Chabot College Unit Plan, Part II
Unit Plan: Accomplishments and Goals
Unit: Learning Connection
Division or Area to Which You Report: Academic Services via Language Arts
Author(s) of this Unit Plan: Cindy Hicks
Date: March 14, 2008
(To be read and responded to primarily by IPBC, to provide evidence of progress on Strategic Planning Priorities from previous year and to
provide input into planning for subsequent year. Be sure to include accomplishments and goals related to Strategic Planning Priorities, including
student learning. Use analysis of Student Characteristics Report [ URL ] and other data to be responsive to needs based on trends. No more
than one page.)
1.
Accomplishments from Last Year’s Unit Plan (What You Have Accomplished): Please see 200708 Accomplishments in Section 1a, Goals/Results, at the End of this Section1.
No.
Goal/Objective
Revitalize
Tutorials
1a.
Activities Undertaken to
Achieve the Goal/Objective
Tutorials renamed PATH.
New tutor recruiting and
training processes that more
directly involve instructors;
new tutoring intiatives—PeerLed Team Learning,
Learning Assistants; develop
an efficient system for
scheduling students with
tutors; pilot drop-in tutoring
in impacted subjects, such as
chemistry; “spruce up” 2351
with new furniture, carpeting
and tiles.
Results
We are piloting new tutor
recruiting and training processes
with the result that we have more
tutors than in recent memory—
over 50 not including WRAC and
Language Center—all of whom
have been recommended by
instructors and all of whom are
being trained by a tutor training +
content faculty. We have 3 PLTL
pilots—2 in chemistry; 1 in math.
We have 9 instructors using
Learning Assistants in their
classrooms. We have begun
working on computerizing our
scheduling. Even with the old,
paper and pen, system, we have
reduced the number of students we
aren’t able to schedule quickly
from over 200 in the fall to 40 and
dropping at last count. We began
offering limited drop-in tutoring in
Fall 2007. We have new furniture
and new mini-blinds in 2351,
making the space far more
attractive and user-friendly.
Priority
Objective /
Goal
Accomplished?
Strategic
Plan Goal
Yes / N0 /
In Process
We’re
making
great
strides,
and,
hopefully,
revitalizati
on and
developme
nt efforts
will be in
process
always.
2007-08 Goals/Results as of March 14, 2008
The Learning Connection mission statement was developed in 2005-06. It appears on the
Academic Services website. All the goals and results below were guided by the mission
statement.
Coordinate tutor training for all tutors in all
1.Held the third pre-semester training for all Learning
Chabot College Unit Plan, Part II
Learning Connection programs
“
“
Revitalize Tutorials, renamed PATH, Peer
Academic Tutoring Help.
“
“
Through PATH, alert students to other
campus resources available to them.
Connection tutors (includingWRAC), Jan. 14, 2007.
Attended by approximately 85 people, including
tutors, PLTL leaders, learning assistants, instructors
mentoring PLTL leaders and learning assistants,
content-area instructors participating in tutor training,
and student services representatives, peer advisors, the
former and new presidents of Chabot College, the
chancellor.
2.Dennis Chowenhill has taken on the job of Tutor
Training Pilot Programs coordinator. He is working
with 7 content-area instructors to train all Learning
Connection tutors in both tutoring methods and
content-area tutoring. For example, math tutors take
Tutoring Methods with Dennis Chowenhill and
Content-Area Tutor Training with the Math Lab
coordinator. By spring 2008, all Learning Connection
tutors, including the WRAC Center tutors, occurs in
the context of the Learning Connection.
3.Pilot tutor training course outlines were written by
the Learning Connection coordinator, approved by the
Curriculum Committee, and scheduled the first time in
Spring 2007. We will submit the 49 courses for
catalog-course approval in Spring 2008. 99 tutors are
enrolled in these training courses in Spring 2008. In
addition, 12 peer advisors are enrolled in TUTR 4902,
ChabotLink Peer Advisor Training
4. According to SARSTRAK, in Fall 2007, nearly
11,000 students signed into PATH, averaging over
625 sing-ins per week, or double the number of signins in Spring 2007. This number does NOT include
student sign-ins for Math Lab, WRAC Center,
ChabotLink, PLTLs, and Learning Assistants.
5.Number of students waiting to be assigned a PATH
tutor reduced from 250 in Fall 2007 to fewer than 40
Spring 2007, to fewer than 30 in Fall 2008. As we
have more tutors recommended by faculty, even that
number of students having to wait to be assigned a
tutor is decreasing.
6.Increased the number of peer tutors. Including all
Learning Connection programs, we have about 112
peer tutors and adviors.
7.Students waiting for a PATH tutor consistently
referred to other campus resources. We are in the
process of collecting information from all campus
resources to provide to students who come to PATH.
We also have collaborated with the Office of Student
Services to develop the peer advising program, which
provides students with referrals as they walk to class.
Chabot College Unit Plan, Part II
Involve instructors in learning support
programs; recruit the best possible tutors
from among our student population
Involve instructors in learning support.
Coordinate instructors’ efforts in the
classroom with learning support efforts in
the various learning support programs.
Pilot new learning support programs that
encourage a connection between classroom
instruction and learning support.
“
“
Develop goals and assessments for learning
support programs.
“
8.Instructors from all disciplines recommend students
to be peer tutors. We hire only students who have
been recommended by instructors. All Learning
Connection tutors are recruited through the Learning
Connection. In Fall 2008, the tutor trainers developed
a guide for instructors for identifying potentially
strong tutors from among their students. The guide
has helped raise the quality of students being
recommended to tutoring.
9.PATH and WRAC provide emailed Tutor Report
forms to instructors and appropriate counselors after
every tutoring session. Feedback from instructors and
counselors to the Tutor Report forms is forwarded to
the appropriate tutors. Recently, the tutor training
coordinator and project development coordinator have
been forwarded tutor requests to instructors, requests
such as provision of sample tests, for example. As
instructors respond to such requests, they become
involved in the Learning Connection.
10.Three Peer Led Team Learning pilots, one in math
and two in chemistry, were created and are currently
being piloted as a result of the Learning Connection’s
coordination with Staff Development and NSF to
provide information and support. We are now
encouraging PLTLs in the life sciences. PLTL leaders
are trained through the Learning Connection tutor
training program.
11.The project development coordinator plans to pilot
Reading Apprenticship workshops to instructors in
Fall 2008.
12.Sixteen instructors in anatomy, CAS, business,
math, Japanese, art, and English have Learning
Assistants in their classes. This is a popular program
that links instructors with tutors available to assist
students in the classroom and outside of class as
students’ schedules allow. Learning Assistants are
trained through the Learning Connection tutor training
program.
13.Instructors using PLTLs and LA’s are developing
goals and assessment of their goals. These can
eventually become SLO’s and assessments
14.All learning support programs are currently
involved in Program Review. In addition, the
Institutional Research Office has been collecting data
on the PLTL and LA classes.
Chabot College Unit Plan, Part II
Create links with CSUEB. Provide
paraprofessional support for instructors
whose pedagogy will be enhanced by such
support.
15. Since the problem for which this partnership was
created—finding tutors in high-level science classes—
was solved once we had a life sciences/Learning
Connection liaison, the CSUEB partnership program
is on the back burner. We are collaborating with the
Math/Sciences Division, however, to support a
CSUEB program to attract future math and science
teachers to a new CSU program. We’ll be helping to
provide tutors for this intern program.
Increase the hours of operation of the
15.Language Center has moved to 2351, allowing it to
Language Center.
extend its hours of service and increase the number of
students served.
Increase the hours of operation of PATH.
16.Tutorials Center has extended its hours of service
to include evenings and Saturday mornings.
Write the Building 100 Program Definition
17.We have coordinated with English, WRAC, Math,
Math Lab, ESL, Language Center, Tutorials, Learning
Skills, World Languages, Speech, the Radio Station,
and the Library to write the Building 100 Program
Definition.
Create a peer advising program with the goal 18,We are piloting the peer advisor program this
of increasing student retention.
Spring 2008, with plans to institutionalize it beginning
in Fall 2008.
Improve Learning Connection programs’
19.We continue to work with Rachel Ugale to
systems.
ascertain whether or not SARSTRAK is capturing all
of our student contacts.
“
20.We have met with Jeannine Methe, Dave Suhr, and
Rachel Ugale to develop a scheduling grid that will
allow us to schedule more efficiently and to capture
scheduling data more easily. However, creating such
a grid is a big task, one for which we do not currently
have the personnel. We are proposing to hire an
administrative assistant to accomplish this job as well
as to manage all of the data we need to be managing.
Assess programs.
21.We have begun work with IR to assess our
programs to date. (Learning Connection coordinator
met with Rachel Ugale and Carolyn Arnold in March
2007. The ASPIRE coordinator and Learning
Connection coordinator met with Carolyn Arnold and
Rajinder Samra in Fall 2006.) IR began collecting
PLTL and LA data in Fall 2006.
Bring back new and improved learning styles 22. PATH is considering coordinating with the
inventories.
ASPIRE program and the Library to re-implement two
learning styles inventories, the LSI and LASSI. We
have not found data supporting the usefulness of these
measures, particularly the LSI. However, counselors
find the LASSI helpful in their work with students.
Chabot College Unit Plan, Part II
Provide above and beyond support to special
student programs.
23.Tutorials is coordinating with EOPs and ASPIRE
to provide above and beyond support to their students
(and be reimbursed by these programs for the above
and beyond support provided).
Revitalize PATH.
24.We have renovated 2351 to include new furniture..
We have begun creating a sculpture garden on the
patio, with two sculptures loaned to us by Clayton
Theil. The patio furniture has been replaced. The
carpet and tiles were not due for replacement, so we
look forward to their next cleaning.
Begin implementing activities that will come 25.The Center for Teaching and Learning co-hosted a
from the Center for Teaching and Learning
conference, “Reading: A Learning Perspective,” on
in the future.
March 9 which was attended by approximately 90
people from 12 community colleges. The Making
Visible project will be part of the Center for Teaching
and Leaning in Spring 2008. CHARLIE will be
broadened and offered through the CTL in Fall 2008.
In 2008-09, the CTL will coordinate with learning
communities, as well as with the Basic Skills
committee and Staff Development committee to
establish useful collaborations.
Create a web presence for the Learning
26.The Learning Connection has its webpage up. The
Connection. Create a virtual CTL.
CTL webpage and links are up.
Begin creating a CTL library.
27.The Learning Connection coordinator has
requested funding committee to purchase relevant
books for instructors currently involved in program
review. This is a Center for Teaching and Learning
activity.
“
28.The Center for Teaching and Learning will be
requesting money to purchase journals related to the
scholarship of teaching and learning.
Hire a permanent, full-time, year-round IA
29.We have hired a permanent IA in Tutorials who is
for PATH. Maintain a cadre of interim IA’s helping us with Learning Connection projects. We
to support the extended hours of the
have trained five IAs to work on an interim, as-needed
Tutorials Center and the Language Center, as basis. We have proposed hiring a Learning
well as to assist with the Learning
Connection administrative assistant who will serve as
Connection project development until a
the administrative assistant for all Learning
Learning Connection administrative assistant Connection programs, including Communications
can be hired.
Lab, Language Center, Math Lab, Tutorials, World
Languages, PLTL’s, LA, other learning support pilots
developed by faculty, and the Center for Teaching and
Learning. As part of the duties to support the CTL
will be assisting when Chabot hosts a conference
(including providing a web presence for the
conference).
Coordinate with instructors involved in
30.The Learning Connection coordinator attends
student learning projects; provide resources. Program Review and FIG meetings to keep up with
instructors’ perceptions of learning support needs of
their students. Currently, the Learning Connection
Chabot College Unit Plan, Part II
coordinator begin trained in Reading Apprenticeship
in order to be able to offer workshops to interested
instructors and tutors.
“
“
Market Learning Connection programs
2.
No.
1
31.The Learning Connection coordinator has
volunteered time with the Strategic Literacy initiative
at WestEd to determine the viability of applying
Reading Apprenticeship strategies and approaches at
community colleges.
32.The Learning Connection coordinator has
contributed to two grants (recently)—Title 3, and the
BSI Professional Development grant.
33.RE: First marketing efforts—The Learning
Connection learning support programs are advertised
in the Schedule of Classes. We have created
Learning Connection letterhead. We have program
brochures, with the latest being for Life Sciences.
Learning Connection fliers that delineate learning
support programs available to students have been
created and are being distributed. Learning
Connection learning support programs participate in
campus/community events. There is a Learning
Connection website.
Goals/Objectives (What You Hope to Accomplish):
Goal/Objective
Coordinate
between Lrng.
Conn. Programs.
What you hope
to accomplish
Proposed
Activities
Completed to
Achieve
Goal/Objective
Priority Objective /
Time Frame
Strategic Plan Goal
(semester, year, five
years, etc.)
Centralize and
facilitate tutor
recruitment,
hiring, payroll,
and trainin
processes. Hire a
Learning
Connection
Administrative
Assistant.
100 Learning
Connection
tutors working in
the Math Lab,
PATH, WRAC,
Language Ctr.,
World Lang.
Ctr.,
Communications
Ctr,
Conversation
Groups,
Anatomy
Wkshps., ECD
Wkshps., PLTLs,
and LA, and Peer
Advisors are
hired and paid
from a central
funding source.
As we continue to
Priority Obj. 1,
Goal 6
Estimated
completion of
centralized
recruitment,
hiring and
payroll, Fall
2008 or 2009.
Estimated
completion of
training
pilots #1,
Spring 2008.
Estimated
time to hire
AA—Fall
2008.
Coord.
among
faculty,
ongoing
Chabot College Unit Plan, Part II
establish stability
in recruitment,
hiring and
payroll, we will
centralize hiring
and payment of
all Learning
Connection
program tutors,
Tutor
training for
all Learning
Connection
tutors
(including
WRAC &
Language
Center) have
been piloted
via Tutoring
49A and 49B.
This will be
taken to
Curriculum
to become
catalog
courses.
More
instructor
FIGs, in
addition to
the Tutor
Trainers
FIG, will
become
active.
The LC
coordinators
will continue
outreach to
instructors in
all
disciplines,
both one-onone and
through
discipline
liaisons.
The LC
coordinators will
continue
program
planning in all
centers with an
eye towards the
Planning for
move to
Bldg. 100,
through
2012.
Chabot College Unit Plan, Part II
eventual move to
Bldg. 100.
2
Continue to
provide resources
and opportunities
for instructors
and counselors to
develop learning
support activities,
including PLTLs,
LAs, off-campus
tutoring, support
for BSI pilots, online support,
Reading
Apprenticeship.
Hire an
administrative assistant.
IAs. Hire
two or train
and schedule
current IAs
to cover
hours beyond
the full-time
IAs’ hours as
well as
breaks,
lunches.
Update and
maintain a
Learning
Connection
website that
includes
tutorial
information.
Purchase
laptop
computers
that students
and tutors in
PATH can
use to
supplement
the seven
computers
currently
available for
student use.
Computerize
tutoring
scheduling.
Work with
the director
of the San
Leandro
Center to
involve
tutors at the
site. Work
with
directors of
other
Chabotrelated sites.
Investigate
on-line
tutoring.
LC
coordinator
Hire
administrativ
e assistant to
maintain
Learning
Connection
website,
including
CHARLIE.
Begin better
coordinating
schedules
among the
centers.
Scheduling
and data
collection can
be achieved
with
SARSTRAK,
but an
administrativ
e assistant
needs to be
hired to
accomplish
this.though it
needs to be
refined and
piloted.
Offer
stipends for
interested
science and
math
instructors to
develop
PLTLs.
Institutionali
ze Learning
Assistant
program
with policies,
procedures,
and LA
instructor
training.
Pilot Reading
Apprenticesh
ip.
Priority Obj. 1, 2,
3; Goals 6, 14, 24,
19, 26, 28
Hire
administrativ
e asst. by Fall
2008.
PLTL
stipends of
$2500 for
training and
workshop
curriculum
development
available as
of Spring
2009.
Learning
Assistant
program
policies,
procedures,
training in
place end of
Fall 2008.
Reading
Apprenticesh
ip pilot in
Fall 2008.
CHARLIE
content
coordinator
in place by
Fall 2008.
Chabot College Unit Plan, Part II
attend
program
review and
BS
committee
meetings.
Develop and
maintain a
broader
version of
CHARLIE.
3
Pilot World
Languages
Center and
Communications
Center initiatives
in support of the
development of
such centers by
2010.
Learning
Connection
project
development and
tutor training
coordinator will
work with World
Languages
instructors and
Speech and other
instructors to
develop pilot
initiatives and to
plan these
learning support
centers.
World
Languages
Center and
Communications
Center project
development
coordinators and
tutor trainers are
in place.
Priority
Objectives 1, 2, 3;
Goals 6, 14, 24,
19, 26, 28
Pilots will be
ongoing. The
goal is that the
new Centers will
be operational
upon completion
of the Bldg. 100
renovation.
4
Continue
coordination with
Program Review,
BS committee,
Institutional
Research to
support
instructor efforts
to provide
effective learning
support to their
students.
Learning
Connection
project
development
coordinator:
Attend meetings,
design
appropriate
formative and
summative
assessments,
share
information,
connect
instructors with
others engaged in
similar work.
See CTL below.
All current
learning support
centers are in
Program Review.
Math, life
science,
chemistry,
speech, world
languages,
English
instructors are
engaged in tutor
training. PLTL
instructors have
attended
workshops on
PLTLs.
Instructors
engaged in
Learning
Connection pilots
have met with
one another.
Relevant base
data have
been/are being
collected for
Learning
Connection
learning support
Priority Obj. 1,
3; Goals 6, 10, 26
These activities
are ongoing.
Chabot College Unit Plan, Part II
centers. These
activities need to
continue, plus we
need to
investigate the
learning support
needs of areas
not currently
active—other
than perhaps
sending students
to tutors--in the
Learning
Connection: PE
and athletics,
nursing, social
sciences,
humanities.
5
Create a
virtual
Center for
Teaching and
Learning on
the Learning
Connection
website.
Create an
actual CTL,
eventually to
be housed in
Bldg. 100.
Support
ongoing
teaching and
learning
opportunities
Continue to
create links
to teaching
and learning
sites on the
Center for
Teaching and
Learning
webpage.
Find a
temporary
space for the
CTL.
Prepare for a
CTL
founding
coordinator.
Coordinate
with
Curriculum,
Program
Review,
Basic Skills
Committee,
Staff
Development,
Institutional
Research,
etc. on
appropriate
CTL support
of their
efforts.
Integrate
Making
Visible
projects and
an expanded
Materials have
been collected. A
Learning
Connection
website exists. A
Program
Definition has
been written. A
conference on
reading is being
co-sponsored by
the CTL.
Priority
Objective 3,
Goal 26, 28
CTL website
will be
properly
updated once
the
administrativ
e assistant is
hired.
Founding
coordinator
will
contribute to
this effort.
Fall-Spring
2008-09.
LC project
development
coordinator
will continue
coordinating
with
appropriate
committees
until CTL
founding
coordinator
is in place.
The Making
Visible
project
coordinator
is in place.
Funding for
Making
Visible
projects has
been
requested.
Making
Chabot College Unit Plan, Part II
CHARLIE
into CTL.
Coordinate
CTL support
for learning
communities.
Visible
support staff
have been
proposed.
The
development
of Making
Visible will
be ongoing,
2008-2009.
A content
coordinator
for
CHARLIE
has been
proposed.
Support will
be ongoing
once the
administrativ
e assistant is
hired.
Discussions
re: learning
communities
pilots and
CTL support
have begun.
Ongoing
2008-2009.
6.
Institutionali
ze
ChabotLink
peer
advising.
Continue to
station peer
advisors at 3
carts around
campus
during the
semesters.
Add carts as
needed.
Have peer
advisors
available at
special
campus
events.
Consider
expanding
peer advising
to outreach
efforts.
Move
funding from
temporary
retention
money to
Learning
Connection.
Create
permanent
ChabotLink
coordinator
and peer
advisor
trainer.
Propose
experimental
training
course as a
catalog
course.
Priority
Objectives 1,
2, 3; Goals 6,
14, 24, 19, 26,
28
2008-2009