Substantive Change Proposal
IDENTIFIED CHANGE: ADDITION OF COURSES THAT CONSTITUTE 50% OR
MORE OF A PROGRAM OFFERED THROUGH A MODE OF DISTANCE
OR ELECTRONIC DELIVERY
INSTITUTION NAME: LOS ANGELES CITY COLLEGE
855 N. Vermont Avenue
Los Angeles, CA 90029
March 6, 2008
RESPONSIBLE REPORT PREPARERS: Joyce Moore, Dean, Academic Affairs; Pamela Atkinson,
Distance Learning Coordinator and Distance Education Committee Chair
TABLE OF CONTENTS
A. Description of the Change…………………………………………………………………………4
College Mission Statement………………...……...…………………………… ….………..4
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Reasons for Proposed Change and Relationship of Change to Mission…………………..5
B. Not Applicable – This proposal does not involve a new educational program.
C. Planning Process……………………………………………….……………………………….....6
Needs and Resource Assessment……………………………………………………………..8
Online Student Services…………………………………………………………………........8
Online Tutorial Services…………………………………………………………………......10
D. Evidence of Institutional Provision for Human, Management, Financial and Physical
Resources……………………………………...……………………………………................11
Processes to Initiate, Maintain and Monitor the Change…………………………….........13
Quality Assurance………………………………………………………………….................14
Training and Professional Development……………………………………………….........15
E. Internal/External Approvals…………………………………………………………………….…18
F. Evidence that the Eligibility Requirement will be Fulfilled……………………………………...18
G. Evidence That the Accreditation Standards Will Be Fulfilled…………………………………...21
Tables
Table 1: Proposed Certificates 50 – 100% online Accounting, Administration of Justice,
Business Administration, Child Development, Cinema/TV, Computer Applications and Office
Technologies, Computer Science, Family and Consumer Studies, Marketing, Psychology/Human
Services, Real Estate,
Table 2: Proposed Associate degree majors 50 – 100% online: Accounting, Administration of
Justice, Business Administration, Chicano Studies, Child Development, Cinema/TV, Computer
Applications and Office Technologies, Computer Science, English, Family and Consumer Studies,
Humanities, Law, Liberal Arts, Marketing, Psychology/Human Services, Political Science, Real
Estate, Spanish
Appendix A:
Appendix B:
Appendix C:
Appendix D:
Appendix E:
Appendix F:
Appendix G:
Appendix H:
Appendix I:
Los Angeles City College 2007 – 2008 Catalog
2002 – 2008 Educational Master Plans
Information Technology Master Plan
Program Review Distance Education Data
Los Angeles City College Organizational Chart
Distance Education Approval Form
Distance Education Addendum Sample
Academic Freedom
Online Teaching Certificate
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DESCRIPTION OF THE CHANGE
Los Angeles City College proposes offering 11 vocational certificates in which 50 – 100 percent may be
offered on line. See Table 1 charts for the complete requirements for these certificates.
Accounting
Administration of Justice
Business Administration
Child Development
Cinema/TV
Computer Applications and Office Technologies
Computer Science
Family and Consumer Studies
Marketing
Psychology/Human Service
Real Estate
In addition, Los Angeles City Colleges proposes offering the following majors and associate degree
programs in which 50 – 100 percent of the courses will offered via distance education (online).
Accounting
Administration of Justice
Business Administration
Chicano Studies
Child Development
Cinema/TV
Computer Applications and Office Technologies
Computer Science
Family and Consumer Studies
English
History
Humanities
Liberal Arts
Marketing
Psychology/Human Service
Political Science
Real Estate
Spanish
See Table 4 charts for specific degree requirements for each program.
COLLEGE MISSION
Mission:
As a comprehensive community college, Los Angeles City College offers programs, course work,
support, and guidance to develop a community of learners--both near and far--with the knowledge, skills,
and attitudes necessary for optimal growth and action in their personal and professional lives.
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As its primary mission, Los Angeles City College offers post-secondary lower division arts and sciences,
and vocational courses enabling the student to complete:
 a curriculum designed in preparation for transfer to a four-year university
 an associate degree or certificate leading directly to entrance into the work force
The College affirms the essential role of remedial and basic skills instruction, English as a Second
Language (ESL), and support services that are intrinsic to student success at the post-secondary level.
The College recognizes its responsibility to provide general education and occupational retraining
activities to the community at large.
The College advances state, regional, and local economic growth, and global
competitiveness, through education, training, and services that contribute to work force improvement.
The College commits to providing educational and cultural activities that contribute to the general well
being of the community it serves.
The College implements its mission through:
Transfer Education to provide general education and major preparation for those
students who plan to continue their studies at a four-year college or university.
Career and Technical Education to provide certificate and associate degree
programs which meet the needs of students preparing for entry-level
employment as well retraining and updating skills to meet the needs of a
changing, globally-centered society.
General Education to introduce students to the humanities, the arts, the social
and natural sciences, allowing them the opportunity for personal, intellectual
and cultural growth; while providing oral and written communication,
mathematics, critical thinking skills and international perspectives necessary to
succeed in life.
Basic Skills Program to provide students with the necessary capabilities in
mathematics, verbal and written language skills, and study skills to successfully
complete a certificate, degree, or transfer program.
Support Services to assist students in defining and achieving their educational
goals.
The College promotes and encourages the continuous and timely program
review to assess effectiveness and ensure academic excellence.
REASONS FOR PROPOSED CHANGE AND RELATIONSHIP OF CHANGE TO MISSION
A distance education program will provide access and opportunities for success to a variety of students,
with work and family obligations, many of whom would not otherwise be able to meet their educational
goals.
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Most of our online students reside in our service area, enroll in our on-campus classes and take online
classes in order to increase the number of classes they take each semester to complete their degree and
transfer requirements. The California Community Colleges Chancellor Office (CCCCO) surveys of
LACC online students “to fulfill requirements for transfer” and “to fulfill requirements for associate
degree” are cited as two of the top three reasons for enrolling in an online class. “Convenience” is
selected as the most important reason. According to the CCCCO 2004 student survey 57 percent cited
“unable to come to campus” as an important or very important reason for taking this distance education
course. Students report a high level of satisfaction with our online classes and their most frequent
suggestion is for additional online course offerings.
As well as meeting the needs of on-campus students, our online classes provide access to our instructional
programs to disabled students and those that do not live close to a community college. Nineteen percent
of the respondents to the 2004 survey selected “Because of my disability” as an important or very
important reason for taking this distance education course. Fourteen percent reported living over 16 miles
from any community college and another 10 percent live over 10 miles from any community college. In
addition to disabled students and those that do not have local access to a community college, our online
classes have enabled us to serve international students, military and public safety personnel, high school
students and senior citizens.
Our online courses have the same transferability as our on-campus courses and are accepted by the
University of California (UC) and California State University (CSU) as well as private four-year colleges
and universities. As a result expansion of our online course offerings increases our students’ access to
four year colleges and universities.
PLANNING
The primary objectives of the 2002 – 2008 Educational Master Plan (Appendix B) including the following
support of distant education:
Goal 1: Develop and deliver instructional programs tailored to meet the needs of our prime
constituencies
Goal 2: Enhance the quality of teaching (pedagogy) in all academic programs to help students achieve
their personal educational goals.
Goal 3: Integrate educational technologies with classroom instruction across the curriculum
Goal 4: Coordinate instructional support for the classroom with construction and renovation
Goal 5: Enhance the college’s curriculum development, class scheduling, and publication processes
Goal 6: Highlight and expand a campus-wide awareness of diversity across the curriculum
Goal 7: Coordinate educational outreach locations with the core campus instructional programs
The Distance Learning Taskforce was established in 1998. In spring 1999 LACC offered the first online
class. Since 1999 the Curriculum Committee has assumed oversight for approving more than 40 on-line
classes. Staff and Organizational Development provides oversight for the on-line instructor certification
process. Currently more than 80 faculty have been certified to teach on-line course using a variety of
platforms including WebCT, ETUDES, and other course management software (CMS). Both the
Curriculum Committee and the Staff and Organizational Development Committee adhere to the
guidelines in the Faculty/AFT Agreement in regard to quality standards for distributive/distance learning
(D/DL). With a recent increased demand for growing the on-line program, the Distance Education
Committee has reassumed a leading role in supervision of D/DL campus offerings.
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The responsibilities of the Distance Education Committee include oversight of certification, working with
the Curriculum Committee to develop course approval policies, and working with the Information
Technology (IT) Committee to evaluate new educational technologies related to distance learning, online
course management systems, and related topics. The committee then forwards recommendations
regarding distance education to the Academic Senate. The committee also reviews administrative
procedures related to distance learning.
Evaluation and goal setting for the Distance Learning Program has been included in the College program
review and unit planning process since 1998. Each year the Distance Learning Program Unit Plan is
forwarded to Academic Affairs for review and budgeting and distance learning is integrated into the
College’s master and educational plans. Funds for the Distance Learning Program are provided out of the
College budget and appropriate grants.
The Academic Senate, the American Federation of Teachers (AFT), the Curriculum Committee, the
Educational Planning Committee, the Shared Governance Committee, the Informational Technology
Committee, the Staff and Organizational Development Committee are all involved in decision making and
planning regarding distance learning.
In 2006 the Academic Senate confirmed the appointment of the Distance Education Committee Chair,
Vice Chair, 5 members including 2 AFT representatives and one alternate each for the Academic Senate
and the AFT. The Committee advises the College in its decision making regarding D/DL issues. It is a
standing committee of the EPSC and reports to the Academic Senate.
The Information Technology Committee is responsible for making recommendations relating to hardware,
software and the necessary infrastructure to support instructional technologies. The Distance Learning
Coordinator serves as a permanent member of the Committee as does the Information Technology
Department Director and the Vice President of Academic Affairs.
The 2002 – 2008 Educational Master Plan included “Enrollments in online distance learning will
increase” as one of the assumptions. This assumption proved accurate. The 2008 – 2011 Educational
Master Plan includes four primary objectives, one of which is that the College “Build upon and support
LACC’s diversified modes of instructional delivery. Strategies which are recommended to achieve this
objective are:
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Make available to all students online assessment, counseling, library and financial aid services
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Expand ETUDES NG (Easy To Use Distance Education Software Next Generation) training for
faculty and staff.
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Provide the infrastructure (e.g., servers, WiFi, IT personnel) for technologies in and out of the
classroom (e.g., eportfolios, Podcasting, multi-media).
In 2000 the Distance Learning Program and the Language Arts Division submitted a joint FPIP
application for an Instructor of English – Distance Learning. The proposed position received a high
ranking on the priority list and our first full-time online instructor was hired in 2001.
More recently the Behavioral and Social Sciences Division and the Distance Learning Program have
announced its plan to submit a joint FPIP application for an Education instructor. This position would
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provide faculty leadership to the newly proposed Online Teaching Certificate Program. The certificate
program will require participants to complete four Education courses for a total of nine units and an
additional three units in one of five areas of specialization:
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ETUDES-NG Course Development
Internet Literacy
Online Instruction
Online Library Research
Web Design
In a meeting with the Dean of Academic Affairs responsible for the Distance Learning Program and the
Distance Learning Program Coordinator on March 3, 2008 the Vice President of Academic Affairs first
brought up the need to submit a substantive change proposal. This requirement was also discussed at a
Los Angeles Community College District (LACCD) Distance Education Committee meeting on February
19, 2008. LACC’s Substantive Change Proposal was discussed at the Educational Planning Committee in
February 2008 and the Department Chairs’ Council meeting on February 2008. and information from
Divisional Unit Plans was collected and is included in Appendix C. A draft of the proposal was reviewed
by the Distance Education Committee and forwarded to the Academic Senate for input on November 7,
2007.
Distributive and Distance Learning Committee (DDLC). Pamela Atkinson, Kathleen Burke-Kelly, Nancy
Pierce, Vaughn Obern, Juan Mendoza, Joe Meyer, Evan Kendall, Annie Cole, Ken Sherwood. Charlene
Morimoto will be invited to attend the next meeting. The Distance Education Committee at their March 4,
2008 meeting agreed recommend to Ed Planning that the College increase on-line offerings by 20 classes
in fall 2008.
The 2002-2008 Educational Master Plan Goal 3.3 states that the College will define the role of Distance
Education for the institution. The role of distance education has not been clearly defined on campus.
Departments who choose to offer online classes can do so with guidance from the Deans and technical
help from the TLC, which has assumed the responsibility of directing distance -learning efforts for the
campus. The curriculum process for online classes has been standardized and the logistics of creating
classes and getting faculty paid properly have been worked out. Most online courses are hybrid. The
number of online classes offered at LACC increases each year, with CAOT, CSIT, Social Science, English,
Math and Nursing leading the way. The school will offer 31 online classes in Fall 2007. There is a district wide Distance Ed Committee that reports to the District VP Council. The State Chancellor’s Office will soon
mandate that we need to offer a minimum of 10% of our classes online, with accreditation perhaps
recommending an increase to 20%. The Instructional Technology (IT) Plan includes Goal 3.1 Provide
training on newly-adopted applications and systems such as Etudes course management system. The
2008-2014 Educational Master Plan has developed distance education goals in three areas including
faculty development, course development and technology.
The DDLC has set a goal of offering a complete general education degree program on line as well as
promoting on-line certificates. The proposed change is called for in our current Educational Master Plan
and has been demanded by our students. It serves to implement the College’s mission by providing
increased access to our instructional programs. LACC has spent the last seven years developing our
infrastructure to support the expansion of our distance learning program, expanding online access to
student services, and increasing the resources available to support online instructors and their students.
Recent Progress
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The Distance Education Task Force which was convened by the President in January 2008 expanded its
membership to include additional members from EPC an formally assumed the role as a subcommittee of
EPC.
At the March 19, 2008 Educational Planning Committee (EPC) meeting, a distance education policy was
discussed and recommended for approval and forwarded to the Academic Senate. (See Appendix ?)
NEEDS AND RESOURCE ASSESSMENT
The assessment of the needs and resources necessary to support a growing distance education program
has been ongoing and started before we offered our first distance learning class. The Distance Learning
Program Unit Plan (Appendix D) serves as an annual mechanism documenting these needs, as do the
minutes from Title V (a grant which supports the development of online student services) Steering
Committee Meetings. As part of the Six Year Program Review, goals were established, and an annual
Distance Learning Program budget was submitted to the Office of Academic Affairs. We need to do this
as part of program review.) Basic program needs including personnel, supplies, equipment, software
rental, etc. are included in this budget. Additional resources have been developed by the LACCD or
provided by Student Services.
ONLINE STUDENT SERVICES
Online student services which are provided by the LACCD for both our on-campus and online students
include:
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Application for Admissions
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Course enrollment and withdrawal
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View schedule of classes
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Fee Payment
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View grades and transcripts
In recent years the College has also developed additional online support services including:
Comprehensive Online Courses Website
This site is constantly being updated with the latest course schedules and information. The site
also serves as a repository for other invaluable student services such as:
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24/7 Online Student Help Desk
Login instructions
Information about how to enroll in and add courses
Technical requirements
A direct link to the Online Student Helpdesk
Information about our Weekend College hybrid courses program
Access to the Online Writing Lab and online tutorial services (good idea, can we do
it?)
Helpful hints for new online students
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Steps to success for new college students
A direct link to the College Bookstore website where students can access
information regarding required and recommended course materials and purchase
materials to be picked up on campus or shipped to their home or business
A direct link to the College library
Biographies, photos, and email addresses of online instructors
Instructor resources
Contact information to better direct student inquiries
A link to the main College Website
Online Library resources including
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Electronic access to the library catalog
An e-book collection
Periodical and research databases.
Assessment Services including
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Test scheduling
Practice tests
Calendar
Online Orientation
Counseling Website including
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Counselors and their contact information
Hours, office location and FAQs
Online inquiry submission form
Schedule a Counseling appointment
WLAC (West Los Angeles College) Course Equivalency System
Online student transfer information system (ASSIST) link
Associate Degree checklist
California State University checklist
University of California General Education checklists
Counseling discussion board and chat room
Financial Aid Website includes
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Online application
Office location, hours and contact information
How to Apply
Eligibility
Types of Aid
Scholarships
Board of Governors Grant (BOGG) Fee Waiver information
Student Loans
How Financial Aid Works
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Forms
Grant Application Deadlines
Daily Financial Aid Podcasts
ONLINE TUTORIAL SERVICES
The English/ESL Department currently offers tutoring services to student in the Writing Lab and students
enroll in English 67 as an advisory or co-requisite to other English/ESL Classes. As a part of the on-line
program, the department is designating sections of the English 67 to be offered as tutoring classes and
staff are being assigned to work with student on line in the on-line Writing Lab.
In fall 2008 LACC will begin offering online Writing Lab and Tutorial Services to students enrolled in
pre-collegiate courses, English 21 and English 28. Online tutoring is delivered using the same online
course management system as is used for our online classes, Easy to Use Distance Education Software –
Next Generation (ETUDES NG). This provides online students with an interface that they are already
familiar with and enables them to toggle between their online classes and the tutorial services site.
Prior to developing the pilot program we researched the essential elements and priorities of writing lab
services. Current, successful online tutoring technologies were also investigated and concordance with
state tutoring regulations was also addressed.
A certified ETUDES NG developer designed and created the online tutoring course shell with a similar
format to that of our other online courses. ETUDES NG offers the necessary course management tools
including announcements, a discussion board, assignments and a chat room. It is also compliant with the
American with Disabilities Act (ADA). Discussion and chat technologies support tutor/tutee interaction.
The assignments tool allows students to send drafts of writing assignments to Writing Lab staff. Tutors
access the documents and return them to students with comments. Students are able to review previously
completed assignments and our staff track students’ writing improvement as the semester progresses. The
online tutoring program has a College email address which students use for questions or problems
unrelated to course content.
Links to the Online Writing Lab and Tutorial Services are included on the Online Courses Website and
students can enroll online. Links direct students to the course description, the online enrollment system
and a map to locate the Writing Lab on campus. Although these services are now available to all of our
students, English 21 and English 28 students are specifically encouraged to enroll in the Supervised
Learning Assistance section for online tutoring.
Writing Lab staff training and development was essential to the success of the online tutoring program.
The Writing Lab Instructional Assistant was exceptionally adept in tutoring skills and using ETUDES
NG. She and two existing Writing Lab Tutors had prior online course experience and easily transitioned
to ETUDES NG. Computer laptops and security software was provided for their use off campus. Online
tutoring is provided seven days a week, including chat sessions on evenings and weekends. Student
documents are reviewed and returned within 48 hours.
Spring 2007 Survey Results
West publicized the summer 2007 online tutoring pilot program to students enrolled in online English 21
and English 28 classes. 27 students enrolled for a total of 83 tutoring hours. The majority of these hours
were generated through contact with nine students. Most of the students were from English 28 courses. A
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smaller but significant number came from English 21. Records from previous semesters showed English
21 students almost never use tutoring services of the Writing Lab. One factor for low English 21 numbers
was a curriculum design that on-campus sections allowed for only in-class student writing. A creative idea
to promote tutoring was used by another instructor to extend due dates if a draft with tutoring comments
were provided. An end of the semester student survey of students participating in the project showed that
the majority of them had never used tutoring before. Most of the students were enrolled in the College the
previous semester and were planning to enroll the following semester. Most of the students felt the online
tutoring course was user-friendly and would take advantage of it again.
Summer 2007 Survey Results
In summer 2007 online tutoring was offered to all enrolled students. The majority of the students
utilizing the online services were not enrolled in English classes, but in other courses requiring written
assignments. Most of the students were enrolled in online courses, but the program was available to all
enrolled students. Most students had prior experience taking online courses and knew how to utilize the
discussion board and chat tools. The online tutoring site design was tested more fully by these users and it
faired well. There were 11 students enrolled in online tutoring and 39 hours were generated. Online tutors
were scheduled for a total of 10 hours per week.
As in the previous semester, a student survey showed the majority of the students had never before used
tutoring services.
EVIDENCE OF INSTITUTIONAL PROVISION FOR HUMAN, MANAGEMENT, FINANCIAL
AND PHYSICAL RESOURCES
West’s online courses have been developed and taught by our regular full-time and adjunct faculty. In
addition to the same hiring criterion which is used to hire on-campus instructors, online instructors must
also successfully complete training to get online teaching certification. West has always required its
online instructors to complete such training, years before it became an AFT contract requirement. In
addition to the required training, a variety of workshops and other training opportunities are available to
online instructors and to instructors interested in teaching web enhanced or hybrid courses.
The Vice President of Academic Affairs is responsible for oversight of all academic programs including
online course offerings. A Dean of Academic Affairs has direct responsibility for the Distance Education
Program. The Distance Learning Coordinator reports to the Dean of Academic Affairs and has overall
responsibility for the daily operations of the program including course development management,
enrollment and technical support as well as training coordination. Division Chairs and/or Department
Heads are responsible for scheduling and hiring instructors for online classes. This reporting structure is
described in West's Organizational Chart (Appendix E). The Office of Institutional Effectiveness
provides essential research support to the Administrative and Divisional Councils, the Academic Senate,
the Distance Education Committee and other groups and individuals involved in planning and decision
making processes related to distance education.
The Vice President of Administrative Services oversees the licensing of, and contracts with, Foothill
College for our course management system. The LACCD Information Technology Lead for Student
Information System Integration (SIS) works with the Distance Learning Coordinator to ensure that
student enrollment files for online classes are updated and uploaded into course shells daily.
In addition to the full time Instructor Special Assignment acting as the Distance Learning Coordinator,
Distance Learning Program staff includes a part-time faculty member assigned to Web development,
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Online Student Help Desk management and faculty training, a full-time Secretary and a part-time student
worker.
Needs for additional faculty and staff support have been identified and planned for. Currently West offers
online classes 50 weeks per year, but the Distance Learning Coordinator position is not a year-round
position. Part-time Distance Learning Coordinator assignments for winter and summer inter sessions
have been funded using grant funds when online courses were offered.
The need for a full-time, year-round (D basis) Distance Learning Coordinator position was identified in
the Unit Plan for 2006 – 2007. College Administration support this increase and plan to provide the
necessary funding for the 2008 – 2009 fiscal year.
Since its inception in 1999, the Distance Learning Program has relied heavily on student worker and work
study positions for clerical and technical support. The need for classified staff support for the program
was first identified in 2001 in the Distance Learning Program Long-Range Unit Plan. West’s
administration recognized the need for classified support for the program, but due to budget constraints
and hiring freezes was unable to establish a full-time secretary position until earlier in 2007.
Development and maintenance of the Online Courses Website was initially the responsibility of the
Information Technology Department. As the number of online classes increased so did the need for
frequent Website additions, changes and updates. In fall 2004 the Distance Learning Program assumed
responsibility for the Online Courses Website and in 2005 a full-time instructor received a partial
assignment to develop and maintain the Website. These duties have since been combined with
management of the Online Student Help Desk into a half-time position. With this increase in resources
the Website has been totally redesigned and serves a model for other LACCD Colleges and, according to
the Director of the ETUDES Alliance, other California Community Colleges using ETUDES NG.
Student workers and volunteers are still essential to the Distance Learning Program’s success. Student
workers who have taken online classes are able to relate well with other students and assist them one-onone with their technical questions and help navigating college bureaucracy. West has worked diligently to
combine high tech support including dynamic course management software, online technical support and
a comprehensive Website with “high touch” support. Student emails and phone calls are returned daily,
faculty and staff are available to assist students one-on-one by phone or in person. Distance Learning
Program staff assist students who can not conveniently visit campus to accomplish all necessary
interactions with College staff so that problems are resolved quickly.
MANAGEMENT RESOURCES
West recognizes the importance of faculty leadership to a successful distance learning program and
distance learning was identified as one of the primary responsibilities for the Instructional Media
Specialist (IMS) position when it was last filled in 1997. As the program grew the IMS position was
replaced with a Distance Learning Coordinator (Instructor Special Assignment) position. Due to budget
fluctuations the position has varied from .6 and 1.0 FTE. The Administration is committed to securing
funding for a full-time, D basis (year round) Distance Learning Coordinator for 2008 – 2009.
The Distance Learning Coordinator reports to the Dean of Academic Affairs as do the Division Chairs.
The Coordinator is a member of the Administrative and Divisional Councils.
FINANCIAL RESOURCES
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The College pays for all the course management system costs as well as necessary supplies and equipment
for the Distance Learning Program. Salaries for online teaching assignments, Distance Learning Program
faculty and staff are also paid by the College. The LACCD pays District Information Technology
Department salaries and maintains the LACCD SIS system.
The costs of teaching assignments and other Distance Learning Program costs are more than offset by
apportionment income generated form student enrollment in online courses.
PHYSICAL RESOURCES
In 2001 the Distance Learning Program was established as a separate entity from the Library and
Learning Resources Division reporting directly to Academic Affairs. The Distance Learning Center was
established in an office on the first floor of the Heldman Learning Resource Center (HLRC). As the
program grew, the 255 square foot office became inadequate. At times there were up to four faculty and
staff members in the crowded office and during the first few weeks of a semester students trying to get
add slips would line up outside the office. It was not possible to add a second phone line to the office
which was problematic as students who could not get through would leave messages which had to be
returned from other offices during busy times. Using the fourth floor of the HLRC to house an expanded
Distance Learning Program was first proposed in the 1999 Unit Plan.
In January 2007 the Distance Learning Program moved into a 1,068 square foot space on the fourth floor
of the HLCR. The College spent almost $20,000 to upgrade the facility in order to provide three phone
lines, a fax line and Internet access for four faculty/staff computers and a computer lab with up to 12
computers. At the same time an adjacent office was assigned to the part-time instructor who is
responsible for the Online Courses and Weekend College Websites, the Online Student Helpdesk and
faculty training.
The College Teaching & Learning Center is used for almost all faculty training. It accommodates 16
participants in addition to the trainer and is equipped with computers, a large smart board and a printer.
In addition, part-time instructors have access to a computer lab with six computers and a printer. Some
online instructors are full time faculty, and two are administrators. All full-time faculty and
administrators have campus offices with computers.
Equipment for the Distance Learning Program and online instructors has always been a College priority.
Currently there are six on-campus computers and 13 laptops/notebooks assigned to the Program. An
additional five laptops are on order and we plan to request grant funding for nine computers for an
additional training lab. There are five printers and a designated fax machine.
PROCESSES TO INITIATE, MAINTAIN, AND MONITOR THE CHANGE
Online student services are routinely discussed at both Title V Steering Committee meetings and larger
joint Administrative and Divisional Council meetings. Any concerns or new recommendations are
brought to the Council meetings, responsibility for follow up and/or resolution is assigned by the College
President and a deadline is set for the responsible party to respond to the Council. This is a fairly new
process and it appears to be working well.
Human resource needs are documented in the annual Distance Learning Unit Plan. College processes for
both certificated and classified staff hiring are well established and the Distance Learning Program has
used them.
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The Distance Learning Coordinator has overall responsibility for the management of established budgets
and for making annual budget requests as part of the unit planning process.
The newly renovated Distance Learning Center provides adequate physical resources for the Program
with room for growth.
QUALITY ASSURANCE
As required by Title V regulations before an online course is developed it is separately reviewed and
approved according to the LACCD’s course approval procedures. Course outlines are either created or
updated and all online courses have been approved by the Articulation Officer, the Chair of the Library
and Learning Resources Division, the Department/Cluster Chairperson, the Curriculum Committee, the
Academic Senate, the Vice President of Academic Affairs and the College President.
In addition to a new or updated course outline a Distance Education Approval Form (Appendix F) is
required. This form certifies that:
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The same standards of course quality are applied to the distance education courses as are applied
to traditional classroom courses. (Course Quality Standards - Title V, section 55372)
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Determination and judgments about the quality of the distance education course were made with
the full involvement of the faculty as defined by Administrative Regulation E-65 and College
curriculum approval procedures. (Course Quality Determination - Title 5, section 55374)
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Each section of the course which is delivered through distance education will include regular
personal contact between instructor and students. (Instructor Contact - Title 5, section 55376)
As a result of an EPSC Report on Distance Education to the Academic Senate, in 2005 a Distance
Education Addendum (Appendix G) was added to these requirements. The Addendum requires
documentation of each course objective and an explanation of how distance learning strategies will be
used to help students achieve the objective.
These forms and completed examples are all easily available to instructors online. Approved forms are
kept on file in the Office of Academic Affairs.
In 2000 West was the first College in the LACCD to offer instructors stipends of $1,000 per unit for
online course development.
The Distance Education Coordinator for West served on an AFT ad hoc distance education advisory
board. One of the AFT Contract Negotiators for the 2002 – 2005 contract had previously taught online
for West. For the first time the 2002 – 2005 contract between the LACCD and the Los Angeles College
Faculty Guild (AFT) included a requirement that instructors developing online courses are to be
compensated with an agreed upon amount of release time or with a fixed stipend of at least $1,000.
In addition the contract requires that Colleges offering Distributive/Distance Learning (D/DL) courses
shall “Insure that faculty who are preparing to teach D/DL courses for the first time must either
demonstrate proficiency in D/DL instructional delivery methods or participate in D/DL training sessions.”
West requires instructors to complete an online training course before being assigned to teach an online
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class and did so even before this contract took effect. The current contract also addresses class size, with
a lower enrollment cap the first time a D/DL class is offered at a college.
Online instructors are evaluated on the same schedule as their on-campus counterparts. Division Chairs
must provide them with advance notification to secure access to their online classes. The current AFT
contract includes a mandated Online Student Evaluation of Instructor form which is made available to
students using an online survey. Results are forwarded to the appropriate Division Chair.
In accordance with the Educational Master Plan the Distance Education Committee is considering means
to enhance the educational effectiveness of the Distance Learning Program.
TRAINING
Faculty training support is another crucial element of the human resources needed to support a large
online program and our faculty has access to ample training opportunities serving all experience levels
from the novice computer user who does not work online to the veteran online instructor. These
initiatives focus specifically on helping instructors to better use technology in their teaching and take the
form of one-on-one sessions, 2-hour workshops and longer training courses.
Current workshop offerings include:
PC & Windows Basics Workshop
This workshop focuses on basic PC operation and key Microsoft Windows skills, such as
organizing files and folders, resizing program windows and managing the desktop.
Microsoft Word Basics Workshop
This workshop addresses fundamental aspects of using Microsoft Word such as cutting and
pasting, saving documents and using keyboard shortcuts.
Web Basics Workshop
This workshop addresses the World Wide Web and Microsoft’s Internet Explorer browser as well
as Webpage anatomy, hypertext, URLs and critical evaluation of Web content.
Email Basics Workshop
This workshop focuses on sending, receiving and managing email with Microsoft Outlook’s Web
Access Server. The rules of Internet etiquette or “netiquette” are also addressed.
Introduction to Hybrid Courses Workshop
This workshop is designed for those interested in developing courses that include both online and
face-to-face components – the best of both worlds. All Weekend College courses fall into this
category.
Introduction to Online Teaching & Learning Workshop
This workshop is designed for those looking for an introduction to the rapidly growing world of
online education. The fundamentals of online teaching and learning will be addressed, including
the technical tools and teaching skills required for success.
Introduction to ETUDES-NG Workshop
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This workshop provides an orientation to the ETUDES-NG course management system. This
introduction will position faculty to successfully complete the ETUDES-NG instructor
certification course, which is required to teach online or Weekend College courses.
ETUDES-NG Migration Workshop
The College went through the process of switching from “Classic” ETUDES to ETUDES-NG for
all online course delivery. This workshop helped current online instructors make this transition as
smoothly and efficiently as possible.
ETUDES-NG Roundtable
Instructors met with the faculty trainer to discuss problems and offer advice to one another.
The College has also taken charge of training and certifying its own ETUDES-NG instructors. This
innovative, hybrid certification course has been extremely popular and successful with over 90 percent of
participants successfully completing the certification.
ETUDES-NG Instructor Certification Course
This 3 week course covers the basic tools and features of ETUDES-NG, the online course
management system used by West and many other colleges. Successful completion of this course
is required to teach online or Weekend College classes. This course is delivered in a hybrid format
that includes face-to-face sessions in conjunction with online assignments.
We also provide instructors with the opportunity to meet one-on-one with an Instructional Designer to
discuss whatever particular issues they might be having. Ready access to support like this has had a
significant positive impact on faculty morale and instructors’ willingness to embrace technological
change.
Drop-in hours and One-on-One Faculty Support
Faculty may drop-in during specific hours or make an appointment to discuss whatever
technology-related questions they might have with the Faculty Trainer. Topics covered range
from basic computer skills like managing email and Web browsing to advanced ETUDES-NG
questions and troubleshooting.
The College has even more faculty development projects planned and in the works. The following
initiatives will be rolled out in the coming year:
Editing an Image in Adobe Photoshop
This workshop covers the basics of picture editing in Photoshop including size adjustment, pixel
reduction, image cropping and more.
Online Syllabi and Web-Enhanced Courses Workshop
This hands-on workshop is designed for instructors who would like to create online components to
enhance their on-ground classes. The College’s goal is to make syllabi of all courses available to
students via the Web.
Online Teaching & Learning Tutorial
Self-paced online tutorial focusing on the fundamentals of online teaching and learning, including
the technical tools and teaching skills required for success.
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Online Pedagogy Training Course
This 1 week course introduces the fundamentals of online teaching and learning, with an emphasis
on “how to teach online” best practices. This course is delivered in a hybrid format.
Online Instructor Mentoring Program
This program pairs experienced online instructors with newly-certified instructors. New online
instructors can ask questions, “lurk” in model online courses, and receive guidance and feedback
from experienced practitioners.
Microsoft FrontPage Step by Step Workshop
Instructors will learn how to use FrontPage to convert Microsoft Word material into HTML. This
is an important shortcut tool for online instructors to embed pictures, links and downloads into
online and hybrid courses.
Podcasting Workshop
This introductory workshop is for faculty interested in learning more about Podcasting in
education. This is the first step towards creating and distributing your own Podcasts here at West.
Voice Recognition Software
This workshop allows instructors to explore several useful tools for both PCs and Macs. Topics
include: Dragon Naturally Speaking, Sony Voice Recorder, Wave toText and the voice
recognition tool in Microsoft Word for PC and Mac.
In addition to the professional development activities described above, we have also posted a number of
valuable resources online for easy access by instructors. These are presented in the Instructor Resources
section of our Online Courses Website. Current resources include: tutorials and other materials related to
ETUDES-NG, ETUDES Classic materials, technology training workshop notes and handouts, curriculum
forms and sample documents, and anti-plagiarism software download and instructions. These resources
are updated and added to on an ongoing basis throughout the year.
Another valuable resource which we encourage our online instructors to take advantage of is the
ETUDES-NG Users’ Group. This is an online resource available to all ETUDES-NG certified
instructors. This Website offers many valuable resources to instructors statewide, not the least of which is
a discussion board where instructors can go to read about ask and answer ETUDES-NG-related questions.
ETUDES-NG trainers respond to instructors’ questions within 48 hours and other instructors often offer
their own valuable information.
Alongside all of these training and professional development activities and resources, the College also
provides substantial support to our online students which translates into time-savings for our faculty. By
taking care of our online students needs, we enable our instructors to focus on teaching the content of
their courses. Support services which fit into the category include:
24/7 Online Student Helpdesk
This discussion board is available to students 24 hours a day, 7 days a week. Questions are
answered daily and all posts are archived so students can learn from those who came before them.
There is also a FAQ for easy access to the most common information and solutions.
Also, planned for the coming year is a course aimed at helping to orient new online students
Online Student Success Course
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This course is designed to introduce new online students to the basics of how to succeed in an
online class. This course also helps new online instructors to better empathize with and ensure the
success of their online students.
PROFESSIONAL DEVELOPMENT
In addition to providing the comprehensive training opportunities listed on pages 14 – 16 West publicizes
and provides funds to instructors who attend conferences for professional development. Many online
instructors take advantage of these opportunities. Popular conferences for online instructors include the
annual Technology in Education, League for Innovation in the Community College and the National
Institute for Staff and Organizational Development conferences.
INTERNAL AND EXTERNAL APPROVALS
Before a course can be offered online it must be approved by West's Curriculum Committee which is
composed of elected representatives from the full-time faculty of each of the college’s 13 divisions. In
addition, the Associated Student Organization, Administration, Classified Staff, the AFT union, and the
Academic Senate each send one voting member. The Chair is appointed by the Senate. On the first
Monday of each month there is a technical review session, where curriculum documents that have been
developed and approved by departments are presented by faculty or division chairs and examined to make
sure they fit the 5 curriculum criteria of mission, need, quality, feasibility, and compliance. Course
outlines must include detailed content, course objectives, as well as institutional and program Student
Learning Objectives. Courses that pass the Tech Review screening are then presented at the monthly
Curriculum Committee meeting, usually the last Wednesday of each month. The Committee examines
and discusses each course and then votes whether to recommend it to the Senate. West’s Senate has
imposed an additional requirement that all online courses submit an additional “Distance Delivery
Strategies” addendum in which the instructor must explain how each course objective is met by specific
online teaching strategies. In addition to a new or updated course outline a Distance Education Approval
Form is required by the LACCD. Tech Review agendas and Curriculum Committee minutes are emailed
to all faculty and administrators, and are posted on the college website. The curriculum chair appears at
the Senate each month to formally ask the Senate to approve Curriculum recommendations, and while this
is usually given, the Senate has the power to without approval if it feels a course is not rigorous enough.
When the Senate approves the Curriculum Committee recommendations, the documents then go to the
administration including the Dean of Curriculum, Vice President of Academic Affairs and College
President for final approval. Once the College President approves a course it goes to the District and is
placed on the agenda of the Board of Trustees. Only after the Trustees approve a course is the College
permitted to include it in the Schedule of Classes.
The LACCD Vice Chancellor was consulted regarding this proposal and confirmed that other than the
described curriculum approval process there is no additional requirement for District or Board approval.
EVIDENCE THAT THE ELIGIBILITY REQUIREMENT WILL BE FULFILLED
The Western Association of Schools and Colleges (WASC) last visited West in spring 2006. The
College’s accreditation is continued through 2012 with a Progress Report and visit in March 2007 and a
Progress Report for March 2008. The Progress Report for March 2007 indicated progress on six key
recommendations. The Progress Report of March 2007 focuses on two continuing College
recommendations and two LACCD ones. West continues to meet the Eligibility Requirements for
Accreditation (Adopted June 1995; Revised January 1996; Revised January 2004) in the following areas:
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Authority. West is authorized to operate as an Educational institution to award degrees by the State of
California (ref. California Code of Regulations, Title 5, division 6). The development and offering of
online courses fall within the scope of this authority (re. California Code of Regulations, Title 5, div. 6,
chap. 6, sub chap. 1, article 3, §55205 &seq.).
Mission. The mission clearly defines institutional commitment “to serve the students and the community
by providing quality instructional and support services including programs, facilities, and open access for
all who can benefit from its education…The College promotes and encourages the continuous and timely
examination of College programs and services to assess their effectiveness and ensure maintenance of
academic excellence.” Institutionally, College wide committees such as the College Council and its two
key subcommittees: College Planning and Budget reaffirm this commitment to our students. West
recognizes that offering online courses and programs meets the needs of our community and aligns with
the College’s goals of increasing enrollment, retention and success through diverse modes of instruction,
to better prepare students to work and function in an increasingly technologically-sophisticated society.
The Educational Master Plan, developed by the Academic Senate through its Educational Policies and
Standards Committee, specifies as its fourth objective: “Build upon and support WLAC’s diversified
modes of instructional delivery.”
Governing Board. The LACCD Board of Trustees is responsible for the quality, integrity and financial
stability of the College and for ensuring that the College’s mission is carried out. The Board is
responsible for ensuring that institutional financial resources provide a sound educational program, and
this includes courses offered online. Board members are elected from trustee areas by the registered
voters for terms of four years for at large trustees. Elections are held every two years, with three members
being chosen at one election and four members at the other. The President and Vice President of the
Board of Trustees are elected by the Board for one-year terms at the annual organizational and regular
meeting. A student member is elected annually--the term is June 1 through May 31 of each year.
On February 7, 2007, the Board of Trustees amended the LACCD Mission
Statement, found in Chapter I, Article II of the Board Rules:
1200 MISSION. “Changing Lives in a Changing Los Angeles”
In an era of civic renewal, economic change, and cultural revitalization that is unprecedented in the
history of Los Angeles, we–the faculty, staff, and administrators of the nine Los Angeles community
colleges–dedicate ourselves to the goal of expanding access to educational opportunity across the many,
diverse communities that contribute to the greater Los Angeles area.
We serve all Angelinos by providing an unparalleled array of educational offerings, including programs
that prepare students for successful careers, for transfer to four-year colleges and universities, for the
improvement of essential life and workplace skills, and for civic engagement and life-long learning.
To achieve this mission, we strive to create supportive instructional environments that challenge students
to meet rigorous academic standards, to become active, self-directed learners, to develop critical and
creative habits of mind, and to develop an abiding appreciation for other peoples and other cultures.
Chief Executive Officer. The Chancellor of the LACCD and the President of the College are appointed
by the Board of Trustees and serve as the chief executive officers, with full-time responsibility to the
LACCD and College and possessing the requisite authority to administer Board policies. Both the
Chancellor and the College President encourage and support the development of online courses and
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programs. The College President completed the coursework for ETUDES-NG in July and August of
2007, and is now teaching a hybrid course, English 28, during the fall 2007 semester.
Administrative Capacity. The current 18 administrative staff members have been hired for the
appropriate preparation and experience to provide the needed administrative services to support the
College’s mission and purpose. With recent hires, there is sufficient administrative staff to provide
oversight of and support for online course and programs.
Operational Status. Since its inception in February 1969, the College has remained in continuous
operation, with students actively pursuing their educational goals, including degree programs. Online
courses are extensions of existing courses and programs.
Degrees. The College offers 25 transfer and 18 vocationally-oriented programs. All students are enrolled
in courses that relate directly to completion of a degree/certificate program or are basic skills courses
leading to degree/certificate applicable courses.
Educational Programs. West Los Angeles College’s principal degree programs align with its mission.
All the College’s programs must receive prior regulatory approval by the California Community
Colleges’ Chancellor’s Office, ensuring they are based on recognized higher education field(s) of study,
are of sufficient content and length, are conducted at levels of quality and rigor appropriate to the degrees
offered, and culminate in identified student outcomes. All degree programs are a minimum of two
academic years in length. Online courses and program are designed and conducted with the same level of
academic quality and rigor as traditional, on-ground, face-to-face courses and programs.
Academic Credit. Statutory requirements govern the granting of academic credits. The College Catalog
provides information on academic credit. The award of credit is the same for both online courses and for
courses offered through other methods of instruction.
Student Learning and Achievement. The College’s course approval process has always included learning
objectives. Over the past three years West has held six workshops for 52 instructors in disciplines across
the College, 15 student services staff members and three administrators, sponsored by a Title III grant and
led by Don Prickel. Through these workshops, faculty have defined and developed student learning
outcomes (SLOs) at the course, program and degree levels. Courses, programs and degrees offered online
must meet the same standards as courses, programs and degrees offered by traditional methods.
General Education. All degree programs require a substantial component (from 23 – 30 units) of general
education, ensuring breadth of knowledge and in line with the College’s educational philosophy.
Competence in writing and computational skills, plus an introduction to major areas of knowledge are all
components of this general education requirement. Although the general education requirements for an
Associate of Arts degree can not all be met online, online courses have been designed to help students
meet the College’s general education requirements.
Academic Freedom. Academic freedom is recognized and nurtured in our College community for the
good of all citizens. Students, faculty, staff and administrators all benefit from the practice of academic
freedom, which safeguards the search for truth and its free exposition. Academic freedom is a
fundamental protection of the instructor’s right in teaching and the student’s right in learning in the
college environment: classrooms, laboratories and library. Correlative with rights, academic freedom
carries with it responsibilities, which are implicit in all freedoms and assured by members of the College
to ensure the rights of others. Any alleged violation of academic freedom on campus shall follow the
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procedures of academic due process as provided for the students, faculty and the College, whichever be
appropriate (Appendix H). Online instruction does not affect the academic freedom of faculty or students.
Faculty. As of fall 2007, the College employed 106 full-time and 321 part-time faculty members. The
Senate’s Professional Standards clearly states faculty responsibilities. The Vice President of Academic
Affairs provides faculty before the fall Flex Day with a handout detailing College policies and procedures.
Qualified full-time and part-time faculty members who meet or exceed the minimum qualifications for
their disciplines develop and teach online courses.
Student Services. The College provides appropriate student services designed to support student learning
and development, in accordance with the institutional mission. The College has online access to
applications for admission and registration. Students can also check their class schedules, grades,
transcripts, financial aid status or fee information, all accessed at the LACCD’s Student Information
System of the College’s homepage.
Admissions. According to regulatory statutes, the College is an “open-door” institution, admitting
anyone eighteen years or older. It is the Board’s prerogative that students under this statutory age may be
admitted on a case-by-case basis to enroll in advanced course unavailable to them through the normal
school system. Enrollment in online courses follows the same statutes and Board policies as for
traditional courses.
Information and Learning Resources. The College provides, through ownership and contractual
agreement, specific long-term access to sufficient information and learning resources and services to
support its mission and instructional programs. Many of the popular periodical and reference resources
are available electronically. The College Library’s online reference page was designed and is maintained
by the Library’s faculty librarians.
Financial Resources. The institutional funding base, financial resources and plans for financial
development are adequate to support student learning programs and services, to improve institutional
effectiveness, and to assure financial stability. The College has made a commitment to fund the
development and offering of courses via online delivery to the same extent as for traditional courses.
Financial Accountability.
The LACCD is required to have an independent audit of its financial statements annually. Because the
LACCD is the legal entity composed of nine individual colleges, those colleges are audited along with
and as a part of the annual audit. The annual audit includes an audit of internal controls, state and federal
compliance and providing an opinion on our financial statements. The audit is presented to the Board of
Trustees for acceptance.
Institutional Planning and Evaluation. The College systematically evaluates and publicizes how well and
in what ways it accomplishes its purpose. The institution assesses progress toward its targets and goals
and makes decisions regarding improvement through ongoing and systematic evaluation, integrated
planning, resource allocation, implementation and re-evaluation. The development of online courses and
programs is included in the College’s Educational Master Plan and other planning documents.
Public Information. The College Catalog contains precise, accurate and current information concerning
the following items. The inclusion of online courses will not affect this function.
About the College Governance; Master Plan; Mission, Values Statement, Educational Philosophy;
Objectives of the General Education Program; General Education Philosophy; Accreditation;
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Statement of Compliance
Institutional Student Learning Outcomes
Admission, Matriculation and Registration Fees and Refunds
Financial Aid
Veterans Educational Benefits
Student Programs and Services
Academic Regulations
Student Rights and Responsibilities
Student Organizations and Activities
Transfer to a Four-Year College or University
Graduation Requirements
Programs of Study and Course Description
Associated Student Organization
Relations with the Accrediting Commission. The College assures the Commission that it adheres to the
eligibility requirements and accreditation standards and policies of the Commission, describes itself in
identical terms to all its accrediting agencies, communicates any changes in its accredited status, and
agrees to disclose information required by the Commission to carry out its accrediting responsibilities.
The College will comply with Commission requests, directives and policies, and will make complete,
accurate, and honest disclosure. The submission of this substantive change report is in accordance with
the College’s commitment to the Commission.
EVIDENCE THAT THE ACCREDITATION STANDARDS WILL BE FULFILLED
Standard I. Institutional Mission and Effectiveness Mission: The addition of online delivery of courses
direct supports the College’s mission “to serve the students and the community by providing quality
instructional and support services including programs, facilities, and open access for all who can benefit
from instruction.” To fulfill its mission, West Los Angeles College’s additional delivery of online classes
increases opportunities for access for our students.
Improving Institutional Effectiveness: No change.
Standard 2: Student Learning Programs and Services
Instructional Programs: Online delivery methods increase students’ accessibility to education. Students
now have additional options for access to the College’s high-quality programs. Those limited by their
work schedules, transportation, distances and other factors can also access West’s classes and programs.
Student Support Services: Development of online programs will require the College to determine how
online students can best be supported, and this may require expansion of services. Student service
supports are available to students enrolled in online courses, but West recognizes that as students rely
increasingly on online access, the College must consider what parallel supports should be provided.
Through the expanded College website, many academic resources are now available, including the
College catalog, schedule, course descriptions, information on associate degrees and checklists of the
transfer core curriculum which fulfills the lower division general education requirements for the
California State University and the University of California. For high school students, the JumpStart page
describes concurrent enrollment for interested high school students. Students can apply for admission,
register for classes, go through an online orientation, purchase course textbooks, request an assessment
and counseling appointments, check grades and request a transcript – all online. At the Online Courses
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homepage, students can access an Online Writing Lab (OWL) as well as helpful hints for online students
(see http://www.wlac.edu/online/helpfulhints.htm).
Matriculation provides follow-up services to online students through the Academic Hurdlers program,
which sends to all online students a matriculation checklist. This gives students an opportunity to express
various needs for student services.
In addition, the dean of Student Activities is working on an electronic Frequently Asked Question page
that will go online by the end of October.
Disabled student services offers some online accommodations for students with disabilities such as
extended time on tests or assignments, if necessary; electronic text of books on CD; and liaison with
instructors about enrollment in our program.
The College’s financial aid website includes an online application, how to apply, and information on
eligibility, types of aid, scholarships, student loans, forms, grant application deadlines, how financial aid
works and Board of Governors Grant (BOGG) Fee Waiver Information.
For students in pre-collegiate courses, such as English 21 and English 28, West started offering an online
Writing Lab (OWL) and Tutorial Services to students. Using the same online course management system
as is used for our online classes ETUDES NG, online tutoring is available, enabling students to toggle
between their online classes and the tutorial services site.
Spring 2005 data of online classes’ success report 79 per cent retention rate and a 54 per cent success (A,
B, C, P) rate.
Library and Learning Support Services: The Library provides a wide variety of learning resources to
support the online student. These include electronic access to the library catalog, an e-book collection and
a variety of periodical and research databases.
The Library provides a wide variety of learning resources and services to support the online learner.
Detailed information describing the variety of resources can be found at http://library.wlac.edu/. The
home page includes tutorials on How to Use Online Databases and a Research Help Center and a listing
of Library Services including a Library Orientation form and a link to New Books. On the Library
webpage under Online Research Tools, the Library also provides access to the online catalog and
periodical and research databases.
Library faculty have also developed an extensive Library curriculum program of seven online Library
Science courses two of which transfer to both UC/CSU and focus on the use of online resources such as
the internet and specialized databases.
Library Science 88 – Business Resources on the Internet – 1 Unit
This course provides an overview of the many business resources available on the internet, and elsewhere.
The student will learn how and where to find information on companies, industries, stocks, securities
markets, real estate, and on other business topics.
Library Science 101 – Library Research Methods (UC:CSU) – 1 Unit
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Students will become familiar with the organization of the Library and the types of resources – both print
and electronic – in the Library. Students will also learn to discriminate and select various types of
resources in order to develop appropriate search strategies for research projects. Knowing which sources
to use, and the most efficient ways of using them, will maximize the benefits of library research.
Library Science 102 – Internet Research Methods (CSU) – 1 Unit
Explore the World Wide Web. Learn to utilize general search engines and directories to locate the
millions of home pages on the Internet. Obtain precise information with well-developed search
strategies. Learn to apply critical standards to the sites you find on the Web.
Library Science 103 – Information Literacy: Search Strategies, Tools and Resources (UC:CSU) – 2 Units
Learn modern search strategies with the latest research tools that will enable the student to access
information from resources in print and electronic format in any modern research library.
Library Science 104 – Advanced Internet Research (CSU) – 1 Unit
This class offers insights into advanced Internet search techniques; use of virtual libraries, mailing lists,
Usenets and a discussion of substantial legal issues (e. e., copyright and intellectual property) surrounding
the Web.
Library Science 117 – Online Legal Research – 1 unit
This class introduces paralegal students and interested laypersons to the wide array of primary and
secondary legal sources on the Internet. It also provides an overview of Westlaw and/or Lexis/Nexis
databases, and will prepare students to utilize their respective general search strategies and protocols.
This course does not replace a traditional legal research class and assumes some familiarity with legal
research and with computers on the part of the student. Such foreknowledge is not required to learn and
benefit from the class.
Library Science 130 – Travel and the Internet – 1 Unit
This is an introductory Internet class on travel and tourism websites. It focuses on the many websites
established by travel departments of the major countries of the world, and by travel businesses and
agents. Students will learn about cruises, tours, discount fares, and vacations that are being made
available to the fastest growing consumer group in the world: Internet users.
Standard 3: Resources
Human Resources: All faculty and staff involved with online courses and programs will continue to meet
all the minimum qualifications and be held to the same standard as regular faculty and staff, in accordance
with applicable state codes. Instructors can take the ETUDES NG training at West free of charge. The
costs are currently paid from a Title V grant, but soon the class will be offered for credit, and then the
costs will be offset by apportionment income. Instructors also have the option to take the class online
from Foothill College. The two-unit class costs $40, and instructors can be fully reimbursed by the
West’s Academic Senate through the usual conference reimbursement procedure.
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Other training opportunities are paid by one of two Title V grants and are detailed in the Training section
of the report, pages 14-16.
In addition to the ETUDES NG hybrid training classes at West and the online classes from Foothill
College that are currently available, the College is developing an Online Teaching Certification Program.
See Appendix I.
Physical Resources: The Distance Learning Program occupies a 1,068 square foot space on the fourth
floor of the Library (HLRC). This upgraded facility includes space assigned to a part-time instructor who
is responsible for the Online Courses and Weekend College websites, the Online Student Helpdesk and
faculty training.
In addition, faculty also have access to the Teaching & Learning Center (TLC), located in B6, next to the
Information Technology Department. The TLC accommodates 16 participants, in addition to the trainer,
and is equipped with computers, a large smart board and a printer. Part-time instructors also have access
to a computer lab with six computers and a printer.
Equipment for the Distance Learning Program and online instructors has been and continues to be a
College priority. At the present time, six on-campus computers and seven laptops/notebooks are assigned
to the program. An additional thirteen laptops are on order, and through grant funding, the College plans
to obtain nine computers for an additional training lab. Other dedicated equipment includes five printers
and a fax machine.
Technology Resources: The College’s technology plan along with that of the LACCD and the College’s
Educational Master Plan, addresses the growing use of computer technologies in distance education as
part of offering instruction in alternative modes of delivery to increase student access. Maintenance and
upgrading of campus infrastructure and computers for faculty, staff and students all contribute to this
effort.
D. Financial Resources:
The College currently contracts with and pays for an external service ETUDES NG to provide student and
faculty access to online instruction. These direct costs are offset by apportionment income. The LACCD
pays the salaries of the Information Technology Lead for SIS and . The institutional funding base,
financial resources, and plans for financial development are adequate to support student learning
programs and services, to improve institutional effectiveness, and to assure financial stability. The
College has made a commitment to fund the development and offering of courses via online delivery to
the same extent as for traditional courses.
Standard 4: Leadership & Governance
Decision-Making Role & Processes: West Los Angeles College’s governance structure includes a
Distributed/Distance Learning Committee, comprised of a representative of the AFT Faculty Guild, five
representatives of the Academic Senate and two alternates, one representing the AFT Faculty Guild and
one representing the Academic Senate. The committee advises the College in its decision-making
regarding distance learning issues. It is a standing committee of the Educational Policies and Standards
Committee, which reports to the Academic Senate. The committee will discuss and refer any issues
regarding working conditions and other labor issues to the appropriate bargaining unit(s).
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Thus, the Distributed/Distance Learning Committee, the Vice President of Academic Affairs and the
Technology Committee all play important roles in decision making and planning.
Priorities identified by the Distance Education Committee include:
Review the Educational Standards and Policies Committee recommendations on Distance Learning in
light of the current data
Address issues of academic misconduct online
Consider adopting the policies used by some LACCD Colleges by which each instructor has to pass a
review of preparation before teaching a new class
To work on Distance Learning issues raised by the College’s Educational Master Plan
B. Board and Administrative Organization: No change.
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TABLE 1 - CERTIFICATES AVAILABLE ENTIRELY ONLINE
TRAVEL SKILL CERTIFICATE – BASIC TRAVEL
REQUIRED COURSES
TRAVEL 100
UNITS
Introduction to the Travel Industry***
ELECTIVES
9 UNITS FROM THE FOLLOWING
Any Travel Courses
ELECTIVES
TRAVEL 110
TRAVEL 115
TRAVEL 130
TRAVEL 135
TRAVEL 137
TRAVEL
TRAVEL
TRAVEL
TRAVEL
TRAVEL
TRAVEL
TRAVEL
TRAVEL
TRAVEL
TRAVEL
TRAVEL
TRAVEL
TRAVEL
140
155
161
175
180
186
200
300
311
315
320
325
931
3
9
TOTAL UNITS 12
Apollo Computer Reservations
Sabre Computer Reservations
Geography of North America, Hawaii, and the
Caribbean***
Geography of Europe and the Middle East***
Geography of Asia, Africa, South America, and the
South Pacific***
Travel Industry Sales, Service and Marketing***
Tour Escorting, Planning and Operations***
How to Run a Travel Business
Meeting/Convention and Incentive Planning***
Cruise Sales Specialization***
Internet Travel Research
Introduction to the Airline Industry***
Introduction to the Hospitality Industry***
Hospitality Marketing
Hospitality Accounting
Hospitality Law
Guest Relations Management
Cooperative Education/Travel (Internship)
UNITS
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
***Classes which are currently offered, or have been offered, online.
ACCOUNTING - CERTIFICATE OF COMPLETION
REQUIRED COURSES
ACCTG 1*
ACCTG 2
ACCTG 15
ACCTG 25
BUS 1
CO SCI 901
CAOT 35
LAW 1
ELECTIVES
UNITS
Introductory Accounting I***
Introductory Accounting II***
Tax Accounting I***
Automated Accounting***
Introduction to Business***
Introduction to Computers and Their Use***
OR
Word Processing: Concepts in Information
Systems
Business Law I***
9 UNITS FROM THE FOLLOWING
5
5
5
3
3
3
3
3
UNITS
27
ACCTG 16
ACCTG 20
LAW 2
ECON 1
MGMT 1
MKTG 1
MKTG 21
Tax Accounting II***
Managerial Accounting
Business Law II***
Principles of Economics I***
Principles of Management
Principles of Selling***
Principles of Marketing***
3
3
3
3
3
3
3
TOTAL UNITS 34
*Accounting 21 plus Accounting 22 are the equivalent of Accounting 1.
***Classes which are currently offered, or have been offered, online.
BUSINESS - CERTIFICATE OF COMPLETION
REQUIRED COURSES
ACCTG 1
Introductory Accounting***
UNITS
5
OR
ACCTG 21
Bookkeeping & Accounting I***
3
AND
ACCTG 22
CO SCI 901
BUS 1
BUS 32
BUS 38
LAW 1
MGMT 1
MKTG 1
MKTG 21
REAL ES 1
Bookkeeping & Accounting II***
Introduction to Computers and Their Use***
Introduction to Business***
Business Communications***
Business Computations***
Business Law I***
3
3
3
3
3
3
Principles of Management****
OR
Principles of Selling***
Principles of Marketing***
Real Estate Principles***
3
3
3
3
TOTAL UNITS 29
*Accounting 21 plus Accounting 22 are the equivalent of Accounting 1.
***Classes which are currently offered, or have been offered, online.
****Classes which will be offered online in 2008.
REAL ESTATE - CERTIFICATE OF COMPLETION
REQUIRED COURSES
REAL ES 1
Real Estate Principles***
REAL ES 3
Real Estate Practices***
REAL ES 5
Legal Aspects of Real Estate I***
REAL ES 7
Real Estate Finance I***
REAL ES 9
Real Estate Appraisal I***
REAL ES 21
Real Estate Economics***
ELECTIVES
UNITS
3
3
3
3
3
3
6 UNITS FROM THE FOLLOWING
28
REAL ES 10
REAL ES 14
ACCTG 1
ACCTG 21
ACCTG 22
LAW 1
Real Estate Appraisal II
Property Management***
Introductory Accounting I***
OR
Bookkeeping and Accounting I***
AND
Bookkeeping and Accounting II***
Business Law I***
3
3
5
3
3
3
TOTAL UNITS 24
*Accounting 21 plus Accounting 22 are the equivalent of Accounting 1.
***Classes which are currently offered, or have been offered, online..
TRAVEL - ADVANCED TRAVEL CERTIFICATE OF COMPLETION*
BASIC CERTIFICATE
REQUIRED COURSES
TRAVEL 100
Introduction to the Travel Industry***
ELECTIVES
*ELECTIVES
TRAVEL 110
TRAVEL 115
TRAVEL 130
TRAVEL 135
TRAVEL 137
TRAVEL 140
TRAVEL 155
TRAVEL 161
TRAVEL 175
TRAVEL 180
TRAVEL 186
TRAVEL 200
TRAVEL 300
TRAVEL 311
TRAVEL 315
TRAVEL 320
TRAVEL 325
TRAVEL 931
9 UNITS FROM THE FOLLOWING
Any Travel Courses
UNITS
3
9
TOTAL UNITS 12
Apollo Computer Reservations
Sabre Computer Reservations
Geography of North America, Hawaii, and the
Caribbean***
Geography of Europe and the Middle East***
Geography of Asia, Africa, South America, and
the South Pacific***
Travel Industry Sales, Service and Marketing***
Tour Escorting, Planning and Operations***
How to Run a Travel Business
Meeting/Convention and Incentive Planning***
Cruise Sales Specialization***
Internet Travel Research
Introduction to the Airline Industry***
Introduction to the Hospitality Industry***
Hospitality Marketing
Hospitality Accounting
Hospitality Law
Guest Relations Management
Cooperative Education/Travel (Internship)
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
***Classes which are currently offered, or have been offered, online.
*To earn this certificate, you must complete the 12 unit requirement for the Skill Certificate - Basic
and then complete an additional (and different) 18 units of Travel courses, selected from the above
list, for a total of 30 units.
29
TABLE 2 - CERTIFICATES SOON TO BE AVAILABLE ENTIRELY ONLINE
COMPUTER NETWORK MANAGEMENT SKILL CERTIFICATE
REQUIRED COURSES
CO SCI 965
Introduction to Computer Networks***
CO SCI 967
Introduction to Windows Operating Systems
UNITS
3
3
OR
CO SCI
CO SCI
CO SCI
CO SCI
981
982
983
984
Administering Computer Networks and Security****
Introduction to Microsoft Server Operating System***
Introduction to Microsoft TCP/ IP***
Introduction to Windows Active Directory Services***
TOTAL UNITS
3
4
3
3
16
***Classes which are currently offered, or have been offered, online.
****Classes which will be offered online in 2008.
COMPUTER NETWORK SECURITY SKILL CERTIFICATE
REQUIRED COURSES
UNITS
CO SCI 980
Introduction to Computer and Information Security I***
3
CO SCI 981
Administering Computer Networks and Security****
3
CO SCI 983
Introduction to Microsoft TCP/ IP***
3
CO SCI 984
Introduction to Windows Active Directory***
3
CO SCI 985
Computer Network and Information System Security ***
3
TOTAL UNITS 15
***Classes which are currently offered, or have been offered, online.
****Classes which will be offered online in 2008.
COMPUTER NETWORK AND SECURITY MANAGEMENT CERTIFICATE OF
COMPLETION
REQUIRED COURSES
CO SCI 934
Operating System****
3
OR
CS935
Linux Operating System ***
CO SCI 965
Introduction to Computer Networks***
3
CO SCI 972
Introduction to Cisco Network Fundamentals***
3
CO SCI 974
Introduction to Cisco Routers***
3
CO SCI 980
Introduction to Computer and Information Security I***
3
CO SCI 981
Administering Computer Networks and Security ****
3
CO SCI 982
Introduction to Microsoft Server Operating System***
3
CO SCI 983
Introduction to Microsoft TCP/ IP***
3
CO SCI 984
Introduction to Windows Active Directory Services***
3
CO SCI 985
Network and Information System Security ***
3
TOTAL UNITS 30
***Classes which are currently offered, or have been offered, online.
****Classes which will be offered online in 2008.
30
TABLE 3 - CERTIFICATES AVAILABLE 50% - 88% ONLINE
COMPUTER APPLICATIONS AND OFFICE TECHNOLOGIES
ASSOCIATE IN ARTS DEGREE - WORD PROCESSING OPTION
REQUIRED COURSES
BUS 1
Introduction to Business***
BUS 38
Business Computations***
ACCTG 21
Bookkeeping & Accounting***
ACCTG 25
Automated Accounting Methods and Procedures***
CAOT 2
Computer Keyboarding II
CO SCI 901
Introduction to Computers and Their Use***
BUS 31
Business English***
BUS 32
Business Communications***
CAOT 35
Word Processing: Concepts in Information Systems
CAOT 39
Word Processing: Keyboarding and Operations
UNITS
3
3
3
3
3
3
3
3
3
3
ELECTIVES
PLUS 9 UNITS FROM THE FOLLOWING
Any CAOT courses (only CAOT 1A***,1B*** are 1C*** are offered online)
9
TOTAL UNITS 39
RECOMMENDED COURSES
CAOT 101
Hands-On Internet
LAW 1
Business Law 1***
CO SCI 934
Operating Systems
UNITS
1
3
3
***Classes which are currently offered, or have been offered, online.
JEWISH STUDIES SKILL CERTIFICATE
REQUIRED COURSES
UNITS
JEWISH 3
Contemporary Hebrew Literature in Translation
3
JEWISH 6
American-Jewish Literature*** (Same as English 233)
3
JEWISH 26
Survey of Jewish Thought and Culture***
3
JEWISH 27
Holocaust: A Prototype of Genocide***
3
ENGLISH 127
Creative Writing***(Section on Jewish Thought, or
3
Writing in Jerusalem)
TOTAL UNITS 15
***Classes which are currently offered, or have been offered, online.
REAL ESTATE - SKILL CERTIFICATE
REQUIRED COURSES
REAL ES 1
Real Estate Principles***
REAL ES 3
Real Estate Practices***
ACCTG 21
Bookkeeping & Accounting***
BUS 38
Business Computations***
REAL ES 4
Real Estate Office Administration***
CAOT 75A
Word Processing: Equip. Operation A
UNITS
3
3
3
3
3
1
31
CAOT 101
Hands-On Internet
1
TOTAL UNITS 17
***Classes which are currently offered, or have been offered, online.
32
TABLE 4 - ASSOCIATE DEGREE MAJORS AVAILABLE 50% - 100% ONLINE
ACCOUNTING - ASSOCIATE IN ARTS DEGREE
REQUIRED COURSES
ACCTG 1*
ACCTG 2
ACCTG 25
BUS 32
CO SCI 901
Introductory Accounting I***
Introductory Accounting II***
Automated Accounting***
Business Communications***
Introduction to Computers and Their Use***
CAOT 35
LAW I
ECON 1
ECON 2
MKTG 1
OR
Word Processing: Concepts in Information Systems
Business Law I***
Principles of Economics I***
Principles of Economics II***
Principles of Selling***
UNITS
5
5
3
3
3
3
3
3
3
3
AND
ELECTIVES
(9 UNITS FROM THE FOLLOWING)
Tax Accounting I***
Managerial Accounting
Business Law II***
Principles of Management****
Principles of Marketing***
UNITS
ACCTG 15
3
ACCTG 20
3
LAW 2
3
MGMT 1
3
MKTG 21
3
TOTAL UNITS 40
*Accounting 21 plus Accounting 22 are the equivalent of Accounting 1.
***Classes which are currently offered, or have been offered, online.
****Classes which will be offered online in 2008.
ADMINSTRATON OF JUSTICE - ASSOCIATE IN ARTS DEGREE
REQUIRED COURSES
FIRST SEMESTER
ADM JUS 1
Introduction to Administration of Justice***
ADM JUS 2
Concepts of Criminal Law***
ADM JUS*
Elective***
ENG 101*
College Reading and Composition I***
POL SCI 1*
The Government of the United States***
SECOND SEMESTER
ADM JUS 3
Legal Aspects of Evidence
ADM JUS 4
Principles and Procedures of the Justice System***
ADM JUS 6
Patrol Procedures
MATH 115
Elementary Algebra***
SOC 1*
Introduction to Sociology
OR
PSYCH 1*
General Psychology I***
UNITS
3
3
3
3
3
3
3
3
5
3
3
33
ADM JUS 5
ADM JUS 8
ADM JUS 75
HEALTH 11*
SPANISH 1*
Criminal Investigation
Juvenile Procedures
***
Introduction to Corrections***
Principles of Healthful Living***
Elementary Spanish I***
3
3
3
3
5
FOURTH SEMESTER
ADM JUS 14
Report Writing for Peace Officers*** (See ENGLISH
3
130)
ADM JUS 67
Community Relations I***
3
CO SCI 901*
Introduction to Computers and Their Use***
3
PSYCH 2*
General Psychology II
3
ADM JUS*
Elective***
3
PHYS ED
Physical Education
1
TOTAL UNITS 36
*Recommended courses for the Administration of Justice Major
***Classes which are currently offered, or have been offered, online.
ADMINISTRATION OF JUSTICE - ASSOCIATE IN ARTS DEGREE TRANSFER OPTION
ADMINISTRATION OF JUSTICE TRANSFER COURSES
(Select Option 1 or 2)
OPTION 1:
(DESIGNED FOR THE GENERAL CSU TRANSFER STUDENT)
ADM
ADM
ADM
ADM
ADM
ADM
JUS
JUS
JUS
JUS
JUS
JUS
1
2
3
4
67
75
Introduction to Administration of Justice***
3
Concepts of Criminal Law***
3
Legal Aspects of Evidence
3
Principles and Procedures of the Justice System***
3
Community Relations***
3
Introduction to Corrections***
3
TOTAL UNITS 18
OPTION 2:
(DESIGNED FOR THE CSULA LOWER DIVISION REQUIREMENTS)
ADM JUS 1
ADM JUS 2
ADM JUS 4
ADM JUS 75
ADM JUS 160
ADM JUS
UNITS
UNITS
Introduction to Administration of Justice***(CSU-Crim
3
101)
Concepts of Criminal Law*** (CSU-Crim 126)
3
Principles and Procedures of the Justice System***
3
(CSU Crim 203)
Introduction to Corrections*** (CSU Crim 201)
3
Police Organization and Administration***
3
(CSU Crim 202)
Transfer Elective***
3
TOTAL UNITS 18
ELECTIVES
34
Sociology 1 or Psychology 1*** are recommended “related disciplines”
***Classes which are currently offered, or have been offered, online.
BUSINESS - ASSOCIATE IN ARTS DEGREE
REQUIRED COURSES
ACCTG 1
Introductory Accounting I***
OR
ACCTG 21
Bookkeeping & Accounting I***
AND
ACCTG 22
CSIT 901
BUS 1
BUS 31
BUS 32
BUS 38
LAW 1
MGMT 1
MGMT 13
MKTG 1
MKTG 21
REAL ES 1
Bookkeeping & Accounting II***
Introduction to Computers and Their Use***
Introduction to Business***
Business English
Business Communications***
Business Computations***
Business Law I***
Principles of Management***
Small Business Entrepreneurship
Principles of Selling***
Principles of Marketing***
Real Estate Principles***
UNITS
5
3
3
3
3
3
3
3
3
3
3
3
3
3
TOTAL UNITS 38
RECOMMENDED COURSES
CAOT 101
Hands-On Internet
MGMT 2
Organization and Management Theory***
REAL ES 18
Real Estate Investments
UNITS
1
3
3
*Accounting 21 plus Accounting 22 are the equivalent of Accounting 1.
***Classes which are currently offered, or have been offered, online.
BUSINESS ADMINISTRATION - ASSOCIATE IN ARTS DEGREE
REQUIRED COURSES
ACCTG 1
Introductory Accounting I***
OR
ACCTG 21
Bookkeeping & Accounting I***
AND
ACCTG 22
Bookkeeping & Accounting II***
ACCTG 2
Introductory Accounting II***
BUS 1
Introduction to Business***
BUS 32
Business Communications***
CO SCI 901
Introduction to Computers and Their Use***
ECON 1
Principles of Economics I***
ECON 2
Principles of Economics II***
LAW 1
Business Law***
MGMT 1
Principles of Management***
MATH 236
Calculus for Business and Social Sciences
UNITS
5
3
3
5
3
3
3
3
3
3
3
5
TOTAL UNITS 36
RECOMMENDED COURSES
UNITS
35
BUS 31
CO SCI 934
LAW 2
MGMT 2
MKTG 21
Business English***
Operating Systems***
Business Law II***
Organization and Management Theory***
Principles of Marketing***
3
3
3
3
3
*Accounting 21 plus Accounting 22 are the equivalent of Accounting 1.
***Classes which are currently offered, or have been offered, online.
COMPUTER APPLICATIONS AND OFFICE TECHNOLOGIES
GENERAL OFFICE CERTIFICATE OF COMPLETION
REQUIRED COURSES
CAOT 1
Computer Keyboarding I***
CAOT 2
Computer Keyboarding II
BUS 31
Business English***
BUS 32
Business Communications***
CAOT 35
Word Processing Concepts in Information Systems
CAOT 39
Word Processing: Keyboarding and Operations
ACCTG 21
Bookkeeping & Accounting***
ACCTG 25
Automated Accounting Methods and Procedures***
UNITS
3
3
3
3
3
3
3
3
ELECTIVES
PLUS 6 UNITS FROM THE FOLLOWING
Any CAOT courses (only CAOT 1A***,1B*** are 1C*** are offered
6
online)
TOTAL UNITS 30
RECOMMENDED
CAOT 101 Hands-On Internet
UNITS
1
***Classes which are currently offered, or have been offered, online.
ECONOMICS - ASSOCIATE IN ARTS DEGREE
REQUIRED COURSES
ACCTG 1
Introductory Accounting I***
ECON 1
Principles of Economics I***
ECON 2
Principles of Economics II***
MATH 227
Statistics
MATH 235
Finite Mathematics
UNITS
5
3
3
4
5
TOTAL UNITS 20
ENGLISH - ASSOCIATE IN ARTS DEGREE
REQUIRED COURSES
ENGLISH 101
College Reading and Composition I***
ENGLISH 102
College Reading and Composition II***
ENGLISH 103
Composition and Critical Thinking***
UNITS
3
3
3
AND
36
ELECTIVES
ENGLISH 127
ENGLISH 203
ENGLISH 204
ENGLISH 205
ENGLISH 206
ENGLISH 209
ENGLISH 211
ENGLISH 215
ENGLISH 219
ENGLISH 233
ENGLISH 234
ENGLISH 239
ENGLISH 254
9 UNITS FROM THE FOLLOWING
Creative Writing***
World Literature I
World Literature II
English Literature I
English Literature II
California Literature***
Fiction***
Shakespeare I***
The Literature of American Ethnic Groups
American-Jewish Literature***
African-American Literature I
Women in Literature***
The Latin-American Short Story
3
3
3
3
3
3
3
3
3
3
3
3
3
TOTAL UNITS 18
RECOMMENDED COURSES
SPEECH 135
Storytelling
THEATER 100 Introduction to the Theater***
THEATER 110 History of the World Theater***
THEATER 130 Playwriting***
THEATER 240 Voice and Articulation for the Theater
THEATER 505 History of Motion Pictures
UNITS
3
3
3
3
3
3
***Classes which are currently offered, or have been offered, online.
HISTORY - ASSOCIATE IN ARTS DEGREE
REQUIRED COURSES
HISTORY 1
Introduction to Western Civilization I
HISTORY 2
Introduction to Western Civilization II
HISTORY 11
Political & Social History of the U.S I***
HISTORY 12
Political & Social History of the U.S. II***
ELECTIVES
ANTHRO 101
ANTHRO 102
ECON 1
GEOG 1
POL SCI 1
6 UNITS FROM THE FOLLOWING
Human Biological Evolution
OR
Human Ways of Life: Cultural Anthropology
Principles of Economics I***
Physical Geography
The Government of the United States***
UNITS
3
3
3
3
3
3
3
3
3
TOTAL UNITS 18
***Classes which are currently offered, or have been offered, online.
LIBERAL ARTS - ASSOCIATE IN ARTS DEGREE - 60 UNITS
Requires 42 units of general education courses from Plan A and a minimum of 18 additional
units. No course may be used to fulfill more than one general education requirement.
PLAN A
37
Using Graduation Plan A as described in the catalog, take at least three
additional units from each of the following areas:
UNITS
A. NATURAL SCIENCES: Anatomy 1┖ Anthropology 101, 111*;
Astronomy 1;Biology 3A&3B*, 4, 5, 10┖ ; Chemistry 101┖ , 60┖ , 51┖ ;
3
Earth Science 1; Environmental Science 1, 2; Geography 1, 3**;
Geology 1; Meteorology 3**; Oceanography 1; Physical Science 1;
Physics, 6┖ , 7┖ , 12, 37┖ ; Physiology 1┖ ; Psychology 2
B. SOCIAL AND BEHAVIORAL SCIENCES:
1. At least 3 units in American Institutions to be met from: Africa
3
n American Studies 4, 5; Chicano 8; History 11***, 12***, 13, 14, 41,42,
43, 44; Political Science 1***
2. At least 3 units in other Social Sciences to be met from:
Administration of Justice 4***; African-American Studies 2, 4, 5;
3
Anthropology 102, 103, 121;Child Development 1; Economic 1***, 2***;
Geography 2, 7; History 1, 2, 25, 29; Law 1***; Political Science 2,
4***, 7, 14; Psychology 1***; Sociology 1, 2, 11; Speech 122
3. At least 3 additional units from 1 and/or 2, above
3
C. HUMANITIES: Art 101***, 102***, 103***, 109, 201, 501, 708, 709;
3
Cinema 1, 3, 5,107; English-Any literature course in the 200 series;
Foreign Language-any 5*** unit or 3*** unit class; French 10; History
40; Humanities 1, 5, 30***, 31, 60, 61, 72, 73, 77; Music 101***, 111***,
112, 121***,133, 141; Philosophy 1***, 3, 20, 33, 41; Theater 100***,
110***, 505
D. LANGUAGE AND RATIONALITY:
1. At least 3 units from English 28***, 31, 101***; Journalism 101
3
(completed with a "C” grade or better)
2. Communication and Analytical Thinking – at least 6 semester
6
units from the following courses: Computer Science 901***, 902***,
906, 913, 915, 917***, 933, 934***, 936***, 938; English 102***,
103***; Math 125***, 215, 225, 227, 235, 236, 241, 245, 260, 261,
262, 263, 270, 275; Philosophy 6***, 8***, 9; Speech 101, 104,
121***, 151***
3. At least 3 additional units from 1 and/or 2, above
3
E. HEALTH AND PHYSICAL EDUCATION:
1. Health 11*** (3 units) AND a Physical Education Activity (1 unit)
3
or
2. Health 2 (3 units) or
Authorized Physical Education activity exemptions include:
a. Medical exemption
b. Proof of completion of basic training in one of the armed
forces of the U.S.
c. By petition (Board Rules Ch 6, Art IV, 6406)
F. MATHEMATICS: Math 115*** (Elementary Algebra) or Math 117 &
118 combined, or higher, with a “C” grade or better (See
Mathematics Competency)
MATHEMATICS COMPETENCY REQUIREMENT: Completion of one of
the following courses (or its equivalent at another college) with a
grade of “C” or better: Math 115***, 116, 117 & 118, 119, 146,
38
147, or higher math class; Computer Technology 60; Electronics
10, 12, 14; General Engineering Technology 121; Engineering
Technology 49, 50, 51; or Statistics OR Achievement of a score of
15 or higher on the District Mathematics Competency Examination.
(Board Rule 6201.12/6201/14)
(***) Offered Online
( ** ) Credit for only one course
( * ) Laboratory course
( ┖ ) Course with a laboratory component
DOUBLE COUNTING NOTE: Courses may satisfy a general education requirement AND at the
same time a requirement for the major up to a maximum of five courses. A minimum of 60
units, however, must be completed for a degree.
MARKETING - ASSOCIATE IN ARTS DEGREE
REQUIRED COURSES
ACCTG 1
Introductory Accounting I***
BUS 1
Introduction to Business***
BUS 31
Business English
BUS 32
Business Communications***
BUS 38
Business Computations***
CO SCI 901
Introduction to Computers and Their Use***
LAW 1
Business Law I***
MGMT 1
Principles of Management****
MGMT 6
Public Relations
MKTG 1
Principles of Selling***
MKTG 21
Principles of Marketing***
RECOMMENDED COURSE
MGMT 13
Small Business Entrepreneurship
UNITS
5
3
3
3
3
3
3
3
3
3
3
TOTAL UNITS 35
UNITS
3
***Classes which are currently offered, or have been offered, online.
****Classes which will be offered online in 2008.
PHILOSOPHY -ASSOCIATE IN ARTS DEGREE
REQUIRED COURSES
PHILOS 1
Introduction to Philosophy***
PHILOS 20
Ethics
PHILOS 8
Deductive Logic***
OR
PHILOS 9
Symbolic Logic I
AT LEAST 9 UNITS FROM THE FOLLOWING
ANTHRO 102
Human Ways of Life: Cultural Anthropology
ECON 1
Principles of Economics I***
ENGLISH 203
World Literature I
UNITS
3
3
3
3
3
3
3
39
ENGLISH 204
HISTORY 1
HISTORY 2
World Literature II
Introduction to Western Civilization I
Introduction to Western Civilization II
3
3
3
TOTAL UNITS 18
***Classes which are currently offered, or have been offered, online.
POLITICAL SCIENCE - ASSOCIATE IN ARTS DEGREE
REQUIRED COURSES
HISTORY 11
Political and Social History of the United States I***
OR
HISTORY 12
Political and Social History of the United States II***
POL SCI 1
The Government of the United States***
POL SCI 2
Modern World Governments
POL SCI 7
Contemporary World Affairs***
UNITS
3
3
3
3
3
AND
6 UNITS FROM THE FOLLOWING
ANTHRO 101
Human Biological Evolution
OR
SOC 1
Introduction to Sociology
ECON 1
Principles of Economics I***
HISTORY 1
Introduction to Western Civilization I
OR
HISTORY 2
Introduction to Western Civilization II
POL SCI 4
Introduction to State and Local Governments***
OR
POL SCI 8
The Modern Far East – Politics of the Pacific Rim
TOTAL UNITS
3
3
3
3
3
3
3
18
***Classes which are currently offered, or have been offered, online.
REAL ESTATE - ASSOCIATE IN ARTS DEGREE
REQUIRED COURSES
REAL ES 1
Real Estate Principles***
REAL ES 3
Real Estate Practice***
REAL ES 5
Legal Aspects of Real Estate I***
REAL ES 7
Real Estate Finance I***
REAL ES 9
Real Estate Appraisal I***
REAL ES 21
Real Estate Economics***
SELECT SPECIALIZATION DESIRED (12 UNITS FROM THE FOLLOWING)
REAL ES 14
Property Management***
REAL ES 16
Income Tax Aspects of Real Estate
REAL ES 18
Real Estate Investments I***
MGMT 2
Organization & Management Theory***
MKTG 1
Principles of Selling
ACCTG 1
Introductory Accounting I***
OR
UNITS
3
3
3
3
3
3
3
3
3
3
3
5
40
ACCTG 21
ACCTG 22
LAW 1
Bookkeeping and Accounting I***
AND
Bookkeeping and Accounting II***
Business Law I***
3
3
3
TOTAL UNITS 30
*Accounting 21 plus Accounting 22 are the equivalent of Accounting 1.
***Classes which are currently offered, or have been offered, online..
SPANISH - ASSOCIATE IN ARTS DEGREE
REQUIRED COURSES
SPANISH 1
Elementary Spanish I***
SPANISH 2
Elementary Spanish II***
SPANISH 3
Intermediate Spanish I***
SPANISH 8
Conversational Spanish
SPANISH 101
Spanish Language Laboratory***
RECOMMENDED
ENGLISH 204
World Literature II
UNITS
5
5
5
2
1
TOTAL UNITS 18
UNITS
3
***Classes which are currently offered, or have been offered, online.
TRAVEL - ASSOCIATE IN ARTS DEGREE
REQUIRED COURSES
TRAVEL 100
Introduction to the Travel Industry***
UNITS
3
AND
AT LEAST 33 UNITS FROM THE FOLLOWING
TRAVEL 110
Apollo Computer Reservations
TRAVEL 115
Sabre Computer Reservations
TRAVEL 130
Geography of North America, Hawaii, and the
Caribbean***
TRAVEL 135
Geography of Europe and the Middle East***
TRAVEL 137
Geography of Asia, Africa, South America, and the
South Pacific***
TRAVEL 140
Travel Industry Sales, Service and Marketing***
TRAVEL 155
Tour Escorting, Planning and Operations***
TRAVEL 161
How to Run a Travel Business
TRAVEL 175
Meeting/Convention and Incentive Planning***
TRAVEL 180
Cruise Sales Specialization***
TRAVEL 186
Internet Travel Research
TRAVEL 200
Introduction to the Airline Industry***
TRAVEL 300
Introduction to the Hospitality Industry***
TRAVEL 931
Cooperative Education/Travel (Internship)
TOTAL UNITS
3
3
3
3
3
3
3
3
3
3
3
3
3
3
36
***Classes which are currently offered, or have been offered, online.
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Appendix C
DIVISIONAL PROGRAM REVIEW AND UNIT PLAN
EXCERPTS REGARDING DISTANCE LEARNING
Behavioral & Social Sciences
2004 - 2005 Unit Plan Goals
More online classes should be offered. A full-time on-line instructor is needed to train the rest of the division in the
use of online courses. This reduces the impact to the college and at the same time increases revenue.
2006 - 2007 Unit Plan Goals
Objective: Online training for faculty
Business
2006 - 2007 Unit Plan Goals
ETUDES training to more faculty who are willing to teach online; increase stipends for developing online
courses.
Measurable Outcomes
Offer entire programs with online components, e.g., Real Estate courses all online and in class.
Critical Action Needed
Update curriculum and Coordinate with Distance Ed Director for ETUDES training.
Computer Science & CAOT
2005 - 2006 Comprehensive Program Review
Existing CS 901, CS 902, CS 936, CS 939, and CS965 classes have been offered as “online” classes using
the Etudes system.
Office of Academic Affairs
2004 - 2005 Accomplishments
Identify what actions were taken that contributed to unit’s meeting the goals of your program?
Expansion of online classes
What actions will continue to achieve the desired outcomes based on the unit’s goals?
The support of the online classes needs to be carefully developed and maintained. The college needs to
develop best practices for online classes to ensure integrity of offerings.
42
2006 - 2007 Goals
Develop system for online support services
Measurable Outcomes
Develop plan for system and its implementation
Critical Action Needed
Through Title V develop online student support system
Humanities & Fine Arts
2004 - 2005 Accomplishments
Successful launch of Distance Learning classes in Art Appreciation, Humanities, Music and Spanish this
year. Alice Taylor – Art Appreciation Online, Norma Jacinto – Spanish Online and Kurt Festinger –
Music Online. Art Appreciation Online, Blake and Huotari. (Adjuncts)
Art 103, Humanities and Spanish areas have elected to present course offerings through an online format.
Language Arts
2003 - 2004 Comprehensive Program Review
Additional faculty have expressed interest in putting their courses on-line.
Develop online sections of Speech 121-Interpersonal Communication. and Speech 122, Communications
Across Cultures – designated as a proposed action
Develop a Jewish Studies major online – designated as a proposed action
Reach broader student audiences via online instruction – designated as a proposed action
Conclusion - Looking at both the 2002/2003 and the current 2003/2004 objectives, what might you
include in your 2004/2005 unit plan and why?
Although the pressure of dwindling budget allocations haunts our division, we are on a trajectory of
growth because of a strengthening alliance with technology: an increasing number of courses will be
taught online, providing access to students around the globe. In one discipline, Jewish Studies, we are
planning an A.A. degree program, which will be available via distance learning
2004 - 2005 Program Review Accomplishments
Identify what actions were taken that contributed to unit’s meeting the goals of your program?
Train more faculty in distance learning
43
Students whose employment, geographic boundaries and family obligations prevent them from attending classes on
campus require more courses taught online. Students who participated in marketing focus groups in early Fall 2005
were enthusiastic about online classes.
What actions will continue to achieve the desired outcomes based on the unit’s goals?
Two full-time faculty members and four adjuncts have taken training and are scheduled to teach online, in
addition to one full-time instructor who teaches exclusively online. One ESL instructor has developed an
online Learning Skills/ESL course and another online ESL course (6B) was developed by an adjunct ESL
faculty member.
Recruit more faculty to enroll in online training
We have quadrupled the number of Language Arts instructors trained to deliver online courses
2005 - 2006 Program Review Accomplishments
Identify what actions were taken that contributed to unit’s meeting the goals of your program?
A.) Increase online offerings to provide more opportunities for more students to enroll.
B.) Faculties were encouraged to get ETUDES training and experience teaching online.
What actions will continue to achieve the desired outcomes based on the unit’s goals?
A.)
Several English courses that have not met enrollment targets on campus have drawn imposing
enrollment when offered online. English 127, Creative Writing, is one example. The campus
section had to be cancelled three semesters in a row. Online, the class closes at 40. Most of the
literature classes are now offered online. Multiple sections of English 28, 101 and 103 are filling.
English 21 is being offered online for the first time in Fall ’05.
Speech 121, Interpersonal Communication, was offered for the first time in Fall ’04. The class
closed immediately; an additional 300 students attempted to enroll. Three sections of the course
were offered online during the winter session, accounting for 13 percent of the entire college
enrollment two weeks before the semester began. Three more sections were offered in Spring’05;
all filled to capacity, and an additional section was opened in the late spring semester. Speech 151,
Small Group Communication, was offered for the first time in Summer ’06. The class filled
immediately, and a second section was opened and filled. Additional sections of both speech
classes have been opened for Fall ’05.
The enrollment has also increased in Jewish Studies as a result of taking the discipline online. In
Fall 2005, 44 students signed up for Jewish Studies 26: Survey of Jewish Thought and Culture.
B.)
Offer more online classes.
2005 - 2006 Unit Plan Goals
Measurable Outcomes
44
An increasing number of students are under-prepared for the rigorous reading, writing and critical thinking skills
necessary to fulfill transfer requirements and career entrance and advancement.
Critical Action Needed
We must continue to make courses available in proper sequence and to offer these courses in a variety of time slots
and via a variety of delivery modes. Offering classes at various times and days, for example adding sections on
Fridays and Saturdays will help generate more FTES. This scheduling in addition to increasing the number of
online classes will provide options to an extended base of potential students.
Appropriate speech courses need to be made more available to students. Two courses, Interpersonal
Communication and Small group Communication, are being offered online. Additional classes that do not require
performance should be developed for online delivery.
It is tempting to ask that we offer more literature courses on campus. However, these classes are most successful
taught online. Several should be offered every semester.
Language Arts enthusiastically supports online instruction, recognizing the benefits to the students and to the
college in terms of generating FTES. We plan to offer additional sections of English composition at every level
together with more literature and intensive grammar.
The initial offering of Speech 121, Interpersonal Communication, has proven to be so successful that multiple
sections have been offered to meet the demand. As soon as Speech 151, Small group Communication, was
introduced online, a second section had to immediately be opened. ESL plans to offer online classes.
2006 - 2007 OBJECTIVES
Hire two tenure-track English instructors, who would be capable of teaching all core classes from the
developmental through critical thinking. These instructors must be able to teach on campus and online and
be versed in classroom technology.
Hire a speech instructor, who is experienced in teaching communication classes on campus and online.
To ensure that we remain in the forefront of delivering standard-based, state-of-the art distance ed classes,
our online English specialist should be granted reassigned time to assist in instructional design as well as
create and revise course outlines and train other faculty.
Language Arts is proud to be in the forefront of integrating technology to provide quality instruction.
More faculty will be encouraged to train in the use of both distance ed and classroom technology such as
the smart board.
Library and Learning Resources
2001 - 2002 Unit Plan
“Students complain to me that they are unable to enroll in my Information Literacy class as the time
conflicts with other classes. I’m developing an online version to enable students to study and learn the
research skulls required to be educationally successful at a time convenient to them. This course will be
in the fall 2002 class schedule.”
45
Appendix H
Academic Freedom
LACCD Board’s Educational Philosophy states that “We further recognize that academic freedom is
essential to excellence in education.” (Board Rule 1200).
This statement ensures that the college maintains an atmosphere where intellectual freedom and academic
independence prevail. Faculty and students are free to examine and test knowledge appropriate to
disciplines, according to the general academic community even as the Board recognizes “the necessity to
adapt to the changing educational needs of the Los Angeles Community Colleges’ communities and to the
growing diversity among students.” This information is posted at the LACCD’s website.
46
Appendix I
Online Teacher Certificate Program (OTCP)
The Online Teacher Certificate Program (OTCP) requires participants to complete the four Education
courses that make up the core of the program (9 units). Participants may also select one of five
specializations for which they complete additional courses (minimum 3 units) or they can complete
any additional three units from the specialization list. A total of 12 units are required to complete
the certificate.
CORE COURSES (“Program Requirements”) All 9 Units Required:
EDUC XX: Introduction to Online Teaching and Learning (2 units)
This online course introduces the fundamentals of online teaching and learning. Topics such
as distance learning history and trends, online course design, online discussions and
collaboration, and evaluation and assessment strategies are covered.


Projected curriculum approval date: March 2008.
Projected first delivery date: Fall 2008.
EDUC 210: ETUDES-NG Instructor Certification (2 units)
This hybrid course covers the basic tools and features of ETUDES-NG, the online course
management system used by West and many other colleges. Successful completion of this
course is required to teach online or Weekend College classes.


Projected curriculum approval date: October 2007.
Projected first delivery date: Winter 2008.
EDUC XX: Online Pedagogy and Teaching Modalities (3 units)
This hybrid course focuses on “how to teach online.” Best practices for both online students
and instructors are addressed along with discussions of relevant learning theories and
associated activities. The various delivery methods of computer-mediated instruction, such as
fully online courses, hybrid courses, and Web-enhanced courses are compared and
contrasted.


Projected curriculum approval date: December 2007.
Projected first delivery date: Summer 2008.
EDUC XX: Online Teaching Technologies (2 units)
This course addresses various established and emerging technologies used to deliver
educational content online, including but not limited to: podcasting, blogs, wikis, social
networking, etc.


Projected curriculum approval date: June 2008
Projected first delivery date: Winter 2008.
SPECIALIZATIONS (“Restricted Electives”) Minimum of 3 Units Required:
47
1. Online Instruction
EDUC XX: Current Issues in Online Education (2 units)
This course addresses various topics of relevance to online educators, including but not
limited to: diversity and disabled students, privacy, copyright and fair use, student support
services, plagiarism and cheating, retention, etc.


Projected curriculum approval date: May 2008.
Projected first delivery date: Winter 2008.
EDUC 230: Online Student Success Lab (1 unit)
This course is designed to introduce new online students to the basics of how to succeed in
an online class. This course also serves new online instructors to better empathize with and
ensure the success of their online students.


Projected curriculum approval date: November 2007.
Projected first delivery date: Summer 2008.
2. Internet Literacy
Learning Skills 480A: Introduction to Internet Literacy I (1 unit)
This course is the first in a three-part series that offers a thorough introduction to the
Internet and World Wide Web. This course provides students with the necessary awareness
and skills to recognize, understand, and make best use of the many research and
communication resources available online. Course topics include: Internet literacy, history,
and definitions; popular file types; societal issues such as copyright, free speech, and
plagiarism.
Learning Skills 480B: Introduction to Internet Literacy II (1 unit)
This course is the second in a three-part series that offers a thorough introduction to the
Internet and World Wide Web. This course provides students with the necessary skills to
recognize, understand, and make best use of the many research and communication
resources available online. Course topics include: evaluating online content for quality and
relevance; Web browsers, Web pages and the WWW; using email; online search engines and
search strategies.
Learning Skills 480C: Introduction to Internet Literacy III (1 unit)
This course is the third in a three-part series that offers a thorough introduction to the
Internet and World Wide Web. This course provides students with the necessary skills to
recognize, understand, and make best use of the many research and communication
resources available online. Course topics include: online research strategies and Web search
engines; popular file types; modes of online communication such as listservs, newsgroups,
blogs, chatrooms, and instant messaging; the latest advances in Internet technology.
3. ETUDES-NG Course Development
EDUC XX: Advanced ETUDES-NG Topics (3 units)
This course is designed for instructors who are already comfortable with the basics of
teaching with ETUDES-NG. Topics covered in this course include: transferring courses from
term to term, creating sample student accounts, incorporating images, hyperlinks and other
48
media, tests and quizzes best practices, using question pools, using the gradebook
effectively, discussions and private messaging best practices, customizing your homepage,
the ETUDES-NG Users’ Group, etc.


Projected curriculum approval date: November 2008.
Projected first delivery date: Spring 2009.
4. Online Library Research
Library Science 102: Internet Research Methods (1 unit)
Explore the World Wide Web. Learn to utilize general search engines and directories to locate
the millions of home pages on the Internet. Obtain precise information with well-developed
search strategies. Learn to apply critical standards to the sites you find on the Web.
Library Science 103: Information Literacy (2 units)
Learn modern search strategies with the latest research tools that will enable students to
access information from resources in print and electronic format in any modern research
library.
Library Science 104: Advanced Internet Research (1 unit)
This class offers insights into advanced Internet search techniques; use of virtual libraries,
mailing lists, Usenets; and a discussion of substantial legal issues (e.g., copyright and
intellectual property) surrounding the Web.
5. Web Design
CSIT 957: Introduction to Web Page Design (3 units)
This course takes students through the developmental phases of Web page construction.
Students will learn everything from basic skills such as creating Web pages, tables, and
forms, to more advanced skills like integrating a database with a Website and publishing the
site on the Internet. This class is the first course in a series for Website development and ecommerce. It is a technical course, not an art course.
CSIT 958: Web Page Development Using HTML (3 units)
This course teaches students to build Web pages using HTML (Hyper Text Markup Language).
It will give students hands-on experience in building Web pages from scratch. The topics
covered include building Web pages with tables, image maps, frames, and forms. This course
also covers pop-up windows, validating forms, integrating HTML with Javascript, one of the
popular Web programming script languages, and provides an introduction to creating and
using XML documents.
Multimedia 320: Web Design (3 units)
A fundamental course in the application of the principles of design to build Websites.
Students will use a Web interface design they have created to build and publish a third- or
fourth-generation Website.
49
50