INSTITUTIONAL RESEARCH AND PLANNING
2014-2015 PLANNING PROCESS
INSTITUTIONAL PLANNING RETREAT
APRIL 11, 2014
AGENDA
8:00
Continental Breakfast
8:30
Welcome
8:45
Opening Activities
 Retreat Logistics
 Round Table Discussions
9:30
Institutional Planning Process Reports
 Resource Allocation Results
 Area Plan Results
 Program Review Recommendations
10:30
Break
10:45
Educational Master Plan
 New Mission Statement
 Institution-Set Standards
 Strategic Directions
 Master Plan Outline
12:15
Working Lunch – New Table Groups
12:30
2013-2014 Assessments
 Student Success Scorecard
 RHC Student & Employee Climate Survey
 Institutional Goals & Objectives
1:15
2013-2014 Institutional Goals & Objectives
 Case Study
 Update Goals
 Update/Create Measurable Objectives
2:15
Wrap up & Retreat Evaluation
2:30
Adjournment & Refreshments
NOTES
INSTITUTIONAL RESEARCH AND PLANNING
2014-2015 PLANNING PROCESS
INSTITUTIONAL PLANNING RETREAT
APRIL 11, 2014
TABLE OF CONTENTS
Area Plan Strategic Directions ................................................................. 1
Program Review Executive Summaries .................................................. 3
Vision, Mission and Values Statement .................................................. 19
Institution-Set Standards ....................................................................... 20
Educational Master Plan Content Outline ............................................. 21
2013-2014 Goals & Objectives Assessment ......................................... 22
Area Plan Goals by Institutional Goals ................................................. 50
INSTITUTIONAL RESEARCH AND PLANNING
2014-2015 PLANNING PROCESS
INSTITUTIONAL PLANNING RETREAT
APRIL 11, 2014
Area Plan Strategic Directions 2014-2015
PRESIDENT’S AREA STRATEGIC DIRECTIONS
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Acceleration of student progress
Retain enrollment
Student learning outcomes to ensure student success
Implement SSI and increase number or percent of scorecard
Fiscal stability
FINANCE & BUSINESS AREA STRATEGIC DIRECTIONS
 To plan ahead and have a balanced budget for 2014-2015
 Monitor and control budget expenditures
 Provide on-going safety training for all staff in each specific work area or trade
 Virtualization of desktop operating systems and applications
 Cloud Computing
 Mobile Computing
ACADEMIC AFFAIRS AREA STRATEGIC DIRECTIONS
The strategic direction of the Office of Academic Affairs is to continue serving Rio Hondo College's students
by providing high quality educational opportunities. Our focus is on degree and certificate completion,
career and transfer opportunities, and basic skills education. To this end, our strategic direction in
Academics Affairs includes efforts to:
 Continue playing an instrumental role in leading Rio Hondo’s accreditation process and promoting
ongoing institutional self-evaluation.
 Continue playing an instrumental role with the Rio Hondo Adult Education Consortium that will
help shape the future delivery of adult education in California.
 Increase rates of student success and retention, especially as related to SSI's plans for Success
and Equity developed for our campus.
 Promote student completion of GE, certificate, and degree programs.
 Strengthen the Early Alert, Summer Bridge, Gateway Tutoring, Fast-Track, Learning Community,
First-Year Experience, Springboard, and other programs associated with the Office of Student
Success and Retention and supported by Basic Skills categorical and Title V grant funding, and
move toward institutionalization of these programs, when feasible.
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 Continue to expand the number of AD-T degrees (associate degrees for transfer) available to
students, as well as other degree and training certificate programs.
 Increase the number of students who achieve degrees and certificates in fewer than 6 years.
 Develop interactive educational program pathways on the Web to help students plan and navigate
academic programs.
 In collaboration with the Career Center, increase the number of internship and job placement
opportunities and communicate job opportunities by program across academic and CTE
disciplines.
 Identify additional grant funding in several new academic areas and expand additional Perkins
funding across existing programs.
 Increase the student transfer rate via more effective scheduling of GE and transfer courses by
division and across instructional areas.
 Align current CTE curriculum with related transfer agreements.
 Refine Student Learning Outcome processes, assessment, and application to program planning
and resource requests.
 Refine our use of ESS software or course scheduling and work toward improving accuracy and
credibility of data in ESS.
 Increase Honors/AGS opportunities for students.
 Increase Study Abroad opportunities for students.
 Continue effective Title V implementation and apply for future Title V grant funding.
 Review division instructional budgets periodically to become more responsive to student
enrollment demands.
 Collaborate with the Office of Finance and Business to set FTES targets for each academic year
and/or semester.
 Collaborate with the Office of Student Services to enhance a smooth educational experience for
students navigating through college.
STUDENT SERVICES AREA STRATEGIC DIRECTIONS
 Strengthen our collaboration and partnership with Academic Affairs to implement the Student
Success Initiative plan.
 Strengthen and enhance our partnerships with service and non-service area school districts to
promote college readiness and academic preparation.
 Focus with our service area school districts to facilitate a seamless educational pipeline, in
accordance with the Student Success Initiative.
 Continually evaluate and assess the implementation of the Student Success Initiative and our
Student Equity Plan to be aware of any disproportionate adverse impacts that may be occurring.
 Given the SSI recommendations and requirements, there has to be a strong examination of the
Student Services area space and consideration for the re-purposing of offices and areas to better
meet the requirements and the needs of students.
 As the SSI implementation begins during the 2014-15 year, we need to assess the functionality of
the Student Services area to ensure that we are meeting the requirements and expectations of the
SSI and make organizational changes as needed.
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PROGRAM REVIEW EXECUTIVE SUMMARY
Program: AET/Electronics
Date: November 15, 2013
Committee Members Present: Marie Eckstrom; Lydia Gonzalez; Rebecca Green; Mike
Javanmard; Howard Kummerman; Jim Newman; Sandra Rivera
Program Members Present: Dave Lindy; Mike Slavich
Commendations
 Commendations on program growth, both in enrollment and breadth of courses, in
response to employment trends.
 Commendations on cooperation with related fields, including environmental
science, alternative fuel, architecture and drafting, and GIS.
Program-Level Recommendations
 Work on using SLO results as a measure of the program’s development and success.
 Develop criteria to evaluate the extent to which the program meets its stated goals.
 Revise Mission Statement for conciseness.
 Write a narrative for the Characteristics, Performances, and Trends section of the
Program Review document.
 Detail with specificity the safety risks in the Program Review document.
 Condense AET, Electronics, EUT, and Home Technology Integrator into a single
program
Institutional-Level Recommendations
 Hire lab technicians as appropriate to ensure safety standards and increase student
success.
 Hire FT faculty to assist in program growth.
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PROGRAM REVIEW EXECUTIVE SUMMARY
Program: Biology Majors
Date: November 8, 2013
The Biology Program is committed to preparing students to pursue rewarding careers in
biology and related disciplines. The courses cover molecular and cellular biology as well as
diversity and ecology.
Committee Members Present: Ruben Argus, Marie Eckstrom, Howard Kummerman,
Jeannie Liu, Kathy Pudelko, James Sass,
Program Members Present: Robert Bethel, Fran Cummings, Steve Katnik, Terry Keller,
Karen Koos, Jay Ribaya
Commendations
 Commendations on excellent success and retention rates.
 Commendations on a collaborative cadre of instructors, whose teamwork and
enthusiasm for the program are evident.
 Commendations for moving toward standardization in courses by adopting a
common textbook and writing department lab manuals.
Program-Level Recommendations
 Revise Program Review document to reflect current SLO activity.
 Elaborate on staff development (sabbaticals) in Program Review document.
 Revise the section on Characteristics, Performances, and Trends to include analysis
and discussion about the high success and retention rates.
 Revise Goals and Objectives for clarity.
Institutional-Level Recommendations
 The College needs to provide substantial funding for the science programs to
purchase needed equipment, update labs, and hire lab technicians in order bring the
programs up to date to become competitive with our neighboring community
colleges.
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PROGRAM REVIEW EXECUTIVE SUMMARY
Program: Business Management
Date: November 8, 2013
The Business Management program offers 39 unique courses that support eight certificates
and six degree programs. Course offerings are designed to enable students to cultivate the
knowledge, skills, and tools they need to improve business performance, adapt to a
changing workplace, and prosper in a competitive and complex business world.
Committee Members Present: Ruben Argus, Marie Eckstrom , Howard Kummerman,
Jeannie Liu, Kathy Pudelko, James Sass,
Program Members Present: Gene Blackmun, Julie Huang, Mike Slavich, Jon Whitford
Commendations
 Commendations on a clear and concise Mission Statement.
 Commendations on offering and maintaining diverse certificate programs and
degrees
 Commendations on cultivating in-house counseling/advising for your program.
 Commendations on a cohesive faculty, who are focused on student success, which
has resulted in the College’s top producing division in the number of awarded
certificate and degrees.
 Commendations on working with the economics department to create an
international economics course, which is part of the International Business
Certificate of Achievement.
Program-Level Recommendations
 Work toward making the campus more aware of the alliances the Business Division
has with universities, such as the University of La Verne.
 Revise Program Review document to integrate more SLO data (course, degrees, and
certificates) more thoroughly in narrative and expand on the Staff Development
section; and revise Goal and Objectives section.
 Hire full-time faculty.
 Continue with plans to offer the certificate in Retail Management entirely online.
 Because Business English is not currently being offered, consider working with the
English department to offer business students the opportunity to improve the
grammar and usage through English 125: Grammar and Usage.
Institutional-Level Recommendations
 To support the Division that produces the highest number of degrees and
certificates, hire a Business Division Dean/Manager.
 Hire at full-time faculty.
 Update Business Division facilities.
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PROGRAM REVIEW EXECUTIVE SUMMARY
Program: Contract Management and
Vendor Services
Date: November 15, 2013
Contract Management and Vendor Services facilitate and processes all the contracts
pertaining to the supplies, materials, and services for the College.
Committee Members Present: Marie Eckstrom; Lydia Gonzalez; Rebecca Green; Mike
Javanmard; Howard Kummerman; Jim Newman; Sandra Rivera
Program Members Present: Timothy Connell; Maria Fraga; Geno Mendez;
Commendations
 Commendations on experienced and helpful staff.
Program-Level Recommendations
 Revise Mission Statement.
 Revise and augment Characteristics, Performances, and Trends.
 Include Accomplishments data in chart form; provide more information on
recommendations for improvement.
 Revise SWOT analysis: switch weaknesses and threats.
 Revise Goals: develop “big picture” goals with appropriate objectives to meet those
goals.
 Re-consider Strategic Direction; consider industry trends.
Institutional-Level Recommendations
 Purchase up-to-date technology (software and hardware).
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PROGRAM REVIEW EXECUTIVE SUMMARY
Program: Software Support
Date: November 8, 2013
The Software Support Program develops, supports, and maintains the “core” software
systems that underpin the primary business processes of the College, such as registration,
scheduling, grading, and planning.
Committee Members Present: Ruben Argus, Marie Eckstrom, Howard Kummerman,
Jeannie Liu, Kathy Pudelko, James Sass,
Program Members Present: Alan Cutler, Gary Van Voorhis
Commendations
 Commendations on a succinct and appropriate Mission Statement.
 Commendations on successful implementation of service area outcomes (SAOs)
with early, relevant, measureable data
 Commendations on implementing software systems, such as Banner and Degree
Works over the past five years, as well as supporting those systems and keeping the
campus updated through technology.
Program-Level Recommendations
 Consider including information about level of use of software systems, number of
systems maintained, percentages of uptime, user satisfaction, etc. in the Program
Review document.
 Consider documenting the program’s performance and threats, then requesting an
additional programmer.
 Consider the steps to increase to quantity and quality of use of software systems.
 Add more information to Characteristics, Performances, and Trends; and fine tune
the objectives.
Institutional-Level Recommendations
 Provide training and support to increase campus-wide use of ODS/Cognos and other
software systems.
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PROGRAM REVIEW EXECUTIVE SUMMARY
Program: Outreach and Educational
Partnerships
Date: November 15, 2013
The Outreach and Educational Partnerships Program collaborates with K-12, university,
and community partners to foster a college-going culture.
Committee Members Present: Marie Eckstrom; Lydia Gonzalez; Rebecca Green; Mike
Javanmard; Howard Kummerman; Jim Newman; Sandra Rivera
Program Members Present: Rigoberto Castro; Vanessa Chavez; Norma Garcia; Mike
Munoz; Monica Villa;
Commendations
 Commendations on a very well written program review document and good
analysis of data.
 Commendations on a dedicated and passionate team that exerts a high level of
commitment and coordination in efforts toward student success both on and off
campus.
Program-Level Recommendations
 Include Financial Aid support as an integral component of the Outreach and
Educational Partnership Program.
Institutional-Level Recommendations
 Include Financial Aid support as an integral component of the Student Success Task
Force initiative.
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PROGRAM REVIEW EXECUTIVE SUMMARY
Program: Financial Aid
Date: November 15, 2012
The Financial Aid Program strives to help students reach their educational goals by
assisting them in the financial aid process.
Committee Members Present: Marie Eckstrom; Rebecca Green; Howard Kummerman;
Mike Javanmard; James Newman; Sandra Rivera
Program Members Present: Monika Acosta; Elizabeth Coria; Pat Malave
Commendations
 Commendations on processing the increasing number of financial aid application,
along with the increasing workload associated with mandated verifications.
 Commendations on keeping abreast with the ongoing changes to the Financial Aid
processes.
Program-Level Recommendations
 Provide ongoing in-service to counselors on the changing regulations in financial
aid.
 Consider providing Flex Day presentations to inform the campus about the financial
aid process from initial student application to payment of funds.
 Include longitudinal data in the program review for the purpose of comparing the
program over multiple years.
 Revise Mission Statement for cohesion and conciseness.
 Work closely with Outreach and Educational Partnerships to streamline the
financial aid process for incoming students.
 Consider a stronger relationship/integration with the Foundation to handle
scholarships.
 Revise SWOT analysis to reflect threats and weaknesses appropriately.
 Revise Goals and Objectives; ensure they correspond to the Institutional Goals.
Institutional-Level Recommendations
 Hire additional financial aid clerical support in order to process student application
in a timely manner and ensure that the office support is effectively available to
students.
 Include Financial Aid support as an integral component of the Student Success Task
Force initiative.
 Provide training and additional hours to part-time classified staff to meet peak
period demands.
 Provide IT support to Financial Aid program: ensure that the Access Rio Portal is
access-friendly and supports the program; decentralize the IT personnel to support
the program.
 Ensure that “hourly as needed” workers come from the classified staff of the College.
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PROGRAM REVIEW EXECUTIVE SUMMARY
Program: Foreign Languages
Date: November 1, 2013
The Foreign Languages Program offers outstanding instruction in Spanish, French, Chinese,
Japanese, and American Sign Language. The emphasis on language acquisition ensures that
students become proficient speakers as well as readers and writers in the target languages,
while also developing an appreciation of the cultures informing the languages.
Committee Members Present: Sable Cantus, Scott Dixon, Marie Eckstrom, Walter Jones,
Matt Koutroulis, Howard Kummerman, Barbara Mikalson, Jim Sass
Program Members Present: Chris Bowen, Robert Holcomb, Lydia Llerena, Blanca de los
Santos, Mariano Zaro
Commendations
 Commendations on growth in the Foreign Languages Department despite the
College’s section cuts during the recent economic downturn.
 Commendations on the program’s efforts to create and retain interest in the diverse
languages and cultures: French Club, tours to France, Foreign Film Festival, Study
Abroad.
 Commendations on accommodating Spanish Heritage speakers in classes especially
designed to target their specific language needs.
 Commendations in the choice of textbooks and appropriate media to facilitate
language “acquisition” over “learning.”
 Commendations on developing an online French 101.
Program-Level Recommendations
 Revise Program Review document to reflect a more equitable presentation of the
other languages in the department: American Sign Language (ASL), Chinese (CHIN),
and Japanese (JAPN), as the document disproportionately discusses Spanish.
 Revise Mission Statement to indicate the end results for students in the program.
 Revise goals and objectives: separate goals from discrete objectives, expand where
necessary, and ensure they are embedded in the text of the document.
 Update curriculum on Italian, Chinese, Japanese, and ASL courses that are overdue
or soon-to-be-overdue.
 More discussion of SLO data should be conducted for all languages (except Spanish).
 Consider ways to maximize enrollments in higher level courses.
Institutional-Level Recommendations
 Increase support to counseling area, specific to articulation. With the state’s
emphasis on an increase in degrees and transfer, it is especially important to ensure
all our courses meet the Chancellor’s standards and articulate with as many fouryear institutions as possible.
 The College should consider a master schedule of classes that ensures fairness and
equity in efforts to maximize student opportunities toward their various pathways
toward success.
 Increase funds to the library for databases, such as JASTOR, as well as appropriate audio
visual materials for all areas.
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PROGRAM REVIEW EXECUTIVE SUMMARY
Program: General Education Biology
Date: November 8, 2013
The General Education Biology Program offers life science courses to complement and
enhance the general education offerings of the College. Courses address general, human,
marine, environmental, and outdoor biology.
Committee Members Present: Ruben Argus, Marie Eckstrom, Howard Kummerman,
Jeannie Liu, Kathy Pudelko, James Sass
Program Members Present: Robert Bethel, Fran Cummings, Steve Katnik, Terry Keller,
Karen Koos, Jay Ribaya
Commendations
 Commendations on a collaborative cadre of instructors, whose teamwork and
enthusiasm for the program are evident.
 Commendations for moving toward standardization in courses by adopting common
textbook and writing department lab manuals.
 Commendations on high quality of sabbatical research, which clearly has
contributed to the program’s success.
Program-Level Recommendations
 Revise Mission Statement to achieve a concise expression of the program’s mission.
 Revise Objective #2 in the Program Review document.
 Revise SLO sections in the Program Review document to identify common themes.
Institutional-Level Recommendations
 The College needs to provide substantial funding for the science programs to
purchase needed equipment, update labs, and hire lab technicians in order bring the
programs up to date to become competitive with our neighboring community
colleges.
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PROGRAM REVIEW EXECUTIVE SUMMARY
Program: Health Sciences and Nursing:
Home Health Assistant (HHA)
Date: November 1, 2013
The Home Health Aide (HHA) training course is an eight week program designed for
students who are Certified Nurse Assistants (CNA), who wish to learn how to provide
personal care in the home care setting for those who are unable to care for themselves.
Targets of instruction include recovery, safety, and comfort of the patient, with additional
emphasis on rehabilitative nursing care, family relationships, and the various impacts of
long-term illness on the family as well as the client/patient.
Committee Members Present: Sable Cantus, Scott Dixon, Marie Eckstrom, Walter Jones,
Matt Koutroulis, Howard Kummerman, Barbara Mikalson, Jim Sass
Program Members Present: Pat Luna, Diana Gutierrez
Commendations
 Commendations on developing a successful program that is responsive to
employment trends and community needs, while producing immediately
employable students.
 Commendations on good partnerships with neighboring hospitals and care centers.
Program-Level Recommendations
 Revise Mission Statement for precision and conciseness. (It should say more about
this particular program—put certificate goal in the statement; also mention this can
be as a step in the nursing ladder).
 Revise SLO sections in the Program Review document by completely answering
questions (refer to help text).
 Revise Goals and Objective section of the Program Review document: specific to
Goal 1, separate the goal from its discrete objectives.
 Consider combining the CNA, HHA, and Acute Care into one program for program
planning and program review.
 Explore creative scheduling to maximize student retention. For example, offer HHA
and Acute Care concurrently; consider implementing condensed or short term
courses.
 Ensure that these certificate programs advertised in the catalog, and reported in
Banner and other appropriate venues, so that they are duly counted in the College’s
measures of success.
 Work with Marketing and Communications in efforts to highlight and advertise the
programs (CNA, HHA, and Acute Care).
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Institutional-Level Recommendations
 Begin discussions with the College Administration to institutionalize the program
regardless of the continuance of the current grant funding.
 Increase support to counseling area, specific to articulation. With the state’s
emphasis on an increase in degrees and transfer, it is especially important to ensure
all our courses meet the Chancellor’s standards and articulate with as many fouryear institutions as possible.
 The College should consider a master schedule of classes that ensures fairness and
equity in efforts to maximize student opportunities toward their various pathways
toward success.
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PROGRAM REVIEW EXECUTIVE SUMMARY
Program: Humanities
Date: November 1, 2013
The interdisciplinary courses in the Humanities Program examine and explore civilizations
through art, literature, values, mythology, customs, philosophy, architecture, religion, and
music.
Committee Members Present: Sable Cantus, Scott Dixon, Marie Eckstrom, Walter Jones,
Matt Koutroulis, Howard Kummerman, Barbara Mikalson, Jim Sass
Program Members Present: Rebecca Green
Commendations
 Commendations on working collegiately with the Chicano Studies Program.
Program-Level Recommendations
 Revise Program Review document: needs a concise Mission Statement; address SLO
information by answering the questions in detail (see help text); analyze the
increase in success and retention rates (to what does the program attribute these
increases); qualify claims with specific supporting documentation; revise goals and
objectives (complete all the necessary steps in their writing) and delete goals that
are part of the program’s usual business; and revise Staff Development section.
 Plan the program’s strategic direction by considering factors that might affect the
program’s functioning and success when considering opportunities and threats.
 Identify specific recommendations for improvement.
 Consider forming learning communities with other academic departments.
Institutional-Level Recommendations
 Increase support to counseling area, specific to articulation. With the state’s
emphasis on an increase in degrees and transfer, it is especially important to ensure
all our courses meet the Chancellor’s standards and articulate with as many fouryear institutions as possible.
 The College should consider a master schedule of classes that ensures fairness and
equity in efforts to maximize student opportunities toward their various pathways
toward success.
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PROGRAM REVIEW EXECUTIVE SUMMARY
Program: Philosophy
Date: November 1, 2013
Courses in the Philosophy Program aim to enhance one’s ability to think critically, to
reconstruct and evaluate arguments in support of claims, and to inculcate evaluative
processes that lead to lifelong quality of life.
Committee Members Present: Sable Cantus, Marie Eckstrom, Walter Jones, Matt
Koutroulis, Howard Kummerman, Barbara Mikalson, Jim Sass
Program Members Present: Scott Dixon, Rebecca Green, Ted Preston
Commendations
 Commendations on a well written Mission Statement, which includes vital
background information.
 Commendations on the collegiality of the full-time and part-time instructor of the
department.
 Commendations on good analysis of data.
Program-Level Recommendations
 Explore possibilities for learning communities with other departments, perhaps
with literature.
 Revise the Staff Development section of the Program Review document, as the
section mostly addresses resources. Consider what faculty need to learn, maintain,
and improve for the quality of the program.
 Reorganize/revise the Goals and Objective section of the Program Review
document, as the section largely deals with only two topics: curriculum and
resources.
 Consider working with the Learning Assistance Center to acquire tutor for students
for philosophy.
 Purchase a document reader (ELMO) for use in the classroom used for philosophy.
Institutional-Level Recommendations
 Increase support to counseling area, specific to articulation. With the state’s
emphasis on an increase in degrees and transfer, it is especially important to ensure
all our courses meet the Chancellor’s standards and articulate with as many fouryear institutions as possible.
 The College should consider a master schedule of classes that ensures fairness and
equity in efforts to maximize student opportunities toward their various pathways
toward success.
 Increase funds to the library for databases, such as JSTOR.
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PROGRAM REVIEW EXECUTIVE SUMMARY
Program: Physical Education
Date: November 15, 2013
The Physical Education program strives to empower students to sustain regular, lifelong
physical activity as a foundation for healthy, productive and fulfilling lives. The program
offers a wide variety of courses and opportunities for students to compete in many
organized sports teams.
Committee Members Present: Marie Eckstrom; Rebecca Green; Howard Kummerman;
Mike Javanmard; James Newman; Sandra Rivera
Program Members Present: Steve Hebert; Mike Salazar
Commendations
 Commendations on creating AA-T in Kinesiology and various certificates.
 Commendations on offering a wide variety of courses.
Program-Level Recommendations
 Condense and clarify the Mission Statement.
 Revise SLO section of program review document to indicate the assessment results
(answer help text questions).
 Augment Strengths, Weaknesses, Opportunities, and Threats section (SWOT)
 Revise Strategic Direction to include a three to five year outlook.
 Clarify the Objectives section, specifically 1.7 and 2.2.
 Explain the reasons for the combined courses in the program review document and
how their combinations should be figured into the fill rates.
 Continue with plans to develop a certificate in coaching and athletic training and an
AA in Dance.
Institutional-Level Recommendations
 Hire staff to supervise the locker rooms in order to ensure the safety of the students.
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PROGRAM REVIEW EXECUTIVE SUMMARY
Program: Pre-Health Science
Date: November 8, 2013
The Pre-Health Science Program consists of three courses: anatomy, physiology, and
microbiology. These courses provide a firm foundation for students who wish to pursue a
career in human health technology, such as nursing, pharmacy, dental hygiene, and
occupational therapy.
Committee Members Present: Ruben Agus, Marie Eckstrom, Matt Koutroulis, Howard
Kummerman, Jeannie Liu, Kathy Pudelko
Program Members Present: Robert Bethel, Fran Cummings, Steve Katnik, Terry Keller,
Karen Koos, Jay Ribaya
Commendations
 Commendations on a collaborative cadre of instructors, whose teamwork and
enthusiasm for the program are evident.
 Commendations for moving toward standardization in courses by adopting a
common textbook and department written lab manuals.
 Commendations on collaboration with the MESA program.
Program-Level Recommendations
 Revise Program Review document to include notations on relevant SLO information;
revise Goals and Objective section of Program Review document to include relevant
data to substantiate resource requests; and augment section on Characteristics,
Performances, and Trends with relevant information based on the data.
Institutional-Level Recommendations
 The College needs to provide substantial funding for the science programs to
purchase needed equipment, update labs, and hire lab technicians in order bring the
programs up to date to become competitive with our neighboring community
colleges.
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PROGRAM REVIEW EXECUTIVE SUMMARY
.Program: Visual Arts
Date: November 1, 2013
The Visual Arts programs are dedicated to the beliefs that artistic expression is critical to
life and that every person is capable of artistic expression. Every dedicated faculty member
is a practicing artist, actively involved in contributing to the cultural and artistic life of the
Los Angeles area and well as Rio Hondo College.
Committee Members Present: Sable Cantus, Scott Dixon, Marie Eckstrom, Walter Jones,
Matt Koutroulis, Howard Kummerman, Barbara Mikalson, Jim Sass
Program Members Present: Ada Brown, Chris Guptill, Sheila Lynch
Commendations
 Commendations on writing a thorough and seriously considered Program Review
document on the visual arts: strong analysis and use of data in the Characteristics,
Trends, and Performances section; thorough and thoughtful SWOT section; sound
foundation for resource requests.
 The Digital Media document has a good statement of goals and objectives.
Program-Level Recommendations
 Prioritize resource requests toward maximizing the benefits for students.
 Rewrite Objective 1.7 (developing a TMC) as a goal with its own set of objectives.
 Consider either committing to the Digital Media program or letting it go.
 Consider combining the discrete programs within the program (Painting, Drawing,
and Design; Art History; Ceramics; Art Gallery; Digital Photography; Animation; Film
Studies; and Commercial Arts) into to four common thematic programs. This could
be considered as part of the foundation for moving forward (strategic direction).
 Consider ways to address the “negative attendance” issue brought forth in the
document.
 Work with DSP&S to assist students with disabilities.
 Continue to explore ways to assist students with critical thinking and writing skills.
Institutional-Level Recommendations
 Increase support to counseling area, specific to articulation. With the state’s
emphasis on an increase in degrees and transfer, it is especially important to ensure
all our courses meet the Chancellor’s standards and articulate with as many fouryear institutions as possible.
 The College should consider a master schedule of classes that ensures fairness and
equity in efforts to maximize student opportunities toward their various pathways
toward success.
 Disabled Students Programs & Services should inform and explain the purview and scope
of their services to faculty each academic year.
18
Rio Hondo College strives to be an exemplary
California community college, meeting the
learning needs of its changing and growing
population and developing a state of the art
campus to serve future generations. (Board Approved
06/21/06)
Rio Hondo College is committed to the success of
its diverse students and communities by providing
dynamic educational opportunities and resources
that lead to associate degrees, certificates, transfer,
career and technical pathways, basic skills
proficiency, and lifelong learning. (Board Approved 11/18/13)
1.
2.
3.
4.
5.
Quality teaching and learning
Student access and success
Diversity and equity
Fiscal responsibility
Integrity and civility
(Board Approved 12/12/12)
19
INSTITUTIONAL RESEARCH AND PLANNING
2014-2015 PLANNING PROCESS
INSTITUTIONAL PLANNING RETREAT
APRIL 11, 2014
Institution-set Standards
Successful Course Completion
Degree Completion
Transfer to CSU & UC
Certificate Completion
Completion Rate
Persistence (3-Semester)
30 Units
Remedial (ENGL)
Remedial (ENLA)
Remedial (MATH)
Remedial (READ)
CTE (Completion)
68%
840
480
200
15%
67%
47%
36%
34%
25%
42%
34%
Rio Hondo College is committed to the success of its diverse
students and communities by providing dynamic educational
opportunities and resources that lead to associate degrees,
certificates, transfer, career and technical pathways, basic skills
proficiency, and lifelong learning.
20
RIO HONDO COLLEGE
EDUCATIONAL MASTER PLAN - CONTENT OUTLINE
SECTION
DESCRIPTION
WHO IS RESPONSIBLE
Introduction
I. Introduction
II. History of Rio Hondo College
External & Internal Scans
PIO, IRP, President
PIO, IRP, President
IRP
III. Rio Hondo College Cities/Community
IV. Community Information
A. Demographic
B. Community Perceptions
V. Community Economic & Employment Information
A. Educational Environment Scan
B. Program Advisory Committees
C. State & Local Economic Outlook
VI. Student Demographics
VII. Student Enrollment Trends
VIII. Student Achievement Information
A. Student Success Scorecard
B. Degrees & Certificates (by Major)
C. Transfers
Master Plan
PFC, Task Force, Deans
IX. Mission, Vision, Values
X. Institution Set Standards
XI. Strategic Directions
A. Student Success & Support Programs
i. Student Success Initiative
ii. General Counseling
iii. Financial Aid
iv. Special Programs
a. DSPS
b. EOP&S/CARE/CalWORKs
c. Veterans Services
v. Student Life & Leadership
vi. Health Services & Psychological
B. Academic Programs
i. Student Success Initiative
ii. Degree Programs/Transfer
iii. Career Technical Education
iv. Basic Skills
v. Lifelong Learning
vi. Adult Education
vii. Tutoring
viii. Distance Education
XII. Institutional Goals & Objectives
XIII. College Projections
A. FTES & Enrollment
i. 5 Year with updates in years 1-3-5
B. Student Achievement
i. Yearly Review
ii. 5 Year with updates in years 1-3-5
C. Budget Outlook
IEC - PFC
Vice Presidents
Henry Gee
Mike Munoz
Mike Munoz
Elizabeth Coria
Mark Matsui
Christine Aldrich
Sylvia Duran-Katnik
Jasmine Lopez
Dyrell Foster/Denna Sanchez
Kenn Pierson/Deans
Barbara Salazar
Fran Cummings/Song Graham/
Dianne Holcomb
Mike Slavich/Nash Flores
Sergio Guzman/Barbara Salazar
Sergio Barron
Chris Guptill
Howard Kummerman
Kenn Pierson
Teresa Dreyfuss/Karen Koos/
Rebecca Green
IRP
Kenn Pierson + Deans
Teresa Dreyfuss/ Phil Luebben
Implications & Conclusions
XIV. Link to Technology Plan
XV. Link to Facilities Plan
XVI. Conclusions
Gary Van Voorhis
James Poper
21
INSTITUTIONAL RESEARCH AND PLANNING
2014-2015 PLANNING PROCESS
INSTITUTIONAL GOALS & OBJECTIVES
2013-2014 ASSESSMENT
GOAL 1:
Rio Hondo College will provide excellent instruction in general education and major
requirement courses leading to increased student degree completion and
successful university transfer.
Objective 1a: The College will increase from 4 to 17 the number of A.A. (T) and A.S. (T) degrees
offered between 2012 and 2015.
Transfer Degrees and Year Approved
Degree
2011
2012
2013
2014
A.A.-T
3
0
2
6
A.S.-T
1
0
2
0
TOTAL
4
0
4
6
Sources:
CCCCO Curriculum Inventory, 3/13/2014
RHC College Catalog 2011-2012
TOTAL
11
3
14
Objective 1b: The College will increase the number of degrees awarded by 5% over the previous
five-year average by 2018. The number of degrees awarded will represent no less
than 5% of the annual FTES.
Degree
Previous Five- 2012-2013 Degrees
Year Average
Awarded
Percent
Increase
Associate of Arts
435.0
450
3.4%
Associate of Science
396.8
367
-7.5%
Associate of Arts for Transfer (AA-T)
N/A
14
N/A
Associate of Science for Transfer (AS-T)
N/A
2
N/A
835.0
869
4.1%
TOTAL
Source: CCCCO Data Mart, 2014
1
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INSTITUTIONAL RESEARCH AND PLANNING
2014-2015 PLANNING PROCESS
INSTITUTIONAL GOALS & OBJECTIVES
2013-2014 ASSESSMENT
Objective 1c: Develop a research project to identify and promote best practices for increasing
student success in online courses by Spring 2015.
A Distance Education Committee, long in the planning stages, was finally initiated in 2014. Items that have
been discussed at these meetings include the following:
1. The development of an online certification program covering the following four areas: Use of
Blackboard, 508 Compliance, Online teaching strategies, and Rio Hondo College best practices.
2. Defining the notion of “regular and effective contact” between online faculty and students.
3. The development of a “course expectations” link where students who are considering registering
for a particular online class could learn what specific expectations the instructor has for the online
class, prior to the student enrolling. The hope is that students would be better informed, prior to
the start of the online class, as to what the expectations are of the course.
Once the abovementioned recommendations are in place, IRP could research the impact these measures
may have on student success.
Source:
Rebecca Green, 3/17/2014
Objective 1d: The College will improve success and retention rates in online courses by 1%
annually through 2018.
Format
Hybrid
Online Lecture
Online Lab
Total
Format
Hybrid
Online Lecture
Online Lab
Total
Enrollment
Academic Year
2010-11 2011-12 2012-13
3,146
1,486
1,255
16,332
16,194
17,778
158
212
183
19,636
17,892
19,216
3-Year
Total
5,887
50,304
553
56,744
Retention
Academic Year
3-Year
2010-11 2011-12 2012-13 Average
82.5%
79.8%
78.0%
80.9%
82.4%
78.7%
81.3%
80.8%
81.0%
73.6%
82.0%
78.5%
82.4%
78.7%
81.1%
80.8%
2
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INSTITUTIONAL RESEARCH AND PLANNING
2014-2015 PLANNING PROCESS
INSTITUTIONAL GOALS & OBJECTIVES
2013-2014 ASSESSMENT
Format
Success
Academic Year
3-Year
2010-11 2011-12 2012-13 Average
44.0%
57.5%
61.3%
51.1%
54.8%
54.0%
50.2%
52.9%
40.5%
43.9%
53.6%
46.1%
53.0%
54.2%
50.9%
52.7%
Hybrid
Online Lecture
Online Lab
Total
Source:
Banner/Cognos, 3/13/2014
Notes:
(1) This objective was written to be achieved on a yearly basis
through 2018. The three-year average can serve as a baseline.
Although a five-year average is typical as a baseline, Banner
does not distinguish between online and classroom sections
before 2010.
(2) The yearly Retention rates (in the Total row) do not show a
pattern, but have remained close to 80%.
(3) The yearly Success rates (in the Total row) show a decrease
from 2011-12 to 2012-13. This is due to the yearly decrease in
Success for Online Lecture sections. Hybrid and Online Lab
sections show yearly increases in Success, but only comprise
about 10% of online enrollment.
Objective 1e: The College will increase transfer levels by 5%, over the previous five-year average,
by 2018.
RHC Transfers to Four-Year Schools
Transfer
2007- 2008- 2009- 2010- 2011- 5-Year 2012Difference
School
08
09
10
11
12
Average
13
CSU System
537
465
292
529
434
451.4
387
-14.3%
UC System
56
81
65
68
56
65.2
89
36.5%
In-State
Private
194
149
150
144
171
161.6
159
-1.6%
Out-of-State
44
55
58
83
83
64.6
109
68.7%
TOTAL
831
750
565
824
744
742.8
744
0.2%
Sources:
CCCCO Transfer Data Resources, 2/21/2014 (CSU System for 2008-09, 2009-10, 2010-11,
2011-12, 2012-13; UC System for 2010-11, 2011-12, 2012-13)
CCCCO Data Mart, 3/14/2014 (In-State Private & Out-of-State)
California Postsecondary Education Commission, 3/14/2014 (CSU System for 2007-08; UC
System for 2007-08, 2008-09, 2009-10)
3
24
INSTITUTIONAL RESEARCH AND PLANNING
2014-2015 PLANNING PROCESS
INSTITUTIONAL GOALS & OBJECTIVES
2013-2014 ASSESSMENT
GOAL 2:
Rio Hondo College will provide instruction in career technical education, leading to
certificates, degrees and job placement/job enhancement.
Objective 2a: The College will increase from 86 to 96 the number of certificate and/or degree
programs (both locally approved and Chancellor’s Office approved) including job
placement and job enhancement courses and programs to be offered by 2015.
Number of CTE/Vocational Degrees & Certificates Offered
Award
2013 2014
A.S. Degree
36
36
Certificate of Achievement (18 or more units)
34
35
Certificate of Achievement (12 to <18 units)
7
8
Local Certificates
12
11
TOTAL
89
90
Sources:
CCCCO Curriculum Inventory, 3/14/2013 (Chancellor-Approved Certificates)
RHC Fast Facts 2013, 2014 (Local Certificates)
CCCCO Taxonomy of Programs/6e (Sept. 2009)
Objective 2b: The College will annually increase by 5% the number of certificates and degrees
(both locally approved and Chancellor’s Office approved) awarded between 2012
and 2017.
20102011
20112012
% Change from
2011 to 2012
20122013
% Change from
2012 to 2013
Associate of Arts
101
119
+17.8%
97
-18.5%
Associate of Science
360
380
+5.6%
356
-6.3%
Certificates 30 to <60 Units
53
10
- 81.1%
43
+330%
Certificates 18 to <30 Units
158
98
-38.0%
172
+75.5%
Certificates 12 to <18 Units
1
4
+300%
7
+75.0%
Certificates 6 to <18 Units
91
28
-69.2%
66
+136%
Certificates <6 Units
0
0
0%
1
N/A
Sources: CCCCO Data Mart, 2014; CCCCO Curriculum Inventory, 2014
CCCCO Taxonomy of Programs/6e (Sept. 2009)
4
25
INSTITUTIONAL RESEARCH AND PLANNING
2014-2015 PLANNING PROCESS
INSTITUTIONAL GOALS & OBJECTIVES
2013-2014 ASSESSMENT
Objective 2c: The College will develop and refine certificate SLOs annually with input from
advisory committees.
Each CTE program is required by Title V to have an advisory committee meeting at a minimum of once a
year. SLOlutions, under “Program Type,” indicates that degree/certificate SLOs have been added with input
from advisory committees using industry job-entering skills as a guideline.
Source:
Mike Slavich, 4/02/2014
Objective 2d: The College will review/renew curricular alignment with secondary schools and
ROPs and increase the students who apply for college credit by 2015.
The 2013-14 academic year resulted in 116 approved requests and 22 denied requests. Approved
agreements are in the following career pathways: Arts, Media & Entertainment, Education & Family
Services, Engineering & Design, Finance & Business, Information Technology, Public Service, and
Transportation. Agreements are with secondary districts, ROPs and adult schools. We are currently
accepting requests for new and renewal review for the 2014-15 academic year.
Source: Claudia Romo 3/20/14
Objective 2e: The College will increase by 10% the number of CTE students transferring by 2015.
The cohorts in the CTE transfer analysis are those developed for creating institution-set standards. Cohort
members met the criteria established in the Student Success Scorecard: “students who completed a CTE
course for the first-time and completed more than 8 units in the subsequent three years in a single
discipline (2-digit vocational TOP code where at least one of the courses is occupational SAM B or C).” The
institution-set standards focus on current students rather than those who began their courses six years ago
(as in the Scorecard). Students in more recent cohorts are more likely to have remained at Rio Hondo than
to have left the college and/or transferred.
Current Status
Left RHC, did not transfer
Still enrolled at RHC
Transferred w/in 1 year of leaving
RHC
Transferred >1 year after leaving RHC
TOTAL
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2012
Cohort
Cohort
Cohort
Cohort
Cohort
#
%
#
%
#
%
#
%
#
%
352 60.2% 301 51.5% 220 35.5% 162 29.8% 40 11.4%
112 19.1% 189 32.3% 322 51.9% 349 64.2% 304 86.6%
102 17.4% 84 14.4% 74 11.9% 30
19 3.2% 11 1.9%
4 0.6%
3
585 100% 585 100% 620 100% 544
5.5%
7
0.6%
0
100% 351
2.0%
0.0%
100%
NOTE: Each of the CTE cohorts had several students who could not be included in the transfer analysis. This was due to the student either
not having records available from the National Student Clearinghouse or having attended a four-year school before pursuing a CTE program
at Rio Hondo. The numbers of student not included in each cohort were 90 for Fall 2008, 85 for Fall 2009, 85 for Fall 2010, 46 for Fall 2011,
and 18 for Fall 2012. Sources: Banner/Cognos, National Student Clearinghouse—StudentTracker, CCCCO, Methodology for College
Profile Metrics (2013)
5
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INSTITUTIONAL RESEARCH AND PLANNING
2014-2015 PLANNING PROCESS
INSTITUTIONAL GOALS & OBJECTIVES
2013-2014 ASSESSMENT
GOAL 3:
Rio Hondo College will provide excellent and innovative instruction and other
learning opportunities in basic skills leading to increased completion of Basic Skills
sequences.
Objective 3a: The College will institutionalize best-practice program models by 2016.
The best-practice program models include the following: Summer Bridge, Springboard, Gateway, and Learning
Community programs. Quantitative research data from the Institutional Research and Planning office
demonstrates that these best-practice program models have made a positive impact on the rate of student
retention, and in most cases, on the rates of success and persistence as well. In addition, qualitative student
data derived from both focus groups and paper surveys have indicated the overall satisfaction of program
participants. These sets of data lead to the conclusion that these high-impact programs should continue to
make gains toward institutionalization.
First, the Summer Bridge program, which assists in preparing incoming freshmen students to make a smooth
transition into college life at our institution, has steadily expanded the number of students served each year
(from 88 in 2009 to 279 in 2013). With the high number of student participants this past year, an augmentation
in district funding was secured in order to supplement the funding provided by both the Basic Skills Initiative and
the Title V-HSI grant. This district-funded augmentation represents a step toward institutionalization of this very
dynamic program.
Second, the Springboard program—now in its third year—has been largely institutionalized. Specifically,
student recruitment for the program is conducted campus-wide for all those enrolling in a basic skills Math
and/or English course in the subsequent Spring semester, and the district’s Learning Assistance Center staff
facilitates the program’s basic skills review workshops while using the district’s computer lab. However,
program coordination as well as materials and supplies continue to be funded by the Title V-HIS grant and Basic
Skills Initiative.
Third, although still primarily funded by the Basic Skills Initiative, the Gateway Tutoring program received an
augmentation of funding this year as a result of the 2012-13 institutional program planning process; this funding
enabled the program to increase its Gateway tutoring coverage for a total of 32 course sections this year.
Fourth, the Learning Communities program, which includes both basic skills and interdisciplinary transfer-level
courses taught in collaborative and supportive learning environments, has been institutionalized in that
instruction for this program is funded by the district; proposals for new learning community course-pairings are
gradually being phased in, and a bi-annual Learning Communities Faculty Roundtable has been established to
provide a forum for sharing best practices and strategies to engage, retain, and support students. Additionally,
a previously solo learning community in the CTE division has joined the fold to collaborate and to be recognized
as one cohesive Learning Community program. Also incorporated into the Learning Communities program is
the First-Year Experience program, which constitutes a year-long, supportive Math and Counseling learning
community; although this program has not been successful in scaling up, it has been entirely institutionalized as
well in that funding for the instruction is provided by the district.
As we move closer to the 2015-16 academic year, it is expected that the Summer Bridge and Gateway Tutoring
programs will be institutionalized with the continued guidance and support from the Office of Student Success &
Retention and the Basic Skills Committee.
Source: Barbara Salazar, March 18, 2014 (Revised March 20, 2014)
6
27
INSTITUTIONAL RESEARCH AND PLANNING
2014-2015 PLANNING PROCESS
INSTITUTIONAL GOALS & OBJECTIVES
2013-2014 ASSESSMENT
Objective 3b: The College will improve success in basic skills course sequences by 3% by 2016.
Success Rates for Basic Skills Courses
SUBJECT
2010-2011
2011-2012
2012-2013
English Basic Skills (30/35)
58.1%
60.3%
69.2%
ESL Basic Skills (10/27/197)
86.3%
87.9%
---
ENLA Basic Skills (14/24/34)
---
---
74.5%
Math Basic Skills (20/30/50/70)*
47.1%
49.1%
46.1%
Reading Basic Skills (21/22/23)
71.0%
71.4%
71.6%
*Includes ABCD courses
Source: Banner/Cognos, 2013
Objective 3c: The percentage of first time students who begin their assessed math course in the
first semester at Rio Hondo and continue through the sequence without interruption
will increase by 1% annually through 2018.
Math Progression Rates of First-Time Students with Assessment Results
(Fall 2008 to Spring 2014)
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2012
Number of First-Time Students with
assessment results for Math in Basic
Skills Sequence
1,767
1,983
2,033
2,264
2,205
Students who did not take Math at all
27.1%
27.8%
24.8%
24.8%
32.2%
Students who did not take Math first
semester
33.1%
36.9%
36.3%
33.4%
29.4%
Students who took Math first
semester but did not continue
consecutive semesters
33.6%
29.9%
33.6%
34.7%
30.5%
Students who completed a degreeearning Math course without
interruption
6.3%
5.3%
5.2%
6.7%
5.4%
---
---
0.1%
0.4%
2.4%
Students in Progress*
*These students are enrolled in a consecutive Math course in Spring 2014.
Source: Banner/Cognos, 2014
7
28
INSTITUTIONAL RESEARCH AND PLANNING
2014-2015 PLANNING PROCESS
INSTITUTIONAL GOALS & OBJECTIVES
2013-2014 ASSESSMENT
Objective 3d: The College will increase the three year developmental progression rate by 1%
annually through 2018.
Remedial Cohorts are defined as students who completed attempted a course in a basic skills subject
designated as below transfer-level. Rates are based on successful completion of a transfer-level course in
the corresponding basic skills subject.
Remedial Cohort Rates for Successfully Completing a Transfer-Level Course
Remedial Cohorts
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2012
ENGLISH
38.6%
33.3%
36.5%
42.6%
37.2%
READING
37.2%
35.8%
39.2%
47.8%
40.4%
ENLA
39.2%
15.0%
45.5%
65.0%
41.7%
MATH
21.6%
20.7%
23.2%
19.8%
9.3%
Note: Results for Fall 2008, 2009, and 2010 cohorts are inclusive of a three-year period. The Fall 2011
and 2012 cohorts are currently undergoing the three-year progression.
Source: Banner/Cognos, 2013
GOAL 4:
Rio Hondo College will offer opportunities to meet the educational needs and
interests of the community.
Objective 4a: The College will continually offer courses, including special topics courses, based
on community interests.
The Continuing Ed program continues to offer a wide selection of fee-based courses that address the
needs and interests of the community, including special topics. Most of the courses offered are based upon
input from the community, with channels for making suggestions for classes included in both the printed
schedule and the Continuing Education website. This is also the case for non-credit courses. At the
conclusion of each fee-based class, instructors will give students a short survey to gauge satisfaction with
the course and to determine areas of interest for future course offerings. We are working with Institutional
Research & Planning to reinstitute a link to a Survey Monkey online survey. The number of both non-credit
and fee-based courses offered in recent semesters is below:
Semester Non-credit courses
Fee-based courses
Fall 2012
43
Spring 2013
32
Summer 2013
34
Fall 2013
37
Spring 2014
39
Source: Chris Guptill 3/20/14
65
71
61
60
67
8
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INSTITUTIONAL RESEARCH AND PLANNING
2014-2015 PLANNING PROCESS
INSTITUTIONAL GOALS & OBJECTIVES
2013-2014 ASSESSMENT
Objective 4b: The College will develop a strategic action plan for the off-site centers at SWEC and
EMEC by Spring 2014.
In response to objective 4b, Institutional Research and Development, in conjunction with the EMEC
Coordinator and the Director of Government Relations developed a student survey, administered by EMEC
staff in fall, 2013. Of the 297 students surveyed, the majority reported as being part-time students taking
11 units or fewer. The majority of students stated their main reason for continuing their education was to
obtain a Bachelor’s Degree (57.9%) and earning an AA (30.5%). Reasons students reported enrolling in a
class at EMEC included: “Class fit into my schedule”, and “Close to home”. The location of the center
seems to be meeting the intende3d mission of the EMEC, to bring college classes to the community.
Finally, based on the results of the survey, students would most often like to see transfer level courses
offered at EMEC. The results of the survey are being used in tandem with similar survey results from
SWEC to inform the development of a strategic action plan for both off site centers.
Source: Rebecca Green 3/20/14
Objective 4c: The College will integrate and cross market credit courses with fee based classes by
Spring 2015.
The college currently cross markets non-credit and fee based courses through the printed Continuing
Education schedule and website. While expansion of this effort is being studied, there is pending
legislation which may have a significant impact on non-credit offerings (SB173). We recommend waiting
for this proposed legislation to be decided before committing to any major change or expansion.
Source: Chris Guptill 3/20/14
Objective 4d: The College will provide recommendations for the implementation of a process for
students to repeat certain classes under a fee-based not-for-credit structure by
Spring 2014.
This idea has been discussed and proposed with regard to specific courses. The Continuing Education
program will develop specific guidelines for such course offerings and submit them to faculty and
administrative bodies for constituent review during the upcoming academic year.
Source: Chris Guptill 3/20/14
GOAL 5:
Rio Hondo College will promote a student-centered climate that contributes to
increases in retention and persistence, and improves student success through
collaboration that values diversity.
9
30
INSTITUTIONAL RESEARCH AND PLANNING
2014-2015 PLANNING PROCESS
INSTITUTIONAL GOALS & OBJECTIVES
2013-2014 ASSESSMENT
Objective 5a: Student Services Program Leadership Council (SSPLC) will develop and implement
a plan to ensure access to student support services that promote student success
by Fall 2014.
Given the expectations from the Student Success Initiative and the Student Success and Support Program
Plan being submitted by October 2014, the college will be tracking the students through our new California
Banner system (released during the week of March 27th by Ellucian), designed to track assessment,
orientations, and educational plans. New software purchased for on-line orientations, Comevo, will provide
more thorough and accurate accounting of students and what they have learned via the on-line
orientations. The SSPLC will utilize the recommendations from the college’s Student Success Initiative
Task Force and the Student Equity Task Force to improve student success through collaboration that
values diversity.
Source: Henry Gee 4/2/14
Objective 5b: The College will document the number of students who participate in activities and
increase that number by 5% annually until 2015.
We have worked diligently to increase participation, student engagement, and overall satisfaction with our
co-curricular programming. We have done that in two different ways, 1) offering more activities for students
which will increase the overall number of participants and 2) change how we market our events utilizing
social media, classroom announcements, and promoting at different departments.
We have added more programming (all calendars attached) to our calendars, and where we have cut down
on events we have made the remaining events larger and better quality.
One event that I can offer is our Student Leadership Institute (SLI) program that we have (brochure
attached). In the pilot semester, Spring 2012, we had approximately 45 students receive a certificate of
completion. In the second cohort during 2012-2013 we had approximately 70 students complete, and in the
current 2013-2014 cohort we have approximately 85 students in the program who are candidates for
completion on April 29th.
We also keep track internally on students that attend events by tracking the number each event:
Semester
Fall 2011
Spring 2012
Fall 2012
Spring 2013
Number of
Events
Number of
Students
12
33
26
35
1,417
3,142
3,061
4,275
10
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Fall 2011 Events and Participation Numbers
5/3/12 SLI Banquet – 48 students
8/26/11 – CA Dream Network Conference: 4 students
5/8/12 – Blood Drive Day #1 – 65 students
9/6/11 – Club Rush Day #1: 100 club students; 200 new students
5/9/12 – Blood Drive Day #2 – 42 students
9/7/11 – Club Rush Day #2 100 club students; 200 new students
5/10/12 – Blood Drive Day #3 – 57 students
9/12/11 – September 11th 10 yr commemorative event: 75 students
5/16/12-5/17/12 Student Appreciation Day – 100 students
9/14-15/11 ASB Sponsors Transfer Fair: 300 students
5/16/12-5/17/12 Student Appreciation Night – 50 students
9/20/11 ASB Senate Forum: 20 students
5/24/12 Commencement Breakfast – 150 students
9/27-28 Blood Drive: 120 students
5/245/12 Leadership Banquet – 120 students
10/3/11 – David Hayes Bautista Workshop at CSUF: 15 students
10/4/11 – Meet the Candidates Forum: 45 students
Fall 2012 Events and Participation Numbers
10/5-10/7 ASB Elections- 159
8/20-23 – Info/Welcome Booth –325 students
10/4/11 – SLI and Cultural Committee Formation Meeting – 12 students
8/20-24 – Emergency Loans – 150 students
10/18/11 – Leadership Club Conference: 67 students
8/24/13 – ICC Orientation – 27 students
8/27-31 – Get out the Vote Campaign – 300 students
Spring 2012 Events and Participation Numbers
8/28/13 – Like for a Slice – 150 students
1/6/12 – Leadership Lock In – 23 students
9/5 – Club Rush Day 1 – 200 students
1/30/12-2/2/12 – Information Booth – serviced 300 students
1/30/12-2/9/12 – Emergency Loan Program – serviced 150 students
2/8/12 – Black History Month Kick-Off – 75 students
2/13/12 – Black History Month Film Screening #1 – 23 students
2/14/12 – Black History Month Film Screening #2 – 14 students
2/15/12-2/24/12 – Student Leadership Institution Orientations – 78
students
2/21/12 Club Rush Day #1 - 150 club students; 250 new students
9/6 – Club Rush Day 2 – 200 new students
9/11 – September 11th “Moment of Silence” – 100
students
9/13 – Recycling Program Kick-Off – 50 students
9/17 – Constitution Day Table – 75 students
9/19-20 – Latino Heritage Event – 100 students
9/25 – Latino Heritage Film Screening – 15 students
9/26 – Latino Heritage Film Screening – 20 students
2/22/12 Club Rush Day #2 - 150 club students; 250 new students
9/25-27 Blood Drives – 205 students
2/28/12 Blood Drive Day #1 – 46 students
10/4 – Latino Heritage Discussion Panel – 30 students
2/28/12 Student Appreciation Day – 100 students
10/5 – SLI Conference – 90 students
2/28/12 Student Appreciation Night – 43 students
10/11 – National Coming Out Day – 60 students
2/29/12 Blood Drive Day #2 – 38 students
10/14 – AIDS Walk – 20 students
3/2/12 SLI Conference – 62 students
10/19-21 – CCCSAAA Conference – 10 students
3/3-3/4 March in March – 48 students
10/26 – ICC Club Conference – 50 students
3/9/12 ASRHC/ICC Mixer – 78 students
10/31 – Halloween Scene – 300 students
3/14/12 Game Day – 45 students
11/1 – LA Food Bank Kick-Off – 50 students
3/21/12 Safe Spring Break Event – 56 students
11/7 – Native American Month Kick-Off – 40 students
3/21/12 Student Appreciation Day – 100 students
11/15 – Native American Film Screening – 20 students
3/21/12 Student Appreciation Night – 50 students
11/27-29 – Blood Drives – 174 students
4/10/12-4/17/12 ICC RiOlympics – 200 students
11/27-28 – Student Appreciation – 300 students
4/24/12 – Student Appreciation Day – 100 students
4/24/12 Student Appreciation Night – 42 students
4/24/12 Earth Day – 36 students
4/27/12-4/29/12 SSCCC General Assembly – 3 students
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Spring 2013 Events and Participation Numbers
1/6-9 ASRHC Winter Retreat – 25 students
1/17 – Leadership Lock In – 25 students
1/28-31 – Welcome Booth – 350 students
1/28-2/8 – Emergency Loans – 150 students
1/28-2/1 – Like Campaign – 209 students
2/1 – ICC Orientation – 50 students
2/6-2/7 – Club Rush – 300 students
2/12-14 – Blood Drive – 300 students
2/12 – Black History Month Kick-off – 125 students
2/12 – “Like” for a slice – 125 students
2/13 – Sustainability Film Screening – 40 students
2/20 – Black History Month Panel – 45 students
2/26 – Sustainability Film Day – 25 students
2/27 – Black History Month Film Screening – 20 students
2/28 – Lobby and Advocacy Workshop – 15 students
3/2 – March in March Bus and Flight – 33 students
3/6 – Women’s History Month Kick-Off – 45 students
3/13 – Women’s History Month Film Screening – 22
students
3/14 – 50th Anniversary Card Signing – 400 students
3/14 – Meet your Reps – 150 students
3/19 – Transfer Fair/Senior Preview day – 250 students
3/20 – Safe Spring Break – 60 students
3/21 – Women’s History Panel Discussion – 18 students
4/2-5 – RiOlympics – 300 students
4/9-11 – Blood Drives – 300 students
4/9-11 – Sexual Assault Awareness Week – 120 students
4/12 – SLI Conference – 80 students
4/15 – ASRHC Mandatory Candidate Meeting – 40
students
4/24 – Denim Day – 50 students
5/1 – Asian & Pacific Islander Kick-off – 60 students
5/2 – SLI Banquet – 68 students
5/9 – Asian & Pacific Islander Panel Discussion – 45
students
5/14-15 – Roadrunner Relief Pack – 200 students
5/15 – Asian & Pacific Islander Film Screening – 30
students
5/17 – Leadership Banquet – 200 students
Source: Jasmine Lopez 3/20/14
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2013-2014 ASSESSMENT
Objective 5c: The College will establish an evaluation process for activities and services that
promote student engagement by Fall 2014.
We would like to work closely with your area to ensure that questions on the campus climate survey include
those that gather data for student engagement. We also do some formal and informal evaluation of our
events. This includes satisfaction and effectiveness surveys for our programming, reflection papers that are
scored via rubric, and focus groups with students. The part that we are still working on is evaluation for our
1-time intervention events. When we have an open door policy to our events, and students pass through in
between classes we cannot always capture those students’ attention. We would like to continue to work
with your office to send out surveys periodically throughout the semester if possible to gage our event
effectiveness.
Source: Jasmine Lopez 3/20/14
Objective 5d: The College will initiate a student intervention process requiring all students,
including online students, to meet with a counselor to identify a specific college
goal and complete an education plan outlining classes needed to achieve that goal
prior to the end of the second semester.
Implementation of Freshman Welcome Days during the summer of 2013. Over 700 incoming, freshmen
attended one of nine Freshman Welcome Days. Freshman Welcome Days was a joint effort amongst
Outreach/Educational Partnerships, Student Life, and Counseling.
Implementation of a Freshman Welcome Center in Fall 2013. A Freshman Welcome Center was
implemented to manage a cohort of nearly 1,500 incoming freshmen. Mandated services include
assessment, comprehensive educational plans, and support services. All freshmen who are not currently
enrolled in a counseling course and/or participating in a specialized counseling-based program are required
to attend a one-hour Student Success Appointment. At the Student Success Appointment, students meet
with a counselor to identify a program of study and complete a comprehensive educational plan. In
addition, students meet with an Educational Advisor to review student support services and student portal
navigational tips. Students also sign up to attend a follow up one-hour Freshman Success Seminar.
Source: Mike Munoz 4/1/14
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2013-2014 ASSESSMENT
Objective 5e: The College will increase the three semester persistence rate by 3% by 2018.
3-Semester Persistence Rate
100%
80%
68.5%
71.2%
68.5%
Fall 2010
Fall 2011
Fall 2012
60%
40%
20%
0%
Persistence rates were calculated based Scorecard metric definitions: Fall cohorts comprised of First-time
Students with a minimum of 6 units earned who attempted a credit course in the subsequent Spring and
Fall semesters OR earned a degree or certificate OR transferred to a 4-year institution.
Sources: Banner/Cognos and National Student Clearing House, 2013.
GOAL 6:
Rio Hondo College will respond to the region’s educational needs and contribute to
its economic future through service to the community and partnerships with public,
private, and non-profit organizations.
Objective 6a: The College will establish a database and analyze the level of participation with
business, industry, government, and non-profit organizations within our service
area by Fall 2014.
In June 2013, the Office of GCR worked with the Office of IRP to develop a short survey instrument to assess
the effectiveness of GCR staff. In this instrument, respondents had an opportunity to assess the level of
participation, the quality of communication, and the helpfulness of the information provided. Respondents
included government official representatives, chamber leaders, and other community leaders. The Office of
GCR intends to deploy a similar survey to a wide scope of respondents in Summer 2014.
In December, 2013 the Office of GCR created a partial list of non-profit and community based organizations with
whom the office has frequent or at least semi-frequent contact. Although this list does not qualify as a database
per se, the contents of this list can serve as a building block for a future database.
In March 2014, the Office of GCR provided support to the RioSource Planning Committee by helping to invite
non-profit organizations, community based organizations, and social service agencies to attend the RioSource
Kickoff Reception. RioSource volunteers provided an overview of the website and displayed connections with
over 40 off campus organizations. Over a dozen off campus organizations sent representatives to the kickoff
event to improve connections with the campus. Although the RioSource website does not qualify as a
database per se, it contains valuable information of many organizations that could serve as a foundation for a
future database.
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2013-2014 ASSESSMENT
Source: Russell Castaneda-Calleros 3/20/14
Objective 6b: The College will update the community occupational needs survey (2008) to identify
and devise goals and training programs by Fall 2014.
Assessment information unavailable as of 4/7/14
Objective 6c: The College will develop a faculty survey to identify which faculty members
currently have a service learning component in their curriculum. Data results from
the faculty survey will be utilized to establish a service learning program plan by Fall
2014.
Assessment information unavailable as of 4/7/14
Objective 6d: The College will develop procedures for tracking and evaluating outreach
educational activities in K-12 schools within the district service area by Spring 2015.
The college is tracking and evaluating the El Monte Pledge initiative. Pledge students in the Fall 2011 and Fall
2012 cohorts outperformed non-cohort students in metrics related to the Student Success Scorecard, such as
30-units/60-units earned and persistence, as well as course success and retention. As documented in the 201415 Outreach & Educational Partnerships program review, these findings will lead to the following changes in
outreach services:
As a result of the success of the El Monte Pledge in student achievement, some best practices have been
scaled up to include a larger portion of the new student population. Beginning in Fall 2013, all recent high
school graduates who graduate from a high school in the Rio Hondo College service area who complete an
application, assessment in English, math, and reading, attend and orientation, and have an abbreviated
educational plan will receive a one-time priority registration appointment. In addition, we are strongly
recommending all incoming high school graduates enrolling at Rio Hondo College to attend a 4-hour
Freshman Welcome Day. The Freshman Welcome Day is designed to provide incoming students with a
two-hour counseling presentation along with a 1-hour student life component and 1-hour campus tour.
The El Monte Pledge initiative and the activities described above relate to matriculation services and registration
procedures for students who have applied to the college, but not to college-access and academic-readiness
activities for K-12 students in the college’s service area (e.g., Frosh/Soph College Planning Family Nights,
Middle School Nights, Early College Academy). The 2014-15 program review provides evidence of tracking
attendance at access and readiness activities, but not of evaluating outreach educational activities in K-12
schools.
Sources: Mike Muñoz, 3/31/2014
Outreach & Educational Partnerships 2014-15 Program Review
Institutional Planning Retreat 2013 Planning Resources, 4/05/2013
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INSTITUTIONAL GOALS & OBJECTIVES
2013-2014 ASSESSMENT
GOAL 7:
Rio Hondo College will act responsibly, ethically, efficiently, and in an accountable
manner, including actively seeking outside sources of funding, to preserve fiscal
solvency.
Objective 7a: The College will inform the public of the financial state of the College annually
through means such as the Annual Report, Superintendent’s Monthly Update,
college website, Citizens Oversight Committee, community updates and local press
releases.
The College informed the public regarding the financial state of the College through the following: Annual
Report 2013, distributed by direct mail throughout the Rio Hondo College service area; Press releases
posted on College Website by month/year; President’s UPDATES (monthly electronic newsletters posted
on the website) regularly contain budget updates. In addition, President Dreyfuss includes detailed reports
on College fiscal matters concurrently with the presentation of the Tentative Budget and the Adopted
Budget; she also regularly informs the Citizens Oversight Committee of fiscal matters in general and the
status of the expenditures of the Measure A Facilities Bond fund. In 2013-2014, President Dreyfuss and
members of the Board of Trustees visited school boards, city councils and other groups providing updates
on many aspects of the college including its financial state.
Objective 7b: The College will maintain a minimum unrestricted general fund balance of 5%
annually.
The College maintains a minimum unrestricted general fund balance of 5% annually.
Objective 7c: The College will maintain no more than 85% expenditures on salaries and benefits in
comparison to general fund operational budget annually.
The College is currently exceeding 85% with approximately 87-88% expenditures on salaries and benefits.
Source: Teresa Dreyfuss
Objective 7d: The annual restricted general fund including categorical and grant funds should be
a balanced budget (i.e. revenues = expenses).
The college general fund is a balanced budget. General funds are allocated to fill additional categorical
needs.
Source: Teresa Dreyfuss
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2013-2014 ASSESSMENT
Objective 7e: The Rio Hondo College Foundation will maintain a balanced, unrestricted budget
annually.
The Rio Hondo College Foundation maintains a balanced, unrestricted and restricted budget annually.
Source: Howard Kummerman
Objective 7f:
The RHC Foundation will increase its restricted and unrestricted contribution to
RHC by 5% over 5 years from fiscal years 2010 to 2015.
RHC Foundation Program Service Contributions
2012-2013
Scholarships & Other Awards
$ 121,896
Contributions to the College
$ 226,577
$ 348,473
2011-2012
Scholarships & Other Awards
Contributions to the College
$
$
$
Increase
66,807
112,476
179,283
51%
Source: Howard Kummerman
Objective 7g: The College will write and submit 10 new grant proposals raising a minimum of six
million dollars by 2015.

Grants Office Annual Report
Fiscal Year 2013-2014
Overview
The Grants Office monitored 24 active projects for a fiscal year funding level of $4,064,512. These
grants had a total funding level of $5,730,784.

The Grants Office coordinated the submission of 16 applications and proposals for a first year
request of $3,502,634. These applications had a total request of $7,175,954.

Of the 16 applications, 11 were funded, 4 are pending, and only 1 was not awarded. The first year
funding amount for newly funded proposals was $1,841,556. These proposals had a total funding level
of $2,234,049.

Of the 24 active projects, five (5) were federally-funded, sixteen (16) were state-funded, and three (3)
were from private or other sources of funding.

Of the 16 applications submitted, two (2) were to federal sources, twelve (12) were to state sources,
and two (2) were to private or other sources of funding.
Source: Maria Elena Martinez 4/7/14
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INSTITUTIONAL GOALS & OBJECTIVES
2013-2014 ASSESSMENT
GOAL 8:
Rio Hondo College will recruit, hire, develop, retain, train, and support highly
qualified and diverse administrators, faculty, and classified staff.
Objective 8a: The College will form an EEO (Equal Employment Opportunity) Advisory Committee
to evaluate and make recommendations concerning diversity in our hiring process
by December 2013.
The College will form an EEO (Equal Employment Opportunity) Advisory Committee to evaluate and make
recommendations concerning diversity in our hiring process by June 2014.
Source: Yolanda Emerson 3/19/14
Objective 8b: The College will assess and revise the evaluation process for administrators,
confidential, faculty, and classified staff by Fall 2014.
Continuing to work on this. Faculty evaluations have been completed as well as the process (article 9) in
the CBA. Currently reviewing Confidential evaluations for improvement.
Source: Yolanda Emerson 3/19/14
Objective 8c: The College will compare the professional development needs identified in program
plans, unit plans, and surveys with current staff development offerings, and make
recommendations as needed by Fall 2013.
Assessment information unavailable as of 4/7/14
Objective 8d: The College will pursue restoration of funding from the State to fully fund Staff
Development by Fall 2015.
The Staff Development/FLEX program plan requested restoration of an annual operating budget of $52,000
and a return to 50% release time for faculty coordinator duties. The Vice-President of Academic Affairs has
included both of these items in his Area Plan’s budget augmentation requests.
Source: Katie O’Brien 3/20/14
GOAL 9:
Rio Hondo College will meet the ever-changing technological needs required to
support the educational process and to enhance student access and success.
Objective 9a: The College will meet the objectives of the current plan to upgrade and replace its
distribution network by the end of Fall 2015.
This is an ongoing project to be completed during the next 18 months. Most of the activity for this project
will occur during the 2014-2015 fiscal year.
Source: Gary Van Voorhis 3/20/14
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INSTITUTIONAL GOALS & OBJECTIVES
2013-2014 ASSESSMENT
Objective 9b: The College will increase the number of opportunities by 10% for staff to access and
incorporate innovative instructional technologies through staff development,
sabbaticals, conferences and research by 2015.
Staff Development and IT continue to offer classes/seminars on promising classroom technology.
Additionally, the Instructional Technology Committee (ITC) meets monthly to examine technology
applicable to the classroom. ITC has struggled to garner sufficient faculty interest in this endeavor, and as
a result, this objective has not developed the traction envisioned by the objective’s creators.
Source: Gary Van Voorhis 3/20/14
Objective 9c: The College will continue to support its replacement cycle for computers and related
peripherals. As part of the annual planning process, new technology needs will be
assessed in each program plan.
New technology needs are addressed as part of the program planning process on an ongoing basis.
Moreover, IT has developed an inventory of RHC’s computing assets, their ages, and expected lives. This
information is being used as a tool in the long-term IT Plan which RHC is currently developing. Equipment
replacement is an ongoing activity.
Source: Gary Van Voorhis 3/20/14
Objective 9d: The College will assess the costs and options for developing and implementing a
technology disaster recovery plan by Summer 2014.
This project has not started and will be a follow-up to the long-term IT planning process currently underway.
Source: Gary Van Voorhis 3/20/14
Objective 9e: The College will transition to a new website platform during Fall 2014.
This project is still in process. The editor and publishing teams are in the process of creating/updating
content for the new web site, and the expectation is this will be done before the end of Spring Term 2014.
Source: Gary Van Voorhis 3/20/14
Objective 9f: The College will replace aging Banner hardware and migrate software to a new
environment by the end of Fall 2015.
IT has done a preliminary cost assessment and configuration of the new hardware environment. This
project will be finalized and included in the 2014-2015 planning cycle.
Source: Gary Van Voorhis 3/20/14
GOAL 10:
Rio Hondo College will design, modernize, and maintain a physical infrastructure,
both on and off site that meets the changing needs of students, staff, and the
College’s instructional and student support programs while valuing and enhancing
the aesthetic beauty of the campus.
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2013-2014 ASSESSMENT
Objective 10a: The College will expand and modernize facilities based on the five-year construction
plan.
This Objective is met and the College continues to meet this Objective. The Five Year Capital Construction
Plan functions as the road map for the College’s Capital expansion and modernization program. The Plan
is updated annually and presented to the Board of Education for approval prior to submission to the State
Chancellor’s Office.
Source: James Poper 3/21/14
Objective 10b: The College will update the Campus Facilities Master Plan by Summer 2014.
The Facilities Master Plan is currently being updated by West Edge Architects and will be presented to the
Board of Trustees in 2014.
Source: James Poper 3/21/14
Objective 10c: The College will increase accessibility and safety through bond construction
improvements of pedestrian ways and lighting levels by Summer 2014.
This Objective has been met and the College continues to meet this Objective. Since the implementation of the
Bond construction program, the College has undertaken and completed improvements to increase accessibility
and safety by improved pedestrian ways and lighting on campus. An example of this commitment was the first
Bond project; the construction of the pedestrian bridge connecting Parking Lot A to the main campus. Since that
project, each Bond construction project has improved access and lighting on the campus including the
construction of lit pedestrian stairs that connect the lower level parking lots, the drop-off lane between parking
lots B and C, and the ADA ramps that connect the upper and lower quad. With each new project, exterior
lighting is replaced or newly installed with improves campus safety and has transformed the upper and lower
quad to a central hub of campus life.
Source: James Poper 3/21/14
Objective 10d: The College will acquire Leadership in Energy Efficiency Design (LEED) certification
for all new buildings that exceed construction costs of 15 million dollars by Spring
2015.
This Objective has been met and the College will continue to meet this Objective with new projects. The College
had secured LEED Silver certification for the LRC Building in 2010, and most recently received LEED
certification at the new Physical Education Complex Project, recently renamed as the Kinesiology, Dance, and
Athletics Division.
Source: James Poper 3/21/14
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2013-2014 ASSESSMENT
Objective 10e: The College will develop and disseminate expanded emergency procedures for
existing and future construction, including access for Special Needs population by
Fall 2013.
This Objective has been met and is a continuing effort. Under the Direction of the Board of Trustees, President
Dreyfuss has overseen the implementation of this Objective. College faculty and staff presented an overview of
the emergency preparedness plan to the Board of Trustees. Facilities Services and Public Safety developed
and presented a 90 minute emergency preparedness program to faculty at the Fall FLEX day where instructions
were shared on how to survive an active shooter on campus. The active shooter training presentation was also
presented to College staff on two separate occasions to allow for all staff to attend at times that met their
schedules. Finance and Business, Facilities Services increased BEC and BEL training this past year to four
separate times to allow for all campus safety workers to attend the training. The BEC and BEL training included
content specifically addressing emergency needs for the Special Needs population. Through feedback from
these training, the Facilities Staff is developing more intense training in the use of the campus STRIKER
emergency evacuation chairs (used for stair evacuations), as well as training opportunities for the AED devices
which are located in all buildings on campus. The College conducted three emergency Drills in 2013/2014,
where the Fall drill included a section in the drill to practice “shelter-in-place” in the case of an active shooter
and for the Spring Semester, both a day and night emergency earthquake drill were conducted. Additional BEC
and BEL training was conducted for Evening College faculty and staff. Facilities leadership has visited all
College off-campus Centers to meet with staff to discuss and review their emergency drill procedures, and
communication with all off-campus Centers is integral to the drill.
Source: James Poper 3/21/14
Objective 10f: The College will complete a plan with metrics to increase the level of campus
aesthetics and cleanliness by Spring 2014.
This objective has been met through operational practices. Both custodial and grounds leaders conduct routine
inspections to ensure that work is being performed. In addition, Security and Safety personnel have been
instructed to report safety and other physical concerns with the facilities and grounds during their regular patrol.
Source: James Poper 3/21/14
Objective 10g: The College will create a plan to explore short term parking options and drop off
areas for students by Spring 2014.
This objective has been met and the College will continue to look for opportunities for short term parking and
drop-off areas as new projects are being developed. Through the Bond construction program, the College has
created a short term drop off and pick up automobile zone located between Parking Lot B & C. In addition to this
short term parking for drop-off and pick-up, a new drop-off/ turnaround area was completed at the west entrance
to Parking Lot E, in front of the Gymnasium. The College also recently installed new Day Parking Permit
dispensers in three locations on campus to help a students or visitor get quickly to a parking location and then
purchase a permit for the day.
Source: James Poper 3/21/14
Objective 10h: The College will assess costs and options for developing a disaster recovery plan
by Fall 2014.
The College is currently exploring the cost and options for the disaster recovery plan.
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Source: James Poper 3/12/14
GOAL 11:
Rio Hondo College will provide students and employees with an engaging and
rewarding campus life.
Objective 11a: The College will increase student satisfaction and participation with co- curricular
activities by 3% by 2015.
Mean
2011
Mean
2012
Mean
2013
2011 to 2013
Change
3.48
3.53
3.54
0.05
2.84
2.93
2.90
0.06
I enjoy attending RHC athletic events.
2.93
2.87
2.78
-0.15
I am satisfied with the clubs/student activities on
campus.*
xxx
xxx
3.29
N/A
Student Satisfaction with Campus Activities
I am satisfied with my opportunities to join clubs
at RHC.
I like to participate in campus student activities
(Guest Speakers, Club Fairs, Games, etc.).
*This item was new in 2013. Data Sources: 2012 and 2013 Campus Climate Survey Reports
Frequency of Student Participation in 2013
Participate in Club/Student Organization
Activities.
Never
Sometimes
Often
Always
70%
21%
5%
3%
Objective 11b: The College will evaluate the campus climate survey process and instrument and
provide recommendations for improvement by Fall 2014.
The Institutional Effectiveness Committee discussed / evaluated the Climate Survey in March 2014 and
made recommendations for the Fall 2014 implementation. The Office of Institutional Research and
Planning also held a meeting to evaluate the survey to implement necessary improvements.
Objective 11c: The College will improve participation in the governance process for classified staff,
faculty, students, and administrators by Spring 2014.
Assessment information unavailable as of 4/7/14
Objective 11d: The College will create two new opportunities for social interaction and positive
communication among Academic Senate, RHCFA, CSEA, ASRHC, and the
Management & Confidential employees by Fall 2014.
Assessment information unavailable as of 4/7/14
GOAL 12:
Rio Hondo College will offer increased educational opportunities for students who
are traditionally not college-bound.
Objective 12a: The College will strategically address the needs of underrepresented populations
within its service area by Spring 2015 by:
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2013-2014 ASSESSMENT


Increasing the number of first-generation students - 5% increase by
providing additional workshops, senior preview days, etc.
Increasing the access to information regarding availability of scholarships
and financial-aid opportunities
i) Increasing the number of first-generation students - 5% increase by providing
additional workshops, senior preview days, etc.
First-generation college-student status is based on a student’s self-report of parent/guardian education level in
CCCApply. In late June 2013, the college converted to the Open CCCApply service. Accordingly, the college
does not have parent/guardian education level for the vast majority of its students. For the 3,272 students in the
Fall 2013 semester with parent/guardian education level on record, 54.6% reported having no parent/guardian
with any college experience, 30.5% reported having a parent/guardian with some college experience but not a
bachelor’s degree, and 15.0% reported having at least one parent/guardian with a bachelor’s degree or higher.
Depending on the number of new students reporting parent/guardian education level during 2014, it might be
possible in Spring 2015 to compare the numbers of first-generation students among first-time college students
between the Fall 2013 and Fall 2014 semesters.
The Outreach & Educational Partnerships office conducted many workshops and outreach activities. The
majority of participants in these activities would be first-generation college students. The reporting format for
attendance at these activities (see below) does not document that the office provided “additional workshops,
senior preview days, etc.”
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Rio Hondo College Senior Preview Day
El Monte Union High School District
• Senior Preview Day Number of Student Participants
• Arroyo High School 44
• El Monte High School 45
• Mountain View High School 42
• Rosemead High School 30
• South El Monte High School 51
• Ledesma High School* 7
• Total for EMUHSD 219
Whittier Union High School District
• Senior Preview Day Number of Student Participants
• California High School 23
• La Serna High School 47
• Pioneer High School 20
• Santa Fe High School 25
• Whittier High School 43
• Frontier High School* 20
• Total for WUHSD 178
El Rancho Unified School District
• Senior Preview Day Number of Student Participants
• El Rancho High School 80
• Salazar High School* 10
• Total for ERUSD 90
Montebello Unified School District
• Senior Preview Day Number of Student Participants
• Montebello High School 55
• Schurr High School 44
• Total for MUSD 99
Bassett High School Number of Student Participants: 44
Amino Charter High School Number of Student Participants: 10
GRAND TOTAL: 638
College Nights and Community Event Tables
Event Type and Amount
College Nights/Community Events 21
Frosh/Soph nights in EMUHSD 6
Middle School Nights in El Monte City Unified School District 5
Junior TES Parent Nights 5
TOTAL 37
24
Friday/Saturday Assessment and Orientation by High School
El Monte Union High School District
High School Number of Students
• Arroyo High School 41
• El Monte High School 43
• Mountain View High School 43
• Rosemead High School 36
• South El Monte High School 44
• Ledesma High School* 0
• Total for EMUHSD 207
Whittier Union High School District
High School Number of Students
• California High School 46
• La Serna High School 35
• Pioneer High School 30
• Santa Fe High School 44
• Whittier High School 45
• Frontier High School* Students came on own
• Total for WUHSD 200
El Rancho Unified School District
High School Number of Students
El Rancho High School 41
Salazar High School* Students came on own
Total for ERUSD 41
Montebello Unified School District
High School Number of Students
Montebello High School 44
Schurr High School 40
Total for MUSD 84
GRAND TOTAL 532
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May/June- Saturday Assessment and Orientations
Date # of Participants
Saturday 5/11/13 82
Saturday 5/18/13 50
Saturday 6/1/13 100
Make up Assessment and Orientations in June 2013
Date # of Participants
Tuesday 6/18 29
Wednesday 6/19 45
Thursday 6/20 71
Friday 6/21 66
GRAND TOTAL: 975
Early College Academy
Mountain View High School Numbers of Students Enrolled
• Students in Cohort 1 23
• Students in Cohort 2 30
• Enrolled in Fall 2012 45
• Enrolled in Spring 2013 52
• Enrolled in Summer 2013 25
El Rancho High School Numbers of Students Enrolled
• Students in Cohort 1 19
• Students in Cohort 2 30
• Enrolled in Fall 2012 51
• Enrolled in Spring 2013 47
• Enrolled in Summer 2013 25
Pioneer High School
• Students in Cohort 1 28
• Enrolled in Fall 2012 25
• Enrolled in Spring 2013 27
• Enrolled in Summer 2013 48
South El Monte High School
• Students enrolled in Summer 2013 18
Total enrolled for Fall 2012 121
Total enrolled for Spring 2013 126
Total enrolled for Summer 2013 116
AccessRio Registration Support Workshops
Date: July 17, 2013 Number of Participants: 104
July 18, 2013 121
Total: 225
Freshman Welcome Days at Rio Hondo College
Date: 7/23/13 Participants: 39
Date: 7/24/13 Participants: 61
Date: 7/25/13 Participants: 35
Date: 7/30/13 Participants: 75
Date: 7/31/13 Participants: 85
Date: 8/1/13 Participants: 61
Date: 8/6/13 Participants: 94
Date: 8/7/13 Participants: 56
Date: 8/8/13 Participants: 49
Middle School College Planning Family Nights 2012
School Total # of Families Total # of Individuals
Madrid 43 105
Kranz 70 148
Total for Mountain View USD 113 253
Durfee-Thompson 30 68
Kranz 70 148
Columbia 58 156
Total for El Monte City USD 160 399
Total 273 652
Total Participants:
El Monte Pledge Priority Registration 205
Pre-Registration 57
Regular Registration 17
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Pre-College Support Activities (Educational Partnerships)
Frosh/Soph College Planning Family Nights 2012-2013
School Total Number of Families Total Number of Individuals
Arroyo High School 43 89
El Monte High School 48 107
Mountain View High School 15 37
Rosemead High School 76 174
South El Monte High School 54 105
Total for EMUHSD 308 665
Junior Transcript Evaluation Services Classroom Conferences
School # of Workshops # of Students Meeting/Close # of Students Not Meeting Total # of Students
Arroyo High School 20 331 258 590
El Monte High School 18 325 160 485
Mountain View High School 13 173 213 386
Rosemead High School 16 293 162 455
South El Monte High School 12 211 147 358
TOTAL 79 1333 940 2274
Junior College Planning Family Nights
Junior TES Family Nights Total Number of Families Total Number of Individuals
Arroyo High School 31 64
El Monte High School 94 188
Mountain View High School 74 150
Rosemead High School 82 214
South El Monte High School 141 290
Total for EMUHSD 422 906
Senior Transcript Evaluation Day
Senior College Readiness Summit: Oct. 12 and Oct. 19 of 2012
High School Number of Participants
• Arroyo 93
• El Monte 94
• Mountain View 89
• Rosemead 91
• South El Monte 85
• El Rancho 56
GRAND TOTAL: 508
El Monte Pledge Assembly
EMUHSD College Pledge Assembly Total Number of Students
Arroyo High School 564
El Monte High School 443
Mountain View High School 368
Rosemead High School 460
South El Monte High School 351
Total for EMUHSD 2186
Sources:
Judy Pearson, 6/28/2013
RHC Information Technology, 3/11/2014
Banner/Cognos, 3/17/2014
Mike Muñoz, 4/01/2014
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ii) Increasing the access to information regarding availability of scholarships and financial-aid
opportunities.
The Rio Hondo College Foundation has increased visibility and availability of scholarships for students
through implementation of a new online application process. The Foundation website was updated with a
dedicated scholarship page with both Foundation and outside scholarship information. Scholarship
information was sent to student e-mails and promoted through campus promotion in both Fall 2013 and
Spring 2014. The last two columns of the chart below indicate applications started and submitted,
respectively. The Foundation has distributed more than $150,000 in total scholarships over the past year.
Objective 12b: The College will offer more opportunities that enhance the students’ concept of
“global citizenship” by 2015 by:
 Increasing course offerings in courses related to international education
 Increasing number of Study Abroad partnerships
 Increasing outreach efforts to non-traditional students
i) Increasing course offerings in courses related to international education
Several degree programs have courses related to international education as requirements and/or electives.
These include Chicano Studies, English and Literature, General Studies—Art and Human Expression,
General Studies—Social Behavior and Self-Development, General Studies—Social Sciences, and
International Business.
Although the available evidence does not indicate that the campus is engaged in a coordinated effort to
increase the number of courses related to international education, newly approved AA-T degrees could
increase the numbers of students enrolled in courses related to international education. Examples of
degree programs (and courses related to international education) include Spanish (Hispanic/Latino Culture,
Latin American/Spanish History, French), Art History (Art of Asia, Art of Mexico), and English (British,
Mexican, and Chicana/Chicano literature).
Sources:
Fran Cummings, 3/21/2014
Scott Dixon, 3/21/2014
Rio Hondo College Catalog 2013-2014
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ii) Increasing number of Study Abroad partnerships
Rio Hondo currently offers Study Abroad opportunities to London England during the fall semester and
Salamanca Spain in the spring semester through the Southern California Foothills Consortium. The
consortium is comprised of 11 community colleges with the goal of recruiting faculty and staff for teaching
and learning, respectively.
Each semester, several hundred students attend information sessions offered by the study abroad
coordinator and express sincere interest in participating. However, the costs associated with study abroad
are prohibitive for many of our students. Therefore, a potential direction for education abroad opportunities
should focus on increasing opportunities for students to participate in our existing programs by increasing
scholarships earmarked for this endeavor.
In addition, the study abroad program coordinator has assisted students with seeking opportunities not
currently offered by the consortium. Specifically, during the spring 2014 semester, one student is studying
in Ireland while another student is in Santiago Chile.
Source:
Melissa Rifino-Juarez, 3/20/2014
iii) Increasing outreach efforts to non-traditional students
The college does not currently engage in outreach efforts devoted to “global citizenship” for non-traditional
students. The majority of RHC students, though, meet at least one of the seven federal criteria for being
considered “non-traditional.” Thus, the college’s typical outreach activities are outreach efforts to nontraditional students. These outreach efforts are addressed in this document under objectives 6a, 6b, 6d,
and 12a.
Source:
National Center for Education Statistics, Nontraditional Undergraduates, 2002,
https://nces.ed.gov/pubs2002/2002012.pdf .
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Area Plan Goals by Institutional Goals
1
President
Area
Plan
Goal
7
1
President
8
Maintain Research and Planning's current capacity to meet the
growing demands of the planning process, research requests, and
data-informed decision making
In
Progress
1
President
9
Increase R&P's capacity to meet the growing demands of the
planning process, research requests, and data-informed decision
making.
In
Progress
1
Finance & Business
12
Create and implement a new audio/visual interface standard campuswide.
In
Progress
1
Academic Affairs
1
On an ongoing basis, departments within the academic divisions will
continue to develop new courses and expand course offerings to
meet changing needs of students and to support the requirements of
newly developed degrees, particularly new AD-T degrees (Associate
Degrees for Transfer), including AA-T and AS-T degrees based on
Transfer Model Curriculum (TMC).
In
Progress
1
Academic Affairs
18
During the 2014-15 academic year, the Division of Kinesiology,
Dance, and Athletics will expand the Dance program by developing
an AA in Dance and several dance-related certificates. Related to this
expansion is the need for four specific types of equipment to be
purchased.
In
Progress
1
Academic Affairs
24
Beginning Fall 2014, the Division of Arts and Cultural Programs will
develop a strong applied music program, focused on preparing
students for transfer to a four-year institution, beginning with choral
music. To be successful the program must develop and articulate a
transfer degree (see Academic Affairs Goal 2), create an
infrastructure of large and small ensembles and individual lessons,
and secure resources, such as the equipment requested below.
Eventually, the program may develop regional partners (an applied
music consortia) to share costs and resources.
In
Progress
Inst.
Goal
Area
Goal
Status
Promote use of research data and analysis to support planning, datainformed decision making, and fulfill accreditation requirements.
In
Progress
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1
Academic Affairs
Area
Plan
Goal
43
2
Academic Affairs
2
Inst.
Goal
Area
Goal
Status
By the end of the 2014-15 academic year, the number and scope of
class offerings in Math and Science will increase among the Honors
Program offerings.
In
Progress
7
During the 2014-15 academic year, faculty and administration in the
Division of Health Sciences and Nursing will complete the necessary
training, paperwork, and review process to achieve national
accreditation for the ADN program through ACEN (Accreditation
Commission for Education in Nursing, Inc.).
In
Progress
Academic Affairs
34
By Fall 2014, a District-funded supply budget will be developed for
the Heavy Equipment Maintenance (HEM) program to augment
current funding from Automotive and Perkins, which do not
adequately support the program. This program, which offers both an
AS degree and COA, will also achieve Associated Equipment
Distributors (AED) industry certification by the end of the 2014-15
academic year.
In
Progress
3
Academic Affairs
28
The Office of Student Retention & Success will hire 10 Tutors (7
Gateway tutors and 3 online tutors) and 6 Summer Bridge Peer
Mentors to support successful Basic Skills programs already in effect.
complete
3
Student Services
9
Enhance student success outcomes in DSPS classes
In
Progress
3
Student Services
11
We must re-examine the pre-tests for English, reading and math to
better align with the assessment tools and better prepare students to
take assessments; additionally, we must expand the current
orientation method to include online delivery with increased
interactivity and functionality.
In
Progress
3
Student Services
17
Clerk III - Document Imaging Specialist
In
Progress
4
President
5
The GCR staff will improve on campus awareness of GCR–
especially among the faculty ranks
on hold
4
President
10
Increase oversight of Rio Hondo College educational centers and
programs by Fall 2015.
In
Progress
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INSTITUTIONAL RESEARCH AND PLANNING
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4
Academic Affairs
Area
Plan
Goal
2
4
Academic Affairs
4
On an ongoing basis, the Office of Academic Affairs will continue to
provide administrative supervision of Rio Hondo's two educational
centers--South Whittier Educational Center (SWEC) and El Monte
Educational Center (EMEC), as well as a planned educational center
to be located in Pico Rivera--and develop curricular offerings that
assist the centers in refining their educational identities within the
communities they serve. Three specific equipment and personnel
requests are important to this overarching goal.
In
Progress
4
Academic Affairs
8
By Fall 2014, Rio Hondo's Alternative Fuels program will obtain
District funding for an annual operating budget, separate from the
Automotive program budget or IDRC grant funding, which is ending
soon.
In
Progress
5
President
4
To increase campus awareness and understanding of the purpose of
the Marketing & Communications office
In
Progress
5
Student Services
1
General Counseling will take the necessary steps to ensure that the
program has adequate staffing to service the academic advising
needs of Rio Hondo College students especially in response to the
SB1456 legislation. (RHC goal #5)
In
Progress
5
Student Services
2
Provide DSPS students with a full-time counselor who can provide
disability verification and disability specific counseling. Knowledge
and expertise in working with students with Intellectual Disabilities,
Autism Spectrum Disorders, Learning Disabilities, Acquired brain
injuries, or Deafness
In
Progress
5
Student Services
3
General Counseling will take the necessary steps to ensure that the
program has adequate staffing to service the academic advising
needs of Rio Hondo College students especially in response to the
SB1456 legislation. (RHC goal #5)
In
Progress
Inst.
Goal
Area
Goal
Status
On an ongoing basis, the Office of Academic Affairs will expand
awareness of Rio Hondo's programs and courses in the communities
we serve. This will serve to increase the number of degrees and
certificates awarded across the campus in all disciplines, and course
enrollment, as needed.
In
Progress
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INSTITUTIONAL RESEARCH AND PLANNING
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5
Student Services
Area
Plan
Goal
4
5
Student Services
6
Process Veteran student requests for VA Benefit Certification within
one month of the time that they submit all of their required forms.
In
Progress
5
Student Services
8
To develop a set of strategies that ensures all entering students
complete an assessment, orientation, and comprehensive
educational plan as mandated by the Student Success Initiative.
In
Progress
5
Student Services
10
Improve the scope, quality, and quantity of clinical and mental health
services provided to the Rio Hondo College Community.
In
Progress
5
Student Services
18
To develop a set of strategies that ensures all entering students
complete an assessment, orientation, and comprehensive
educational plan as mandated by the Student Success Initiative.
In
Progress
6
Academic Affairs
26
During the 2014-15 academic year, the Business Division will
continue to successfully offer the Volunteer Income Tax Assistance
(VITA) program for tax year 2013, while securing District funding for
long-range program operations.
In
Progress
6
Academic Affairs
40
Throughout the 2014-15 academic year, the Rio Hondo Adult
Education Consortium--composed of several surrounding K-12
districts along with Rio Hondo College serving as the fiscal agent--will
continue collaborative planning efforts that center on improving the
delivery of adult education opportunities in our region, driven by AB82
legislation and funding.
In
Progress
7
President
6
The Office of GCR will expand its community relations function. This
goal is aligned with Value 2: Student Access and Success and Value
complete
Inst.
Goal
Area
Goal
Status
Financial Aid will continue to experience significant growth in all areas In
of service offerings. Financial Aid federal and state regulations are
Progress
changing drastically and as a result, financial aid continues to require
additional staffing resources to assist with counter, email and phone
duties to provide advising and answer detailed student questions. In
order to meet the growing demands and provide exemplary customer
service, additional staffing will be required to conduct informational
sessions both on and off campus. This position was approved
through the staffing committee process last year, but funding was not
available to fill the position.
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Inst.
Goal
Area
Area
Plan
Goal
Goal
Status
4: Fiscal Responsibility
7
Finance & Business
3
To keep providing professional services to College suppliers,
contractors and employees while maintaining high standards of
quality to facilitate the College’s goals.
In
Progress
7
Finance & Business
4
Ensure that the College general accounting process remains effective
and efficient.
In
Progress
7
Academic Affairs
20
Throughout the 2014-15 academic year, the Division of Kinesiology,
Dance, and Athletics will take steps to improve the safety and cost
effectiveness of transportation for our athletic programs.
In
Progress
7
Academic Affairs
35
Throughout the 2014-15 academic year, upcoming grant funding
opportunities will be communicated by the Office of Grant
Development and Management (GDM) to the college community
where opportunities relevant to Rio Hondo's educational priorities
have been identified.
In
Progress
8
President
1
Hire an additional Human Resources Administrator to support the
departments goals and the college overall.
In
Progress
8
President
2
Continue to Diversify Our Workforce.
In
Progress
8
President
3
By Spring 2014, increase applicant pool numbers by an additional 5%
from the prior year.
In
Progress
8
Finance & Business
8
Increase hours of the part-time 35% store keeper to 100% position.
Student Services areas are impacted when either the full-time
storekeeper is out ill, on vacation, in meeting with Director or out
making deliveries . Since we must keep the warehouse open for
pickups and deliveries to the campus, delivery truck drivers and
programs must wait until the storekeeper is present.
In
Progress
8
Finance & Business
10
Improve work efficiency at Facilities Services
In
Progress
8
Academic Affairs
5
By Fall 2014, the percentage of release time for the faculty
Coordinator of the Office of Staff Development/FLEX and operating
In
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INSTITUTIONAL RESEARCH AND PLANNING
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Inst.
Goal
Area
Area
Plan
Goal
Goal
Status
budget for the same office will be restored to levels prior to Fall 2012,
when Coordinator release time and staff development budget were
reduced for budgetary purposes.
Progress
8
Academic Affairs
13
By Fall 2014, two vacated full-time faculty positions will be filled to
In
ensure continued quality education within the Division of Behavioral
Progress
and Social Sciences and to help share the numerous committee tasks
and responsibilities required of faculty within the division.
8
Academic Affairs
14
By Fall 2014, the Division of Communications and Languages will hire In
two full-time, tenure-track faculty members. One will fill a position in
Progress
Reading, vacated when Doreen Kaller retired in Spring 2010. One will
fill a position in English, vacated when Mary Ann Pacheco retired in
June 2012.
8
Academic Affairs
15
By Fall 2014, the Division of Business will hire a full-time, tenure-track In
Accounting faculty member to fill a position that was vacated upon the Progress
retirement of Professor Mercedes Martinez in June 2013.
8
Academic Affairs
16
By Fall 2012, the Division of Communications and Languages will hire In
a full-time, 100% Classified staff member to meet the demands of
Progress
significantly increased enrollment in Journalism and the emerging
program in New Media.
8
Academic Affairs
17
By Fall 2014, the Division of Arts and Cultural Programs will hire a
full-time, tenure-track faculty member in Commercial Arts/Digital
Media to fill a position that was vacated upon the retirement of Prof.
Dale Harvey in May 2011.
In
Progress
8
Academic Affairs
22
By Fall 2014, the Division of Kinesiology, Dance, and Athletics will
hire a full-time, tenure-track faculty member to serve as Head Coach
of Water Polo/Swimming Instructor to fill a position that was vacated
upon the retirement of professor Jeannette Williams in May 2007.
In
Progress
8
Academic Affairs
25
By Fall 2014, the Division of Kinesiology, Dance, and Athletics will
hire a part-time Certified Athletic Trainer for a minimum of 19 hours a
week and pay them the industry standard.
In
Progress
8
Academic Affairs
29
By Fall 2014, the Division of Library and Instructional Support will hire
In
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INSTITUTIONAL RESEARCH AND PLANNING
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APRIL 11, 2014
Inst.
Goal
Area
Area
Plan
Goal
Goal
Status
a full-time, tenure-track Librarian to fill a position that was vacated
upon the retirement of Jan Coe in May 2007.
Progress
8
Academic Affairs
30
By Fall 2014, two Classified staff positions will be filled to ensure
continued quality education within the Division of Career and
Technical Education.
In
Progress
8
Academic Affairs
32
By Fall 2014, Division of Health Sciences and Nursing will hire a fulltime, tenure-track faculty member to fill a position vacated upon the
resignation of Prof. Kendra Seiler in May 2011.
In
Progress
8
Academic Affairs
36
By Fall 2014, the Division of Arts and Cultural Programs will hire a
In
Lab Technician to provide adequate instructional support in the Visual Progress
Arts program--specifically in support of Ceramics faculty/Art Gallery
Coordinator--to ensure that facilities are maintained, supplies are
efficiently ordered and inventoried, and that instructional spaces are
always prepared. This will improve student success by fostering safe,
healthy, and functional instructional environments; maximizing
instructional time; and providing instructional assistance.
8
Academic Affairs
37
By Fall 2014, a Clerk Typist II Classified staff person will be hired to
support the operations of the Division of Health Sciences and
Nursing.
In
Progress
8
Academic Affairs
38
By Fall 2014, the Division of Math and Sciences will hire two full-time,
tenure-track faculty members and one Instructional Lab Technician in
Physical Science. One faculty position will fill a position in Astronomy
that was vacated when Dewayne Highfill retired in December 2012.
One will fill a position in Mathematics, vacated when Ray Esquivel
retired in December 2013. By Fall 2014, the Division of Math and
Science will also hire an Instructional Lab Technician in Physical
Science (49%)
In
Progress
8
Academic Affairs
By Fall 2014, the Division of Career and Technical Education will hire
a full-time, tenure-track Drafting/Engineering professor to fill a
position that was vacated upon the death of Prof. Ed Gonzalez in
March 2012.
In
Progress
41
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INSTITUTIONAL RESEARCH AND PLANNING
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Inst.
Goal
Area
Area
Plan
Goal
44
Goal
Status
By Fall 2014, the Division of Public Safety will hire a full-time, tenuretrack faculty member in Fire Technology (EMT) to fill a position that
was vacated upon the retirement of Professor Don Matthews in May
2008.
In
Progress
8
Academic Affairs
9
President
11
To improve efficiency with which MC staff responds to various
campus requests for assistance
In
Progress
9
Finance & Business
13
Refresh aging A/V equipment in older classrooms throughout the
campus.
In
Progress
9
Finance & Business
14
Improve communication with constituents on campus regarding audio
visual technologies.
In
Progress
9
Finance & Business
15
Establish on and off campus network monitoring of audio/visual
equipment.
In
Progress
9
Finance & Business
16
Improve ability to support multiple events and the recording of
campus events and meetings for production and archival purposes.
In
Progress
9
Finance & Business
17
Maintain a modern and current desktop computing environment for
students, faculty, and staff.
In
Progress
9
Finance & Business
18
Continue the Rio Hondo's technical training program.
In
Progress
9
Finance & Business
19
To provide a fast and reliable network infrastructure that can meet the
demands of its users.
In
Progress
9
Finance & Business
20
Develop and Implement Disaster Recovery Plan.
In
Progress
9
Finance & Business
21
Replace the aging, seven year old hardware supporting the Banner
student information system.
In
Progress
9
Finance & Business
22
Maintain the Rio Hondo Banner environment at current release levels.
In
Progress
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INSTITUTIONAL RESEARCH AND PLANNING
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Inst.
Goal
Area
9
Finance & Business
Area
Plan
Goal
23
9
Finance & Business
9
Goal
Status
Develop leave accounting and salary calculator system in Banner.
In
Progress
25
Upgrade the Print Shop's folding machine.
In
Progress
Academic Affairs
3
By Fall 2014, the Office of Academic Affairs will establish clearer
administrative procedures for addressing unanticipated "emergency"
technology failures in the classroom and incorporate a limited budget
line within the Academic Affairs operational budget to be used for
purchasing necessary replacement/upgrades of hardware or software
resulting from such "emergency" classroom technology failures.
In
Progress
9
Academic Affairs
9
Beginning Fall 2014, the Division of Arts and Cultural Programs will
improve instructional support for the Performing Arts programs and
more effectively meet ongoing campus demand for
presentation/lecture space by ensuring that performance facilities are
maintained, supplies are efficiently ordered and inventoried, and
performance spaces are always prepared and safely operated. This
goal is comprised of related requests for additional Technical Theatre
staff and a maintenance plan/budget to improve performance facility
support in both the Wray Theatre and Campus Inn Theatre.
In
Progress
9
Academic Affairs
11
By Fall 2014, the Division of Health Sciences and Nursing will
become a partner in the Computerized Clinical Placement System
(CCPS), which increasingly is required for clinical placements in most
of the hospital facilities in which Rio Hondo's Nursing students are
placed.
In
Progress
9
Academic Affairs
12
Over the next two academic years (2014-15 and 2015-16), the
Division of Communications and Languages will continue to identify
several ways to maximize technology to reduce costs, increase
productivity, and enhance pedagogy throughout the division. This
goal is comprised of four specific hardware, software, and other
technology requests.
In
Progress
58
INSTITUTIONAL RESEARCH AND PLANNING
2014-2015 PLANNING PROCESS
INSTITUTIONAL PLANNING RETREAT
APRIL 11, 2014
9
Academic Affairs
Area
Plan
Goal
19
9
Academic Affairs
9
Inst.
Goal
Area
Goal
Status
By Fall 2014, 40 Dell Optiplex 745 computers in the Business
Computer Lab (B114) will be replaced, along with associated AV
equipment.
In
Progress
23
By Fall 2014, 45 computer work stations will be installed in Business
lecture classroom B119.
In
Progress
Academic Affairs
31
The Library will improve access to the College Archives through
digitization of the entire run of El Paisano and other selected archival
materials to insure that the College Archives are preserved for future
generations through implementation of proper archival practices.
In
Progress
9
Academic Affairs
33
During the 2014-15 academic year, the Library will update
technological equipment and research tools necessary for student
learning, including flatbed scanners available for students in the
Library Computer Commons, ebooks, and online databases.
In
Progress
9
Student Services
12
Upgrade the College Source software being used currently.
In
Progress
9
Student Services
13
Enhance student learning in educational development classes by
introducing contemporary technology into class instruction.
complete
9
Student Services
14
Provide portable, hand-held player for talking books and various
audio formats such as Daisy, MP3, and other audio format.
In
Progress
9
Student Services
15
Provide assistive listening device for students with hearing losses.
In
Progress
9
Student Services
16
Enhance student learning in educational development classes by
introducing contemporary technology into class instruction.
complete
10
Finance & Business
9
Increase campus safety and emergency preparedness
In
Progress
10
Finance & Business
11
Provide Facilities related services that are responsive to both the
increased needs of the campus community, and support the new
addition of facilities, grounds, and off-campus Centers of the College
by adding additional personnel and purchasing new equipment.
In
Progress
59
INSTITUTIONAL RESEARCH AND PLANNING
2014-2015 PLANNING PROCESS
INSTITUTIONAL PLANNING RETREAT
APRIL 11, 2014
Inst.
Goal
Area
10
Finance & Business
10
Academic Affairs
10
Area
Plan
Goal
24
Goal
Status
Expand Banner functionality to mobile devices.
In
Progress
6
On an ongoing basis, the Division of Behavioral and Social Sciences
will be provided faculty classroom and office space and educational
technology that is responsive to the needs of students enrolled in
classes within the division. Several specific facilities, technology,
equipment, and budget requests comprise this overarching goal.
In
Progress
Academic Affairs
10
By Fall 2014, two CAD lab classrooms that support the
Architecture/CAD/Drafting/GIS program will be furnished with new
chairs to foster student success and safety.
In
Progress
10
Academic Affairs
21
By Fall 2014, to begin expanding the existing Visual Arts facilities and
infrastructure to increase enrollment capacity, improve student
success, and foster a safer working/learning environment. This will
provide students with more space and instructional time, better
working and learning conditions, and improved access to modern
technology.
In
Progress
10
Academic Affairs
27
During the 2014-15 academic year, the Library will improve the
physical learning environment for students.
In
Progress
10
Academic Affairs
39
During the 2014-15 academic year, several damaged items in the
Administration of Justice Annex will be replaced/upgraded, including
the hot water heater, range electrical system, and baffle beam.
In
Progress
10
Academic Affairs
42
Over the next few years, in conjunction with the long-term Facilities
In
Master Plan, classrooms will be added to accommodate high-demand Progress
courses in the Division of Math and Sciences. In addition, lab
equipment and furniture will also be purchased for existing Math and
Science labs.
10
Academic Affairs
45
By Fall 2014, the Division of Kinesiology, Dance, and Athletics will
purchase three key pieces of equipment, some of which is required to
remain in compliance with NCAA requirements.
In
Progress
10
Student Services
7
Promote transfer visibility on campus for both students and faculty
and provide quality transfer services, programs, and activities that
In
Progress
60
INSTITUTIONAL RESEARCH AND PLANNING
2014-2015 PLANNING PROCESS
INSTITUTIONAL PLANNING RETREAT
APRIL 11, 2014
Inst.
Goal
Area
Area
Plan
Goal
Goal
Status
support student success.
12
Finance & Business
6
Work with District Administration and District IT Department to identify In
and evaluate purchasing and fixed asset software that would replace Progress
our current system.
12
Finance & Business
7
Have the facilities department relocate their supplies out of the
warehouse to a container. This will free up warehouse space so that
the operation is not so congested and make room to store items from
other departments. Facilities would budget move and storage space
from their budget.
In
Progress
12
Student Services
5
Implement new SB1440 Transfer Degree
In
Progress
13
Finance & Business
1
Ensure that the college remains financially solvent.
In
Progress
13
Finance & Business
2
To ensure that all departments/divisions are operating within their
allocated budgets.
In
Progress
13
Finance & Business
5
To reconcile BANNER and TouchNet Systems.
In
Progress
61