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2011-12
Program Review
Name of Program:
Name of Unit:
Name of Area:
Date Completed:
Associate Degree Nursing (ADN) Program
Health Sciences
Academic Affairs
9/9/2011
Program's Mission Statement
As a program within the Rio Hondo College teaching/learning community, we come together
and strive to meet the needs, aspirations and goals of our changing student population and
healthcare needs of the community. Rio Hondo College nursing faculty value the folowing:
1. Quality teaching and learning
2. Caring and advocacy as the essence of nursing and the most central and unifying
focus for nursing practice.
3. Dignity, compassion and respect in the care of others.
4. Intrinsic integrity, honesty and personal responsibility and accountability.
5. An appreciation of, and support for, equity and diversity among individuals.
6. The pursuit of self sensitivity and understanding.
7. Efficient and effective use of resources.
8. High quality care.
9. Collaboration and teamwork.
10. Professional development of the nurse through life-long learning.
11. Maintenance of legal/ethical standards of practice.
12. Partnership with the community.
Program's Overarching Outcomes - SLOs / SAOs
A. The concept of student equity and student learning outcomes are central to the value of
student learning success. The ADN Program has diligently developed Student Learning
outcomes for all nursing course. Each outcome is supported by clearly written
objectives that assist in student success.
B. Writing Outcomes:
i. SLO: Students will be able to apply the nursing process in caring for patients.
C. Assessing Outcomes:
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1. Theory Course Section: The student will be able to: Utilize the nursing process in:
assessment, diagnosing, intervening and evaluating outcomes for patients.
a. The student will achieve an excellent grade by attaining 90% or greater in
the cumulative percent of exams.
b. The student will achieve a satisfactory grade by attaining 75-89% in the
cumulative percent of exams.
c. The student will achieve an unsatifactory grade if they attain less than
75% in the cumulative percent of exams.
2. Clinical Course Section:
a. The student will achieve an excellent grade by having no errors in any
section of the clinical evaluation tool objectives related to: utilizing the nursing process in:
planner of care; provider of safe, skilled care; communicator; and
member of the profession.
b. The student will achieve a satisfactory grade by having only one error in
one or more sections of the clinical evaluation tool objectives related to: utilizing the
nursing process in: planner of care; provider of safe, skilled care; communicator;
and member of the profession.
c. The student will achieve an unsatifactory grade by having two or more
errors in one or more sections of the clinical evaluation tool objectives related to: utilizing the
nursing process in: planner of care; provider of safe, skilled care;
communicator; and member of the profession.
D. Cycle of Review and Revision:
1. All courses are reviewed systemically when they are completed. In spring of 2010,
the format moved to a computerized entry. Each course instructor is responsible for entry
of data for their course.
2. At the completion of the spring semester, the total program is reviewed and SLOs
are also reviewed at this time
3. All records regarding review and revisions are kept on site in the division.
Program's Characteristics, Performance and Trends
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Program's Strengths and Weaknesses
Strengths of the Associate Degree Nursing Program:
1. Inclusion of Simulation Specilaist on one-year contract and development of
expanded simulation into all ADN classes.
2. NCLEX pass rate 2009/2010 of 91.38%
3. Successful completion and approval of Board of Registered Nursing review.
4. Continued clerical support through partial grant support.
6. Male enrollment at 25.9% (national average is 11%) and development of Men in
Nursing chapter on-site.
7. Collaboration with Presbyterian Intercommunity Hospital for multiple grant and
program expansion opportunities.
8. Addition of classroom accomodating 60 students.
9. Simulation center expanded area to incorporate 10 simulation stations and
nursery area.
10. Development of long-term fiscal relationship with Kaiser Permanente.
11. Expansion of clinical opportunities into community health care settings.
12. Strengthening of admission criteria has allowed for a stronger academically
prepared pool of students entering the program.
13. Incoporation of Integrated Kaplan Testing program for all ADN students.
14. Sophisticated, evolving Skill Center with computer access for student use.
15. Continuation of Enrollment Grant through 2011.
16. Progression of students to more advanced critical thinking incoporating
simulation, Kaplan, clinical and theoretical experiences.
17. Administrative support of program.
Weakensses of the program:
1. Economic constraints resulting in decreased grant support resulting in limitations
on tutoring, book support and decreased funding for supplies and equipment.
2. Economic constraints resulting in decreased financial aid, increased attrition
secondary to personal financial concerns and decreased availability of scholarships.
3. Economic constraints imposed by clinical settings due to increased supply usage
because of student use.
4. Economic constraints imposed by clinical facilities limiting the number of
students per placement.
5. Economic constraints resulting in a lack of job openings for new graduate RNs.
6. Subsequent to all of these economic constraints plus decreased community college
state funding, fewer students are being admitted into the program.
7. Space limiting any further program expansion.
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8. Lack of articulation agreement with BSN/MSN Programs.
9. Current attrition rate of 23.4% (increased attrition rate secondary to students
leaving the program because of financial issues) Our attrition rate goal is 15%.
Program's Opportunities and Threats
Opportunities:
1. Large number of academically prepared students in pool for acceptance into
program (including Bachelor and Master's prepared students)
2. Potential for multiple fiscal relationships with health care entities and
philanthropic organizations.
3. Development of increased on-line classes to accomodate working students.
4. Development of articulation agreements with BSN/MSN programs for smooth
transition on completion of the ADN program.
5. Development of on-site BSN program for smooth transition after completing the
ADN program.
6. Potential for expansion of Simulation Laboratory and its utilization as a revenue
producing enitity by health care agencies.
7. Opportunity for achieving NLN accreditation.
Threats:
1. Economic constraints resulting in decreased job opportunities for new graduates,
decreased grant funding and decreased student financial support.
2. Decreased clinical experiences because of trend to hire BSN prepared nurses
3. Decreased clinical availability because of competition with proprietary schools.
4. Current lack of progress in pursuit of NLN accreditation.
5. Financial constraints in overall expansion of the program: space issues,
Program's Accomplishments and Recommendations for Improvement
Accomplishments:
1. Program continues to have a solid reputation within the community.
2. NCLEX pass rate of 92% for past two years in spite of the fact that the test has
become more difficult.
3. Incorporation of simulation into every ADN class.
4. Creative approaches to clinicals, utilizing 12 hour shifts, weekends, evenings and
split days as well as alternate sites.
5. High satisfaction rate of students in the program.
6. Able to secure Enrollment Grant through 2011.
7. With support of Administration, have expanded simulation space to accomodate
10 clinical stations.
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8. Continued approval by the BRN for the Associate Degree Program.
Recommendations:
1. Continued expansion of simulation space with a designated full time technician,
simulation director and coordinator.
2. Development of ADN to BSN articulation agreements and on-site program.
Program's Strategic Direction
As the emphasis on the need for RNs to have a BSN continues and as more and more hospitals
have put caps on the number of ADNs that they will hire as new graduates, our program must
provide students with ready preparation for and access to BSN and MSN programs. In order to
do that, we need to develop several articulation agreements with BSN programs in the Los
Angeles area. In addition, we need to negotiate with a BSN program/s to conduct on-site
classes so that students can smoothly step into a BSN program. In addition, we are in the
process of developing a transition to practice course for new graduates, not only for students
in our program but other associate degree programs as well.
We are also looking for continued funding for students, equipment and new programs so that
we remain current and strategically placed to meet the needs of both students and industry.
We continue to have a goal of 15% or better attrition and so, in addition to our current
strategies, we are also focused on making available to students increased simulation
experience. Three strategies for simulation usage include additional opportunity for tutorials
both individual and group, for testing with both individual and group and for the development
of clinical reasoning through case scenario simulation with both individual and group.
We are continuing to work on NLN Accreditation in order to position ourselves in the
community as an exemplary program.
Program's Staff Development
Program Review - Additional Comments
Program Review - Executive Summary
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PROGRAM REVIEW EXECUTIVE SUMMARY
Program: ADN Health Science
Date: November 8, 2010
Committee Members Present: Marie Eckstrom (Chair); Howard Kummerman (Dean); Steve
Hebert (Dean); Barbara Salazar (Faculty SLO Representative); Kelly Lynch (Faculty); Melissa
Alvarez (Classified)
Program Members Present: Connie Austin, Gail Biesemeyer
Commendations
•
Commendations on clearly written, meaningful, and comprehensive SLOs and
assessment procedures.
•
Commendations on excellent and consistent success and retention rates.
•
Commendations on creating online courses.
Program-Level Recommendations
•
Revise Program Review documents to include current industry trends in hiring of
nurses; explain acronyms for the non-medical reader; and add a narrative to explain the
attending data.
•
Continue to seek ways to address the attrition rate.
•
Institutional-Level Recommendations
•
Continue financial support to Nursing Program: allocate a full-time simulation
coordinator, purchase eight simulator mannequins
Program Review - Response to the Executive Summary
Goal #1 Long term (2-5 years)
Status: in progress
Description of Goal
The Associate Degree Nursing Program will facilitate increased depth in clinical reasoning in
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order to increase success and retention in the ADN program through the use of integrated
simulation experiences throughout the program. This goal is in accordance with Institutional
Goals 3 and 9.
Evaluation of Goal
1. Post simulation evaluation based on learning rubric which will reflect 90% accuracy.
2. Overall program retention rate for each course of 85% or better.
3. NCLEX annual passage rate of 90% or better.
Objective #1.1
Status: in progress
Design of clinical reasoning experiences and evaluation rubrics for each course based on
exisiting research findings.
Existing Resources
Current simulation coordinator and utilization of research department.
Objective #1.2
Status: in progress
By the end of 2012, s fulltime simulation coordinator will be available 5 days a week for the
provision of simulation experiences in all courses.
Resources Needed: Additional Personnel
Position Classification: Classified
Required for How Long: 5 years
Position Title:
Basic Position/Job Description:
Description in progress for pending approval
Estimated Salary Excluding Benefits: $80,000.00
Supporting Rationale: Identify the basic need. Include specifically how your Program Review,
Strategic Plan, Master Plan, Accreditation or other external review processes support this position.
For permanent positions indicate what percentage you are recommending, i.e. this is a permanent
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position in Weekend College for 37.5%.
The development of this position will enhance the ADN program but will also allow for
expanded use throughout Health Science in other existing programs as well as programs to be
developed.
Objective #1.3
Status: in progress
Incorporation of 8 more simulator mannequins in order to have a minimum of 10 simulation
stations.
Resources from Other Sources
Resources from Grant: potential for UniHealth grant, California
Endowmen
Required for How Long: 5 years
Requested: $640,000.00
Received: $0.00
Reason for the difference between the amounts:
We are currently seeking grant source possibilities through Kaiser, UniHealth and the
California Endowment
Goal #2 Short term (1 year)
Status: in progress
Description of Goal
Development of articulation agreements with several BSN programs and the potential
inclusion of an on-site BSN program for easy transition for the graduating ADN students
Evaluation of Goal
1. By spring of 2011, one articulation agreement will be in place for graduating ADN students.
2. By Spring of 2012, there will be the availability of an on-site BSN program for student
access. In addition, there will be articulation agreements with an additional BSN program.
Objective #2.1
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Articulation agreements will be developed and in place by spring of 2011.
Existing Resources
Health Science Administrative personnel will facilitate the development of contracts with
BSN programs in the surrounding area.
Goal #3 Long term (2-5 years)
Status: in progress
Description of Goal
Obtain NLNAC Accreditation.
Evaluation of Goal
Successful completion of NLNAC accreditation within 3 yrs.
Objective #3.1
Status: in progress
Development of specific committee responsibilities with designated time line.
Existing Resources
Faculty within the department will carry out the work required for designation.
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Individuals Who Participated in Developing this Plan
The following people acknowledge that they participated in the development of or reviewed
this plan.
Name
Role
1. Biesemeyer, Gail Review Manager
2. Page, Catherine
Reviewer
3. Gottlieb, Karen
Reviewer
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2012-13
Program Review
Name of Program:
Name of Unit:
Name of Area:
Date Completed:
Animation
Arts & Cultural Programs
Academic Affairs
2/13/2012
Program's Mission Statement
The primary mission for the animation program is for students to earn an Associate of Arts
degree, and to prepare students for upper division study at a four year college, university or art
institution. Secondary objectives include portfolio preparation for vocational training and
retraining of indivduals who have already received a bachelor's degree and are interested in
refining their skills in animation and gaming and, eventually, the opportunity to obtain a
vocation in animation and games. Finally, we are committed to providing the extended
community with accessible life-long learning opportunities within the foundational and
commercial fine arts..
Program's Overarching Outcomes - SLOs / SAOs
SLOs have been developed for all animation courses and are assessed each semester. To
ensure consistency, a common SLO for each course is identified, which all instructors include
on their syllabi. Detailed information regarding what is required of students is included and
feedback is requested to assist in both the assessment of the SLO and to facilitate dialogue
between faculty members. This process is repeated each semester in the attempt to better
serve our students and improve teaching strategies between adjunct and full time faculty
members.
SLOs are assessed at the end of the semester by each instructor for each course. The results of
these SLOs are assessed by full time and part time faculty members each semester; faculty
members then discuss any changes to the current SLOs. It is probable that any change to the
current SLOs will be minor, and that we will choose to assess the same SLO next semester.
A degree SLO has also been created and SLO results will be reviewed with other departments
in an effort to define, improve, and quantify future SLOs. Degree and Certificate SLOs were
developed in Fall 2011.
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Program's Characteristics, Performance and Trends
**DATA UPDATED FOR 2012-2013 PLANNING PROCESS 9-9-11**
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The animation program enrollment has increased 110% since last academic year and continues
to grow. There was concern that the program success and retention had fallen below the
college averages last year; this was seen most dramatically in the retention area. The
department believed that this had to do with the difficulty of the software and the rigor
required to be successful in these classes and the faculty analyzed ways to make these classes
more readily accessible to new computer users. To address this drop, the faculty put together
online video lectures to allow students to participate in lectures 24 hours a day and to go at
their own pace. The results have been positive and the success and retention rates have
improved. But in order to succeed in this industry, it is essential that students understand the
discipline and challenges of mastering the software. There will be an ongoing analysis to see
how we can help improve student success and retention rates.
Program's Strengths
Strengths:
The need for a digital Animation program is supported by Los Angeles labor market data,
which identifies Multi-Media Artists and Animators as major industry needs in the greater LA
area. According to the data the Animation industry will increase by 8.8 % over the next ten
years in the LA area. Looking at the bigger picture, O*net on line states the animation industry
will increase by 14% - 19% nationally. Under the umbrella of animation, certain local
entertainment industries have become a focus for the Animation program such as game
development. According to the Entertainment Software association, California is the largest
employer of computer and video game personnel in the nation, accounting for approximately
41 percent of total industry employment nationwide. The goal of Digital Animation program is
to provide industry-guided training through both a Degree and Local Certificates. Students
will have exposure and input at the entry level and assistance by both faculty and Industry
professionals helping them identify their own vocational strengths as well as guidance for
further training. The instruction, software and facilities available to students at RHC provides
top quality instruction that will lead to industry jobs
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Program's Weaknesses
Weaknesses:
The weakness of this program is the technology required to sustain a Digital Animation
program at a high industry level. To address this cost, the Digital faculty of each program area
agrees to assess, collaborate, and partner in program development to ensure technology needs
overlap, and to identify the equipment and software requirements that can serve as many
programs as possible.
Program's Opportunities
Opportunities:
The Digital Animation program has been developed with the intention to help students build
on their acquired knowledge, enabling them to succeed in an advanced degree program,
vocational trade, or fine arts profession. Portfolio development and review, student
exhibitions and critique provide evidence of student proficiency in all areas of the visual and
technical arts. Because of our close proximity to Los Angeles, the digital courses in animation
provide career opportunities for students, as well as exposure to world-class lecturers, venues
and employers in the Animation Industry. The current hardware and software is on a par with
any university and allows studetns to preare for success at the enxt education level.
Program's Threats
Threats:
Challenging Curriculum
1.
The animation students at Rio Hondo are made up of industry professionals that
have completed an under graduate degree as well as High school students with no background
in Art, Design or Computer Science. Teaching a rigorous and technical curriculum while
simultaneously motivating this population can be challenging. In order to affectively and
efficiently reach as many students as possible a variety of techniques are utilized in the
classroom. Industry professionals from local studios put on workshops, all lectures are output
to video and combined with on line tutorials and traditional methods of disseminating the
necessary information for students to meet the class objectives.
Software and Computers
2.
Currently there is no budget for software updates to support the technical programs.
Without strategic budgeting to upgrade software, computers and hardware, we cannot plan to
expand the current program, or stay current with student demand and industry trends.
Further, because our campus IT department does not support MAC computers (which are
mandatory for most software used in the visual arts), our faculties are required to either
maintain their own equipment or pay consultants to assist.
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3.
It is also clear that, in order to better support our technical demands, we will need to
identify and obtain appropriate grants with both state institutions and industry. Without a
budget for software and hardware, the department cannot reasonably expand or maintain our
current technical offerings.
Program's Accomplishments and Recommendations for Improvement
Gaming
The Digital Arts/Animation program includes a Digital Gaming program, offering 3
dimensional modeling and animation as well as character design, environment design and
device specific interface design. This program integrates traditional art with current
technology and industry needs. A local certificate in Game Development will be offered spring
2012.
1. The Animation degree is complete; the focus will be an A.S. degree that will transfer to three
local Universities. CSU Fullerton, CSU Los Angeles and CSU Long Beach, each university has a
strong Animation program and each varies nicely from each other in their concentrations
within animation. The degree is a total of 28 Units, 21 units transfer to all three schools
making up the 75% necessary for the degree to be approved. In addition to the degree and
effort to address students wishing to retraining or update their skills will have the option of 4
low unit certificates. These certificates will focus on Architectural and Engineering design
presentation as well as Game Development and Character Animation. The first of the four
certificates (Game Development) will be offered in Spring 2012.
2.ANIM 105 will continue to be refined in order to attract and maintain students numbers.
3.The animation classes continue to be tuned with the guidance of the animation advisory
board and fellow faculty. In an effort to help students succeed sooner in there endeavors. The
ANIM 101 course has been structured so that it takes a simpler approach to introducing the
basics of 3D animation and has been well received by students.
4.In an effort to help inspire and inform students guest speakers from industry are continually
invited to interact with the animation students. This semester Roberto Clemente was asked to
come back and hold an animation workshop and talk about his experiences as an animator at
Sony Santa Monica. Roberto spoke to the Saturday ANIM 101 and 110 classes and was very
motivating. Roberto has also expressed an interest in teaching the principals of animation
course.
5. A tour of Blizzard entertainment which is located in Irvine CA, is being set up for Animation
students Spring 2012.
6.In an effort to keep pace with Industry and under the advisement of the animation advisory
board two new software packages will be taught in Fall 2011. Both packages are free for
academic use and are widely used in the entertainment industry. 3D Coat a retopology tool
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and CrazyBump, a Normal,Specular and Occlusion map generator.
7. Perkins funding has made it permissible for the Animation program to purchase Cintiq
displays, which allow students to draw directly on to the monitor. This allows Rio Hondo
students to experience a production environment much like you would find at a local
entertainment studios. With the help of the Animation Advisory Board and Rio Hondo’s
Painting and Drawing faculty the curriculum continues to be refined to best use our hardware
and software in order to attract those students interested in Animation as a career.
Recommendations:
1.
Meetings have been held with faculty from Laguna Art and Design as well as Cal State
LA and partnerships are being developed between these schools and Rio Hondo.
2.
Partner with other departments on campus to broaden opportunities and share
resources for students in film, theatre, and new media
3.
Revisit course delivery
4.
Broaden outreach into local high schools
Program's Strategic Direction
The overall strategic direction for this program is to provide solid, professional preparation for
a 4-year degree in gaming or animation that leads to industry employment.
O*NET online categorizes the occupation of Multi Media Artists/Animator as, Job Zone Four,
which requires considerable preparation. In addition to this fact it states that most of these
occupations within this field require a four-year degree. In fact 62% of respondents have a
bachelors degree. When the animation advisory board was assembled it was noted that 6 of
the seven members have a BA or a BFA. This data demonstrated the need for a transfer degree
to feed into the local universities for those students who didn’t have a BA, BS or BFA, as well
as local certificates for those that already had a four year degree and were looking for further
retraining.
The animation degree, rather than a certificate, was developed with this data in mind and will
be implemented in Spring 2012. The degree features mostly foundational art courses with a
menu of animation choices. Many of the courses are taught as upper division courses at local
universities and art schools so the RHC animation program is designed to prepare students to
succeed at the upper division academic level.
Below is the animation degree:
Associate of Science in Animation or (Entertainment Art/Animation)
Freehand Drawing I
ART 130
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Survey of Art History
Survey of Art History
ART 105 or ART 105H
(3)
ART 106 or ART 106H
Two-Dimensional Design
(3)
ART 120
(3)
Three-Dimensional Design ART 121
(3)
Choose 2 of the following:
Beginning Life Drawing ART 230
OR Figure Drawing for Animation ART 260
(3)
(3)
Virtual Media 3D Modeling and Texturing
ANIM 101 (4)
Principles of Animation
ANIM 105 (3)
Total
21 or 22 units
Below are the certificates to be offered beginning in spring 2012:
Animation Certificates
CHARACTER ANIMATION TRACK 14 Units
ANIM 101
ANIM 105
ANIM 110
ART 178
GAME DEVELOPMENT TRACK 15 Units
ANIM 101
ART 178
ANIM 120
ANIM 130
Modeling, Animation and Rendering for Architecture and Civil Design Presentation 11 Units
ART 178
ANIM 120
ANIM 130
Modeling, Animation and Rendering for Technical and Engineering Design Presentation 10
Units
ART 178
ANIM 105
ANIM 120
ANIM 101 has been revised and well received by students but current enrollment numbers
restrict offering ANIM 101 and 110 separately.
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ANIM 105 will continue to be refined in order to make it as appealing to new animation
students as possible.
Two new traditional classes for the Animation Degree and certificate will be written and both
should articulate to LCAD, Fullerton and Cal State LA
Program's Staff Development
Ongoing staff development is needed to assist faculty maintain software proficiency and to
stay on top of industry trends. Proposed staff development is training for faculty in the newest
software and to provide guest lecturers in the classroom
Program Review - Additional Comments
Program Review - Executive Summary
PROGRAM REVIEW EXECUTIVE SUMMARY
Program: Animation
Date: November 7, 2011
Committee Members Present: JoAnna Downey, Marie Eckstrom, Howard Kummerman, Kenn
Pierson, Kevin Smith, Ralph Velazquez
Program Members Present: David Dawson, Joanna Downey
Commendations
Commendations on offering several low-unit certificates and new degree.
Commendations on partnerships with industry, other animation schools, and CSUs.
Commendations on offering online/video lectures so that students can augment,
refresh, and review course materials at any time.
Commendations on variety in course offerings: day, evening, weekend, and online.
Commendations on high retention rate and growth in department.
Commendations on acquiring Cintiq displays through Perkins money, which afford
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students the ability to draw directly onto monitors.
Program-Level Recommendations
Revise goals and objectives to include software purchases.
Consider modularizing courses.
Consider creating a pre-entry course.
Institutional-Level Recommendations
Collaborate with Communications & Languages Division on developing degrees in
New/Digital Media and Film Studies.
Provide funds for software and hardware (iPads).
Work with Grants director to acquire additional funding.
The College should initiate a teaching academy to improve the skills of both adjunct
and full-time instructors.
Program Review - Response to the Executive Summary
Program-Level Recommendations
Revise goals and objectives to include software purchases.
Faculty Response: With the budget cuts this will be tough but it is necessary so I will include
software purchases.
Consider modularizing courses.
Faculty response: With the help of my advisory board I have begun the process of
modularizing the ANIM 105 class and per the recommendations of Roberto Clemente a
character animator at Sony I am disseminating the information in smaller chunks and
reducing the number of assignments.
Consider creating a pre-entry course.
Faculty response: I am talking with Dale Harvey about making ART 175 a pre rec. for my
ANIM 101 class, however I am still concerned about reaching my numbers, at this time none of
the ANIM classes has a pre rec. except Portfolio.
Institutional-Level Recommendations
Collaborate with Communications & Languages Division on developing degrees in
New/Digital Media and Film Studies.
Faculty Response:I look forward to this collaboration!
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Provide funds for software and hardware (iPads).
Faculty Response: If this is possible with the budget constraints it will be a great benefit to the
students.
Work with Grants director to acquire additional funding.
Faculty Response: I have spoken with Jacqueline Wilvers about possible grant opportunities
and with the help of Ada Brown have begun the process of filling out the launch Pad form to
request a grant.
The College should initiate a teaching academy to improve the skills of both adjunct and fulltime instructors.
Faculty Response: I believe this could be accomplished very easily with video tutorials or using
Black Board and mirroring the instructor desktop. By using either of these approaches faculty
could move at there own pace and at there own conveyance.
Goal #1 Long term (2-5 years)
Status: in
Corresponds with Institutional
Goal # 9
progress
Description of Goal
Seek grants to expand the technology and outreach opportunities for this program
Evaluation of Goal
If we are successful in securing grants we will seek to expand our high school outreach,
collaborate with other institutions, and expand our hardware and software offerings to
students. A successful outcome is for more high school studetns enroll in this program, more
students to transfer successfully, and that we begin placing graduates in jobs.
Objective #1.1
Status: in progress
Work with our new grants director to seek out partnerships and grant programs geared
towards jobs, student access, and technology funding
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Existing Resources
the existing resources are the faculty and personnel to look for and apply for additional
funding
Goal #2 Long term (2-5 years)
Corresponds with Institutional
Goal # 2
Status: in
progress
Description of Goal
Expand outreach to high schools. Now that we have a completed degree, we will begin
conducting presentations in area high schools and campus tours to show facilities to
prospective students
Evaluation of Goal
Better articulation agreements with Tech Prep, expanded enrollment
Objective #2.1
Status: in progress
In Spring 2012 we will begin visitng area schools to present on the RHC animation program
Existing Resources
faculty
Objective #2.2
Status: in progress
Tech Prep resources needed to provide campus tours and invitationals
Resources from Other Sources
Resources from CTE
Required for How Long: Ongoing
Requested: $500.00
Received: $500.00
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Goal #3 Short term (1 year)
Corresponds with Institutional Goal
#1
Status: in
progress
Description of Goal
Add ANIM 105 as an online course
Evaluation of Goal
Begin and complete the curriculum process to begin offering this course in Fall 2012
Objective #3.1
Status: in progress
The regular course is already web enhanced; the course just needs to be reconfigured as an
online course
Existing Resources
faculty
Goal #4 Short term (1 year)
Corresponds with Institutional Goal
#9
Status: in
progress
Description of Goal
Increase the connection between fine arts drawing and technology
Evaluation of Goal
In order to emphasize the importance of drawing skills in animation, it is imperative that we
utilize technology to help develop fine arts skills and maintain currency in industry standards.
Evaluation will be conducted by seeing the number of students completing the animation
degree
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Objective #4.1
Status: in progress
Develop the use of Ipads in animation drawing.
Resources Needed: Additional Technology
Technology Classification: Technology Related to Facilities (e.g., Smart
Classrooms, etc.)
Requested Amount: $16,615.02
Description:
20 Ipads, Ipad cart, 20 stylus
Reason:
the students will develop drawing projects using Ipad technology which can be incorporated
into the animation software. This will replace having to scan drawings into the software
Location: LR116
New or Replacement: New Installation
Services Required: Electricity, Internet Access, Software Support, Hardware Support
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Individuals Who Participated in Developing this Plan
The following people acknowledge that they participated in the development of or reviewed
this plan.
Name
Role
1. Downey, Joanna Review Manager
2. Dawson, David
Participant
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2014-15
Program Review
Name of Program:
Name of Unit:
Name of Area:
Date Completed:
Languages
Communications & Languages
Academic Affairs
10/9/2013
Program's Mission Statement
The RHC Languages Area seeks to provide quality student-centered instruction in life-long
learning of foreign languages and culture.
Program's SLO Information - Assessment Results (1a)
Overall, students in the Languages program perform well in all areas. The only common link
seems to be a lower proficiency in the areas of learned structures and vocabulary which is in
line with most schools of thought in the field of language acquisition. This would support the
idea that students naturally adapt to proficiency in communication, culture and vocabulary
usage but often find it more difficult to master grammatical structures within the language.
The French and Spanish departments have both recently acquired new textbooks to help
strengthen proficiency in grammatical structures. The French textbook coincides with a soapopera based DVD learning program. The video delivers course content through thematically
relevant, contextualized media designed to heighten student interest through its dramatic
storyline. Students become vested in the characters and consequently show greater interest in
the structures presented.
The Spanish textbook has many technically advanced and interactive exercises for practice.
One such study tool includes a self-assessment for students. Before they answer a question
they are asked how sure they are of their answer. As a result students report giving much more
thought to their answers.
While there are no serious gaps in student learning and achievement, there is one issue that
the Spanish Department faces: the large number of heritage Speakers of Spanish in the
student body. These Heritage speakers often sign up for Spanish 101, which is intended for
students who have never learned Spanish before (be it in a classroom or in the home). They
find the class too simple on the oral production of the language and too difficult on the written
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production of the language. As a result, they do not succeed in the class. We believe that the
success rate improves once the students are placed in the appropriate class.
Program's SLO Information - Changes in Instruction (1b)
Traditionally we have had a large number of sections of Spanish 101, compared to just a few
sections of Spanish 130 (Spanish for Heritage Speakers). To address the problem of Heritage
speakers taking a class where their chances of success are compromised, we decided to
investigate what percentage of students are indeed Heritage Speakers. Our aim was to try to
balance the number of class offerings to better serve the needs of our students depending on
whether they are non-native speakers of Spanish or Heritage Speakers of Spanish. We created
a short survey to see how many Heritage Speakers were enrolled in Spanish 101. The results
gave us close to 60% Heritage Speakers vs. about 40% non-native speakers. With this
information we started to change the number of offerings from Spanish 101 to Spanish 130.
We are now at a point where the offerings are more balanced - There is about an even number
of offerings of Spanish 101 and Spanish 130. This change took place over 2-3 years and it has
yielded positive results. The students in Spanish 130 are showing an improved achievement of
outcomes.
Program's SLO Information - Requested Resources (1c)
In 2009, the Spanish department lost one of our full time faculty members and had to become
very flexible to maintain the total course offerings with only two full time faculty instructors.
The hiring of a full time instructor in 2011, has helped tremendously but is seen by the
department only as a replacement. We still feel that the full time/part time ratio -three full
time/15 part time- which is about the same as in 2000, shows that we have yet to achieve our
goal of hiring at least one more full time instructor. There has been a very positive impact on
the program from the hiring of a new faculty member. As the full-time instructors work
together, we have seen an improvement in the achievement of student learning outcomes.
The French and Spanish instructors have updated their textbooks with the latest quality
technological programs for classroom and especially online courses. They include: videos,
CDs, DVDs, and the new innovative technology to conduct student oral practice and instructor
assessment, as well as student/instructor distant communication: CCC Confer, Skype,
Facetime, etc. In particular the adoption of the new Spanish textbook has had a very positive
impact on the student learning outcomes. In an age where the students are used to technology
in the classroom we are seeing a higher achievement in the student learning outcomes. Our
benchmarks are being easily reached.
The Department still feels that it could benefit from acquisition of more software, DVDs, films,
and documentaries for the Language lab and classrooms in order to continue to focus on
course content & communication. The request for French films is still pending, but we foresee
good results when we finally acquire some films.
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Program's SLO Information - Assessment Reports (2)
We have completed at least two assessment reports for every course that is taught in our area.
Program's SLO Information - Online Results (3)
Some course sections of the following classes are taught completely online: SPAN 101 (Spanish
I), SPAN 102 (Spanish II), SPAN 130 (Spanish for Heritage Speakers I), SPAN 131 (Spanish for
Heritage Speakers II), SPAN 202 (Spanish IV) and FR 101 (French I). The number of total
online sections has increased from 8 sections (Spring 2010) to 11 sections (Spring 2013).
The general consensus among instructors teaching both online and on-campus classes is that
there is no significant difference in achievement of student learning outcomes between
students in online sections and those in the traditional format. However, some small changes
have occurred in some of the sections that require closer attention.
Regarding SPAN 101 (Spanish I):
Background information
SPAN 1 (Spanish I) is the course with more online sections. During the Fall Semester 2013 a
total of 5 online sections have been offered, all of them with high enrollment.
Findings and Analysis
The retention ratio in these sections has increased considerably since the 2011 Fall Semester.
During the 2010-2011 school year the Languages Department actively researched a new
textbook for the SPAN 1 class. The new book by McGraw Hill was adopted in the Fall Semester
2011. The newly adopted book presents a more interactive, more technically-advanced and
more comprehensive system for the online classes. The system also provides a “free trial
period” that allows the students to start working on class assignments from day one even if
they have not purchased the book. We believe that the more engaging system and the
advantage of the free trial could have been the causes of the higher retention rates observed in
these sections.
Regarding SPAN 130 (Spanish for Heritage Speakers I):
Last year the Languages Department conducted a survey to better understand the students’
needs for the Spanish classes. As a result, the number of SPAN 130 sections has been
increased. This change, however, did not translate into an increase of SPAN 130 online classes.
The comparison between the success ratios for SPAN 130 online and SPAN 130 on-campus
reveals that there is no significant difference in achievement of student learning outcomes.
Regarding SPAN 131 (Spanish for Heritage Speakers II):
Background information
In 2008 this class was offered in the Fall. For the past 4 years this class has been offered only
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in the Spring Semester as a continuation of SPAN 130 (offered both in the Fall and in the
Spring Semesters). SPAN 131 is offered exclusively online, there is no “on-campus” version of
this class at this moment. The Department is exploring the possibility of offering this class oncampus in the near future.
Findings and Analysis
-- Compared to SPAN 130 (with a very consistent enrollment), SPAN 131 has experienced a
significant enrollment increase in the past 4 years. From 14 students in Spring 2009 and 17
students in Spring 2010 to 28 students in Spring 2012 and 26 students in Spring 2013.
-- From Spring 2009 to the present moment, the average success percentage of this class is
75.28%.
As stated above, there is no on-campus version of this class; therefore, we cannot compare
these results to an identical class offered in the traditional format. What could be done,
however, is the comparison between SPAN 131and SPAN 102 (the equivalent class for nonheritage speakers). From Spring 2009 (using only the Spring Semester results) the average
success percentage for SPAN 102 is 73.38%. The online class appears slightly more successful
than its equivalent class, SPAN 102. It is not possible to decipher if this small difference is
based on the class delivery method or on other factors.
Regarding SPAN 202 (Spanish IV)
Background information
For the past 5 years this class has been offered in the Summer Session. In 2013 the class was
also offered in the Spring Semester. SPAN 202 is a continuation of SPAN 201 (offered both in
the Fall and in the Spring Semesters, exclusively on-campus). SPAN 202 is offered exclusively
online. There is no “on-campus” version of this class at this moment.
Findings and Analysis
As stated above there is no on-campus version of this class; therefore, we cannot compare the
learning success results to an identical class offered in the traditional format. What could be
done, however, is the comparison between SPAN 202 and SPAN 201.
The average language success percentage from 2008 to 2013 shows a higher score for the
SPAN 201 on-campus class (80.5%) versus the online SPAN 202 class (75.36%). In a closer
analysis we can see the following fluctuation: From 2008 to 2010 the average learning success
percentage for SPAN 201 (on-campus) is higher than for SPAN 202 (online). On the contrary,
from Spring 2011 to Spring 2013 the learning success percentage for SPAN 202 is higher
(83.60%) than for SPAN 201 (77.06%). SPAN 202 shows a stronger increase in success rates
from 57% (Summer 2008) to 83% (Spring 2013). We are satisfied with having moved the
SPAN 202 class to the Spring semester rather than the Summer, as the success rate has
increased considerably.
In conclusion, the on-campus classes show an average higher success rate on some semesters,
while on other semesters it is the online classes that have a higher success rate. In other words,
both classes present similar behaviors and generally show no significant difference in
achievement of student learning outcomes.
Program's SLO Information - Degrees and Certificates (4)
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Our area is in the process of developing an AAT-degree in Spanish. While we are in the early
stages of development, we hope that once the degree is approved and established we will
promptly develop student learning outcomes for it.
Program's Characteristics, Performance and Trends
**Updated Data for: 2014-2015 Program Year**
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The Languages Department of the Communications Division at Rio Hondo College offers
courses in Spanish, French, Chinese, Japanese and American sign Language. Both French and
Spanish areas offer two beginning (101 and 102) and two intermediate (201 and 202) courses.
The Spanish area also offers courses designed exclusively for Heritage Spanish speakers (130
and 131). These Heritage Spanish Speaker classes are equivalent to the two beginning classes
in Spanish. In other words, we have a Non-native Speaker track and a Heritage Speaker track.
Two beginning courses in Chinese, Japanese (101 and 102), and American Sign Language (149
and 150) are offered.
With the exception of Spanish 201 which is taught exclusively on campus, all Spanish courses
are currently offering at least one section online. Spanish 101 is also being offered as a hybrid
course. All Spanish and French courses are taught as web-enhanced courses. In addition we
are now offering French 101 as an online class as well - one of very few French 101 classes
offered in the country.
Every effort is made to ensure that instructors are kept current with standards proposed by the
California State Framework through direct contact with the California Foreign Language
Project. Most current full-time language instructors have attended at least one year of
framework-aligned based instructional institutes and one instructor has worked as a
presenter.
An additional and important component to the French program here at Rio Hondo College is
the Rio Hondo French Club, which began over ten years ago. The French Club is charged with
promoting awareness of French language and culture in the community and on campus.
Previous activities sponsored by the French Club include end of semester dinners in French
restaurants, trips to museums, outings to French plays, and social events revolving around
French themes. The Rio Hondo French club meets twice a month and has grown to boast a
membership of upwards of twenty-five to thirty persons. Furthermore, students have traveled
on educational trips to France for the past ten years consecutively providing them an
opportunity to use the language in context and in a culturally integrated fashion.
The Spanish program has provided study abroad programs in Guanajuato, Mexico as well as
Sevilla, Spain.
This 2013-2014 school year, the Foreign Languages department is thrilled to support and help
establish a Spanish club and a yearly Foreign Languages Film Festival suggested by a Spanish
adjunct faculty member. The Spanish club had its first meeting with great success and high
attendance and interest. The Foreign Languages Film Festival will take place on November
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7th, and it will feature films in Spanish, French, and Chinese.
These new ways of enhancing the Foreign Languages program are an accomplishment that
demonstrates great initiative and interest from the adjunct faculty who actively communicate,
participate, and are viewed by the department as an integral part of its success. A World
Culture and Music festival is also in the works for the following school year.
Program's Strengths
The strengths in the foreign language area are many. First, there are numerous offerings of
foreign language courses to help meet the needs of students. Second, the courses, particularly
for Spanish, are delivered on-campus, hybrid, and fully-online, again to help to meet the needs
of students. And now we are also offering French 101 as a fully online course. We are studying
the possibility of developing a French 101 hybrid course. The faculty in the foreign language
area keep current in their field by way of conferences, and workshops. We also have a
dedicated group of part-time faculty in the area that are well-versed in the current trends in
language education as well as in online education. The biggest strength the Department has is
a strong group of colleagues that work very well together to advance our goals for the benefit of
our students.
Program's Weaknesses
Our weakness is the uneven distribution in the full-time/ part-time ratio when it comes to
Spanish instructors. We have augmented the number of Spanish full-time professors by one,
as a replacement position opened up recently. Ideally we would be able to increase the
number of Spanish full-time faculty members by one more. We hope that as the economic
situation of the college improves, opportunities for the hiring of one more Spanish full-time
faculty member will arise.
Program's Opportunities
There are many opportunities for the foreign language area.
First, we need to increase our Spanish full time faculty by at least one more member.
Second, now that we have SLOs developed for all courses, we have the opportunity to engage
more fully in the assessment cycle and continue to make any necessary changes to the SLOs or
to the offerings in our area, as a result of the assessment findings.
Third, we can increase our online offerings given the huge demand that we have seen in that
area – in particular in the beginning level, Spanish 101. We have been able to increase the
number of sections offered consistently – a trend that will continue in the future. We have also
started offering French 101 in the online format, and will explore either offering more sections
of French 101 in the future. We have the option to offer French 101 it in the hybrid format as
well. We hope to develop French 102 as an online course some time in the future.
Fourth, we have also seen the need to articulate our courses with more universities. As we
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develop an AAT degree in Spanish it has become clear that there is a need for articulation.
Finally, now that we are sponsoring a Foreign Languages Film Festival, we see an opportunity
to create a World Music Festival. We envision this event as something that will showcase all
our language offerings and beyond. We would like to balance each semester by presenting the
Film Festival in the Fall, and the Music Festival in the Spring.
Program's Threats
A threat to our area has been the lack of sufficient full-time Spanish instructors. With the loss
of one of our colleagues the Department has had to absorb the extra load. The situation has
presently improved, as we hired a new full-time Spanish Professor. However, we see the need
for one more full-time member of the Spanish faculty. All of our full-time instructors and
adjunct instructors are strained to capacity.
The biggest threat to our area is the same threat that afflicts the whole college, and the
community college system as a whole – the current economic situation, that both demands
that we offer more, while requesting cuts be made.
Program's Accomplishments and Recommendations for Improvement
We are happy to report that we recently accomplished a very important goal from previous
years plans. We have balanced the number of Spanish 130 (Heritage Speakers) offerings
compared to our Spanish 101 offerings, to adequately fit the needs of our student population.
In turn, accomplishing this goal has allowed us to eliminate a different goal: the
implementation of a placement test in Spanish. We studied the possibility of developing
and/or implementing such a test and concluded that the costs would be prohibitive at this
time of budget uncertainty.
Presently, we offer courses in two Asian languages: Chinese and Japanese. Perhaps in coming
semesters we will be able to offer a section of Vietnamese. We make every attempt to schedule
classes that meet the needs of a varied demographic in the area. We try to maximize student
access and to service every segment of our student body.
We also offer two courses in American Sign Language classes (ASL 149 and ASL 150). We are
in the process of developing a third semester level (ASL 151). The interest in ASL has also
increased greatly. We are now offering three sections of ASL 149, and have had to increase the
number of our ASL adjunct faculty. We have two new, very accomplished ASL instructors this
semester.
We follow the same reasoning in the offering of our distance education classes. As a
department we have been teaching by means of distance education for a long time. Spanish
102 was the first course offered as a distance education class when the Virtual College was
created in the late nineties.
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Since then, we have greatly increased our online offerings to now include Spanish 101, Spanish
130, Spanish 131, and Spanish 202. Currently, we teach Spanish 130, 131, and 202 as fully
online classes (in addition to the on-campus sections). Spanish 101 and 102 are offered oncampus, online, and hybrid. While we no longer offer our evening on-campus French class, we
are pleased to have started offering French 101 online in Spring 2011. We hope to develop a
French 101 hybrid class in upcoming semesters. We are also planning on giving Spanish 202
the honors designation as well.
Many of our on-campus classes are also ‘web-enhanced’, where the class meets traditionally on
the campus, but it has an important component using the resources available online.
The foreign languages area strives to appropriately meet student demands. This means that we
need to be relatively flexible in our offerings and ready to make necessary changes to maximize
our service to students. Current offerings are appropriate, with the caveat that our program
continues to grow.
In the past few years we implemented a fully online Spanish 101 course. We first offered it in
the summer of 2007. While we suspected that the course would be successful, we did not
foresee the degree to which it would be so successful. The class closed immediately and two
more sections of it were added successfully. The demand continued into the fall of 2007,
where we offered three sections fully online, just as in the summer. This trend in enrollment
continues to grow. Since the fall of 2012 we are offering five sections, and the demand for
more of them is evident. In the Spring of 2011 we started offering French 101 fully online to
great success, and we will be monitoring the demand for more sections of this class in the
future. The rates of success and retention in our online classes are comparable and sometimes
better than the on-campus classes.
We foresee the need to augment the number of online sections offered every semester from
now on. However, we understand that due to budgetary constraints the possibility of offering
more sections may take some time. The online offerings have not diminished the popularity
and successes in enrollment of on-campus classes. Regarding the online offerings in our area,
our conclusion is that online classes serve a different segment of our student population, and
offering more of them takes us toward achieving our goal of serving the entire college
community.
We have many cultural accomplishments in the Department, and have mentioned several in
this report already: The Foreign Film Festival coming up in November, the French Club, and
the new Spanish Club. In addition, we have French Professor Chris Bowen who takes groups of
students to France every year. He has been leading these trips for over ten years. We also have
the accomplishments of Professor Mariano Zaro, who is a poet, and continues to present and
participate in poetry events in the Los Angeles area and abroad.
Program's Strategic Direction
The demand for our program’s offerings is definitely expected to increase. Both on-campus
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and online offerings are very healthy, and our goal is to maintain that trend. In the next 3-5
years we expect the program to evolve in a similar way that is has been evolving, making the
necessary changes to our offerings according to the increasing focus in technology experienced
by education in general. The course delivery has not necessarily discarded one mode of
delivery over another (traditional vs. online), rather they have both seen an increase in interest
due to the workforce’s demand for language knowledge.
The individuals working in the program will need to maintain their skills current to ensure
that the program remains effective to the student population’s needs. The skills faculty need
are to keep abreast of the current trends in language education, as well as to be prepared to
use the technology to deliver courses via the internet. The Virtual College at Rio Hondo
College provides excellent training for faculty – an opportunity that we have used extensively
in the past and will continue to do so.
The next area that the Languages area is ready to address is the need to develop the AAT
degree in Spanish that will provide our students with more opportunities to transfer and/or be
better equipped for the job market. We are currently working on the AAT degree and hope to
have it ready for approval by the end of the year 2013.
Program's Staff Development
It is important for all Languages Faculty to keep up to date as far as technology in the language
teaching classroom. To that effect, the faculty will seek out the opportunities offered by the
college for training, such as the workshops offered by the Virtual College.
The Spanish faculty in particular needs to keep informed about the most recent developments
in teaching Spanish to Heritage Speakers. To that effect we have participated and organized
workshops about Heritage Speakers Language Teaching. We will continue to seek
opportunities in the field.
Program Review - Additional Comments
Program Review - Executive Summary
Program Review - Response to the Executive Summary
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Goal #1 Long term (2-5 years)
Corresponds with Institutional
Goal # 1
Status: in
progress
Description of Goal
Hiring of at least one more full-time faculty member
Evaluation of Goal
The total workload for and course offerings for the entire Spanish language course offerings
had been maintained for several years by only 2 full-time faculty members. This number has
now increased to three full-time instructors in the Spring 2011. While the increase has
alleviated the need for full-time faculty, the program can still benefit from having one more
full-time Spanish instructor. It is our belief that the statistics will speak for themselves as far
as evaluation of this goal.
Objective #1.1
Status: in progress
Neccessary funding is needed.
Resources Needed: Additional Personnel
Position Classification: Full Time Faculty
Required for How Long: Ongoing
Position Title: Spanish instructor
Basic Position/Job Description:
Spanish instructor
Estimated Salary Excluding Benefits: $100,000.00
Supporting Rationale: What are your most compelling reasons for this request? Include
recommendations and documentation from recent program review or program plans to support
your rationale.
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We lost one of our full-time faculty members in January 2009. We replaced her position in
the Spring 2011. However, we had requested a growth position before her loss. Our fulltime/part-time ratio is still inadequate. We have about 15 part-time Spanish instructors to 3
full-time Spanish instructors.
Goal #2 Long term (2-5 years)
Status: in
Corresponds with Institutional
Goal # 1
progress
Description of Goal
Increase amount of foreign language software/DVD in Foreign Language Lab.
Update exisiting software to most recent and efficient versions.
Specifically, the program will benefit from acquiring the Chinese Word Processor, which
would allow students to practice using pinyin.
Also, we need materials such as videos (documentary and movies) in Spanish. Other
grammatical software can supplement student practice. An example of a good program
is "Eduoles" Spanish practice exercises.
As in previous semesters, students need more practice with regard to proficiency in the use of
learned structures and vocabulary. Students will benefit greatly from DVD programs and
films. In particular, we would like to purchase French and Spanish films to creat a library that
all instructors can use in the classroom.
Instructors need to continue to focus on course content and communication. Implementation
of more guided practice in classroom activities is suggested.
Evaluation of Goal
Student surveys will be administered to evaluate the success of this goal.
Objective #2.1
Status: in progress
Neccessary funding is needed.
Resources Needed: Additional Budget
Requested Item: Additional films in French and Spanish
Required for How Long: 1 time
Requested Amount: $1,000.00
Description:
Increase in foreign language software/DVD for Foreign Language lab
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Supporting Rationale
Additional materials would increase student access to foreign language and culture and
provide for supporting materials to enhance student learning.
Goal #3 Long term (2-5 years)
Corresponds with Institutional
Goal # 1
Status: in
progress
Description of Goal
Establish an AAT degree in Spanish to give students a more direct avenue to transfer upon
completion of required courses.
Evaluation of Goal
Student satisfaction survey will be administered as well as growth in upper level languages
courses will be closely monitored. Research of similar degrees in other institutions is
necessary. Evaluation of aspects of success will be studied.
Faculty already have participated in campus workshops to develop AAT degrees.
Objective #3.1
Status: complete
Obtain support from the division.
Goal #4 Long term (2-5 years)
Corresponds with Institutional
Goal # 1
Status: in
progress
Description of Goal
Increase the offering of Spanish online courses.
Evaluation of Goal
We have offered online courses in our Department for over ten years. While the demand for
them has always been strong, in recent semesters it has definitely exploded. We had
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increased the offerings of Spanish 101 in particular by one or two sections every semester
since we started offering it until the budget crisis made it difficult to continue growing at the
same pace. We foresee having to offer more of these sections in the future.
Objective #4.1
Status: in progress
Necessary funding is needed.
Existing Resources
Divison funding of classes - may or may not be available due to budget circumstances.
Goal #5 Short term (1 year)
Corresponds with Institutional Goal
#9
Status: in
progress
Description of Goal
The Spanish department need reliable and efficient laptop computers that adequately meet
the instructional needs of instructors that not only use computers to communicate with
students, other faculty and administrators but also and most importantly teach online
courses.
Ideally faculty will have both an office computer and a laptop computer for telecommuting
use.
Evaluation of Goal
Online courses require the instructors to have access to their computers 24/7. Computers
need to be upgraded regularly, maintained, serviced, and constantly checked for viruses, etc.
to prevent problems -- not to react to them.
Objective #5.1
Status: in progress
Necessary funding is needed.
Existing Resources
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A request to computer services to fulfill this need as it arises.
Goal #6 Long term (2-5 years)
Corresponds with Institutional
Goal # 5
Status: in
progress
Description of Goal
The use of student workers in the ESL/Languages Lab (room LR-117).
Evaluation of Goal
Student Workers should have experience in language courses which require a laboratory
component so that they are familiar with the materials that are provided. Students who are
enrolled in Language courses will find it easier and less intimidating to navigate the Language
Laboratory if student workers are there to facilitate and answer simple questions. The use of
Student Workers -- peers -- may increase attendance early in the Semester, when students are
easily frustrated by their lack of ease in the Language Lab, thereby improving learning
altogether.
We are aware that this goal has to be a long-term one, as budget limitations make this hard to
accomplish in the present. This semester there may be available student workers that we can
hire.
Objective #6.1
Status: in progress
Obtain personnel referrals from Student Services.
Resources Needed: Additional Personnel
Position Classification: Student Worker
Required for How Long: Ongoing
Position Title: Student worker
Basic Position/Job Description:
Student Worker should have experience in language courses which require a laboratory
component so that they are familiar with the materials that are provided
Estimated Salary Excluding Benefits: $2,560.00
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Supporting Rationale:
The cost listed above is the cost per semester, assuming a student worker can work 20 hours
per week.
Goal #7 Long term (2-5 years)
Status: in
Corresponds with Institutional
Goal # 5
progress
Description of Goal
Promote the recruitment of Chinese language tutors in the Learning Assistance Center.
Evaluation of Goal
There is a need for students to have a way to practice the language with a tutor. As we
observe the demand for tutoring we will be able to evaluate this goal.
We are aware that this goal has to be a long-term one, as budget limitations make this hard to
accomplish in the present.
Objective #7.1
Status: in progress
We will recruit students from previous semesters who have completed the courses
successfully and who may want to seek employment at the LAC
Existing Resources
Recruitment of students from previous semesters.
Goal #8 Long term (2-5 years)
Corresponds with Institutional
Goal # 1
Status: in
progress
Description of Goal
The creation of a course in the Vietnamese language.
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Evaluation of Goal
Presently, we offer courses in two Asian languages: Chinese and Japanese. Perhaps in
coming semesters we will be able to offer a section of Vietnamese. We make every attempt to
schedule classes that meet the needs of a varied demographic in the area. We try to maximize
student access and to service every segment of our student body, and we feel this is a segment
of the campus population that we can serve better by offering this course.
Objective #8.1
Status: in progress
Obtain support from the division. Develop the course and submit it to the Curriculum
Committee.
Existing Resources
Division funding of classes - may not be available at the present time due to budget
limitations.
Goal #9 Long term (2-5 years)
Does Not Correspond with an
Institutional Goal
Status: in
progress
Description of Goal
Obtain a small TV - Blue Ray combo for the Language Lab.
Evaluation of Goal
In the past we had a small TV in the Language Lab and it had high use by the students to
watch Foreign Language films in the Lab. A TV where the students can watch films increases
the students' options for completing Lab hours. We will be able to evaluate the success of the
goal according to the use of the equipment, which we expect to be high.
Objective #9.1
Status: in progress
Necessary funding is needed.
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Resources Needed: Additional Budget
Requested Item: Small TV - Blu-Ray combo
Required for How Long: Ongoing
Requested Amount: $300.00
Description:
A TV and a Blu-Ray player for students to view foreign films in the Language Lab LR-117.
Supporting Rationale
This equipment will increase student access to foreign language films and provide more
opportunities for students to complete their lab requirement.
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Individuals Who Participated in Developing this Plan
The following people acknowledge that they participated in the development of or reviewed
this plan.
Name
Role
1. Llerena, Lydia
Review Manager
2. Zaro, Mariano
Participant
3. Vo, Hao
Participant
4. Regalado, Anna
Participant
5. Holcomb, Robert
Participant
6. Gonzalez, Wendy
Participant
7. Garcia, Janice
Participant
8. De Los Santos, Blanca Participant
9. Bowen, Chris
Participant
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2014-15
Annual
Program Plan
Name of Program:
Name of Unit:
Name of Area:
Date Completed:
English & Literature
Communications & Languages
Academic Affairs
10/18/2013
Program's Mission Statement
The English and Literature Program at Rio Hondo College strives to provide innovative,
challenging, and quality coursework in these areas: developmental and transfer-level
composition; English language; literature of diverse genres, historical periods, and cultures.
The English and Literature Program serves a growing and changing community of learners to
promote basic skills development, career training completion, college transfer preparation,
and lifelong learning.
Program's SLO Information - Assessment Results (1a)
Since 2010, SLO data for each composition course has been consistent, with a semester-bysemester fluctuation of only a few percentage points in the number of students achieving
Satisfactory or better for each SLO. As the level of composition rises, so does the average
percentage of students meeting SLO benchmarks, with an average of 80% of English 30
students meeting the Satisfactory-or-better benchmark, 80% of English 35 students, 83% of
English 101 students, and 87% of English 201 students. The data thus suggests that students
in lower-level composition courses may need additional help to match the success of students
in higher-level writing courses.
Program's SLO Information - Changes in Instruction (1b)
In 2010, faculty composed an action plan for improving results in English 30, the college’s
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introductory composition course. Among the suggestions were greater emphasis on prewriting, more use of examples to teach introductions and conclusions, and more modeling of
effective thesis statements. Improvements in SLO data were immediate, with the percentage
of students meeting the success benchmark for each SLO increasing from about 70% in the
spring of 2010 to approximately 80% in the fall of 2010. Data collected for English 30 classes
in subsequent semesters have reflected the same level of success—about 80%.
Program's SLO Information - Requested Resources (1c)
Because the action plan for English 30 consisted entirely of pedagogical adjustments, facultyin-charge requested no new resources. The opening of the new campus writing center may
also have obviated resource requests for other composition courses.
Program's SLO Information - Assessment Reports (2)
English faculty have filed regular assessment reports, addressing multiple outcomes, for all
composition courses. Assessment reports for select English and Literature courses (ENGL
125, ENGL 131, LIT 112A, LIT 112AH, LIT 112B, LIT 112BH, LIT 114, LIT 146B, LIT146BH, LIT
148) have addressed only a single outcome and assessment reports for several courses (ENGL
126, ENGL 127, LIT 117, LIT 117H, LIT 140, LIT 142, LIT 142H, LIT 143, LIT 143H, LIT 146A,
LIT 146AH, LIT 149) are absent altogether, indicating the need for both better faculty
understanding of SLO assessment reports and increased faculty participation. Most of the
aforementioned courses are taught only once a year, and by different instructors, making
continuity of reporting more difficult. Assessment reports for some courses (LIT 110 and LIT
110H, LIT 130, LIT 130H) have been filed only once, owing to their recent very inclusion in the
course rotation.
Program's SLO Information - Online Results (3)
The English department offers several completely-online courses (ENGL 35, ENGL 101, ENGL
201, LIT 102, LIT 114, LIT 147). SLO assessment results for online sections appear to match
the assessment results for on-campus sections.
Program's SLO Information - Degrees and Certificates (4)
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The English department offers an A.A. degree. Degree SLOS comprise selected English and
Literature course SLOs.
Program's Characteristics, Performance and Trends
CHARACTERISTICS
ENGLISH COURSES
The English and Literature Program offers a variety of courses in English composition, critical
thinking, language and linguistics, and literature. The Program’s core composition courses are
designed to improve students' ability to read, write, think, and communicate successfully at
the college level. The emphasis in all English (ENGL) courses is on written expression,
information competency, and analytical thinking.
The English and Literature Program offers twelve active English courses:
ENGL 030: Introductory Composition for Developing Writers
ENGL 035: Intermediate Composition for Developing Writers
ENGL 030W and 035W: Writing Workshop
ENGL 101: College Composition and Research
ENGL 125: Grammar and Usage
ENGL 126: Languages of the World
ENGL 127 and 127H:Language Structure and Language Use: Introduction to Linguistics
ENGL 131: Creative Writing
ENGL 201 and 201H: Advanced Composition and Critical Thinking
(*H designates Honors)
In addition, there are six English courses on non-active status:
ENGL 035A: Intermediate Composition for Developing Writers
ENGL 035B: Intermediate Composition for Developing Writers
ENGL 035C: Intermediate Composition for Developing Writers
ENGL 103: Tutorial Skills in Composition
ENGL 105: Tutoring Skills in English as a Second Language
ENGL 299: Directed Study: English
English courses are taught by 20 full-time instructors and part-time instructors drawn from a
consistent pool of 35.
LITERATURE COURSES
The English Department offers a range of quality literature courses for students interested in
the discipline. From the initial Introduction to Literature course, to more specialized survey
courses in American and British literature, to even more focused courses in Shakespeare,
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poetry, novel, and the short story, students are able to establish a solid foundation upon which
to build their literary academic futures. Completing literature courses offered at Rio Hondo
College will prepare students to transfer to universities and utilize crucial critical thinking,
analyzing, and interpreting skills, as well as employ somewhat abstract and creative thinking
and writing skills. The program offers thirty-two literature (LIT) courses.
LIT 102 and Lit 102 H: Approaches to Literature
LIT 110 and LT 110H: Postcolonial Literature
LIT 112A and LIT 112AH: American Literature
LIT 112B and LIT112BH American Literature
LIT 114 and LIT 114H: Children's and Adolescent Literature
LIT117 and 117H: Mexican Literature in Translation
LIT 130: Women and Literature
LIT 140 and 140H: Introduction to the Novel
LIT 141: Introduction to Poetry
LIT 142 and Lit 142H: Introduction to Shakespeare
LIT 143 and LIT 143H: Exploring Authors
LIT144A: World Literature
LIT 144B: World Literature
LIT 145 and LIT 145H: Introduction to the Short Story
LIT 146A and LIT 146AH: British Literature
LIT 146B and LIT 146BH: British Literature
LIT 147: Cinema as Literature
LIT 148 Introduction to Dramatic Literature
LIT 149: Introduction to Chicana/Chicano Literature
LIT 299:Directed Study: Literature
Curricula of literature courses have been updated. The survey courses (American Literature,
British Literature, and World Literature) are offered in A/B sequence each academic year (fall
and spring semesters). In addition, Approaches to Literature, Children's and Adolescent
Literature, and Cinema as Literature are offered each semester. All other courses are on
rotation. Three literature courses are also offered through online delivery: LIT 102, LIT 112,
and LIT 147.
Literature courses are taught primarily by 20 full-time faculty and occasionally by a few parttime instructors.
ONLINE DELIVERY
Online courses offer an exceptionally vital avenue to quality college education for students
who are unable to attend on-campus class. Veterans, students with limited mobility, students
from distant locations, students with limited flexibility in their work schedule, among many
others, benefit greatly from the online courses offered through the Communications and
Languages Division. Online course keep students from having o place their academic goals on
hold until their circumstances accommodate attending traditional on-campus classes. This
helps students complete their college education in a timely manner, enhancing their ability to
transfer as well as improve their workforce experiences. Currently English 5, 35W, 101, 201and
Literature 102, 114, and 147 are offered through online delivery.
The overall strategic direction is to analyze the reason why success and retention are lower
that those of on site courses not just campus wide, but also in English and literature courses
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and then to address these causes. Instructors will continue to develop effective modes of direct
teacher-student contact online toward a al of retaining a higher number of students per
section. Ultimately, the English and Literature Program would like to see more English and
Literature courses offered online, so as to increase access to our two AA degrees.
CLIENTS
Courses in the English and Literature Program, as well as all ancillary services and features,
tailor instruction for a wide range of student abilities that represent the diverse Rio Hondo
College District. Outreach efforts take the English and Literature Program off campus into the
feeder communities surrounding Rio Hondo, both for instruction and cultural exchange.
Although most RHC students have attended high school, some have not, and it is possible to
take courses for credit without a secondary school diploma or G.E.D. Additionally, the current
RHC population includes a significant number of military veterans.
PUENTE
Puente is a collaborative program that works with instructors, counselors and mentors to
guide and support students through their academic career. Every student cohort begins he
year-long program by enrolling in English 35 and a linked counseling course e English
instructor and the counselor work together to enhance the quality of learning and increase the
chance of academic success. The students are also partnered with mentors who guide and
inspire students within the students' fields of study. Students also attend conferences and field
trips to expose them to various universities and culturally diverse realms of society.
The main goal in the program is to increase the student transfer rate to the university level. We
are partnering with C Berkley and other universities to maintain insistent communication and
establish resources to ensure students transfer d succeed once they are enrolled in these
partner universities.
The strengths of the program include student monitoring and support by both the counselor
and the English instructor In addition, students are assigned mentors to help motivate and
guide the students. The students are a part of a cohort and get to know each other and the
instructors for a year, which helps them establish stronger rapport and relationships to help
them through any challenges they may face.
The weaknesses of the program under funding. It is very difficult to maintain one hundred
percent participation from students for every activity since they are working students, have
family obligations, or are otherwise involved.
OFF-CAMPUS LOCATIONS
Most courses in the English and Literature Program are held on the Rio Hondo College
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campus. Core English courses have also been offered at several area high schools. In addition,
online courses are available through the Virtual College during the Fall and Spring semesters
and Summer sessions.
The South Whittier Educational Center (SWEC) and the El Monte Educational Center (EMEC)
offer courses in their respective communities. English 35, 35W, 101, 201 are continuing to be
offered. The writing workshop co-requisite to ENGL 35 and the assigned lab time incorporated
into the new 3.5 ENGL 101 and 201 are fulfilled on site in a computer classroom.
In addition, English courses are offered through the Early College Academy at Pioneer, Mt
View, and El Rancho High Schools.
La Serna High School, Whittier High School, El Rancho High School, Santa Fe High School,
and California High School are sites where English 101 and occasionally 201 have been offered
fall and spring semesters, and some Summer sessions. The requisite workshops and labs are
also offered at these school sites. Most of these sections have been cut, effective Spring 2013,
in response to the 2012-13 campus-wide budget cuts.
CURRICULUM
Faculty collaborate on the curricular development and revision of all courses in the English
and Literature Program in order to maintain the program's academic integrity and pedagogical
effectiveness. Maintaining curricular currency also ensures that Rio Hondo’s English and
literature courses articulate to four-year campuses and remain eligible for placement on
relevant general education (GE) lists, such as the Intersegmental General Education Transfer
Curriculum (IGETC) for the University of California (UC) and California State University
(CSU) systems. In order to maintain curricular currency, faculty regularly revise course
descriptions, advisories and/or prerequisites, course materials, and course content of all
English and literature courses at least once every five academic years.
SLOs
The Department of Communications and Languages continues its effort to establish clear
Student Learning Outcomes (SLO) for courses and degrees and to record and assess student
performance according to the standards set therein. The division has developed SLOs for the
AA degree in English and Literature as well as the AA-T degree in English. Faculty have also
recorded data for all active English and Literature courses. In addition, at the beginning of the
fall 2013 semester faculty assessed existing data for active courses, submitting
recommendations for improving recent outcomes and requesting appropriate resources from
the Rio Hondo administration. In the coming year the division expects to improve the quality
of existing SLOs by meeting standards provided by the college’s SLO coordinator.
WRITING CENTER
The Writing Center is an essential component of the English and Literature Program that
assists students in developing composition skills. Located in the Learning Resource Center
(LRC 124), The Writing Center recently expanded its facilities to include work stations and
computers that accommodate 84 possible students during the same scheduled lab session.
There are also three discrete areas for individual or small group conferences.
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The Writing Center curriculum is comprised of scheduled-lab sections that are directly
attached to each English composition lecture. The 3.5 model assures student accountability
and success, by providing direct guidance from the same writing instructor, just as it occurs in
a lecture class.
For English 30/35, a half-unit of credit is awarded upon successful completion of all
requirements: 27 hours of attendance; five conferences signatures; and 14 mastered lessons in
MyWritingLab. Students in these labs must enroll in the 0.5 unit lab separate during
registration.
For English 101/201 student are automatically enrolled in the lab component upon registering
for the lecture class. Students fulfill the lab requirement in 90 minutes of assigned time once
per week immediately before or after their English composition lecture class. The lecture
instructor assigned ten percent of the total grade for students who complete 27 hours of
attendance the Writing Center and for completing lessons in CompClass, the online lab
program. Students are provided with mini-lessons during part of their lab time students then
receive individual conferences t0 assist them in revising their written work.
Logistically, the lab required the installation of the 84 computer stations now in use. The lab is
still in need of additional desks, computers, projector, and screens to facilitate faculty
instructions and better serve our students.
All schedules workshops and labs begin at 6:30 a.m. and continue to 8:35 p.m., Monday
through Thursday. Friday hours are scheduled from 8:00 a.m. to 12:40 p.m.
ENGLISH 30W/35W My Writing Lab
The ENGL 30 and 35 Workshops serve developmental writing students enrolled in ENGL 30
and 35 by providing a computer lab environment and guided writing. In the LRC students can
generate writing assignments using Word and increase grammar and usage competence using
MyWritingLab. The Workshop-mandated five conferences can take a variety of forms in the
new lab model. English faculty may meet individually with students to brainstorm
assignments and give feedback on written work. Faculty may also conduct mini-lectures with
students in small groups to teach particular writing skills or stages of essay development.
The Online English 35 course mandates workshop time attached to the coursework, offering
the same software instruction as well as individual conferences between students and faculty
in cyberspace.
ENGLISH 101/201 CompClass
The Writing Center also incorporates English 101/201 lab for transfer-level composition
students. ENGL 101 and 201 are 3.5 unit courses, which include scheduled lab time for one 90minute lab session a week, immediately before or after the lecture time slot.
Four individual writing conferences during a semester are mandated for students taking
English 101 and 201. Like the English 30W and 35W conferences, these can take a variety of
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forms in the new lab model. Assigned English faculty may meet individually with students to
brainstorm stages of the writing process and give feedback on written work. Faculty may also
conduct mini-lectures with students in small groups to teach particular writing skills or stages
of essay development, including research techniques.
Since Fall 2010 all English 101 and 201 students have been required to use CompClass as an
integral part of their 101/201 lab. Unlike MyWritingLab, CompClass is aimed at college-level
writers. The current version of CompClass being used in the English and Literature Program
has been customized for our students. Faculty on point worked closely with publishers to
develop eighteen (18) modules/lessons that will take the students approximately one hour to
complete. English 101/201 instructors have the liberty to alter certain modules, create their
own, or use resources from the vast library that CompClass provides. In addition, English 101
and 201 instructors have their own gradebooks and can monitor the progress of their students.
English 101/201 instructors assign particular CompClass requirements for their own students.
The Online English 101, 201, and 201H courses mandate lab time attached to their
coursework, offering the same faculty-guided software instruction as well as individual
conferences between students and faculty in cyberspace.
ASSESSMENT
Assessment in the English and Literature Program ensures that students are directed to the
appropriate level for composition instruction: pre-collegiate (English 30 or English 35) or
collegiate/transfer-level (English 101). Assessment at RH includes mandatory English
placement through Accuplacer: Sentence Builder for English30 and English 35. In addition,
faculty and students can participate in the voluntary Portfolio Project for English 30 and
English 35. The Common Final for English 30 and English 35 has been discontinued.
English Placement Test (EPT):
Assessment Tool: Accuplacer Sentence Builder-- a multiple choice exam
Schedule: Available to students in the Assessment Center at posted times
Scoring: Scored by the Accuplacer software
VOLUNTARY
Common Midterm for English 35 and ENLA 198
Assessment Tool: A portfolio of student work that includes two representative essays and a
formal letter providing rationale for the student's advancement to the nextlevel composition
course.
A student writing sample; an essay written in response to a prompt based on a reading
selection, within a specific time limit
Schedule: During the seventh week of instruction (semester sessions only) during in regular
class time
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Scoring: Holistically scored by faculty, using the rubric agreed upon by faculty in the English
and Literature Program
Portfolio Project for English 30, English 35, and ENLA 198
Assessment Tool: A portfolio of student work that includes two representative essays and a
formal letter providing rationale for the student’s advancement to the next level composition
course.
Schedule: Submitted in class during the fourteenth week of instruction in semester sessions
only
Scoring: Holistically scored by the faculty who have chosen to have their class(es) participate,
using the rubric agreed upon by faculty in the English and Literature Program
RIVERS VOICE
River’s Voice continues to be the prestigious literary journal of Rio Hondo College. Now in its
second decade of publication, this journal provides students, faculty, and staff with a forum to
publish their original creative work. The entire Rio Hondo College campus family--students,
staff, administration, and faculty--are invited to submit work in one of five genres: poetry,
fiction, one-act drama, memoir, and visual art. Judges for the journal consist of full- and parttime faculty, as well as students enrolled in creative writing or literature courses.
Contributors to the River's Voice feel the added sense of care, focus, and awareness of
audience that only occurs when "going public." Hundreds f students, from beginning writers to
lifelong practitioners have spent time polishing work hat they hope adds to the big discussion.
For many, this publication raises the bar beyond classroom expectations Many works begin as
classroom assignments A small group of faculty editors selects and copy-edits the submissions
in the four genres.
The editors make connections with the Writes of Spring committee, creative writing
instructors, the Creative Writing Club, and Visual Arts faculty who edit their respective
components of the journal. Alumni contribute and still ask for back-issues that include their
work. Deans request copies to present to visitors to the campus. All visiting authors to Writes
of Spring receive a opy as a gift.
The editors are also available to preview student drafts and offer feedback before the
submission deadline. Although the published work is predominantly that of students, Rio
Hondo College faculty staff, alumni, and administration are invited to submit as well
WRITES OF SPRING
The English and Literature Program hosts an annual two-day festival of the written and
spoken word called the Writes of Spring. Held in the Wray Theater, this event brings students,
faculty, and community members together to interact with professional writers and artists.
Over two days and approximately ten sessions, writers of memoir, poetry, fiction, and
screenplay, along with film directors, columnists, and humorists read from their published
work, share their writing-in-progress, screen their films, and offer Question-and-Answer
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exchanges with the audience. The next Writes of Spring will convene April 23 and 24, 2014.
Social meet-and-greet sessions have been incorporated into the festival, increasing community
exchange with students, faculty, and artists in attendance.
THE CREATIVE WRITING CLUB
With the English and Literature Departments two Associate degrees, the Creative Writing Club
(WC) fulfills a valuable, unique,and necessary role in providing students who are interested in
writing, literature, and potentially majoring in English a venue to meet and collaborate with
other students and professors who are interested in English and writing as an art form.
The WC is an official Rio Hondo College club with elected officers who meet weekly,in addition
to hosting weekly WC meetings the members. Maintaining an official club for the English
Department is crucial to the academic growth of students. Students develop and sharpen skills
that will assist them throughout their academic lives The CWC officers conduct meetings in
accordance with Robert's Rules, maintain official minutes for each meeting and attend ICC
meetings on a regular basis. The interpersonal leadership and collaborative skills acquired by
the students are an invaluable part of the academic life of the Rio Hondo student.
The members of the CWC meet each week of the academic year on a purely volunteer basis.
The only requirement to attend is an interest in writing. The membership hold steady between
15-25 students each semester. For students who are unable to add a desired English class, the
CWC is a valuable resource for them to remain connected to the discipline until (during and
after) a class becomes available
Accomplishments
-The CWC is currently in its fifth year of activity.
-The Creative Writing Club offered a series of writing workshops led by Rio Hondo College
professors to assist students in the creative process.
-The CWC hosted a poetry/fiction reading in Uptown Whittier which showcased the writings
of Rio Hondo College students.
-Several of the CWC members collaborated with the "Community Service Committee" in
preparing for "Sexual Awareness Week" The CWC participants wrote skits that were
performed by RHC students to bring awareness to the issue of sexual assault.
-Several of the CWC members' creative writing pieces were published in River's Voice.
Direction and Goals of the CWC
Several of the officers in the Creative Writing Club transferred to universities at the end of lat
spring semester. New leadership has emerged to direct the CWC with goals such as hosting
another poetry/fiction reading, publishing the second volume of CWC students writers;
offering writing workshops, working with other campus clubs, and participating in fund
raising activities.
The goals and objectives of the Creative Writing Club are to continue to offer Rio Hondo
College students a top-quality learning environment wherein they may exchange writings and
ideas and receive supportive feedback from peers and professors Additionally the Creative
Writing Club offers opportunities for students to participate in leadership roles on campus to
guide the club and coordinate activities for the members, thus developing valuable
organizational, collaborative and leadership skills.
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ssion is to increase awareness of the art of creative writing; to encourage students to take the
RHC creative writing class and the RHC literature classes; and to create a positive and
supportive environment for creative writers to share and critique their writings. The CWC
offers a platform for students to workshop their original writings, receive feedback from
professors and students, showcase their work at readings and publish their work in the
Creative Writing Club’s collection of student writers.
Due to college-wide budget cuts, the Creative Writing class, English 131, will be offered only
one time each academic year beginning in Spring 2013, a reduction from two times per
academic year. This budgetary cut highlights the importance of a vital Creative Writing Club
that meets each week of the spring and fall semesters.
Currently, the CWC has 30 active members and 4 elected officers—President, Vice President,
ICC Representative/Secretary and Web Master, a Faculty Advisor and an Alternate Faculty
Advisor. The club meets every Thursday from 1:00 to 2:15 pm in A206. On the first three
Thursdays of the month, students meet to share their work which includes musical lyrics,
poetry, short stories, fiction and non-fiction. They make use of the overhead projector in the
classroom to project the words for all members to read as the writer presents his or her
writings. The last Thursday of each month is reserved for the business of the club, when plans
and goals are discussed and agreed upon, and official minutes taken.
STAFF DEVELOPMENT
Roundtable convenes the first Thursday of each month and offers a forum for Part-Time and
Full-Time English instructors to share their best teaching practices and discuss other matters
that develop pedagogy. This regular feature of the English and Literature Program is flexible
enough to target any issue or topic that arises in the Division or Department as they relate to
the subject matter or teaching in this program. Some recent topics under discussion in the last
two years have been the adoption of Accuplacer and follow-up review, the change to 3.5 unit
English 101 and 201, and the AA and AA-T Degrees in English and Literature. The most recent
discussion and decision was to eliminate the Common Final for English 30 and English 35.
Teaching faculty will determine a student's readiness for the next composition level.
Conferences
We have a very active group of instructors in the English Department who regularly attend
national, regional, and local conferences on topics in English Education and literature.
**Updated Data for: 2014-2015 Program Year**
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**Note: “Success” is defined differently by various constituents on campus. For instructors,
the students considered “successful” are those who have completed the semester and earn a
passing grade or one that allows transfer of credits. However, in the data reported by the
college, the final numbers are calculated based on the number of students captured at the
census date, whether or not they drop the class in the period between census and the end of
the semester. The percentages listed on the “Success by Course” chart appear lower when
calculated by this latter process.
TRENDS in recent data
The data show relatively stable metrics for English and Literature enrollment across the
scheduled semester and summer sessions. Historically the fall enrollment is generally higher
than spring in a given academic year. However the Total English Enrollment data show a
difference between Fall 2011 and Spring 2012 numbers that is very slight (103 students) and
holding steady compared to the difference between enrollments in Fall 2009-Spring 2010
(800 students). This growing consistency between Fall and Spring enrollments in English may
arise from the switch in Placement Testing, from the instructor-scored English Placement Test
to the computer-given and -scored Accuplacer assessment tool.
Looking at the overall numbers of students enrolled per course reveals that English 30 and 35
numbers show a decline between Fall 2009 and Spring 2011 in enrollment, while the English
101 and 201 numbers have been increasing. Fall 2011 and Spring 2012 show a change in that
trend as the number of students enrolled in ENGL 30 and 35 is increasing, while the number
enrolled in ENGL 101 and 201 is holding steady. This pattern suggests that the number of
students enrolled in all levels of English is experiencing an uptick. Rio Hondo College
demographics may reflect a state wide pattern as more students are committing to a formal
academic plan or pathway, under new state wide education policy.
Literature courses with Honors cohorts included in the class continue to show strong success
rates, higher than those literature classes with without Honors components. The Honors
students may be more confident learners and have keener motivation; Honors students likely
have more developed critical reading and writing skills causing them to excel in literature
coursework. Another significant difference continues between Honors students taking a
literature class and the other enrolled literature students is that English 101 is required for
admission to the Honors Program. The students who succeed in literature then may be the
Honors students who have passed their college-level English course and are prepared to read,
write, and critically think through the issues presented in a transfer-level literature class. Since
English 101 is not the standard prerequisite for Literature courses, students may not be
adequately prepared for the course work. They may be more likely to drop, resulting in a lower
Success rate.
The higher success and retention rates in summer courses are holding steady. This may be
owing to the increase in four-year college students enrolling in Rio Hondo's summer sessions.
Students in this population may bring a more accomplished skill set to English and literature
coursework offered at the community college level. In addition, there are more sections of
transfer-level courses, English 101 and 201, offered during Summer Session than
developmental composition sections. The stakes are higher for students taking transfer-level
courses, as grades immediately impact their GPA and progress toward transfer. These factors
may also explain the trends in higher success and retention rates during Summer. la
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Program's Strengths
In this year of budget cuts, the Program in English and Literature has been able to maximize
on-campus sections of transferable ENGL 101 and 201. This has been due to the foresight of
our Dean and the priorities of English faculty reached by consensus. FAST-TRACK courses
have also remained constant in number of sections, as these courses promote student success
in a more time-effective sequence without compromising the quality of learning and
instruction. Despite initial section cuts to the Spring 2013 the English Department, in early
Fall, 2012, decided unanimously to preserve all of the Honors courses that are offered in
English and Literature to ensure continued student access to honors classes. Any English or
Literature courses linked to other college programs were also unanimously preserved, such as
ENGL 125: Grammar and Usage, utilized by the Nursing Program, and LIT 117 and 117H:
Mexican Literature in Translation and LIT 149: Introduction to Chicano Literature, both part
of the Chicano Studies coursework.
As a result of the changes to English Workshops and Labs from the Open-Lab model to the
Structured-Lab model, communication between students and faculty has increased;
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communication between lab instructors and lecture instructors has increased, establishing a
link that will help identify students who may need additional assistance with writing or
homework assignments; attendance has improved, whereas during the Open-Lab format
attendance was inconsistent.
Another strength of our program is that the lab structure is now state-compliant, owing to the
establishment of 3.5 English 101 and 201 that give credit for essential lab work in those
courses. In addition, ENGL 30W and 35W have been linked to particular lecture sections, so
that students move as a body from lecture to lab or visa versa. These connections between
lecture and lab for all enrolled in English classes increase student opportunities to put their
learning into faculty-guided practice. This new model should ensure better performance and
increased learning for all students.
Program's Weaknesses
We continue to struggle to involve part-time faculty in ongoing training, curriculum
development, and SLO discussions, because their own schedules take them to several different
campuses to assemble a full teaching load. A consistent plan to orient new faculty and
establish followup contact would be a good priority.
Writing Center: As a result of the major changes to the English Workshop and Lab format,
students have experienced long wait times to log-in and out of the attendance computer; not
all students may receive a conference each week, since only one instructor is assigned to each
scheduled lab; although floaters are assigned intermittently, it is not enough support during
times with heavy traffic, and some floaters are not fully aware of their duties.
Program's Opportunities
The new Scheduled-Time Workshop and Lab models should provide more opportunity for
students to succeed in their English coursework, from English 30 right through English 201H,
as there is more time for instruction and instructor feedback.
Program's Threats
The constricting state budget is a constant threat, which RHC English and Literature is
working with to continue the best course delivery possible and to maximize student success.
The list of Writing Center problems listed under the Weaknesses section, above, can be viewed
as threats to the overall efficiency of the English Writing Center, housing Workshops and Labs.
Fewer online courses are being offered than in past semesters because of budget cuts. Students
have many options to take online courses, and they may turn to other institutions if Rio Hondo
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does not provide an adequate number of courses to meet the demands of students. The
Blackboard program recently became accessible on mobile devices. The official Blackboard
announcement states: “Today, we launched a new 'Personal License' option which allows iOS
and Android users to make an in-app purchase to access Mobile Learn. Users can either pay
$1.99 per year or $5.99 for lifetime access. While we recognize this is a big shift in direction,
we are confident that this change ultimately benefits all of our users.” This increased
accessibility to Blackboard via mobile devices will make it easier for students to take online
courses; this shift in affordable accessibility for students creates a greater need for additional
online courses. RHC needs to stay competitive in this student market.
Program's Accomplishments and Recommendations for Improvement
CURRICULUM IN ENGLISH AND LITERATURE COURSES
Accomplishments
The AA-T Degree in English has been approved by the Chancellor's Office. We are awaiting the
formality of confirmation from ACCJC and will begin offering the degree in spring 2014. he
English and Literature Program will then offer two AA degrees.
Notable recent achievements in ENGL curriculum development include the development 3.5
unit transferable English courses: ENGL 101, ENGL 201, and ENGL 201Honors.
New Honors courses have been developed and articulated: LIT 117: Mexican Literature in
Translation Honors and LIT 142: Introduction to Shakespeare. These added Honors classes
expand the selections for those Honors students majoring in English and/or Literature.
All eligible transfer-level courses in English and literature have been added to the three
relevant general education lists: RHC general education, CSU general education, and IGETC.
Certain courses (such as Creative Writing) are not eligible for IGETC, but wherever a course is
eligible, it has now been added to all three lists.
WRITING CENTER
Accomplishments
The Writing Center has increased the number of computerized work stations to 84. This allows
for three English lab or workshop classes to be scheduled into LRC-124 simultaneously, while
continuing to assure that each student has access to an online computer network.
Recommendations for Improvement
-While the improvements in the Writing Center increase access for student achievement, it
places stresses on the hardware and staff.
-The Writing Center needs a print management system for students. In an effort to continue to
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offer the convenience of a printer for students while maintaining an effort to conserve costly paper and ink/toner, a print management system needs to be established.
-The printer in the Writing Center needs replacement.
-The Writing Center needs computers in the three conference areas to enhance the quality of
instruction provided to students. The computers will allow individuals and small groups to
study the same document while editing and revising, as a part of developing the writing
process. Access to research materials during conference will also be facilitated.
-Publishers of online software need to be more proactive in troubleshooting and training lab
instructors.
HONORS
Accomplishments
-UCLA Lauds Honors Transfer Program---We received a congratulatory letter from Judith L.
Smith, Vice Provost of Undergraduate Education at UCLA, regarding the admission of Rio
Hondo College Honors/Scholars transfer students for Fall 2012. The letter notes that "Your
students continue to make excellent progress while at UCLA and contribute a great deal to the
academic community through their academic work and extracurricular involvement. The
preparation provided by your Honors/Scholars program enables them to be very successful at
UCLA.’”
Cited from Rio Hondo College Weekly e-Messenger, July 30, 2012.
Recommendations
Not all literature courses offer a Honors section. We hope to complete this task soon.
RIVERS VOICE
Accomplishments
We have reduced the time-intensive production methods and broadened the journal’s
audience. The recent acquisition of an department iMac has expedited layout and design
processes. New software has also enabled the River's Voice website to feature video footage of
student authors reading their works at the Writes of Spring festival. Ultimately, the goal is to
reduce costs and maximize readership by publishing the journal online.
Through the streamlined methods of production and promotion, submissions and judging are
now completed exclusively on-line, reducing time and materials costs.
Editors are continuing to recruit members of the Creative Writing Club to participate in
promotion and judging.
The River’s Voice web page continues to provide the campus community with better access to
submission information, publication dates, sample works, and contest results.
The River’s Voice display case continues to adorn the second floor Administration hallway
opposite the C & L Division Office to advertise student covers and the whole publication of
student, faculty, and staff writing as well.
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Editors annually present the Board of Trustees with copies of each volume during the public
forum section of the Board of Trustees meeting.
WRITES OF SPRING
Accomplishments to date include the following:
Greater participation from RHC faculty and students
* Greater interest from the wider college community
* Increased student enthusiasm, participation, and interaction
* Increased event awareness
* Increased college visibility to the community
* Fostered a greater appreciation for the literary and visual arts
* Motivated students to join the creative writing club, submit entries to River’s Voice, enroll in
creative writing courses and transferable literature courses
Recommendations for Improvement
* Faculty will continue to generate student enthusiasm through advertising in classes,
incorporating guest writers' work into course curriculum when relevant, and commitment of
class time to attend events
* The Division will continue to allocate funds specifically for the event and solicit donations
from local vendors for refreshments
* The Writes of Spring organization will increase marketing and publicity to the community
* The Writes of Spring organizers will acquire necessary IT support
CREATIVE WRITERS CLUB
Accomplishments in the academic year 2011-2012:
* The Creative Writing Club offered a series of writing workshops led by Rio Hondo College
professors to assist students in the creative writing process;
* The CWC hosted its first poetry/fiction reading held in Uptown Whittier, showcasing the
writings of Rio Hondo College students;
* The CWC published its first collection of writings entitled “First Words.” This publication
consisted of poetry, fiction, and drama written by CWC students;
* The CWC president won first place in fiction for the Annual "River’s Voice" Contest; and
* The CWC president won Outstanding Student of the Year in Creative Writing which is
recognized campus-wide.
Recommendations for Improvement
To continue to offer Rio Hondo College students a top-quality learning environment wherein
they may exchange writings and ideas and receive supportive feedback from peers and
professors. Additionally, the Creative Writing Club must continue to extend opportunities for
students to participate in leadership roles on campus and in the wider community of the
written arts.
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-To ,
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Program's Strategic Direction
CURRICULUM
To continue the ongoing process of course revision so that program curriculum is always state
compliant and transferable.
To add Honors courses to all literature courses.
To write a literature-based second semester of freshman composition. This course would
fulfill the same requirement as our current English 201/201H
WRITING CENTER
The overall strategic direction of the Writing Center is to create stronger links between the
workshop/lab classes and the English lectures to which they attach. Part of this direction
means increasing the number of faculty who teach their own students in the writing center
portion of the class. Where this is not possible, the plan is to increase the communication
between lab instructors and the faculty in charge of the course. In sum, the overall strategic
direction for the Writing Center is to maintain the present format requiring students to attend
the lab once per week and continue to emphasize the need for communication between lab and
lecture instructors.
HONORS
To continue to offer Honors courses in English and Literature to ensure that students who
transfer to various universities continue to succeed in their academic endeavors. When budget
constraints are lessened, possibly add more Honors courses to the selection of courses that are
already offered, thus providing more opportunities for students to take a wider range of
Honors courses. Actively preserving the high quality of instruction in English and Literature is
paramount. Working to ensure that Honors courses are not eliminated is fundamental to the
continued success of the program.
The English and Literature Program aims to increase networking among faculty who teach
Honors classes both in our division and campus-wide.
We would like to increase the number of students who present papers in English and
Literature at the annual HTTC Student Research Conference at UCI.
To help students and faculty, we would also like to have a division/department website link to
the Honors Program at Rio for ease of access.
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RIVER'S VOICE
The Rivers Voice editors accept submissions during the fall semester, up until Thanksgiving
weekend, so that faculty editors can provide guidance and feedback to students to improve
their prospective authors in a directed revision process. The final due date for consideration is
still February 14, 2012.
WRITES OF SPRING
The department will continue to offer this annual event, attempting to increase student
enthusiasm, participation, and presentations. Changes:
1) Writes of Spring will feature inter-session “commercials” whereby faculty and/or students
will have the opportunity to present a five-minute pitch or a presentation/ demonstration as
promotion for a course or activity.
2) The relatively new River Deep student film festival will solicit original films produced and
directed by RHC students, featuring student actors. Contest continue to be judged by RHC
faculty.
3) Art displays outside of Wray Theater will advertise business, and with the beautiful new
quad open, students will have more access to these displays.
4.) The Creative Writing Club will be linked with Writes of Spring Festival to heighten the
visibility of the club to other students on campus and increase membership in the Creative
Writing Club.
CREATIVE WRITING CLUB
Currently, the Creative Writing Club is expanding the membership and has strong student
leadership. Changes are not needed at this time. Future goals include: merging the CWC with
the Theatre Arts Club, hosting future poetry/fiction reading, continuing to publish volumes of
CWC student writers, continuing to offer writing workshops, and continuing to participate in
fund raising activities.
ONLINE INSTRUCTION
The overall strategic direction is to analyze the reasons why success and retention are lower
than those of on site courses, not just campus wide, but also in English and Literature courses
and then to address these causes. Ultimately the English and Literature Program would like to
see more English and Literature courses offered online, so as to increase student access to the
AA degree or transfer-level degree. However, the variables of success and retention need a
watchful eye and continual promotion.
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Program's Staff Development
Here are some thoughts about Faculty Development, generated by a subcommittee of FT
English faculty:
1. To encourage instructors to share their training/enrichment experiences with colleagues.
This includes not only attendance at professional conferences, but also personal enrichment
activities that may be involved with travel, classes they may be taking.
2. To pursue funding in Staff Development Grants to bring in outside speaker to address
pedagogical cocerns within the department. Speaker could be invited to Roundtables or to a
special Friday meeting.
3. To pursue further online training to help increase success and retention in online classes, as
the data reveal lower success and retention in such classes.
4. To provide additional training for English Workshop and Lab instructors to maintain open
communication and possibly establish a learning community environment that will help
students excel in their writing
Goal #1 Short term (1 year)
Corresponds with Institutional Goal #
1
Status: complete
Description of Goal
To develop a Transfer Model Curriculum Degree in English and Literature.
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Evaluation of Goal
To send this degree through RHC Curriculum committee and then on to the state Chancellor
for approval.
Objective #1.1
Status: complete
To revise the course outline for English 201H, so that the transfer model coursework is up to
date for the application to the state.
Goal #2 Short term (1 year)
Corresponds with Institutional Goal
#9
Status: in
progress
Description of Goal
To add computers to all three conference rooms, including the small alcove, within the
Writing Center.
Evaluation of Goal
To have three computers up and going by Spring 2014, one in each of the two conference
rooms and one in the small alcove in the Writing Center to assist Lab Instructors in
conducting more thorough conferences where online research or material would be accessed.
Objective #2.1
Status: in progress
Enable Lab Instructors to review and work with material that students have on a flashdrive,
thus conserving resources such as paper and ink/toner.
Goal #3 Long term (2-5 years)
Corresponds with Institutional
Goal # 5
Status: being
changed
Description of Goal
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To improve student success in courses (both online and on ground) by increasing proficiency
in utilizing Blackboard and other software utilized in the Writing Center (CompClass and
MyWritingLab).
Evaluation of Goal
Study data on utilization of Blackboard, CompClass, and MyWritingLab as course
enhancements in composition and literature courses where appropriate.
Objective #3.1
Status: being changed
To improve student success in courses (both online and on ground) by increasing proficiency
in utilizing Blackboard and other software utilized in the Writing Center (CompClass and
MyWritingLab).
Goal #4 Long term (2-5 years)
Corresponds with Institutional
Goal # 1
Status: being
changed
Description of Goal
To improve student success in online courses by encouraging students to make contact with
the professor by phone or by visiting office hours or via Skype at least once during the
semester .
Evaluation of Goal
Solicit instructors to record their “real-time” contact with students.
Objective #4.484368
Status: being changed
To encourage students who have met with the professor to post suggestions in the online
discussion board or online peer review feature on CompClass to share with their classmates.
Objective #4.484369
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To have online instructors meet with students in real time to discuss any components of the
course they may find unclear.
Objective #4.484370
Status: in progress
To confer with current online English 101 and 201 students to see what methods of
instruction work best for them.
Goal #5 Long term (2-5 years)
Status: in
Corresponds with Institutional
Goal # 1
progress
Description of Goal
To create, offer, and publicize and promote literature courses which fulfill transfer
requirements in the UC and CSU systems.
Evaluation of Goal
Literature faculty would continue to create courses which appeal to the student population
and which fulfill state transfer requirements.
Objective #5.1
Status: in progress
To increase enrollment in literature courses while offering students more options to fulfill GE
requirements or requirements for the AA degree in English and Literature.
Goal #6 Short term (1 year)
Corresponds with Institutional Goal
#1
Status: in
progress
Description of Goal
To create more opportunities for communication among Honors teaching faculty in English
and Literature courses.
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Evaluation of Goal
To survey faculty each semester about their communication pathways with those who teach
Honors classes.
Objective #6.1
Status: in progress
To establish at least one (more if desired) official meeting time each semester to discuss the
strengths, weaknesses and goals identified by faculty for the Honors classes in English and
Literature.
Goal #7 Long term (2-5 years)
Corresponds with Institutional
Goal # 5
Status: in
progress
Description of Goal
To increase the number of RHC Honors students presenting papers at the spring HTTC
Conference at UC Irvine.
Evaluation of Goal
To keep track of students who do present, along with the classes, semesters, and faculty
members involved in the process.
Objective #7.1
Status: in progress
To brainstorm at the English and Literature Honors meeting and implement ways to increase
the number of students who participate in the Annual HTCC Student Research Conference for
California Community Colleges hosted by the University of California, Irvine.
Objective #7.2
Status: in progress
To create a workshop (or series of workshops) hosted by several faculty members who will
answer questions, review essays and offer suggestions to improve student research papers.
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Goal #8 Long term (2-5 years)
Corresponds with Institutional
Goal # 1
Status: in
progress
Description of Goal
To create links from the C and L website to the RHC Honors website and to the UCI
Conference website to facilitate ease of access for students and faculty to gain information
pertaining to the Honors Program.
Evaluation of Goal
To survey students about accessabilty to Honors website information linked to the RHC
Homepage.
Objective #8.1
Status: complete
To obtain guidance from the SLO Committee for the development of degree specific SLOs.
Goal #9 Long term (2-5 years)
Corresponds with Institutional
Goal # 5
Status: in
progress
Description of Goal
To continue to implement quality control of all course-SLOs in the English-Literature
Program by systematically reviewing course-SLOs, rubrics, and Assessment Reports on a
rotational basis.
Evaluation of Goal
In some courses, the benchmark for each active SLO has been reached, but there should be
consistently positive results for a minimum of 2-4 consecutive semesters. Students should be
able to use and understand the lab software and have a convenient resource that provides
answers to their common questions.
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Objective #9.1
Status: in progress
To review a random selection of courses for quality control, including the content of the
course-SLOs, the rubrics, and Assessment Reports. The SLO Committee Member
representing the English-Literature Program will consult with the Faculty-in-Charge of these
courses to suggest recommendations for improvement of the quality of the content of these
documents.
Goal #10 Long term (2-5 years)
Corresponds with Institutional
Goal # 5
Status: complete
Description of Goal
To achieve greater consistency among faculty in the English and Literature Program in
regards to providing course-SLO assessment data and completing Assessment reports.
Evaluation of Goal
In some courses, the benchmark for each active SLO has been reached, but there should be
consistently positive results for a minimum of 2-4 consecutive semesters.
Objective #10.1
Status: in progress
To continue to monitor the progress of English and Literature faculty members in entering
their SLO assessment data and completing subsequent Assessment Reports. More frequent
reminders will be sent via email.
Goal #11 Short term (1 year)
Corresponds with Institutional
Goal # 5
Status: in
progress
Description of Goal
To rotate the activation of course-SLOs and begin assessment of these newly activated courseSLOs.
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Evaluation of Goal
The SLO Committee Member representing the English area will continue to monitor the
progress of each faculty member in entering their assessment data and look for a greater
percentage of participation in this regard.
Objective #11.1
Status: in progress
To notify all Faculty-in-Charge of courses in the Program that they should consider rotating
the activation of individual course-SLOs in cases in which the benchmark for those SLOs have
been consistently reached or surpassed for a minimum of 2-4 consecutive semesters so that
other student learning outcomes may begin to be assessed.
Goal #12 Long term (2-5 years)
Goal # 5
Corresponds with Institutional
Status: in
progress
Description of Goal
To allow and to encourage all faculty to view “Assessment Reports” in SLOlutions in order to
increase their awareness of the results of the student learning outcomes and to inform them
of the recommended strategies they should be implementing for improving those outcomes.
Evaluation of Goal
Although a few course SLOs have already been revised within the department, the majority of
English and literature course SLOs still need to undergo review and revision. Satisfactory
results will be achieved when each course SLO identifies a discernable and measurable skill,
Rubrics provide clear proficiency standards, and Assessment Reports include positive action
plans for improving student learning outcomes.
Objective #12.1
Status: in progress
To request that the creator of the SLOlutions software, Matt Koutroulis, write up a program
to allow all faculty access to view existing Assessment Reports via the software. Then emails
would be sent to faculty to encourage them to read these reports and to implement the
recommended strategies for improving the student learning outcomes.
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Goal #13 Long term (2-5 years)
Corresponds with Institutional
Goal # 5
Status: in
progress
Description of Goal
To assess active English-Literature degree SLOs.
Evaluation of Goal
Compare data for SLOs over several semesters.
Objective #13.1
Status: being changed
To assess the level of which the students have met the degree SLOs by pulling data from
individual English course SLOs.
Goal #14 Long term (2-5 years)
Goal # 3
Corresponds with Institutional
Status: in
progress
Description of Goal
To add another Puente Project class so that there are two Puente student cohorts each year.
Evaluation of Goal
During the recruitment period for this year’s class, the response from potential students was
so great that another Puente class could easily have been created. In fact, many students
wanting to be in Puente were turned away. The demand from students is definitely there.
Enrollment, retention, and success data would measure whether this goal, once met, is
effective in meeting the service areas of RHC.
Objective #14.1
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To begin one class in the fall and the other in the spring to accommodate students who may
have struggled in the first semester courses.
Objective #14.2
Status: in progress
Also to schedule the classes on different days so as not to be in conflict, as in M/W or T/R.
Goal #15 Short term (1 year)
Corresponds with Institutional
Goal # 5
Status: in
progress
Description of Goal
To have a tutor designated specifically as a Puente tutor, in particular for the English 101 class.
Evaluation of Goal
To compare the student success and retention rates with and without the Puente tutor.
Objective #15.1
Status: in progress
To respond to the need for one-on-one assistance as students struggle with producing a
research paper for the course.
Objective #15.2
Status: in progress
To arrange to have the Puente 101 tutor available in-class as well as outside of class to
increase the Puente students’ success in the course.
Goal #16 Short term (1 year)
Corresponds with Institutional
Goal # 1
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Description of Goal
To maximize the effectiveness of instructor-student communication to better assist students
with their writing process in the ENGL 30 and 35 Workshop and the ENGL 101 and 201
Lab.
Evaluation of Goal
To track Student Learning Outcomes regarding skills intrinsic to the writing process for all
levels of English and to tie these to Lab protocols. The discussion of outcomes and action
plan that results from producing the regular semester Assessment Reports may provide one
method of evaluation for this goal.
Objective #16.1
Status: in progress
To increase the number of instructors assigned as floaters during peak times (that would be
when three classes are scheduled during one time slot).
Existing Resources
The existing Division Budget for lab floater allocation.
Objective #16.2
Status: in progress
To balance the use of mini-lessons or small group conferences with individual conferences by
implementing a regular sign-in process for students to receive more individualinzed feedback
and instruction.
Objective #16.3
Status: in progress
To furnish conference rooms with more efficient conference tables that are round or oval to
seat at least eight people, including the instructor, to facilitate the conferencing process.
Objective #16.4
Status: in progress
To obtain and install additional computers to monitor Writing Center attendance.
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Resources Needed: Additional Technology
Technology Classification: Computer Hardware
Requested Amount: $1,000.00
Description:
Log in/Log out computer
Reason:
Reduction of Log in/ Log out time for students entering and exiting the Writing Center
Location: LRC 124
New or Replacement: New Installation
Services Required: Software Support, Hardware Support
Objective #16.5
Status: in progress
To provide additional training for instructors to maintain open communication and possibly
establish a learning community environment that will help students excel in their writing.
Goal #17 Short term (1 year)
Corresponds with Institutional
Goal # 10
Status: in
progress
Description of Goal
Update classroom furniture: new student desks to replace tables in A-216; purchase
replacement instructor's chairs and classroom podiums. Purchase equipment so instructors
can record lectures to upload to their Blackboard course shells.
Evaluation of Goal
Purchase the items and place in appropriate classrooms and on instructor's office computers.
Objective #17.1
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Purchase required equipment.
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Appendix A
The following people acknowledge that they participated in developing or reviewing the
English and Literature Program Review.
1. Marie Eckstrom--Program Review Manager
2. Robert Holcomb--Dean of Communications and Languages and Area Review Manager
3. Theresa Freije--Honors, Literature, and Creative Writing Sections Writer
4. Alonso Garcia--Curriculum Section Writer
5. Daniel Osman--SLO Section Writer
6, 7, 8. Marie Eckstrom, Edward Ibarra--Statistical Analysists
9, 10. Ralph Velazquez and Dana Vazquez--Writing Center Section Writer
10. Juan Fernandez--Puente Section Writer
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Appendix B
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Appendix C
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Appendix D
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Individuals Who Participated in Developing this Plan
The following people acknowledge that they participated in the development of or reviewed
this plan.
Name
Role
1. Eckstrom, Marie Program Manager
2. Springer, Joann
Participant
3. Pierson, Kenn
Participant
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