GENERAL TEMPLATE FOR PSR

Transcription

1 GENERAL TEMPLATE FOR PSR PROGRAM OVERVIEW PAGE (ALL REVIEW TYPES): Program Title: Distance Education Program Code: 6616 Review Type: Instructional (programs that have curriculum) Administrative (programs that have no curriculum and do not provide direct support to students (examples: dean s offices, VP s offices, M&O, Litho)) Student Support (programs that provide direct student support (examples: counseling, A&R, success centers, library)) Programs may meet the criteria for more than one review type. Multiple review types can be selected. Complete pages that are applicable to the review type(s) selected. Does this review contain any career technical education (occupational) programs or does the program have an advisory committee? Yes No All career technical education programs or any other program that has an active advisory committee should choose yes. External Regulations? Yes No External regulations apply to areas with outside accrediting agencies. Chaffey College Mission Statement: Chaffey College improves lives within the diverse communities it serves through equal access to quality occupational, transfer, general education, and foundation programs in a learning-centered environment where student success is highly valued, supported, and assessed. Please describe how your program supports the college's mission: The Distance Education program at Chaffey College provides an alternative access point to instruction and educational opportunity. Although a considerable number of students enroll in both distance and traditional learning formats simultaneously, some students elect to take most of their courses using this format because of limited access to childcare or transportation or because of a physical disability. The program addresses issues of equal access to occupational, transfer, and general education. The Distance Education (DE) program is guided by recommendations from the Distance Education Committee and supervised by the Dean of Instructional Support. The (DE) program has been actively pursuing improvement efforts using data on success, retention, and feedback on the students' experience. The charter of the DE Committee reads as follows: To evaluate and test Distance Education (DE) products and services, to develop and conduct faculty training in DE, to consult regarding District qualifications for DE 1

2 faculty, to solidify DE student services, and to address emerging issues in DE. As a result in reductions to some distance education courses from the and schedule because of a more than 22% difference between success rates of DE and face-to-face performance, the college initiated a major review through a Faculty Inquiry Team focusing on ways to improve the DE program. The review and recommendations are attached to this PSR. As a result, the college has experienced a significant increase in the course success and retention rates for distance learning. The data is also attached to this review. PROGRAM DATA PAGE (INSTRUCTIONAL REVIEWS ONLY): Data will be provided as a separate document. Enrollment Given the data, what changes can be identified in enrollment patterns? Identify and explain important trends and implications. Distance Education does not maintain a separate set out outcomes from those already associated with the course or program Retention Given the data, what changes can be identified in retention patterns? Identify and explain important trends and implications. Success Given the data, what changes can be identified in success patterns? Identify and explain important trends and implications. For each of these questions, programs should review the data supplied and consider what the data shows about their program. What changes can be identified and what are possible reasons for those changes? How will the program address changes? DEGREE/CERTIFICATE DATA PAGE (INSTRUCTIONAL REVIEWS ONLY): Data will be provided as a separate document. 2

3 Given the data, is the number of majors and certificates what you would expect? Please comment. Has the number of majors and certificates increased or decreased over time? Why? Are there any plans to make changes to this program? Programs should review the degree/certificate data and consider what the data shows about their program. Are there low numbers of degree/certificate earners? Why? If numbers have increased or decreased over time, what are possible reasons for that? If changes are planned, what are the changes addressing updated curriculum, changes in labor markets, etc? STUDENT LEARNING OUTCOMES PAGE (INSTRUCTIONAL AND STUDENT SUPPORT REVIEWS): This is the opportunity for your area to discuss/review your program s learning outcomes. If at any point in this process you need help contact the SLO Facilitator. Copy and paste your most recent program SLOs into this first box. Please number your SLOs. Outcome Statements Where will you find your Program Learning Outcomes? INSTRUCTIONAL PROGRAMS: Find your program SLOs on the curriculum side of Curricunet at look down the left side of our Curricunet homepage and do a program search; once on the program page, look in the upper right portion of the screen for the Program Checklist and click on Program SLOs. Feel free to update your program SLOs at this time. Do not erase old program SLOs keep them for historical purposes. Remember, we need 3-5 program SLOs per program and certificate. Also, please look for the SLO preparation for PSR Sheet created for you by the SLO Facilitator. This document will contain useful information for you as you complete this PSR SLO page. This should be sent to you via mid-september. STUDENT SERVICES PROGRAMS: Find your program outcomes in one of several areas: from the Chaffey SLO page click on tab for program evidence; locate your program alphabetically; look for the link to the 2009 PSR and click to open; OR From your 2010 PSR located on OR That white three ring binder that might still be floating around; OR Start anew and create fresh program learning outcomes. Please remember, we need 3-5 program SLOs per program and certificate, or student service. Also, please look for the SLO preparation for PSR Sheet created for you by the SLO Facilitator. This document will contain useful information for you as you complete this PSR SLO page. This should be sent to you via mid-september. 3

4 The second question asks you to make some conclusions about your program health based on evidence you have collected during learning outcome assessments. Take a minute to review all assessment data you have collected. How does your assessment evidence speak to your program health? INSTRUCTIONAL PROGRAMS: This is your opportunity to discuss your assessment format and why you went with that particular type of assessment. Find your course level assessment and make inferences to what that evidence means regarding your program learning outcomes. Where do you find course SLO evidence? Course level SLO evidence is kept on the curriculum side of Curricunet ( click on the pencil icon; select learning outcomes from the course checklist located in the upper right corner of that screen; OR You may keep some of your SLO course assessment in those white binders that might still be floating around STUDENT SERVICES PROGRAMS: This is your opportunity to discuss your assessment format and why you went with that particular type of assessment. Make some inferences to what your assessment evidence means regarding your program learning outcomes. Where do you find your evidence? That white three ring binder that may still be floating around was created as your main repository of evidence; OR Institutional Research has done a terrific job of analyzing and writing up much of the learning outcome activity which has occurred in student services. Please check their learning outcomes websites at In addition to checking your specific assessment evidence, the following checklist is provided for both instructional and student services to help jump start your thoughts in terms of closing loops in relation to your program health. Check all that might apply and see if you can make any inferences regarding your program health: Modify your syllabus to spend more or less time covering a particular concept/topic Modify the Course Outline of Record for the course Modify the Course Outline of Record for the entire program of study Establish Pre-requisites or co-requisites Eliminate pre-requisites or co-requisites Add new material/topics/content Engage in professional reading in your field to check trends Engage in other professional development activities related to your teaching style Employ new technologies in your classroom Re-write your course SLOs Re-write your program SLOs Re-considered the effectiveness of your assessment tool Changed your assessment tool Sought student input into the SLO process 4

5 Modified your program review Requested additional faculty or staff Requested technology Spent more time thinking and discussing student success with your colleagues Reviewed results and decided to assess in the same manner again Employed elements of Hope Theory Other The third questions asks you for your thoughts regarding any discoveries you may have made as a result of this assessment evidence and reflection in regards to a need for materials, equipment, staffing, more course/sections. This is where you begin to make your case for requests of resources. You will be requested to refer back to this box in the Visionary Improvement Plan section of PSR. Has any of your assessment evidence resulted in discovering a need for materials, staffing, more course/ sections? Please explain. Instructional programs will be required to attach their Chronological Assessment Plan (CAP), Core Competency Matrix, and Curriculum Map. Student Support programs will be required to attach their Chronological Assessment Plan (CAP) and Core Competency Matrix. CURRICULUM UPDATE PAGE (INSTRUCTIONAL REVIEWS ONLY): Data will be provided as a separate document. Courses should be updated every six years; courses with dates in red have not been updated in the six year window. Use the data to answer the following questions: Courses should be updated every six years; if course updates are due, please describe your plan and timeline for updating courses: If your discipline has no program of study: Why is there no program of study associated with these courses? What is the rationale for continuing these courses without a program of study? What steps has your program taken to proactively respond to changing and emerging student and community needs? Advisory Committees Needs Assessments/Labor Market Studies 5

6 Demographic Trends Develop New Courses/Programs Other Briefly explain: ADVISORY COMMITTEE INFORMATION PAGE (IF APPLICABLE TO YOUR PROGRAM): Describe the advisory board membership, how often it meets, its role and involvement with the program, and how the program responds to advisory board recommendations. Programs will need to send minutes of advisory committee meetings since the last program review with the template. Instructional programs will also need to include a needs assessment, which will be supplied by Institutional Research. EXTERNAL REGULATIONS PAGE (IF APPLICABLE TO YOUR PROGRAM): Programs will need to provide the following information (more than one external agency can be added within the same field if needed): 1. Name of external agency a. When agency last reviewed program b. What recommendations were made c. Were there any budgetary or institutional impacts from the recommendations d. Were the recommendations addressed; comment on status if needed e. When will the next review occur (if known) As a department, Distance Education complies with the requirements of ACCJC. Any connections to CTE programs are managed through the Curriculum process, and advisory group input is reflected in the Course Outlines of Record. ADMINISTRATIVE PROGRAM INFORMATION PAGE (ADMINISTRATIVE PROGRAMS ONLY) How does your program improve, expand or support the operations of the college? How does the program evaluate its effectiveness? The Distance Education program has been in existence since approximately Since then, the college has experienced an increasing demand for online or hybrid options for student learning. In part, students enroll in DE and faculty are interested in DE because it offers a level of convenience and flexibility that "brick and mortar" learning does not afford. In offering 6

7 online and hybrid learning options, the college maintains a commitment to help students achieve their goals in a variety of ways. The effectiveness of the program is evaluated using course success data, as well as faculty and student surveys. Some samples of such data are included. The sources from this data come from both the Chancellor's Office and from Chaffey's IR Department. This data us used by the Associate Superintendent, the deans, and the coordinators in order to make adjustments in scheduling and offerings. One of the trends, for instance, is that distance learners at Chaffey are primarily female and part-time. The other significant trend is an increase in the number of out-of-district students, despite the fact that the college has not made an effort to recruit in these areas. However, most of these students represent surrounding areas like Colton and Rialto. Describe staff functions and services in relation to day-to-day activities. The Distance Education office is comprised of the Distance Education Support Specialist, who provides the primary operational infrastructure for the program. She is the primary contact with the platform vendor (Moodle) and facilitates the development of course shells and student enrollment. She is assisted by an instructional assistant who tries to manage student issues, instructor tests, and back up functions. These staff members regularly interface with the DE Facilitator, who is paid a stipend to be the primary link to the instructional faculty. She facilitates planning and training, as well as future directions for the program with the consultation of the Distance Education Committee. The faculty are also supported by a DE mentor who partners with the Faculty Success Center to offer workshops as well as individual faculty as they design courses. However, the demand far exceeds the availability of the mentor and facilitator to adequately support faculty and their needs. The operation is supervised by the Dean of Instructional Support, who collaborates with all parties to ensure that the college maintains and develops the necessary infrastructure to support an effective program. STUDENT SUPPORT PAGES (STUDENT SUPPORT PROGRAMS ONLY) Please note not every student support area provides all of the services below. Complete what is applicable to your area. Access: How do the services you provide to students facilitate access to learning? How do the services introduce students to the college? What service was provided? How many students received this service? Method of Measurement To add more rows to table above, use the Tab key. Support: How do the services you provide to students support student learning? How do the services support students while attending the college? 7

8 What service was provided? How many students received this service? Method of Measurement To add more rows to table above, use the Tab key. Other: How do the services you provide to students promote transfer, completion, and/or future success? How do the services help students move on from the college? What service was provided? How many students received this service? Method of Measurement To add more rows to table above, use the Tab key. PROFESSIONAL DEVLEOPMENT PAGE (ALL REVIEWTYPES) List recent departmental professional development activities connected to student learning. Flex activities Moodle training every semester Workshops/ courses taken Moodle Expert; Tech Fridays on specific Moodle features and tools Conferences/ training Conference on Adaptive Learning Other The Distance Education Facilitator is a State reviewer for the Online Education Initiative Programs should include flex activities, workshops, courses taken, conferences, trainings, or any other activities related to student learning or, for non-instructional areas, their department. Two years of information is sufficient and for faculty, only full-time faculty should be included. Discuss departmental engagement on campus in connection to student learning. Governance Committees Technology Committee; Distance Education Committee; Datatel Steering Committee Other college-related Hiring Committees committees Other campus participation Moodle Moot for faculty sponsored by DE each spring Programs should include all committee participation or any other campus activities related to student learning, or for non-instructional areas, their department. 8

9 How does your program benefit from participation in these activities? How do the activities support student learning (or for non-instructional areas, your department)? How was information shared within the department? Professional learning is core value for Distance Education, so leading professional learning opportunities is an ongoing part of the Distance Education team. Additionally, because distance learning is a dynamic and fast-paced area, maintaining currency is essential for everyone on the team. 9

10 VIP GOAL RESULTS TEMPLATE Three Year Goal: Develop a comprehensive annual training plan for both the course management system and for instructional delivery and design issues. Training and professional learning are key features to a successful program, and the Distance Education program can improve its intentionality in that regard. To which Educational Vision and/or Strategic Goal does this apply? c. Providing instruction in delivery modalities that foster completion d. Developing sustained engagement strategies 1. Student Success through Teaching and Learning Year One Steps to Success Explore possible workshops topics with the Distance Education Committee and the Faculty Success Center Advisory Committee. These groups can determine the best mode of instruction for these offerings and can be planned for implementation. Year One Assessment The goal would be for each of these trainings to have at least five participants and for the evaluations to indicate that they were significantly influential to support teaching and learning. Year Two Steps to Success The calendar of activities can be further refined or expanded as a result of feedback. Year Two Assessment In year two, it is hoped that attendance in workshops will increase and the data will indicate the efficacy of the learning opportunities. Was this goal accomplished? Yes, this goal was accomplished. Please explain: Over the past five years, training for Moodle, the college s platform, has shifted from voluntary to mandatory and from face-to-face to online. While the DE Facilitator and Support Specialist still offer face-to-face labs for hands-on practice, the DE Committee implemented a fully online version of Moodle Training called Learning Spaces. This component was necessary in order to provide on-demand training just in time for newly hired instructors. Members of the DE Committee piloted the training and selected the appropriate modules. The first faculty to access the training did so in the summer of Subsequently, the DE Facilitator developed a training guide, which is attached. The FSC is also now cosponsoring Tech Fridays to augment and enhance training in order to fulfill the goal of comprehensive offerings. The feedback from the online training program has been positive, with one exception, and it Distance Ed Prior Year Goals 1

11 is expected that we will continue to work with the vendor to finesse ease of use and local branding. How were the results used? If the goal was not accomplished will your program reassess or change the goal? Results and feedback are still in the process of being evaluated since these changes are still relatively new (summer of 2015). Three Year Goal: Create a comprehensive scheduling plan for the Distance Education program that is mindful of student success, student needs, and program pathways. To which Educational Vision and/or Strategic Goal does this apply? a. Improving pathway identifications by students c. Developing enrollment procedures that structure successful student behavior and decision making c. Providing instruction in delivery modalities that foster completion 1. Student Success through Teaching and Learning Year One Steps to Success This year, the Distance Education Committee is beginning discussions about the logic of offerings and also the connectivity between DE Committee and the Curriculum Committee. In this first year, the committee needs to identify what support is needed for faculty, what is needed to support students, and what is needed in terms of the DE offerings. All of this dialogue is connected to the Faculty Inquiry Team review and their recommendations. Year One Assessment The result of the dialogue of the DE Committee will be a set of work plans to improve the strategic aspects of the online/hybrid schedule of classes. The success of that can be measured by the responses from the deans and the coordinators regarding those recommendations. They should also be incorporated into the 3 year plan, so those plans may be impacted by this work. Year Two Steps to Success In year two, the online offerings and scheduling should include a reconsideration of how Distance Education fits into the Fast Track planning. The Dean's Office will coordinate with the deans and coordinators to determine a set of recommendations about how those two programs might effectively interface. Year Two Assessment The measure of success for this integration is from enrollment, success, and completion data. As those improve, we have a clearer indication of how well the scheduling is working. Distance Ed Prior Year Goals 2

12 Was this goal accomplished? This goal has been partially met. Please explain: As a result of dialogue with the DE Committee, the Dean of Instructional Support developed a planning document that included a number of funding requests for the review of the Executive Team. That plan was part of the growth dialogue, since DE is one area that was selected for intended growth. However, thoughtful growth could not occur without additional resources. Finally, a gap analysis was conducted to examine the extent to which the CSU Certificate was available through online/hybrid offerings. The absence of online/hybrid lab courses continues to be an area with limited availability. However, the Physics Department has met with the Distance Education Committee and committed to explore online/hybrid opportunities, so that dialogue continues. The presence of lab courses in Distance Education will also support Fast Track, since lab spaces are so impacted that it is difficult to offer many compressed courses with limited labs. Additionally, the DE Committee worked with the Curriculum Committee to add an additional explanation as to why the proposed course is appropriate in an online/hybrid format. This added dialogue about why the course is well-suited for DE delivery ensures that faculty have considered the content and audience for the course. How were the results used? If the goal was not accomplished will your program reassess or change the goal? Comprehensive planning continues, but the review is ongoing and requires more time. The goal has been recalibrated and will be included in this year s PSR. Three Year Goal: Redesign the Distance Education website to more effectively support students and faculty. The Web page provides an opportunity to effectively address problems and questions, and also connect people to resources. The web page has not had a major revision in over ten years, and given the new demands and potential for growth, the website can be more effective. To which Educational Vision and/or Strategic Goal does this apply? b. Connecting students to necessary resources and pre-enrollment processes b. Establishing students relationship with the college d. Connecting students to support services b. Facilitating completion points 1. Student Success through Teaching and Learning Year One Steps to Success The Distance Education staff is currently working with a Distance Education sub-committee on a major redesign of the website. The redesigned website will focus on ease of use and transparency of information. Pages will link to campus departmental websites rather than repeating information. This will eliminate the need to continually update information from other campus departments. The new design will also contain information and activities that will help students determine if the online Distance Ed Prior Year Goals 3

13 environment works for their learning styles, and if they are ready for an online class. The website will also become more user friendly for Chaffey faculty, providing information on Distance Education updates, training requirements and opportunities, and tips on using the college s course management system. Year One Assessment Once the website is redesigned, the users, both faculty and students, can be polled to determine what is working and what is not. Year Two Steps to Success The website evolution is ongoing work, and as the reviews and input is received, then the process of updating can continue as it did in the first iteration. Year Two Assessment The website needs continuous review and input from stakeholders, and surveys and opportunities for input will be continuous on the web page itself. Was this goal accomplished? The DE Website was redesigned in 2014, but it still requires more refinement. Please explain: The DE Support Specialist endeavored to redesign the Website, and it is improved over the previous version. The DE Facilitator, DE Committee, and the DE Mentor have all collaborated to review other ways that the Website can be even more effective. Currently, a new format is being explored using LibGuides, which is the same format used by the Library and Success Centers. Since those areas are also under the umbrella of Instructional Support, the group has decided that providing a consistent look and feel will improve the utility of the site since students have adapted well to the redesign of the Website for the other two departments. That continued redesign should conclude by spring of How were the results used? If the goal was not accomplished will your program reassess or change the goal? After the Website was redesigned, further dialogue continued about ease of use, which prompted the decision to explore yet another format. Three Year Goal: The Distanc Education Committee and the Faculty Inquiry Team have explored a number of data collection points regarding distance learning; however, those inquiries have not been part of a more thoughtful and cohesive plan. The program needs an established set of research/slo protocols. To which Educational Vision and/or Strategic Goal does this apply? a. Providing intrusive academic support in key areas Distance Ed Prior Year Goals 4

14 b. Facilitating completion points 1. Student Success through Teaching and Learning Year One Steps to Success The DE Committee has already discussed the mechanisms in Curricunt available to gather data regarding SLOs for DE courses, and that will be implemented this year. Using the current survey battery, as well as new instruments, the DE Committee needs to identify and calendar the various research pursuits necessary to ensure program improvement and evaluation. Year One Assessment The DE Committee's first evaluation point is to determine the calendar of data collection points and determine the intent of those inquiries. If that can be established, a significant part of this task will have been accomplished. Year Two Steps to Success Once the data collection calendar is established and research reports follow, the DE Committee will need to determine the extent to which those research tools help to guide the direction of the future of the program. In essence, the results of the research need to be evaluated to ensure that all of the critical questions are being answered. Year Two Assessment Once any gaps are identified, the Committee can revise survey instruments, timelines, and the evaluation protocols to ensure that the College has what's needed to maintain the excellence of the program. Was this goal accomplished? This goal has been partially met. The DE Committee uses research from IR and the Chancellor s Office; however, other research efforts are always being discussed and must occur with collaboration with CCFA because of concerns from the Association that some feedback may constitute evaluation beyond the terms of the Contract. Please explain: The DE Committee works in partnership with the IR department to gather and discuss data regarding course success/retention. The DE Committee has established a process for review, and when courses demonstrate a history of more than a 10% disparity between face-to-face and online/hybrid success, they are put on watch by the Committee. Faculty are asked for a redesign plan, and the course is evaluated for the impact of the redesign. If the success gap persists, then the Committee makes a recommendation to the dean and the department as to the ways the gap might be addressed. Ultimately, the decisions about how the courses will be scheduled are with the dean. A diagram of that process is attached. The college also participates in the Chancellor s Office DE survey of students. These results are shared with the DE Committee, and they influence planning and initiatives. For instance, after the last round of responses, the Committee decided it was necessary to develop an orientation to DE formats for students. The DE mentor is currently working on that module in Soft Chalk and should be ready for implementation this year. Distance Ed Prior Year Goals 5

15 How were the results used? If the goal was not accomplished will your program reassess or change the goal? Results from research are continually used for improvement. The goal will be reframed for this next evaluation period. Distance Ed Prior Year Goals 6

16 VISIONARY IMPROVEMENT PLAN TEMPLATE (ALL REVIEW TYPES) Programs will list 1-3 program goals along with the steps and assessments necessary to reach those goals. Consider the future of the program. Where does the program want to be in three years? Goals should support the programs three year vision. What steps will the program take to reach the goal? How will the program know that the steps were successful? What assessments will be used to measure success? Remember that goals are not projected needs requests. Goals should discuss where the program wants to go, not the items needed to reach that goal. Steps and assessments should also not include budgetary requests. The projected needs section of the PSR is where all budgetary requests should be listed. Three Year Goal: Develop an orientation to online/hybrid deliveries for faculty. Despite the training they receive through Learning Spaces, an orientation to Chaffey s processes, philosophy, and information. Using Soft Chalk, the faculty may use the orientation and revisit it as many times as needed, which will provide flexible service and support. To which Institutional Goal(s) does this goal apply?* Institutional Goal 2: Chaffey College will create, maintain, and support innovative and effective learning environments that engage students toward success and completion Institutional Goal 5: Chaffey College will decrease the achievement gap. Steps to Success Year 1 The DE Committee needs to establish the topics and content for the orientation module. Assessment Year 1 A list and outline of content will be the primary method of assessment of the first step toward this goal. Steps to Success Year 2 Develop and implement the module online through Soft Chalk by This development will be completed by the DE Facilitator, the DE Support Specialist, and the DE Mentor. Assessment Year 2 Once the orientation is launched, then feedback will need to be gathered from the efficacy of the experience to determine future additions and modifications. *refer to following pages for Institutional Goals; copy and paste goals and objectives that apply to your three year goal. 1

17 Three Year Goal: Support the development of an online science course, which will ensure that the general education pattern is more representative of college offerings. To which Institutional Goal(s) does this goal apply?* Institutional Goal 2: Chaffey College will create, maintain, and support innovative and effective learning environments that engage students toward success and completion Institutional Goal 5: Chaffey College will decrease the achievement gap. Steps to Success Year 1 Identify faculty willing to explore the development of additional online learning for distance education in the science area. Assessment Year 1 Faculty who are interested would either join the DE Committee or give reports about their interest/intentions to develop a science class in a hybrid or online format. Steps to Success Year 2 Connect the interested faculty with the DE mentor to ensure that a newly developed course meets the needs of students and that the faculty are supported in their endeavors. Assessment Year 2 Schedule an online/hybrid science course as a result of these efforts. Three Year Goal: Expand support for distance learners. Currently, Help Desk support is only offered during traditional working hours until 4:30 pm. Various options are being explored through a collaboration with IT. Additionally, the college does not provide test proctoring solutions, which will also support instruction. To which Institutional Goal(s) does this goal apply?* Institutional Goal 2: Chaffey College will create, maintain, and support innovative and effective learning environments that engage students toward success and completion Institutional Goal 5: Chaffey College will decrease the achievement gap. Steps to Success Year 1 The first step toward this goal is to perform a feasibility study of different options for additional Help Desk Support. 2

18 Assessment Year 1 The development of options for Help Desk support is the first step and will need to be evaluated institutionally to determine the best option that is both effective and cost-conscious. Steps to Success Year 2 Once a model is selected, then implementation (including staffing and training) are the next steps. Assessment Year 2 Once students have access to more robust Help Desk support, then feedback will be gathered from students to determine the effectiveness of the service. Three Year Goal: Expand support for professional learning for Distance Education, given the technology and currency demands. As a result of that institutional goal and the need for continuous improvement in instruction, the program requires additional resources for professional learning. In order to achieve those goals, faculty will require access to new software, instructional guidance, training opportunities, and incentives to experiment. [To which Institutional Goal(s) does this goal apply?* Institutional Goal 1: Chaffey College will provide quality learning experiences that promote holistic student development and support success and completion in a timely manner. Institutional Goal 2: Chaffey College will create, maintain, and support innovative and effective learning environments that engage students toward success and completion. Institutional Goal 5: Chaffey College will decrease the achievement gap. Steps to Success Year 1 Plan a more comprehensive set of professional learning opportunities for faculty through the Faculty Success Center, which may include (ideally) a Summer Institute for online/hybrid instructors and online training. Assessment Year 1 A plan that has been vetted by the DE Committee will be the primary method of assessment for this first step. Steps to Success Year 2 The implementation of this series by the fall of 2017 is the next step. Assessment must also be implemented to track the feedback from participants. Assessment Year 2 3

19 This step will be assessed by participant feedback by the spring of To which Institutional Goals does this goal apply? Institutional Goal 1: Chaffey College will provide quality learning experiences that promote holistic student development and support success and completion in a timely manner. Objective 1: Increase the number of students who engage in academic support activities Objective 2: Decrease the time students take for goal completion Objective 3: Increase the Basic Skills Completion rate (state defined metric) among students who identify transfer as their goal. Objective 4: Increase the number of award earners. Institutional Goal 2: Chaffey College will create, maintain, and support innovative and effective learning environments that engage students toward success and completion Objective 1: Broaden participation in the activities that encourage reflective teaching practices. Objective 2: Increase the amount of instructional and collaborative spaces at all three campuses. Objective 3: Improve and expand the use of current technologies that facilitate student learning and success. Objective 4: Implement cost effective investments in current technologies and equipment that support the learning infrastructure. Objective 5: Create and maintain an effective online/electronic learning atmosphere (virtual environment). Objective 6: Improve and expand upon the security systems at all campuses. Institutional Goal 3: Chaffey College will provide an effective organizational structure and workforce through strategic hiring practices in which all employees are given the encouragement and resources needed to achieve excellence. Objective 1: Ensure that the District s organizational structure matches the financial and learning needs of the College. Objective 2: Develop strategic hiring plans and practices. Objective 3: Implement appropriate training orientation and professional development for all employee groups. Objective 4: Expand recruitment efforts to achieve increased diversity among applicants. Institutional Goal 4: Chaffey College will support the needs of the communities through meaningful external relations, workforce development, outreach, partnerships, and linkages. Objective 1: Increase contact points with all of our K-12 partners. Objective 2: Create multiple entry points for educational partners, including K-12 and Adult Educational Programs. Objective 3: Increase and strengthen the relationships with all of our business partners. 4

20 Objective 4: Increase and strengthen the relationships with all of our government partners. Objective 5: Increase and strengthen the relationships with all of our community stakeholders. Institutional Goal 5: Chaffey College will decrease the achievement gap. Objective 1: Research key achievement gap indicators that affect student achievement and widely disseminate findings. Objective 2: Increase the number of underrepresented students participation in programs and support services. Objective 3: Conduct research to understand performance disparities and identify strategies to improve student success. Objective 4: Implement a consistent opportunity for culturally responsive strategies in college training and professional learning. Objective 5: Address financial assistance strategies for socioeconomically challenged students. Institutional Goal 6: Chaffey College will responsibly manage financial, physical, technological, and environmental resources through effective planning, decision-making, and implementation. Objective 1: Develop and maintain effective practices of identifying and applying for grants. Objective 2: Ensure that resources are allocated based on institutional planning. Objective 3: Improve the alignment of expenditures with revenue. Objective 4: Reduce the College s carbon footprint. 5

21 PROJECTED NEEDS FACULTY REQUESTS TEMPLATE (ALL REVIEW TYPES, IF MAKING ANY FACULTY REQUESTS) Programs requesting faculty will complete this section. The request should include the year in which you are requesting the position (year one, two, or three of your visionary improvement plan), whether the position is instructional or non-instructional, and the location of the position (Rancho, Chino, or Fontana). All budget requests must connect back to the visionary improvement plan. Request: Instructional Designer Distance Education/Faculty Success Center Year: Year One Year Two Year Three Number of positions requested: 1 Instructional or Non-Instructional: Instructional Non-Instructional Location: Rancho Chino Fontana To which VIP Goal does this request connect? This connects to the expansion of the Help Desk, the expansion of professional learning, and the development of science curriculum for distance delivery. This faculty position is essential to assist faculty and the college in maintaining a current and robust Distance Education program. Each faculty request MUST include responses to the following questions: Please explain how position(s) meets each criteria listed below. If position does not meet criteria, please state Not Applicable. Affect the availability of prerequisites Are not easily filled by adjunct faculty due to specialized skills or external agency licensure requirements Facilitate compliance with state mandates Accreditation, 508 Compliance, and Title V are all increasingly affecting the instructional design components of distance education. In order to support the growth and improvement of the Distance Education program at Chaffey, an instructional design position will be critical to guide and support faculty in course development and ensure compliance with external regulations. Fill vacancies in departments with no full-time faculty Fill vacancies requiring faculty specialization or extensive technical requirements Distance Education programs across the country rely on instructional designers to support 1

22 faculty. Currently, Chaffey does not have such support, and is, therefore, less able to remain current as distance learning evolves, given the specialty of the instructional design field. It requires a unique educational background and level of experience. Fill vacancies that create hardship on the department or are created by changes in organizational structure Promote full-time/adjunct balance in departments where ratio is severely skewed Respond to markedly increased traffic and activity With the growth agenda, Distance Education is well-positioned to make a significant and ongoing contribution to Chaffey s FTES targets in an economical and sustainable way. As the demand for distance learning grows, so do the demands on faculty, and Chaffey requires a more robust infrastructure to support that ongoing learning in order to support faculty development and effective online course design. Serve new or expanding initiatives, student populations, or programs Distance Education is not a new program at Chaffey; however, it has only recently developed an infrastructure that ensures dynamic evaluation, and it is still lacking many of the necessary support structures that other colleges of comparable size provide. With the pressure to grow, and the clear trend that distance learning is the future, this is a good time to invest in that infrastructure. Additionally, there is limited interest in the development of distance learning models in the sciences, which is desperately needed in order to provide full access to GE offerings online, and this position can directly support the satisfaction of that need. Support Chino and Fontana completion opportunities Support courses providing retraining for employment or promotions. Support courses that facilitate completion: degree or transfer, CTE certificates, or the requirements of state accrediting bodies. Many courses in the Distance Education program at Chaffey provide students with access to the CSU GE Certificate offerings as well as core requirements in a number of certificates. Support departments with new or expanding curriculum requirements Support departments with insufficient number of full-time faculty to cover course load, outside reporting, and other professional responsibilities (i.e. labs, technology, etc.). Support diversity of program and course offerings Some programs have courses that out-perform their face-to-face counterparts, and offering 2

23 courses in Distance Education provides access and supports enrollment in these areas. Support institutional growth for programs that support student success As previously discussed, distance learning will be an integral part of the future of Chaffey College. Now that there is a measurable improvement in the structures supporting the efficacy of online learning, it is time to provide the support necessary for the program to expand further since only 10% of college offerings are in hybrid/online modalities, while the demand is significantly greater. Support the assessed skills levels of students in math, English, or reading. Other pertinent information Nationally, instructional design positions can be found in both classified and faculty ranks. In California, however, which has a unique culture, the positions tend to be faculty primarily because it focuses on the philosophical foundations of advancing teaching and learning, which is the faculty purview per AB Instructional design positions are common in colleges with excellent distance learning programs and recommended by the WCET, and this organization provides the guiding principles for ACCJC as it relates to distance learning. [Paste all fields for 2 nd request here] [Paste all fields for 3 rd requests here] 3

24 PROJECTED NEEDS STAFF REQUESTS TEMPLATE (ALL REVIEW TYPES, IF MAKING ANY STAFF REQUESTS) Programs requesting staff will complete this section. The request should include the year in which you are requesting the position (year one, two, or three of your visionary improvement plan), whether the position is instructional or non-instructional, and the location of the position (Rancho, Chino, or Fontana). Specify whether the position will be a classified contract (CSEA) position, apprentice, short-term, or student worker. All budget requests must connect back to the visionary improvement plan. Year: Year One Year Two Year Three Category: Classified Professional Expert Manager Short-Term Worker (STW)/Apprentice Student Worker Position Title (for classified or management positions use titles found in agreements; for STW, Apprentice, or Student, use hourly description listing (i.e., STW 1, Apprentice 4)) Apprentices Range (for classified and management positions, use CSEA or Management ranges found in agreements; for STW, Apprentice or Student, use hourly or student pay scale) Apprentice 9 Full-time (1.0) or part-time (0.475) (for classified and management positions only) Total number of hours for the year (for STW, Apprentice, and Student Workers only) In total 17 among several Number of positions requested: 2 Instructional or Non-Instructional: Instructional Non-Instructional Location: Rancho Chino Fontana To which VIP Goal does this request connect? Expanded support for students Each staff request MUST include responses to the following questions: Please explain how position(s) meets each criteria listed below. If position does not meet criteria, please state Not Applicable. Funded by categorical or grant monies that must be expended to avoid future cuts N/A 1

25 Health and safety N/A Existing staffing levels The Help Desk support for distance learners currently ends at 4:30 pm, while usage statistics indicate that most online learners are working in the evening. These hours would support students during their prime learning time in the evenings. Learning curve required Moderate Magnitude of impact The impact is significant for students. Currently, their issues are processed approximately 24 hours after they encounter difficulty. This causes frustration and interrupts learning. To sustain the best quality experience for students, they require additional Help Desk availability, which will indirectly support success and retention. [Paste all fields for 2 nd request here] [Paste all fields for 3 rd request here] 2

26 PROJECTED NEEDS OTHER REQUESTS TEMPLATE (ALL REVIEW TYPES, IF MAKING ANY BUDGETARY REQUESTS) All other budgetary requests are made in this section. Categories are supplies, software, equipment, and other. The request MUST include a clear description of the item requested, the quantity requested, and a price quote. Tax, shipping, and/or installation should be estimated if not included on the quote. Requests must also include the year in which you are requesting the item (year one, two, or three of your visionary improvement plan), whether the item will be for instructional or non-instructional use, and where the item will be located (Rancho, Chino, or Fontana). Building location and room number should be included whenever possible. If the request includes any ongoing costs (such as annual license fees), those fees must be included with the request. The Resource Allocation Committee has asked that each program rank each of their requests, with #1 being the most needed item. For help with determining what category an item falls under, use the chart on the following page. Year: Year One Year Two Year Three Category: Supplies Software Equipment Other Instructional or Non-Instructional: Instructional Non-Instructional Location: Rancho Chino Fontana To which VIP Goal does this request connect? Expand support for distance learners Request: The purchase of test proctoring software Quantity: 1 Total Cost per quote: $10,000 Ongoing Cost: Yes No If yes, amount of ongoing cost and description: The VP of Student Services and the Dean of Instructional Support have explored two potential test proctoring solutions, which base their charges on the number of individual users. The pricing is also tiered, based on the level of proctoring. The $10,000 proctoring package is for an introductory rate that will not only support instruction as well as individual classroom instances of proctoring. Additional Information: 1