Allan Hancock College Program Review Annual Update

Transcription

1 Allan Hancock College Program Review Annual Update Date: April 18, 2017 Program and Department: Spanish (Dept. Languages and Communication) Program Mission (check all that apply) Additional programs included in this review: Date of last comprehensive review**: Transfer Career/Technical (CTE) General Education Basic Skills Education Noncredit Education Workforce/economic development Submitted By: Ana M. Gómez de Torres Attachments (* as needed): 6-year assessment plan All programs, when applicable 2-year scheduling plan *Faculty Prioritization Worksheet (Request) *Equipment Prioritization Request *Classified or Management Position Request Form *TAC Request Form For New Technology *Faculty Professional Development Funding Request **Copies of the Comprehensive program reviews can be found in the Program Review matrix. These will list the date when they were submitted. I. Alignment of the Program with the AHC Mission AHC Mission: Allan Hancock College provides quality educational opportunities that enhance student learning and the creative, intellectual, cultural, and economic vitality of our diverse community. a. Have there been any changes that would require a change to your Program Mission? b. Explain how your program mission aligns with the college mission. The Spanish Language program is committed to providing students with excellent educational opportunities to develop and enhance their oral communication, reading, and writing skills in Spanish, as well as develop cultural competence, global awareness, and gain an appreciation for the diversity of the Spanish-speaking world and culture(s). Further, we encourage students to pursue and sustain their goals for native-like Spanish linguistic skills in order to achieve personal, vocational and/or academic goals. Alignment with PLO: The graduate of the AA/AAT program in Spanish will be an independent language learner and have core competencies in grammar and vocabulary, reading, writing, oral and listening skills, and develop a cultural awareness to achieve their personal, vocational, and academic goals. Program Review Annual Update - DRAFT 5/1/17 1

2 II. Student Success, Program Accessibility and Program Capacity (The data for this section is provided and inserted by Effectiveness) a. Please comment on data and trends. The enrollment numbers and sections offered in declined in comparison to because from having 3 full-time faculty, the discipline went down to having 1 full-time faculty. In addition, we faced the challenge of not finding qualified part-time SPAN instructors. Therefore, we had to cancel 3-4 fully enrolled classes due to lack of SPAN faculty to teach them. b. Are there cross-listed courses and if so how does this affect the data? c. If this year's figures for the program are below the set standard explain steps you will take to improve. The success figures of this year are not below the set standard. Is important to point out that last year s disparities between F2F and DL are not a major issue this year. The Success and retention for both F2F and DL have improved from last year. However, it is very interesting that the success figure for F2F decrease this year. We will continue the dialogue already established among full-time and part-time faculty to collectively find ways to continue to improve both areas of success and retention of our program. Program Review Annual Update - DRAFT 5/1/17 2

3 d. If your program offers certificates or degrees, has existed for at least five years and has awarded fewer than 6 degrees/certificates over the last two years explain the reason for the low number and your plan to improve. We currently offer the AA and AA-T degrees and three different certificates of accomplishment in Spanish. The degrees awarded improved from 4 to 5. A total of 9 degrees were awarded in the last two years. No certificates of accomplishment were awarded in the last two years due to cancelation of SPAN 111 and 112 because of low enrollment. The number of students who get the AA in Spanish is closely linked to our offering of SPAN 103 and 104, core courses for the degree. Plan to improve: We are actively doing High School outreach to increase enrollment in our program, and we continue to work with concurrent enrollment agreements with area high schools. We continue to distribute our Spanish program brochure that showcases our AA degree, our Spanish AAT - degree, and our three certificates to get the word out of what Hancock offers in Spanish. We have also revised the scheduling plans that we hope will assist students and counselors. These plans serve as a guarantee of course offerings so that students and counselors know when we plan to offer the courses and advice students appropriately for purposes of petitioning degrees or certificates in a timely manner. We updated the SPAN webpage (Hancock website) to reflect the revised scheduling plan. We have collaborated with Community Education in the development of more vocational Spanish courses, such as Spanish for Health Personnel, and we hope to collaborate to develop Spanish for Court Interpreting. Labor market data shows demand for certificates in these two areas, as well as high wages in these professions (Interpreters for Medical Spanish, Court Interpreters- Spanish ). We will continue our good working relationship with the counseling department to inform them about any curriculum changes and/or courses offered which tend to have low enrollment. This way, the counseling department can better inform our students about our program and also, they can help by disseminating the information about the courses offered to avoid cancelation due to low enrollment. Lastly, we will continue to participate in campus events in which we can promote our program such as in Career Exploration Day, etc. e. Describe how the program works to promote student success. Include teaching innovations and use of academic and student support. Recommendations to Improve Student Learning Outcomes and Achievement Strategic Goal(s) Target Date Program Review Annual Update - DRAFT 5/1/17 3

4 1. The development of an entry and/or mid-semester assessment on all SPAN courses offered to measure progression and improvement within the semester toward s. A common assessment earlier in the semester could also help address gaps in a timely manner and with the most significant impact on those students. 2. The cultural component for our courses continues to be a challenge. Funding is needed to provide students with service learning and experiential learning opportunities, as well as providing opportunities for field trips and cultural events (off and on campus) that would enhance their language learning experience by making it real and significant to them. 3. Start the research for developing a potential Summer study abroad program (in collaboration with other disciplines like arts, dance, theater, etc.) which could help with all aspects of the language, especially the cultural aspect. 4. Stipends or funding of some is needed to engage part-time Spanish faculty in assessment, including common grading. They are a crucial component to our program, and without them and their cooperation in place, we would not be able to do what we have achieved so far. 5. Development of online training modules for PT Spanish faculty that addresses assessment development, rubrics, grading protocols, and elumen data entry. 6. Development of an outreach module that showcases the Spanish program, but also serves as an extra tool for counselors. Goal SLS1: To ensure continuous improvement based on Student Learning Outcomes assessment data. Goal SLS2: To support student access, achievement, and success. Goal SL3: Ensure students are directed Goal SLS4: Ensure students are focused Goal SLS5 Nurture students Goal SLS6: Engage students Goal SLS7: Ensure students are connected. Goal SLS8: Value student contributions Work on the cultural component is ongoing but the next phase moving outside of the classroom is slated to start Collaborative work with the PT Spanish faculty is ongoing but sporadic. Funding is needed for a more comprehensive plan to be in place. We expect to be a realistic target date Recommendations to Accommodate Changes in Student Characteristics Strategic Goal(s) Target Dates 1. Enrollment Changes: None at this time. Data indicate we are on track with currently offered sections (times/dates/locations). Ideally, we would like to offer more sections, but without enough instructors in place, it is a tough call. 2. Demographic Changes: a. In order to improve the odds for African-American students, First Time students, and students enrolling in DL sections, we need to: b. Partner up with Student Services, IRP, and the DL Coordinator in finding viable solutions to some of our enrollment and demographics challenges. c. Work closely with the academic dean in developing an efficient scheduling offer for Spanish courses that addresses efficient growth and equal access. Goal SLS1: To ensure continuous improvement based on Student Learning Outcomes assessment data. Goal SLS2: To support student access, achievement, and success. Goal SL3: Ensure students are directed. Goal SLS4: Ensure students are focused. Goal SLS5: Nurture students. Goal SLS6: Engage students. Goal SLS7: Ensure students are connected. 1. Ongoing Program Review Annual Update - DRAFT 5/1/17 4

5 Recommendations to Improve Student Retention and Success Strategic Goal(s) Target 1. Continue review and analysis of P/Cs to ensure continuous improvement of the program and identifying gaps that may trigger decreased retention scores. 2. Develop activities designed to engage students early in the semester: (1) activities aimed at directing, engaging, nurturing and valuing students, and (2) activities aimed at developing connections with other students. 3. Develop clear guidelines for students enrolled in SPAN classes that also serve to keep them directed and focused. Such guidelines should be consistent across all SPAN courses and address various aspects of classroom administration. 4. Work collaboratively with the Counseling department and Student Services in order to flag specific students, identify the services needed, and develop appropriate strategies to re-engage and nurture student (s) back to success. 5. Develop a voluntary process by which students report on the reasons for dropping/withdrawing from Spanish courses, and use such data on program/course improvement. 6. Actively re-engage students who disappear from the classroom. 7. Continue collaboration with IRP and analysis of existing retention and success data to identify specific trends that need to be addressed. 8. Partnering with the DL Coordinator in identifying emerging technologies that could enhance instruction in our DL Spanish sections. Goal SLS1: To ensure continuous improvement based on Student Learning Outcomes assessment data. Goal SLS2: To support student access, achievement, and success. Goal SL3: Ensure students are directed. Goal SLS4: Ensure students are focused. Goal SLS5: Nurture students. Goal SLS6: Engage students. Goal SLS7: Ensure students are connected. Goal SLS8: Value student contributions. Date 1, 2, 4, 6, and 7 are ongoing tasks. # is the target date for the development and implementation of clear and consistent course administration guidelines. # is the target date for development and implementation of a tool to survey students who have dropped or withdrew from classes. #8 target dates are Recommendations to Improve the Educational Environment Strategic Goal(s) Target Curricular Changes 1. Development of a SPAN 106 course, Introduction to Hispanic Literature, that introduces students to the development of a literary tradition that broke from Spain to develop its own wings in the New World. 2. Modify existing Certificates of Accomplishment and/or create Certificates of Achievement to reflect the new Spanish in the Workplace trend. Co-Curricular Changes 3. Modify/Improve existing grading rubrics. 4. Develop rubrics for specific core competencies, such as listening comprehension. 5. Provide Spanish faculty adequate training in the use of the rubrics. 6. Provide PT faculty with stipends in order to reward their participation in assessment and data entry in elumen. Neighboring College and University Plans 7. Renew articulation agreements with Cal Poly 8. Related Community Plans 9. Seek partnerships with community stakeholders in order to provide students in Spanish courses with service-learning and experiential opportunities of a cultural nature. Goal SLS1: To ensure continuous improvement based on Student Learning Outcomes assessment data. Goal SLS2: To support student access, achievement, and success. Goal SL3: Ensure students are directed. Goal SLS4: Ensure students are focused. Goal SLS5: Nurture students. Goal SLS6: Engage students. Goal SLS7: Ensure students are connected. Date Ongoing 4. Ongoing Ongoing without stipend Program Review Annual Update - DRAFT 5/1/17 5

6 10. Collaborate with interested community stakeholders in developing Contract Education opportunities that meet their demand for workforce re-training and more. Recommendations that Require Additional Resources Strategic Goal(s) Target Facilities Designated classroom for Spanish courses. Goal SLS2: To support student access, achievement, and success. Goal SL3: Ensure students are directed. Goal SLS4: Ensure students are focused. Goal SLS6: Engage students. Date Equipment None noted Staffing FT Spanish position - Without qualified part-timer instructors in place, we cannot offer as many sections as we would like, especially DL sections, which are normally in high demand for our program. The need to offer more sections to meet student demand, to grow FTES in our program, increase program completers, and meet community demand for Spanish in the workplace courses, is pointing to the need for another FT Spanish position, one with a strong DL background. Goal SLS1: To ensure continuous improvement based on Student Learning Outcomes assessment data. Goal SLS2: To support student access, achievement, and success. Goal SLS5: Nurture students. Goal SLS6: Engage students for the FT faculty position Technology Development of an online Outreach module(s) for students that showcases the program, degrees, and employment factors. The module would live in the Spanish page within the Hancock webpage. Further, this module would also assist counselors with appropriate placement and/or providing students with information. Mobile technology to capture audio/video for common grading and assessment of specific learning outcomes in Spanish. Goal SLS1: To ensure continuous improvement based on Student Learning Outcomes assessment data. Goal SLS2: To support student access, achievement, and success. Goal SL3: Ensure students are directed. Goal SLS4: Ensure students are focused. Goal SLS6: Engage students Goal SLS7: Ensure studen connected. Program Review Annual Update - DRAFT 5/1/17 6

7 Fiscal Needs A budget is needed for: Marketing, outreach, and recruitment supplies and materials for campus events such as Career Day. Outreach opportunities to the local high schools. Purchasing textbooks and materials for the LRC and PT instructors. Providing students with meaningful experiential/serviceoriented opportunities, including organizing field trips and/or developing cultural events on and off-campus. Goal SLS2, 3, 4, 5, 6, 7, f. List any notable accomplishments of the program (student awards, honors, or scholarships can be listed here also). We continue to offer the Spanish AAT and three separate certificates of accomplishment that address vocational needs in the community for Spanish Language Skills. All our SPAN courses have been C-ID approved [which allows students from any CCC to take our courses and be articulated directly]. Our courses were updated during their course review cycle one year ahead of schedule. Their current GE standing prevailed but we were also able to add our courses to the Multicultural and Gender Studies graduation requirement, and also get SPAN courses approved for the IGETC Language Other than English criteria. We continue to be one of the few programs in campus that assesses all s of all courses every semester with an excellent collaboration with our Part-Time faculty. III. Quality and Innovation in the Program and Curriculum Review Please refer to the Current Data Set for your program found at a. Are all courses on track to be assessed at least once during your six-year cycle? If not, please explain. (Course Statistics and Evidence Report Summary page 1, 13 th row) We continue to assess all s for all courses offered every semester. Overall (Spring, Summer, & Fall 2016) 48.64% exceeds standards, 38.87% meets standards, and 12.49% are below standard. This means that 87.51% have core competencies in grammar and vocabulary, reading, writing, oral and listening skills, and develop a cultural awareness, to achieve their personal, vocational and academic goals. b. Describe how you have shared your assessments or improvement plans with your department, program, or Advisory Committee. What actions did this result in? If no discussion has happened, please explain. The Spanish faculty continues to use the final exam and oral assessment activities as the assessment tools for all our SPAN courses. The final exam is designed to measure grammar and vocabulary proficiency, writing proficiency, reading proficiency, listening comprehension, and cultural awareness and appreciation proficiency. The oral assessment activities measure proficiency when speaking in the target language [ability to pronounce with native-like accuracy, understand information, recall information, and formulate appropriate sentences.] In addition, in SPAN 105, in order to assess 6, all assigned essays (narrative, descriptive, academic, persuasive, argumentative) will be assessed to measure students ability to differentiate among the various s of essays used in Spanish, as well as the specific grammar, content, structure, and format linked to each of these. All assessment will continue to be assessed using established rubrics to measure the following core competencies: grammar and vocabulary, writing, reading, listening and oral communication, and cultural awareness. Program Review Annual Update - DRAFT 5/1/17 7

8 As it relates to our P, the data collected from the courses being assessed confirms that we are in target with our P. We have shared our assessments or improvement plans with our department during our department meeting when we give s updates. The Spanish faculty meet at least once per semester to discuss changes in elumen, and collectively modify rubrics and the assessment tool. Full-time faculty have offered Professional Development workshops in what our discipline does as we assess our s and how that has benefited our program. c. Did any of your section or course improvement plans indicate that your program would benefit from specific resources in order to support student learning or faculty development? If so, list resources needed. (Course Statistics and Evidence Report page 2 through end of report view action plans/resource request column) The cultural component for our courses continues to be a challenge. Funding is needed to provide students with service learning and experiential learning opportunities, as well as providing opportunities for field trips and cultural events (off and on campus) that would enhance their language learning experience by making it real and significant to them. Stipends or funding of some is needed to engage part-time Spanish faculty in assessment, including common grading. They are a crucial component to our program, and without them and their cooperation in place, we would not be able to do what we have achieved so far. d. Has your assessment data identified the need to modify your course outlines or student learning outcomes? If so, please describe the modifications you will be making. (Course Statistics and Evidence Report page 2 through end of report and P Performance Report) One of the modifications of the COR for SPAN 101 and 102 is the textbook. The new adopted textbook/ebook/e-workbook will offer a better experience with technology to our DL and Hybrid students. On the online and hybrid classes, the oral and listening skills and the cultural competency are always a challenge to address if we do not have the proper technology needed. The s data offers us an opportunity to rethink how we are doing in the classroom in terms of meeting the needs of all learning styles. Not only, do we reflect on the s and assessment tools, we also reflect in our teaching styles, teaching philosophies, and the level of collaboration happening among our colleagues to focus on our common goal which is student s success by offering a similar academic experience from class to class within our program. Is important to mention that at the beginning when we started assessing our s based on the data collected, all s for all of our course were modified. e. Have all Course Outlines been reviewed within the last 5 years? If not, please explain the plan to bring Course Outlines up to date and include timelines for the review and submission to AP&P. All of our Course Outlines have been reviewed within the last 5 years. SPAN 189 (Independent Project) has no date on when it was last reviewed. We will find out if we need to review this course. If we need to do so, we will do that in Fall f. Describe any new courses offered as distance education and document the ways that the program instructors are meeting the requirement to provide regular and substantive contact. We do not have any new courses offered as distance education. However, we continue to offer SPAN 101, 102, 103, 104, and 105 via DL, F2F, or hybrid modalities to offer students a variety of learning experiences and make our program accessible to them. For online contact, we have set F2F and DL office hours available via , Canvas, Skype, and CCC Confer. In addition, instructors students couple times in a weekly basis to remind students about assignments due and to clarify any difficult concept. Also, if students have little or no activity, instructors students to find out about their lack of DL activity and to offer them support. Program Review Annual Update - DRAFT 5/1/17 8

9 g. For CTE courses/programs only: As per 55003, have prerequisites, co-requisites, and advisories (PCAs) for courses and/or programs been reviewed within the last 2 years (CTE Only)? IV. Focus and Engagement of the Program a. Summarize major trends and opportunities as well as challenges that have emerged in the program. OPPORTUNITIES: 1. We continue to work with our local high schools to offer concurrent enrollment for FRCH. In addition, we have received requests for SPAN as well. 2. Within the SPAN, ASL, and ITAL disciplines we have very involved and dedicated part-time faculty members whom do work without compensation such as COR modifications and s assessment and reporting. CHALLENGES: 1. One of the major challenges is to keep all foreign languages disciplines moving forward with the support of only 1 full-time faculty member. This has caused a huge challenge for one full-time faculty member to do everything (teaching, planning, grading, s lead, foreign languages scheduling, book requisition, curriculum modifications, program annual update, and committee work, etc.) b. LIST any (internal or external) conditions that have influenced the program in the past year. INTERNAL CONDITIONS: 2. Even though, Spanish was stripped of.30 release time for lead instructor, we continue to do our responsibilities to evaluation, program review, yearly update, assessment design and implementation, cross-section training and communication between instructors regarding emerging issues in each level of instruction as well as outcomes collection, reporting, and publication. However, it can be challenging when one has to do all this work AND teach a full-time load with no compensation. It takes time away from other responsibilities. 3. STAFFING: In fall 2015, the discipline went from having 3 full-time faculty members down to 2 fulltime faculty members. In fall 2016, the discipline went from having 2 full-time faculty members down to 1 full-time faculty member. The SPAN program has found itself in a difficult situation in trying to staff all the courses, not to mention a drastic reduction in FTES. In addition, this has caused a huge challenge for one full-time faculty member to do everything (s lead, foreign languages scheduling, book requisition, curriculum modifications, program annual update, committee work, and teaching, etc.) 4. DESIGNATED CLASSROOM FOR SPANISH COURSES: The Spanish faculty had the following classroom as a designated FL classroom, C-36. However, during the restructuring of departments in , we lost this room, and since then, finding a viable classroom in which to teach our 5-unit transfer courses has become a challenge. Although we do teach a few sections in the C building, we have been teaching in the K building, and at times, in other classrooms, such as in the W building. More often than not, we can t accommodate students preferred times and dates due to the lack of a classroom space. Spanish competes with many 3-unit classes across campus, which affects high unit courses such as Spanish. The full-time Spanish faculty would like to offer students some consistency in terms of a physical place, as well as more favorable times and days for F2F scheduling, and a designated classroom with a smart podium and data projector is an ideal venue for our courses. This will also allow us to bring alive this classroom with information and posters that can reflect the cultural aspects of the Spanish-speaking world. EXTERNAL CONDITIONS: 1. Given our geographical location, we continue to have a difficult time finding qualified part-time faculty to teach our courses. Many of our former part-time faculty have moved from the area due to the budget crisis. Program Review Annual Update - DRAFT 5/1/17 9

10 Data for Programs with Vocational TOP Codes (CTE) Please review the data and comment on any trends c. Current Industry Employment and Wage data (please cite sources) Job Placement Rates (use data from core indicator reports instructions on Effectiveness Web page use link above) and Exam & Licensure Pass Rates (if applicable) Previous Year or Fall Term Most Recent Year or Fall Term Name of Exam or Licensure test Job Placement Rate % % % Exam & Licensure Pass Rate Name of Exam: % % % d. Industry Employment and Wage Trends e. TOP Code Employment Core Indicator Report f. Advisory Committee recommendations V. Continuous Improvement of the Program a. Status of Final Plan of Action Summarize the progress made on the recommendations from your last 6-year program review plan of action. Existing recommendations Reduce enrollment from 32 to 30 students Dedicated classroom for Spanish courses Release time for Spanish lead instructor Hire one full-time instructor (replace a position) with DL experience Hire one full-time faculty (replace a position) to meet the demand for the SPAN courses in Santa Maria, LVC campuses. Status Pending Pending Pending Pending/In progress Pending Program Review Annual Update - DRAFT 5/1/17 10

11 Program: Spanish Logic Model Situation: Development of Short and Long Term Goals for Inputs Staffing needs Facilities need Technology needs Equipment need (nontechnology) Student needs Counseling needs Supplies needed Other resources needed Activities Staff all SPAN sections offered. Offer more sections of core SPAN units so students may complete AA/AAT in a timely manner. Develop CTE coded courses for vocational students + other Identify a classroom for SPAN courses or provide faculty with mobile technology. Provide continuous training to meet DL and F2F teaching needs. Provide all SPAN faculty with textbooks and ancillary materials. Encourage and involve PT faculty in PRAUs, course review, 6-year Program Review, Outputs Participation Qualified FT and PT faculty SPAN students Counselors Academic dean Department secretary Publishers reps DL Coordinator Research and Planning Outcomes Short Term Medium Term Long Term Hire 1 qualified FT SPAN faculty with DL teaching experience Work closely with DL coordinator Hire more qualified PT faculty Remove lab component from SPAN courses - COMPLETED Maintain a strong working relationship with the Counseling department Address students requests and needs Locate a room to ease scheduling conflicts for SPAN courses to identify emerging technologies that address L2 acquisition in DL Review SPAN textbook and materials - COMPLETED Develop new CTEcoded SPAN courses Designation of a classroom for SPAN sections OR Purchase mobile technology Provide more sections that meet students demand Offer CTE-coded Spanish in the workplace classes Increase SPAN budget to include acquisition of publisher s materials no longer provided in printed format. New publisher provides all the needed materials Development of DL training modules that cover emerging technologies and address DL pedagogy for L2 acquisition. Hire 2 (1 is progress) qualified FT SPAN faculty member with strong DL teaching experience Assumptions: External Factors Impacting Our Program: We don t have: available classroom space for all F2F sections, State and national economy; UC/CSU requirements for transfer, qualified FT/PT instructors to staff all sections offered, qualified including articulation agreements; Need for more classroom space DL instructors to meet DL demand. Supplies, support staff and across campus; need for continuous local training to meet DL and fiscal/budget means are needed. Student demand for the F2F pedagogy; continuous involvement of PT faculty in course program (AA, AAT, and certificates) is growing. FT faculty need continuous training Program to meet Review DL and Annual F2F pedagogical Update - strategies. DRAFT 5/1/17 review, program review, and P/C assessment. 1

12 b. List any new or modified recommendations below, including rationale for these in the table below. Additional recommendations to plan of action Rationale Modified recommendations to plan of action Rationale c. List any new resources that the program received in the past year and the results. Source Specific Resource Est. Amount $ Impact on program or course outcomes Facility Needs Staffing Needs Other Resources Designated classroom for SPAN courses that includes a smart podium and data projector 2 full-time Spanish faculty positions Stipends to generate/reward parttime instructors who openly and actively collaborate in (1) assessment, review and revision, (2) assist in course review, and (3) assist in the program review annual update and/or comprehensive program review. Existing 2 positions (1 is in progress) at $85,000 (Positions still in the budget from 1 retirement and 1 promotion) Existing training space available but stipend and/or financial compensation is needed for parttime instructors. The suggested cost is $100 per part-time instructor trained in data collection and assessment. Will help with the scheduling of 5 init courses. In addition, this will help in providing a space where poster boards, etc. to promote the culture of the Spanish-speaking world. Will help staffing our classes and will help to offer couple of the core courses for A.A. and A.T. Degrees per semester in order for students to graduate within the 2 years. Also, this will help meet the needs of the Santa Maria, and LVC campuses course offerings. By offering part-time faculty members compensation for their extra work and dedication to our program, they will continue to be motivated and committed to our students and program to continue to improve it. d. Summary of Request for Resources (Please Attach Resource Request Form). Please list the of request (Facility, Technology, Staffing, Equipment, other) and rank their priority. Type & Priority Item and Need Justification Strategic Goal and Master Education Plan Alignment Est. Cost $ Requested Previously Program Review Annual Update - DRAFT 5/1/17 1

13 Staffing Needs Other Resources Facility Needs 2 full-time Spanish faculty positions Stipends to generate/reward part-time instructors who openly and actively collaborate in (1) assessment, review and revision, (2) assist in course review, and (3) assist in the program review annual update and/or comprehensive program review. Designated classroom for SPAN courses that includes a smart podium and data projector Will help staffing our classes and will help to offer couple of the core courses for A.A. and A.T. Degrees per semester in order for students to graduate within the 2 years. Also, this will help meet the needs of the Santa Maria, and LVC campuses course offerings. By offering parttime faculty members compensation for their extra work and dedication to our program, they will continue to be motivated and committed to our students and program to continue to improve it. Will help with the scheduling of 5 unit courses. In addition, this will help in providing a space where poster boards, etc. to promote the culture of the Spanishspeaking world. 2 positions (1 is in progress) at $85,000 (Positions still in the budget from 1 retirement and 1 promotion) Existing training space available but stipend and/or financial compensation is needed for part-time instructors. The suggested cost is $100 per part-time instructor trained in data collection and assessment. Existing Yes No Yes No Yes No Program Review Annual Update - DRAFT 5/1/17 2

14 Program Review s Report Program: SPANISH page 1 of 2 Use one row for each course or program (We evaluate all of our s for all courses every semester including summer) 1: competency in vocabulary and grammar Semester conducted All semesters for all courses offered Assessment collection process Selected section from final exam in all courses offered Assessment method (s) Established rubric Review team Gómez de Torres Date review completed Fall 2016 and ongoing Recommendations for additional resources needed, staffing, program changes** New 2 more full-time faculty members to continue to the great job we have been doing in assessing and reporting s for all courses offered every semester. 2: Writing skills competency All semesters for all courses offered Selected section from final exam in all courses offered Established rubric Gómez de Torres Fall 2016 and ongoing Stipends to generate/reward part-time instructors who openly and actively collaborate in (1) assessment, review and revision. New 2 more full-time faculty members to continue to the great job we have been doing in assessing and reporting s for all courses offered every semester. Stipends to generate/reward part-time instructors who openly and actively collaborate in (1) assessment, review and revision. Program Review Annual Update - DRAFT 5/1/17 1

15 3: Reading skills competency All semesters for all courses offered Selected section from final exam in all courses offered Established rubric Gómez de Torres Fall 2016 and ongoing New 2 more full-time faculty members to continue to the great job we have been doing in assessing and reporting s for all courses offered every semester. 4: Oral skills competency All semesters for all courses offered Oral interview along with specific oral proficiency assessment Established rubric Gómez de Torres Fall 2016 and ongoing Stipends to generate/reward part-time instructors who openly and actively collaborate in (1) assessment, review and revision. New 2 more full-time faculty members to continue to the great job we have been doing in assessing and reporting s for all courses offered every semester. 5: Cultural awareness and appreciation All semesters for all courses offered Selected section from final exam in all courses offered Established rubric Gómez de Torres Fall 2016 and ongoing Stipends to generate/reward part-time instructors who openly and actively collaborate in (1) assessment, review and revision. New 2 more full-time faculty members to continue to the great job we have been doing in assessing and reporting s for all courses offered every semester. 6: in SPAN 105, students must show competency using various essay styles. All semesters when SPAN 105 is offered. Selected assigned essays. Established rubric Gómez de Torres Spring 2016 and ongoing Stipends to generate/reward part-time instructors who openly and actively collaborate in (1) assessment, review and revision. New 2 more full-time faculty members to continue to the great job we have been doing in assessing and reporting s for all courses offered every semester. Program Review Annual Update - DRAFT 5/1/17 2

16 Stipends to generate/reward part-time instructors who openly and actively collaborate in (1) assessment, review and revision. n/a n/a n/a n/a n/a n/a n/a Program Review Annual Update - DRAFT 5/1/17 3

17 2-year Scheduling Plan Spanish Programs The Spanish transfer degree (Associate in Arts for Transfer degree) provides students with three potential options depending on where they start at Hancock. Spanish ADT: Option One (Associate in Arts for Transfer) Spanish ADT: Option Two (Associate in Arts for Transfer) Fall SPAN 101: Elementary Spanish I 5 SPAN 102: Elementary Spanish II 5 Spring SPAN 102: Elementary Spanish II 5 SPAN 111: Intermediate Spanish Conversation 2 Fall SPAN 103: Intermediate Spanish I 5 SPAN 103: Intermediate Spanish I 5 Spring SPAN 104: Intermediate Spanish II 5 SPAN 104: Intermediate Spanish II 5 Spring SPAN 105: Advanced Grammar and Composition 5 SPAN 105: Advanced Grammar and Composition 5 Total Units: 25 Total Units: 22 Spanish ADT: Option Three (Associate in Arts for Transfer) Fall SPAN 103: Intermediate Spanish I 5 Spring SPAN 104: Intermediate Spanish II 5 SPAN 111: Intermediate Spanish Conversation 2 Spring SPAN 105: Advanced Grammar and Composition 5 Spring SPAN 112: Advanced Spanish Conversation 3 Total Units 20 Spanish A.A. (Associate in Arts) Fall SPAN 103: Intermediate Spanish I 5 Spring SPAN 104: Intermediate Spanish II 5 SPAN 111: Intermediate Spanish Conversation* 2 Spring SPAN 105: Advanced Composition and Grammar* 5 Spring SPAN 112: Advanced Spanish Conversation* 3 Total Units (* Recommended electives) 20 Program Review Annual Update - DRAFT 5/1/17 1

18 Certificate of Accomplishment in Elementary Spanish Language Skills Fall SPAN 101: Elementary Spanish I 5 Spring SPAN 102: Elementary Spanish II 5 Spring SPAN 111: Intermediate Spanish Conversation 2 Fall or Spring SPAN 189: Independent Project in Spanish 1-3 Total Units Certificate of Accomplishment in Intermediate Spanish Language Skills Fall SPAN 103: Intermediate Spanish I 5 Spring SPAN 104: Intermediate Spanish II 5 SPAN 111: Intermediate Spanish Conversation 2 Fall or Spring SPAN 189: Independent Project in Spanish 1-3 Total Units Certificate of Accomplishment in Advanced Spanish Language Skills Spring SPAN 105: Advanced Grammar and Composition 5 Spring SPAN 112: Advanced Spanish Conversation 3 Fall or Spring SPAN 189: Independent Project in Spanish 1-3 Total Units 9-11 Program Review Annual Update - DRAFT 5/1/17 2

19 Allan Hancock College Spanish Performance Report by Department with Department: Spanish Courses: All Courses s: Ps for Spanish Date: 04/19/2017 Terms: Fall 2016, Summer 2016, Spring 2016 Department: Spanish P: SPAN P - SPAN students will be independent language learners and have core competencies in grammar and vocabulary, reading, writing, oral and listening skills, and develop a cultural awareness, to achieve their personal, vocational and academic goals. Meets Below Spring % % % Summer % % % Fall % % % Overall % % % Overall by Term for Department: Spanish Meets Below Spring % % % Summer % % % Fall % % % Overall by P for Department: Spanish SPAN P - SPAN students will be independent language learners and have core competencies in grammar and vocabulary, reading, writing, oral and listening skills, and develop a cultural awareness, to achieve their personal, vocational and academic goals. Meets Below % % % April 19, :00 PM Page 1 of 1

20 Allan Hancock College Context Statistics And Evidence Spanish Date: 04/19/2017 Terms: Fall 2016, Summer 2016, Spring 2016 Summary Statistic Number of Courses Courses in the Department 8 Courses with Cs 8 Courses without Cs 0 Courses SPAN101, SPAN102, SPAN103, SPAN104, SPAN105, SPAN111, SPAN112, SPAN189 SPAN101, SPAN102, SPAN103, SPAN104, SPAN105, SPAN111, SPAN112, SPAN189 Courses with Cs mapped to Ps 8 SPAN101, SPAN102, SPAN103, SPAN104, SPAN105, SPAN111, SPAN112, SPAN189 Courses without Cs mapped to Ps 0 Courses with direct assessment of Ps 0 Courses with Cs mapped to ILOs 7 SPAN101, SPAN102, SPAN103, SPAN104, SPAN105, SPAN112, SPAN189 Courses without Cs mapped to ILOs 1 SPAN111 Courses with direct assessment of ILOs 0 Courses with at least one planned Assessment 6 SPAN101, SPAN102, SPAN103, SPAN104, SPAN105, SPAN111 Courses with planned Assessments scored 6 SPAN101, SPAN105, SPAN102, SPAN103, SPAN104, SPAN111 Courses with some Assessments scored 0 Courses without any Assessment scored 0 Courses with no planned Assessments 2 SPAN112, SPAN189 Courses with at least one planned Action Plan 8 SPAN101, SPAN102, SPAN103, SPAN104, SPAN105, SPAN111, SPAN112, SPAN189 Courses with Action Plan Responses 0 Courses with some Action Plan Responses 5 SPAN101, SPAN105, SPAN102, SPAN104, SPAN111 Courses without Action Plan Responses 3 SPAN103, SPAN189, SPAN112 Courses with no planned Action Plans 0 SPAN101 - Elementary Spanish I s» SPAN Use grammar and vocabulary at the appropriate» SPAN Develop and maintain reading skills appropriate to this course Cs Mapped Ps» SPAN Develop and maintain writing skills appropriate for this course» SPAN Develop and maintain listening and oral communication skills appropriate for this course» SPAN Gain a deeper appreciation for the cultural diversity of the Spanishspeaking world. P Spanish Program Outcomes» SPAN P - SPAN students will be independent language learners and have core competencies in grammar and vocabulary, reading, writing, oral and listening skills, and develop a cultural awareness, to achieve their personal, vocational and academic goals.

21 Mapped ILOs ILO ILO 3 - Global Awareness & Cultural Competence» ILO 3 - Global Awareness & Cultural Competence: Respectfully interact with individuals of diverse perspectives, beliefs and values being mindful of the limitation of your own cultural framework. ILO 1 - Communication» ILO 1 - Communication: Communicate effectively using verbal, visual and written language with clarity and purpose in workplace, community and academic contexts. Assessments Spring 2016 Grammar and Vocabulary Test SPAN Use grammar and vocabulary at the appropriate Wrting Test SPAN Develop and maintain writing skills appropriate for this course Reading Test SPAN Develop and maintain reading skills appropriate to this course Oral and Listening Test SPAN Develop and maintain listening and oral communication skills appropriate for this course Cultural Test SPAN Gain a deeper appreciation for the cultural diversity of the Spanish-speaking world. Grammar and Vocabulary Test SPAN Use grammar and vocabulary at the appropriate Wrting Test SPAN Develop and maintain writing skills appropriate for this course Reading Test SPAN Develop and maintain reading skills appropriate to this course Oral and Listening Test Meets Below 17 of % 29.41% 11.76% 2 Meets Below 16 of % 25% 0% 3 Meets Below 17 of 135 0% 47.06% 52.94% 2 Meets Below 17 of % 17.65% 0% 2 Meets Below 17 of % 29.41% 5.88% 2 Meets Below 39 of % 53.85% 38.46% 11 Meets Below 39 of % 38.46% 7.69% 11 Meets Below 39 of % 15.38% 2.56% 11 Meets Below

22 SPAN Develop and maintain listening and oral communication skills appropriate for this course 39 of % 28.21% 5.13% 11 Cultural Test SPAN Gain a deeper appreciation for the cultural diversity of the Spanish-speaking world. Grammar and Vocabulary Test (SPAN101) SPAN Use grammar and vocabulary at the appropriate Writing Test (SPAN101) SPAN Develop and maintain writing skills appropriate for this course Reading Test (SPAN101) SPAN Develop and maintain reading skills appropriate to this course Oral and Listening Test (SPAN101) Meets Below 15 of % 66.67% 13.33% 8 Meets Below 51 of % 33.33% 9.8% 15 Meets Below 50 of % 32% 10% 16 Meets Below 51 of % 7.84% 3.92% 15 Meets Below SPAN Develop and maintain listening and oral communication skills appropriate for this course 51 of % 33.33% 0% 15 Cultural Test (SPAN101) SPAN Gain a deeper appreciation for the cultural diversity of the Spanish-speaking world. Summer 2016 Grammar and Vocabulary Test (SPAN101) SPAN Use grammar and vocabulary at the appropriate Writing Test (SPAN101) SPAN Develop and maintain writing skills appropriate for this course Reading Test (SPAN101) SPAN Develop and maintain reading skills appropriate to this course Oral and Listening Test (SPAN101) Meets Below 74 of % 47.3% 13.51% 19 Meets Below 33 of % 48.48% 30.3% 3 Meets Below 33 of % 36.36% 3.03% 3 Meets Below 33 of % 33.33% 33.33% 3 Meets Below

23 SPAN Develop and maintain listening and oral communication skills appropriate for this course Cultural Test (SPAN101) SPAN Gain a deeper appreciation for the cultural diversity of the Spanish-speaking world. Cultural Test SPAN Gain a deeper appreciation for the cultural diversity of the Spanish-speaking world. Grammar and Vocabulary Test SPAN Use grammar and vocabulary at the appropriate Oral and Listening Test SPAN Develop and maintain listening and oral communication skills appropriate for this course Reading Test SPAN Develop and maintain reading skills appropriate to this course Writing Test SPAN Develop and maintain writing skills appropriate for this course Final Exam SPAN Use grammar and vocabulary at the appropriate SPAN Develop and maintain reading skills appropriate to this course SPAN Develop and maintain writing skills appropriate for this course 33 of % 30.3% 3.03% 3 Meets Below 31 of % 61.29% 22.58% 5 Meets Below 31 of % 61.29% 22.58% 5 Meets Below 33 of % 48.48% 30.3% 3 Meets Below 33 of % 30.3% 3.03% 3 Meets Below 33 of % 33.33% 33.33% 3 Meets Below 33 of % 36.36% 3.03% 3 Meets Below 16 of % 62.5% 25% 5 17 of % 17.65% 17.65% 4 17 of % 5.88% 0% 4 SPAN Develop and maintain listening and oral communication skills appropriate for this course 20 of 84 30% 55% 15% 1 SPAN Gain a deeper appreciation for the cultural diversity of the Spanish-speaking world. 18 of % 27.78% 11.11% 3 Fall 2016 Grammar and Vocabulary Test (SPAN101) SPAN Use grammar and vocabulary at the appropriate Meets Below 131 of % 51.91% 17.56% 15

24 Writing Test (SPAN101) SPAN Develop and maintain writing skills appropriate for this course Reading Test (SPAN101) SPAN Develop and maintain reading skills appropriate to this course Oral and Listening Test (SPAN101) SPAN Develop and maintain listening and oral communication skills appropriate for this course Meets Below 109 of % 35.78% 2.75% 13 Meets Below 109 of % 20.18% 9.17% 13 Meets Below 107 of % 25.23% 1.87% 15 Cultural Test (SPAN101) SPAN Gain a deeper appreciation for the cultural diversity of the Spanish-speaking world. Grammar and Vocabulary Test SPAN Use grammar and vocabulary at the appropriate Action Plans Spring 2016 Spring 2016 Section Improvement Plan (Courses) Action Expected Action Type Meets Below 134 of % 52.24% 11.19% of % 51.91% Allan Hancock College >> Spanish >> SPAN101 >> Section Spring 2016 about the strengths of your course? Meets Below 17.56% Respondent Action Taken Date The majority of students either exceed or meet the standards Resource Request Allan Hancock College >> Spanish >> SPAN101 >> Section Spring 2016 about the strengths of your course? If only 1 student scored below the standard level, the strengths are all right Allan Hancock College >> Spanish >> SPAN101 >> Section Spring 2016 about the strengths of your course? Allan Hancock College >> Spanish >> SPAN101 >> Section Spring 2016 Based on the assessment data results, I can conclude that the strengths of my course were writing, reading, listening and oral communications, and culture due to the fact that most of my students met or exceeded the standards. 2 Writing: eight students met the standards and fourteen exceeded them. Only one of my students was below the standards. 3 Reading: two students met the standards and twenty one exceeded them. None of my students were below the standards. 4 Oral & Comm: four students met the standards and nineteen exceeded them. None of my students were below the standards. 5 Cultural: fourteen students met the standards and five students exceeded them. Only four students were below the standards. Four students didn't show up for the final exam. I feel confident and satisfied of these results, and I can conclude that I have met this institution's expectations, as well as my student's interests and needs.