Annual Program Plan―2015‒2016
I.
Department
Los Angeles Pierce College Honors Transfer Program
Discipline or Program on
which this plan focuses
UCLA, Transfer Alliance Program (TAP)
Date
December 2014
Version number
2.0
Program Description
The Pierce College Honors Transfer Program (HTP) is designed to offer a pattern of honors courses that enhance students’ ability to
transfer from Pierce College to competitive, participating universities like UCLA. The Transfer Alliance Program (TAP) is a
collaboration between local community college Honors Programs and UCLA College of Letters and Science in conjunction with
Undergraduate Admissions. Pierce is home to the largest Honors Transfer Program in the Los Angeles Community College District.
The Pierce College HTP is among one of the fifty-six community colleges throughout California that has membership with the Honors
Transfer Council of California (HTCC). The HTCC negotiates special transfer agreements linking community college honors’ programs
to specific universities, large or small, public or private. Students completing our programs then enjoy enhanced transfer consideration
at the partner-campus, e.g., priority acceptance consideration, special scholarships, housing priority and a range of other academic
and social benefits such as library privileges even before transfer.
The mission of the HTP is to recruit and empower academically talented and highly motivated students from diverse backgrounds
through an academically enriched and intellectually stimulating learning environment.
The program has historically had one .4 Director, one full-time Senior Office Assistant, and one adjunct Counselor. Starting Fall 2012
till Summer 2013, all positions were eliminated save the office assistant position, which has been reduced from 40 to 20 hours per
week. Per UCLA, TAP recommendation, starting Summer 2013, one .4 Director was hired.
The number of active students in the program from Fall 2012 to Summer 2013 reduced from 800 to 300. After marketing the program
and reaching out to students, the number of active students has increased from 300 to 600 since last year.
II.
Assessment of 2013-2014 Annual Goals
Provide an assessment of 2013-2014 Annual Goals. List any continuing goals in Section VII.
Goal
A.
To promote student transfer opportunities and success, as well as scholarship
2015-2016 Annual Academic Program Plan Form Draft/May 16, 2014
Achieved Continuing Discarded
X
X
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II.
Assessment of 2013-2014 Annual Goals
Provide an assessment of 2013-2014 Annual Goals. List any continuing goals in Section VII.
Goal
Achieved Continuing Discarded
opportunities, through participation in the UCLA, Transfer Alliance Program and active
membership in the Honors Transfer Council of California and National Collegiate Honors
Council
B.
To promote scholastic excellence through high levels of student-instructor interaction,
student led discussions, and opportunities for original research.
X
C.
To obtain appropriate clerical and office support, either through staff assigned to the
program or from campus offices and programs who provide services to students.
X
D.
To hire a part-time counselor who is knowledgeable about TAP, UCLA and UC transfer
admission requirements solely for the purpose of working with Honors students.
X
X
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III.
Curriculum Changes During 2013-2014 Academic Year
List any new programs and/or certificates OR changed programs and/or certificates
approved by the Curriculum Committee during the 2013-2014 academic year. Check
A.
whether they are New or Changed, and provide the date they were approved by the
Curriculum Committee.
1
New
Changed
Approval
Date
2
3
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B.
List any new, updated, or changed courses approved by the
Curriculum Committee during the 2013-2014 academic year.
Provide the course number and the course title.
1
Music 111
X
Check All That Apply.
Distance
Updated
Honors
Education
X
New
2
Spanish 12
X
X
3
Spanish 26
X
X
Approval
Date
3
B.
List any new, updated, or changed courses approved by the
Curriculum
Committee
during the 2013-2014 academic year.
4
Sociology
21
Provide the course number and the course title.
5
Physics 66
Check All That Apply.
X
X
X
X
6
Administration of Justice 004
X
X
7
Economics 001
X
X
8
Philosophy 040
X
X
9
History 012
X
X
10
Sociology 013
X
X
11
Anthropology 101
X
X
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C.
IV.
Course Outlines of Record
1
Number of courses in discipline or department Curriculum approved Honors courses
2
Number of courses that have been updated since 2008 (CORs must be updated every 6 years)
3
Number of courses that require updating during 2015-2016 to maintain currency
65
Progress in the Student Learning Outcomes Cycle
A. Learning Outcomes Development and Assessment Status
Total
1. Number of courses in discipline or department Curriculum approved Honors courses
65
2. Number of courses with approved SLOs on the COR
3. Number of degrees and state-approved certificates in the discipline/department (If zero, please go to A.6.)
4. Number of degrees and state-approved certificates with program-level outcomes (PLOs) developed
5. Number of degrees and state-approved certificates with PLOs developed and courses mapped to the PLOs
B.
6. Number of courses mapped to one or more General Education Learning Outcomes
Outcomes Assessment Results
1. Provide a narrative describing the significant findings from the course- and program-level outcomes assessed in 2013-2014.
Place your narrative in the expandable row below.
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IV.
Progress in the Student Learning Outcomes Cycle
2. Provide a narrative describing any steps taken or changes made as the result of these findings. Place your narrative in the
expandable row below.
Starting Summer 2013, the HTP developed a comprehensive Student Information System that monitors students’ transfer goals
and activities. This data will be utilized for program assessment and accountability.
3. Provide a narrative that describes additional steps to be taken as the result of the findings, including any needed resources
required to address shortcomings in student performance. Place your narrative in the expandable row below and specify any
resource requests in Items X through XIV.
Course enrichment will include but not limited to research opportunities, reading and writing assignments, analysis and critical
thinking and use of technology.
The honors curriculum will offer faculty an opportunity to try experimental pedagogies and will offer students the opportunity for
hands-on educational experiences.
V.
External Influences (Environmental Scans)
A.
Report on course articulation status (from ASSIST or articulation officer)
How many of your courses are transferable to CSU or UC? All honors courses are transferable to UC and CSU.
Of these courses, how many are articulated with CSU or UC? All online courses are articulated with UC and CSU.
Do you have an approved or in process Transfer Model Curriculum (TMC) for your discipline?
If so, name of TMC:
if so, please provide approval status:
B.
Provide relevant labor market data supporting demand for the program (if applicable)
C.
Describe Advisory Committee input (if applicable, including date of last meeting)
The organized Pierce College HTP advisory board member is composed of faculty, students, and administrators.
D.
Discuss other pertinent data (such as interactions with four-year institutions, concepts derived from professional conferences
and journals, outcomes from district discipline committee meetings, emerging technologies, input from adjunct faculty,
agreements with high schools or regional occupational programs, etc.)
The HTP is under the purview of the UCLA Transfer Alliance Program (TAP) and is part of the Honors Transfer Council of
California (HTCC). Decisions regarding the parameters of the honors program requirements such as the number of units
required for honors certification are based on statewide trends, admissions statistics, and by comparing other TAP programs.
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VI.
Data Sets Provided by the Office of Institutional Effectiveness (Research Office)
Please discuss any longitudinal trends within your program or the relation to college averages in these areas: changes in enrollment,
FTES, section offerings, and FTES/FTEF; success and retention rates; degrees and certificates awarded (especially if few awards are
made each year); and full-time/part-time faculty ratios. Included in the data sets are the Benchmarks and Goals for success and
retention. If the most current success and retention rates fall below the Benchmarks, please discuss ways in which your program will
address these areas. Please discuss ways in which your program hopes to meet the Goals in the coming year.
The Pierce College Honors Program retention rates continue to be very high at 92% - 97% for past four years.
Program completion rates continue to be evaluated. A student is considered to have “completed” the Honors Program when s/he
becomes “Honors-certified” by completing 15 units of honors coursework with a UC-transferable GPA of 3.25 or higher. A review of
Honors certification correlates with higher instances of acceptance to top tier universities. UCLA is our biggest desired transfer
outcome for our honors students.
 For the fall 2013, 74% of TAP applicants were offered admission to UCLA, compared to a 29% admit rate for non-TAP community
college applicants.
 For the fall 2012 application cycle to UCLA’s College of Letters and Science, 82% of Honors students from LAPC were accepted as
compared to 31% of LAPC non-honors students.
 In the 2013-2014 academic year we offered 22 formal honors course sections; 10 in the fall, 2 in summer, and 10 in the spring.
Pierce College Mission Statement and Values
Pierce College is a student-centered learning institution that offers opportunities for access and success in a diverse college community. The college
dedicates its resources to assist students in identifying and achieving their educational, career, and personal goals. Our comprehensive curriculum and
support services enable students to earn associate degrees and certificates, prepare for transfer, gain career and technical proficiency, and develop basic
skills. We serve our community by providing opportunities for lifelong learning, economic and workforce development, and a variety of enrichment
activities.
Pierce College values:
 Student success and engagement
 A student-centered environment conducive to learning
 Freedom to think, dialogue, and collaborate
 Commitment to excellence
 Access and opportunity
 Service to our communities
 Enrichment through diversity
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VII.
2015-2016 Annual Goals Based on the Pierce College Mission Statement and the Strategic Master Plan (Distinguish between
goals and the resources required to achieve these goals.)
Provide an action plan for achieving each goal. Press Ctrl + Click to identify the specific Pierce Strategic Master Plan goal addressed → Strat. Plan
A.
Increase the percentage of Honors-certified students who are accepted to UCLA for the Fall Semester 2015.
 Provide enough counseling opportunities, workshops, and conferences to assist students with the process
 Encourage students to attend the UCLA TAP/Honors Conference and/or the STOMP Conference to get paired up with a UCLA
Peer Mentor
 Increase the percentage of the Pierce College students who participate in the Honors Transfer Program
A1, B7
B.
Provide honors courses that meet the needs of our students/university requirements.
 Offer breadth of Honors courses based on IGETC and preparation for major that are necessary for transfer to
UCLA on regular basis.
 Complete an analysis of honors course offerings to compare with student demand and need for transfer.
 Consult with Honors Advisory Board to assist in making decisions on course offerings
A1, B7
C.
Assess student satisfaction with the HTP to form a baseline to assess future cohorts
A1, B7
D.
Establish a regular pattern of communication with the honors students to increase students success and completion
in HTP
A1, B7
E.
Increase the number of Pierce College students who participate in the Honors Program to 5%
A1, B7
F.
Strengthen the relationship with the Assessment and the Institutional Research Office to use data to enhance
recruitment efforts
A1, B7
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Return to X, Human Resources
VIII.
Return to XI, Equipment/Software
Return to XIV, Other Resources
Planned Curriculum Changes
List planned curriculum changes (new and/or modified courses, degrees, and certificates) that will be submitted to the curriculum
committee during the 2015-2016 academic year.
Press Ctrl + Click to identify the specific Pierce Strategic Plan Objective addressed →Strat. Plan
A.
B.
C.
D.
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IX.
Long-Range Educational Goals (3–4 Years)
Press Ctrl + Click to identify the specific Pierce Strategic Plan Objective addressed →Strat.
Plan
A.
Develop a series of campus tours available for all students in the HTP.
A1, D5, D6
B.
Increase student involvement by creating student activities, including an Honors Club.
A1, D5, D6
D.
Partner with the First Year Experience to ensure that all new incoming students are fully of aware of the HTP
A1, D5, D6
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X.
Additional Human Resources Needed to Implement Annual Program Goals in Section VII―Faculty, Staff, Student Workers,
and Others
Describe additional specific human resources required. Provide a comprehensive justification based on annual program goals,
student learning outcomes, program data, and external scans. Link the request to an annual program goal in Section VII.
Press Ctrl + Click to identify the specific Annual Program Goal addressed.
A.
Faculty
1. To allocate .6 reassigned time for a faculty member to serve as program Coordinator/Director as
required by the UCLA, TAP guidelines. As the number of students in this program increases, the reassign
time should also increase.
Cost
Annual Goal
TBD A1, D2, D4
2. To allocate .2 reassigned time for a counselor to provide counseling and student support as required by
the UCLA, TAP guidelines. As the number of students in this program increases, the reassign time should
also increase.
TBD
A1, D2, D4
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B.
Classified Staff
1.
C.
Student Workers/Tutors/Assistant Coaches
1.
Cost
Annual Goal
(Press tab for additional rows.)
Cost
Annual Goal
2.
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H
D.
Professional Experts/Contracts/Others
1.
Cost
Annual Goal
2.
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E.
Scheduled Overtime/Sub and Relief
1.
Cost
Annual Goal
2.
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XI.
Additional Equipment and Software Needed to Implement Program Goals
List additional/replacement equipment needed for the 2015-2016 academic year. Place all items in priority order. Provide a
comprehensive justification based on program goals, student learning outcomes, program data, and external scans. Link the request
to an annual program goal in Section VII.
Press Ctrl + Click to identify the specific Annual Program Goal addressed.
A.
Purchases
Item and Justification
This office requires 2 computers:
a) one high-end MAC OS computer to develop website and necessary instructional resources to create the
materials, b) one high-end PC computer for the office assistant
Cost
Annual
Goal
$3000
A1, D3
2.
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B.
Leases
Item and Justification
Cost
Annual
Goal
1.
2.
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C.
Maintenance Agreements
Item and Justification
Cost
Annual
Goal
1.
2.
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D.
Repairs
Item and Justification
1.
Cost
Annual
Goal
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D.
Repairs
Item and Justification
Cost
Annual
Goal
2.
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E.
List additional/updated software needed during 2015-2016—OTHER THAN MICROSOFT OFFICE AND ADOBE CREATIVE SUITE.
Place all items in priority order. Provide a comprehensive justification based on program goals, student learning outcomes,
program data, and external scans. Link the request to an annual program goal in Section VII.
Press Ctrl + Click to identify the specific Annual Program Goal addressed.
Item, Number of Licenses, New or Renewal, and Justification
Cost
Annual
Goal
1.
2.
3.
4.
ge
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XII.
Supplies Budget Needed to Implement Program Goals
Provide a comprehensive justification based on program goals, student learning outcomes, program data, and external scans.
Categories of Items and Justification
Cost
1.
Printing Brochures and Recruitment Materials
$1000
2.
Honors medals and/or pins for the Certified students
$500
3.
Office Supplies for the office
$1000
4.
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XIII.
Facilities
A.
Describe any new facilities or additional classrooms (leased or built) required to implement program goals. Provide a
comprehensive justification based on program goals, student learning outcomes, program data, and external scans.
On-campus location for the Honors office, clerical support, and access to space for students in program are required per UCLA,
TAP requirements.
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XIII.
Facilities
B.
XIV.
Describe any improvements, alterations, and technological upgrades required for existing facilities to implement program goals.
Provide a comprehensive justification based on program goals, student learning outcomes, program data, and external scans.
Other Additional Resources Needed to Implement Program Goals
Include costs for student transportation related to educational programs, required insurance payments, and organizational
memberships. Provide a comprehensive justification based on program goals, student learning outcomes, program data, and
external scans. Link the request to an annual program goal in Section VII.
Press Ctrl + Click to identify the specific Annual Program Goal addressed.
Cost
Annual
Goal
Honors Transfer Council of California (HTCC) Annual Dues for Institutional Membership
$120
A1, C
Honors Transfer Council of California (HTCC) Annual Undergraduate Conference Attendance Fee (a faculty
member, and students presenting). The cost is $40 per participant.
$240
A1, C
National Collegiate Honors Council Conference
$1500
A1, C
National Collegiate Honors Council Membership
$750
A1, C
Item and Justification
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XV.
Consolidated Priority Listing
From the requests listed in Sections X (except full-time faculty), XI, and XIV, prioritize the items in the order you wish the Resource
Advisory Task Force to consider them.
1.
2.
3.
4.
5.
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Additional Comments or Information:
Insert additional comments or information here:
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Pierce College Strategic Master Plan
2014–2017
Return to VII, Annual Goals
Return to VIII, Curriculum
Return to IX, Long-Range Goals
A. Engaging the Completion Agenda
A1. Increase student completion of degrees, certificates, and college transfer requirements
A1a.
A1b.
A1c.
A1d.
A1e.
Increase student completion of associate degrees and Certificates of Achievement
Increase the number of students who complete transfer requirements for the state universities and University of California
Increase the number of Transfer Model Curricula (TMCs) in disciplines offered by the college by 2015
Approve Transfer Model Curriculum in areas of emphasis by 2016
Develop and implement a completion marketing campaign to focus on the importance of obtaining a degree, a certificate, or transfer
preparation
A2. Increase number of entering students who complete the matriculation process during the first semester
A2a.
A2b.
A2c.
A2d.
Increase the number of new students completing assessment
Increase the number of new students completing orientation
Increase the number of new students completing an educational plan
Increase the percent of new students who persist to the end of their first year and successfully complete 15 units
A3. Increase the long-term persistence rate of students
A3a.
A3b.
A3c.
A3d.
Increase the percentage of students who complete 30 units in three years
Increase the percentage of students who complete 60 units in three years
Increase the percentage of students who complete English 101 and Math 125 within three years
Increase the percentage of students who complete English 101 and Math 125 within six years
A4. Ensure equitable access to education—increase the percentage of eligible students receiving financial aid
B. Demonstrating Accountability
The first six goals in this category relate to Administrative Services functions and are not necessarily within the purview of Academic Affairs
B7. Continue to meet FTES base and attempt to grow the college’s student FTES enrollment to 2006 levels and then 5% per year
B7a.
B7b.
B7c.
B7d.
B7e
Continue to analyze enrollment trends and effective scheduling models
Ensure access to essential courses
Maintain/increase efficiency
Increase the number and the type of evening sessions offered (currently 24% below Fall 2008)
Restore an active college marketing campaign to attract students who may have been lost
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C. Cultivating Partnerships
C1. Develop and enhance revenues generated through grants, entrepreneurial ventures, and community partnerships
C1a. Expand educational partnerships that bring community events and community members to the campus for educational, cultural, social, and
recreational activities
C1b. Create an enterprise task force that will consider ways to expand revenue-generating opportunities within future and existing operations
including bookstore, facilities rentals, and food services
C1c. Develop a self-funding grants program that will increase college revenue
C2. Expand productive sustainable community alliances
C2a. Create a database of financial and equipment needs that can be shared with potential donors
C2b. Pursue financial, material, and collaborative resources through enterprise activities and fundraising to create a sustainable stable source of
income
C3. Foster partnerships with business and industry
C3a. Increase advisory committee participation of local business and industry
C3b. Increase number of employers to participate in job fairs
C3c. Develop internship programs with business and industry partners to foster community relations
D. Ensuring Student Success
D1. Address the basic skills needs of underprepared students in developmental and introductory courses
D1a. Gather student input about the challenges faced in introductory courses and use this information to inform the development of strategies and
solutions
D1b. Increase the number of new students successfully completing at least one English class and one math class during their first year
D1c. Increase the number of new students who successfully complete their developmental sequence within two years (English 20, 21, 28) (Math
105, 110, 115)
D2. Enhance customer service interfaces considering timely responses and quality of experience
D3 Maintain a robust and reliable information technology infrastructure with current computing equipment for the entire college population
D3a. Establish a wireless network on the campus in areas that are used regularly by faculty, staff, and students
D3b. Ensure that existing infrastructure, systems, equipment, and software are maintained to accomplish daily operations in all functional areas of
the college
D3c. Provide comprehensive training programs for faculty and staff for smart classrooms and conference rooms
D3d. Improve customer service responsiveness and satisfaction rates for faculty and staff using the College Maintenance Management System
(CMMS)
D3e Standardize audio visual equipment in all classrooms to provide uniform experience and training
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D4 Support faculty and staff by maximizing the effective use of technology, enabling academic innovation in instructional delivery
D4a Develop plans to improve course effectiveness by fully integrating innovative tools and delivery methods
D4b Increase online class offerings
D5 Provide a learner-centered environment that promotes active learning and student engagement
D5a
D5b
D5c
D5d
Review and revise Student Learning Outcomes (SLOs) and assessment mechanisms
Ensure active learning and applied knowledge and skills are examined through authentic assessment
Create a professional development focus that emphasizes student active learning and engagement
Create programs that promote student and faculty contact outside the classroom
D6 Increase student awareness and use of student support services and programs
D7 Increase student participation in Associated Student Organization (ASO) activities and shared-governance committees
D8 Enhance opportunities for student involvement in cocurricular and extracurricular activities that will enrich campus life