote to the hiring, training, coordinating, clerical tracking, and faculty communications that the program requires. When the program began with only five sections in the Fall of 2008, this was enough time. Now that the program supports upwards of 40 sections a year, with more than 50 sections planned for the coming academic year, and coordinates not only with dozens of faculty but with support programs such as ARISE, ASPIRE, BRIDGE, and now Pathways to Transfer under Basic Skills, the workload can no longer be effectively handled by a part time hourly instructor. A full time Tutorial Specialist would allow the program to continue to grow on solid footing without sacrificing the level of quality control and time-intensive mentoring and training that has led to the program’s impressively cost-effective success results.

No

12 WC

Tutorial Assistant II

The fact that the population of Mt.SAC is so diverse and that many of Yes its students are either NNES students or bilingual (with a significant percentage of generation 1.5 students) means that the need for qualified academic support personnel in this area, especially as it relates to language acquisition and writing issues, is critical. The Tutorial Specialist funded under the ARISE grant has been a powerful catalyst in improving the services in the Writing Center for this crucial—and growing—population. Moreover, the planned increase in the enrollment of International students will only increase the demands on tutoring centers focused on language and communication issues. Accordingly, the Writing Center is understaffed at the paraprofessional level in addressing and preparing for the needs of this population since peer tutors can only be developed so far in terms of addressing the needs of this population. In this year’s PIE, we have included a request for a Tutorial Assistant II, classified position, in order to provide more one-on-one tutoring from a TESOL-certified tutor for this population.

No

13 WC

Learning Lab Assistant II, preferably full time

All students visiting the Writing Center must be registered and scanned in at the front desk and directed to the appropriate area of the Center for the service they have come to use. In 2012, 16,612 students (duplicated) visited the Writing Center and logged over 85,157 hours. Currently, the front desk duties are handled by student employees supervised by the director. This leads to some difficulties

No

63- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Yes

due to the high rate of turn-over of these student employees and their difficulty in upholding with peers unpopular policies. Also, budgeting for peer tutoring has to be used to pay for these student employees. The hiring of a permanent Learning Lab Assistant II to supervise registration and check in at the front desk (similar to the set up in the LAC) would eliminate these issues. (The Center’s evening hours, which are less demanding for the front desk staff, could still be covered by student employees.) 14 WC

Full-time Tutorial Specialist—Non Native English Speaking Programs

Currently this position is part-time and funded under ARISE for the next two years (hence priority #4), but, eventually, the position will need to be institutionalized and would benefit the college if it were institutionalized as a full-time position as the percentage of the college population of NNES students is only projected to continue to rise and the current need is not being sufficiently met, as reported by faculty.

1 Growth

Third full-time faculty member

To aid with the growing needs of the department

Yes

No

1

Increased Budget to move 11th month Athletic Trainer to 12 months

The Athletic Teams run year-round. The support of Athletic Trainers is vital to continuing the health and safety of our sports and studentathletes. Currently covered by two permanent part-timers.

Yes

No

2 Growth

Accompanist for dance classes

To enhance dance classes, increase students’ musicality, and stay competitive with the other colleges in our area

Yes

No

2 Full-time Professor Kinesiology/ Women’s Sport Replacement Coach

Replacement position for faculty promoted to administrative position

Yes

No

2

The Athletic Teams run year-round. The support of Athletic Trainers is vital to continuing the health and safety of our sports and studentathletes. Currently covered by two permanent part-timers.

Yes

No

3 Full time Professor Kinesiology/Head Men’s Sport Replacement Coach

Replacement position . Currently the department is behind full time positions that have not been replaced. This position inculdes both needed classroom and coaching professor.

Yes

No

3

This Equipment Tech Position is assigned to the Gym and Tennis Yes Courts. These facilities cannot go unsupervised for 1 month while the Equipment Tech is off. Currently the facility is unsupervised during that time.

No

The position of Assistant Water Polo and Swimming is a replacement for a retirement from another sport. It requires specialization and unique certification in addition to the regular classroom assignment. Water Polo is an emerging sport and has been one of the fastest growing sports for women in the COA. Currently, only two full-time faculty serve in the current program that includes four intercollegiate teams (Men’s/Women’s Water Polo, Men’s/Women’s Swimming and

No

KAD

Increased Budget to move 11th month Athletic Trainer to 12 months

Increased Budget to move 11th month Equipment Technician to 12 months

4 Professor of Kinesiology, Assistant Aquatics Replacement

64- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Yes

Diving), Aquatics Certification area (lifeguard training, water safety, C.P.R., first aid, and summer learn to swim program). The two full time professors each coach two sports Men’s and Women’s Water Polo and Men’s and women’s Swimming and diving. This program also hosts tournaments for both men’s and women’s water polo (24 teams total) and hosts a swim invitational series that includes 42 community college teams on one weekend and 140 high school teams over two additional weekends. One of the full time professors serves on the curriculum committee, is fitness certificate coordinator, serves on faculty assoc. the other serves is serving as asst. athletic director and Heritage Hall committee chair. These two professors share responsibilities for the community education summer learn to swim program which include scheduling, hiring and training and the ongoing managing of 25-30 summer employees. The Learn to Swim program serves approximately 2000 patrons each summer. The full time hire position would teach classes already offered in the aquatics area currently taught by adjunct faculty (15 sections currently offered). Theory classes to be taught would include Kinesiology and Physiology of Exercise for Fitness. 4

Employee Wellness Program

Funding is needed for staff hours in the Wellness Center in order to give employees access for Baseline Fitness Assessments, program design, and group exercise classes in support of the Employee Wellness Program.

Yes

No

1 (2012-13)

Faculty: Library and Learning Assistance departments through separate Faculty Prioritization Process 2014-15 (from 2013-13 PIE: neither department’s requests ranked high enough to be approved for funding in 2013-14)

Library to meet Title 5 standards for librarian-to-FTES ratio

Yes

No

1

Associate Dean, Library & Learning Resources/Online Learning

To support a highly diverse, complex, and rapidly evolving Division Yes with responsibilities for traditional instructional division operations and for supporting campus faculty and managers. To support the college’s Note: this position was listed as #1 under “Manager compliance with Distance Education regulations and accreditation Staffing” category, which was self-created since the scrutiny. To support the college’s core values and culture of open Staffing table does not breakout by employee group. dialogue, collaboration across employee groups, data-driven planning, and positive spirit by “doing the right things and doing things right” throughout the Division. To increase grant writing activity to complement college resources in direct support of instruction and student success.

No

LLR

1 (2012-13)

65- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

1

IT Technicians – one full-time in the Library and replacement of vacant IT support staff in Learning Lab

Learning Lab has seen an increase in student usage by 16-20% over last year and needs critical support by IT technicians.

Yes

No

The Library has to meet accreditation standards on teaching students information and computer literacy. Reference librarians and staff are not always able to answer questions related to software tools (MR, Adobe Suite, etc.); the Library’s need for IT technician support has greatly expanded. Need the most up-to-date versions of educational support software to be fully-functional on newer computers and to take advantage of the instruction functions including controlling remotely controlling student computers to prevent distracted browsing during the instructional session. Educational software tools not functioning, problematic implementation, unrealibility challenges: e.g., SMARTsync software and Gyro mouse in Library classroom, Room 238. Universal computer experience: having the same configurations and tools across the student computers, barring licensing issues, will reduce frustration and increase efficiency and student success. 2 (2012-13)

Instructional Designer 100% time, 12 months Online Learning Support Center

To increase degree of compliance with federal regulations on regular Yes and effective contact, accessibility, and authentication of students (accreditation) by creating templates and modules that faculty may choose to plug into their DL courses’ MR shells. To provide one-onone support to improve accessibility compliance of teaching materials, e.g., PowerPoint slides, vendor course packs, websites, and other online resources.

No

2 (2012-13)

FUNDED (From 2012-13 PIE) Learning Lab Assistant I for Testing Services (Funded and hired 2 permanent part-time staff by Summer 2014)

To restore make-up testing in Testing Services to increase student success through completion of missed exams.

Yes

No

3

Secretary, 100% time, 12 months Library & Learning Resources Division

To support a highly diverse, complex, and rapidly evolving Division Yes with responsibilities for traditional instructional division operations and for supporting campus faculty and managers. To support the college’s compliance with Distance Education regulations and accreditation scrutiny. To support the college’s core values and culture of open dialogue, collaboration across employee groups, data-driven planning, and positive spirit by “doing the right things and doing things right” throughout the Division.

No

4

More hourly tutors and supplemental instruction for all courses

To support student success in learning communities and growth in enrollment in 2014-15.

No

66- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Yes

1 (2012-13)

Hourly tutors for Basic Skills courses – for Tutorial 16 faculty requests for supplemental instruction SI leaders had to be Services. (Funded through Basic Skills, Title V grant denied in 2012-13 despite years of proof that SI increases student in 2013-14, $230,000 for all tutoring centers through success in difficult courses. collaborative planning)

5 (2012-13)

(From 2012-13 PIE) Adjunct Professor, Library Science $12,000 (Immediate Needs Request for Allocation awaiting President’s Cabinet decision on 7/22/14)

To restore Library hours in winter and summer intersessions that were Yes cut since 2009-10 budget reductions.

No

1-Agriculture Full time RVT lab technician

A full time RVT laboratory technician is essential to the RVT Program Yes and the success of the students in the program. The current full time position was funded with one-time funds and needs to be ongoing and permanent.

No

1-Bio

Full time cultural anthropologist

Currently no full-time faculty in the field on staff although many sections of cultural Anthropology are offered.

Yes

No

1-Chem

Full time faculty member in Chemistry

The department has grown substantially and the student demand for courses in the discipline is increasing. An additional faculty member will help sustain student success.

Yes

No

Replace full time oceanographer who left in 2014. The geologist is a growth position in order for the department to have a FT/PT ratio higher than 50%. This will help meet the needs of students in these courses.

Yes

No

1-Math & CS Replacement full time faculty positions in This is a high Mathemathics priority within the Division.

Currently, the department is working at capacity. Support for further Yes increases in growth sections is challenging. With perennially high demand for mathematics and computer science courses, students will benefit from the addition of full time teaching faculty.

No

1-Physics & Eng

The program has grown by 31 sections this year without adding faculty. They are at the point of having 50% of sections taught by adjunct. This will help meet the needs of students in these courses.

Yes

No

2-Agriculture Full Time Horse Trainer

Currently this is a part time position, but based on the workload and the demand on the CTE labs, the need is not met within a 19-hour workweek. This position was originally requested as a full time position, and a 49.5% position was granted.

Yes

No

2-Chem 3-Bio

In Biology this 49% position has a high turnover rate. The issue is this: the department trains the lab tech, they work for 6-12 months, they leave, the position is open for months, rinse and repeat. It may literally be as little as half of the time that a trained tech is in this position. The current lab tech has resigned to attend pharmacy school. The loss in lab support impacts students in the instructional

Yes

No

NATURAL SCIENCES

1-Earth Sciences & Astro

Full-time professors in Oceanography and Geology

Full time faculty in Physics and Engineering

Convert 49% laboratory technician to full time position

67- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

laboratories. Chemistry has experienced significant growth and needs additional support for the student laboratories. This is a new request for Chemistry as a result of growth. 2-Math & CS Maintain Basic Skills Funding for the MARC Laboratory Technician

The MARC Laboratory Technician position has not yet been institutionalized, so the department must continue to rely on support from basic skills funds to maintain the level of service in the MARC. Hiring a permanent part-time MARC Laboratory Technician will help allow the MARC to improve the availability of the lab's services and promote student success and retention.

Yes

No

2-Physics & Eng

Commitment to transition temporary substitute laboratory technician in Physics to full time permanent position

The physics, surveying, physical science and engineering department Yes includes thirteen unique laboratories. Currently their lab tech is a temporary substitute. Surveys of community colleges that have programs similar in size to ours (Santa Monica, PCC and the LA Community Colleges) have 1 or 2 full time professional lab technicians in addition to substantial student support. This is a critical need to support students in all Physics and Engineering courses.

No

4-Bio

Wildlife Sanctuary Technician

There is a need for a more skilled worker, one who could be trained and stay in the position, as opposed to hourly student workers who have low levels of training and high turn-over.

Yes

No

4-Math & CS Math 71X Laboratory Assistant.

Math 71X instructors often need assistance to setup and conduct laboratory experiments. Students in this class collect data, analyze data, and contextualize instruction through laboratory experiments.

Yes

No

5-Math & CS Learning Communities Liaison Funding

Learning Communities (Bridge) is by far the most consistently successful program for increasing success and retention of Math students. With the possibility of expanding the program (Freshman Experience) the department will need a funded liaison position to handle the increased workload for coordinating and collaboration.

Yes

No

7-Agriculture Student Lab Assistants to meet AVMA requirements Student assistants are required by the AVMA to assist students in all Yes and ensure student success animal-handling courses. This is critical for student success. There is currently no District funding for this, and it has been temporarily funded through VTEA. The Perkins guidelines may prohibit or greatly reduce the funds available for use in clerical or technical support.

No

8-Agriculture Student Assistants to use as Agriculture Ambassadors Fulfilled next year through 2014-15 VTEA funds. THANK YOU.

This is a request to restore the Ag Ambassador Program, which created opportunities for students in Agriculture to visit local high schools and recruit for Agriculture programs. This was a successful program but there is no longer funding for it.

Yes

No

2-Bio 2- Math &

Buildings are not being well-maintained, paper towels not refilled, soap dispensers not refilled, wastebaskets not emptied, etc. This

Yes No This request

Custodial support

68- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

CS

creates unsanitary conditions in the common areas and the restrooms which negatively affect student and employee morale To support college growth of added sections, the buildings must be supported, including custodial support.

has been included in several unit PIEs.

All Staffing for Division-wide STEM center Departments Division

Improve success and retention rates for students in science, technology, engineering, and mathematics majors. There is a particular need for students that are underrepresented in these fields.

Yes

No

All Increase student worker budgets to assist students Departments in the laboratory (TAs), tutor students in resource areas, tutor students in general education courses, tutor in MARC and T-MARC, and staff student resources such as the Meek and Exploratorium

Student workers are needed to staff the Biology Resource Room, which supports students in all Bio classes. Student workers are needed to staff the Meek and Exploratorium so these resources can be open to the students and the general public. Laboratory TAs improve student success and are needed in many areas across the Division (SIs cannot work in labs). The availability of SIs needs to be increased to help student success. Student tutors are needed to increase hours of operation in MARC and T-MARC and meet increased student demand as a result of growth.

Yes

No

All Provide clerical support for department chairs Departments

for some departments and Yes

No

Our Division has grown and clerical support for Department Chairs is Yes needed. With additional clerical support, Department Chairs would be able to provide more support to students and faculty, more easily respond to College needs for growth, and, in general, spend more time on those responsibilities that have the greatest impact on students. One position could support those Departments without clerical assistance and support major Division-wide, College-wide, and community-wide events such as the Health Professions Conference, Debbie Science Day, Kepler Scholarship Night, and others. Currently, support is provided through existing staff within the Division office. This impacts the Division’s ability to respond to student needs.

No

Math & CS need a fulltime permanent replacement for their clerical specialist. All Adjunct mentor release time Departments

This year with added growth the Division had a significant increase in the number of adjunct faculty. No one department reached the threshold for the adjunct mentor release time. One position for the Division would help support our new adjunct faculty and increase student success within the Division. This position is important in efforts to increase basic skill success and retention in Math.

Yes

No

TECHNOLOGY and HEALTH AERO-1

AERO Federal Aviation Administration Certified Advisory, Service Level Flight Instructors – Aeronautics

Yes

No

FIRE-1

FIRE Expansion of Sr. Tool Keeper from 47.5% Service Level to Full-Time status – Fire

Yes

No

69- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Replacements for open faculty positions resulting from retirements and/or reassigned time – MENT,ADJU, AIRC, NURS, AIRM

Service Level

Yes

No

Compensation for faculty to develop simulation scenarios to use in lieu of patient contact – MENT

Accreditation, service level

Yes

No

Additional Reassigned time for Fire Director to Accreditation, service level support expanded role in work experience, academic support and partnership development - FIRE

Yes

No

Reassigned Time for faculty to support the student HOSA organization

Yes

No

Additional adjunct faculty to support increased Service Level clinical sites, replacement for fulltime faculty (retired, on sabbatical, banked leave) – RESD, AIRC, AIRM, ARCH

Yes

No

Compensation (non-teaching) for adjunct faculty to attend hospital required orientations-MENT,NURS

Accreditation

Yes

No

Compensation (non-teaching) for faculty to evaluate transfer curriculum for ADN to BSN - NURS

Advisory

Yes

No

Expansion of 11 month lab technician to 12 months to support maintenance/repair - WELD

Service Level

Yes

No

Lab technician, P/T or F/T supervise lab, student projects - IDE

Service level

Yes

No

Support for in-class assistant/lab tutor -ELEC

Advisory, Service Level

Yes

No

Support for tracking student completion/hiring data ELEC

Federal mandate, advisory

Yes

No

Support for marketing & outreach to secondary – ADJU,ARCH

Service Level

Yes

No

Clerical Support – add’l 47.5% - FIRE

Service Level

Yes

No

Technical support staff for fee-based simulator training-AERO

Service level

Yes

No

Support for student tutors and ATC simulator lab assistants - AERO

Advisory, Service Level

Yes

No

Support for student tutors - FIRE

Advisory, Service Level

Yes

No

Clerical support shared by FAA accredited programs-AERO,AIRM

Service level

Yes

No

Student tutors/lab assistants to maintain ARCH lab

Advisory, service level

Yes

No

Service level

70- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

access & provide in-class assistance, including Bldg 13 Megalab - ARCH Student tutors, lab and instructional aides – IDE

Advisory, service level

Yes

No

Technician & student staffing for evening & Saturday Service level classes, additional 24 hrs/wk - WELD

Yes

No

Professional Experts for MEDS– Increase pay rate

Yes

No

Professional expert/consultant for self-study NLNAC Accreditation, service level accreditation - NURS

Yes

No

Increased stipend for Medical Director – MEDS RESD,RAD

Yes

No

Service level

Advisory

Facilities Modification Priority #

Resource (Be specific, but not dollar amount needed)

Justification of need

New request

1

FA–task stools

1A-3 needs student seating upgraded to be proper height for tables

Yes

No

2

THTR–Renovation of the Studio Theater including a tension wire grid,

We need the installation of a tension-wire grid, as originally designed, in the Studio Theater for safety and technical reasons.

Yes

No

3

MUS–Improvements to 1BC-1

The following improvements are needed for 1BC-1 to meet campus standards and accommodate instruction: • Fix speakers and add amplifier. • Replace teaching station with smaller set up to accommodate iMac. • Replace projector - HD projector necessary • Install larger screen for a new projector. • Install keyboard - We need to move a small keyboard to the space. • Chairs -additional 10 rolling chairs like those currently in the room. • Install rolling white board with music lines (staves)

Yes

No

4

MUS–Technology Improvements to M104, 107, 108, 117

Rooms do not meet A/V campus standards. M117 needs an HD projector with an iPad/iPhone attachment, as well as an ELMO. The speakers in these rooms are of poor quality and need to be replaced with ceiling-mounted speakers.

Yes

No

5

TV Studio

Studio needs to be rebuilt for new equipment per plans coordinated with Broadcast Services. Courses require functionality of equipment.

Yes

No

6

13-DTC Gallery improvements

Improve functionality of gallery space for presentation and hosting large gatherings (receptions). Lighting, electric, and signage needed.

Yes

No

7

Woodshop Repairs/improvements — 1A-6

Increase electrical capacity for numerous small table-top machines. Need central table where small machines can be used and stored.

Yes

No

ARTS

71- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

8

Install a gas line for raku kiln and air compressor line on external patio behind 1A

Raku firing is done outdoors. Current gas canisters are less efficient and more costly than having a gas outlet. An Air compressor needed to remove the noise and dust from pneumatic hammers.

Yes

No

9

DTC: Staff restrooms: “occupied” deadbolt locks, shelving and wardrobe hooks.

Many faculty avoid using the staff restrooms in DTC due to poor door locking mechanisms, privacy issues, hygiene issues with no shelves and/or wardrobe hooks for purses, jackets, bags, etc.

Yes

No

10

DTC- lack of signage throughout/around the building

Students/guests have difficulty finding the building/locating classrooms Yes and resources within the building.

No

11

Bldg.1A–Shed roof and adequate lighting over external clay area

East end of Bldg. 1A exposed to sun and rain damaging the materials. Yes Accessing at night and in bad weather is dangerous and difficult.

No

12

DTC Crit area: Improve privacy, acoustics and functionality of DTC critique area with the addition of structural changes to separate critique area from hallway, presentation cases, and signage.

Space is not functional due to noise, traffic, and lighting. Glass Yes wall/partition dividing the space from the hallway is needed. The space has become an unsightly “sleeping area” and needs to be “closed” when not in use. Additional lighting on the critique wall is required.

No

13

MUS Building– The eaves on the exterior need to be replaced with weather-resistant materials.

The trim is weathered, cracking, and will start falling soon.

Yes

No

1

Business Division Building

Need to have dedicated up to date building able to handle the latest Yes technology and requirements of the vast number of programs within the Business Division. Current facilities are antiquated and lack space for growth.

No

2

Drafting tables that fit the need of ID

Current tables that were first installed with the new DTC have been breaking and cannot handle the pace and use requirements for the ID program.

Yes

No

BUSINESS

CONTINUING EDUCATION 1

Upgrade modular ABE buildings.

All ABE facilities are modular and most are in disrepair. Air conditioning in modular buildings do not function properly creating an unsafe learning environment for students.

Yes

No

2

Security Cameras in ABE classroom areas.

Because the ABE facility is made up of all modular structures, it is most likely easier to access equipment stored in classrooms. Additionally, the remote location of the Center could lead to more undetected thefts.

Yes

No

3

Security – keying, swipe cards, cameras – in division labs and offices.

Campus thefts on the rise. Varied open hours and staff schedules to meet student needs make areas less secure.

Yes

No

HUMANITIES and SOCIAL SCIENCES 1 AMLA

Designated tutoring area that does not have to be shared with other meeting schedules

We would like an AmLa faculty tutoring area in the area of the new Language Learning Center.

72- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Yes

No

2 AMLA

Student-friendly work furniture in our hallways

Currently students sit on the floor by power outlets for charging electronic devices. We need tables and chairs for study areas.

Yes

No

1 COMM

Signage

Students cannot find the Communication Department. There should Yes be large signs similar to the Study Abroad and Teacher Prep programs attached to the building facing the courtyard of 26.

No

2 COMM

Remodel of lobby area

The current open lobby area used by part time faculty is a security Yes hazzard for theft. (Students from a Criminal Justice class even came in to take pictues one night.) There needs to be a wall (with a window) and a door that locks installed-much like the area for the English department assistant. There is a need for more mailboxes for new faculty as well.

No

3 COMM

Larger space for SSSC

Currently many sign students take up the small space in order to casually practice sign with others. This leaves little room for speech students to come in for tutoring.

Yes

No

4 COMM

Remodeled/Better Classrooms for SPCH 1A

The current design of the classrooms doesn't allow for proper public speaking. For example, in most the computer cables etc. come out of the floor in the center of the classroom. Students cannot do proper platform movement and run the risk of trippping.

Yes

No

5 COMM

Communication Building

Planning for a future Communication Building would be ideal. As the Yes department continues to grow at such a fast pace, the need for classrooms, faculty offices, adjunct office etc. also grows. Further, the Communication Department houses programs such as Forensics and the SSSC that are in despararte need of more space. Creating a new building would also address some of the issues listed above regarding classrooms that are better equipped and designed for Public Speaking. Finally, this space could house a new performance space that would be used for the many on campus events hosted by COMM.

No

1 FL

Modify facilities or reallocate spaces so that foreign It is inconvenient for faculty and students to teach in several buildings language teaching and office space could be and have office hours in another building. Students are more likely to centralized in one location go to office hours if offices are housed close to classrooms.

Yes

No

2 FL

Add more office space for part-time faculty

There are only 2 rooms available in building 66 for usage by 44 adjuncts in the department.

Yes

No

We need more classrooms.

When we begin to gradually restore to our schedule courses that have Yes been cut over the past 5-6 years, our current room shortage problem will intensify.

No

1 PSYC

Need to replace broken student desks in classrooms

Desks are not sturdy and are breaking regularly, leaving classrooms with not enough seats

Yes

No

2 PSYC

Small SPSS lab for students to work (space Students need a space to work in SPSS outside of class time conversion could work as well – will need space, furniture, computers, SPSS software, lab tech, and

Yes

No

1 HAH

73- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

window coverings) 3 PSYC

An additional classroom lab for Psyc 3 and Psyc 10 In anticipation of additional sections being offered beyond 2015-2016, we will run out of space in the current lab classroom. If we ever need to offer more than 4 sections of Psyc 10 and 4 sections of Psyc 3 (or any combination of 8 of these two courses), we have no place to do so.

Yes

No

4 PSYC

More psychology classrooms

With the growth occurring in Psychology, we anticipate the need for more classrooms in which to teach our classes.

Yes

No

5 PSYC

A new psychology building that contains more classrooms, office space for both full time and adjunct faculty, 2 lab classrooms, an SPSS lab, storage, and a Psychology student lounge

With the growth occurring in Psychology, we will outgrow our current space (office spaces, classrooms, lab classroom, storage, etc.) within a couple of years. Psychology is one of the top degree-producing departments, and thus it makes sense that we would have a space devoted to our students and our faculty.

Yes

No

6 PSYC

Space for Psi Beta to meet

We plan to reactivate Psi Beta and provide students with an opportunity to pursue their academic and research interests in psychology; however, we need a space, including furniture, computers, and SPSS software in order to properly run this honors society.

Yes

No

1 SAP

Office space for adjunct faculty to meet with students

Increased adjunct faculty members that serve many of sociology and philosophy students

Yes

No

1 SIGN

Improve current facilities. Replace classroom furniture with more ‘Signing Friendly’ furniture (stand alone chairs with separate desks.)

The current tablet-arm-desks are not conductive to a signing environment. It is difficult to arrange these in configurations that enhance a solely visual learning environment. Significant improvement in instructional delivery and student collaboration will be achieved by replacing these with stand alone chairs and multi-student desks.

Yes

No

2 SIGN

A smart video capable classroom either dedicated to the SIGN program or shared with other languages.

Currently our program shares the smart classroom in the LLC with all the foreign languages, AMLA, and ESL. This lab was upgraded several years ago making it video capable. Since this upgrade the SIGN demand for the smart classroom has increased sharply and to the point of exceeding its current capacity. There is a need for either a video capable smart classroom dedicated to the SIGN program or the addition of a secondary smart classroom made available to SIGN and other languages through the LLC.

Yes

No

3 SIGN

Added Secondary Speech and Sign Success Center

The Speech and Sign Success Center, SSSC, is used by our program Yes in three ways: a place for students to capture their signing (in the video booths) for assessment and tutoring purposes, a working lab for our interpreting series of classes (in SIGN 227, 231, 232, 250 and 260 units are split between lecture and lab) and a place for ASL/Interpreting students to be tutored. In both Speech and Sign the use of the SSSC has grown significantly. (At times the Lab is so

No

74- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

crowded you can hardly get through the door.) Since faculty in both Speech and Sign are becoming more aware of the services provided in the SSSC this demand will increase significantly. As the need for services by evening Speech students increases, the availability of this facility as a teaching lab for Interpreting courses will decrease. A second SSSC is needed to accommodate all these needs. 1 HSS

Modify exterior of south-facing office and The office and classrooms become intolerably warm during the day, classrooms in building 66 to reduce extreme indoor especially during the summer. heat (66-225, 201, 203 and 205)

Yes

No

1 HONORS

Additional office for counselor

Shared office for counseling and faculty coordinator lead to some confidentiality issues for students

Yes

No

1 WC

Create a connection and window between 26B1641 (the “AmLa office” where our NNES Instructor currently resides) and 26B-1553, the WC Computer lab. (Note that despite the numbering these rooms are adjacent, but there is no connecting door or window between them.)

The Writing Center has serious spatial challenges when it comes to Yes office space for staff and storage of office and lab supplies (such as toner for printers!) Currently, three individual occupy one 12x12 office. Dedicated the current “AmLa Office” to the Writing Center, with which it is contiguous, and connecting it to the Writing Center’s main lab space would allow better work flow and the window would give the staff member in this office “line of sight” supervision of the Writing Center’s main space.

No

KINESIOLOGY and DANCE 1

Modify Gym 3 facility. Antiquated, unsafe and inefficient. Area needs include: - Men's and Women's Locker rooms - Storage - Office spaces - Team spaces - Ticket area - Restrooms - Class room ready environment - Internet Functionality - A/V Functionality

To assist with student success by providing an adequate environment, Yes equipment and supplies necessary for instruction. To provide safe, secure and functional facilities that represents the high standards of Mt. San Antonio College.

No

2

Softball Scoreboard

Current scoreboard old and nukmbers and lights a re very diffcult to see. More energy efficitent options available.

Yes

No

3

Baseball Scoreboard

Current scoreboard old and nukmbers and lights a re very diffcult to see. More energy efficitent options available.

Yes

No

4

Reconfigure/upgrade 27P Locker area.

Safe and functional locker room and showering facilities are needed for our students and student/athletes. Bring into compliance with ADA requirements.

Yes

No

5

Synthetic Turf for Baseball

We are having a very difficult time of maintaining grass in those areas. Yes this will allow that area to be green and allow for better play and minimize injury caused by holes/ large divots in the grass area where

No

75- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

grass no longer in growing. Will help to keep the baseball facility field looking great through out the year. 6

Soccer Scoreboard

Additional scoreboard for second functional competition field.

Yes

No

7

Batters Eye 40' w x 20' h

Safety issue. Back drop that will help the hitters pick up the baseball better while hitting in batting practice and in game situations. This will allow the batter to see pitched balls with the best possible backdrop, eliminating the clare from cars at night and car windows in the daytime.

Yes

No

8

Shade Structure for Pool Area

Necessaryfor adverse weather conditions and exposure (PROTECTION FROM RAIN AND SUN WHEN MEETING WITH CLASSES).

Yes

No

9

Shade Structure for Soccer Area

Necessaryfor adverse weather conditions and exposure (PROTECTION FROM RAIN AND SUN WHEN MEETING WITH CLASSES).

Yes

No

9

Modify the 27A building to utilize 27A 109 (current theory classroom) as additional lab, cardio lab space, and utilize 27A 108 (current yoga room) as a theory classroom,

Provide more functionality to the 27A building resources. Moving the Theory classrooms to the same side of the building and moving the fitness certificate rooms to the same side of the building

Yes

No

10

Modify existing 27 Facility for additional storage

Needed to help extend lifespan of larger, expensive equipment

Yes

No

rd

11

Replace Baseball 3 Base Dugout Flooring

Dugout floor has never been replaced. It has many holes and is a safety issue for cleats getting caught in these holes. Has been patched several times but needs to be replaced and up to the standards of the 1st base dugout floor which was replaced in 2012

Yes

No

12

Create an area in the 27 A/B/C complex where students can meet with their instructors of the athletic team classes when indoor classrooms are in use.

Often video review and classroom sessions take place in the equipment room, weight facility or on the deck, where the atmosphere is not conducive to learning.

Yes

No

13

Republic's MVP Athletic Lockers in athletic team rooms

Maximizes area for storage space. Allow students to safely secure personal belongings while participating in class.

Yes

No

14

Padding replacement for fence and top rail

Protective padding on the chain link fencing surrounding the baseball facility has never been replaced and is falling apart. It no longer provides safety in many areas because it is sagging below the metal pole or top rail that it is suppose to protect players from injury

Yes

No

15

Wind screen replacement baseball field.

All the wind screen on the chain link fences both 8' h and 4' h need to be replaced. Torn and missing in some areas of the field. Want to maintain Mazmanian Field as one of the top baseball facilities in

Yes

No

76- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Southern California 16

Replace vinyl half wall storage covers that protect pool equipment

Vinyl has a life span of 3-5 years and is on year 4 of that lifespan. They are starting to fall apart at the seams now

Yes

No

17

Create additional bleacher seating above the pool area on the northern end

Needed to accommodate increased attendance at events hosted at facility

Yes

No

LIBRARY and LEARNING RESOURCES 1

Install electronic swipe cards for access in key areas and a communication system to student group study rooms

To increase safety in life-threatening situations such as an active shooter, change key operated doors to pass card operated doors between the main library and technical services, the main library and the classroom 238, and between the front entry and group study rooms linking to room 238. Also, the Learning Assistance Center’s double doors. There is no way to communicate with the group study rooms during emergencies. Recent campus thefts and active shooting incidents in colleges and universities across the country (Santa Monica Library, Colorado, UC Santa Barbara, etc.) emphasize the need for pro-active safety precautions.

Yes

No

1 (2012-13)

Replace carpet, paint, and lighting throughout Learning Assistance Center and Library building.

Worn, aged, stinky carpet has been regularly cleaned, cannot withstand more cleaning, has been bubbling and fraying at the edges causing a safety hazard. It has not been replaced in 14 years.

Yes

No

The poor lighting poses a safety hazard, strains the vision of staff and students, and creates hazards for individuals with disabilities. The building has not been painted in 15 years. The exterior and interior walls are dim, dirty, and chipped, contributing the overall tattered, aged look and feel of the building. The Library & Learning Assistance Center areas are used also by other campus and community groups, e.g., LTC-160, 222 for Connect 4, Cash for College, and voting poll station. This is an embarrassment and has had a detrimental effect on staff and student morale. Accreditation Standard IIC, the Library fosters/contributes to the “cultural, aesthetic, etc.” quality of the institution. Just as beautification of the campus even through ongoing construction projects is critically important, building 6 teaching and learning spaces, inside and out, need attention. Given that a new learning resources center building will be contingent on another bond, and that it has been delayed indefinitely, the urgent renovation needs of the building cannot be further delayed. 77- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Campus Safety Committee report; Student Success Plan 1A; Education Master Plan Strategic Objective 9A 2

3 (2012-13)

Quiet study area furniture (this project has already At the request of students for a quiet study area, funds are needed to been approved by CMPCT, just awaiting funding furnish the room to accommodate a variety of student needs. allocation)

Yes

No

Building Renovation: Library: (a) Circulation desk reconfiguration; add internal book drop especially for quick return of reserve items. (b) knock down counter and shelves, add carpet, near #238 (old Reserves area) to create additional study space. (c) Reference desk reconfiguration

Yes

No

Building renovations are necessary to increase study space, make operations more efficient, and support Universal Design principles. Comply with ergonomic recommendations for circulation and reserves desk to create a handicapped accessible counter, reconfigure an ergonomically designed checkout counter, install an internal book slot, and add shelving to accommodate the reserve textbook and Teacher Preparation Institute (TPI) collections. After investigating and adopting best practices and reference service models, reconfigure reference desk to remove excessive cabinetry and shelves, change the front reference desk to promote student and librarian collaborative interactions, and comply with accessibility regulations.

4

Library: Workspace modifications based on ergonomic evaluations

Implement modifications to workspaces based on ergonomic recommendations to prevent workplace injuries

Yes

No

5 (2012-13)

Classroom reconfiguration of current Language Lab area into three classrooms

Current classroom space is severely limited. Education Master Plan Strategic Objective 9A; Student Success Plan IA.

Yes

No

6 (2012-13)

Investigate additional space for Testing Services, possibly the space that will be vacated by the Language Learning Center in Building 6, to accommodate several student populations that need the service: students with disabilities, online students, and students needing to make up exams in face to face courses. (Plans approved by CMPCT, awaiting Cabinet approval to begin construction 2013-14 or beyond due to prioritizing RR Bond funded project completion over renovations).

If Testing Services is restored to serve on campus make-up exams, Yes with the addition of a permanent part time staff member, the 18 spaces in the LAC area are not adequate for the average of 10,720 tests per year that are monitored. In addition, DSP&S is severely limited in appropriate testing space available for students with disabilities. A centralized, larger testing area would serve both needs.

No

Education Master Plan Strategic Objective 9A; Student Success Plan IA.

NATURAL SCIENCES Super special high priority

Repair sinkhole and bus turn-around area in Wildlife Sanctuary to include day-lighting of stream with a bridge over it.

Safety, prevention of future disaster (erosion continues, college utilities Yes No like gas and internet lines threatened) are two reasons to complete this This need has work. This is a valuable resource for the Mt. SAC students and the been expressed

78- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

request #1 for Bio with Division support

surrounding community. Last year 12,000 students and community members toured the Wildlife Sanctuary. And no, that is not a typo – 12,000 visitors this year! Wildlife Sanctuary irrigation system replaced/updated

The old system is asbestos-ridden and deteriorating. This request has been in PIE since the beginning of PIE.

Additionally, the expanded area for the Wildlife Sanctuary needs to be irrigated.

The walnut trees included in this area need to be irrigated.

All Major modification of Biology Resource room and Departments Grants center to create STEM Center

Yes

No

When Building 60 was constructed, an additional lab facility was Yes planned but not built. In lieu of this second lab facility, Buildings 7 and 11 were renovated. This construction has not been able to keep pace Modification of room 7-2123 with additional fume with current growth and we are approaching full capacity in all science hoods and modification of side room next to 7-2123 laboratories. We will be unable to meet student needs in these highfor use as teaching laboratory. demand courses in the future.

No

Division

Currently there is no STEM Center. Facilities modifications would make it possible to create a STEM Center. The purpose of the center is to improve success and retention rates for students in science, technology, engineering, and mathematics majors. There is a particular need for students that are underrepresented in these fields.

in PIE since the inception of PIE

All Science Additional laboratory space to accommodate Departments current and future growth.

Designated space for robotics team.

Specific modification of room 7-2123 would help alleviate some of the lab needs in Chemistry. The space the robotics team is using in Building 61 is inadequate. Participation in the robotics team is correlated with success and retention in Physics and Engineering courses.

All Electronic keys for exterior doors to buildings within Recent thefts have highlighted the lack of security in these buildings. Departments the science complex (Buildings 60, 61, 11, & 7). Electronic keys for exterior doors within the science complex will increase security for students, faculty, and equipment. Division Division Biology

Meek Museum animal collection needs humidifier

Yes No This need has been highlighted by recent thefts

This $1.5 M animal collection is a valuable resource for the Biology Yes students, all students within the Natural Sciences Division, and the community. A $75,000 humidifier is needed to prevent further damage to this collection. Some of the specimens, such as the shoulder mount rhino, are literally irreplaceable.

No

Biology has additional requests for facilities modifications that are more appropriate for EIWOS. We will work with the department and directly with facilities to ensure that buildings are properly maintained. Only those needs listed as their highest priority are included in this summary. Please see the unit PIE for their exhaustive list of needs. Chem

Add vent hood for AA instrument (including ducting When building 7 was renovated the instrument room was not properly and external venting) vented for the equipment. The AA instrument, a $25,000 laboratory instrument, has been sitting idle for 6 years due to lack of proper and

79- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Yes

No

safe venting. This is a significant loss to students who have been unable to take advantage of our premier laboratory equipment. Chem

More lab drawers are needed in Organic Chemistry When building 7 was renovated for the Organic Chemistry laboratory, laboratory. the plans for lab drawers were altered and the number of lab drawers built did not meet student needs. With additional growth in this area, the need has become urgent.

Yes

No

Chem

Better Wi-Fi service in bldgs 7 and 60

Faculty and students cannot complete computer network related tasks Yes due to faulty Wi-Fi (portal, Moodle Rooms, etc.). This impacts instructional delivery and students access to software.

No

Chem

Blinds for windows in Organic Chemistry labs

Glare from sunlight makes it difficult for students to view computer screens for data analysis, report writing, and reference sources. It’s difficult for students to view the projection system as well.

Yes

No

Earth Sciences & Astro

Construct a door between the shop area and laboratory space in the basement of Bldg 11 to cut down on the dust interfering with the instrumentation in the laboratory space. Other modifications to cut down on dust entering the lab may be necessary.

Yes

No

Yes

No

Earth Sciences & Astro

Install a ceiling-mounted projector in the Natural Sciences Computer Lab

With an overhead projector, an instructor can lead a class of students through online exercises, data retrieval, etc. Creates more time for students to complete their work.

Yes

No

Solve the vibration issue plaguing our telescope.

The new observatory on the roof of building 60 is essentially unusable for student research and data acquisition due to the vibrations caused by the air conditioning systems. The telescope cannot perform its planned uses for instruction and student research with vibrations that are this large.

Yes

No

Seismic wall-mounted shelving in 11-2324

Instruction would benefit from a space to place key mineral samples, exceptional student exhibits, teaching aids, and other models; these displays are engaging to students but space is only available in an out of sight storage area.

All departments Earth Sciences & Astro

Earth Sciences & Astro

This is a shared space between a shop are and a laboratory area. The laboratory portion contains the equipment from the Cassini project. This lab can be a world-class student research facility if the issue with dust can be addressed.

Earth Sciences & Astronomy has additional requests for facilities modifications that are more appropriate for EIWOS. We will work with the department and directly with facilities to ensure that buildings are properly maintained. Only those needs listed as their highest priority are included in this summary. Please see the unit PIE for their exhaustive list of needs. Math & CS

Convert 2 additional chalkboard rooms to whiteboard rooms

More Math faculty find the use of whiteboards more visually engaging for students, allow for projection onto the whiteboard while solving problems, and more accessible for student problem solving.

80- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Yes

No

Math & CS

New signage for the Math department office

New signage is required on the first floor of building 61 to help direct students to the Math and CS department office

Yes

No

Math & CS

Shades for classroom windows and doors

Certain classrooms in the department suffer from issues with glare due Yes to excess sunlight shining through the glass doors. This makes it difficult for students to see the whiteboards and inhibits student engagement.

No

Math & CS

New classroom furniture

The old carry-over furniture from building 40 never fit the classroom and the instructional technology well. New classroom furniture will allow a better layout of instructional aids such as document camera and classroom computer for the instructor.

Yes

No

Math & CS

Replacement furniture for MARC/T-MARC

MARC/T-MARC furniture is experiencing high wear due to high student traffic in the lab. Some of the furniture (i.e., chairs) is worn to the point that the students cannot use it.

Yes

No

Physics & Eng

Paper towel dispensers above each sink in each of Students will clean up if there are materials available, but towels are the labs in Physics area. consistently not available. Maintenance worked hard in 2014 to add additional paper towel dispensers to four of the laboratory rooms and the problem is improved. The new physical science room still needs additional paper towel dispensers.

Yes

No

Physics & Eng

Floor covers for electrical outlets in Physics area

Floor covers for electrical outlets were improperly installed at building startup and never addressed.

Yes

No

Physics & Eng

Outdoor Laboratory Space

As Physics shifts to a project-oriented curriculum in engineering, there is need for an outdoor facility to build substantial student projects. This could be shared with Architecture, and Industrial Design Engineering to promote cross disciplinary collaboration

Yes

No

Agriculture has a fully comprehensive list of facilities modifications needs as one would expect with a working farm. Only those needs listed as their highest priority are included in this summary. Please see the unit PIE for their exhaustive list of needs. Agriculture

The animal quarantine area needs repairs and maintenance to make it safe to house animals there.

The animal quarantine area is in a state of disrepair, and it is currently Yes unsafe to house animals there, leaving us with no good place to house sick or newly introduced animals that must be quarantined. The area needs to be reconfigured and repaired to create a true Bio-Secure Quarantine facility compliant with USDA requirements.

No

Agriculture

Replace and repair fencing in pastures

Fencing in some of the pastures is in disrepair, causing a safety and/or Yes escape hazard to the livestock. These pastures will not be useful for grazing livestock if these fences are not repaired.

No

Agriculture

The bases of the walls of the new greenhouse are This facility will become unsafe or unusable if this corrosion continues. Yes already beginning to corrode. This problem needs The facility is only a few years old, and was not constructed properly to be addressed in order to keep this facility useful. when installed.

No

Agriculture

Swine Unit market and sow pens need upgrading; fencing and gas heaters are needed in the market pens, and the sow pens need to be completely

No

Pens are in need of repair and do not meet USDA standards. They must be upgraded for USDA compliance. There are currently no heaters, and the market pigs must be kept warm. We are currently

81- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Yes

refurbished. A fly guard system is needed.

using heat lamps, which are dangerous. We need this system for vector control and health of the animals and students. It will bring us up to the standards required for LA County Health Department and USDA.

Agriculture

Fly Guard systems are needed for the equine unit and the dog kennels.

These systems are needed for vector control and health of the animals Yes and students. It will bring us up to the standards required for LA County Health Department and USDA.

No

Agriculture

Drainage plans and repairs

There are many drainage and erosion problems on the farm which impact the use of some of the facilities and in some cases makes it dangerous for employees to work in the areas.

Yes

No

Agriculture

Pasture gates need replacement at the farm

Gates do not meet USDA requirements for animal access and safety

Yes

No

Agriculture

Lambing jug panels and gates at livestock pavilion

Panels and gates are needed to provide adequate fencing and Yes protection to ewes lambing and nursing. Current facilities do not allow for good disease control and livestock safety. Animal handling is difficult for students during lab activities.

No

Agriculture

Install boundary fence between horticulture unit and Building 30 area.

Due to open access, students enter from building 30 causing damage to horticulture areas. The safety risk to students entering via this unauthorized entry is significant.

Yes

No

Agriculture

Traveling hose reel and sprinkler for pasture irrigation with booster pump including delivery pipeline for irrigation.

Current pastures are limited due to changes in land use and available Yes feed for livestock is very limited. This will allow additional feed crops and longer grazing times in selected pastures. Manure handling would be reduced and livestock health would be better.

No

Agriculture

Livestock dry lots need shade structures.

Livestock must have shade per USDA regulations. Also during labs no Yes shade is available for student safety during hot months.

No

Agriculture

Signage is needed for farm buildings to clearly identify buildings by name. Signage along the farm road needs to be replaced to accurately reflect building numbers and names.

Numbers were added to the buildings this year, but not the building Yes titles, which make it difficult for students to find the appropriate buildings. It is also a concern for the number of visitors with farm business (Advisory members, farm council. USDA officials). In addition, it is an issue for faculty and staff to communicate with students and others during urgent situations or emergencies. Campus Maps also need to be updated and corrected.

No

Agriculture

Purchase and install cages and equipment (chicken coop, rabbit hutch, incubators, and other equipment and cages required for the care and feeding of small animals) in the Small Animal Care Unit to convert this from the originally planned Raptor Center so that it can be used for instruction in RVT courses.

This facility will be repurposed to make it valuable for instructional purposes in the RVT program. Care and feeding of small animals is a requirement of the AVMA for the RVT program. Modifications are needed to meet AVMA and AWA requirements.

Yes

No

Agriculture

Repair/replace retaining wall north of the hay barn and tractor barn

The retaining wall has failed and needs to be replaced to prevent erosion/collapse of the Quonset hut area above it.

Yes

No

82- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Agriculture

Install irrigation systems in pastures to allow cultivation of forage crops

Pastures have been lost due to land use changes related to the Yes College Master Plan, reducing the available feed. Some of the prime pasturelands with natural water have been lost. The remaining pastures could be made much more productive for forage crops if they had irrigation.

No

Agriculture

Fern Grotto needs to be refurbished

The beams supporting the shade structure are rotting and collapsing, the pond is leaking and is currently unusable, plant specimens in hanging baskets are falling down, and materials and labor are needed to refurbish this area. The specimens in this area are crucial for students in plant identification classes and the ecosystem must be maintained to keep these plants healthy.

Yes

No

Obtain a building that can accommodate growing number of nursing students and secure a room where the Tech & Health students may study – Nursing

State BRN mandate

Yes

No

Public Safety Training Facility-ADJU

Accreditation, Safety, Advisory

Yes

No

Fire Academy Training Site, on campus - FIRE

Accreditation, Safety, Advisory

Yes

No

Complete renovation of College Aviation - AERO

Accreditation, Advisory

Yes

No

Replace/upgrade lighting in Weld A/C & Ref. lab. High efficiency fluorescents

Safety

Yes

No

69-11 permanent solutions to A/C problems

Service level

Yes

No

Provide Compressed air to 67A-134 & 138 - RESD Safety, Accreditation, Advisory

Yes

No

Lockable storage for equipment - RESD

Safety, Accreditation, Advisory

Yes

No

Secured storage for program records -RESD

Accreditation

Yes

No

Provide dimmers/down lights for adequate lighting 28B-204, 210 – ADJU

Safety, service level

Yes

No

28A/B Upgrade infrastructure; cabling/wiring for computer labs, lighting, bathrooms

Safety, service level

Yes

No

Replace fixed seating and specialty chairs/stools 28B- 210, 401, 403, 405 – ELEC,FIRE

Safety

Yes

No

Retrofit model lab to allow model construction, 13 – Service level ARCH (Scheduled Summer 2014)

Yes

No

Outdoor lab for building & construction student activities, mock-ups, full scale models - ARCH

Yes

No

TECHNOLOGY and HEALTH MENT 1 NURS-1

Service level

83- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Technology: Equipment, Software, Support Priority #

Resource (Be specific, but not dollar amount needed)

Justification of need

New request

1

Fine Arts–iMacs for 1B-12

Computers are used as design, drawing, painting and editing tools in all design and art areas in universities and in industry. Current number of systems inadequate or outdated

Yes

No

2

Music– Notation, Musicianship, audio Editing software; Listening libraries and software support

Necessary for completion of instruction and classroom assignments

Yes

No

3

Photography– Lighting Kits/Pocket Wizards

Students need to access lighting kits to successfully complete their assignments. The PocketWizards are used with the lighting kits.

Yes

No

4

DTC Shared Lab Computers

Computers needed to meet student access needs across all DTC programs.

Yes

No

5

Fine Arts–HD Projectors (3); portable HD Projectors (3)

Projectors are necessary for delivery of images in visual based classes. Existing projectors are old, deliver washed out images-do not meet classroom standards; high definition projectors to deliver acceptable quality images.

Yes

No

6

Fine Arts– P30HD visual Presenter ELMOs (2); light pads(1)

ELMOs are used as a critical design, drawing, painting and editing tools in design and art; Light pads are critical tools in designing. New light pads are needed for design classes in order to provide improved access to essential technology

Yes

No

7

CEA– Final Draft Software

Mixture of older versions of Final Draft screenwriting software is used, which is not always compatible with current operating systems.

Yes

No

1

4 Cisco ASA 5512-X IPS Edition

For instructional purposes in the networking and security courses, in order to provide the most up to date technology for those courses.

Yes

No

2

8 Cisco 3560X-24T-l 24 port switches

For instructional purposes in the networking and security courses, in order to provide the most up to date technology for those courses.

Yes

No

3

8 Cisco 2602i AIR-SAP2602i-A-K9

For instructional purposes in the networking and security courses, in order to provide the most up to date technology for those courses.

Yes

No

4

1 User KVM command center IOGEAR GCS1644

For instructional purposes in the networking and security courses, in order to provide the most up to date technology for those courses.

Yes

No

5

2 pfSense gold memberships

For instructional purposes in the networking and security courses, in order to provide the most up to date technology for those courses.

Yes

No

6

5 APC Smart-UPS 1500VA

For instructional purposes in the networking and security courses, in order to provide the most up to date technology for those courses.

Yes

No

ARTS

BUSINESS

84- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

7

New Copy machine in 18A faculty office trailer

The current copier jams about every other use and sometimes still does not work after the jam is removed.

Yes

No

8

All-in one printer scanner copier fax for 18-19

Current printer is in need of replacement and lacks the ability to scan/copy/fax materials as needed by the real estate Coordinator, Paralegal Coordinator, and other BA faculty

Yes

No

9

Scantron machine for 18-19 hallway

Old scantron machine was removed two years ago and never replaced.

Yes

No

Most language software companies no longer provide software that Yes can be installed once and kept for several years. The shift is to annual subscriptions.

No

CONTINUING EDUCATION 1

Budget for annual software licenses such as Rosetta Stone or Tell Me More.

HUMANITIES and SOCIAL SCIENCES 1 ELJ

Upgraded Wi-Fi service

The wi-fi is sporadic at best. Those with laptops need wi-fi to access teaching materials in their classrooms.

Yes

No

2 PSYC

Need funding for the purchase of captioning software and assistance in captioning department videos

ADA requirements for captioning

Yes

No

3 PSYC

Replacement student computers (40), teacher computer, and printer for the Psychology lab classroom

The computers are at least 6 years old and are outdated and falling apart

Yes

No

4 WC

30 personal computers (desktop) for computer classroom 26B-1563C

Computers are five years old, having some difficulties with remaining connected to the network

Yes

No

5 COMM, FL, HAH

Computers for FT faculty

Faculty computers are old and outdated – often more than 6 years old, Yes and are slow and not as functional as needed

No

6 SAP

Additional computer(s) for adjunct faculty use

With 62 adjunct faculty, and only 2 computers for their use, we are in need of additional computers so that faculty can prep their courses

Yes

No

7 SAP

Additional printer(s) for adjunct faculty use

With 62 adjunct faculty, and only 2 printer for their use, we are in need of additional printers so that faculty can print their needed items

Yes

No

8 HONORS

Online application for honors

Allow more students to apply to program, create access to student data regarding majors, ethnicity, transfer plans; move from paper copies; applications need to be accessible to Director

Yes

No

9 ELJ

12 Laptop computers and current software for Journalism

There are not enough computers and current software to keep up with the changing environoment of digital media. We need laptops to accommodate the new "backpack journalists."

Yes

No

10 PSYC

2-5 computers for a small satellite SPSS lab for students

With the lab reaching maximum capacity, we would like to create a small SPSS lab for Psyc 3 and Psyc 10 students to work

Yes

No

11 PSYC

New student computers (40), teacher computer,

With the increased demand for Psyc 10 and Psyc 3, we anticipate a

Yes

No

85- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

and printer for an additional Psychology lab classroom

need for a new psychology lab classroom in which to teach these courses

12 PSYC

50 additional copies of SPSS with license for new Psychology lab classroom, adjunct work space, and SPSS lab for students

See items # 3 and 4 above

Yes

No

13 COMM, FL

Classroom computers (CURRENTLY BEING REPLACED)

Many are old and often freeze up etc. Also from room to room, the professor may have to log on in different ways (cnt. alt . delete, cnt. windows delete etc.)

Yes

No

14 WC

30 personal computers (desktop) for AmLa computer classroom in the Writing Center (DELIVERED—WAITING ON INSTALL)

Computers are five years old

Yes

No

15 PSYC

Current SPSS license and version updates for faculty and Psychology lab classroom (CONTINUED FUNDING)

SPSS is a defining and necessary component of the Psyc 3 and Psyc 10 courses (there is a need for our students to have training and skills in the current version of SPSS)

Yes

No

KINESIOLOGY and DANCE 1

Complete Finish-Lynx Timing System with dual camera systems, Hytek Software, updated computers, meet management communications, and communication radios (+$35,000)

Due to the increased cost of timing system rentals,it is more cost effective for us to have our own system. Required to submit for and earn bid of high performance track and field events such as, USATF Olympic Trials, Jr. and Sr. Championships, NCAA Championships, MT. SAC Relays, Youth Championships, Masters Championships, Pan-American Games, Jr. Pan-American Games, World University Games, Paralympic Championships, and numerous other events

Yes

No

2

Instructional Hardware: Ipads, laptops and projectors(+$6,000)

To keep up with the growing demand for integrated systems in evaluating students techniques and skill development.

Yes

No

3

Statistical programs, software and licenses (+$5,000)

To keep up with the growing demand for integrated systems in evaluating students techniques and skill development. To meet CCCAA legislation mandating accurate and time-sensitive statistics.

Yes

No

4 H

Video cameras (+$3,000)

To improve instruction through analysis of individual skills as well as team offensive and defensive strategies.

Yes

No

Student success is undermined when students cannot connect to the wireless network to do academic work or conduct college business when both are increasingly accessed through mobile devices.

Yes

No

LIBRARY and LEARNING RESOURCES 1 (2012-13)

Improved wireless access, especially in the Learning Assistance Resources Center (LARC) area. in the northest corner of the Library where wireless connectivity routinely drops. Wireless printing from student laptops;

Needed for consistent WIFI services for student laptops, mobile devices, and wireless printing from laptops. Needed in Room 222 to support laptops so room can be used as a back-up classroom.

86- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Education Master Plan Strategic Objective 5A 1

Single-Sign-On and card-swiping system in the Library for student use and reference desk computers to support data collection for assessment

Single-sign-on between Luminis, Moodlerooms, and EZProxy is Yes required to allow Library faculty to apply analytics to Library webpages. With Library analytics, Library faculty could understand usage by oncampus and online learner and faculty could improve its site if needed.

No

Card swiping system will support student success by tracking their use of library services and by demonstrating areas of high need for planning and improvement. 1 (2012-13)

Lab print system replacement for reliable, efficient functioning (Ed. Master Plan Strategic Objective 9A)

Universal print job identification by name identification

Vendor supported printing system serves the only open instructional lab at the college, but crashes at peak/critical times. Maintaining printing in the Learning Lab is an inefficient use of staff time and resources.

Yes

No

Needed to protect student privacy and decrease erroneous printing and student confusion and frustration

2

Replacement of two Mac computers at front desk for registration of students and other technical assistance for students in the Learning Lab.

Current computer is at least 6 years old, uses old software, continuously needs re-booting in a high-traffic, heavily used instructional lab.

Yes

No

3

Replacement check-in stations at front counter of Learning Lab and computers for print stations.

Operating system is obsolete.

Yes

No

4

Two touch-screen monitors for electronic tracking of tutoring in LARC and Learning Lab.

Staff are now manually entering tutoring session information by hand from paper sign-in sheets. A computerized system will reduce that paperwork and staff time burden and allow for better data reporting on tutoring sessions.

Yes

No

While our Division has received about 100 desktop computers and is set to receive 11 Mac laptops as an immediate needs, there is still a significant need within the Division for replacement of computers for student use. Most laboratories require the use of laptops for data acquisition so that they can be moved and accommodate student experimental set ups. Physics has a need for Mac laptops that support their student data acquisition tools. These computers support student laboratory experiences, student computational needs, as well as other needs such as molecular modeling.

Yes No This is not a new request for most departments

NATURAL SCIENCES All Replacement of classroom and/or laboratory Departments computers (laptops for Bio, Chem, Earth Sciences, Astronomy, Mac laptops for Physics, to be used in Computer laboratories; desktops for computer labs in NSD replacement labs, MARC and T-MARC, CSCI labs, Agriculture is the highest labs) priority among Carts for laptops departments within the Division Replacement of faculty computers.

Many faculty have aging computers that will no longer support software specific for their field and/or are simply failing.

87- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

All Computers stations, projection systems, software Departments for Math and Science courses, digital chalk boards, will be needed once a STEM Center has been Division created.

Currently Mt. SAC does not have a STEM Center. This equipment, Yes software, and support will be needed once the STEM Center has been created. The purpose of the center is to improve success and retention rates for students in science, technology, engineering, and mathematics majors. There is a particular need for students that are underrepresented in these fields.

No

Although discussions regarding a STEM Center have been ongoing within the Division, this is the first time a request has been made through PIE. Bio-1 Maintenance of projectors, including digital All projector light bulbs, wiring to digital projectors Departments throughout the Division

This is a critical need for Bio faculty as well as other faculty within the Yes Division. Digital projectors are the new “chalk board” and are needed for effective instructional delivery. Today’s students are visual and this is an important tool for student success.

No

Chem-1

This will make it possible for faculty to quickly assess student Yes understanding in the classroom and modify instructional delivery. This will be especially useful in large classrooms – double ticket lecture classes taught at the same time. The anticipated outcome is increased student engagement, retention, and success.

No

Clickers for classroom assessment (128 units)

Math & CS-1 High capacity printers Printers in the MARC/T-MARC/CSCI lab experience heavy student This is the number 4 ranked priority for Instructional use. Replacement high capacity printers are needed to replace the Equipment within the Division very old equipment still in use. 3 high capacity printers are needed, 1:MARC/T-MARC counter, 1: Computer lab, 1: CSCI lab

Yes

No

No

Physics & Eng-1

Total stations, levels and theodolites need to be calibrated biannually for surveying students

Surveying students need calibrated equipment to be properly trained and to understand accuracy in measurement.

Bio-2

Students need more places to recharge laptops, tablets, and other instructional aids. Equipping the Building 60 patio with additional outlets would be helpful.

Students use their electronic devices in class to enhance their learning Yes experience. Having those devices charged is beneficial.

Chem-2

RSpec-Explorer System (4 systems) with additional The allows students to view the electromagnetic spectrum in class gas discharge transformers (5) which will assist students in relating spectra to modern atomic theory.

Yes

No

Math & CS-2 Adaptive/ Electronic placement assessment instrument

Several of the current math placement instruments need to be revised Yes or replaced. In an effort better serve students, the department supports an electronic assessment instrument.

No

Physics & Eng-2

Maintenance of printers including toner cartridges

7 printers in department need maintenance. Printers are used in support of all classroom activities.

Bio-3

21 GIS software licenses

New software for new Anth 4 lab curriculum

Physics & Eng-3

Software for Engineering Applications course, MatLAB license and LabVIEW license

These software applications are essential for student success in the new engineering course.

88- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Yes

No

Bio-4

Meek collection website

Develop website that will promote this $1.5 M collection.

Yes

No

Agriculture has a fully comprehensive list of technology needs as one would expect with significant CTE programs and a working farm. Only those needs listed as their highest priority are included in this summary. Please see the unit PIE for their exhaustive list of needs. 1 Ag

Budget for small equipment with a price between $200.00 and $1000.00.

There is currently no funding in the budget for replacement of these items.

Yes

No

1 Ag

Repair or replace fertilizer injectors that are not working.

Fertilizer injectors are used at the horticulture unit to fertilize crops while they are irrigated. Many of our existing injectors are not working and there is inadequate funding to repair or replace them.

Yes

No

1 Ag

Rent Manlift or have staff trained to use boom truck The campus does not own a manlift, and a manlift or boom truck is to prune all tall palms and other trees as needed. necessary to maintain the tall palms and other trees on the farm.

Yes

No

1 Ag

Dump Truck

A dump truck is needed to transport manure, greenwaste, compost, and soil for re-use on the farm.

Yes

No

1 Ag

Water Truck

A water truck is needed to transport water for animal and plant crops when water is unavailable, for dust control, and for use on the farm. Frequently, we have rented trucks for these purposes, and having our own would be highly beneficial and cost effective.

Yes

No

1 Ag

Flatbed Truck

A flatbed truck is needed for transporting equipment and materials around the farm.

Yes

No

1 Ag

Barreto Rear Tine Rototiller

Due to the number of students and activities in turf, irrigation, landscape construction and equipment technology classes, a walk behind rototiller would be invaluable. Currently, there is no walk behind rototiller available unless rented. Also, this allows students to be trained on industry standard equipment.

Yes

No

1 Ag

Sheep sorting gate/chute

The current sorting gate is unsafe for operation to humans and livestock due to pinch points and size.

Yes

No

1 Ag

Equine 3 horse slant trailer

Currently, Agriculture borrows trailers to transport horses for shows, parades and any activity requiring horse movement. USDA requires an emergency plan to relocate animals in an emergency and we have no trailer on hand to move the horses correctly and safely.

Yes

No

1 Ag

16 Ft utility livestock trailer – bumper pull

The current trailer is very old and heavy which is not efficient for fuel Yes economy. The trailer also requires continual repairs to keep the safety components operational per DOT requirements for on highway use.

No

1 Ag

Kifco Portable irrigation system with hose reel

Needed for farm operations.

Yes

No

1 Ag

Hog feeders for market pens

Current hog feeders are rusted out and falling apart. Per USDA Yes regulations, feeders must have covers to prevent rodent access and no sharp edges to injure livestock. The current feeders are missing the covers and are deteriorating which provides unsafe sharp edges.

No

89- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

1 Ag

Cattle squeeze chute

Current chute has hazardous pinch points and cannot be moved to Yes multiple locations to work cattle and accommodate lab classes. This is important for the student’s lab experience.

No

1 Ag

20 stall mats

Stall mats are required for beef, sheep, swine and equine for USDA requirements for padding in animal pens.

Yes

No

1 Ag

Concrete water troughs – livestock and equine units

Installing concrete water troughs in pastures and mare barn with Yes permanent water supply will provide clean and dependable water supply for the livestock and horse pastures, which will help meet USDA requirements and Vector Control regulations.

No

1 Ag

Equine stud paneling (20)

Equine stud paneling is needed to update the mare barn fencing, to work with foals and provide a safer perimeter for protection from horses. Current panels are rotting away on the bottom and do not provide the protection from possible entry by both children and students

Yes

No

1 Ag

Pasture gates

Replace gates to current style and construction to provide safe and convenient access, along with protection to animals located in pastures. USDA has provided a written warning to replace these gates, to meet their standards.

Yes

No

1 Ag

Bobcat attachment – sweeper broom with collector

Provide versatility for farm activities, equipment technology classes and horticulture lab activities. Allow the demonstration to students of alternative ways to complete a task.

Yes

No

1 Ag

Service of HEPA filtration/air circulation system for rat cages in F5

The current system requires an annual certification and servicing by CEPA to maintain legal operation of rat cage system within USDA regulations

Yes

No

1 Ag

Gas infrared heater in swine pens

Provide safe and efficient alternative heat source for small pigs. Current usage of heat lamps and electric heater are dangerous and are a fire hazard.

Yes

No

1 Ag

12” Chipper

A chipper is needed to compost/mulch campus green-waste for re-use on the farm and grounds.

Yes

No

1 Ag

Shade cover at dry lot

Shade cover is required for livestock and students to prevent overheating and UV exposure.

Yes

No

1 Ag

Compact loader

The Case 580 Backhoe needs to be replaced. The backhoe is used for farm activities, equipment operation classes and facilities maintenance. The unit is out of date for emissions and needs expensive repairs performed to restore to safe operational condition. Currently the unit is so unsafe students are not allowed to operate it. The new loader would provide for additional uses.

Yes

No

1 Ag

Fertilizer Injectors (4) for horticulture growing areas Current injectors fail regularly and do not provide adequate nutrient management for growing areas.

Yes

No

90- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

1 Ag

Data setup for greenhouse, Equine Unit, and Small Data lines were never installed so that the network can be accessed Animal Care Facility from these buildings. We have equipment that could be connected to the network and used in teaching and monitoring of units, but we are unable to use this function because data lines were never installed/connected.

Yes

No

1 Ag

Commercial Washer (2) and Dryer (2)

Washers and dryers are needed for laundering towels and blankets used in the RVT program at the animal hospital and the Small Animal Care Unit.

Yes

No

1 Ag

Chest Freezer, 15 Cu ft for lab materials

The use of a freezer to preserve biological samples for lab activities is necessary. We currently only have refrigeration but no way to freeze samples and specimens for future lab uses. This will be used to support all student all labs.

Yes

No

1 Ag

ElectroEjaculator

This unit will be used by lab classes for demonstration. We currently do Yes not have the equipment to collect sheep or cattle semen.

No

1 Ag

Arena Buster Drag

To prep and groom arena bedding for safe horse riding and exercise.

Yes

No

1 Ag

Pressure Washer

To deep clean and disinfect the livestock facilities and tractor equipment.

Yes

No

1 Ag

Hypro Gas Driven Diaphragm Pump

To provide a back up pump for the spray rigs, due to high demand of spray equipment and pesticide management classes.

Yes

No

1 Ag

Pallet Jacks (2)

To replace broken pallet jacks to safely move pallets of material for labs and farm activities.

Yes

No

1 Ag

DC transfer pump with Meter for fuel

To set up the transfer tank on the Dodge Truck to use for fueling of tractors, equipment

Yes

No

1 Ag

B&W Gooseneck Hitch for Dodge Truck

Gooseneck hitch to set up Dodge truck to tow livestock trailers.

Yes

No

1 Ag

Fueling Trailer

Since we have no fuel storage for equipment on the farm, a fueling trailer will allow use to safely store and distribute fuel for the equipment. Also a trailer will eliminate another motor vehicle to maintain.

Yes

No

Yes

No

Yes

No

TECHNOLOGY and HEALTH NURS-1

Purchase an electronic health records (EHR) program for student learning - Nursing

AERO-2

GPS units (Bad Elf) for classroom Service Level demonstrations and integration to iPad and other electronic devices: Allows tracking of flights for post evaluation of lessons. Additional use for flying team evaluation of precision flight

Outcome driven, Service level

91- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

events – Aeronautics New software for state & national licensing exam – NBRC - RESD

Accreditation, Advisory

Yes

No

Computers & software to complete simulator lab – ARIM

Advisory

Yes

No

Upgrade PCs for classroom/lab – IDE,MFG

Advisory

Yes

No

Replace outdated AV equipment – 28B – 204, 210, 203 – AD,ADJU

Service Level

Yes

No

SolidWorks software, increase number of site licenses – IDE,MFG

Service Level

Yes

No

3-D scanner, CAM for existing machines – IDE,MFG Service Level

Yes

No

Add a computer lab to reflect increase use of software in instruction – AIRC,BAS

Advisory

Yes

No

Long-term maintenance & software upgrade contract for ATC & flight simulators - AERO

Advisory, Accreditation, rate-driven

Yes

No

Yes

No

Provide duct work to existing lab trainers (2) to Accreditation provide practical instruction in air flow measurement – AIRC Professional Development Training Priority #

Resource (Be specific, but not dollar amount needed)

Justification of need

New request

1

Gaming conference for three instructors

Ongoing research/development for the growth of the gaming program

Yes

No

2

TV– Avid Network Certification training

System cannot be run without an Avid-trained technician.

Yes

No

3

MUS– Fund workshops to teach adjuncts techniques Using common materials, assignments, exams, pedagogical Yes and materials for use in the musicianship sequence. techniques and rubrics ensures that students progress through all four levels of the musicianship sequence with the best possible outcomes.

No

1

Conference and travel budget for faculty and managers

Current budgets and $200 allowed is not enough to support most professional association’s conferences as required for many CTE programs.

Yes

No

2

Professional Development Managers training

Currently there are no programs offered within the District to support new and continuing managers

Yes

No

3

CAD training for FASH faculty

Currently adjunct faculty do not have enough knowledge of the

Yes

No

ARTS

BUSINESS

92- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

program that is now being used and it is not appropriate to ask them to attend training without pay. HUMANITIES and SOCIAL SCIENCES 1 COMM

Conferences such as NCA

Mt. SAC has one of the most dynamic Communication Departments in Yes the country yet is unable to attend the National Communication Association convention due to lack of funding. Extremely important meetings, recruiting and presentation of current research takes place at this important event.

No

1 ELJ

Professional development and training for Journalism professor to stay current in the emerging fields of visual journalism, multimedia and use of social media in journalism

The field of journalism is changing rapidly and professors need to stay Yes current in order to prepare students for transfer and the job market

No

1 FL

Teacher training and participation while participating in Title VI Project with NHLRC

The Department needs adjunct involvement in the proposed Title VI project with UCLA’s NHLRC that is outside of the scope of our adjuncts contractual obligation.

Yes

No

GPS 1

Funding for conference & travel for faculty members. The members of the department wish to remain active in their fields of Yes study by attending conferences and carrying out appropriate travelrelated activities.

No

1 HAH

Funding for academic conferences.

These events provide out faculty with the opportunity to interact with top scholars and remain current and up-to-date on changes and developments in their particular fields of expertise. Historical knowledge and interpretations are particularly fluid and change is constant. “Keeping current” means our instructors, department, and college will continue to be the best in the state.

Yes

No

1 PSYC

Adjunct funding for SLO work

Adjunct professors need to be compensated for their work on SLO assessment and interpretation

Yes

No

1 SAP

Adjunct compensation for SLO training and participation

Adjunct professors are limited to only 3 hours of compensation for SLO work and training

Yes

No

1 HSS

Training in personnel management, faculty and staff evaluation processes, and leadership development

Managers, faculty and staff can only benefit from training and professional development on these issues. We need to be knowledgeable about contract, state and federal regulations and follow best practices.

Yes

No

1 WC

Excel Trainings

There is nothing intuitive about EXCEL and most of the processes of Yes administration and assessment require usage of spreadsheets. Many of us who come into supervisory or managerial positions from an academic background are not, contrary to the apparent assumption, already trained, or self-trained, with this software. It would greatly improve the productivity and efficiency in our office if there were multiple trainings offered at multiple times that my staff and myself could attend.

93- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

No X

2 COMM

Adjunct training

The COMM department would like to provide more training for its adjuncts regarding department statndards, pedgogy and creative teaching ideas.

Yes

No

2 PSYC

Adjunct funding for department workshops and trainings

Adjunct professors should be compensated for their attendance at department workshops and trainings

Yes

No

2 SAP

Adjunct funding for department workshops and trainings

Adjunct professors should be compensated for their attendance at department workshops and trainings

Yes

No

3 PSYC

Funding for conference attendance

All faculty should be able to attend conferences to remain current in the field

Yes

No

3 SAP

Funding for conference attendance

All faculty should be able to attend conferences to remain current in the field

Yes

No

KINESIOLOGY and DANCE 1

USATF Level 1,2, and 3 Certification

Improved certification and instructional skills

Yes

No

2

Funds to visit 4 year college football programs

To improve student instruction

Yes

No

LIBRARY and LEARNING RESOURCES 1 (2012-13)

Conference funding (beyond $200 per faculty) to support attendance and fee-based webinars for faculty, staff, and managers

Professional development in Developmental Education; teaching and learning conferences such as Student Success Conferences, Online Teaching Conference, for up to 10 attendees; Moodle Moot; library associations’ conferences and regional workshops; managers’ conferences. Education Master Plan Strategic Objective 8A, Student Success Plan IB

Yes

No

1

Developmental Education Study Team's Parachutes Professional development has been identified as one of the emerging and Ladders conference and Fall Follow-up; DEST's themes of the Student Equity planning (May 23, 2014). Winter Institute: funding for speakers, facility/venue, and supplies.

Yes

No

1

Accreditation training for writers on each Standard: accreditation context, purpose, writing tips, process of conducting a self-study (ranked 2 in LAC Services, 4 in LAC Instruction)

Self-study begins in 2014-15; members of the writing team need training.

Yes

No

2

QuestionPoint reference service training; this addresses student success in distance learning

Training is needed to ensure best practices are used for providing online reference services using the chat function to students.

Yes

No

3

Division and department retreats:  Outcomes assessment  Research design; data collection, analysis, and use  Team building  Use of existing technology tools, e.g., OCLC

The need to support division and department goals (see “Future Plans” section of LLR Division PIE Summary 2013-14)

Yes

No

Feedback from staff, supervisors and managers indicates the need for supervisory "basics" training.

94- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

 

WMS, Smartboards, Inspiration, Argos reports, TracDat, WebCMS, Smartsync, etc. Performance development training for Managers and Supervisors Customer service training

4 (2012-13)

Distance Education Journals

Subscriptions – needed to keep abreast of current DL issues

Yes

No

5 (2012-13)

Just-in-time topical online training, e.g., Lynda.com

To maximize employees’ proficiency and use of college-purchased and free tools by offering just-in-time, anytime training.

Yes

No

All Faculty travel and conference fund supplementation; Departments CATA, STMA, livestock shows, sports turf Division competitions, research conferences, robotics competitions, Engineering Liaison council meetings,

To support faculty whose travel needs exceed those currently Yes available. Students in the Division compete in wide variety of tournaments, competitions, and shows and it is important for a faculty advisor and/or coach to accompany them. In addition, with our continued focus on research opportunities for students and the enhancement that presenting their work at a professional conference provides, it is important that the college supports a faculty member to accompany them. The $200 fund currently available does not begin to cover the cost of attending one conference, which typically costs around $1000. Engineering Liaison council meetings promotes articulation agreements with transfer institutions. Although the funds are directed toward faculty, it is in support of students.

No

1 Agriculture

Western Veterinary Conference, AVTE Symposium, AVMA Conference (up to 3 faculty need to attend)

The Agriculture Department has professional development requirements to satisfy AVMA accreditation of their programs and continuing education requirements to maintain RVT and DVM licenses.

Yes

No

1 Bio

Adjunct faculty training: Annual anatomy faculty Cadavers are a valuable resource for students. To ensure that training; Bio 1 adjunct faculty training session; Anth 1 students continue to have access to cadavers, a training program lab adjunct faculty training must be established for adjunct faculty in the care and handling of cadavers.

Yes

No

NATURAL SCIENCES

Likewise, Anth 1 adjunct faculty need training to ensure specimens are handled and cared for properly. This will help maintain the quality of the collections for students. Ongoing adjunct training for Bio 1 faculty is needed due to the large numbers of adjunct and the high turnover rate. This is will improve students success in these classes. 2 Bio

GIS software training

Anth 4 instructor will be teaching new curriculum with the new Anth 4 lab. Training is critical for student success in this new course.

Yes

No

1

Training for student workers in the Science

Training on basic safety and best practices for our student workers

Yes

No

95- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Earth Sciences &Astro

Exploration Center, in Boryta’s Astrobio-geo-science and volunteers lab in Bdg. 11, and other field and lab situations as appropriate

2 Earth Sciences &Astro

Safety training for all Earth Sciences and Astronomy Field trip leaders should be trained in basic First Aid and in CPR. faculty and staff

Yes

No

3 Earth Sciences &Astro

Earth Sciences & Astronomy department retreat

Annual or bi-annual department retreat to discuss gathering and analysis of SLO/GLO data and ways to identify trends within the department.

Yes

No

Chem

Chemistry department retreat in fall 2014

Chemistry department has a desire to unify it’s approach to laboratory Yes curricula in the interest of student success. This process will move forward at a greater pace if they are supported in a day-long retreat.

No

Funds for accreditation mandated conferences.

Accreditation, Advisory

Yes

No

Funds for professional development All programs

Advisory

Yes

No

TECHNOLOGY and HEALTH

Research Support Priority #

Resource (Be specific, but not dollar amount needed)

Justification of need

New request

1

Need accurate numbers relating to completion rates for degrees and certificates

Required for enrollment management.

Yes

No

2

Need help tracking completers for job placement

Required for accreditation

Yes

No

3

Assistance for Paralegal Coordinator in collecting The accreditation process requires a lot of data that the current data needed for ABA reapproval report due 11/2014 coordinator is responsible for obtaining

Yes

No

4

Support to track NF transfers

Current technology does not allow for tracking of transfer students

Yes

No

5

Research support to determine reasons for decline in retention of students in CIS

To help determine needs to increase student success.

Yes

No

BUSINESS

HUMANITIES and SOCIAL SCIENCES 1 AMLA

More research support for projects

We need to conduct a demographic study of who are students are to better serve their needs. We need to have better success and retention data about how students transition from noncredit to us and then from our classes to English 68 and beyond.

Yes

No

1 COMM

SLO Researcher

This person could help provide deeper analysis into the meaningful

Yes

No

96- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

use of results. 2 COMM

Degree and transfer data

The department would like to increase the number of students receiving an AAT in COMM as well as track the number of transfer students in Communication.

Yes

No

3 COMM

Start with Speech researcher

If the College embraces the program, this person would help track the success of students who started with speech vs. those who didn't

Yes

No

1 FL

Adjunct faculty with expertise in translation and interpretation to provide support to write curriculum and teach classes in the subject matter.

The Department needs to have funds that may be used to compensate Yes an adjunct who is experienced in this area, willing and able to write the necessary curriculum as performing this function would be out of the scope of contractual obligations.

No

1 WC

An assessment of aggregate tutoring resources on campus and campus-wide tutoring needs along with a review of similar institutions best practices, particularly in regards to the ratio of available tutoring hours to the FTEs of the institution and the number of FTEs devoted to Basic Skills courses. . …

Planning at Mt. SAC in terms of addressing academic support needs Yes has tended to be uncoordinated and ad hoc. The commitment to tutoring services is strong as evidenced by the growth of tutoring services even during some recently very difficult budgetary times. But there is no clear plan regarding tutoring on campus and no clear assessment has been performed about the overall academic support needs of our students. The KPIs in the current education plan were not created in consultation with tutoring centers and, to my knowledge, they are not based on any campus-specific research.

No

1 HSS

Modify Argos enrollment reports to combine information from various reports, including information from My Portal (e.g. indicating shortterm, DL, and linked courses)

We often need to draw from several enrollment reports, as well as from information on My Portal, to get accurate information regarding enrollment trends

Yes

No

2 HSS

Modify Argos reports on prerequisites, retention and We need aggregate data that is course specific, in order to draw success rates to provide course-specific data conclusions regarding appropriate prerequisites and success and instead of section/instructor specific data retention rates for particular courses

Yes

No

Yes

No

No

LIBRARY and LEARNING RESOURCES 1

2

Need RIE support to determine success and persistence rates in Learning Assistance courses: reading, writing, and math; Library courses and workshops.

Inform faculty to make structural and pedagogical changes to improve success - Ed Master Plan Strategic Objective10B; Student Success Plan IIE, IIG

Research on student success and persistence  within basic skills classes, in classes in other disciplines, and as they progress into other classes in sequence or higher levels;  in students that utilize Library collections, instruction, and services.

Inform faculty to make structural and pedagogical changes to improve success. Inform staff to make operational changes to improve impact to students and faculty.

Training on the following:

Ed Master Plan Strategic Objective10B; Student Success Plan IIE, IIG Yes



Education Master Plan Strategic Objective10B; Student Success Plan IIE, IIG

how to use the research project request form: to

97- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

 

ensure targeted actionable research studies. analysis of information competency data and circulation transaction data as it relates to student success and student equity evaluate focus group questions, review protocols for conduction focus groups, and analyzing data. Training on designing effective surveys and analyzing data

Information compency and student use of librarys have been correlated with student success. Local action research is necessary to confirm that these assumptions are valid for the library To support activities for achieving student equity.

NATURAL SCIENCES Agriculture

Assistance in creating a survey and database that would help track student success in CTE programs every semester.

Student success is a focus, and as a vocational program our students may not consider a certificate or degree as the best measure of success. We need to record and acknowledge other measures of success.

Yes

No

Yes

No

The department has several projects that require resources from the Yes Research Office. Examples include data analysis for the Calculus Placement Exam; Statway and Math 71X success and retention rates; and evaluation of the department’s online program.

No

Accreditation, Advisory

Yes

No

Resource (Be specific, but not dollar amount needed)

Justification of need

New request

CEA Website

New CEA Department website to increase awareness of all CEA programs.

Yes

No

Bio

Determine success rates in subsequent Bio courses Determine if success rates of students in subsequent Bio courses of students who enrolled in Bio 50 justifies costs of offering Bio 50

Math & CS

Assistance from the Office of Institutional Research

TECHNOLOGY and HEALTH Research tools & personnel to track certificate & program completers/non-completers & job placement – All Tech & Health programs Marketing Priority # ARTS 1 BUSINESS 1

Help in PR for small programs. Provide marketing Increase visibility on and off campus budget for programs (bus boards, movie theaters, on campus posters, magazine ads in trade specific journals)

Yes

No

2

Constant contact subscriptions for Paralegal program The service allows for our paralegal program to send electronic newsletter to current and perspective students, alumni, and other supporters.

Yes

No

98- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

3

Promotional items for the Child Development program (pens, notepads, pencils) Department letterhead

Visibility is one way to increase awareness of the program on and off campus.

Yes

No

Department goal: Advertisement for the IHSS class was previously paid through a grant which ended in February 2014. Therefore outreach for this 6-week intensive noncredit class is much more challenging. It is requested that an avenue for marketing the class be available. This includes funds for Pennysaver advertisement which always attracts at least 200 inquiries per class session and a guaranteed minimum enrollment.

Yes

No

CONTINUING EDUCATION 1

Marketing for In Home Support Services and future noncredit vocation programs with high employment potential.

HUMANITIES and SOCIAL SCIENCES 1 COMM

Brochures for AA-T

Since the Department would like increase the number of students who Yes obtain a degree in Communication, advertising would be helpful.

No

2 COMM

Forensics

Mt. SAC has the #1 Forensics program in the nation and many still don't know it.

Yes

No

3 COMM

SSSC

The center has help many students, but could help many more if effectively advertised.

Yes

No

1 HONORS

Have Honors Scholar designation included on transcripts of eligible students

Students need this for transfer

Yes

No

2 HONORS

Updated recruiting brochures

Brochures last updated in 2010, need to transition to online mode of delivery

Yes

No

1 WC

Development of publicity materials including posters, pamphlets, and website materials.

Most of the services of the Writing Center are voluntary, and often Yes students are not even aware that these services are available to them. High quality, professionally produced publicity can help get the word out and make the Writing Center an attractive place to explore, rather than a resource that students imagine marks them as deficient in academic skills.

No

MR Community is underutilized for finding and exchanging of information.

No

LIBRARY and LEARNING RESOURCES 1

“In-reach” marketing strategies to faculty on resources and services designed for them, e.g., Library, Online Learning Support Center (e.g., Moodlerooms Community) “In-reach” marketing strategies to students on resources and services designed for them: e.g.,  Online tutoring  Online library reference services  Library workshops

Faculty sometimes have difficulty finding OLSC services and resources, e.g. SPOT, DL Readiness. Online support services meet accreditation standards for distance learning students. Use of multi-media strategies reflects best practices in student engagement. Students specified on the survey that videos with student testimonials

99- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Yes

 

Student success videoclips: orientation to Learning Lab, orientation to online learning, student testimonials about success strategies Targeted messages to students groups whose achievement gaps are identified in the Student Equity Plan

would be helpful. Students learn from peer experiences. Student Success Plan, Student Equity Plan (in development)

1

“In-reach” marketing in publicizing LERN, STDY, LCOM, and READ courses; and publicizing the educational value of learning communities: Electronic/published brochures and other available marketing options for marketing pre-collegiate courses.

Student Success Plan, Title V Grant, Awareness of LAC services - Ed Master Plan Strategic Objective 2A

Yes

No

2

Assistance from Broadcast & Presentation Services in developing a student-centered videoclips about courses, resources, online reference services, online and regular tutoring

Academic support for students is an integral part of both the Student Success Plan and the Education Master Plan. A multi-faceted marketing campaign will be needed to raise awareness of college services.

Yes

No

1 More brochures to distribute at job fairs and local Agriculture high schools

We have no funding for printing brochures, but prospective students regularly request them.

Yes

No

1 Bio

HT program needs updated electronic brochure, annual newsletter, and NSH career brochure

HT advisory committee recommendation for outreach and recruitment. Yes

No

2 Bio Division

Dr. Debbie Boroch Science Discovery Day

This is a valuable outreach tool and community service project. Over 200 middle school students participate in this program each year.

Yes

No

Yes

No

Yes

No

Yes

No

NATURAL SCIENCES

1 Earth Marketing support (technical, artistic, materials, etc.) Sciences & for the Kepler Astronomy Scholarship event Astro

Foundation resources are not sufficient to publicize the event

2 Earth Continued support to communicate events occurring Sciences & at the Planetarium and Observatory Astro

Ongoing need of a successful program

3 Technical and artistic support (intermittently, as Earth needed) for design and technical upkeep of our Sciences & Department Website Astro

Continued training for contributors to the ESA department website, including Omni Update, etc. so that the department can maintain a professional image to the community and to prospective students and faculty

100- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Other Priority #

Resource (Be specific, but not dollar amount needed)

Justification of need

New request

1-High

Music: Budget Increase for Jazz Ensembles

10% increase to cover number of students, travel costs, and supplies. Yes

No

1

Fine Arts requires an increase in budgets for equipment and supplies

Supply budgets were reduced in the recession and have not been restored.

Yes

No

1

Theater needs to improve our ability to update our website.

Our faculty has no time to learn the use of OmniUpdate

Yes

No

1

Theater needs a dedicated rehearsal space.

Our only rehearsal space impacts our ability to build scenery.

Yes

No

2-High

Music budget for new and allied groups: Opera Scenes; Collegiate Chorale; Chamber Music; String Ensemble

The department established a thriving chamber music program, Yes which now includes, piano ensembles, guitars, and strings, as well as started new courses like Opera Scenes. These programs have either not been funded or funded through the band budget. We are requesting $1,000

No

2

Theater needs additional storage space.

Our current storage areas are filled beyond their capacity.

Yes

No

2

Fine Arts budget for visiting artists or cultural exchange

Support and expand opportunities for academic enrichment

Yes

No

3-Low

Funds for a Music coordinator (6 LHE release time)

Yes

No

ARTS



  4-Low

The administration of aural diagnostic and proficiency exams for placement into theory, musicianship, and keyboard skills Maintenance of the music theory and musicianship lab. Recruitment and ongoing coordination with an AI for the music theory sequence.

Music: Composer

$3,000: to work with local composers to commission new works

Yes

No

1

4 person golf cart for the division

With the relocation of the CDC and the spreading out of division programs, it is impossible to get to all areas quickly for posting classes and other emergencies that arise continuously.

Yes

No

2

Rekeying and security badges

With recent thefts, and the large amount of contractors on the campus, it is necessary for the key allocation to be monitored on a much higher level and for all campus people to have some sort of campus identification.

Yes

No

3

Increase access to Journals for classroom use in A&M

Need access to current information available in “Get Abstract”, Yes “journal of Accountancy” “HR magazine” and other journals in order to keep students current.

No

4

Reference Materials for classrooms

Assessment Kits (Peabody) DSM V or Title 5 for students to become familiar with what is used in the Child Development field

No

BUSINESS

101- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Yes

CONTINUING EDUCATION 1

ABE Graduation expenses

Department goal: With the termination of ABE fundraising activities Yes not approved by the college, no funds are available to purchase items needed for ABE graduation materials and costs. The Continuing Education Trust Fund has paid some of these expenses, although this is not sustainable. District funds are requested to support graduation costs.

No

2

ABE Secretary position - institutionalization away from SSSP onto District funds (mandate)

A majority of the funding for the ABE secretary, who provides clerical Yes support to the ABE Director, is from noncredit matriculation funds. While this has never been appropriate funding for this position, new SSSP regulations, beginning in 2015 for noncredit, are more strictly limited to orientation, assessment, counseling/advising, and follow up services to students.

No

3

Continuing Education admissions and registration, clerical staff positions – institutionalization away from SSSP onto District funds (mandate)

Starting in 2015 for noncredit, the new SSSP regulations will not allow use of SSSP funds for admissions and registration staffing. They can only be used for positions tied to orientation, assessment, counseling/advising, and follow up services to students.

Yes

No

4

ABE Assistant Director position - institutionalization on District funds

Funding for this position is 100% from BSI funds, which is not appropriate as this is a long-standing institutional position. The Assistant Director primarily supports the ABE department districtfunded instructional programs. Additionally, the BSI state committee has indicated that full-time positions being funded through BSI funds should be institutionalized as permanent district-funded positions.

Yes

No

HUMANITIES AND SOCIAL SCIENCES Budget requests 1 Study Abroad

Restoration of budget

Restore previously reduced funding of $1,000 to help cover costs associated with program (including supplies)

2 TPI

Restoration of budget

Lack of staffing and resources leads to shorter operating hours and assistance to students; budget needs to be restored to at least $10,000

Yes

No

3 COMM

SSSC budget increase

The SSSC needs an budget separate from the LAC to increase tutoring in order to satisfy high demands of student needs.

Yes

No

4 Honors

Restoration of budget items cut in 2010

Program growth, increased numbers of students presenting at research conferences, larger groups of students transferring each year, stronger orientation process now in place. Budget needs to be restored to at least $8,000

Yes

No

5 COMM

Restoration of Forensic budget

Several years ago the Forensics Budget was cut. Hotel and travel Yes costs have continured to increase. In order to maintain the program at its current national championship status, the budget needs to be restored to at least $ 7,500.

No

102- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

6 ELJ

Restoration of budget for Journalism

The Journalism funds were cut from their hourly worker and student worker budget several years ago. We need these funds back since there is only one full time professor and advisor.

Yes

No

7 PSYC

Funding for annual Psychology Day

We intend to continue holding our annual Psychology Day event, but help from the Division or College would be helpful in funding such an event

Yes

No

8 PSYC

Funding for students to present at conferences

Several students present at conferences each year (e.g., HTCC, SCCUR, and WPA) and these students’ travel, accommodations, and/or registration should be funded. They are presenting research done at Mt. SAC and are representing Mt. SAC, thus the College should help fund their presentations at these conferences

Yes

No

9 WC

Institutionalization of BSI funding for Individual Tutoring and Tutors in the Classroom for English 67/68

Over the last four years of BSI funding support for Tutors in the Yes Classroom, the program has consistently posted success rates for participating sections that are 5-25% above the average for the course. Students who attend at least three TC sessions, on average, have success rates 15%+ higher than students who do not. The program has established itself as both successful and cost effective since only one student tutor is required for up to two sections for up to 14 hours a week. The continual process of having to report and justify via data the funding each year to BSI takes away from time and energies that could be spent in innovation and experimentation within the program. Given the BSI committee’s twice-yearly review process and the dependency of continued funding on evidence of success at each juncture, the TC program is actually dis-incentivized to attempt new approaches that may or may not immediately generate success, for fear of the loss of funding. (This is not a hypothetical; we experienced something like this in the last year with our online DLA tutoring grant.) On the other hand, if the TC program were institutionalized as part of the college budget, it could then be part of the regular two-year cycle of assessment, which gives the W. Center the opportunity to experiment with new approaches and to learn from failures, or partial failures, without having to explain itself both to the division and a committee to which limited access seems to be granted.

No

Similarly, we also believe that the BSI committee should have a commitment to—and a formal process for—recommending successful projects for institutionalization, so that more categorical grant funding can be freed up and re-dedicated as seed money for new and innovative projects that, in turn, pending success, could also be recommended for institutionalization. Currently, the committee functions mostly as a review of grant requests committee, and many of the programs are continuation of programs that have been funded for years under BSI, but which still must go through the grant request 103- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

and reporting process every year.This means the committee as far fewer funds to support new and promising projects. Moreover, as a result of this situation, the Basic Skills Plan is primarily simply a statement of criteria for the assessing of these requests, rather than comprehensive plan, with specific targets, for improving Basic Skills students’ success across the college. 10 WC

Expansion of BSI funding to include English 68

Five years ago, under the previous college president, it was decided Yes that Basic Skills monies would only be granted to support courses that were coded as Basic Skills by the Chancellor’s office for apportionment purposes. This meant that English 67 and Math 51 were not considered eligible for Basic Skills funding even though these courses are pre-collegiate and considered by the faculty that teach them to be basic skills courses. Indeed, the Chancellor’s office own metrics for measuring success of Basic Skills programs is based on successful completion of all course leading up to transfer level. Yet, we don’t support those courses currently at Mt.SAC with funding (with the one current exception of the Pathways to Transfer program, which flies in the face of the criteria the committee applies to all other projects). We know from the research that students who are supported in English 67 but who don’t receive support in English 68 fail at higher rates and therefore often never reach the Chancellor’s office’s own benchmark for success. A decision by the college to fund promising programs, such as TCs for English 68 or SIs for Math 51, that support one-level below transfer courses would improve our success rates for these pre-collegiate students and put us in line with the practices of most community colleges in California, which do not apply such a strict definition as to what they will and will not fund via BSI.

No

11 HSS

Funding for department meetings with adjuncts regarding outcomes assessment

Positive responses from dept. chairs, FT, and adjunct faculty from the Yes two departments who have already conducted such meetings

No

12 HSS

Adjunct faculty compensation for SLO development, Accreditation and Title V requirements relating to outcome outcome assessment and curriculum review in assessments and regular curriculum review courses taught by adjuncts only

Yes

No

13 HSS

Restoration of supply/equipment budgets

Division and departments have had to compensate for the severe attenuation of instructional equipment and supply funding, but existing funding levels make it impossible to adequately address the needs that were previously covered by these institutional funds.

Yes

No

14 HSS

Small budget for food for annual planning sessions with department chairs

Positive responses from dept. chairs and follow-up strategies by task forces as result of planning sessions

Yes

No

104- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Data requests: 1 HSS

1) Correlate success rates w/where students entered the system (e.g., writing and reading placements) to give us information about the scope, range, and length of matriculation. 2) What are students actually taking in order to txfr, complete degrees and certs—and when do they need to have those courses completed? 3) Which courses are shared by all three Gen Ed sequences? 4) What courses are shared between certificate programs and at least one of the Gen Ed sequences? 5) What course sequences tend to lead to success? 6) Based on Ed Plans: a. How many students take more courses than they need? b. When they do, what courses do those tend to be? c. At what point in their matriculation do students take core major/restrictive elective courses? 7) Can we identify all degree/cert completers and transfer students? And, is there a population of students who want to complete and/or transfer but can’t or don’t? Why? 8) What are the success rates of students with priority registration? 9) How many repeaters? What do they tend to repeat? 10) Where are the clogging points for degree/certificate/ transfer completion? (i.e., How many students within 1-3 courses of completing, cannot complete within a reasonable time? Do students get stuck in the middle of course sequences for some reason?) 11) What are the success rates of 8-week courses vs. comparable 16-week courses? 12) Annual degree data (awarded, denied - and reasons for denial). 13) Transfer tracking of majors.

In order to more accurately schedule courses and develop or inactivate curricula, it would be helpful to have data, especially about Gen Ed students (e.g., characteristics--profiles of success and failure):

105- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Yes

No

Support Services: 1 COMM

Digital Media Support

Since our professors rely on showing speeches in the classroom, the department needs help in close captioning videos etc.

1 ELJ

Tutoring support for Journalism students

The Journalism professor needs assistance tutoring journalism students

Yes

No

1 HSS

Coordination and marketing of learning communities/special classes within the division (e.g., Pathways, First Year Experience, Upward Bound, Bridge, ACES, Aspire, Arise, DSPS)

There is a lack of coordination and marketing of these courses. An integrated approach is needed as well as collaboration with all stakeholders

Yes

No

2 HSS

Coordination of tutoring centers on campus (e.g, Writing Center, LAC, SSCP)

Better coordination can only benefit students

Yes

No

Increase FTES: 1 GPS

Increase in FTEs (FTE’S HAS BEEN INCREASING FOR PAST YEAR)

We would like to increase offerings in both disciplines (Political Yes Science and Geography), particularly in core courses such as POLI 1 and GEOG 1 & 2. We would like to be able to include these courses in campus programs such as FYE or the Communications Cluster or ASPIRE or BRIDGE without having participating classes count against our total FTEs

No

1 HAH

Increased course offerings (FTE’S HAS BEEN INCREASING FOR PAST YEAR)

Increased enrollment with slow and piecemeal addition of courses to the schedule jeopardized our students’ ability to get the courses they need to transfer.

Yes

No

Classroom maintenance

Due to budget cuts fewer staff clean buildings (especially 26), including classrooms, on a regular basis.

Yes

No

This would be helpful for professors.

Maintenance: 1 FL, GPS , HAH

Instructional Suppplies: 1 COMM

Adjustable chairs for the classrooms

Yes

No

2 PSYC

Current SPSS license and version updates for SPSS is a defining and necessary component of the Psyc 3 and Psyc Yes faculty and Psychology lab classroom (CONTINUED 10 courses (there is a need for our students to have training and skills FUNDING) in the current version of SPSS)

No

3 PSYC

50 additional copies of SPSS with license for new See items # 3 and 4 above Psychology lab classroom, adjunct work space, and SPSS lab for students

Yes

No

Re-key buildings and provide electronic key cards to Recent thefts have raised safety concerns on campus. personnel

Yes

No

Safety issues: 1 HSS

106- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

KINESIOLOGY and DANCE 1

Team Uniform Purchase for all sports (+$20,000)

Uniforms usually last between 2-4 years and need to be replaced.

Yes

No

LIBRARY and LEARNING RESOURCES 1

Captioning for Learning Lab/LARC Orientation videos

Meet code - Ed Master Plan Strategic Objective 5B, Student Success Yes Plan IIIH

No

2

Additional custodian to keep up with increase in students in the Library.

There has been a continual decrease in custodial personel with an Yes increase in the number of buildings assigned to the custodians. Increased duties prevent custodians from deep cleaning projects and floor maintenance.

No

2

Additional full-time permanent painter to respond to requests for paint jobs repeated requested on annual PIE in the past five years.

Dilapidated paint conditions inside and outside of Building 6. Dirty, peeling, drab conditions contradicts College Goal #9.

Yes

No

NATURAL SCIENCES 1 Agriculture

Licensing and fees for DEA, AVMA, DVM, AVTE, RVT, CVMA, USDA, LA County Health License, Nursery Operations License, Certified Producers Certificate, Regional Water Quality Control Board,

These licenses need to be renewed regularly, in order to continue to operate legally and maintain accreditations.

Yes

No

1 Bio All Departments

Closed-captioning of videos for classroom use

State law (most titles have been captioned, a few left) requires closed-captioning for students

Yes

No

1 Chem

Faculty compensation for Chem 99 courses

Faculty are investing considerable time and resources in students conducting research in 99 classes. Faculty mentors for student research often work in winter and summer with students in lieu of teaching. To continue to make these opportunities available to students, faculty request compensation.

Yes

No

Yes

No

1 Earth Sciences & Astro

Regular maintenance of exhibits in the Exploration Center (projecting globe, projector, cabinets, lights, door sensors, carpets, etc.)

To keep the exploration center running smoothly for student and public use

2 Agriculture

Annual Maintenance/calibration of RVT equipment.

Annual maintenance is needed for anesthesia machines, lab chemistry machines, surgical laser, endoscope, microscopes, x-ray machine, and sterilization machines.

Yes

No

2 Bio

Wildlife Sanctuary fencing and new specimens

This is needed to formalize the boundary of the expanded Wildlife Sanctuary, to enhance its use in teaching, and to protect the Sanctuary from vandalism/misuse

Yes

No

3 Bio

New grounds plantings

Additional specimens are needed for use in teaching including a tree to shade the instructional pond.

Yes

No

107- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

4 Agriculture

Continued support for articulation officers and support staff to assist Agriculture with creating and managing articulation agreements.

Articulation agreements between Mt. SAC and other local educational Yes institutions need to be reviewed on an annual basis and maintained in order for students to transfer.

No

5 Agriculture

Additional Resources for Agricultural water

Increases in water cost and availability, as well as loss of some of our Yes best pasture lands, has led to increased need for water resources. We would like to install a well to capture and make use of water that is below the ground on campus. This ensures the ongoing health of the animals and the Ag programs.

No

6 Agriculture

Process to sell constructed projects such as chicken Ag construction classes construct a variety of projects, and we have coops, garden sheds, etc. built in the Construction had community requests for projects that they could purchase. We Classes. need a process to be able to sell the products that are built by students in class, which could help fund the cost of materials for future student projects.

Yes

No

AERO Legacy aircraft needs to be stripped and Service Level repainted

Yes

No

Replace existing media w/ closed captioned – ADJU,AD

Federal Mandate

Yes

No

Maintenance & upgrade of machinery –IDE,MFG

Advisory, Service level

Yes

No

Repairs & upgrades to electrical/equipment to meet safety standards – AIRM

Federal/state mandate, safety

Yes

No

Maintenance & repairs hi-fi simulators

Service level

Yes

No

Increased number of digital cassettes reflect change Accreditation in field - RAD

Yes

No

Costs related to set-up of CompTIA approved testing center - ELEC

Yes

No

TECHNOLOGY and HEALTH AERO-1

VI.

Accreditation

FUTURE PLANS

Future Plans

College Goal #

Team Goal #

Current Technology: Secure funding to meet current industry standards in classroom technology

1

IN-2

Program Promotion / Awareness: Fund and develop websites, brochures, and promotional materials

3

IN-1

Increased Student Access to Equipment and Technology: Secure funding to provide increased access to labs, equipment, and lab tutors.

16, 7

IN-7

Budget Restoration: Restore budgets lost during economic downturns including funding for studio life-models

1

IN-7

ART

108- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Facilities Improvement: Update lighting, blinds, classroom interiors to facilitate learning

9

IN-2

13, 14

IN-5

Mountie Academic Plan (MAP) – Train faculty to better assist students through the use of MAP

12

IN-4

Portfolio – Based Awards: Continue research into the use of Portfolio–Based awards for students in commercial arts

3

IN-2

Student Clubs: Further exploration and development of student clubs to serve student needs

3

IN-6

Online Learning: Develop online courses for introductory commercial arts programs

13

IN-5

Full-Time Faculty: Increase the ratio of full-time to adjunct faculty in Graphic Design and other Arts areas

16

IN-3

Degrees: Complete AAT degrees and degree modifications current

BUSINESS Move into a new Business Division Building that provides state of the art technology and the room for growth

BD-7, IN-2

Continue to advance our Division to offer up to date curriculum and meet industry standards by providing additional instructional equipment funds to help in that endeavor

3

BD-4, IN-5

Hire more full-time faculty to support our growing programs and assist in continuing to meet industry standards

16

BD-3, IN-3

Hire more IT and clerical staff to help support the Business Division growth in the computerized areas such as Fashion, Paralegal, CIS, Nutrition & Foods, and Interior Design.

16

BD-3, IN-3

AB86 – Expand instruction and services in ABE, ESL, Adults with Disabilities, Short-Term Vocational, and PreApprenticeship programs in alignment with our local Mt, SAC Adult Education Regional Consortium planning. With Mt. SAC AERC, develop aligned curriculum, classroom practices to accelerate learning, and seamless pathways for transition.

2

5

SSSP – Restore, improve, and expand noncredit student success and support services while assuring that state reporting mandates (MIS and reports) are fully met for noncredit students at Mt. SAC. Assure that noncredit students are appropriately represented in college SSSP and Equity reports.

2

4

Facilities – Remodel building 40 to include division office, Education for Older Adults/Adults with Disabilities program office, and classrooms (flexible community education & CPR options, ESL, EOA/AWD). Amend the college facilities plan to include permanent, appropriate structures for ABE/ASE, to replace all portables. Move the Language Learning Center into a permanent new, state-of-the-art lab adjacent to the Language Center.

9

2

Reaffirmation of WASC-ACS accreditation – Scheduled for 2018.

14

8

Staffing – Have in place at least one full-time, tenure-track faculty member for 4 of the 5 programs supported by AB86 legislation, including ESL, ABE, Adults with Disabilities, and Short-Term Vocational. Convert the current Education for Older Adults Supervisor position to an academic management position. Hire a full-time EOA faculty member for courses receiving continued state support (for example, vocational adapted to older adult needs). Restore critical classified positions that were eliminated during the recession. Institutionalize funding for permanent staff currently funded from categorical for which regulations have changed.

16

3

CONTINUING EDUCATION

HUMANITIES AND SOCIAL SCIENCES 109- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Improve student success through:  Increased matriculation o Ensure matriculation from ENGL 67 to 68 and 1A o Develop pathways for better articulation between AmLa and English o Develop an AmLa writing course 1 level below college level 





#2

Use of assessments o Improve student success through ongoing and meaningful assessment of SLOs, GEOs and PLOs o Develop and implement placement tests for foreign language courses Use of research o Use Argos reports and course enrollment patterns to o Fine-tune enrollment management strategies, o Assess disproportionate impact in courses with prerequisites, o Track FT/PT ratios in departments, o Track and improve success, retention, completion and transfer rates and o Establish appropriate English prerequisites for GE courses Establishment of learning communities o Develop learning communities across departments, and include English and Counseling components o Continue Start with Speech and First Year Experience learning communities

IN-8

#14?

IN-11

#12 IN-1



Expanding the Honors Center o Develop an Honors College o Institutionalize an active Office of Undergraduate Research housed in the Honors Center



Collaboration with others o Increase communication between departments on campus to ensure student needs are met regarding tutorial support, course offerings and core degree requirements o Develop partnerships with other departments in order to better support and develop programs to improve writing across the curriculum o Increase connection with UCs/CSUs regarding student transfer, course articulation and transfer degrees o Connect with counseling department and Transfer center about ongoing needs or concerns of students

#11

Increased critical thinking and writing skills o Support efforts to develop division-wide standards for college writing and critical thinking within discipline expectations o Promote critical thinking in the classroom through a variety of strategies

#2







Increased program completion rates o Increase AA-T, AA and AS degree completion o Develop CSU and IGETC General Education transfer certificates Increased Tutor in the Classroom program o Expand TC program to English 68 and 1A

110- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

#4

#2 IN-5

#2



New curricula and degrees o Develop curricula in various disciplines to enhance preparation of majors or respond to new developments in academic fields o Complete and offer AA-T degrees in Journalism, Spanish, Philosophy and Sociology o Work in conjunction with CSUN in developing an A.A.T degree in Sign Language/Deaf Studies o Expand the journalism program's multimedia capabilities to prepare for a transition from print to online media

Ensure access to all students by:  Providing resources to students with disabilities o Ensure that all videos in department collections are captioned o Provide enough interpreters for Sign Language program 

Maintaining adequate course offerings for students o Provide sufficient course offerings to meet the needs of CTE and transfer students o Increase core course offerings and offerings of prerequisite courses as needed o Increase diversity of course offerings by creating new curriculum as appropriate o Increase/review online and honors course offerings as appropriate o Add a second cohort to the current Sign Language program o Increase number of science and math honors courses being offered

Maintain adequate staffing for diversity of courses and quality of instruction by: Increasing FT Faculty in various disciplines where serious shortage persists Replacing faculty/retirees in ELJ, GPS, HAH, PSYC, SAP Maintaining a diverse pool of adjunct faculty to teach specialized course offerings Supporting faculty diversity within the division reflecting the student body at Mt. SAC

Provide faculty support to ensure quality instruction and subject expertise through:  Professional development and training o Maintain currency in the field by attending conferences, workshops, and professional development opportunities o Support faculty in attending and participating in local, regional, national and international seminars, conventions and organizations o Provide training/workshops about student discipline, effective teaching strategies, tutoring, teaching honors courses, articulation between courses, student success strategies, and writing and critical thinking skills across the curriculum o Provide training and mentorship for adjunct faculty on pedagogy, best practices, department standards and norms, SLOs and assessments o Encourage adjuncts to become online certified o Provide support to faculty to assess and respond to the needs of NNES students 

Campus involvement o Encourage faculty involvement in campus activities through student clubs, committees, task forces, and

111- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

#2

#6

#13

#16 IN-3

#8 IN-4

reassigned-time positions #2 

Departmental cohesion o Promote and maintain cohesion within departments via department emails, department meetings, activities and club involvement

Promote student engagement and knowledge of the field through:  Campus activities o Promote and maintain student interest in the field through  campus-wide club activities, departmental-sponsored activities, presentations and events,  student research opportunities and presentations,  field trips and  internships 

#11

IN-1

#2

Mentorship o Provide better orientation for all students, regardless of major or academic level o Embrace, develop, and institutionalize mentoring opportunities within all disciplines as well as within the honors program o Stay apprised of changes to transfer requirements within academic fields, and communicate any changes to students o Increase student self-awareness and connection to his/her academic goals  Prepare students for NIC certification (National Interpreting Certification) and for entry level work in the interpreting field

Maintain technology to support instructional needs by:  Maintaining up-to-date SPSS licenses and updates  Maintaining up-to-date computers, Elmos, projectors, videos, batteries for i-clickers, and other technology needed for instruction Provide adequate funding to maintain exemplary programs such as:  Forensics: restore program size and budget to meet demand  Communication: Improve budget reimbursement/payment processes  TPI: restore travel and clerical budget  Writing Center: additional perm. staff  Honors: additional perm. staff  SSSC: perm. staff Provide support to department chairs to ensure quality leadership and consistency across departments through:  Professional development, training and mentorship o Develop annual division retreats focused on student success strategies o Provide training, mentorship and supporting material related to duties of department chairs, such as  student discipline,  scheduling and budgeting, 112- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

#5

IN-2

#1

IN-7

#8 and #11

          

adjunct evaluations, PIE planning, curriculum review, student learning outcomes and assessments, enrollment management planning, use of data (e.g., Argos reports), student variances and course equivalency requests, faculty entitlement requests, probationary faculty hiring and evaluation procedures, substitute rules, contract requirements

IN-4

Provide support to faculty on instructional issues by:  Providing training, mentorship, and supporting material related to instructional needs such as o curriculum review, o course and program development including AA-T degrees, o student learning outcomes and assessments, o faculty evaluations, o student complaints, o field trips, o absence reports, o supplemental hours, and o contract requirements

IN-4

Provide support to students on academic issues by:  Providing support and assistance to students on issues relating to o - student complaints, o - course add requests, o - variance requests, o - prerequisite override requests, o - grade change requests, and o - general academic inquiries KINESIOLOGY Academics – continue to develop strategies to improve academic success when dealing with reform and NCAA policy change.

2,12,13

1

Oversee the conclusion of the major stadium project renovation while maintaining existing buildings safety and functionality.

2,9

2

Continue to monitor and develop strategies for optimizing enrollment

14

3

Expanding partnerships in the community for enhance fundraising opportunities and contribution

1,4

4

Support team and department activities that enhance student success and professional development

2,8

5

6

6

Assess levels of equity through Title IX Survey and EADA Reporting to determine if additional underrepresented sports 113- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

need to be added LIBRARY and LEARNING RESOURCES Library: pilot online reference services using QuestionPoint; pilot online digital learning objects (Libguides, Guide on the Side) to instruct students how to use library resources. Continue to review workflows, processes, and timeline from acquisition-to-user for efficiency. Continue to develop the library collection: reduce outdated materials, increase collection for AD-T, increase circulation, close-the-loop with content area faculty who requested materials for new curricula.

2, 15

IN-11

Learning Assistance, Library, and Online Learning Support Center: provide courses and support for the college’s successful implementation of the Student Success Plan, Student Equity Plan, Basic Skills Plan, and the Educational Master Plan.

10, 12

IN-10

Tutorial Services: expand Tutors in the Classroom in basic skills courses to improve student success; increase online tutoring, tutoring and supplemental instruction, including expanding learning communities, and throughout the college; facilitate campus-wide implementation of early alert tools.

5

IN-2

Facilities Expansion and Improvement: replace carpet throughout Learning Assistance and the Library; construct Library quiet room; build Testing Services facility with Disabled Students Programs and Services; re-paint Building 6 exterior and interior space; increase efficiency of room/space usage.

9

IN-2

Distance Learning: continue to improve DL student success and completion; address student equity issues in DL student success gaps; participation in the statewide Online Education Initiative will involve many areas of the college; continue to implement activities outlined in Distance Learning Plan.

2

IN-5

Division-wide: Data usage and research for improvement and effectiveness throughout the Division: student persistence and success data in Learning Assistance/Library courses, pathways, Library workshops, and online learning tools; students educational plans, enrollment data, historic data, placement statistics, student preferences for day/time to drive schedule planning and enrollment management; use of outcomes and survey results for planning and improvement in all areas of the Division.

14

IN-11

Division-wide: outcomes assessment rotation plan for courses, workshops, and services offered in regular and online modes, will be due in the Division Office by December of 2014.

4

IN-8

Division-wide: effectively address critical staffing needs throughout the Division based on college goals and objectives articulated in the Educational Master Plan, Student Success Plan, Student Equity Plan, and Distance Learning Plan. The Division’s staffing needs, across all employee categories, will also reflect enrollment changes directed by the State Chancellor’s Office.

2

IN-3

College Goal #

Team Goal #

C-2, C-14

IN-11. IN-12

NATURAL SCIENCES Future Plans Enrollment Management Continue to grow our programs through targeted growth and enrollment management. Increase access for students across the Division. Increase the number of students awarded certificates and degrees. Increase the number of students transferring to colleges and universities. Use data to make decisions. Assist students with placement by offering Math Assessment Workshops and Bootcamps.

114- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Develop mini-seminar on enrollment management for department chairs. Staffing Meet student needs by hiring adjunct faculty in all departments across the Division and full-time faculty in all departments including four faculty in Math. Provide support for students in laboratories by hiring a full-time replacement for Physics lab tech and increase the number of lab techs throughout the Division. Provide clerical support for department chairs so that they may better serve students.

C-16

IN-3

Facilities Establish a STEM Center for all students in the Division to support and increase student success in science, technology, engineering, and mathematics.

C-9

IN-2

Division-Wide Participation Create greater cohesion within the Division. Hold bi-annual Division-wide meetings. Set up “brown bag lunch” opportunities for faculty and staff to meet, learn about other departments and programs, and promote interdepartmental cooperation and support.

C-11

IN-1, N-13

Assessment Start at the chairs’ level to assist in developing outcomes and meaningful use of results that impact student learning.

C-14

IN-5, IN-8, IN13

3

IN3

1,2

IN1, IN6

Investigate the use of internal work experience opportunities for advanced students

6

IN6

Expand relationships with industry partners to foster opportunities for students, including internships and work experience

1

IN1,IN6

Address employer demand for graduates with a broader range of skills

5

IN1,IN5

Determine effective methods for tracking program graduates in order to determine employment rates in the absence of adequate research support

1

IN11

Continue to explore and secure alternative funding sources through grants, gifts, and partnerships

9

IN7,IN9

1,5

IN2

7

IN2

Develop a fiscally responsible long-term plan for the farm to serve student interests and reflect industry standards in the CTE areas. The plan needs to clearly identify those areas that are critical to instruction.

Develop mini-seminar on classroom assessment techniques and provide support for faculty using action research to impact student learning. TECHNOLOGY and HEALTH Hire qualified adjunct faculty to serve in lieu of filling vacant full time faculty positions Maintain and expand agreements with clinical sites

Modify or create curriculum to meet changing industry standards and/ or emerging initiatives, including creation of online versions of appropriate courses Investigate opportunities for securing appropriate facilities based on planned program revision and emerging needs

115- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Investigate causes of attrition; address students’ basic skills needs to increase persistence and success.

I0

IN10

Revamp advisory committee membership and roles

1

IN1

Seek additional accreditations/certifications from recognized industry organizations

3

IN1,IN5,IN6

Create Alumni groups, utilizing Facebook pages to facilitate communication

1

IN1

Expand outreach efforts to high schools, including visitations and articulations to foster CTE pipelines

1

IN1

3,6

IN12

2

IN2,IN9

Explore “Academy” idea to facilitate transition from high school to vocational program Explore “Boot Camp” idea to facilitate success in health programs prior to entry Expand use of virtualized labs

VII.

REVIEW OF TEAM/DIVISION GOALS List proposed changes to Team Goals if any.

Team Goal #

Change to Goal

BUS

LLR IN

IN

Explanation The Business Division held a planning retreat and at the planning retreat we revised our previous Division goals to the new goals listed above on page 3. All full-time faculty and staff were invited to the retreat.

Improve student retention and success through effective practices in curriculum design, instruction, and academic support services delivered in multiple modalities. Address student equity goals through effective intervention and support activities.

IN

Develop a scheduling plan (course offering rotation plan; weekend college; pathways; other modes of packing courses) to improve students’ ability to progress efficiently through certificates and programs, to meet enrollment targets, to improve cost-efficiency, and to improve the college’s completion and transfer rates.

IN-4

Encourage and support participation of instructional personnel in ongoing professional development to improve instruction and service to students as defined by college

We need to add a goal: The Instruction Team does not have a goal that speaks directly to its central role in improving student retention and success. We need to add another goal: the Instruction Team should have a goal that speaks directly to its central role in improving student equity in terms of completion and success. Although this goal may seem too basic to state as a goal, the Instruction Team needs to get ahead of enrollment conditions that are drastically different from the past five years. Additionally, the Team has not had to review historic assumptions and practices that may affect its ability to respond effectively to changing enrollment conditions. This important goal also focuses the team’s professional development and training activities, possibly including an annual team retreat and semi-annual department chairs’ workshops. While ongoing professional development for all employee groups is an appropriate goal, the purpose and scope should be informed by the college’s various plans. Despite the lengthy modifier, the connection to college plans

116- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

NSD 1

6

plans such as Educational Master Plan, Student Success Plan, Student Equity Plan, Strategic Plan, among others.

should be articulated in some way.

Create a culture of assessment across the Division, encouraging data driven decisions and changes in instruction

The goal will remain but we need to provide more Division level support for outcomes. We need to more actively engage department chairs in discussions of SLOs and GEOs and how to use results to drive change in curriculum and instruction. We need to help faculty understand that SLOs can help define a problem and the resources they need then become solutions to those problems. We hope to make assessment and the use of results more meaningful by helping faculty tie assessment to resources. We will ask department chairs to present a “case study” of one SLO in their department through development of the outcomes statement through use of results. It’s clear from reading the Unit PIEs that we are not effectively communicating with department chairs regarding targeted growth and enrollment management. We will hold mini-seminars during Division meetings to assist faculty with data collection on enrollment and analysis of data to make informed decisions regarding scheduling. We want faculty to understand how FTES are calculated and how to use that information strategically when creating priorities for scheduling and planning.

Continue to respond to student needs for courses within the Division through targeted growth and effective enrollment management

VIII. EVALUATION OF PLANNING PROCESS The Institutional Effectiveness Committee is interested in assessing the forms & processes that have been established for the college. What suggestions would you offer to improve the planning process for your area? ARTS The pursuit of on-going documentation of planning, accomplishments, outcomes, needs, and trends throughout the yearly cycle. BUSINESS The timeline does not fit with the data that is used. Change the timeline. CONTINUING EDUCATION Probably the biggest help would be a change to the PIE timeline. It doesn’t align with faculty meetings. A fall deadline for manager summary would be better. HUMANITIES and SOCIAL SCIENCES College Goals: Revise Goal #14 to broaden the meaning of “assessment.” We use a great deal of data that is not assessment, such as enrollment, degree, certificate completion, and success and retention data. Suggested revision: “Utilize assessments and other data to guide planning, curriculum design, pedagogy, and/or decision-making at the department/unit and institutional levels.”

117- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Timelines: No changes should be allowed to this process after August 1 of each year. Chairs need time to review and understand the process and then implement throughout the year. •Begin the process in the fall semester Provide any changes to forms or other requirements of the process in plenty of time so that the department could accommodate the changes and engage in meaningful discussions. It would be helpful if the unlocked form could be made available prior to the June 30 due date. It is an easier-to-use form, and it being made available early would help us complete the form in a timely fashion. Process Support: Provide trainings to department chairs on the type of information expected to populate each section of PIE. With the changes that take place each year, it is sometimes hard to keep up with the type of information expected in each section. For example, last year, there was not a section called “Department or Division Goals.” This year this section has been added to the beginning of this form. Also, it would be helpful to know what the difference between a “Future Plan”, a “Department Goal”, and a “Strategic Action” is. It would also be helpful to have workshops or trainings for newer chairs or faculty members working on PIE documents, and to provide examples of completed PIE reports. My Division was extremely helpful in providing information regarding trends. But this was after I had asked for it. Perhaps the college could provide chairs with regular reports regarding trends such as fill rates etc. Provide more training sessions (online or in person) for both faculty and department chairs. The PIE reports seem to vary significantly and having training closer to the time the forms are either release or due would allow faculty to prepare the needed information and ask appropriate questions in a timely fashion. It is challenging to review numerous emails and meeting notes about the various revisions to PIE. Inform faculty and managers beforehand when changes are made to the unit and management PIE templates. For example, this year departments were required to link their goals to team/division goals, but the managers did not know in advance to make the division goals available to the department chairs. Instructional team goals were also not listed on the current management PIE LIBRARY and LEARNING RESOURCES The planning process’ logic may be strengthened by the following ways: (1) Inserting a new section called “New Department/Division Goals for 2014-15”. The current form asks for Future Plans for the next 3-5 years, but it is illogical to get there without having thought about new or ongoing goals. The “New Department/Division Goals” and “Future Plans” should precede resource requests because those goals and plans should drive considerations for resources. (2) Consider the purpose of “Future Plans” table: it seems redundant if “Trend Analysis” captures the same information. (N.B.: instruction at the bottom of the leading paragraph to “Future Plans” table: “If your future plans have already been included with trend analysis they do not need to be included here.” It is logical to consider solutions and plans as part of the information analysis process, but there may be a need to synthesize it in a way that can be easily manipulated/organized for a college-level summary. (3) Shortening the period of future plans to two years. Given highly unpredictable state mandates for FTES growth, unpredictable funding year-afteryear, and rapid pace of change in technology, it does not make sense to plan for more than two years at a time. (4) Connecting to last year’s requests for resources that were funded as one way to document how planning is tied to resource allocation. One suggestion is to add funded items to the bottom of each request table, with strikethrough text and parenthetical information to indicate “work in progress,” “completed,” or “funded and will be completed by X date.”

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NATURAL SCIENCES Go back to TracDat or some other database system for PIE! It was less time consuming and more comprehensive! Thank you for making this document available unlocked, please continue to do so. Thank you for adding part I to list our goals (!). I appreciated how part VI said I did not have to repeat things discussed under trends analysis. Those are all good improvements from last year. There was some discussion of moving the timeline of this process from the end of the year to the Fall. It makes sense to plan at the start of the year, and I liked the idea of bringing this process closer in time to the instructional equipment process, so if that can be worked out I think that will be a good change. I still don’t find value in adding the college and team goals to accomplishments. The college and instruction team goals are broad enough so that anything my department might reasonably consider an accomplishment is going to fall under one or another of these instruction team and college goals. Somewhat the same issue for the future plans in part VI. Is there an issue of people listing accomplishments that are not part of the college or unit goals? Or is this something more for accreditation to be able to list our progress in each area? I know the college has been in a tough time financially lately, but the perceived value of the whole PIE process is undermined when high priority items can be reported on PIE for years without resolution. E.g. the sinkhole in the Wildlife Sanctuary has been listed as our department’s top priority for many years. There has been some movement on this lately, but it is still not taken care of. Clearly the college is going to get this fixed at some point, so despite the expense there is little point in delaying the process and there is a safety risk and a chance for the sinkhole to expand and threaten infrastructure (I think gas and data pass by there) in the meantime. Another example is custodial support. For years we have been reporting that there is not sufficient custodial support to keep our buildings clean and well maintained. Provide a PIE form that we can type in, that does not limit our input, and allows the information to be easy to read. Annual or bi-annual department retreat to discuss gathering and analysis of SLO/GLO data and ways to identify trends within the department. TECHNOLOGY and HEALTH

Recognize that the internal/external conditions and trend analysis remain reasonably stable from year to year. Consider two-year updates in those areas rather than yearly ones.

THIS REPORT IS DUE TO YOUR IEC BY SEPTEMBER 5, 2014 June 30, 2014 Department documentation is completed on this form (remember TracDat must be updated for all SLOs/GEOs for courses and programs [degrees/certificates]); departments notify and share report with the division office or appropriate manager and with all members of the department. Please email a copy to your dean/director and retain a copy for department records. August 1, 2014 Deans/managers prepare a manager’s summary of PIE, submit to appropriate Vice President, and share with department members. September 5, 2014 Vice Presidents prepare a summary of PIE input at the team level, submit to IEC, and share with members of the team. Fall 2014 IEC reviews all submitted Vice Presidents’ summaries and other related documents, prepares a year-end report to President’s Advisory Council on progress made in meeting College goals and recommendations for improvement, and communication is given to the campus that the relevant documents are placed on the web and the next cycle is to begin. President’s Advisory Council will review the report and make suggestions and approve recommended changes. If you have questions about PIE, please direct them to Barbara McNeice-Stallard ([email protected]). Outcome assessment questions should be directed to Emily Woolery ([email protected]) or Stacy Bacigalup ([email protected]) 119- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

IX.

APPENDICES The following list of forms was designed for Student Services but may be completed by other team/divisions as appropriate. They are located on the Institutional Effectiveness Committee website under Integrated Planning, PIE: Forms and Information. http://www.mtsac.edu/governance/committees/iec/planning/ Appendix A – Student Services Division SLOs Appendix B – Service Areas and Functions Utilization Appendix C – Three Year Staffing and Funding Analysis

X.

ADDENDUM

Team Goals Team goals were developed by reviewing and summarizing goals articulated at the department/unit level and aligning priorities with resource distribution mechanisms. Each department/division/work unit is part of one of the following 4 teams: Administrative Services, Human Resources, Instruction, or Student Services. Therefore, each unit should indicate where/how its individual goals align with both the College and Team goals that are appropriate to the unit. Student Services Team SS-1 Services: Develop, maintain and improve student support programs and services that are integrated and coordinated to promote student success and engagement. SS-2 Student Learning: Provide the most relevant, dynamic curriculum, workshops and information sessions to assist students in being informed, engaged and prepared to meet their educational goals. SS-3 Research: Collaborate with Information Technology and Institutional Effectiveness to develop and improve data gathering, assessment of services, and longitudinal data in order to measure and improve student success, meet compliance and substantiate our work. SS-4 Technology: Through the effective use of technology, develop and improve communication to increase student awareness, knowledge and access to available campus services, policies and procedures. SS-5 Training: Create opportunities for faculty and staff to develop new knowledge and to improve existing skills sets. SS-6 Policies: Review, update and/or create college board policies and administrative procedures to ensure currency, equity, and compliance with state and federal mandates. SS-7 Campus Collaboration: Conduct awareness campaigns and trainings to educate the campus community regarding key student issues and concerns, procedures, policies and regulations. SS-8 Staffing and Resources: Provide appropriate space and security to address program needs and staff safety and provide adequate staffing and alignment of workloads to improve service delivery to students. Administrative Services Team AS-1 Develop a College-wide Sustainability System AS-2. Develop Emergency Preparedness Procedures and Provide Training 120- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

AS-3 AS-4 AS-5 AS-6 AS-7 AS-8 AS-9 AS-10 AS-11 AS-12 AS-13

Develop and make available college data information/reports Implement Custodial OS1 Program Develop and Implement Master Planning Facilities/Education/Technology/Utilities Develop Title 8 written programs and provide employee safety training Maintain Enterprise Application System Training/Implementation Develop Purchasing Card System Maintain Academic/Student Technology Support Protect Investment in Facilities/Infrastructure Update Campus building, architectural, and classroom technology standards Evaluate and implement a maintenance management system Expand the use of electronic document imaging to reduce the utilization of paper

Instruction Team IN-1 Enhance communication among stakeholders, including students, faculty, staff, advisory committee members, industry representatives and the general public. IN-2 Provide and maintain state-of-the-art instructional technology, equipment, facilities and infrastructure for safety, currency, effectiveness, and to accommodate growth. IN-3 Address staffing needs to maintain and enhance delivery of instruction and instructional services. IN-4 Encourage and support participation of instructional personnel in ongoing professional development to improve instruction and service to students. IN-5 Update curriculum and expand successful and innovative modes of delivery to remain current and to improve effectiveness. IN-6 Support and expand opportunities for academic enrichment, including provision of guest lecturers, visiting artists, as well as student participation in regional, state, and national competitions and events. IN-7 Secure funding to support ongoing operational needs of programs (supplies, accreditation, transportation, travel, etc.). IN-8 Encourage and support unit-level participation in planning and evaluation processes including PIE, SLOs, GEOs, and accreditation self-study. IN-9 Expand opportunities for external funding and other resources through pursuit of grants and partnerships. IN-10 Increase support for basic skills activities that benefit an increasing number of students across the College. IN-11 Strengthen the ability to access data on student success and achievement. IN-12. New: Increase support for student success and achievement through the development and maintenance of instruction, support activities, and enrollment management. N-13. New: Establish a culture of collaborative inquiry that promotes meaningful assessment and documentation for both internal and accreditation purposes. Human Resources Team (All new Goals for 2013-14) HR -1 Excellence: Develop and maintain human resources professionals’ knowledge, skills and competencies in order to effectively assist the College in attracting and retaining a highly qualified and engaged workforce (faculty, managers, and staff), and align HR staffing and service delivery to effectively support College objectives. HR-2 College-wide Excellence: Develop and maintain College-wide HR knowledge, skills, and collaboration with HR to ensure effective use of HR programs and resources in order to attract and retain a highly qualified and engaged workforce (faculty, managers, and staff). HR-3 Employee Benefits Programs and Services that support the needs of College Employees. HR-4 Transparency: Ensure effective management of the College’s human capital by developing, maintaining, and promulgating relevant and easily accessible Collegewide practices and procedures for attracting, retaining and developing a highly qualified and engaged workforce. HR-5 Valid and Equitable Classification and Compensation Programs and Practices: Develop and maintain effective compensation strategies to attract and retain a highly qualified and engaged workforce (faculty, staff, and managers). 121- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

HR-6

Professional Development and Employee Engagement: Maintain a highly informed, engaged and effective workforce (faculty, staff, and managers) through promoting professional development opportunities and physical and mental well-being. HR-7 Equal Employment Opportunity, Diversity Awareness and Inclusion: Develop and maintain an environment of inclusion, diversity awareness, collaboration, and consensus building amongst the Colleges’ diverse workforce. HR-8 Compliance: Ensure compliance with all College-wide, as well as other applicable State, Federal, and local Human Resources laws, regulations, and generally accepted best practices within the California Community Colleges. HR-9 Positive and Productive Labor-Management Relations: Cultivate a labor relations culture focused on good faith, fair dealing, and accomplishing the mission, goals and values of Mt. SAC. HR-10 A High Performance Workforce: Maintain a high performance workforce focused on achieving the goals of the College. PIE Forms and Completed documents from previous years http://www.mtsac.edu/governance/committees/iec/planning/forms.html http://www.mtsac.edu/governance/committees/iec/planning/documents.html

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