ࡱ>  bjbj 7tee{>  8<4[ _!p<r<r<r<r<r<r<,?BJ<!!!<1'<1'1'1'!p<1'!p<1'1'9;&f#H:\<<0<`:B1'B0;1';T!!!<<1'!!!<B!!!!!!!!! :    Note: The first column below matches the list of requested information as indicated on TracDat. The second column is where you can input your data at this time. The third column represents the information you would see if you pressed the help button (a question mark). You will be able to copy and paste or type in your information from the center column directly into the CPR boxes on TracDat under Department Tab -> General Subtab. Save this word doc in the following format: s14cpr_deptname. Last steps, remember, you will be uploading this copy in to the Trac Dat, Documents file. ALWAYS keep a soft copy of your work in your files to ensure that your work is not lost. Please refer to your workshop handout or contact:  HYPERLINK "mailto:pappemary@fhda.edu" pappemary@fhda.edu if you have questions. Information RequestedInput your answers in columns provided. Use word wrap. Note: reference documents can also be attached. Make sure to note the name of any reference documents in your explanations.  ? Trac Dat Help button will reveal (sorry no hyperlinks) I.A Department Name: Student Success CenterI.A Program Mission Statement:The Student Success Center supports classroom instruction by helping students at all levels become better learners and gain the confidence and skills to achieve their greatest possible academic success.You may create a new one or copy from your 2008-09 comprehensive program review.I.A What is the primary mission of your program?Learning Resources/Academic ServicesBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Choose a secondary mission of your program.Basic SkillsBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Number of Certificates of Achievement AwardedNot applicable.If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to:  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your programI.B.1 Number Certif of Achievement-Advanced awarded:Not applicable.If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html leave blank if not applicable to your programI.B.1 Number AA and/or AS Degrees awarded:Not applicable.If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html leave blank if not applicable to your programI.B.2a Academic Services and LR: # Faculty Served20 (increase from 11-12 to 12-13)Only for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programI.B.2a Academic Services and LR: # Student Served200 (increase from 11-12 to 12-13)Only for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programI.B.2a Academic Services and LR: # Staff ServedNot applicable. Only for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programII.A.1-Growth and Decline of targeted student populationsData sheets (which reflect only the small portion of our program that generates WSCH) show a dramatic increase in percent of students from targeted groups, from 31% in 10-11 (371 out of 1204) to 40% (279 out of 704) in 12-13. The overall decline in the number of students enrolled is due to the discontinuation of self-paced skills courses after Fall 2012. Latino/a students make up 19%, African Ancestry students 4% and Filipino students 5% our 12-13 totals. These numbers are close to the college-wide percentages of 22%, 5% and 6% respectively. The increase in percentage of targeted students is likely the result of intensive recruiting to increase the diversity of student tutors (who enroll in LRNA tutor training classes) and increased enrollment among students in targeted groups in Adjunct Skills courses (.5 unit classes that provide study skills and content support for large GE courses.) In terms of students using SSC tutoring, the percentage of students from targeted groups has increased, along with the total number of students tutored. 2010-11 2011-12 2012-13 African-American 4.5% 3.6% 3.9% Asian 52.1% 53.1% 49.7% Latino 10.9% 13.3% 15% Multi-Ethnic 10.4% 9.6% 9.7% White 17.7% 15.8% 16.1% Female 55.5% 53.3% 52.9% Male 44.4% 46.3% 46.7% Total # of Students* 5137 6336 6191 *These are annual numbers of unduplicated students that physically enter one or more of the SSC center locations. These do not include students participating in only in-class interventions or workshops (Skills, Listening/Speaking or Customized Academic Support.)Briefly, address student success data relative to your program growth or decline in targeted populations (Latina/o, African Ancestry, Pacific Islander, Filipino) refer to the sites: (Program reviews 2008-09 through 2012-13 available at:  HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html )II.A.2 Trends in equity gap:Data sheets (which reflect only the small portion of our program that generates WSCH) show that success rates for targeted groups has increased dramatically, from 64% in 10-11 to 71% in 12-13, 3 points higher than ý average. Success rates for Latino students in particular increased from 64% in 10-11 to 70% in 12-13. The equity gap between targeted and non targeted groups narrowed by 4 percentage points between 10-11 and 12-13. Beyond the SKIL and LRNA courses, data suggests that success rates among targeted groups in courses, supported by SSC programs, particularly basic skills courses that enroll higher percentages of students from targeted groups, has increased (see II.A.3). LRNA Tutor Training classes and equity and cultural humility workshops for all tutors better prepare tutors to assist students from targeted populations.Refer to  HYPERLINK "http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf" http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf , p.16. Briefly address why this has occurred.II.A.3 Closing the student equity gap:The 08-09 CPR (which was broken down into separate reports by Center) noted challenges that might prevent first-generation and low income students from participating in tutoring and other support, and suggested that when tutoring is required or structured into courses...participation among targeted populations increases. Five years ago, such programs were not feasible due to budget, space and staffing limitations, but since the SSC reorganization, and thanks to intensive efforts, including BSI and Title III and DARE-funded projects, structured support and participation rates among students in basic skills have increased greatly. Our programs support success overall, and that of targeted groups across campus, particularly students in basic skills courses. Institutional research has determined that students who receive tutoring services have higher success rates (83%) than students who did not receive tutoring services (73%) in the same quarter. The difference is even greater for students who use SSC services for five or more hours; for an average of 12% higher success rates and in some courses over 40%.  HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2010_2011_projects/SSC2.pdf" \h http://www.deanza.edu/ir/deanza-research-projects/2010_2011_projects/SSC2.pdf In developmental math courses, success rates generally average 61%. Math Performance Success sections tend to have higher success rates and enroll a large proportion of African American and Latino students. Since 2010-11, the SSCs Math, Science & Tech Resource Center hires, trains and supervises all MPS tutors, allowing faculty and counselors more time for other program needs and increasing the quality and effectiveness of tutoring support in the growing program. MPS annual enrollment increased from 317 students in 2006-07 to 566 in 2011-12.  HYPERLINK "https://email.fhda.edu/owa/redir.aspx?C=D2iJrzSCKUSaff9s_aJ6_sCO2_26LtEIs9Vaz5ZmrXNzp_Or6G4x8VJfn5EKGtZjA-5UTEg71vY.&URL=http%3a%2f%2fwww.deanza.edu%2fir%2fdeanza-research-projects%2f2013-14%2fBasic-Skills%2520Needs-Enrollment-Success_8.14.13.pdf" \h http://www.deanza.edu/ir/deanza-research-projects/2013-14/Basic-Skills%20Needs-Enrollment-Success_8.14.13.pdf The SSC has a strong commitment to supporting students from our targeted populations and those enrolled in pre-college level courses. We collaborate with many Learning Communities on-campus to provide better academic support. Multilingual staff have a significant impact on outreach to all students. These outreach efforts are made not only for students with academic needs, but also for employment of students from targeted populations. In supporting students enrolling in mathematics, the SSC provide math review modules for assessment preparation and for general review when students face math struggles or an absence for math learning. Approximately 30% of all student utilizing math review modules are from targeted student populations. The assistance the modules provide students have shown tremendous results in expediting their educational goal; by completing the review, may students have assessed one or two courses higher than had they not completed the module, and in some cases even three courses higher. Students increase their success rates in the next quarter of math enrollment following completion of the review module. In Language Arts, the Customized Academic Support (CAS) program supports students in EWRT, READ, and LART 200 with a menu of options including tutoring, workshops, and vocabulary and verb small-group modules. CAS has dramatically increased SSC usage among those who place at the lowest levels, including a large percentage of students in targeted groups. Of all enrollments in basic skills English courses in fall 2012, 37% identified as Latino. Recent adoption of online tutoring with Smarthinking.com (beginning Spring 2014) may help increase success rates for students in targeted groups who are enrolled in online courses, those who need help on evenings and weekends, and those who may have difficulty making it to campus for academic support. From 2012-13 APRU: Demographics for the LRNA tutor training courses reflect our intensified recruiting efforts among targeted groups. We have steadily increased the percent of tutors from targeted groups, including between 10-11 and 11-12, and this trend continued into 12-13. Even more impressive is the high percent of tutors who both began in basic skills courses and participated themselves in SSC support. SSC programs have inspired students to move out of their pre-college classes and become tutors. The empathy these tutors bring to their work due to their backgrounds, combined with the strong equity focus of tutor training, bodes well for future growth and success rates among targeted populations across ý.What progress or achievement has the program made relative to the plans stated in your programs 2008 -09 Comprehensive Program Review, Section III.B, towards decreasing the student equity gap? See IPBT website for past program review documentation:  HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html If a rationale for your strategies was not stated in the 2008-2009 CPR, then briefly explain now. II. A.4.a.Plan if success rate of program is below 60%Not applicable.In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf If course success rates in your program fall below 60%, what are the departments plans to bring course success rates up to this level?II. A.4.b. Plan if success rate of ethnic group(s) is below 60%Not applicable.In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf Are success rates by ethnicity at or above 60%, if not, what are the departments plans to bring the success rates of the ethnic group(s) up to this level?II. A.4.c.Resources needed to reach institutional standardNot applicable. Note: departments with low success rates may increase their usage of Student Success Center. Our programs may not be able accommodate increases in usage without additional staff, budget, and space. In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf What resources may you need to bring the success rates of the program or ethnic group(s) up to the institutional standard?II.A.5 Overall growth/decline in # students:The Student Success Center underwent reorganization beginning Summer 2010. Readiness co-requisite and ESL electives were eliminated, and the five current SSC Centers consolidated and improved their programs. During the 2011-12 budget cuts the division lost 4 classified advisors, and in 12-13 the SSC lost one classified Instructional Support Technician. Course data sheets show a decline in SKIL and LRNA enrollment from 1646 in 10-11 to 825 in 12-13. This decline is largely due to the discontinuation of self-paced skills courses after F12 (due to changes in repeatability and TBA regulations) and cancellation of EWRT/LRNA 97 tutor training in W12 due to budget uncertainty. Overall growth in LRNA tutor training courses, however, is significant: from 90 new tutors in 10-11 to 108 new tutors in 12-13. Overall usage of SSC tutoring has increased by about 20%, from 5137 unduplicated students in 10-11 to 6191 in 12-13. (Data from before 10-11 is unreliable due to changes in check-in systems.) The number of faculty and departments from all divisions that refer students to Skills workshops, LSC workshops, CAS workshops has increased due to outreach efforts with departments. The number, type and quality of SSC workshops (Skills, LSC and CAS) has increased, as has attendance. Currently 65-70 Skills workshops generate about 620 visits per quarter, the LSC offers 196 conversation workshops and 45 ESL 253 support workshops and Customized Academic Support (CAS) small group modules serve about 60 unduplicated students. Non-adjunct General Subject group tutoring for Social Science and Business, and special Accounting Review sessions have also increased. Briefly address the overall enrollment growth or decline of a comparison between all student populations and their success.II.B Changes imposed by internal/external regulations In 2008, the college reorganized its administrative structure and created a new division Learning Resources, under the Associate Vice President of Instruction. Student Success Center programs moved from Language Arts to the Learning Resources division, which also includes Library and Distance Learning. In 2009-10, the Student Success Center itself engaged in a major reorganization involving changes in staffing and space. The SSC reorganization was the result of dialogue and discussion across shared-governance groups, guided by analysis of data as well as grant, budget and compliance considerations. IPBT analyzed the SSC Program Review and recommended that the SSC review its structure and offerings in order to provide more focused and efficient academic support, with adequate facilities and stable budget. The college-wide Basic Skills Initiative self-study also called for a re-examination of developmental education structures overall, and greater coordination and integration of academic support across subject areas. Work on Title III grant objectives, which focused on improving academic success of students at basic skills level, also informed the discussion. The SSC Reorganization resulted in elimination of Readiness co-requisite and ESL electives, and the consolidation of the five current SSC Centers under two Co-Directors, with newly hired Academic Advisors and Instructional Support Technicians. Although the SSC reorganization was finalized in 2009-10, the Dean of Learning Resources position was not filled until July 2011, which served to bridge the Distance Learning, Library and Student Success Center departments. All three departments closely coordinate and collaborate in efforts to enhance the students experience at ý. In August 2011, the Co-Director, Program Supervisor was hired with a math/science focus to complement the Co-Director, Faculty with a language arts focus. The position has served to balance an inclusive approach to student learning and provide departmental supervision. The 2010 reorganization brought on discipline-specific working professionals that have drastically improved academic support, but the SSC has also experienced numerous staffing changes over the past several years. Budget cuts in 10-11 and 12-13 resulted in loss of all the classified Academic Advisors. These positions made a significant impact on our targeted student populations that traditionally require a higher-level of academic support and tend to struggle with independently seeking out campus resources. Overall, the Academic Advisors highly impacted the SSCs PLO by creating an environment with prominent visibility and quick accessibility to students. Following two retirements, one IST position was eliminated. Two classified bumping cycles resulted in loss of experienced employees, with new individuals filling the Skills Coordinator position in July 2011 and July 2013. The required transitional training caused a service reduction during the training periods. More recently, changes in repeatability have limited the ability of students to enroll in Adjunct Skills courses to develop subject-specific learning skills to support their success in GE classes. Previously, students would take SKIL 232 several quarters to support different courses, and would even select their courses based on the availability of Adjunct support. Beginning Fall 2014 students cannot repeat the course. Those wanting further practice enroll in SKIL 233, but after they have taken SKIL 232 and 233 their only option is to Audit. Requests to audit have increased each quarter (25 requests in Spring 2014) and will continue to increase as students who have taken the course return in subsequent quarters and years. These changes have and will continue to affect enrollment numbers, while increasing the administrative work to process and track students who audit. Changes in FHDA student employment policies beginning Summer 2013 have affected the programs ability to attract and retain student tutors. Many tutors are not able to maintain the 12 unit minimum due to financial pressures. At this point the full impact of these changes is not known, and some aspects may change. Discussions are in progress, including the possibility of exceptions, and we hope the result will be greater equity for students and flexibility to hire student tutors. The state-wide Student Success Act (SSSP) mandates increasing support for students lacking college readiness and follow-up for at-risk students. Complying with these mandates may require additional staffing and resources, depending on implementation described in Student Success and Support Program Plan to be submitted in October, 2014. Address program changes implemented as a response to changes in College/District policy, state laws, division/department/program level requirements or external agencies regulations? How did the change(s) affect your program? (e.g. any curriculum, program reorganization, staffing etc.)II. C Progress in Main Areas of ImprovementThe SSC 08-09 Comprehensive Program Reviews (submitted as separate documents for each Center) were completed before SSC reorganization and consolidation, so areas of improvement have changed dramatically. The main areas of improvement in that CPR and in previous SSC program reviews include the need for additional staff, space, and budget, and the need for a tracking system. In the last five years, great progress has been made in all these areas. Space has improved greatly, except for the math/science area, which in inadequate to meet demand (see V.A.7) All SSC Centers except math/science are now located on ATC 3rd floor. The programs relocated to temporary spaces in the library and L47 from Fall 2012 through the end of Fall 2013, then moved back to newly renovated space with increased square footage in Winter 2014. These new and improved spaces have increased our ability to provide group tutoring and workshops. Staffing has improved since the reorganization, though suffered in the last round of budget cuts. Previous program reviews include requests for additional Instructional Support Technician positions, as well as reclassification of the Secretary position, and those needs still pertain (see V.A.2) The hiring of content-specific educational professionals and consolidation of all academic support services into one department has built a community of collaboration, coordination and quality management across many disciplines and divisions. Support for students, tutors, faculty, staff and administrators has drastically improved with the leadership of all SSC professionals. The adoption of the SARS tracking system district-wide has improved our abilities to accurately track, although we do still face some tracking and reporting challenges. One major improve from the system adoption is the ability to manage drop-in appointment via a queue. Unlike many other colleges, the reorganization was built on an academic support model of peer instructional assistance and mentorship, which supports more students at the same cost than that of non-peer professionals. This gives students employees the opportunity to engage on campus, create community and improve academic success. Although the SSC has multiple sources of funding, our budget has been fairly stable due to the colleges and DASBs commitments.Based on the 2008-09 Comprehensive Program Review, Section I.C. "Main Areas for Improvement", briefly address your program's progress in moving towards assessment or planning or current implementation of effective solutions.II. D CTE Programs: Impact of External Trends:Not applicable.Career Technical Education (CTE) programs, provide regional, state, and labor market data, employment statistics, please see "CTE Program Review Addenda" at: www.deanza.edu/gov/IPBT/resources.html Identify any significant trends that may affect your program relative to: 1) Curriculum Content; 2) Future plans for your program e.g. enrollment management plans.II. E CTE Programs: Advisory Board Input:Not applicable.Career Technical Education (CTE), provide recommendations from this year's Advisory Board (or other groups outside of your program, etc.) Briefly, address any significant recommendations from the group. Describe your program's progress in moving towards assessment or planning or current implementation of effective solutions.III.A. 1 PLOAC Summary100%Give the percentage of Program Level Outcome statements assessed to date. Run report entitled XXX PLOAC work and scroll to the bottom of the report for counts. Then calculate #Reflections & Analysis/#PLO statement times 100. This percentage may be over 100% or 0%. All courses and programs are to be assessed before the Comprehensive Program Review in Spring 2014.III.A.2 Enhancement based on PLOAC assessmentProgram Outcome Statement: Within the context of each student's individual needs, students will express a more positive attitude towards the subject they are studying, use effective learning skills, and improve their academic performance. This outcome relates to Strategic Initiative #2, Individualize Attention to Students and ICC #3d, Practice effective individual and collaborative work habits. The SSC is a hybrid program with both course and service learning outcomes. Weve included our service area outcomes in this section. Analysis of SLO and SSLO results reveal that 100% of SLO and SSLO have been met. However, there is always more research and work to be done, and we strongly believe in a culture of inquiry and data-driven decisions. Enhancement: Last year we used student survey data to assess change in perceived academic success, attitudes and use of learning skills among students using SSC services. Across all centers, 84% reported increased knowledge of the subject, 74% reported greater use of effective study skills, and 75% reported having a more positive attitude toward the subject. This year we reflected on Institutional Research results assessing improved academic performance that reveal that students who use the SSC improve their success in proportion to the their number of visits. For example, students enrolled in EWRT200 exhibited success rates of 94% and students enrolled in READ211 exhibited success of 70%. (IR 6/20/13) These results imply that instructors should encourage most at-risk students to participate in higher number of tutoring sessions. Data also revealed usage patterns: % of total students in course who used tutoring varied sharply. More recruitment and faculty involvement was needed for lowest level courses. Enhancements include the extending CAS as a highly encouraged option to EWRT/LART READ 211 students and more intensive promotion of ESL Support Workshops programs. On the math side, targeted and engaging recruiting emails to Math 212 and 114 and intensive support for the MPS program have increased both usage and success rates among students in those classes. Further analysis of comparative usage and success rates by specific course may reveal patterns that can guide future enhancements. Another important enhancement that began this year (Spring 2014) in response to within the context of each student's individual needs, students will improve their academic performance is implementation of online tutoring with Smarthinking. Institutional research data and reports for faculty reveal that success rates for success rates for students in online courses are well below those of on-campus courses. Online and evening students did not have access the same support resources as students who take on-campus classes during the day. To respond to these needs, Distance Learning and the Student Success Center have partnered with Smarthinking to provide 24/7 support for all ý students. Early usage reports show high numbers of students getting online help in math, accounting, and Essay Center. Outcomes will be fully assessed at the end of the contract period, April 2015. See  HYPERLINK "http://deanza.edu/studentsuccess/onlinetutoring/" \h http://deanza.edu/studentsuccess/onlinetutoring/ for more information.State an enhancement that was enacted this year as a direct result of an assessment of a program level outcome. State PLO statement, enhancement and reason for choosing this enhancement. If none, write NONE.III.B.1 SLOAC Summary100%Give the percentage of Student Level Outcome statements assessed to date. Run report entitled CIS SLOAC work and scroll to the bottom of the report for counts. Then calculate #(Reflections & Analysis + #Archived from ECMS) /#SLO statement times 100. This percentage may be over 100% or 0%. All courses and programs are to be assessed before the Comprehensive Program Review in Spring 2014.III.B.2 Enhancement based on SLOAC assessmentTwo important enhancement efforts this year resulted from SLO assessment. SKIL 232 SLO 1: In the context of each students' individual needs, students will be able to identify their academic learning skills strengths and weaknesses. The method of assessing this outcome in involved review of 20% (~40) students' Skills folders or work in Catalyst, which contain orientation self-assessments and skills labs/workshop journals where students report how they will apply the skills they learned to their courses. Though the target was met, review and analysis was cumbersome, results from self-assessments were not available to students, and survey results revealed higher than desirable negative feedback about required study skills labs. Enhancement: Skills 232 courses now use Catalyst, and include a required orientation quiz that includes required reporting of results of an online study skills inventory ( HYPERLINK "http://sarc.sdes.ucf.edu/form-studyskills" \h http://sarc.sdes.ucf.edu/form-studyskills). These results guide students choices toward appropriate Skills labs from a menu of online videos and interactive multimedia and/or on-campus Skills workshops. Students have greater self-awareness and report greater satisfaction with labs. LRNA 97 SLO 1 : After completing this course, and in the context of tutoring at a designated ý center, student tutors will be able to plan and conduct tutoring sessions using student-centered communication strategies. (Note: This sample enhancement applies to all four SLOs for LRNA 96, 97, 98 tutor training classes.) In 2012 this outcome was assessed by analyzing students own reports on their tutoring sessions. Participation was increased with the purchase of iPads tutors use to record and view sessions. However, we wanted a more reliable and robust method to assess all outcomes for tutor training beyond tutors self-reports. In Fall 2013 SSC faculty and staff collaboratively developed a comprehensive rubric for assessing new tutors recorded video sessions. The rubric contains observable behaviors associated with each outcome. (For example, behaviors associated with using student-centered communication strategies include active listening, wait time and positive feedback, encouragement.) Senior tutors viewed videos with new tutors and completed the rubrics. This not only provided useful data to guide improvement in tutor training, but also provided many teachable moments for mentor tutors to help new tutors reflect thoughtfully on their sessions.State an enhancement that was enacted this year as a direct result of an assessment of a student learning outcome. State course, SLO statement, enhancement and reason for choosing this enhancement. If none, write NONE.IV. A Budget TrendsThe SSC relies on various sources of funding: B-budget, B-Budget Augmentation, BSI and/or other grants, and DASB. The SSC relies on annual, one-time funding from DASB. While the students have been reliable in their funding for the past several years, the program is vulnerable the amount is allocated each year and is vulnerable to changes due to change of leadership or dynamics within the DASB. The SSCs current B-Budget of $68K, with unsecured B-Budget Augmentations, is not sufficient to meet the demand for academic support. There is a need to permanently increase our B-Budget versus receiving additional budget via augmentation. DASB has made a large commitment to maintaining the current level of service to ý students. DASB allocations: 10-11 $100K + $20K mid-year augmentation 11-12 $120K 12-13 $167K 13-14 $167 14-15 $167K (approved amount, similar commitment to 13-14) DASB commitment has increased as other funding sources have ended. Title III Grant ($150K in 11-12) ended in July 2012. DASB has allocated an unprecedented amount to any one program for the 12-13 academic year, but this funding determined annually could change with new DASB leadership. Since the ending of the Title III Grant, the BSI grant has contributed to our student employment budget, but not at the same level as Title III. BSI Allocations: 12-13 $95K 13-14 $95K The annual student employment costs for academic support with peer tutoring and mentoring has averaged about $400K per year since the reorganization of the SSC. This has allowed us to directly serve over 75,000+ student hours in 11-12.Assess the impact of external or internal funding trends upon the program and/or its ability to serve its students. If you dont work with Budget, please ask your Division Dean to give you the information. IV.B Enrollment TrendsSee V.A.2 for impact of loss of staff positions.Assess the impact of external or internal funding changes upon the programs enrollment and/or its ability to serve its students. If you dont work with Enrollment Trends, please ask your Division Dean to give you the information.V. A.1 -Faculty Position NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyV. A.2 Justification for Faculty/Staff Positions:We are requesting: One Instructional Support Technician in math/science (growth position/restoration of lost position) Reclassification from Program Coordinator I to Program Coordinator II Reclassification from Secretary II to a new classification Instructional Support Technician The Student Success Center lost one Instructional Support Technician position in the 12-13 budget cuts and Learning Resources division lost 3 Academic Advisor positions, as described in II.B. Our programs struggled to redistribute work to accommodate the loss of positions, but we remain severely understaffed, particularly in math/science, which comprises more than 60% of total SSC tutoring hours. We have a dire need for another IST in the math/science area, along with two reclassification requests. An additional IST would allow the program to offer more comprehensive support such as workshops, scale up current successful support efforts and elements that have increased success rates for basic skills math classes. In fact, this position would help realize the original intention of the SSC reorganization. Instructional Support Technician positions were intended to provide direct instructional support to students. This has not been possible due to large coordination demands and sheer volume of student employees and service users. In 2011-12 the SSC had 235 unduplicated student employees and 254 in 2012-13. Interviewing, hiring, training, scheduling and supervising this high number of student employees requires many staff hours. An additional IST will increase the quality and types of direct instructional support to students for the math and science areas. Currently the SSC depends on community volunteers and employs temporary employees to meet student and work-load demand in all areas based on the shortage in staffing and growing student demand. Reclassification of Program Coordinator I As a result of skills assessment for the 2013 bumping process, HR made the recommendation to initiate the reclassification process for the Academic Skill Centers Program Coordinator I position to a Program Coordinator II. The work-load coincides more closely with that of Program Coordinator II. Reclassification of Secretary II The other reclassification is for a position so obsolete that it does not exist in the list of ACE job classification/descriptions of Secretary II to new classification that will better suit the program requirements and duties.If there is a request for one or more new faculty state the SLO/PLO assessment data, reflection, and enhancement that support this need.V. A.3 Staff Position NeededGrowth A drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless Vacancy Only make request for staff if relevant to your department only. Division staff request should be in the Deans summary. V. A.4 Equipment Request Over $1000A drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested V. A.5 Equipment Title and Description, QuantityATC renovation and Measure C requests were granted for minor and major capital equipment requests. Last years APRU 2013 desktop computer request was included as part of the SSC Measure C request. Replacement equipment: 3 commercial copiers located in ATC 302, 309 and S43 30 Headphones with microphone for Listening & Speaking Center New equipment: 2 color printers for ATC areas and S43 Based on the V. A.7 Facility Request (i) Space Proposal for the MSTRC (S43), the following equipment would be a new equipment request: 20 iMac Desktops 6 circular tables 8 rectangular computer tables 3 wall mount whiteboards 1 smart board Description should identify if the item(s) are new or replacement(s), furniture/fixtures, instructional equipment, technology related, expected life of item, recommended warrantees etc. Did this request emanate from a SLOAC or PLOAC process? Does this item require new or renovated infrastructure (eg wireless access, hardwire access, electric, water or heat sources . . . ) V. A.6 Equipment JustificationStaff use the copiers for academic materials (i.e. handouts, workshop materials, promotional materials, etc.) that impact student support. The copiers currently are living beyond their life expectancy and consistently have operational issues (i.e. jamming, bleeding, queueing issues, etc). Language learners utilize headphones for listening and speaking software programs that impact their learning. Currently, the equipment is outdated and computers with the software are being replaced; due to purchasing constraints for Measure C (per item must be greater than $100) these headphone cannot be purchased. Staff are requesting color printers for enhancing instructional support activities and student outreach with more vibrant handouts and promotional materials. The equipment for the facility request would be utilized by student, faculty and staff for instructional support purposes. Please see V. A.8 for justifications.Who will use this equipment? What would the impact be on the program with or without the equipment? What is the life expectancy of the current equipment? How does the request promote the college mission or strategic goals? Etc. V. A.7 Facility RequestAs described in 10-11 and 11-12 APRUs, (i) Space Proposal for the MSTRC (S43) Proposed Improvements: Segregate the S44 computer lab space into two working areas: one will continue to be a computer lab for tech dependent courses for 40+ students, and the other to address the centers increased growth and need for supplemental instruction, especially in developmental courses. This room would accommodate larger groups utilizing web-base instructional resources, faculty office hours, weekly individual tutoring, drop-in tutoring for basic skills, and group tutoring/studying areas. Removal of circular counter in the middle of the center Installation of a welcome counter at the entrance of the center to ensure accurate tracking of students and secure all instructional materials Building Modifications: Erect an insulated (noise reduced) wall to split the space in S44 Route electrical floor outlets to accommodate the S44 middle table in computer lab side of S44 Open hallway that bridges S43 and S44 by moving door 27 to the new doorway position which secures the computer lab area of S44 The created learning space in S44 would need carpet installation for noise reduction Removal of the circular counter with minimum carpet patching, as it is fully carpeted under the circular counter See justifications below (V. A.8). (ii) Installation of SSC outdoor learning environment Installation of new equipment and furniture for instructional purposes on landing between S4 and SC3 will require the following: 1 large heavy-duty permanent awning/canopy (similar to Planetarium) 2-3 large outdoor concrete commercial tables with seating WIFI access points PV multi-user power source/charging station for devices Expected life of 25+ years and a warranty of 8-10 years for the non-tech infrastructure. This request is closely tied to the assessment cycles as the alternative learning environment will enhance our ability to meet our outcomes, see justifications below (V. A.8). Name type of facility or infrastructure items needed. Renovation vs new. Identify associated structures needed to support the facility e.g. furniture, heat lamps, lighting, unique items above and beyond what is normally included in a similar facility V. A.8 Facility JustificationAs described in 10-11 and 11-12 APRUs, (i) Space Proposal for the MSTRC (S43) Number of Students: 1,300 to 1,600 per quarter Student Hours: 18,000 to 22,000 per quarter Visits: 250 to 375 per day Current Status: Cramped conditions for increasing usage of faculty office hours, drop-in tutoring, weekly individual tutoring, group tutoring, and workshops Lack of common computer space for larger groups, particularly those utilizing distance learning and web-based instructional resources Increased demand due to expansion and quality improvement of services, which are expected to continue progressing Escalated noise levels MSTRC offerings focused on basic skills programs (i.e. MPS, topic-specific and skills workshops) are in high and increasing demand, particularly due to program growth and increased section offerings Frequently reach maximum number of students for provided seating in group tutoring rooms and drop-in tutoring tables, with an uncomfortable amount of students in one room as they take chairs from the drop-in area into group rooms Students in S44 for instruction are over 40 feet away from the projection screen, making it not conducive to students education nor eyesight, and creating an environment where the instructor must raise their voice. Negative Results: Learning communities and working conditions are adversely affected by spatial limitations and noise The MSTRC is not meeting the student nor instruction demand, causing groups to compete for space Students and faculty leave the center due to space limitations and lack of seating Students, faculty, and staff are frustrated with the overcrowding and inability to focus, discouraging overall use Hindrance on friendly and welcoming learning, and a productive and stable working environment Escalated temperatures in cramped conditions Expected Results: Larger facility for developmental students will foster a supportive learning environment and community for students, faculty, tutors, and staff Increased collaborative group work amongst struggling students with tutors, peers, staff, and faculty. More areas to accommodate groups and enhance collaborative learning Increased retention and success rate for PSME students, in particular the targeted developmental groups Loss prevention by securing instructional materials at welcome counter Increased accuracy of usage to build precise reports which secure and justify funding for the center, in addition to projection of staffing and scheduling needs (ii) Installation of SSC outdoor learning environment Primary users of the outdoor learning center will also be students and tutors, but also includes faculty and staff leading skills and content-specific workshops. The Space expansion for the MSTRC (i) and the outdoor learning environment (ii) would provide dynamic enhancements to the learning experience for students, peer tutors, faculty and staff; meet the needs of student with varying learning styles and difference, helping them stay focused and meeting them where they are at; create engaging and connected student communities; optimize center and campus space to serve more students; and overall demonstrate ýs commitment to students. The additional space will increase our ability to support learning outcomes below. Students will: (a) use effective learning skills Outdoor learning center will provide a stress reducing environment for various workshops, i.e. reducing test-anxiety, test-taking strategies, goal- setting, etc. (b) express a more positive attitude towards the subject new space will be less cramped, aesthetically more pleasing and inviting changing the location of your studying is proven in assisting student with recalling content and new environments will creating a pleasant study area Who will use this facility? What would the impact be on the program with or without the facility? What is the life expectancy of the current facility? How does the request promote the college mission or strategic goals? Etc. V.B.1 Budget AugmentationSee also IV.A Budget Trends 1. B-budget increase of $40K to cover student salary increase. In July, 2014 student salaries will increase by at least $1/hour to keep pace with state and regional minimum wage increases. SSC salary costs average about $400K/year before the increase and will increase by about 10% or $40K after the increase. 2. $13K to cover reclassification costs. Currently the SSC is working on two reclassifications for Program Coordinator I to Program Coordinator II, and for Secretary to a new classification; expected changes would take effect in 2014-15. We are projected an approximate increase in College A-Budget of ~$13,000 per year for these reclassifications. 3. College or District commitment to provide online tutoring. Online tutoring with Smarthinking cost $20K for a one year contract (Spring 2014-Winter 2015) The cost was divided between Distance Learning and Student Success Center B-budgets. Assuming the service meets expectations, the college or District will need to find sustainable funding to support online tutoring when current contract expires in April 2015. How much? Who/what could be supported if this additional funding was awarded? What would the impact be on the program with or without the funds? How does the request promote the college mission or strategic goals? If you do not deal with the B budget directly, you can use the comment: please refer to the Deans summary.V.B.2 Staff Development NeedsOur staff is already very involved in staff development efforts. Three SSC staff members have participated in FELI, several are Equal Opportunity representative, and most are proficient in technology. However, internal assessment of staff needs and anecdotal evidence shows a need for more technology training, specifically on Catalyst, Omni Update, ARGOS, and SARS. In addition, classified and faculty would like to to attend conferences such as RP group Strengthening Student Success, CRLA, ACCTLA, and Online Teaching Conference to better understand new Student Success mandates and improve support for first generation, low income, and students in basic skills classes. We will use Staff Development funding when available. What assessment led to this request? What would the impact be on the program with or without the funds? How does the request promote the college mission or strategic goals? V.B.3 Future plansGranted the staffing, facilities, equipment and budget resources requested above, the SSC will assess the extent and effectiveness of resulting expansion and intensification of academic support for targeted groups and students in developmental classes and GE courses with low retention and success rates. The SSC regularly assesses outcomes to continue improving services and measure our progress; the impact of additional resources would require data comparision (student surveys, demographics, success and retention rates) between cohorts, and students utilizing service versus those who do not.How do you plan to reassess the outcomes of receiving each of the additional resources requested above? 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