Annual Program Plan―2015‒2016
I.
Department
Industrial Technology
Discipline or Program on
which this plan focuses
Electronics
Date
January 21, 2015
Version number
2
Program Description
The Electronics Program is dedicated to teaching an extensive curriculum that includes the fundamentals of electronics, analog,
digital, communications, Raspberry Pi, and microwave technology. The goal is to provide exposure to all areas of electronics found in
a broad range of systems so students are not limited to one particular industry and can adapt to changing technology. Pierce
Electronics students are employed in virtually all areas of the electronics industry including automotive, aviation, audio, video,
computer, micro-controller and imbedded processor, entertainment, music, radio frequency and microwave communications, and
military applications. Pierce Electronics Students have pursued farther education to obtain their undergraduate and even graduate
degrees. Pierce Electronics Students have authored textbooks and started their own businesses. The Pierce Faculty and the
Electronics Industry Advisory committee strongly agree with the program curriculum and goals. The most notable achievement of this
department is the extensive employment of its students in all areas of the electronics industry.
Pierce Electronics program is a hands-on program. There is a lab course associated with every single basic and advance theory
class in electronics, digital and microwave.
The Electronics Program continues to implement extensive use of computer technology in courses and continuously updates
software and utilizes internet resources. New integrated circuits and systems and modules are utilized in the curriculum. Even the
basic class is exposed to integrated potentiometers and timer I.C.’s as well as the latest computer aided circuit analysis.
The Pierce Electronics program is also certified by the State of California as an approved school for Electrician Trainees.
II.
Assessment of 2013-2014 Annual Goals
Provide an assessment of 2013-2014 Annual Goals. List any continuing goals in Section VII.
Goal
A.
The Electronics Program Website will be updated to include the latest syllabi, schedule of
2015-2016 Annual Academic Program Plan Form Draft/May 16, 2014
Achieved Continuing Discarded
X
X
2
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
classes and other important information to assist and recruit students. Photos will continue
to be added to the site. Implementation of this goal provides access and opportunity to
evaluate the program and facilitates student success and engagement.
B.
Since moving to a new building, planning and setup work will be required in order for the
infrastructure to facilitate student learning outcomes. This includes network, logistics,
programming, and storage organization and planning that will enhance the use of
technology resources.
X
X
C.
Develop innovative radio frequency instruction modules that include pre-built R.F. circuit
blocks and use spectrum analyzers to facilitate student understanding of the latest digital
communications systems.
X
X
D.
Investigate cooperative agreements with the Electrical and Computer Engineering
department at California State University Northridge: 1) To utilize Amateur Radio as a
recruitment, retention, and technology tool for promoting Electronics education. An
agreement of this nature would require antenna structures on the village buildings. 2)
Investigate the development of a B.S. Degree program in Engineering Technology and a
2+2 articulation agreement that would allow the first two years of this program to be taught
at Pierce.
X
X
(Press tab for additional rows.)
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
(Press tab for additional rows.)
3
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 Electronics 81 This course is discontinued
New
Check All That Apply.
Distance
Updated
Honors
Education
x
Approval
Date
12/7/11
2
Electronics 74B Programming Raspberry Pi, Python in Linux
Environment
x
12/6/11
3
Electronics 74A Programming Raspberry Pi, Python in Linux
Environment
x
12/6/11
4
Electronics 72B
x
12/6/11
5
Electronics 72A
x
12/6/11
6
Electronics 63
x
12/6/11
7
Electronics 45
x
12/6/11
8
Electronics 44
x
12/6/11
9
Electronics 28
x
12/6/11
1
0
Electronics 26
x
12/6/11
1
1
Electronics 8B
x
12/6/11
1
2
Electronics 8A
x
12/6/11
1
3
Electronics 6B
x
12/6/11
1
4
Electronics 4B
x
12/6/11
1
5
Electronics 4A
x
12/6/11
1
6
Electronics 6A
x
12/6/11
Drafting class with Beth
(Press tab for additional rows.)
C.
Course Outlines of Record
1
Number of courses in discipline or department
4
C.
IV.
Course Outlines of Record
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
15
Progress in the Student Learning Outcomes Cycle
A. Learning Outcomes Development and Assessment Status
Total
1. Number of courses in discipline or department
20
2. Number of courses with approved SLOs on the COR
15
3. Number of degrees and state-approved certificates in the discipline/department (If zero, please go to A.6.)
4
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
1
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.
Electronics 4B, 6B and 8B: Students perform a capstone lab to demonstrate construction of an electronic circuit and measuring
the fundamental parameters of the circuit including voltage, current and resistance.
Electronics 72A,72B: Students design and build a synchronous sequential circuit and demonstrate and document its operation.
SLOs are evaluated by written examinations
Electronics 74A,74B: Raspberry Pi architecture and programming.
Electronics 44,45: Students construct electronic communications circuits including filters and modulators and demonstrate the
use of measuring equipment to evaluate these circuits. Students solve communication related electronic math problems.
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.
Electronics 4B: Capstone measurement laboratory: 90% success rate when students are required to build, on a generic
breadboard, a DC circuit with 7 components, connect and adjust measurement equipment, and measure the voltage across,
current through, and resistance of each component.
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.
5
IV.
V
.
Progress in the Student Learning Outcomes Cycle
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?
Of these courses, how many are articulated with CSU or UC?
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)
Electrical and Electronic Engineering Technicians
Estimated Employment and Projected Growth
Geographic
Area
(Estimated
Additional
YearOpenings
Projected
Estimated
Projected Numeric Percent Due to Net
Year)
Employment Employment Change Change Replacements
California
(2010-2020)
20,400
22,100
1,700
8.3
3,900
Electrical and Electronics Repairers, Commercial
Estimated Employment and Projected Growth
Geographic
Area
Estimated
Projected Numeric Percent
(Estimated Employment Employment Change Change
Additional
Openings
Due to Net
6
V
.
External Influences (Environmental Scans)
YearProjected
Year)
California
(2010-2020)
Replacements
6,600
7,300
700
10.6
1,600
Broadcast Technicians
Estimated Employment and Projected Growth
Geographic
Area
(Estimated
Additional
YearOpenings
Projected
Estimated
Projected Numeric Percent Due to Net
Year)
Employment Employment Change Change Replacements
California
(2010-2020)
6,300
7,200
900
14.3
1,800
Avionics Technicians
Estimated Employment and Projected Growth
Geographic
Area
(Estimated
Additional
YearOpenings
Projected
Estimated
Projected Numeric Percent Due to Net
Year)
Employment Employment Change Change Replacements
California
(2010-2020)
1,400
1,500
100
7.1
300
7
V
.
External Influences (Environmental Scans)
Electronic Equipment Workers, Motor Vehicles
Estimated Employment and Projected Growth
Geographic
Area
(Estimated
Additional
YearOpenings
Projected
Estimated
Projected Numeric Percent Due to Net
Year)
Employment Employment Change Change Replacements
California
(2010-2020)
2,000
2,100
100
5.0
500
Computer Hardware Engineers
Estimated Employment and Projected Growth
Geographic
Area
(Estimated
Additional
YearOpenings
Projected
Estimated
Projected Numeric Percent Due to Net
Year)
Employment Employment Change Change Replacements
California
(2010-2020)
19,600
23,300
3,700
18.9
4,600
Source: CA.GOV
http://online.onetcenter.org
“Technicians must understand electronics theory and be able to apply it. Most employers expect applicants to have an
associate degree in electronics technology or equivalent technical or military training, in addition to high school graduation and
solid background in both mathematics and the physical sciences.” (California Occupation Guide Number 60, Employment
8
V
.
External Influences (Environmental Scans)
Development Department.)
Sample Job Descriptions:
1. Computer Systems Technician / Networking Technician
A worker in this grouping specializes in the installation and maintenance of computer equipment and computer networks, to
include peripherals. While not specializing in software applications, technicians must understand general applications, operating
systems, and utilities specific to the administration and configuration of the computers and networks for which they are
responsible.
2. Electronics Equipment Installer / Technician
A worker in this grouping repairs, tests, adjusts, or installs electronic equipment. It is an umbrella group that includes any of a
number of more specifically targeted jobs that deal with specialized electronic devices having characteristics unique to a specific
industry. Jobs include:
a.
Industrial Automation Technician
b.
Automotive Electronics Technician
c.
Avionic Electronics Technician
d.
Marine Electronics Technician
e.
Nuclear Electrician Technician
f.
HVAC Electronics Technician
g.
Alarm / Security System Technician
3. Electronics Engineering Technician
A worker in this grouping applies electrical and electronic theory and related knowledge, usually under the direction of
engineering staff, to design, build, repair, calibrate, and modify electrical components, circuitry, controls, and machinery for
subsequent evaluation and use by engineering staff in making engineering design decisions.
4. Electrician (focusing on the electronics aspects)
A worker in this grouping installs, maintains, and repairs electrical wiring, equipment, and fixtures, and ensures that work is in
accordance with relevant codes. May install or service streetlights, intercom systems, or electrical control systems.
5. Telecommunications Networking Technician
A worker in this grouping builds, services and maintains dial tone connections between the central office and the customer.
6. Wireless and Advanced Communication Technologies Technician
A worker in this grouping installs, maintains, and repairs equipment that enables advanced (usually digital) technologies used to
provide communications between electronic devices.
These technologies include video, high-speed data, telephone, satellite communications and the equipment supporting troubleshooting the system. In general, these systems use wireless or fiber optic data transmission, and electronic switching systems
Technician, Service Technician, Proto-type Technician, Production Technician, Test Technician, Quality Control Technician,
9
V
.
External Influences (Environmental Scans)
Field Service Technician, Computer Technician, Associate Engineer, Test Engineer, Engineering Aide.
8.
Are there any specific requirements that students need to possess to work in this industry, for example, critical thinking
skills? What kind? Web links:
http://www.calmis.ca.gov/htmlfile/ccois/oor.htm
http://www.calmis.ca.gov/htmlfile/subject/guide.htm
•
Critical thinking skills: mathematics; analytical data skills; logic; reading (interpreting data sheets and following test
procedures)
•
Physical dexterity
9.
If someone wants to enhance his/her learning potential, what are the recommended skills and courses needed to enable
the student to advance to the next level? Web links: http://www.onetcodeconnector.org
http://www.calmis.ca.gov/htmlfile/ccois/oor.htm
http://www.calmis.ca.gov/htmlfile/subject/guide.htm
http://online.onetcenter.org
*Math, English, science courses (computer science and physics)
10.
How fast is this field changing? Web link:
http://www.calmis.ca.gov/FILE/OCCPROJ/laTB6.XLS (Column G)
Light speed, literally. The fundamentals don’t change, but application through reduction in size, increasing speed, and new
techniques to reduce power consumption and increase productivity change.
11.
Are specific licenses required for these positions? Web link:
http://www.acinet.org/acinet/lois_agency.asp?stfips=06&by=state&x=21&y=4
* None.
12.
If a student were to go on to another institution, what schools have the needed curriculum? Web link:
http://www.soicc.ca.gov/ctep/
* CSULA; Cal Poly Pomona; Cal Poly San Luis Obispo, any schools with engineering or technology-based programs, the armed
forces, and so forth.
13.
What is the demographic makeup in this field? The following Web site will provide only the ratio of males to females for
10
V
.
External Influences (Environmental Scans)
select occupations. Other sources must be identified for demographic information. Web link:
http://www.calmis.ca.gov/htmlfile/ccois/oor.htm
* The field is still predominately male—95%, but there are incredible opportunities for women.
Additional helpful information may be found at http://www.acinet.org/acinet/default.asp .
VI
.
C
.
Describe Advisory Committee input (if applicable, including date of last meeting)
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.)
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.
VI. PROGRAM DATA SETS
Department:
Discipline / Program:
Industrial Technology
ELECTRN
A. Total enrollments, FTES (full-time equivalent students), FTEF (full-time equivalent faculty), and FTES/FTEF
Total Census Enrollments:
FTES:
Fall2011
370
39.0
Fall 2012
352
37.6
Fall 2013
288
30.8
Spr 2012
419
45.0
Spr 2013
383
40.9
Spr 2014
344
36.8
11
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.
FTEF:
Program FTES/FTEF:
College FTES/FTEF:
2.8
13.93
20.99
2.4
15.7
21.16
1.9
16.1
21
3.0
15.0
21.12
3.0
13.6
20.47
2.4
15.3
21
Spr 2014
12
28.7
80.3%
69%
91.0%
86%
B. Number of sections offered (combined classes counted as a single class), average class size, success and retention data
Number of (Combined) Sections Taught:
Average Class Size at Census:
Program Success:
College Success:
Program Retention:
College Retention:
Fall 2011
14
26.4
73.6%
72%
82.8%
89%
Fall 2012
12
29.3
75.9%
69%
89.8%
87%
Fall 2013
10
28.8
72.1%
69%
90.2%
87%
Spr 2012
15
27.9
72.1%
71%
85.8%
89%
Spr 2013
15
25.5
74.9%
69%
89.3%
87%
2009-10
2010-11
2011-12
2012-13
2013-14
6
3
7
4
1
27
18
29
11
7
Fall 2012
Fall 2013
Spr 2012
Spr 2013
C. Benchmarks (5 year average X 95%) & Goals (current rates + ½%)
Benchmark:
Goal:
Success
71.9%
80.8%
Retention
84.2%
91.5%
D. Number of degrees and certificates awarded (if applicable)
Degrees
TMCs
Certificates
Skills Certificates
E. Comparison of full-time faculty hours to adjunct faculty hours
Fall 2011
Spr 2014
12
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.
Total Hours Taught:
Percent of total program hours taught by full-time faculty
Percent of total program hours taught byadjunct faculty
42.
64.3%
35.7%
36.0
66.7%
33.3%
29.6
53.8%
46.2%
45.
53.3%
46.7%
45.0
53.3%
46.7%
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
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.
B.
C.
36.
41.7%
58.3%
13
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
D.
(Press tab for additional rows.)
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.
IX.
Long-Range Educational Goals (3–4 Years)
Press Ctrl + Click to identify the specific Pierce Strategic Plan Objective addressed →Strat.
Plan
A.
B.
C.
D.
(Press tab for additional rows.)
14
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.
Cost
Annual Goal
2.
(Press tab for additional rows.)
B.
Classified Staff
1.
Cost
Annual Goal
2.
(Press tab for additional rows.)
C.
Student Workers/Tutors/Assistant Coaches
1.
Cost
Annual Goal
2.
(Press tab for additional rows.)
H
D.
Professional Experts/Contracts/Others
1.
Cost
Annual Goal
2.
(Press tab for additional rows.)
E.
Scheduled Overtime/Sub and Relief
1.
Cost
Annual Goal
2.
(Press tab for additional rows.)
15
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
1. Buy 20 M086751A Gunn Diode Oscillators
Cost
15,000
2. Buy 20 SRA-11+ Mini Circuit Mixers
496
3. Buy 20 ZLW-11+ Mini Circuit Mixers
1,239
4. Buy 3 DSA1030-TG3 3 GHz Spectrum Analyzers with 3 GHz Tracking Generators
17,418
5. Buy 4 DSA18-1TG 1.5 GHz Spectrum Analyzers with VSWR Bridge
10,520
6. Buy 2 Spectrum Analyzers Rigol DS 815
4,000
7. Buy 12 Signal Generators 150 KHz to 10 GHz
36,000
8. Buy 6 network analyzers
36,000
9. Buy 4 computers
Annual
Goal
8,000
(Press tab for additional rows.)
B.
Leases
Item and Justification
Cost
Annual
Goal
1.
2.
(Press tab for additional rows.)
C.
Maintenance Agreements
Item and Justification
Cost
Annual
Goal
1.
2.
(Press tab for additional rows.)
16
D.
Repairs
Item and Justification
Cost
Annual
Goal
1.
2.
(Press tab for additional rows.)
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
(Press tab for additional rows.)
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.
2.
3.
4.
(Press tab for additional rows.)
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.
The program is located in the new village building. No other classrooms/facilities needed.
17
XIII.
Facilities
B.
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.
Blinds to cover windows in Village 8109 to prevent low sun preventing projector use. More electrical outlets in some areas of
the new building. Offset and angle the projector and screen to allow white board use while using projector in Village 8109
XIV.
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.
Item and Justification
Cost
Annual
Goal
(Press tab for additional rows.)
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.
12 signal generators
$36,000
2.
20 Gunn diode oscillators
$15,000
3.
3 DSA1030-TG3 3 GHz Spectrum analyzers with tracking generators
$17,418
4.
4 DSA18-1TG 1.5 GHz Spectrum analyzers with VSWR bridge
$10,520
5.
2 Spectrum analyzers Rigol DS 815
$4,000
6.
20 SRA-11+ and 20 ZLW-11+ Mini Cicuit Mixers
$1,735
7.
6 Network Analyzers
$36,000
8.
4 computers
$8,000
(Press tab for additional rows.)
Additional Comments or Information:
Insert additional comments or information here:
18
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