DMCP Instructional Plan
Spring 2013
I. Background and Analysis
A. Program Description
The Digital Management Career Preparation (DMCP) Department was launched in the
Fall of 2005 at Cabrillo College as home to the college’s Digital Bridge Academy—a
learning community education model devised to address the unique needs of
underprepared community college students and ensure their success while accumulating
degree applicable credit. The DMCP courses were first implemented in fall 2003 when
the Digital Bridge Academy was part of the Computer Information System department.
The small Digital Bridge Academy (DBA) experiment was initially funded by the James
Irvine, David and Lucille Packard, National Science, and William and Flora Hewlett
foundations to test the model. Early reports showed excellent results for DBA graduates1
and the program garnered additional funding from the Gates Foundation to scale at
Cabrillo and launch at other campuses.2 In 2010 the DBA was renamed the Academy for
College Excellence and by fall 2011, in addition to being a program within Cabrillo
College, had officially become a national organization, the ACE Center, separate from
Cabrillo. The ACE Center deals with adoption and supports of ACE Programs at partner
colleges nationally, including Cabrillo College. This includes training of faculty,
continuous improvement in curriculum, and an intercollege professional Community of
Practice. While this instructional plan is focused on the DMCP department, it refers to
ACE to the extent required for readers to understand DMCP and its role at Cabrillo.
ACE courses at Cabrillo include the DMCP Foundation Course, DMCP Team SelfManagement, the DMCP Social Justice Research and Field Research Intensive courses
(the same at all partner colleges), and several second semester courses. Foundation
Course, Team Self-Management, and the Social Justice Research and Field Research
Intensive courses are typically offered in conjunction with an accelerated English course
(255/100), a computer applications course (CABT 107 or CS1L), and a movement/
mind/body (Dance 82) or math/statistics course (Math 190SJ)—constituting the ACE
cohort and a full load of six courses for students. In previous semesters CG 54, the
college’s career planning course, was offered too. Students attend all courses as a cohort,
while faculty teaching in a given cohort meet weekly to integrate curriculum and
coordinate their efforts to enhance student success. ACE received additional funding
from the National Science Foundation for DMCP to pilot an intensive, integrated, and
accelerated science learning community program in Physics, Biology and Chemistry
(IScS) that in one semester prepares students for transfer-level science courses in these
disciplines. As of spring 2013 DMCP’s Foundation and Team-Self Management courses
are being offered in Cabrillo’s Accelerated Medical Assisting CTE Program, and their
use is currently being explored by other Cabrillo CTE programs. At this point DMCP
does not offer courses outside of these learning communities.
1
Jenkins, Davis, Zeidenberg, Matthew, and Wachen, John, “Educational Outcomes of Cabrillo College’s
Digital Bridge Academy: Findings from a Multivariate Analysis,” Community College Research Center,
Teacher’s College, Columbia University, 2009.
2
ACE partner colleges in California include Berkeley City, Hartnell, Las Positas, and Los Medanos
Colleges. ACE also has college partners in Broward, FL; Delaware County, PA, Chicago IL, and is in the
process of partnering with Olympia and Bellevue Colleges in Washington State.
DMCP Instructional Plan
April 2013
page 1
The DMCP Department currently consists of one full-time faculty member and relies
heavily on full-time instructors from other departments as well as part-timers to teach
DMCP courses. The department’s mission is to prepare, retain, and accelerate underprepared community college students and provide them with the academic qualifications,
professional skills, and personal attributes necessary to succeed in college and beyond.
We teach teamwork, personal responsibility, self-reflection, self-improvement, and
persistence, providing a bridge to readiness for the rigors of community college.
B. Relationships
Other Departments/Programs
The DMCP department is comprised of an interdisciplinary group of instructors who
offer a unique blend of courses linked to non-DMCP courses through ACE Learning
Communities. We work closely with the English, Dance, Computer Applications and
Business Technology, Computer Science, Math and Medical Assisting departments
(ACE’s IScS program works with the Biology, Physics, and Chemistry) departments.
Currently active faculty come from these departments as well as Communications,
Sociology, Anthropology, Psychology, and Counseling and play a central role in shaping
the department. ACE Learning Communities are wholly interdisciplinary, combining
expertise from diverse academic areas and applying collaborative teaching and learning
to promote student efficacy and success. The interdisciplinary faculty cohort utilizing the
DMCP/ACE intrinsic student engagement and student support model provides students
with varying levels of risk in their backgrounds with peer-mentoring, academic
acceleration, curriculum integration, and faculty collaboration. In addition to engaging
with many departments in interdisciplinary cohorts, DMCP funnels students who are
better prepared than they would otherwise be into transfer and occupational programs
campus-wide.
DMCP’s work is widely recognized across campus. Recently, DMCP teamed with the
Accelerated Medical Assisting Program (AMAP) to offer its Spring 2013 Cohort a
Foundation and Team Self-Management Course (DMCP 110 and 111) the Intrinsic
Student Engagement and Peer-Support Model discussed in the next paragraph. AMAP
had experienced high attrition rates and wanted to experiment with learning communities
and the DMCP/ACE cohort model as a way to enhance student retention and success.
The faculty members teaching those students have reported very favorably on the results
so far. And other programs are taking interest; Several Allied Health programs are
currently considering the possibility of integrating DMCP courses to enhance their
students’ success. DMCP is in discussion with Cabrillo’s math department and would
like to pilot a pre-statistics cohort model in the next few years. The results of such a pilot
of the ACE Program at Los Medanos College focused on both English and math
acceleration in one semester are notable (See Appendix 3 for summary of the results).
The power of the ACE/DMCP cohort approach lies in its Intrinsic Student Engagement
and Peer-Support model. The model consists of the Foundation Course (DMCP 110), the
Team Self-Management Course (DMCP 111), and a series of professional development
institutes and workshops that help educate faculty to teach experientially using the
ACE/DMCP curriculum. Together these courses facilitate the internal transformation of
the student and the 24/7 student support required for becoming successful college
students, especially for students with backgrounds of poverty and very complex lives.
Since this support comes in the form of curriculum in the classroom, the model is selfDMCP Instructional Plan
April 2013
page 2
sustaining through tuition fees and state apportionment funds, not requiring grants for
traditional extrinsic support approaches. The chart below summarizes the purpose of our
Intrinsic Student Engagement and Peer-Support Model.
ACE$Intrinsic$Student$Engagement$and$Peer$Support$Model$
'''''''''''''
GeLng'Students'
'
$
$$$
To'Believe'
They'Can'Do'It'
'
“Ligh2ng'the'Fire'
for'Learning”'
'
'
On'a'Regular7Basis:'
•  Monitor$Student$Progress$
•  Mo:vate$Student$
•  Deal$with$Behaviors$
•  Help$Student$Solve$Life$
Problems$
'''''''''''''
'
Founda2on'
STUDENT'
COHORT'
Course'''''''''''''''''''''''''''''''''''''''''''
27Week'Intensive'
Affec2ve'Orienta2on'
$
$$$
3'credits'
ACE'Team7Self'
Management'
Course'
2'credits'
Academic$
Program$
Academic$
Program$
Varia:ons$
8'to'12'credits'
3$
This model is designed to spark the internal motivation and the will to struggle through
the changes in mindsets and habits required to become a successful student. To this end,
the Foundation Course and Team Self-Management courses enable vulnerable students
to, 1) become more aware of their unique strengths that have helped them survive and
persist to this point; 2) learn fundamental professional skills around teamwork and
communication; 3) learn how to apply their own unique strengths to academic and
professional success; and, 4) form a peer network that reinforces team-building and
communications skills while creating a community of fellow students for moral and
academic support throughout the college experience.
The Two-Week Foundation Course helps incoming community college students find
their center of gravity through experiential exercises aimed at: (1) identifying unique core
strengths and working styles; (2) developing skills in communication; and, (3) building a
team learning environment that evolves into a semester-long peer support network.
Students collaborate with one another and their teacher(s) between five to eight hours a
day in a team-based environment designed to build trust and collaboration between
faculty and students.3 Longitudinal studies have shown that the Foundation Course shifts
the student’s sense of self on seven of the eight factors including academic self-efficacy,
hope, college identity, mindfulness and other constructs which correlate to student
academic success and completion. Please see Appendix 2 for a chart mapping these
affective shifts in a study of ACE students nationally.
The Team Self-Management (TSM) Course runs concurrently with the ACE Learning
Community academic program, building on the work students have begun in the
Foundation Course to change the behaviors and mindsets that are barriers to academic
success. Students learn to make conscious choices and to set goals, improving their
ability to focus and concentrate. They examine their family histories, reflect on their
lives and envision the lives they would like to lead, perform exercises that support
synaptic genesis, and determine how to unravel their complex lives to support a focus on
school—all through a 24/7 peer support network facilitated by the TSM curriculum.
ACE’s Academic Acceleration Course Approaches consist of two types: social justice
3
See appendix 1 for a list of key bodies of knowledge influencing the Foundation Course.
DMCP Instructional Plan
April 2013
page 3
primary research and integrated science. We are working closely with other departments
in implementing these courses including sociology, communications, chemistry, physics,
biology and English. The social justice acceleration model is focused on a social justice
primary research project which is embedded in the DMCP 112 and 113 courses. One
finding from the latest longitudinal evaluation of the ACE program at multiple colleges is
that students are accelerating through their English and math developmental course
sequence with more velocity than the comparison group of over 123,000 students. Given
that each college has its own approach to English acceleration the findings are indicating
that the social justice primary research course (DMCP 112 and 113) may be the factor for
increasing the academic performance of the students. We are analyzing this further.
ACE’s Five-Day Faculty Experiential Learning Institute (FELI), whose curriculum is
derived directly from the Foundation Course, is another way DMCP has had an impact on
departments and programs across campus. The FELI curriculum is offered to all ACE
faculty nationally (as well as some staff and administrators) and is designed to inspire
reflection and personal and professional transformation in FELI participants just as the
Foundation Course is designed to do in students. ACE’s FELI has been received
positively and shared widely at Cabrillo. As of Spring 2013, the FELI has been provided
to eighty-five faculty members and twenty-five members of our staff and administration,
all with a view toward sharing DMCP/ACE’s unique curriculum and pedagogy and create
positive impacts on various settings across campus—classrooms, departments, working
committees, and beyond. It is worth noting that a very large majority of Cabrillo
instructors who have taken the FELI do not teach in DMCP or ACE. It is common
for such faculty to implement pedagogical strategies learned in the FELI in their
classrooms—e.g., strategies for reaching students at the affective level and inspiring
motivation and self-efficacy, or for improving self-knowledge, communication skills,
and students’ ability to work in teams. A FELI guidebook containing detailed
materials that can be used to apply ACE’s model in any discipline is provided to all
participants. The FELI has been a vibrant and important wellspring of faculty
development at Cabrillo College.
Finally, another unique contribution of DMCP faculty to strengthening Cabrillo’s
programs and services to students is its specially designed professional development
workshops for Cabrillo’s Admissions and Records, Financial Aid, Division offices and
Allied Health staff. All four of these workshops were followed with additional meetings
with these groups to help them maintain the momentum they experienced in these
workshops and to further support the improvement of their professional work lives at the
college.
Cabrillo College’s Learning Communities Center
Spring 2013 begins ACE’s third semester of a process of becoming institutionalized into
Cabrillo College’s Learning Communities Center. The LCC is highly relevant to the
DMCP department because a majority of its enrollments are facilitated and managed
through it. Additionally, LCC staff members and interns provide necessary support for
DMCP classes and its faculty. DMCP enrollment and student intake, like most Cabrillo
Learning Communities, are high-touch endeavors given the nature of learning
communities and the students served. Currently enrollment and support is primarily
carried out by LCC student interns, and faculty and staff volunteers who are not paid.
This is an unsustainable model.
DMCP Instructional Plan
March 2013
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Assessments Office: In-Reach
A majority of DMCP enrollments currently result from Guided Enrollment Sessions held
at the Assessments Office. Students who qualify based on English/Reading/Math
assessment scores are invited to be introduced to Cabrillo College’s Learning
Communities as they leave the assessment room. If these students find any of the
programs a good fit, they are provided support enrolling and/or referred to the LCC as
needed. For DMCP to maintain enrollments these sessions must be staffed during our
high enrollment months—June through August and December through January. We have
not had adequate staff resources/hours to cover the sessions in the past (e.g., of the 32
guided enrollment sessions available for the Spring 2013 semester we have records of
only 18 sessions being held by mostly volunteer help), and because this need is so central
to DMCP’s enrollment success the first item in the Program Directions and
Recommendations section of this report addresses this need.
C. Costs
Figure 1 compares the program’s load to the college average. The decrease in the load
shown in Figure 1 was caused by a curriculum change which removed TBA hours. The
change affected the FC, TSM, and Social Justice intensive courses. That DMCP’s cost
efficiency is slightly lower than the college average is accounted for by additional costs
associated with participation in Learning Communities (coordination units for all faculty
in linked courses) and the cohort size limit of 29 given that we offer an English class.
800
700
600
500
400
300
200
100
0
DMCP Load
College Load
2007/08
2008/09
2009/10
2010/11
2011/12
Figure 1: Program Efficiency Load4
Figure 2 compares the DMCP’s cost effectiveness (income vs. cost). From 2007 through
spring of 2009 DMCP provided more income than it cost. With the elimination of grant
funding to DMCP in 2011 the cost/income ratio has increased slightly overall. Still, our
income to cost ratio of 1.25 is almost exactly the same as the college average of 1.24 for
all Transfer and Basic Skills Programs at Cabrillo.
4
Load = WSCH/FTEF—weekly student contact hours/full-time equivalent faculty.
DMCP Instructional Plan
March 2013
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0.80%
0.60%
DMCP % Base
Expenditures
0.40%
0.20%
0.00%
DMCP % Income FTEs
2007/08
2008/09
2009/10
2010/2011
2011/12
Figure 2: Income versus Cost
D. Student Success
The DMCP Department has access to student success data from several sources: outside
researchers, Cabrillo’s PRO, ACE’s student assessment instruments, and the DMCP
department’s assessment of its Course Student Learning Outcomes the college’s Core
Four Competencies (included at the end of this report).
Longitudinal research results released in the recent MPR Associate evaluation report of
the ACE Program at four California Community Colleges including Cabrillo College
(which can be reviewed at: http://academyforcollegeexcellence.org/student-outcomestudies/) are further evidence of DMCP’s profound effects on student persistence and
confirm the findings of the 2009 Columbia University Community College Research
Center (CCRC) study of the ACE Program at Cabrillo College.56 The recent study
includes 658 ACE students from four colleges and a comparison group of 123,631
closely matched students. ACE students were 175% more likely to pass transfer-level
English one semester after completing ACE than members of the comparison group, and
148% more likely than the comparison group after two semesters (see figure 6). The
findings for Cabrillo students are lower (because Cabrillo students in the study were
matched on full- and part-time attendance) but still remarkable and corroborate the
findings of the 2009 CCRC study; The community college basic skills English sequence
is a significant barrier for underprepared students—a bottleneck that prevents basic skills
students from academic and professional achievement. This research reveals that taking
DMCP courses at Cabrillo is highly correlated with success and persistence on the path
through transfer-level English. The fact that similar results occur for ACE students
across several colleges points to the value of ACE’s intrinsic engagement and student
support model and social justice acceleration approach. Please see Appendix 3 for charts
summarizing some of the findings from the recently published evaluation report by
research firm MPR Associates, Inc.
Figure 4 represents the yearly enrollments in DMCP since 2007/08. DMCP’s
enrollments grew substantially year-by-year from 2007/08 through 2010/11 due to a
Gates Foundation grant. The end of the expansion grant coincided with a time of major
budget cuts college-wide. With no grant funding available to maintain DMCP TUs at
previous levels, nor funds to pay LCC staff to conduct enrollment and intake work,
DMCP enrollment decreased dramatically. DMCP began institutionalizing into the LCC
5
“Evaluation of the Academy for College Excellence: Report on Implementation and Student Outcomes,”
MPR Associates, Berkeley, CA, February 2013.
6
The Columbia study found that among the 366 Cabrillo ACE students studied, DMCP graduates were
57% more likely than members of the comparison group to pass-transfer level English after one semester
and 65% more likely after two semesters (Jenkins, Davis, Zeidenberg, Matthew, and Wachen, John,
“Educational Outcomes of Cabrillo College’s Digital Bridge Academy: Findings from a Multivariate
Analysis,” Community College Research Center, Teacher’s College, Columbia University, 2009).
DMCP Instructional Plan
March 2013
page 6
and the numbers of students we could serve contracted. Because ACE’s program has
evidence of increasing student success, we hope the college will make a commitment to
providing the seasonal staff resources required for enrollment and intake and regain TU
funding so that DMCP/ACE may be offered to a greater number of students.
1500
1000
DMCP Enrollment
500
0
2007/08
2008/09
2009/10
2010/11
2011/12
Figure 4: DMCP Enrollment
Figure 5 compares DMCP’s annual student success to the college average over five
years.7 As the chart shows, DMCP’s success rates are consistently higher than the
college’s generally. And while they suffered a drop in 2008-2009—a period of time
during which ACE experimented with cohort models involving only three linked courses.
In addition, in 2008-09, 2009-10, and fall 2010 ACE provided “non-accelerated” cohorts
as experiments for the English departments as we transitioned to 100% accelerated
cohorts; since we returned to the accelerated full academic load cohort model, our
success rates have continuously increased. Our success rates are more notable when one
considers the increased risk in DMCP’s student’s backgrounds.8
80
DMCP Success Rate
(in percentages)
75
College Success Rate
(in percentages)
70
65
60
2007/08
2008/09
2009/10
2010/11
2011/12
Figure 5: DMCP Success Rates Compared to College Success Rates
Figure 6 compares the program’s annual student retention to the college average. For the
last five years, DMCP courses have maintained a retention rate of more than 90%, despite
periods of expansion and contraction in the number of students served, and periods of
training new faculty. It is plausible that the student retention rate was not affected by
enrollment increases and decreases, or the experience level of faculty, because of
7
This chart only measures the ACE Program courses offered by DMCP, not the courses offered by English,
Computer Science, CABT, or Math.
8
Documented in Jenkins, Davis, Zeidenberg, Matthew, and Wachen, John, “Educational Outcomes of
Cabrillo College’s Digital Bridge Academy: Findings from a Multivariate Analysis,” Community College
Research Center, Teacher’s College, Columbia University, 2009.
DMCP Instructional Plan
March 2013
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DMCP/ACE’s intrinsic student engagement and peer support model—a 24/7 student peer
support network created by the Foundation Course and further developed in the Team
Self-Management throughout the semester. This model, as previously stated (see p. 2), is
an economically sustainable feature of DMCP/ACE.
95
DMCP Retention Rate (in percentages)
90
85
College Retention Rate (in percentages)
80
75
2007/08
2008/09
2009/10
2010/11
2011/12
Figure 6: DMCP Retention Rates Compared to College Retention Rates
E. Results of Student Survey
The Fall 2010 Instructional Planning Survey of 93 students showed that 86.8% would
recommend the program to other students. The written comments, according to a person
in the Planning and Research Office who compiles them, were “LOVELY and moving
and wonderful…[and] There are way more positive comments here than for most
departments!” Among the representative comments were these:
“You know the people and when you’re absent or don’t understand a
homework/material I can ask someone or call someone from class and I can get
help. Also that when you go with a teacher for help they do help you.”
• “I think this program is excellent to prepare students who have not been to school
or successful in school. For me it has changed my view of myself and my
abilities, showed me good student habits and how to reach out to others for help
without feeling badly about myself. I would have never made it without DBA
first. Simply because I didn’t believe that I could.”
• “Teachers meet together and are aware of our progress in other classes.
Homework is distributed evenly because teachers work together on our homework
schedule.”
The areas most in need of some or major improvement were: availability of equipment
needed (29%), overall quality of instructional equipment (20%), and classroom and lab
facilities (19%). Most of the DMCP classrooms in Aptos are old and some use a cart to
make them smart. Written comments ranged from asking for a faster pace to a slower
one; some students suggested even more fine-tuning of the classes so that the
expectations are clearer; and several students emphasized the need for ongoing
enforcement of the behavioral guidelines (“Holding the strictness of foundation rules.
Improving the importance of the conversation meter and bio-reaction.”)
•
F: SLO and Core Four Assessments
DMCP has four core courses that have been taught every semester since its inception—
110, 111, 112, and 113. In fall of 2012 DMCP conducted SLO assessments of all but one
of these—DMCP 110. This course was not assessed this time because the assessment
process started after that course was over for fall (it runs for the first two weeks of the
semester). The department also assessed SLOs in all the IScS courses in fall 2012—160
DMCP Instructional Plan
March 2013
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SL, SM, SR and SW—as there was an IScS cohort in session. One of the lessons from
this experience is that DMCP course SLOs should be rewritten. The core course (110,
111, 112, 113) SLOs are more numerous and wordy than necessary and these have been
revised in curricuNET accordingly. It was recommended by IScS faculty who conducted
individual SLO analyses of assignments in their courses in fall 2012 that all SLOs for the
IScS courses be rewritten to more accurately reflect the goals and content of those
courses.
The greatest need that became evident through the process of assessing DMCP’s SLOs is
the need for faculty professional development. The DMCP curriculum and pedagogy are
alive and evolve continuously based on the innovations and collaborative work of our
instructors. They need to have input and inspiration and special trainings to be optimally
positioned to excel in these areas. These findings emerge also from the assessments of
the Core Four Competencies that were conducted by DMCP faculty in 2010. Many of
the recommendations made then—a proposal for a faculty mentoring program in our core
courses and a proposal to develop a cloud based data storage system so that faculty
anywhere can access ACE curriculum —have been realized. But the need for continual
professional growth for our faculty remains. The SLO process also points to a need for
continued curricular refinement. The professional growth of our faculty will help fill that
need as it will make faculty better prepared to refine curriculum smartly. Priority 2 in the
Directions and Recommendations section below lists a few of the curriculum changes
that seem important as a result of the SLO process.
DMCP is off cycle in terms of the revolving wheel of assessments. Our plan for getting
in synch is to meet with the Campus SLO Coordinator to develop a clear plan of action.
DMCP will assess DMCP 110 SLOs in fall 2013 and make many DMCP courses that are
not likely to be offered any time in the near the future officially inactive.
II. Program Directions and Recommendations
Priority 1: Staffing for Guided Enrollment and Student Intake
In 2011, ACE’s grant-funded staff separated from Cabrillo, leaving a dearth of staff
support to run DMCP/ACE at Cabrillo. This has been most detrimental with respect to
DMCP enrollment and student intake, a high-touch, multi-step process. With multiple
ACE staff gone as of fall 2011, this work needed to be redistributed and systems
developed for running the program with vastly reduced staff resources. The decision to
institutionalize the department into the Learning Communities Center (LCC) was in part
in response to this exigency. While previously, grant-funded staff conducted extensive
outreach to build enrollments, the DMCP department’s current approach to filling cohorts
involves offering Guided Enrollment sessions for students as they leave the assessment
building after taking assessments. Students who test appropriately for any of the LCs are
invited to learn about them and provided support enrolling if they are inclined to do so.
Currently there are insufficient staff resources to cover the most important months of
Guided Enrollment for the ACE Program, January and during the summer. We have been
able to fill scheduled cohorts in most cases since instituting the system, but staffing the
Guided Enrollment sessions has been very difficult. Each semester ACE has resorted to
asking faculty—repeatedly—to voluntarily staff the sessions since there are no paid staff
members to do so. The level of willingness and preparedness of these volunteers varies
so that the practice is not a long-term nor sustainable solution. We have been able to rely
DMCP Instructional Plan
March 2013
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on student interns in some cases, but student interns are not always able to represent the
ACE program adequately and their presence at Guided Enrollment sessions means they
are unable to staff the LCC, a particularly untenable practice during periods of high
enrollment for ACE—just when the GEs increase in frequency. As stated, during the
DMCP enrollment period leading up to spring semester 2013 only 18 of 32 possible
Guided Enrollment Sessions was held. If these had been staffed DMCP classes would
have been filled with waiting lists.9
To meet DMCP enrollment targets each semester will require more focused resources—
at minimum a seasonal classified position that covers ACE Guided Enrollment and
student intake. The job would be active during high enrollment periods—November
through the second week of spring semester and May through the second week of fall
semester. It would entail spending three hours on each GE session and five hours per
week supervising student interns to help with intake during those months.10 The work
would include scheduling, staffing, and providing materials for all GE sessions at both
campuses; supervising interns to complete the intake and enrollment process including
creating rosters and providing them with other projects; monitoring the Five Dynamics
survey completion before each semester begins and providing user keys to the bookstore
for purchase by students; schedule and overseeing student surveys pre-, mid-, and postsemester. We recommend obtaining interns through the federal work study program, as
volunteers, or as participants in Special Studies courses or Cabrillo’s Cooperative Work
Experience Education Program. During the seasonal high enrollment months, DMCP
will require more student intern support than during the rest of the year.
DMCP recommends a seasonal program specialist position to staff GE sesions and
supervise LCC interns from May 1-Sept 15 and Nov 10-February 15. This amounts
to eight months at 10 hours/week or 25% FTE.
Cost: $5700
Note: serving students requires resources. DMCP serves the most number of students in
the LCC, on far fewer resources. For example, in the 2012-2013 academic year
DMCP/ACE has served over 175 students, the next largest learning community served 56
9
It is worth noting that the GE approach to filling cohorts was originally the recommendation of a working
committee of the Basic Skills Learning Communities Advisory Committee that was assembled to
investigate instituting an “Opt-Out” enrollment system for LCs at Cabrillo College, wherein students who
meet certain assessment criteria are automatically enrolled in a Learning Community but could easily “OptOut” through communication with a counselor. Because they recognized that instituting such a system
would require considerable institutional buy-in, they devised the Guided Enrollment as an experiment on a
smaller scale that might be expanded, depending on outcomes. Given the overwhelming evidence that
DMCP and other Learning Communities enhance student success, we would like to leave the “Opt-Out”
option on the table, especially with the passage of the Student Success Act of 2012; DMCP’s focus on
getting students to their first momentum point (15 degree-applicable credits), our emphasis on access and
successful orientation to college for first generation basic skills students who have greater needs than
members of the general student population, and the evidence of persistence and increased rates of
completion of basic skills courses in DMCP students all address key provisions of the Act and can
contribute to Cabrillo’s success aligning with them. An “Opt-Out” system would reduce DMCP’s need for
staff resources. DMCP can help Cabrillo fulfill its master planning goals of increasing and enhancing
student success.
10
This estimate is based on discussions with Natalia Cordoba-Velasquez, Antonio Alarcon, and a former
ACE Lead-Intern, who led DMCP enrollments since prior to the LCC merger. They believe this level of
seasonal support would be adequate to maintain DMCP enrollments.
DMCP Instructional Plan
March 2013
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students. In addition, since fall 2011, DMCP/ACE has served 434 students with no
dedicated staff, while STARS has served 110 students with support of a 1.0 FTE staff
position, and Puente has served 58 students with support of a 0.5 FTE counseling position
plus a 0.5 FTE instructor position. Given the relative share of LC students at Cabrillo
served by DMCP, our request seems reasonable and appropriate. It may be useful if the
LCC develop an Instructional Plan which will take into consideration the number of
students served by each Learning Community and the required resources for supporting
students during the enrollment/intake period, during the semester in which they are
enrolled, and the semesters following their enrollment in the program. The MPR
Evaluation of Cabrillo’s ACE Program indicates that support for ACE students following
their ACE semester is warranted, like resources given to other Cabrillo Learning
Communities.
Priority 2: Curriculum Development and Improvement.
A recurring finding in our SLO assessments is that DMCP’s innovative curriculum
needs continuous updating and refinement based on sound data and evidence and the
needs of our students. Tutorial videos and materials for training new instructors need to
be developed. Converting all DMCP curricula to transfer level curriculum will be a boon
to our students, reducing the amount of non-transfer level work they are required to do to
meet their goals as well as the associated financial costs. It is consistent with college
master planning goal of increasing the number of transfers and/or transfer rates.
• We recommend that the core DMCP courses 110,111, 112, and 113 be rewritten
as transfer level courses. In the current educational context, students need their
units to count toward degrees. Our curricula are designed for transfer-level credit
and some colleges have adopted the ACE curricula providing transfer-level credit.
However, at Cabrillo College we need to update our curriculum outlines to be
more academically rigorous and appropriate for transfer level status. In 2009/10
DMCP leadership worked with Cabrillo’s Director of Articulation and Honors
Transfer Program to find lower division equivalents to DMCP courses at UCs and
CSUs, and currently ACE core courses (same basic curriculum as DMCP) at
Broward College in FL, Delaware College in PA are transfer level. All that
remains is for these curricula to be rewritten and submitted to Cabrillo’s
Curriculum Committee by March 15, 2013. The DMCP Director will work on
this project.
Our goal is to offer stacked DMCP courses, similar to the English acceleration course
offered in Cabrillo’s ACE Program in which students are enrolled in “stacked” English
255/100 courses. If the student performs in the DMCP courses at the transfer-level then
they will receive transfer-level credit. If they perform at the 100-level they receive 100level credit. To evaluate students on whether their work is transfer level, we recommend
using blind portfolio readings, a method used in accelerated English courses at Cabrillo.
Blind portfolio readings would involve evaluation by DMCP faculty of portfolios of
student work to determine whether it is of transfer-level quality. Names are stricken from
student work and multiple faculty evaluate the same students to help ensure objectivity.
Cost: Cost will reside in another program.
• We recommend the development of a second or third semester course for DMCP
students who have completed the Bridge Semester. Possibly a Foundation Courselike intensive, only shorter—two to four days rather than eight days. We would
recommend replacing the current second semester course with this new course.
DMCP Instructional Plan
March 2013
page 11
Cost: 1.5 TUs per semester ($2663/semester)
• We recommend that the IScS DMCP Course SLOs be rewritten to more
accurately reflect the goals and content of those courses. The assistance of IScS
faculty members will be requested in completing this task in fall 2013.
• If there are positive outcomes of the ACE math pilots we recommend that
Cabrillo College offer a new math course based on the curriculum pilots.
• We recommend that "seasoned" instructors of specific courses allow their courses
to be taped thereby allowing instructors who can't come to meetings, to see how
these instructors have interpreted the curriculum.
Cost: Costs can be covered through the college’s Staff Development or Instructional
Grants.
Priority 3: Faculty Development.
As DMCP’s SLO assessments reveal, student success in this interdisciplinary program
relies on dedicated faculty who challenge themselves continually. We need to provide
peer feedback and evaluation using best practices. Because of the newness of the ACE
program we need to provide feedback and evaluation more frequently than Cabrillo
College requires. In addition, because of the inter-discipinary nature of the ACE Program
part time faculty from other departments need to receive feedback and evaluations when
they teach the DMCP courses; currently if they are from another department there is no
evaluation of their ACE teaching. Additionally, we need to train faculty to develop a
healthy student culture; to mentor faculty cohorts both through in-person training and
through communication via blogs, list serves, etc.; develop better teaching methods and
to rejuvenate faculty through various means. More prepared/trained faculty will be
situated to better fulfill the college’s student success goals.
• To support faculty who first begin teaching in ACE we recommend that the
DMCP Department creates a mentoring program similar to the Math department’s
faculty mentoring program.
Cost: non-compensated
• We recommend that interdisciplinary faculty who teach DMCP Department
courses (e.g., DMCP 1110, 111, 112, 113) be evaluated in DMCP courses during
their regular evaluation cycles scheduled by their primary department and that
other ACE faculty are included on the evaluation team. To support the DMCP
interdisciplinary department we recommend that this issue be addressed in the
faculty union contract negotiations. The Division Deans will need to determine
how best to implement this interdisciplinary faculty support structure.
Cost: no additional Program cost; cost to implement needs to be determined by Division
Deans; needs to be negotiated with CCFT
• We recommend that faculty who teach interdisciplinary courses (not DMCP
courses, as suggested in the previous bulleted item, but courses like English,
computer science, movement, taught as part of an ACE cohort) in the ACE cohort
are evaluated during their regular cycle of evaluations in the ACE cohort section
and that the evaluation team include other ACE faculty from their discipline when
possible. To support the DMCP interdisciplinary department we recommend that
this issue be addressed in the faculty union contract negotiations. The Division
Deans will need to determine how best to implement this interdisciplinary faculty
support structure.
Cost: no additional Program cost; cost to implement needs to be determined by Division
Deans; needs to be negotiated with CCFT
DMCP Instructional Plan
March 2013
page 12
Faculty in the department will participate in bringing presenters to the college to
present to the larger community college faculty and staff on issues that help foster
a healthy student culture.
Cost: Costs can be covered through the college’s Staff Development funds prioritized like
any other college program.
• Because we are a developing department, and we are a new type of program and
there is a lot of interest across the country in developing new types of basic skills
courses, we recommend that one professional national meeting related to the field
be paid for one ACE faculty member per year. The expectation would be that that
faculty member would return and offer training to the Cabrillo College faculty
community and staff.
Cost: $1,500/year
• We recommend that DMCP/ACE faculty attend ACE Center’s Bay Area
Community of Practice meetings each semester as professional development.
Cost: There is no cost to the district.
•
Priority 4: Facilities. DMCP’s SLO assessments point to the need for more suitable
facilities dedicated to its classes. The DMCP Department has started semesters with
rooms that are not adequately equipped with the multi-media equipment and moveable
desks needed to teach the ACE curriculum. In addition, the 109x rooms under the library
that have been dedicated to DMCP are too small to accommodate the creation of a semicircle of chairs with 29 students. Furthermore, the wall-length windows mean passersby
can view all proceedings in the classroom fully and distracts DMCP/ACE students.
DMCP 110 and 111 build into the curriculum time for students to tell their life stories and
there are often moments in a Foundation Course when students become emotional as they
grapple with the self-exploration aspects of our curriculum. Students need to do this
work in a safe space with a modicum of privacy. DMCP needs larger, more private
rooms like room 512 to hold the Foundation Course. We are aware the College Facilities
Master Plan includes allocation of space to the BELA Division in the 350 building in the
coming year. We request that when this space is available, BELA open designated space
for DMCP classes in the 500 building.
• To support student success, provide DMCP/ACE dedicated smart classrooms,
computer classrooms and equipment. DMCP/ACE needs three or four separate
dedicated classrooms so that multiple foundation courses can run simultaneously
at the beginning of semesters. It also needs dedicated computer labs so that social
justice research intensive courses can run simultaneously mid semester.
• All DMCP/ACE classrooms should be fitted with locking cabinets to
accommodate the supplies used with the DMCP curriculum.
Cost: Cabinets for four dedication classrooms will cost the district an estimated $1808.00
plus tax ($452.00/each [estimate from Palace Arts to Cabrillo Purchasing Office])
DMCP Instructional Plan
March 2013
page 13
DMCP Instructional Plan
March 2013
page 14
Appendix 1:
Key Sources Informing the Foundation Course Curriculum
The Foundation Course curriculum is heavily influenced by:
(1) Michael Sturm's Five Learning Dynamics, through which students become aware
of and explore their own dynamic learning strengths;
(2) research on neuroplasticity, which has shown that positive experience in learning
can change brain structure; and,
(3) Conversant Solutions' Dynamic Leadership Program, a widely recognized
professional development curriculum for executives focused on effective
communication and leadership.
DMCP Instructional Plan
March 2013
page 15
Appendix 2: Affective Shifts in ACE Students
The chart below maps shifts in ACE students nationally on eight non-cognitive variables
correlated with student success.11
ACE’s#NonACogni/ve#Effect#on#Students#
7#College#Study#of#535#Students#
BEFORE(
Founda/on#
Course#
5.00
4.33*** 4.30*** 4.32
4.30*** 4.30***
3.95*** 3.97*** 4.01
4.00
4.44*** 4.37
3.98
3.82*** 3.80***
***
3.58
Mean%Scale%Score
END(OF(
END(OF(
Founda/on# SEMESTER(
Course#
***
3.42 3.38 3.40
3.35
3.51*** 3.56
3.54
3.71*** 3.76
3.60
3.00
2.00
1.00
.00
Self1Efficacy
•
•
•
•
#
Leadership=and=
Teamwork
College=Identity
Interacting=with=
Others
Mindfulness
Focusing
Mindfulness
Accepting
Mindfulness=
Describing
Mindfulness=
Observing=
Notes:#***p"<#.001;#**p#<#.01;#*p#<#.05;#sta/s/cal#significance#is#based#on#comparison#with#Time#1#scores.#
The#YAaxis#represents#the#mean#(average)#score#for#each#factor.#
Time=1 Time=2 Time=3
Survey#responses#were#based#on#a#fiveApoint#scale,#from#“strongly#disagree#to#strongly#agree”#for#the#nonAmindfulness#items#and#from#“never#
or#very#rarely#true”#to#“always#or#almost#always”#true#for#the#mindfulness#items.##
Each#factor#consisted#of#different#numbers#of#items.#Individual#scores#on#each#item#in#a#factor#were#added#together#and#divided#by#the#
number#of#items#to#arrive#at#a#standardized#scale#of#1#to#5#points#for#each#factor,#regardless#of#the#number#of#items#included.###
78#
11
From “Evaluation of the Academy for College Excellence: Report on Implementation and Student
Outcomes.” MPR Associates. February 2013.
DMCP Instructional Plan
March 2013
page 16
Appendix 3: Additional Success Data
The following two charts summarize some of the findings from the a recently published
MPR study of 658 ACE students at 4 colleges (2013).12 The first chart shows transfer
level English completion rates for ACE graduates at four colleges one and two semesters
after attending ACE, as described in the student success section.
Transfer-Level English Completion (4 Colleges [including Cabrillo])
The figure below displays outcomes for graduates of Los Medanos College’s (LMC)
accelerated math ACE program, from a recently published study of ACE at colleges
nationally.13 ACE graduates of LMC’s accelerated English and Math Cohorts were
1663% more likely to pass transfer-level Math one semester after graduating ACE than
members of the comparison group, and 983% more likely than the comparison group
after two semesters more following the ACE semester.
Transfer-Level Math Completion (Los Medanos College)
12
“Evaluation of the Academy for College Excellence: Report on Implementation and Student Outcomes.”
MPR Associates. February 2013.
DMCP Instructional Plan
March 2013
page 17
Given that the MPR Associates evaluation validates the findings in the Columbia
University’s Community College Research Center (CCRC) study in 2009 we are
providing this information in the appendix too. The CCRC study shows DMCP students
at Cabrillo College were more likely than a comparison group of 11,578 Cabrillo College
students to enroll the semester following DMCP, more likely to accrue college credits,
and to complete AA degree-level and transfer-level English, the gatekeeper courses that
lead to college completion, during the three semesters following DMCP14. This was true
despite the fact that the DMCP students were far more likely to display markers of risk
than students in the control group, specifically residing in a low-income area (87%
compared to 27%), Latino ethnicity (83% compared to 32%), and lack of a high school
diploma (21% compared to 12%).
Results were especially promising for the 66 ACE students in the first three cohorts who
took an accelerated English class (English 100). These students were 19% more likely to
persist to the next semester, 97% more likely to enroll full-time, 84% more likely to pass
transfer level English, and they earned, on average, 21 more college credits than the
comparison group, after controlling for demographic variables, prior educational records,
and income (see Appendix Figure 2 which shows a comparison for several success
variables15).
Appendix Figure 2: ACE Difference on Student Outcomes
The comparable figures for students in ACE cohorts four through nine (when ACE was
forced to discontinue its English acceleration approach), who took a reading/writing lab
course instead of the accelerated one-level-below transfer English, were lower but still
14
Jenkins, Davis, Zeidenberg, Matthew, and Wachen, John, “Educational Outcomes of Cabrillo College’s
Digital Bridge Academy: Findings from a Multivariate Analysis,” Community College Research Center,
Teacher’s College, Columbia University, 2009
15
Results of regression analysis on student outcomes, controlled for student variables. Extrapolation based
on the Jenkins, et al. CCRC study, Columbia University, 2009.16 Note: these assessments were done in
2010 during a period of transition in administrative leadership; the assessment documents in Appendix 5
appear here exactly as they were submitted to the CIP in 2011 and are not referenced extensively in the
remainder of the plan, though section “F: SLO Assessments” briefly discusses them.
DMCP Instructional Plan
March 2013
page 18
better than the comparison group. These students were 10% more likely to persist to the
next semester, 79% more likely to enroll fulltime, and earned, on average, nine more
college credits at the end of the two-year study (see chart 1 in the appendix). Based on
this study and research by the English department, by the Spring of 2011 the ACE
program utilized only English acceleration cohorts.
As previously noted, students in the first three DMCP/DBA cohorts at Cabrillo were 19%
more likely than members of a comparison group to persist to the next semester, 97%
more likely to enroll full-time, 84% more likely to pass transfer level English, and they
earned, on average, 21 more college credits than the comparison group. The figure below
shows the comparable figures for students in ACE cohorts 4-9, who took a
reading/writing lab course instead of the accelerated one-level-below transfer English.
Their outcomes were not as impressive as those of cohorts 1-3 but still better than the
comparison group. These students were 10% more likely to persist to the next semester,
79% more likely to enroll fulltime, and earned, on average, nine more college credits at
the end of the two-year study (see Appendix Figure 3). That members of cohorts 4-9
were no more likely than the comparison group to pass transfer-level English is
attributable to the fact that they were excluded from taking an English sequence course
during the DMCP/ACE semester, which put them behind by one semester in English
compared to the comparison group.
Student Outcome Analysis (Cohorts 4-9)
DMCP Instructional Plan
March 2013
page 19
Appendix 4: SLO Assessments (conducted in Fall 2012)
Transfer and Basic Skills Departmental Assessment Analysis Form
Department
DMCP
Meeting Date
12/07/12
Number of Faculty/Staff
participating in dialogue
FULLTIME
ADJUNCT
2
6
Number of Faculty/Staff sharing
Assessment Results
Total number of faculty/staff in
department
Core Competency or Course
SLOs measured
1
3
11
DMCP 111 SLOs:
1. Analyze and develop personal goals while predicting
behavioral distractions that prevent effective selfmanagement and team leadership.
2. Critically assess attitudes and beliefs required for
effective self-management and leadership of others.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Hero’s Journey Paper
This project had three parts, each with its own due date:
an outline, a draft and the final paper. Students were
asked to describe their learning experiences prior to and
during the ACE Bridge Semester through the lens of the
hero’s journey. They were to identify successes,
challenges and supports based on a detailed outline
containing eight sets of questions. They were provided
with a rubric in advance, so they would know what the
grading criteria were.
This assignment, which replaces the Family History
Paper, had been redesigned by Gail West. I modified it
further, in particular adding a question about whether and
how family cultural values, especially about education
and work, have influenced the student’s participation in
DMCP Instructional Plan
March 2013
page 20
ACE
Assessment Results
(Summarize the overall results
of your department
This assignment gave students an overview and
appreciation of what they had learned and accomplished
during this semester.
Overall, the content and development were well done.
The challenges mainly had to do with the mechanics of
writing and getting assignments in on time.
This project was a replacement for the Family History
Paper. It may have been easier for the students to do,
because it didn’t inspire such intense emotional
responses in those from difficult backgrounds. However,
there were still several students who didn’t complete the
assignment at all.
Of the papers that were submitted:
A = 19%
B = 31%
C = 13%
There were 38% below C. In all but one case, these low
grades were due to submitting 1-3 parts of the
assignment late. All students were given the option of
resubmitting their work with corrections and additions
made. Two students took this option and raised their
grades.
Several students lost points due to submitting part(s) or
the entire project late. This may be due to the overall
workload for the classes they take during the Bridge
Semester, or due to the fact that many of them have very
complicated lives outside of Cabrillo.
What student needs and issues
were revealed?
Many students still lack basic writing skills and
understanding of grammar. Some students experienced
financial barriers (such as work schedules) that made it
difficult to access the computer time on campus that they
needed to produce properly formatted work on time.
Some students explained ways they were able to improve
DMCP Instructional Plan
March 2013
page 21
their work as team members by applying increased
communication skills and knowledge of learning styles
both in the classroom and in their personal lives.
Many of these papers demonstrated that their authors
have worked hard to achieve understanding of their
motivations and control over their own behavior. Their
personal stories were inspiring.
Were there any areas where
student performance was
outstanding?
Time management is an explicit content area of this
course, yet perhaps the integration of workload between
classes in this program could be revisited. Based on
observations over several semesters, it appears that
toward the beginning and middle of the semester,
students in this course are more likely to turn in their
major assignments and homework. However, as pressure
to complete the Social Justice presentations builds, they
are less likely to complete work in this and other classes.
Developing college level writing skills is an important
component of the Bridge Semester. Most students need a
lot of coaching in this area.
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
How might student performance
be improved?
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
o Break this assignment into smaller sections and/or
do some of them in class as ‘writing sprints’.
o Use samples of student writing to give examples.
o Liaise more fully with the English instructor to
identify areas where particular students need more
support for their writing.
o Make more explicit ways in which skills and content
involved in the individual self-reflexive work in this
class can support students’ work on their social
justice project teams and in their future education
and career paths.
o Continue to liaise with the computer instructor to
ensure that students are able to submit correctly
DMCP Instructional Plan
March 2013
page 22
formatted work online if necessary.
o Reduce and consolidate the overall amount of
homework in this course to be more appropriate to
its scale.
Next Step in the Department
to Improve Student Learning
Check all that the department
felt would help them improve
student learning.
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
o Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods.
o Continue to encourage faculty to share activities that
foster competency (which most of us do already).
o Continue to fine-tune the DMCP 111 recommended
assignments and student workload. This is an
ongoing process.
o Continue to provide staff in the office that help all
the ACE courses to be more effective.
o Provide locking storage in all classrooms for
instructional materials, such as pens, flip chart paper,
and the like.
o Provide ACE dedicated classrooms of adequate size,
so that the classrooms have moveable chairs/desks
and can be easily set up in a horseshoe shape or
other relevant format. This can promote interaction
among cohort members with each other and the
teachers and facilitate more fruitful small group
exercises.
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
o Break down Heroes Journey assignment into
manageable parts that can serve as scaffolding and
make assignment more manageable for students.
o Refine the DMCP 111 recommended assignments
and student workload with a view toward making
them manageable within the context of the integrated
bridge semester.
o Provide ACE dedicated classrooms of adequate size
with lockable cabinets and moveable chairs/desks to
improve the quality of the environment and facilitate
optimal delivery of curriculum
DMCP Instructional Plan
March 2013
page 23
Implementation
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
o DMCP should access dedicated classrooms with
locking cabinets as soon as possible.
o Faculty who teach DMCP 111 will be asked to pilot
revised Hero’s journey assignment and a recalibrated
set of assignments with a view toward manageability
for students within the context of the bridge semester.
o Faculty development will be prioritized.
o Dedicated classrooms in the 500 building would
ideally be allocated when space opens up in the 350
building for BELA, slotted for the coming year in the
facilities plan.
o Assignment revisions for DMCP will be piloted in
the 2013-2014 academic year.
o Faculty development is ongoing (see program
directions/recommendations in institutional plan for
specific information).
DMCP Instructional Plan
March 2013
page 24
Transfer and Basic Skills Departmental Assessment Analysis Form Department
DMCP
Meeting Date
12/07/12
Number of Faculty/Staff
participating in dialogue
FULLTIME
ADJUNCT
2
6
Number of Faculty/Staff sharing
Assessment Results
Total number of faculty/staff in
department
Core Competency or Course
SLOs measured
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Assessment Results
(Summarize the overall results
of your department
What student needs and issues
were revealed?
Were there any areas where
student performance was
DMCP Instructional Plan
March 2013
1
3
11
DMCP 112
1. Investigate and analyze a social justice topic
using a scientific method-based research
methodology.
2. Present results of social justice research and
resulting action plans to others.
SJRC Final Presentations Grading Rubric
Assignments:
1. Individual homework assignment preparing index
cards with talking points for presentation.
2. Team assignment (completed during weekly
study group) to finalize power point slides.
3. Public presentation of power point presentations
With individual homework assignment (detailed talking
points written on index cards), about half the class did A
or B work. About one quarter produced C work and the
final quarter D or F (incomplete) work. For the C group,
most of the students could have simply spent more time
on the homework and produced higher quality work.
The D and F group students struggled throughout the
semester on most homework and in class assignments.
The students that came to class with D and F level index
cards received feedback from the instructor and were
page 25
outstanding?
Any areas where it can be
improved?
able to return the following class session (which was the
day of the final presentations) with at least C level work.
For the finalization of power point slides (team
assignment), one team produced A level work, two
produced B level work, and the fourth team produced C
level work and needed substantial instructor support to
complete the slides for the final presentation. Each team
had at least one student in the group that individually
produced outstanding level work, and these students
guided their teams and ensured high level power points
were created.
For the public presentations of data, one team produced
A level work, two produced B level work, and a fourth
team produced C level work. In the C level team, there
was one student who did an excellent job presenting her
slides and providing analysis of the research.
Students who did not perform well had:
-Disabilities
-Outside interference (homeless/alcoholic)
Teams that did not perform as well had:
-Series attrition and small teams (ie 2-3 people)
In the future, it may be better to assess the public
presentations on an individual basis, rather than as a
team. Student performance within teams can vary
widely.
Next Step in the Classroom
to Improve Student Learning
o
o
Increase student collaboration and/or peer review
State criteria for grading more explicitly
How might student performance
be improved?
Next Step in the Department
to Improve Student Learning
o Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods
o Write collaborative grants to fund departmental
projects to improve teaching
Priorities to Improve Student
o
DMCP Instructional Plan
March 2013
DMCP Faculty need to understand the importance of
page 26
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Implementation
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
o
o
increasing student collaboration and peer review
They need to state criteria for grading more explicitly
They need to avail themselves of professional
development as teachers so that they can help
students achieve better learning outcomes. This can
be accomplished by attending teaching seminars,
workshops or discussion groups; and by grant-funded
departmental projects to improve teaching.
Faculty development is an ongoing priority in DMCP.
Such input better prepares our faculty to collaborate and
innovate as teachers and leaders in our department. In all
department meetings and in written communications
with DMCP faculty, professional development will be
encouraged and specific opportunities will be announced
or provided. For example, this and last semester DMCP
and ACE faculty were provided two professional
development workshops on professional boundaries as
instructors in the programs during department meetings.
These faculty were also encouraged to participate in
Cabrillo’s Annual Social Justice Conference and ACE’s
Bay Area Community of Practice Meeting in April 2013.
We hope to access financial resources to send DMCP
faculty to relevant conferences or other tranings.
This was consciously done in Spring 2013 and will
continue to be strongly promoted going forward. We
also recommend that a small amount of funding be
available to support professional development among
DMCP faculty starting in the 2013-14 academic year.
The directions and recommendations section and
appendix provides recommended amounts.
DMCP Instructional Plan
March 2013
page 27
Transfer and Basic Skills Departmental Assessment Analysis Form Department
DMCP
Meeting Date
12/07/12
FULLTIME
ADJUNCT
2
6
Number of Faculty/Staff
participating in dialogue
Number of Faculty/Staff sharing
Assessment Results
1
Total number of faculty/staff in
department
3
11
Core Competency or Course
SLOs measured
DMCP 113
Assessment Tools
Students were to produce a survey instrument based on
research questions, correlate the survey questions to the
research questions and format the survey instrument
appropriately
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Assessment Results
(Summarize the overall results
DMCP Instructional Plan
March 2013
1. As a member of a team, produce an interview
survey instrument for the purpose of community
data collection
Performance broke down as follows:
•
40% did A level work
page 28
of your department
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
• 35% did B level work
• 20% did C level work
• 5% did below C level work
All teams turned in the assignments on time.
The needs and issues were:
•
•
•
lower performing students had life complications
that effected their ability to work on the
assignments
some students leadership abilities were brought to
the for and they took ownership of their team’s
performance
many students did the work their team required
with openness and honesty trying their best to
perform
Outstanding student performance was indicated by:
•
•
taking on team leadership
recording the team’s deliberations and for at
home compiling the information into the proper
formats and submitting assignment for the team
Areas for improvement:
•
•
Next Step in the Classroom
to Improve Student Learning
How might student performance
be improved?
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
Next Step in the Department
to Improve Student Learning
Check all that the department
DMCP Instructional Plan
March 2013
Many of our students lack skills in critical
thinking
Many also lack the ability to represent their
thoughts clearly for presentational purposes
ü Revise content of assignment/activities
ü Revise the amount of writing/oral/visual/clinical
or similar work
ü Revise activities leading up to and/or supporting
assignment/activities
ü Increase student collaboration and/or peer review
ü Increase guidance for students as they work on
assignments
ü Ask a colleague to critique assignments/activities
ü Other (please describe)
o Revise sequence of assignments to scaffold
the work better
ü Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods
ü Consult teaching and learning experts about teaching
methods
page 29
felt would help them improve
student learning.
ü Encourage faculty to share activities that foster
competency
ü Visit classrooms to provide feedback (mentoring)
ü Have binder available for rubrics and results
ü Other (please describe)
o Coordinate the integration of other Bridge
Semester courses to increase student’s
competencies needed for this course
Priorities to Improve Student
Learning
o Revise assignments and scaffolding to support
student learning critical thinking
o Support teachers improving their skills teaching
critical thinking through mentoring, feedback,
and professional development
o Create system for faculty to share teaching
resources—assignments, rubrics, written
materials
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Implementation
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
DMCP Instructional Plan
March 2013
The insights gleaned from this assessment mirror those
gleaned from assessing DMCP 112. The same
implementation plan and timeline apply, as follows:
Faculty development is an ongoing priority in DMCP.
Such input better prepares our faculty to collaborate and
innovate as teachers and leaders in our department. In all
department meetings and in written communications
with DMCP faculty, professional development will be
encouraged and specific opportunities will be announced
or provided. For example, this and last semester DMCP
and ACE faculty were provided two professional
development workshops on professional boundaries as
instructors in the programs during department meetings.
These faculty were also encouraged to participate in
Cabrillo’s Annual Social Justice Conference and ACE’s
Bay Area Community of Practice Meeting in April 2013.
We hope to access financial resources to send DMCP
faculty to relevant conferences or other tranings.
This was consciously done in Spring 2013 and will
continue to be strongly promoted going forward. We
also recommend that a small amount of funding be
available to support professional development among
DMCP faculty starting in the 2013-14 academic year.
The directions and recommendations section and
appendix provides recommended amounts.
page 30
Transfer and Basic Skills Departmental Assessment Analysis Form Department
DMCP
Meeting Date
12/07/12
FULLTIME
ADJUNCT
2
6
Number of Faculty/Staff
participating in dialogue
Number of Faculty/Staff sharing
Assessment Results
1
Total number of faculty/staff in
department
3
11
Core Competency or Course
SLOs measured
DMCP 113
Assessment Tools
Student teams interviewed between 105 and 150
respondents, compiled survey data, calculated descriptive
statistics, categorized qualitative data, input the analysis
into a PowerPoint slide deck, and made a presentation to
the class of their research findings.
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Assessment Results
(Summarize the overall results
of your department
DMCP Instructional Plan
March 2013
2. Present research findings using presentation
software and visual aids
Performance broke down as follows:
•
40% did A level work
page 31
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
• 35% did B level work
• 20% did C level work
• 5% did below C level work
All teams turned in the assignments on time.
The needs and issues were:
•
Any areas where it can be
improved?
•
•
lower performing students had life complications
that effected their ability to work on the
assignments
some students leadership abilities were brought to
the for and they took ownership of their team’s
performance
many students did the work their team required
with openness and honesty trying their best to
perform
Outstanding student performance was indicated by:
•
•
taking on team leadership
recording the team’s deliberations and for at
home compiling the information into the proper
formats and submitting assignment for the team
Areas for improvement:
•
•
•
Next Step in the Classroom
o
to Improve Student Learning
How might student performance
be improved?
o
o
o
Many of our students lack skills in critical
thinking
Many also lack the ability to represent their
thoughts clearly for presentational purposes
Formatting of surveys
State goals or objectives of assignment/activity more
explicitly
Revise content of assignment/activities
Revise activities leading up to and/or supporting
assignment/activities
Increase guidance for students as they work on
assignments
Use methods of questioning that encourage the
competency you measured
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
o
Next Step in the Department
o Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods
o Encourage faculty to share activities that foster
to Improve Student Learning
DMCP Instructional Plan
March 2013
page 32
Check all that the department
felt would help them improve
student learning.
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Implementation
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
DMCP Instructional Plan
March 2013
competency
o Visit classrooms to provide feedback (mentoring)
o Analyze course curriculum, so that the department
can build a progression of skills as students advance
through courses
o Revise assignments and scaffolding to support
student learning to present data clearly
o Facilitate teachers improving their skills teaching
presentational skills through mentoring,
feedback, and professional development
o Create system for faculty to share teaching
resources—assignments, rubrics, written
materials
o The insights gleaned from this assessment mirror
those gleaned from assessing DMCP 112. The
same implementation plan and timeline apply, as
follows: Faculty development is an ongoing
priority in DMCP. Such input better prepares our
faculty to collaborate and innovate as teachers
and leaders in our department. In all department
meetings and in written communications with
DMCP faculty, professional development will be
encouraged and specific opportunities will be
announced or provided. For example, this and
last semester DMCP and ACE faculty were
provided two professional development
workshops on professional boundaries as
instructors in the programs during department
meetings. These faculty were also encouraged to
participate in Cabrillo’s Annual Social Justice
Conference and ACE’s Bay Area Community of
Practice Meeting in April 2013. We hope to
access financial resources to send DMCP faculty
to relevant conferences or other tranings.
o Also, the curriculum for the DMCP research
courses should be developed and refined to
enhance students success acquiring skills of
social scientific inquiry and critical thinking.
o Professional development of DMCP faculty was
consciously promoted in Spring 2013 and will
continue to be strongly promoted going forward.
We also recommend that a small amount of
page 33
priorities)
funding be available to support professional
development among DMCP faculty starting in the
2013-14 academic year. The directions and
recommendations section and appendix provides
recommended amounts.
o Curriculum development and innovation with a
view toward enhancing student research and
thinking skills should commence in the 2013-14
academic year.
Transfer and Basic Skills Departmental Assessment Analysis Form Department
DMCP
Meeting Date
12/07/12
Number of Faculty/Staff
participating in dialogue
FULLTIME
ADJUNCT
2
6
Number of Faculty/Staff sharing
Assessment Results
Total number of faculty/staff in
department
Core Competency or Course
SLOs measured
2
3
11
DMCP 160SL
1) Design and evaluate experiments using scientific
method
2) Analyze and interpret data from applied activities
3) Compare and contrast techniques to collect data
4) Solve problems related to project design and data
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Assessment Results
Oxygen production from an aquatic plant
(Elodea sp.)
Students design and carry out an experiment to look at
the effects of 2 factors (CO2 availability and light) on
photosynthetic rates.
The student mean on the assignment was 76% with a low
(Summarize the overall results
DMCP Instructional Plan
March 2013
page 34
of your department
score of 43% and a high score of 95%.
What student needs and issues
were revealed?
Students needed substantial support with experimental
design, setting up the experiment, and organization in
general.
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
The students were very enthusiastic about the project.
They were very self-sufficient in the data collection and
analysis portion of the assignment. They were also able
to correctly interpret the data in their lab write-ups.
Improvements are needed to teach students how to
design experiments that directly address the
hypotheses/questions being investigated. More
assignments driven by student inquiry would be helpful
to reach these goals
Next Step in the Classroom
√ Revise content of assignment/activities
to Improve Student Learning
√ Revise the amount of writing/oral/visual/clinical or
similar work
How might student performance
be improved?
√ Increase in-class discussions and activities
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
Next Step in the Department
to Improve Student Learning
√ Increase student collaboration and/or peer review
√ Use methods of questions that encourage competency
√ Encourage faculty to share activities that foster
competency
√ Prove articles/books on teaching about competency
Check all that the department
felt would help them improve
student learning.
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
DMCP Instructional Plan
March 2013
√ Create bibliography of resource material
√
Analyze course curriculum to determine that
competency skills are taught, so that the department can
build a progression of skills as students advance through
courses
o Faculty professional development and support is
a high priority in DMCP going into the future
(see Instructional Plan Program Directions and
Recommendations for details).
o IScS faculty have suggested that the SLOs for
this course do not match what is currently offered
and have drafted the following revisions:
page 35
1) Introduce basic biology concepts
through a series of applied activities
2) Analyze and interpret data from applied
biology activities
3) Prepare students for entry into
introductory transfer level biology courses
Implementation
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
o As mentioned in previous SLO Assessment
forms, faculty development is a high priority so
that our faculty are well positioned to collaborate
and innovate.
o SLOs for DMCP 160SL should be revised.
o Faculty development is ongoing—presently being
consciously advocated and with plans to continue
to do so and secure funding for this important
need.
o SLO revisions should be made in the 2013-14
academic year as per faculty recommendations
enumerated above.
DMCP Instructional Plan
March 2013
page 36
Transfer and Basic Skills Departmental Assessment Analysis Form Department
DMCP
Meeting Date
12/07/12
Number of Faculty/Staff
participating in dialogue
FULLTIME
ADJUNCT
2
6
Number of Faculty/Staff sharing
Assessment Results
Total number of faculty/staff in
department
Core Competency or Course
SLOs measured
1
3
11
DMCP 160 SM
1) Compare and Contrast approaches to scientific
discovery
2) Critique ways in which the scientific method is
applied
Assessment Tools
“Sea Butterfly” assignment:
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Read case study from textbook and answer questions on
a worksheet regarding the scientific investigation of the
underlying mechanism driving the species interaction
between Sea butterflies and Amphipods.
Assessment Results
The student mean on the assignment was 85% with a low
score of 71% and a high score of 100%.
(Summarize the overall results
of your department
1) Scientific theories are based on a set of well tested
DMCP Instructional Plan
March 2013
page 37
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
hypotheses. The general public views a theory as an
untested hypothesis. This distinction was not solidified
for some students.
2) Some students had difficulty distinguishing between
the different types of scientific approaches used in the
study.
Students enjoyed learning about the underlying
mechanisms driving the species interactions revealed in
this case study. Students excelled in correctly answering
questions directly related to the researcher’s hypotheses,
predictions, experimental design, results, and
conclusions.
1) More emphasis should be placed on distinguishing
between the word “theory” as viewed by scientists and
the general public.
2) More emphasis should be placed on comparing and
contrasting different approaches to scientific discovery.
Maybe add a brainstorming session where students try to
come up with a research plan before reading what was
actually carried out by researchers. Present the question
of interest and then have the students break up into teams
and have each team investigate the problem/question
using a different scientific approach (assigned to each
team). This would explicitly bring students’ attention to
the different types of approaches that may be used for
scientific discovery.
Next Step in the Classroom
√ Revise content of assignment/activities
to Improve Student Learning
√ Revise the amount of writing/oral/visual/clinical or
similar work
How might student performance
be improved?
√ Revise activities leading up to and/or supporting
assignment/activities
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
√ Increase in-class discussions and activities
√ Increase student collaboration and/or peer review
√ Increase guidance for students as they work on
assignments
√ Use methods of questions that encourage competency
DMCP Instructional Plan
March 2013
page 38
Next Step in the Department
to Improve Student Learning
Check all that the department
felt would help them improve
student learning.
√ Offer/encourage attendance at seminars, workshops or
discussion groups about teaching methods
√ Encourage faculty to share activities that foster
competency
√ Prove articles/books on teaching about competency
√ Create bibliography of resource material
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
o Faculty professional development and support is
a high priority in DMCP going into the future
(see Instructional Plan Program Directions and
Recommendations for details).
o IScS faculty have suggested that the SLOs for
this course do not match what is currently offered
and have drafted the following revisions:
1) Introduce basic biology concepts
through a series of applied activities
2) Analyze and interpret data from applied
biology activities
3) Prepare students for entry into
introductory transfer level biology courses
o Curriculum development/refinement is indicated.
Implementation
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
DMCP Instructional Plan
March 2013
o As mentioned in previous SLO Assessment
forms, faculty development is a high priority so
that our faculty are well positioned to collaborate
and innovate.
o SLOs for DMCP 160SL should be revised.
o Faculty development is ongoing—presently being
consciously advocated and with plans to continue
to do so and secure funding for this important
need.
o SLO revisions, and curriculum changes, should
be made in the 2013-14 academic year as per
faculty recommendations enumerated above.
page 39
Transfer and Basic Skills Departmental Assessment Analysis Form Department
DMCP
Meeting Date
12/07/12
Number of Faculty/Staff
participating in dialogue
FULLTIME
ADJUNCT
2
6
Number of Faculty/Staff sharing
Assessment Results
Total number of faculty/staff in
department
Core Competency or Course
SLOs measured
Assessment Tools
1
3
11
160 SR
Investigate and analyze a problem using scientificmethod based research
Science Project/Research Report
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Students prepared a research report using scientific
format. In this report they discussed their methodology,
outcomes, prepared results, and drew conclusions from
it.
Assessment Results
Range from 50% to 99% (8 students evaluated)
(Summarize the overall results
of your department
DMCP Instructional Plan
March 2013
The 8 students that prepared their report did well. The
page 40
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
report was evaluated on project scientific content, but not
on English writing skills.
Students’ writing skills are poor. They also don’t
exercise or like to perform “Literature Review” to
support their projects. Students also need support and
help on the use of research tools (like Excel,
experimental design, and statistics), which were not
included in the original curriculum.
Students were outstanding and showed great motivation
on performing hands-on activities and executing their
experiments. They were very excited when they became
scientists in my lab session.
The time allowed to conduct a meaningful Science
Research experiment and put together a Written Report
and a PowerPoint presentation is not enough. Especially
when the “Research tools” are not included in the
curriculum. These research tools are essential to fully
develop the students to fulfill these requirements
Next Step in the Classroom
to Improve Student Learning
How might student performance
be improved?
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
Next Step in the Department
o The DMCP 160SR curriculum needs to be
reviewed, adjusted, and improved.
o The following revised SLOs have been
recommended by faculty:
1) Design and conduct independent research
projects (in teams) using the scientific method
2) Analyze and interpret data using “research
tools” (i.e. excel, powerpoint)
3) Present independent research in two formats
(i.e. written report and powerpoint presentation)
to Improve Student Learning
o More collaboration is needed among faculty in a
given cohort to find common areas where they can
support each other.
Priorities to Improve Student
Learning
o Faculty support and development
o Curriculum development
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
DMCP Instructional Plan
March 2013
page 41
Implementation
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
DMCP Instructional Plan
March 2013
o As mentioned in previous SLO Assessment
forms, faculty development is a high priority so
that our faculty are well positioned to collaborate
and innovate.
o SLOs for DMCP 160SL should be revised.
o Faculty development is ongoing—presently being
consciously advocated with plans to continue to
do so and secure funding for this important need.
o SLO revisions should be made in the 2013-14
academic year as per faculty recommendations
enumerated above.
page 42
Transfer and Basic Skills Departmental Assessment Analysis Form Department
Academy for College Excellence
Meeting Date
12/07/12
Number of Faculty/Staff
participating in dialogue
FULLTIME
ADJUNCT
2
6
Number of Faculty/Staff
sharing Assessment Results
Total number of faculty/staff in
department
Core Competency or Course
SLOs measured
1
3
11
160SW: Writing for Science
1. Synthesize and analyze scientific concepts and ideas
presented in DMCP courses.
2. Evaluate and present data and results
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Assessment Results
(Summarize the overall results
of your department
DMCP Instructional Plan
March 2013
Report on field trip to the Buena Vista Landfill: One
and one-half page report describing what was learned
at the landfill about recycling, methane use, and other
practical uses of science.
All students who submitted a report passed, 71% with
a B or better grade.
page 43
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
While most studente were able to list the facts they
had learned, some had trouble presenting the material
in a report format.
The students who did well were able to synthesize and
present the facts in coherent, clear paragraphs. Several
were able to combine personal and scientific responses
to the trip into engaging, well-organized reports.
Students need to practice organizing lists of data into
clear reports.
Next Step in the Classroom
to Improve Student Learning
How might student
performance be improved?
o
o
o
o
Increase in-class discussions and activities
Increase guidance for students as they work on
assignments
Use methods or questions that encourage
competency
State criteria for grading more explicitly
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
Next Step in the Department
to Improve Student Learning
Check all that the department
felt would help them improve
student learning.
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
o Encourage faculty to share activities that foster
competency
o Have binder available for rubrics and results
o Analyze course curriculum to determine that
competency skills are taught, so that the
department can build a progression of skills as
students advance through courses
o N/A: DMCP is retiring this course given its
irrelevance to the work of the IScS bridge
semester.
o DMCP IScS faculty believe a CABT course
will better integrate with the bridge semester
and support student success.
Implementation
This course should be made inactive.
(List the departmental plans to
implement these priorities)
DMCP IScS faculty members are working in spring
2013 to secure a grant-funded CABT course for the
Fall 2013 IScS cohort.
DMCP Instructional Plan
March 2013
page 44
Timeline for Implementation
To be piloted in Fall 2013.
(Make a timeline for
implementation of your top
priorities)
DMCP Instructional Plan
March 2013
page 45
Appendix 5: Cour Four Competency Assessments (Fall 2010)16
Transfer and Basic Skills Departmental Assessment Analysis Form Department
Academy for College Excellence (Digital Management
Career Preparation)
Meeting Date
September 17, 2010
FULLTIME
Number of Faculty/Staff
participating in dialogue
5
ADJUNCT
8
Number of Faculty/Staff sharing
Assessment Results
Total number of faculty/staff in
department
Core Competency or Course
SLOs measured
College Competency II: Critical Thinking and Information
Competency
Assessment Tools
In the Needs Analysis Homework Assignment used to
measure this core competency, students are required
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Ÿ to analyze quantitative and qualitative data to determine
needs present in a given community or among a particular
social group (individually)
Ÿ to substantiate their claim of needs through an analysis of
data and logical argument (individually)
Ÿ to represent the arguments and data succinctly and
persuasively in PowerPoint slides (in teams)
Assessment Results
(Summarize the overall results
of your department
Performance broke down as follows:
Individual component (logic and use of data to make
16
Note: these assessments were done in 2010 during a period of transition in administrative leadership; the
assessment documents in Appendix 5 appear here exactly as they were submitted to the CIP in 2011 and
are not referenced extensively in the remainder of the plan, though section “F: SLO Assessments” briefly
discusses them.
DMCP Instructional Plan
March 2013
page 46
arguments)
Ÿ 25% did excellent or nearly excellent work (A range)
Ÿ The rest were evenly split between performing reasonably
well (B range), adequately (C range), and poorly (D range)
Team Component (representation of substantiating data in
PowerPoint slides)
Ÿ Submissions were evenly split between good, solid work (B
range), and adequate work (C range)
Ÿ Many of our students lack skills in critical thinking and
using data to support arguments
Ÿ Many also lack the ability to represent data clearly for
presentational purposes
What student needs and issues
were revealed?
Ÿ Among the segment that performed well in their work using
data to formulate persuasive arguments, the work was
impressive.
Faculty need to become more effective in teaching students
Ÿ critical thinking skills—especially the ability to
analyze data and use them to construct arguments
Were there any areas where
student performance was
outstanding?
persuasively
Ÿ skills representing data effectively for presentational
purposes
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
How might student performance
be improved?
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
ü State goals or objectives of assignment/activity more
explicitly
ü Revise activities leading up to and/or supporting
assignment/activities
ü Increase in-class discussions and activities
ü Provide more frequent or fuller feedback on student
progress
ü Increase guidance for students as they work on assignments
ü Use methods of questions that encourage competency
ü State criteria for grading more explicitly
When filling out this form on
a computer, please indicate
selections by deleting
unselected items.
DMCP Instructional Plan
March 2013
ü Increase efficacy teaching skills of critical thinking
page 47
Next Step in the Department
to Improve Student Learning
ü Offer/encourage attendance at seminars, workshops or
discussion groups about teaching methods
ü Encourage faculty to share activities that foster competency
Check all that the department
felt would help them improve
student learning.
ü Write collaborative grants to fund departmental projects to
improve teaching
ü Provide articles/books on teaching about competency
ü Visit classrooms to provide feedback (mentoring)
When filling out this form on
a computer, please indicate
selections by deleting
unselected items.
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
ü Have binder available for rubrics and results
ü Analyze course curriculum to determine that competency
skills are taught, so that the department can build a
progression of skills as students advance through courses
ü Visit classrooms to provide feedback (mentoring)
ü Encourage faculty to share activities that foster competency
ü Analyze course curriculum to determine that competency
skills are taught, so that the department can build a
progression of skills as students advance through courses
ü Offer/encourage attendance at seminars, workshops or
discussion groups about teaching methods
ü Have binder available for rubrics and results
Implementation
To be detailed in ACE Instructional Plan…
(List the departmental plans to
DMCP Instructional Plan
March 2013
page 48
implement these priorities)
Timeline for Implementation
See ACE Instructional Plan…
(Make a timeline for
implementation of your top
priorities)
DMCP Instructional Plan
March 2013
page 49
Transfer and Basic Skills Departmental Assessment Analysis Form Department
ACE/ACE
Meeting Date
9/16/10
FULLTIME
Number of Faculty/Staff
participating in dialogue
5
Number of Faculty/Staff sharing
Assessment Results
6
ADJUNCT
9
Total number of faculty/staff in
department
Core Competency or Course
SLOs measured
Global Awareness
Assessment Tools
Assessment Tool: SJRC Selecting a Community
Organizing Strategy Grading Rubric
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Assessment Results
(Summarize the overall results
of your department
What student needs and issues
were revealed?
DMCP Instructional Plan
March 2013
Assignments: One homework assignment where students
select a community organizing strategy, and associated
team power point slides presenting information about the
strategy.
With individual homework assignments, about half the
class did A or B work. About one quarter produced C
work and the final quarter D work. For the C group,
most of the students could have simply spent more time
on the homework and produced higher quality work.
The D group students struggled throughout the semester
on most homework and in class assignments. For all
students, homework was an excellent foundation for in
class discussions and reaching consensus on their chosen
strategy. For the team power point slides, two teams
produced A level work, one team produced B level work,
page 50
and the third group produced C level work and needed
substantial input from the instructor. Each team had at
least one student in the group that individually produced
outstanding level work, and these students guided their
teams and ensured high level power points were created.
Students who did not perform well had:
-Disabilities
-Outside interference (homeless/alcoholic)
Teams that did not perform as well had:
-Series attrition and small teams (ie 2 people)
Were there any areas where
student performance was
outstanding?
Some of the average level work could have been
improved simply by students spending more time on
their homework, because once in class and in group
discussions, details and clarity emerged.
Some students had been discussing solutions (ie
community organizing strategies) since the inception of
their teams and research projects. They had essentially
already formulated plans and details of how to tackle
these social justice issues, so this assignment was simply
writing down what they had spent a great deal of time
thinking about. In addition, a few students simply
produced outstanding work throughout the entire
semester, on every assignment.
Currently, homework assignments are not given a grade,
students receive full points for turning it in. Grading
homework assignments could provide more feedback to
the students as to the instructor’s expectations and
potentially elicit more student time spent on the
homework. This homework assignment itself can be
improved because the students were confused by the
instructions and it took a lot of additional time to explain
the instructions.
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
DMCP Instructional Plan
March 2013
o
State goals or objectives of assignment/activity more
explicitly
page 51
How might student performance
be improved?
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
o
o
State criteria for grading more explicitly
Other:
Receive training for teaching students with
disabilities and multiple risk factors (drug abuse,
formerly incarcerated, etc)
Other (please describe)
Training
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
Next Step in the Department
to Improve Student Learning
Check all that the department
felt would help them improve
student learning.
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
o Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods
o Encourage faculty to share activities that foster
competency
o Write collaborative grants to fund departmental
projects to improve teaching
o Visit classrooms to provide feeACEck (mentoring)
o Have binder available for rubrics and results
o Analyze course curriculum,, so that the department
can build a progression of skills as students advance
through courses
o Other (please describe)
Offer faculty training that:
-provides information about local resources (county, city,
etc) and agencies doing social justice work in the
community.
-provides training for working with students with
multiple risk factors and disabilities.
Ongoing education on Social Justice issues.
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Offer faculty training that:
--provides information about local resources (county,
city, etc) and agencies doing social justice work in the
community.
-provides training for working with students with
multiple risk factors and disabilities.
-workshops for social justice training
o Write collaborative grants to fund departmental
projects to improve teaching
DMCP Instructional Plan
March 2013
page 52
o Visit classrooms to provide feedback (mentoring)
Implementation
-We will sponsor flex activities on these topics.
-Request speakers to come in and speak on these topics.
(List the departmental plans to
implement these priorities)
-Apply to ACE to fund these trainings.
-Use department meetings to discuss student progress,
and strategies for faculty development.
Timeline for Implementation
Beginning in Fall 2010 and then ongoing.
(Make a timeline for
implementation of your top
priorities)
DMCP Instructional Plan
March 2013
page 53
Transfer and Basic Skills Departmental Assessment Analysis Form Department
DMCP
Meeting Date
9/17/10
FULLTIME
5
ADJUNCT
9
Number of Faculty/Staff
participating in dialogue
Number of Faculty/Staff sharing
Assessment Results
Total number of faculty/staff in
department
3
(?)
Core Competency or Course
SLOs measured
Personal Responsibility
Assessment Tools
Hero’s Journey Portfolio and Paper; Family Paper
Rubric; Assessment of paper turned in on time
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
(3 DMCP 111, and 1 DMCP 110 courses used)
Assessment Results
(Summarize the overall results
of your department
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
DMCP Instructional Plan
March 2013
The results were moderately satisfactory; The
students were challenged by the tools; often because
many are working on basic “traits of successful
students” such as turning work in on time. Another
issue is that the nature of the family history paper is
challenging because of the subject matter. Some
students exhibited “remarkable insight” on the 2
papers.
Need to adapt family history assignment for students
page 54
without easy access to family members.
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
How might student performance
be improved?
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
State goals or objectives of assignment/activity more
explicitly
X Revise content of assignment/activities
o
Revise the amount of writing/oral/visual/clinical or
similar work
X Revise activities leading up to and/or supporting
o
assignment/activities
X Increase in-class discussions and activities
X Increase student collaboration and/or peer review
X Provide more frequent or more comprehensive
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
feedback on student progress
X Increase guidance for students as they work on
assignments
Use methods of questioning that encourage the
competency you measured
o State criteria for grading more explicitly
X As an instructor, increase your interaction with
o
students outside of class
Ask a colleague to critique assignments/activities
Collect more data
Nothing; assessment indicates no improvement
necessary
o Other (please describe)
X Review different types of family patterns using
o
o
o
multimedia sources.
X
Next Step in the Department
to Improve Student Learning
Check all that the department
felt would help them improve
student learning.
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
DMCP Instructional Plan
March 2013
Restructure cohorts so that all are the SJ model.
o Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods
o Consult teaching and learning experts about teaching
methods
X Encourage faculty to share activities that foster
competency
o Write collaborative grants to fund departmental
projects to improve teaching
o Purchase articles/books on teaching about
competency
o Visit classrooms to provide feedback (mentoring)
X Create bibliography of resource material
page 55
X Have binder available for rubrics and results
o Analyze course curriculum,, so that the department
can build a progression of skills as students advance
through courses
o Nothing; assessments indicate no improvements
necessary
X Other (please describe); Create individual grade
checklists
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
1) Make sure all cohorts have full-complement of
courses (i.e. social justice project model)
2) Revise TSM curriculum materials, including notes
to instructors about how to adapt the lessons for
particular student/cohort needs.
3) Continue to make opportunities for peer learning
and support for DMCP teachers through multiple
means (the CCC Confer virtual meetings, emails, the
development of virtual “clouds” where faculty could
access new materials and share ideas easily).
DMCP Instructional Plan
March 2013
page 56
Implementation
(List the departmental plans to
implement these priorities)
1) New schedules will only have project-based cohort
designs.
2) Curriculum revision of DMCP 111 to take place in
the spring of 2011 with piloting in Fall 2011.
3) Mentoring processes used this semester (via CCC
Confer) will be evaluated. Trainings and mentoring
of DMCP faculty in DMCP 110, 111, 112 and/or 113
is scheduled for the Fall 2010 and Spring 2011.
Various consultants in the ACE Center are presently
working on a virtual “cloud” model that would be
easy for instructors to use.
Timeline for Implementation
Timeline is found in implementation items above.
(Make a timeline for
implementation of your top
priorities)
DMCP Instructional Plan
March 2013
page 57
DMCP Instructional Plan
March 2013
page 58
Transfer/Basic Skills
Assessment Analysis Form For Individual Faculty
Analyze the results of your assignment/assessment using the form below.
Department Digital Bridge Academy
Course Foundation Course
Digital Bridge Academy
Foundation Course
Competency or Course SLO Competency:
Communication
Competency: Communication
Assessment Tool/ Assignment (Describe
briefly) Same style EIF team
presentations; Students created a
presentation of their learning styles, with a
team created with the same learning style,
S.I.A.C.
Same Style EIF Team
Presentations: Students created a
presentation of their learning style in
teams of the same learning style: S.I.A. or
C.
Assessment Results In general, how did
students do on the assignment?
What
student needs and issues were revealed?
Were there any areas where student
performance was outstanding?
Any
areas where it can be improved?
In general the students did a very good
job in communicating the way they are
most comfortable learning. They used all
forms of communication, verbal, physical,
skits, art work and posters. They were
able to articulate the most important
points of their learning styles with clarity,
understanding and sometimes humor. It
was a very successful assignment. Issues
arose when a student ended up in a group
that was not their predominant learning
style. It was surprising how they stuck
out like a sore thumb. There was a lot of
humor in this and it became clear to
everyone how important recognizing the
learning styles can be. it encourage
creativity and provided a non threatening
opportunity to speak in public, which
enhanced student confidence. Some teams
finished quickly, while others needed
more time.
Next Step in the Classroom to Improve
Student Learning How will you address the
needs and issues that were revealed by your
assignment? How might student
performance be improved? Check all that
apply
State
goals
or
objectives
of
assignment/activity more explicitly Revise
content of assignment/activities *Revise the
amount of writing/oral/visual/clinical or
similar work Revise activities leading up to
and/or
supporting
DMCP Instructional Plan
March 2013
page 59
assignment/activities Increase
in-class
discussions and activities *Increase student
collaboration and/or peer review Provide
more frequent or fuller feedback on student
progress *Increase guidance for students as
they work on assignments Use methods of
questions that encourage competency State
criteria for grading more explicitly Increase
interaction with students outside of
class Ask
a
colleague
to
critique
assignments/activities Collect
more
data Nothing; assessment indicates no
improvement
necessary Other
(please
describe)
Next Step in the Department to Improve
Student Learning What steps can the
department take to address the needs and
issues revealed by your assignment?
Check all that apply
DMCP Instructional Plan
March 2013
Offer/encourage attendance at seminars,
workshops or discussion groups about
teaching methods Consult teaching and
learning
experts
about
teaching
methods Encourage faculty to share
activities that foster competency Write
collaborative grants to fund departmental
projects
to
improve
teaching Prove
articles/books
on
teaching
about
competency Visit classrooms to provide
feedback (mentoring) Create bibliography
of resource material *Have binder available
for rubrics and results Analyze course
curriculum to determine that competency
skills are taught, so that the department can
build a progression of skills as students
advance
through
courses Nothing;
assessments indicate no improvements
necessary Other (please describe)
page 60
August 12, 2013
DMCP Program Planning
Goals and Recommendations
1.
Description:
Priority 1: Staffing for Guided Enrollment and Student Intake
2.
Priority 2: Curriculum Kit Development and Improvement
Cost
$5700 for seasonal program
specialist position to staff GE
sesions and supervise LCC interns
from May 1-Sept 15 and Nov 10F
b
15 ( i(1.5
ht TUs)thfor math
t 10
$2663/semester
component of DMCP cohort
(provided current math pilot is
successful)
3.
4.
Priority 3: Faculty Development
Priority 4: Facilities
$1500/year to send DMCP faculty
to relevant association professional
meetings
$1808 for locking cabinets in
dedicated smart classrooms
.
.
.
.
.
.
.
.
Cabrillo College
8/12/2013 10:29 AM
Cabrillo College Catalog–2012-2013
DIGITAL MANAGEMENT AND
CAREER PREPARATION
Digital Management Career Preparation
Courses
Business, English, and Language Arts Division
James Weckler, Division Dean
Division Office, Room 301
Dianne Sigman, Interim Program Director,
e-mail: disigman@cabrillo.eduAptos Counselor:
(831) 479-6274 for appointment
Watsonville Counselor: (831) 786-4734
http://www.cabrillo.edu/academics/ace/
DMCP 30
Applied and Conceptual Survey of the Sciences
2 units; 1.5 hours Lecture, 1.5 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Presents a multidisciplinary approach to biology, chemistry, and
physics covering basic principles and current applications.
Transfer Credit: Transfers to CSU.
DMCP 110
Foundation Course
Preparation for Leadership and Management
Careers in the Digital Age Skills Certificate
3 units; 2.75 hours Lecture, 0.5 hour Laboratory
Recommended Preparation: READ 255 or eligibility for READ 205.
Repeatability: May be taken a total of 3 times.
Develops professional behaviors that lead to academic and professional career success such as developing self-discipline, leading selfmanaged teams, and creating effective teams composed of individuals
with different working styles.
Program Description:
The Academy for College Excellence is an innovative program designed
for students who are under-prepared for college. The ACE program
offers a carefully sequenced educational program of academic support,
instruction in how to grow in self-knowledge and self-discipline, work
experience, and student support to prepare students for success in
careers with a future. Careers in the Digital World are high-wage, highdemand careers that require the daily use of digital technology. These
careers are found in the areas of Biology, Chemistry, Physics, Computer
Networking and System Administration, Computer and Information
Systems, Engineering, Engineering Technology, Administration of
Justice, Business, Allied Health (Nursing, Radiologic Technology, Dental
Hygiene), and laboratory settings (Biotechnology, Marine Science).
The DMCP courses listed as part of this certificate prepare students for
success in selecting and completing college courses leading to a digital
technology-based career. The DMCP courses also prepare students to
succeed in leadership positions in these careers, introducing skills needed for a career in management. DMCP 110, the foundation course, is a
3-unit introductory course offered the first two weeks of each semester.
Prior computer experience is not required for potential students.
For more information, visit our web site at
http://www.cabrillo.edu/academics/ace
Required Courses
DMCP 110
Foundation Course . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DMCP 111
Introduction to Team Self-Management . . . . . . . . . . 2
DMCP 112
Social Justice Research Methods and
Team Management . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DMCP 113
Field Study in Research Methods and Team Work. 1.5
ENGL 100
Elements of Writing . . . . . . . . . . . . . . . . . . . . . . . . . 3
CS 1L
Technology Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
or
CABT 190SP Computer Skills for Specific Purposes . . . . . . . . . . . 2
CG 54
Career Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Total Units
15.5
DMCP 111
Introduction to Team Self-Management
2 units; 2 hours Lecture
Hybrid Requisite: Completion of or concurrent enrollment in DMCP 110 or
DMCP 112.
Recommended Preparation: READ 255 or eligibility for READ 205.
Repeatability: May be taken a total of 4 times.
Introduces the theory and practice of team self-management and its
application in work organizations: exploring the connections between
one's purpose and intentions and one's behaviors, and develops the selfmanagement skills to successfully attain one's goals.
DMCP 112
Social Justice Research Methods and Team
Management
3 units; 3 hours Lecture, 1 hour Laboratory
Hybrid Requisite: Completion of or concurrent enrollment in DMCP 110 or
DMCP 111.
Recommended Preparation: READ 255 or Eligibility for READ 205.
Repeatability: May be taken a total of 4 times.
Explores and applies social justice research methods; topics may
include leading and working on a self-managing work team, developing
project management skills, and identifying and analyzing opportunities
that lead to proposals and business plans. Some of the class hours for
this course may be scheduled as To Be Arranged (TBA). See the
Schedule of Classes for the details about this course offering.
1
Cabrillo College Catalog–2012-2013
DMCP 113
Field Study in Research Methods and Team
Work
DMCP 116B
Advanced Digital Management - Consulting
Skills
1.5 units; 1.5 hours Lecture
Hybrid Requisite: Completion of or concurrent enrollment in the following
courses: DMCP 110 or DMCP 111 or DMCP 112.
Recommended Preparation: READ 255 or Eligibility for READ 205.
Repeatability: May be taken a total of 4 times.
Develops professional skills that lead to professional career success.
Skills include using a scientific method-based approach for knowledge
creation, facilitating team meetings, recording team discussions and
decisions, and working within a self-managed team studying a social justice issue.
1 - 2 units; 1 hour Lecture or 2 hours Laboratory
Prerequisite: DMCP 115A.
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 4 times.
Presents advanced digital management topics focused on developing
components of a successful consulting practice by creating value for
clients. Course is based on curriculum used to train professionals in
large companies as consultants.
DMCP 116C
Advanced Digital Management - Leadership and
Sustainability
DMCP 115A
Digital Management - Self-Managing Teams
1 - 2 units; 1 hour Lecture or 2 hours Laboratory
Prerequisite: DMCP 112 (may be taken concurrently).
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 4 times.
Presents intermediate digital management topics related to self-managed work teams. Topics include leadership in different knowledge work
cultures, building effective self-managing teams, forecasting the future
using scenario planning methods, and servant leadership. Course is
based on curriculum used to train executives in large companies to forecast the future and to manage self-managing teams.
1 - 2 units; 1 hour Lecture or 2 hours Laboratory
Prerequisite: DMCP 115A.
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 4 times.
Presents advanced digital management topics focused on leadership
and sustainability. Scenario building, complex systems and networks,
change management and control systems inventory skills are used to
evaluate personal and community environmental impacts. Topics include
evidence for trends regarding business decision and environmental
impact, pressures for economic growth and resource limitations, both
globally and within the local community.
DMCP 115B
Digital Management - Change Management
DMCP 120
Applications of Literacy Skills
1.5 units; 1.5 hours Lecture, 2 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 4 times.
Presents advanced digital management topics focused on how change
and innovation occurs in organizations. Emphasizes methods used by
executives in large companies to lead and manage change effectively.
3 units; 3 hours Lecture, 1 hour Laboratory
Corequisite: DMCP 111 and DMCP 112.
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Develops reading and writing skills in conjunction with other Digital
Bridge courses with emphasis on essay writing, revision and editing,
grammar, reading comprehension, and vocabulary. Assists in the preparation for ENGL 1A.
DMCP 116A
Advanced Digital Management - Management
and Leadership
DMCP 131
Applied Survey of Careers in Technology and
Science
1 - 2 units; 1 hour Lecture, 2 hours Laboratory
Prerequisite: DMCP 115A.
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 4 times.
Presents advanced digital management topics focused on the difference between management versus leadership, and how to create and
deliver value in the workplace and classroom. Course is based on curriculum used to train executives in large companies to lead and manage
effectively.
2 units; 1.5 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Identifies knowledge, skills and abilities common to careers in computer science, computer and information systems, engineering, engineering technology and allied health. Explores career paths in these
fields and identifies strategies for career advancement that are unique to
careers in technology and science.
2
Cabrillo College Catalog–2012-2013
DMCP 160A-ZZ
Special Topics for Academy for College
Excellence Program
1 - 4 units; 1 hour Lecture or 3 hours Laboratory
Recommended Preparation: Eligibility for READ 255 or READ 205.
Repeatability: May be taken a total of 4 times.
Investigates special selected areas of interest for the Academy for
College Excellence Program not covered by regular catalog offerings.
The special areas will be announced and described and given their own
titles and letter designations in the Schedule of Classes.
3