Office of Instruction
Program Planning Assessment Report, 2009-2010
(As Edited and Approved by Instruction Council, February 11, 2010)
SECTION ONE
Purpose and Overview
The Instruction component of Cabrillo College strongly encourages and supports the college mission.
Accomplished by facilitation, oversight, guidance and support of instructional programs, the Instruction
component works to enhance the intellectual, cultural, and economic vitality of our diverse community
by assisting all students in their quest for lifelong learning and success in an ever-changing world.
Our purpose is to provide a strong administrative system, setting the infrastructure to successfully
manage multiple internal and external processes that provide an accessible and effective learning
environment which aids students in their pursuit of transfer, career preparation, personal fulfillment, job
advancement, and retraining goals.
Comprehensive College Core Competencies
The Instruction component is a key element of support in the comprehensive college core competencies.
In summary, upon completion of Cabrillo College’s General Education program or when receiving an
AA or AS degree, a student will demonstrate competency in the following areas:
Communication (reading, writing, speaking and listening)
Critical Thinking and Information Competency (analyze, compute, research, and solve
problems)
Global Awareness (scientific processes, global systems and civics, artistic variety
Personal Responsibility and Professional Development (self awareness, social and physical
wellness, workplace skills)
The following programs, references, services and groups serve to help realize the college mission.
Further, they directly support the Core 4 comprehensive college competencies, as illustrated in the
following table:
Program/Service
Accreditation
Supports College Mission,
Core 4, SLO Assessment
Accreditation Standards
Focus and planning for
accreditation standards 1A through
4B.
Measurables
Self-study on a 6-year cycle
Annual updates
Mid-term report
Periodic ALO trainings
Overall administration of
Accreditation process – VPI serves as
the Accreditation Liaison Officer on
an ongoing basis.
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*Academic Communities
for Educational Success
(ACES) [Basic Skills Initiative]
Academic Grievance
Process
Course/Curriculum Development
& Faculty Development
Success rates
Retention rates
Advances Core 4, Accreditation
Standard
*Alternative Credit and/or
Salary
Placement/Advancement
for Faculty
*Catalog Development
Coordination of the
Instructional Division
Recruitment/Retention of faculty
able to successfully impart the
Core 4
% of grievances resolved informally at
Office of Instruction
% of grievances resolved formally by
Office of Instruction
Salary survey comparisons
# of applications for alternative credit
and salary advancement
Curriculum
*Communication of special
Instruction events
Council on Instructional
Planning
*Distance Education
*Equivalency
Determination
*Instructional
Planning/Program
Planning Processes
Library
Section Development
Core 4
Accreditation standards
2A and B
Course/Curriculum
Development
Transfer and Occupational
Education
Basic Skills and Student
Support
Non-credit and Selfsupporting programs
Professional Development and
Retention of faculty
Policies
Self-study standards 2A and B
Instructional Plans and annual updates
Class Schedule
Degrees/certificates
% of students who receive degree
Degrees/certificates created and
modified to meet student demand
Courses created, modified, approved
by Curriculum Committee, and
certified by the VP Instruction
Course/Curriculum Development
Instructional plans
Course/Curriculum
Development
Online degrees
Recruitment/Retention of faculty
able to successfully impart the
Core 4
Program Reviews
Institutionalization of the
SLOAC
Supports college mission:
Enhance the intellectual,
cultural, and economic
vitality of our diverse
community by assisting all
students in their quest for
lifelong learning and
success
Accreditation standard 2C
New population enrollment
Non-traditional enrollment
Number of online students annually
Frequency of process initiation
# of equivalencies approved
Event attendance
Feedback from faculty/groups
Instructional plans and completed annual
update forms
Surveys
Library SLO Assessment
Library 10 success and retention
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*Sabbatical Leaves /
Sabbatical Leave Review
Board
*Schedule of Classes
Faculty Development
*Staff Development
Faculty Development
Student Learning
Outcomes and Assessment
of SLOs
*Teaching and Learning
Center
Course/Curriculum Development
Transfer and Occupational
Education
Basic Skills and Student
Support
Non-credit and self-supporting
programs
Faculty Development
Number of approved leaves
Sabbatical leave reports
Schedule of Classes in print and online
Number of sections
Section enrollments
Student retention
Student success
Number of fall and spring flex
activities
Instructor evaluations
Number of attendees at fall and spring
flex activities
Instructional plans and annual updates
Satisfaction level on surveys
Number of faculty contacts with TLC
* Areas specifically or indirectly assessed by Fall 2009 survey.
Our core values are academic freedom, critical and independent thinking, and respect for all people and
cultures. Our commitment is to encourage excellence, offer a balanced curriculum, promote teaching
methods for diverse learning styles, and involve and enrich our community.
Office of Instruction Program Review
The Cabrillo College Office of Instruction engages in ongoing assessment of activities and student
learning outcomes in order to continuously improve support of Cabrillo’s instruction programs and
curricula. The Office of Instruction gathered data and information in 2008-2009 via a college-wide
feedback survey in the Spring of 2009.
Who Are Our Customers, and for Which Services?
Faculty, of course, are our main customers. A Fall 2009 survey revealed that contact with the Office of
Instruction was in relation to the following areas (decreasing in frequency 143 total responses):
Student Learning Outcomes
Fiscal Planning
Accreditation
Basic Skills Initiative
Sabbatical Leaves
Communication of Special Events
Alternative Credit/Salary Advancement
Equivalency Process
Other
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90
80
70
60
50
40
30
20
10
Faculty
Staff
Administrators
0
Student
Learning
Outcomes
Fiscal Planning
Accreditation
Basic Sk ills
Initiative
Sabbatical
Leave
Communication
of Special
Events
Alternative
Credit/Salary
Advancement
Equivalency
Process
Other
This survey response group provided input, including assessment of performance feedback in many key
areas. In consideration of these customers, and the types of services provided, the Office of Instruction
asked for feedback regarding:
Staff accessibility
Ability to obtain information in a timely manner
Referrals for assistance as appropriate
Options for assisting college departments in implementing objectives
Organization of committees and other meetings in an effective and timely manner
Confidentiality
Accuracy of information
Essential information in a timely manner
Positive rapport
Transparency of process
Neutral and objective information
Usefulness of webpage
Liaison with external entities
Assistance in identification of funding streams
SECTION TWO – Identification of Feedback Themes
Individual Department/Programs and Services directly under the Office of Instruction
A.
B.
C.
D.
E.
Office of Instruction
Academic Community for Educational Success (ACES) – Formerly “Basic Skills Initiative”
Student Learning Outcomes (SLOs)
TLC
Scheduling / Curriculum / Publications
A. Office of Instruction
As one quite candid respondent noted in the Office of Instruction survey response, “Clone the staff.
They are very supportive.” Also worth noting was a minor theme in the responses that indicate some of
the constituents don’t know the scope of the Office of Instruction. One person noted “I guess I didn’t
know that so many services were under the Office of Instruction…” Adding these two pieces of
feedback, along with very favorable ratings for accessibility of staff (62.5% strongly agree), and
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effectiveness of committee and meeting organization (62.5% strongly agree), it’s clear that the Office of
Instruction does is fulfilling its diverse requirements.
Commendations / Areas for Improvement:
The highest areas of performance for the Office of Instruction, according to survey response
are:
73% of respondents agreed, more than half of those strongly, that the Office of
Instruction staff is accessible to them.
73% of respondents agreed that the information received from the Office of
Instruction is accurate.
66% of respondents agreed that the Office of Instruction provides them with
information in a timely manner.
While these may be acceptable figures in terms of service, there is certainly room for
performance enhancement in terms of accessibility, accuracy and timeliness. Four
recommendations directly supporting improvement opportunities in these areas are listed
under the “Recommendations, Action Items and Associated Costs” section.
Additional comments:
No significant themes emerged from open dialogue feedback; however several
statements commended the Office of Instruction staff on their professionalism and
confidentiality.
Areas for Review:
All areas of disagreement or strong disagreement responses within the survey were reviewed.
Given that none were particularly significant statistically, the three highest areas are noted here.
These areas will be reviewed in more detail, and future surveys and follow-up from the Office of
Instruction will include the solicitation of specific ideas on how to streamline or improve the
following:
9.5% of respondents disagreed that the Office of Instruction maintains a positive
rapport with departments, faculty, staff, students and the public. The majority of this
input was received from faculty.
11% of respondents disagreed that the Office of Instruction identifies options to assist
college departments and divisions in implementing their objectives. The majority of
this input was received from faculty, followed closely by staff response.
12.3% of respondents disagreed that the Office of Instruction communicates new
essential information that affects their department in a timely manner. The majority
of this input was received from staff, followed closely by faculty.
Additional Comments -- two themes emerged within the additional feedback section of the
survey:
Several comments noted the desire for the VPI to be more accessible and/or “visible,”
(e.g. on campus, in meetings, at Division meetings, open office hours, travel to other
locations).
The need for improved communication – specifically the need for it to have
consistency, transparency (as it pertains to processes), clarity and timeliness.
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Recommendations, Action Items and Associated Costs
1. Increase Division Accounting Specialist position from 50% to 100% ($34,605)_
The Office of Instruction is responsible for a highly complex $30+ million dollar
budget. The DAS position is the sole person responsible for the administrative tasks
for this Office of Instruction function. Increasing the IDA position would directly
allow for increased efficiency and effectiveness in the oversight of the budget.
2. Restore Confidential Assistant position from 50% to 100%
($35,200)
The Office of Instruction will work to create more transparency of current
procedures/systems and functions.
The Office of Instruction will work to clearly and effectively communicate policies,
procedures, deadlines and similar information in a cohesive and organized manner –
remove the stigma of “bureaucracy” by effective communications explaining why we do
what we do.
3. Roles and Responsibilities
(No Direct Cost)
The Office of Instruction will solicit additional feedback, specifically designing information
to clarify roles and responsibilities, and seek input regarding how expectation shortfalls can
be efficiently addressed.
4. Visibility
(No Direct Cost)
The Office of Instruction will increase availability, visibility and presence toward other areas
of the college.
B. Academic Community for Educational Success (ACES)
A.C.E.S. programs (Puente, Digital Bridge Academy and English 255 and Reading 255 Learning
Communities) are designed to help students succeed at college by helping them connect with other
students and work better with their instructors and college staff. Research shows that students who are
more actively involved in campus life find greater success in college, no matter what their goals. ACES
courses help students get started on a successful path to transfer to a four-year college or university, earn
a certificate or degree, improve or launch a new career.
After three years of study and dialogue regarding local, state, and national research and experience with
basic skills and at-risk students, the Cabrillo ACES Advisory Committee has begun implementing a
program dedicated to the increased retention and success of basic skills students at Cabrillo College.
Research was launched in spring 2006 by the Basic Skills Committee, a sub-committee of the Faculty
Senate, in consultation with the college Planning and Research Office. By that fall 2006, the Basic
Skills Committee agreed on the need for a Center or Institute for teaching and learning and research on
basic skills. It was also agreed that a name change was necessary to destigmatize the program and build
an academic community. At that time, the name “Emerging Scholars Institute” was agreed upon as a
working name for the project. In early 2009, after surveying staff and faculty and conducting focus
groups with students in program learning communities, the advisory committee settled on a permanent
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name for our program: Academic Community for Educational Success, or ACES. More details on
ACES projects can be found at our webpage: www.cabrillo.edu/services/aces.
Mission of the ACES Program: To provide students a community in a pedagogically rich environment to
enhance the skills they need to be successful in college courses required for their career and/or transfer
goals. To provide faculty and staff a community of practice that studies and experiments with
pedagogies and curricula that is successful in meeting the needs of these students.
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Who are these students?
The ACES Program provides enhanced educational experiences aimed at students who want additional
engagement with the college to support their career or transfer goals, particularly at-risk students and
academically inexperienced students.
What is the ACES Program?
A place at Cabrillo College that facilitates:
1. Interdisciplinary learning communities and other pedagogically-rich environments for students;
2. Recruitment of students into these programs, support for their success in and out of class, and
guidance in meeting their degree, employment, and transfer goals;
3. A community of practice for faculty and staff to share innovations with curriculum and
pedagogical alternatives to meet the needs of students as they prepare for baccalaureate level
study and/or occupational certification; and
4. Professional development for faculty and staff who want to meet the needs of these students.
Commendations:
The highest areas of performance for ACES, according to survey response are:
66% of respondents agreed that ACES (formerly “Basic Skills”) is a clearly stated and actively
pursued Cabrillo College priority – such as having a web presence; as noted in the College
Master Plan.
There were very minimal criticisms to any of the performance areas surveyed; however, the
following two strengths were noted:
o ACES faculty and staff are consistently informed of professional development
opportunities in support of basic skills, both on and off campus.
o Sufficient Flex workshops are provided on ACES (Basic Skills)
Additional comments:
o The large percentage of those opting out of the questions regarding ACES indicates that
there is still much work to do to educate and include the rest of the campus, especially
faculty who mostly serve CTE and transfer students.
Areas for Review:
The most significant information gleaned from the survey is in that the overwhelming majority
of respondents for nearly all questions indicated that they were “neutral” or “had no basis for
rating.”
31 – 55% of respondents for every question indicated that they were either neutral in
response or had no basis for rating.
Additional Comments – as one might surmise given the statistics above, a theme emerged
within the additional feedback section of the survey: several respondents didn’t even know
what ACES/Basic Skills program is. Comments included:
 “For such a big initiative, I actually had to look this up…had not heard of it
before.”
 “Mainstream faculty need more information on the Basic Skill initiative [ACES],
funding and programs and how it impacts the classroom.”
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Recommendations, Action Items and Associated Costs:
Based on the experience of the past three years, and on the survey feedback regarding four of the
functions of the ACES Coordinator and Advisory Committee, the following recommendations
are suggested moving forward:
1. ACES Coordinator 50% position
($43,900)__________
The position of ACES Coordinator should continue to be funded at its current level (50%
reassign time annually) in the next CCFT contract.
2. Increase outreach and professional development
($10,000 Annually)
Increase outreach to and professional development opportunities for faculty and staff who
primarily serve transfer and CTE students and programs, to demonstrate the relevance of
basic skills instruction and services as well as to provide training for supporting basic skills
and at-risk students throughout their educational careers at Cabrillo College.
3. Implement ACES Action Plan
(No Direct Cost)____
Move forward with other aspects of the ACES Action Plan, including the creation of peer
mentors/ambassadors, increasing social and educational activities for students ACES-wide
outside the classroom, and providing follow-up services to ensure their success through to
their educational goals at Cabrillo.
4. Create a 50% Division Accounting Specialist position
($34,600)__________
In order to support the ACES coordinator in enacting more elements of the ACES Action
Plan, increase support in completing state and local BSI budget requests and reports in the
form of a 50% expansion to the budget analyst position in either the VPI or BELA division
office. This position is recommended as part of the ACES Action Plan and is critical in
helping to prepare and entirely processing all budget requests in the following ways:
 Managing ACES income sources, including Cabrillo general funds, Basic Skills
Initiative funds, and local and outside grants. This includes ongoing
communication with the program Coordinator, Vice President of Instruction, and
the college Business Office staff.
 Monitoring all other expenses and budget activities, including budget transfers,
journal entries, adjustments, and year-end reconciliation of accounts.
 Completing and submitting purchase requisitions for ACES office and classroom
orders--for supplies, equipment, instructional materials, etc.
 Administering funds and process forms for faculty attending and hosting
conferences, workshops, and other faculty development opportunities.
 Assisting the Coordinator and ACES faculty in preparing and calculating requests
for positions, equipment, and other resources through various Cabrillo College
budget prioritization and augmentation processes.
 Processing hiring and payroll paperwork for temporary/hourly staff, tutors,
student interns, student mentors, and anyone else being funded out of ACES
sources.
 Processing payment requests for guest speakers, consultants, and others hired to
provide one-time services through the ACES.
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5. Provide adequate office space
($2,500)___________
Identify, furnish, equip and occupy a specific office space at Cabrillo for ACES. The lack of
awareness on-campus of ACES and basic skills activities can be improved by greater
visibility and access.
C. Student Learning Outcomes (SLOs)
Since the Office of Instruction began laying the foundation for SLO assessment in 2002, the college has
made steady progress toward developing and implementing sustainable processes for assessing learning
outcomes and applying what we learn from our assessments and dialogues to our practices and planning
at the classroom, program, and institutional levels. Through the Assessment Review Committee,
Council on Instructional Planning, Staff Development, visits to department meetings, and individual
meetings with program chairs, the SLO Coordinator helps the campus institute and maintain sustainable
processes of SLO Assessment. All instructional departments that have gone through Program Planning
since 2005 have defined course SLOs, and those departments completing the cycle most recently have
assessed Cabrillo’s Core Competencies (which are also the SLOs for the Transfer/Basic Skills Program),
as well as SLOs in their courses. Occupational/CTE programs going through Program Planning have
also defined SLOs for their programs and designed assessment plans. In response to a 2007
accreditation recommendation, a special effort has been made to implement SLO assessment more
widely in services to students. In 2008-2009, several support services, including DSP&S, the Counseling
Division, Assessment for Placement, Admissions and Records, and Financial Aid, have made significant
progress toward implementation of SLO assessment.
Commendations:
According to the Spring 2009 survey for the Office of Instruction, efforts to institute ongoing SLO
assessment processes across campus have been generally successful.
Over 60% of respondents agreed that the process itself is understandable, that guidance offered
both in flex workshops and in other formats was helpful, and that their departments are actively
participating in SLO assessment; very few respondents—generally less than 10%-- disagreed on
these items.
Additionally, of the 90 respondents who indicated familiarity with the SLO website, all but 6 of
them agreed that it was helpful. One respondent commented that, in comparison to other
colleges, “Cabrillo has been well versed.”
Areas for Review:
The survey suggests that the purpose and value of SLO Assessment could be articulated more clearly:
47% of respondents agreed that the SLO process promotes student learning and 23% disagreed.
Adding force to this numerical data is the number of written comments (nine) expressing doubt
about the usefulness of the process.
With respect to awareness of SLO processes in general, the number of survey respondents
indicating “Neutral/No Basis for Rating” for all questions suggests that about 30% of the college
is unfamiliar or unengaged with SLO assessment. Related to this is a pattern of low attendance
at flex workshops (three to six participants per semester since Spring 08).
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Recommendations, Action Items and Associated Costs:
1) SLO Coordinator
($ 43,900)_________
The position of SLO Coordinator should continue to be funded at its current level (50% reassign
time annually) in the next CCFT contract.
2) SLO and Budget Plan
(No Direct Costs)___
In order to strengthen the documentation of links among student learning, planning, and
budgeting, revisions to Instructional Planning templates approved by CIP should be phased
in during the 2009-2010 year.
3) Increase Awareness of SLOs
(No Direct Costs)___
In order to increase awareness of SLO processes and their value, the SLO coordinator should
work with Staff Development to improve attendance at flex workshops.
4) Expectations of SLO and Assessment
($200)____________
Work with support services must continue in order to meet ACCJC expectations of proficiency
by 2012. The next area targeted is tutorial services. By grouping all tutorial services together as
a single “program,” the college can address SLO assessment in a vital area of instructional
support with a single set of SLOs and assessment plan. Retreat for directors of tutorial services:
$200.
D. Teaching and Learning Center (TLC)
The Teaching and Learning Center opened in fall of 1997 as part of the Library and Learning Resources
Center remodel. Services included providing faculty and staff technology training and support,
instructional design support for faculty to develop technology-mediated instruction, and coordination of
the Staff Development program. In the late 1990’s Cabrillo began to offer a handful of online distance
education courses, and that program was the responsibility of the Dean for Transfer Education. The
2003–2007 College Master Plan identifies distance education as a way to respond to diverse students’
learning needs by offering an online degree. Each year enrollments show double-digit growth and online
classes are among those to fill most quickly. In 2003, the college was going through challenging budget
times and the TLC had to adjust its services to meet the highest demand, distance education support. The
TLC Director position was reduced to .6 FTE and center hours were reduced accordingly. Around the
same time, oversight for the Distance Education Program was shifted to the Director of the Teaching
and Learning Center during the college’s reorganization of the divisions and the Director position was
adjusted up to .8 FTE with a .5 FTE LIA position. The TLC was now responsible for distance education,
technology training and support for faculty, and staff development, including flex week. Current staffing
is .8 FTE Director, .8 FTE classified support, and 1 student assistant supporting the Blackboard helpline.
These positions also supported a total of 10,453 Cabrillo students (duplicated headcount) enrolled in
distance courses during the 2008/09 academic year.
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Commendations:
The annual Distance Education Report to the Board quantifies our success with this program. Success
and retention numbers are on par with statewide distance education statistics, classes fill quickly and
student satisfaction is high. Demand for services has shifted more to web-based applications such as the
Blackboard learning management system and web publishing. Support for developing web-based
materials has been a focus of TLC services and there are now over 400 faculty and staff with active web
accounts. Of the 146 respondents to the survey:
80% have accessed our services for distance education, technology support, and staff
development needs and agree the services are useful and provide accurate information.
Nineteen percent are neutral or have no basis for rating and several would like to see more
support for classified staff and more advanced levels of flex week technology-related workshops.
Survey results provided do not break down responses by faculty/staff status.
Areas for Review:
There are many areas we can focus on to improve student learning outcomes. The DE Committee wrote
a DE Master Plan that recommends supporting faculty in developing strategies to improve success and
retention, and revising the faculty evaluation process. A joint task force with CCFT and the DE
Committee is addressing those needs now. Additionally, there needs to be flex activities on DE success
and retention and web resources posted for faculty. Budget constraints in recent years have limited our
ability to provide a full array of support services. For the same reason, critical distance education
support from IT is limited. To assist the TLC, the Library has designated 20% of a newly hired
technician position to assume responsibility for some of the DE course and faculty account management.
And finally, training for desktop productivity software such as the MS Office applications is now only
available by appointment or by checking out training CD’s. The college would benefit from additional
training resources for MS Office 2007.
Recommendations, Action Items and Associated Costs:
1) Promote the Teaching and Learning Center
(No Direct Costs)___
Continue to advertise services, including web-based and computer-based training, via monthly
newsletters. This includes workshops offered by @ONE.
2) Expand IT Support
($ 11,600)_________
Continue to seek more comprehensive IT support for distance education needs. Restore TLC support
staff position to 100%.
3) Review Effectiveness of Printed Flex Calendar
(No Direct Costs)___
Conduct a user survey to determine effectiveness of printing a flex calendar versus online. Develop
tracking/sign-in/flex hour tracking/audit system.
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E. Scheduling / Curriculum / Publications
The Instructional Procedure Analysts (and their predecessors) have, for at least the last 20 years, been
responsible for the coordination and maintenance of the college’s section scheduling process and the
college’s curriculum procedures and data.
The production of and maintenance of this data remains fundamental to the business of the college—
student enrollments are dependant on the courses and sections being available. While the need for
courses and sections remains unchanged, the methods and databases used to accomplish this task have
undergone significant change in the last 9 years. First, the advent of Datatel as the college’s integrated
Student Information System began in 1999. There was no curriculum database in the Datatel delivered
program, so one was created “in house” for use in tracking course information. This database, called
Fiesta served adequately for the next five or so years, however, increasing demand on the college to
track course and program data made the migration to the CurricUNET database for curriculum very
attractive. In 2006, initial plans were made to migrate the college’s curriculum to CurricUNET, and as
of now all course and program information is available in CurricUNET.
The upgrade to CurricUNET has meant it is possible to 1) make an entirely paperless approval system
for college’s courses and degrees and certificates. All reviews now take place in a web-based
environment. 2) The college’s programs are now included in the curriculum database. The relationship
between the courses and programs is dynamic: when a change occurs to a courses number, title, units,
lecture or lab hours, that change is automatically reflected in the college programs upon approval.
As the college continues to schedule courses, a new methodology to consider course times has been
deployed. Beginning in fall 2008, there are now no “unwritten agreements for passing times.” Each
course now states exactly the hours and minutes required to offer the students’ credit.
The IPAs will continue to work to meet all Title 5 and Ed Code regulations. Changes currently
generated by Title 5 revisions deal with course hours and with the college’s withdrawal policy. Course
coding to consider basic skills will be reviewed in the next months and there will certainly continue to
be more consideration of the relationship between individual courses and the programs that require
them. The Chancellor’s Office’s mandated changes continue to strain the workload for the IPA’s to the
degree that some of the projects (e.g. Catalog production) have had to be outsourced. The ability to
complete all required projects, up until now, been completed on time, but just barely. An additional IPA
would improve workflow, improve accuracy and ensure all deadlines for state and college projects
continue to be met.
Commendations:
The IPAs strive for accuracy in all course and schedule information. It was noted in survey responses
that:
98% of faculty and staff find the Catalog and Schedule of Classes to be accurate as well as
useful.
“[The IPAs] do an excellent job communicating the needs and timeline for the schedule of
classes and they give me ample time to review and submit my changes.” Another noted that
“Our schedules and catalogs in the last year have been relatively error-free, so the current
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process seems to be working well. Way to go!” “College catalog and schedule of classes are
done very well; just allow more time for the end result of printing and processing.”
Areas for Review:
CurricUNET is seen by some as a “mixed blessing.” The second year of use has been much
smoother than the first one. The amount of time needed to maintain CurricUNET is not
insignificant.
The demands by the Chancellor’s Office for course information continue to grow.
There is now difficulty in maintaining the expected level of service by the IPAs. Workflow and
workloads must be addressed to meet the state’s reporting requirements.
Recommendations and Action Items:
1. Add Instructional Program Assistant Position
($80,300)__________
An additional IPA is highly desirable to assist in the growing workload, and it has been recognized
by the Instruction area as a very highly ranked requested position for the last two years during the
classified prioritization process. The reality is that current level of staffing is insufficient in handling
the growth of mandated duties brought about by regulations and the complexity of systems used to
track curriculum and scheduling. At present, compliance with state regulations and mandated duties
exceeds disposable work hours, and excessive workload opens the door for inaccuracies.
2. Expand Faculty and Administrators Facility with CurricUNET
(No Direct Cost)____
IPAs will work toward greater faculty and program chairs’ understanding of scheduling processes
(e.g. passing time) and the use of the CurricUNET database by faculty and administrators.
(End of report – see following pages for summary grid of recommendations by functional area within Instruction).
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Program Planning Goals Summary Grid – Office of Instruction / Separated by Functional Areas
INST Program Planning: Instruction Office
Program Goals
INST
INST
1
2
INST
INST
3
4
Office Of Instruction
Increase DAS position from 50% to 100%
Increase Confidential Assistant position from 50% to 100%
Solicit feedback, designing information to clarify roles and responsibilities for
Instruction and how expectations shortfalls can be addressed
Increase availability, visibility and presence toward other areas of the college.
Cost
$34,600
$35,200
0
0
ACES
1
ACES
2
ACES
ACES
ACES
3
4
5
INST Program Planning: ACES
Program Goals
Create 50% ACES Coordinator position
Increase outreach and professional development for faculty and staff primarily
serving transfer and CTE students.
Implement ACES action plan, including creation of peer
mentors/ambassadors.
Create 50% Division Accounting Specialist position
Provide office space and equipment for ACES
1
2
3
4
INST Program Planning: SLOs
Program Goals
Continue funding SLO Coordinator position at %50
SLO and Budget Plan
Increase awareness of SLOs
Expectations of SLO and Assessment
$43,900
0
0
$200
1
2
3
INST Program Planning: TLC
Program Goals
Promote the Teaching and Learning center
Expand IT support
Review effectiveness of printed calendar
0
$11,600
0
1
2
INST Program Planning: Curriculum, Catalog, Scheduling
Program Goals
Add Instructional Program Assistant Position
Expand faculty and administrators facility with CurricUNET
0
$80,300
SLOs
SLOs
SLOs
SLOs
TLC
TLC
TLC
CCCS
CCCS
O:\Program Planning\Office of Instruction Program Planning\2009-2010\Office of Instruction Program PLanning Report 09-10.doc
$43,900
$10,000
0
$34,600
$2,500
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