Richard J. Daley College`s 5-Year Program Review Schedule
ILLINOIS COMMUNITY COLLEGE BOARD
2015 PROGRAM REVIEW
RICHARD J. DALEY COLLEGE
ONE OF THE CITY COLLEGES OF CHICAGO
DR. JOSE M. AYBAR,
PRESIDENT
JULY 2015
Richard J. Daley College – District 508
Program Review Contact Information
Name: Keith M. McCoy, Ph.D.
Title: Vice President of Academic and Student Affairs
Email Address : kmccoy@ccc.edu
Phone : 773-838-7511
Fax : 773-838-7985
College: Richard J. Daley
District: 508
Mailing: 7500 South Pulaski Road
Chicago, Illinois 60652
Contributors:
Acosta, Maria, Associate Dean of Student Services
Chen, Siew-Ben, Professor & Head of Library Services
Craules, Helena, Associate Dean of Instruction
Crawford, Michael, Dean of Instruction
Garza, Eduardo, Dean of Student Services
Johnson, Jean, Dean of Continuing Education
McCoy, Keith, Vice President of Academic and Student Affairs
Neylon, Valerie, Professor of Library Services
Shechter, Benli, Professor & Chair of Humanities, Fine Arts & Foreign Language Department
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Richard J. Daley College – District 508
Table of Contents
A.A.S. Degree in Logistics, Transportation and Distribution (52.1801) ………………..………….
22
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Richard J. Daley College – District 508
Advanced Certificate in Sustainable Urban Horticulture (01.0608)
SUMMARY REPORT OF REVIEW RESULTS
CAREER & TECH ED PROGRAMS REVIEWED IN ACADEMIC YEAR 2014
Program Identification Information
CIP Code: 01.0608
Career Cluster
Agriculture, Food and Natural Resource
(i.e. 51.3801)
Career Pathway
Plant Systems
Program of Study
Floriculture/Floristry Operations and Management
Community College Program Title:
Advanced Certificate in Sustainable Urban Horticulture
Degree Type
30-Certificate
Action
☐ Continued with minor improvements
☒ Significantly modified
☐ Discontinued/Eliminated
☐ Placed on inactive status
☐ Scheduled for further review
☐ Other, please specify:
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Richard J. Daley College – District 508
Improvements & Rationale for Action
The Advanced Certificate program in Sustainable Urban Horticulture is designed to prepare Chicago residents for jobs in the urban agriculture and green horticulture industries.
The program began provisionally in 2009 and represents a partnership between Richard J. Daley College and the Chicago
Botanic Garden. The Advanced Certificate in Sustainable Urban Horticulture requires students to complete 31 credit hours.
Participants acquire hands-on experience with sustainable vegetable production and learn essential business skills, including planning, pricing, sales, and marketing. Students receive six months of handson instruction in greenhouse and outdoor growing practices, followed by a three-month paid internship.
The program content is delivered by lecturers from the Chicago Botanic Garden.
Classroom sessions, conducted at Arturo Velasquez Institute, include basic horticulture, propagation in greenhouse environments, integrated pest management, soil fertility, small farm business planning, produce harvest and marketing techniques. These programs provide students with opportunities to participate in the local food system, learn business and leadership skills and be trained for future employment.
Table 1. FY11 - FY15 Enrollment and Awards
2010 2011
Fiscal Year
2012 2013 2014
Enrollment 27 32 25
Program Awards 0 13
Source: Office of Decision Support – FY13 Program Profiles & OpenBook
0
25
12
25
9
As can be seen from Table 1, the program enrolls a small number of students each year. Of these graduates, the majority of the students are employed seasonally, part-time or full-time, in the green-collar sector in the Chicago area, including Chicago Botanic Garden, Chicago Park District, Growing Power,
City Farm, and Provenance Food and Wine. Others have worked for the Colorado Department of
Corrections at a goat farm and been employed at one of the prisons, Youth Farm and Market Garden, in upstate New York. Another graduate is currently overseeing an urban agriculture program at a community college in Florida.
In 2009, Sustainable Urban Horticulture expanded to a three-quarter-acre training and production garden at the Cook County Sheriff’s Boot Camp that serves as a four-month alternative sentencing facility for nonviolent young male offenders. Since 2009, the Boot Camp garden has provided work readiness training, job skills in urban agriculture and on-the-job experience to 68 Boot Camp participants in three sessions. The site provides fresh vegetables to more than 700 inmates over a typical year and produce for several local food pantries. There are four Boot Camp cohorts enrolled in the Sustainable Urban
Horticulture certificate program this year.
Since 2009, the Sustainable Urban Horticulture program has produced 25,653 pounds of produce, sold at weekly community farmer’s markets, and have contributed 11,500 pounds of vegetables to two
West/Near-South Side food pantries. Locations of where the produce is sold and donated include: Green
Grocer, the Dill Pickle Coop, Real Naked Food, Pilsen farmer’s market, and Chicago Botanic Garden
Farmer’s market. We have also donated produce to the Pilsen Wellness Center, Breakthrough Urban
Ministries and Resurrection Center--all part of the Greater Chicago Food Depository network.
In order to expand the program, additional components have been added. Improvements since the last program review include:
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Richard J. Daley College – District 508
Hoop house installed at AVI in spring 2012
A hoop house is a greenhouse with a plastic roof wrapped over flexible piping. The interior heats up because incoming solar radiation from the sun warms plants, soil, and other things inside the building faster than heat can escape the structure. Air warmed by the heat from hot interior surfaces is retained in the building by the roof and walls.The hoop house allows Daley to offer an apprenticeship program during the season extension (i.e., off-season). In order for Chicago to have a viable local food system, it is vital for this type of training to be offered. When we are able to offer an A.A.S. degree, season-extension growing will be one of the key components. Without having the season-extension option, it is difficult to argue long-term sustainable jobs. Having this additional training opportunity will give students very marketable skills in the expanding, low-tech and year-round production sector.
Aquaponics System installed at AVI in fall 2013
This system is the method of growing crops and fish together in a re-circulating system. In the “Growing
Power ” aquaponics model, crops grow vertically on raised beds. The Sustainable Urban Horticulture aquaponics system is another key component of an expanded training certificate that could evolve into an
A.A.S. degree. Curriculum will be developed in partnership with this for-profit aquaponics venture to help train the students in the necessary skills around aquaponics cultivation. Aquaponics can be done yearround indoors without the worry of viable farmland.
With the addition of both of these components, we are able to expand the class size and offer more training opportunities to our students. This will enable graduates to look for full-time, year-round jobs in the field of sustainable horticulture and agriculture. Feedback from graduates regarding post-program completion outcomes is given in Table 2.
Table 2. 2011 - 2013 Graduate Survey Results (N=7) – Averaged over 3 Years
Item
Employed
Employed or Pursued Additional Education after CCC
Outcome
80%
80%
Pursued Additional Education after CCC
Employed in Job Related to Program
Satisfied with Job
40%
50%
75%
Satisfied with Program Courses 90%
Satisfied with College Services
Source: Office of Decision Support – Program Profiles
60%
While generalizability to all completers is not possible, due to the small response size, the results from
Table 2 provides some insight into graduate outcomes. From Table 2, results over a three-year period indicate that 80% of respondents are employed, with 50% holding jobs related to the Advanced Certificate in Sustainable Urban Horticulture program completed at Daley. Considering the current employment market, this seems to be a reasonable number of students employed in their field of study. The average salary rate for the respondents is $15.00 per hour. Further, other indicators from the survey provide support for the quality of the program. Approximately, 90% of students were satisfied w ith the program’s courses and 60% were satisfied with the overall services at Daley. Additional probing must be done to ascertain the reasons some respondents were dissatisfied with college services.
We are currently in the process of developing a program of study for high school students. We expect to offer a dual enrollment program in the near future that will also include an A.A.S. degree in Horticulture that can be used for employment.
Indices to evaluate cost effectiveness are unavailable.
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Richard J. Daley College – District 508
A.A.S. Degree in Nursing (51.3801)
Career and Technical Education Program Review Report 2015
SUMMARY REPORT OF REVIEW RESULTS
CAREER & TECH ED PROGRAMS REVIEWED IN ACADEMIC YEAR: 2015
Include all college programs on ICCB’s program review schedule for the year.
Program Identification Information
College Name: Daley College
District Number: 50806
CIP Code: 51.3801
Career Cluster
Health Science
Career Pathway (must align with above cluster; select from appendix)
Registered Nurse
Program of Study
Nursing
Community College Program Title:
Nursing
Degree Type
03 AAS
Action (Check ONE Action per template)
☐
Continued with minor improvements
☐
Significantly modified
☐
Discontinued/Eliminated
☐
Placed on inactive status
☐
Scheduled for further review
☒
Other, please specify: Program Consolidation
Please list contributors to this review:
Dr. Marsha Atkins
Name
Dr. Gwendolyn Rice
Cinnamon Bell-Williams
Ines Montero
Title
Dean of Nursing
Associate Dean of Nursing
Associate Dean of Nursing
Associate Dean of Nursing
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Richard J. Daley College – District 508
Improvements & Rationale for Action
What are the objectives of the program?
Data analysis was conducted for all four CCC Nursing Programs, Harry S Truman, Malcolm
X, Richard J Daley, and Wilbur Wright during the fall 2013 semester, by examining frequency distributions and spearman correlations between program variables and success on the
NCLEX-RN exams. Program variables included: proficiency on the ATI Comprehensive
Exam, Nursing Fundamental courses, student’s NCLEX-readiness self-efficacy, and timeframes between degree conferral and sitting for the NCLEX. Based on the data analysis from this study, progression policies were reviewed, refined and implemented during the spring
2014 semester. Therefore, interventions were initiated to improve overall outcomes in:
Comprehensive Exam Proficiency
The higher students perform on the Academy Training Institute (ATI) Comprehensive exam the more likely they are to pass the NCLEX-RN exam. The City Colleges of Chicago School of Nursing noted an overall improvement in the NCLEX pass rates from the consolidated program of the four campuses resulted in 2014 pass rate of 79%.
Nursing Fundamentals Proficiency
The higher students perform in Nursing Fundamentals courses the more likely they are to pass the NCLEX-RN exam.
NCLEX-readiness Self-efficacy
Upon surveying recent graduates who had not completed the NCLEX-RN exam by the third quarter of 2013, it was discovered that many were afraid of failure on the exam.
Subsequently, it was found that students who completed at least 75% of the Virtual ATI
NCLEX-RN Review (VATI) Program were more successful than those who did not.
Time to take NCLEX-RN Exam from Degree Conferral
The longer it takes students to complete the NCLEX-RN exam from degree conferral the less likely they are to pass the NCLEX-RN exam.
Time to take NCLEX-PN and Licensure Success
The longer it takes students to complete the NCLEX-PN the less likely they are to pass.
Furthermore, The City Colleges of Chicago School of Nursing (CCCSON) conducted an exhaustive research for the leading web-based academic and curriculum enhancement program, which yielded a contractual agreement between the City Colleges of Chicago
School of Nursing program and Assessment Technology Institute (ATI). ATI currently holds an exceptional record in web-based nursing program educational support. ATI has been incorporated in all nursing program classes.
Additionally, Nurse Education Specialists and tutors are utilized to optimize student success.
Mandatory remediation sessions are conducted for students that are not achieving the required score of 78% for second year students and 80% for first year students in real time in
8
Richard J. Daley College – District 508 their course work and prior to future nursing assessments. In the fall of 2015 the required score of 80% will be applicable to both first and second year nursing students.
The City Colleges of Chicago School of Nursing supports and provided faculty development activities and workshops related to clinical experience and evaluation, systematic evaluation plan, train the trainer, item writing, and introduction to docucare, item analysis, blueprint, and feedback. CCCSON understands that professional development programs provide an opportunity for every instructor to learn new techniques in classroom structure and clinical instruction, which will maximize positive student educational growth. The City Colleges of
Chicago School of Nursing acknowledges that new instructors may not possess the requisite skills to meet the needs of our students and experienced instructors may need to adapt to new educational and instructional standards. As based on these findings the CCCSON program increased opportunities for faculty development. Faculty development is not only relevant to nursing academia but also has significance due to the diversity of the classroom environment.
The classroom environment is not only diverse with students who utilize English as second language but also students who are second degree seekers. The instructors’ development will increase accountability in facilitating student academic progress.
As a result, ATI Consultants were utilized during the formation of the City Colleges of
Chicago Nursing Programs Faculty task groups in lieu of existing faculty committee involvement. Task groups were developed to complete specific tasks to support major committee structures, such as but not limited to, Admissions, Assessment, Discipline,
Curriculum, Simulation committees. Also, TAP leader development in progress.
Answer the following regarding program quality, program need, and program cost effectiveness.
1.
Provide a summary of findings from Student Satisfaction surveys (2010-2014)
COLLEGE
DALEY
MALCOLM X
TRUMAN
WRIGHT
AVERAGE
2010
--
--
--
--
--
2011
81%
64%
87%
--
--
2012
76%
73%
86%
87%
80.5%
2013
75%
67%
81%
85%
77%
2014
NA
NA
NA
NA
NA
A review of student satisfaction surveys as based on the annual City Colleges of Chicago nursing programs prior to consolidating notes a moderate level of student satisfaction as it relates to available data of nursing program courses.
The City Colleges of Chicago School of Nursing (CCCSON) is dedicated to deliver exceptional learning opportunities and educational services for our diverse student populations. The CCCSON has executed programs, which solidifies nursing excellence and instruction through Faculty and professional development, Nursing Education Specialists,
Tutors, and supplemental resources procured from the Academy Training Institute (ATI).
Additionally, a designated Associate Dean of Nursing provides direct oversight of Education
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Richard J. Daley College – District 508
Excellence. This oversight includes, but is not limited to, student success, retention, and satisfaction.
In pursuant to student exit surveys, 2010-2013 for the Practical Nurse program there was overall response rate of 33%. Of that response rate 80.3% of students expressed overall satisfaction with the program coursework. Additionally, 100% of those respondents reported they were employed in their disciplinary field.
Program Enrollment Headcount (five-year trend)
COLLEGE
DALEY
MALCOLM X
TRUMAN
WRIGHT
CCC TOTAL
AVERAGE
COLLEGE
WRIGHT PN
2010
251
156
469
105
979
245.25
2010
330
2011
305
300
480
137
1,217
305.5
2011
321
2012
338
223
470
108
1,132
284.75
2012
312
2013
306
213
426
104
1,040
262.25
2013
224
2014
252
154
359
105
863
217.5
2014
163
2.
Enrollment FTE
COLLEGE 2010
DALEY 140
MALCOLM X
TRUMAN
111
303
WRIGHT 71
CCC TOTAL
AVERAGE
626
156.25
2011
198
179
294
69
740
185
2012
208
145
294
63
710
177.5
2013
211
135
303
78.
728
181.75
2014
165
95
262
59
582
145.25
COLLEGE
WRIGHT PN
2010
305.31
2011
276.86
2012
317.80
2013
238.70
2014
157.82
3.
Credit Hours Produced
COLLEGE
DALEY
MALCOLM X
2010
3,567
2,893
2011
5,263
4,101
2012
5,742
3,930
2013
5,461
3,156
2014
4,559
2,558
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Richard J. Daley College – District 508
TRUMAN
WRIGHT
CCC TOTAL
AVERAGE
COLLEGE
WRIGHT PN
7,340
1,977
15,777
3,944.25
2010
4,331
4.
Retention (five-year trend)
COLLEGE
DALEY
2010
85%
MALCOLM X
TRUMAN
WRIGHT
CCC TOTAL
AVERAGE
90%
84%
54%
84%
78%
COLLEGE
WRIGHT PN
2010
282
7,676
1,795
18,835
4,708.75
2011
4,050
2011
2011
5.
Program completion (five-year trend)
COLLEGE
DALEY
2010
64
2011
91
MALCOLM X
TRUMAN
65
170
82
159
WRIGHT
CCC TOTAL
AVERAGE
70
369
92.25
62
394
98.5
87%
80%
89%
93%
86%
87%
261
COLLEGE
WRIGHT PN
2010
124
2011
109
2012
159
8,227
1,798
19,697
4,924.25
2012
4,917
2012
2012
2012
127
106
166
70
469
117.25
6.
Licensure Examination pass rate (five-year trend)
COLLEGE 2010 2011 2012
DALEY 73% 78% 73%
92%
89%
93%
86%
92%
90%
278
18,999
4,749.75
3,889
2013
2013
2013
103
63
180
93
439
8,104
2,278
109.75
2013
113
2013
55%
2013
92%
92%
94%
90%
93%
92%
196
2014
81
2014
2,658
2014
87
55
141
47
330
82.5
N/A
7,007
1,602
15,726
3,931.5
2014
2014
2014
91%
90%
95%
74%
91%
88%
139
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Richard J. Daley College – District 508
MALCOLM X
TRUMAN
WRIGHT
CCCSON
CCC TOTAL
AVERAGE
42%
95%
91%
78%
75%
53%
92%
81%
79%
76%
COLLEGE
WRIGHT PN
COLLEGE
WRIGHT PN
2010
2010
83.3%
96%
2011
7.
Job placement (five-year trend)
COLLEGE 2010 2011
DALEY
MALCOLM X
TRUMAN
100%
90.9%
96.3%
88.9%
87.9%
94.8%
WRIGHT
CCC TOTAL
AVERAGE
N/A
95.7%
100%
96.7%
92.1%
88.9%
2011
91.7%
90%
64%
89%
78%
78%
76%
2012
2012
88.2%
85.7%
92.0%
91.5%
89.4%
88.2%
2012
85.7%
91%
60%
82%
79%
72%
69%
2013
2013
77.8%
74.5%
83.8%
75.0%
77.8%
77.8%
2013
56.2%
86%
N/A
N/A
N/A
79%
79%
79%
2014
85%
2014
N/A
N/A
N/A
N/A
N/A
N/A
2014
NA
8.
List the innovative features of this program.
The City Colleges of Chicago School of Nursing program utilization of the Academy Training Institute’s learning resources offers innovative learning opportunities. ATI’s Comprehensive Assessment and
Review Program (CARP) is a focused remediation resource that is utilized by faculty and students throughout the nursing program. This comprehensive learning solution goes beyond testing by offering unique and proprietary remediation on each test, whether a practice or proctored examination. To address diverse learning styles, this program offers multiple remediation tools, including traditional and online reading materials, videos, practice assessments and Internet sources.
Students also receive help from their very own ATI support team. The Comprehensive Assessment and Review Program is also an academic measuring tool and a time saver for faculty because it identifies potential problems for early intervention.
ATI Nurse Logic helps students expand their critical thinking, problem solving, and test taking skills.
The ATI Learning System component provides practice assessments covering a broad range of Nursing topics with flexible features, including rationales and optional scoring. Faculty possess the ability to access a large bank of questions to choose from to further assess a student’s knowledge level.
Virtual-ATI NCLEX Review is an innovative, online partnership that prepares nursing graduates for
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Richard J. Daley College – District 508
NCLEX success. The review directly aligns with the current NCLEX test plan. Through collaboration with a virtual coach, students are engaged in a personalized, assessment-driven NCLEX review in an online classroom that provides you with access to a variety of on-demand resources. Students receive feedback and encouragement from their own personal online coach. A calendar is provided to guide the student's daily review. The review is individualized as the student progresses, so special focus is given to topic areas that require further attention. Students are assigned a coach who is a qualified
Nurse Educator with at least 5 years of teaching experience and a minimum of a Master’s degree in
Nursing. The Nurse Educator acts as a coach to facilitate the student’s progress with NCLEX® preparation by providing individual support.
The ATI Comprehensive Live NCLEX Review is an all-inclusive, live study session covering essential nursing content that aligns with the NCLEX test plan. The engaging, interactive format provides a review in all nursing content areas. Additionally, the ATI comprehensive Live NCLEX Review includes test-taking strategies, critical-thinking exercises and question and answer assessment opportunities.
The Practical Nurse Program utilizes ATI as well. Additionally, ATI Comprehensive Assessment and
Review Program (CARP) is utilized. CARP incorporates proprietary remediation on each of the programs administered assessments, which contributes to diverse learning styles. Lastly, student’s areas of opportunity are identified early for appropriate intervention/remediation.
Discuss how employers have been involved with this program. a.
How many were involved over the last five years? Many CCCSON clinical partners have actively employed our students, though not inclusive, Jackson Park Hospital, St.
Anthony Hospital, Norwegian Hospital, Stroger Hospital, Kindred Hospital, and St. Paul
Nursing Home are institutions that remain actively involved. b.
How many meetings over the last five years? CCCSON meets with our clinical partners yearly and as indicated. c.
How have employers contributed? Select all that apply.
☐
Curriculum support
☐
Provide job shadowing for students
☐
Provide internships
☐
Provide scholarships
☒ Hire our students
☐
Other, please specify:
Discuss the occupational need for the program.
9.
What is the employment outlook for the program over the next five years?
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Richard J. Daley College – District 508
It is projected that the need for employment of registered nurses will increase by 19 percent from 2012 to 2022. Reasons identified were related to, but not limited to, “an increased emphasis on preventative care; growing rates of chronic conditions, such as diabetes and obesity; and demand for healthcare services from the baby boomer population, as they live longer and more active lives”.
It is further projected employment for licensed practical nurses will increase by 25% from
2012-2022.
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2014-15 Edition , Registered Nurses,
Retrieved from: http://www.bls.gov/ooh/healthcare/registered-nurses.htm
( May 15, 2015 ).
10.
How has demand changed over the past five years?
In March 2007, a comprehensive report initiated by the Agency for Healthcare Research and Quality as reported by the American Association of Colleges of Nursing was released regarding nursing staffing and the quality of care delivered. It was reported that in addition to a shortage of nurses there also existed an increase in workload, which threatened to have an impact of the quality of care delivered. Furthermore, due to the aforementioned impact patient safety was significantly compromised. Research indicates that an increase in nurse staffing will have a positive impact on optimal quality of patient care.
American Association of Colleges of Nursing,
Retrieved from: http://www.aacn.nche.edu/media-relations/fact-sheets/nursing-shortage ( May 15, 2015 ).
In 2011, the Illinois Long-term Care Services inventory projected that Illinois will require approximately 105 nursing homes and 398 skilled nursing facility beds to meet the demand of aging citizens. According to the US Census Bureau, healthcare need for seniors has greatly increased. It is further estimated that Nursing home facilities will require 20% more employees to meet the forecasted demand. Health Resources report that the LPN workforce will grow
15.5% from 2008 to 2010; 17% increase in nursing care facility jobs, and an 82.9% increase in outpatient care settings. As insurance policies push to provide care in outpatient settings, and with the aging baby boomers the demand for LPNs continues to grow.
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Richard J. Daley College – District 508
How does this program meet the minimum criteria of Program of Study as mandated by the Federal Carl
D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins IV)?
On-going faculty professional development, which included workshops by Sylvia Rayfield and Nurse
Tim--CNE. Professional development consisted of instructional strategies, examination question writing, curriculum and assessment committees, blue print evaluation, concept mapping, and mind mapping.
There exists rigorous instruction which includes simulation lab, Academy Technical Institute (ATI) incorporation within the classroom, lab remediation, and self- assessment and tutorial opportunities.
The CCCSON program includes coherent and rigorous content aligned with challenging academic standards and career options in coordinated non-duplicated progression that align secondary and postsecondary education in career planning. Lastly, the CCCSON program adequately prepares the student for entrance into their career choice.
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Richard J. Daley College – District 508
Basic Certificate in Basic Nursing Assistant (51.3902)
SUMMARY REPORT OF REVIEW RESULTS
CAREER & TECH ED PROGRAMS REVIEWED IN ACADEMIC YEAR 2015
Program Identification Information
College Name: Richard J Daley College
District Number: 50806
6-digit CIP 51390
Career Cluster
Health Science
Career Pathway
Health Science
Program of Study
Basic Nursing Assistant
Community College Program Title:
Basic Nursing Assistant
Degree Type
30 Certificate
Action (Check ONE Action per template)
☐ Continued with minor improvements
☐
Significantly modified
☒ Discontinued/Eliminated
☐
Placed on inactive status
☐
Scheduled for further review
☒
Other, please specify: All City Colleges of Chicago BNA programs are scheduled to be consolidated to Malcolm X College and overflow to West Side Learning Center as of January
2016.
Please list contributors to this review:
Name
Ines Montero, RN, MSN
Sherry Ross, RN
Catherine Ashlaw, RN
Joan Fantozzi
Title
Associate Dean of Nursing
BNA Coordinator
BNA Coordinator
BNA Coordinator
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Richard J. Daley College – District 508
Improvements & Rationale for Action
What are the objectives of the program?
The objective of the Basic Nurse Assistant program is to prepare students to enter the health care field as a Certified Nurse Assistant. Completion of the City Colleges of Chicago BNA program leads to
CNA certification through the Illinois Department of Public Health. The CNA is qualified/ trained to work in hospitals, nursing homes, doctor’s offices, home health agencies.
In the coming years the goals of the City Colleges of Chicago BNA Program are to advance the use of technology most notably of Blackboard making the classes more engaging and supporting increased student knowledge and retention. Additional program goals to increase enrollment, increase job search assistance, and strengthen our relationship with the Registrar’s Office thereby streamlining the registration process. Finally, we look forward to continuing our partnerships with Nursing,
Professional Development and other Health Career Programs to help our student seek out their desired course of study and facilitate their transition into these programs.
Answer the following regarding program quality, program need, and program cost effectiveness.
11.
Provide a summary of findings from Student Satisfaction surveys (2010-2014)
The City Colleges of Chicago BNA Program provides a survey to all students upon completion of the program. This survey assesses student experiences in the class room, lab, and clinical settings as well as their experiences with the instructors, coordinators and staff. Furthermore, the survey assess the students’ perceived value of experiences, activities, and assignments. Most students have rated The
City Colleges of Chicago BNA Program experience and instructors positively and state that they feel they are well prepared to take on employment as a Certified Nursing Assistant. In fact, many students comment that they feel this program is life changing, in that they have a new understanding not only of the scientific concepts and basic medical skills but also in their appreciation of their own life and health. Though the City Colleges of Chicago BNA Program evaluations have been positive we have adapted and continue to adapt our program to ensure we are meeting students’ changing needs and best preparing them for their future goals whether they are for employment or further education.
12.
Program Enrollment Headcount (five-year trend)
COLLEGE 2010 2011 2012 2013 2014
Malcolm X
Wright
Daley
Truman n/a
209
14
90 n/a
182
58
92 n/a
154
96
69
50
146
146
91
137
125
78
93
17
13.
Enrollment FTE
COLLEGE 2010
Malcolm X
Wright n/a n/a
Daley
Truman n/a n/a
14.
Credit Hours Produced
COLLEGE 2010
Malcolm X
Wright
Daley
Truman n/a n/a n/a n/a
15.
Retention (five-year trend)
COLLEGE 2010
Malcolm X
Wright
N/A
198
Daley
Truman
N/a n/a
16.
Program completion (five-year trend)
COLLEGE 2010 2011
Malcolm X
Wright
N/A
198
N/A
156
2011
N/A
156 n/a n/a
2011 n/a n/a n/a n/a
2011 n/a n/a n/a n/a
2012 n/a n/a n/a n/a
2012
N/A
131 n/a n/a
2012 n/a n/a n/a n/a
2012
N/A
131
Richard J. Daley College – District 508
2013 n/a n/a n/a n/a
2013 n/a n/a n/a n/a
2013
5
129 n/a n/a
2013
45
129
2014 n/a n/a n/a n/a
2014 n/a n/a n/a n/a
2014
7
112 n/a n/a
2014
130
112
18
Daley
Truman
23
76
112
73
131
64
17.
Licensure Examination pass rate (five-year trend)
COLLEGE 2010 2011 2012
Malcolm X
Wright
N/A
86%
N/A
90%
N/A
91%
Daley
Truman n/a
87% n/a
95%
78%
100%
18.
Job placement (five-year trend)
COLLEGE 2010 2011
Malcolm X
Wright
N/A
N/A
N/A
77.8%
Daley
Truman n/a n/a
80% n/a
2012
N/A
82.4%
84%
81%
Richard J. Daley College – District 508
146
74
2013
78%
84%
80%
96%
2013
90%
55.6%
86%
74%
131
83
2014
82%
94%
80%
92%
2014
88%
N/A
84%
72%
19.
List the innovative features of this program.
The City Colleges of Chicago BNA program has several innovative features. The program is unique in that it runs from the core using a standardized syllabus, examination process, exams, grading scale, and final competency evaluation guidelines. The syllabus and collateral materials were created and have evolved as a collaborative effort using the IDPH
Certification guidelines as a basis and soliciting instructor and student input and feedback thus ensuring all materials meet the changing needs of the students and the program.
City Colleges of Chicago BNA program uses the newest version of the Mosby Textbook and
Workbook for Nursing Assistants, and adapts the curriculum to each new version of the textbook.
City Colleges of Chicago BNA program encourages student participation in their education by having students complete presentations on in-class topics. This ensures a collaborative and
engaging learning environment.
Simulated Lab set up in the classroom to assist with the hands-on experience and for practicing of skills. The simulated lab will include a bath tub with a transfer bench, an isolation cart with supplies, a wheelchair scale for students to practice maneuvering a
19
Richard J. Daley College – District 508 wheelchair patient on and off of a scale. This will lead to better prepared graduates that are sought out by area hospitals and nursing homes.
City Colleges of Chicago BNA Program works closely with other departments including the
Nursing, The Wellness Center, and the Disability Access Center to ensure students have the resources they need to succeed in the program and in their careers.
20.
Discuss how employers have been involved with this program. a.
How many were involved over the last five years? Between 5 and 10 employers b.
How many meetings over the last five years? Five c.
How have employers contributed? Select all that apply.
☐
Curriculum support
☐
Provide job shadowing for students
☒
Provide internships
☐
Provide scholarships
☒
Hire our students
☐
Other, please specify:
Discuss the occupational need for the program.
21.
What is the employment outlook for the program over the next five years?
The job outlook for health care and CNA’s is very good; faster than the average for all other occupations. According to the DOL, a 21% increase in demand will take place between 2012-
2022.
Job prospects for Home Health care and Community based care settings are good with the changes in insurance and shorter hospitalizations.
Due to the increase in the life expectancy of the population, more CNA’s and orderlies will be needed in Nursing Homes.
There is a high turnover of CNA’s in Nursing homes, hospitals because of the high stress level
(physical and emotional). Many CNA’s return to school to get more training or to pursue
another field, providing opportunities for job seekers. There will be an ongoing demand for
CNA’s because of this.
22.
How has demand changed over the past five years?
The demand for Certified Nursing Assistants is very high, especially as life expectancy increases and the Baby Boomer generation enters its golden years. This demand is further increased by the fact that many nursing programs require the Basic Nursing Assistant Program as a prerequisite. The Basic
Nursing Assistant Program serves a critical role in medical education serving not only as a foundation for nursing but also serving as a platform from which students can survey a variety of medial careers, including that of physical, physician’s assistant, physical therapy, and social work etc.
23.
How does this program meet the minimum criteria of Program of Study as mandated by the
Federal Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins IV)?
20
Richard J. Daley College – District 508
The Malcolm X BNA Program meets the requirements for Federal: Carl D. Perkins Career and
Technical Improvement Act of 2006 by offering courses in an emerging occupation that enables individuals to secure employment. We provide students enrolled in the program competency-based learning in environments that support application to enhance skills of academic knowledge, high order critical thinking, and problem solving. We believe these skills mirror the department and college mission of providing high quality education to increase the number of students earning college credentials of economic value.
Provide an overall summary of findings and rationale that support the recommended action.
The recommended action would be to CONTINUE with Minor Improvements.
The City Colleges of Chicago BNA program has grown and changed. As of spring 2016 all BNA programs will consolidate at CCCSON at Malcolm X College. We have upgraded the Basic Nursing
Assistant lab space, evaluated and added to our clinical skills evaluations, updated and maintained our syllabus, ensuring compliance with the IDPH standards for Basic Nursing Assistant Training
Programs.
We continuously evaluate our teaching methodologies and collateral program materials ensuring we stay current with changes and guidelines and stay compliant with all IDPH recommendations and protocols.
The requirements for passing this program are set high. There are reading and workbook assignments due each day. Students must maintain good attendance and maintain a minimum score of 80%.
Students are provided regular feedback on their performance, by both their instructors and the BNA coordinators. Students are provided opportunities for remediation if they are struggling with the program in any way. Remediation is done on a 1 to 1 ratio and a small group basis and is provided by the BNA instructors as well the BNA Coordinators.
The City Colleges of Chicago BNA program has selected clinical sites that support and encourage the goals of our students and provide ample opportunity for them to get the experiences that they require to succeed in the program and in their careers.
On orientation day, the BNA Coordinator and instructors spend time with the students ensuring they understand the importance of timeliness and completing reading assignments promptly.
The student feedback has been positive, showing that 90% of students have had their expectations met or exceeded. The BNA instructors serve as critical resources for the students providing support and encouragement, addressing issues promptly and thoroughly.
21
Richard J. Daley College – District 508
A.A.S. Degree in Logistics, Transportation and Distribution (52.1801)
SUMMARY REPORT OF REVIEW RESULTS
CAREER & TECH ED PROGRAMS REVIEWED IN ACADEMIC YEAR 2014
Program Identification Information
CIP Code: 52.1801
Career Cluster
Marketing Sales and Service Career
(i.e. 51.3801)
Career Pathway
Buying and Merchandising
Program of Study
Sales, Distribution, and Marketing Operations, General
Community College Program Title:
Associates in Applied Science Degree in
Logistics/Transportation/Distribution
Action
☐
Continued with minor improvements
☐ Significantly modified
☒ Discontinued/Eliminated
☐ Placed on inactive status
☐ Scheduled for further review
☐ Other, please specify:
Improvements & Rationale for Action
Degree Type
60-AAS
Table 1. FY08 - FY12 Enrollment and Awards
2008 2009
Fiscal Year
2010 2011 2012
Enrollment
Program Awards
1
0
Source: Office of Research and Evaluation
2
0
0
0
0
0
3
2
During FY2013, the Logistics Transportation Distribution Program was discontinued at Daley College.
There are six students who were enrolled in the A.A.S. Degree in Logistics/Transportation/Distribution program during the fall 2012 term. These students were required to continue the program at Olive-Harvey
College beginning fall 2013.
22
Humanities & Fine Arts
SUMMARY REPORT OF REVIEW RESULTS
ACADEMIC DISCIPLINES REVIEWED IN ACADEMIC YEAR 2014
Discipline Area Humanities & Fine Arts
Richard J. Daley College – District 508
Art, Humanities, Social Science and Foreign Language
At Daley, Arts and Humanities courses are housed in the Art, Humanities, Social Science, and Foreign
Language Department. It is a highly diverse department that includes the following disciplines: Art, Fine
Arts, Humanities, Philosophy, Music, Foreign Languages, Economics, Geography, History Political
Science, Psychology, and Sociology. The department provides a wide variety of general education courses required to complete the Associate in Arts, Associate in Science, and Associates in Applied
Science Degrees. It also provides many of the core courses needed to meet the general education requirements at most four-year institutions.
Department
Currently, Daley College’s Art, Humanities, Social Science, and Foreign Language Department has seven full-time and 32 part-time faculty members. The department is also staffed by two clerical support staff, one full-time and one part-time. Fine Arts and Humanities courses are led by four full-time faculty, which includes two art and humanities instructors (tenure-track) and one philosophy instructor (tenured).
Mission & Core Competencies
In sharing the vision and the mission of Richard J. Daley College, the Arts and Humanities courses offered in the Art, Humanities, Social Science, and Foreign Language Department seek to create student awareness through humanistic sensibility and development of individual and critical thinking through the visual arts, music, philosophy and literature. The department also provides students with an appropriate physical space, including a culturally diverse and intellectual environment for the study and creation of art.
Arts and Humanities course outcomes are aligned with Daley’s core competencies. The goal is to help students succeed in:
1. Communicating effectively : Through research and the delivery of presentations in each field of study, students become aware of the importance of written and spoken communication skills.
2. Thinking analytically, critically, and creatively : In each field of study, students are required to analyze current and historical events; evaluate various positions; critique works of art, music, and points of view; and to think outside the box to propose solutions to challenges and problems impacting their own lives, the broader community, and the world. Our courses often provide common ground for exploration into other fields within the department.
3. Appreciating diversity : Art and humanities courses expose students to both historical and current customs that increase their cultural awareness in the U.S. and globally. Students are encouraged to participate in cultural events within the college, their communities, and throughout the city.
4. Reasoning quantitatively : Students are exposed to quantitative data within each field of study.
Within the visual arts, basic mathematical content is presented through measurement and geometric imagery.
23
Richard J. Daley College – District 508
5. Using technology effectively : Daley’s courses often expose and help students develop computer skills. These include the ability to effectively utilize presentations, spreadsheets, and wordprocessing software, used at four-year institutions and in the workforce.
6. Valuing ethics : Courses throughout the department help students become aware of the importance of ethics and decision making. Special emphasis is placed on these topics especially within the Humanities and Philosophy fields.
General Education & IAI Approved Majors Courses:
The department offers several courses in humanities and the fine arts that transfer to four-year institutions. Most courses can be categorized as those meeting general education requirements. Both the
Associate of Arts and Associate of Science degrees require a minimum of 9 credit hours in Humanities or
Fine Arts. The Associate in Applied Science degree requires a minimum of 3 credit hours in Humanities or
Fine Arts.
Table 1 below lists the general education courses offered by the department.
Table 1. General Education Courses offered.
Discipline Course Number IAI-approved
Art
Fine Art
Music
Philosophy
Humanities
103
115
116
131
132
144
145
166
167
200
105
107
105
106
121
105
106
107
108
216
201
X
X
X
X
X
X
X
X
X
X
All course syllabi are standardized by equivalent courses for consistency in teaching, including common student learning outcomes. All syllabi are housed on the college’s intranet. Each instructor is required to upload his/her syllabus into the Blackboard Learning Management System by the first day of each term, accessible by both students and guests.
Course Scheduling
Course scheduling is monitored by the Vice President of Academic & Student Affairs, in collaboration with the Department Chair. Course offerings are scheduled and monitored in order to maximize enrollment and offer students the best chance for completion of their intended program. See recent course offerings in Table 2 below. Most courses are offered during the fall and spring semesters. Courses with smaller enrollments, such as Studio Art may be offered once per year.
24
Richard J. Daley College – District 508
Table 2: Course Offerings Fall 2014 & Spring 2015
SPRING 2014
ART — 103, 115, 116, 131, 132, 166,167, 200
FINE ART — 107
HUMANITIES — 201, 202
MUSIC — 105, 106, 121
PHILOSOPHY — 105, 106, 107, 108
Course Enrollments
FALL 2015
ART — 103, 115, 116, 131, 166, 167
FINE ART — 105
HUMANITIES — 201, 202
MUSIC — 105, 121
PHILOSOPHY — 105, 106, 107, 108, 216
Tables 3 and 4 below provide the total student enrollments in Humanities and Fine Arts courses between
FY10 and FY14.
Table 3: FY10 - FY14 HUMANITIES/FINE ARTS Unduplicated Enrollment by Course & Term
Course FY10 FY11 FY12 FY13 FY14
ART 103
ART 115
ART 116
ART 131
ART 132
ART 144
ART 145
ART 166
ART 167
ART 200
FIN ART 105
FIN ART 106
HUMANITIES 100
HUMANITIES 201
HUMANITIES 202
MUSIC 105
MUSIC 106
MUSIC 121
PHILOSOPHY 105
PHILOSOPHY 106
PHILOSOPHY 107
PHILOSOPHY 108
PHILOSOPHY 216
329
33
7
32
7
41
0
22
6
6
21
23
15
289
330
16
0
378
36
114
80
35
33
401
41
6
33
5
36
0
21
6
5
65
56
0
323
358
19
0
278
0
173
103
63
37
912
45
9
103
7
16
5
22
9
5
79
48
0
419
281
32
10
478
53
256
140
90
24
1
1
79
41
0
445
208
28
977
48
8
92
6
0
7
18
4
468
72
272
121
125
72
Source: OpenBook Enrollment by Course
Table 4: FY10 - FY14 Unduplicated Enrollment in Humanities & Fine Arts by Discipline
4
3
28
46
0
446
135
31
7
0
0
6
943
39
9
64
6
506
30
316
234
135
47
Discipline
ART
FINE ART
HUMANITIES
MUSIC
PHILOSOPHY
FY10
483
44
634
394
298
TOTAL 1853
Source: OpenBook Enrollment by Course
FY11
554
121
681
297
376
2029
FY12
1081
127
687
514
534
2943
FY13
1115
118
642
494
604
2973
FY14
1062
74
569
534
716
2955
25
Richard J. Daley College – District 508
As seen from Table 4 above, enrollment in Humanities and Fine Arts courses has generally increased since FY10. For example, between FY10 and FY14, enrollment in Art increased by 579 (120%), Fine Art by 20 (68%); Music by 140 (36%); Philosophy by 418 (140%). Enrollment, however, in Humanities decreased by 65 (10%).
Improvements & Rationale for Action
Assessment of student learning is in its infancy in the department. However, with one of the full-time instructors serving as a tri-chair on the college’s assessment committee, the department is committed to providing a robust assessment plan going forward. During fall 2014, the Arts, Humanities, Social Science, and Foreign Language Department began developing and piloting course-level assessments in
Humanities and Fine Arts. Both full- and part-time instructors are engaged in this endeavor. The courses that will be assessed over the two-year cycle (spring 2015 through spring 2017) are Art 103, Music 121,
Humanities 201, and Philosophy 106. Over 50% of enrollment are represented by these courses.
26
Richard J. Daley College – District 508
Vocational Skills
SUMMARY REPORT OF REVIEW RESULTS
CROSS-DISCIPLINARY PROGRAMS REVIEWED IN ACADEMIC YEAR 2014
Cross-Disciplinary
Program
Vocational Skills
Richard J. Daley College does not offer vocational skills courses.
27
Richard J. Daley College – District 508
Library
SUMMARY REPORT OF REVIEW RESULTS
STUDENT & ACADEMIC SUPPORT SERVICES REVIEWED IN ACADEMIC YEAR 2014
Student & Academic Support
Services Area
Library
Main Functions of Library: Main Campus & Arturo Velasquez Institute (AVI)
1. Support learning, instruction, personal and professional development of the college community, through the access to print and electronic resources
2. E nhance students’ learning experiences by teaching students how to access, evaluate, and use information to meet their research needs and to equip them with lifelong learning skills
3. Create a library environment that is welcoming and conducive to learning
Library Renovation
The major renovation for the library at Richard J. Daley College’s main campus was completed in January
2011. The new facelift, design and furnishing gave the library a welcoming and more contemporary look. A computer lab takes up a sizeable area of the library. As a result, there has been a rise in library usage by students. Based on the statistics collected from the Reference Desk, the number of students seeking research assistance has also dramatically increased.
The Library, though small in comparison to other City Colleges of Chicago (CCC) libraries, has maximized its space to its utmost advantage. In 2013, a small section of the library was designated as a beverageallowed area. The café-style, high-top tables and tall chairs are very popular with the students, who want to drink while reading or using their laptops. In 2014, to create a friendlier and welcoming ambience, the popular magazines were moved from behind the circulation desk into the lounge area, so that students can have direct access to light reading materials.
Strengths
Library Instruction
Teaching is a high priority for the library. With easy access to Internet resources, faculty bemoan that most students believe research can be done by Googling. At Daley and AVI, librarians collaborate with faculty to offer customized 45-to-90-minute, one-shot library sessions on information literacy skills. In
2011, faculty from various disciplines requested 48 sessions which served 1,335 students. In 2014, the department almost doubled the sessions delivered by conducting 88 sessions for 2,204 students.
Customer Service
In 2012 and 2013, customer service was an area of great concern because there were many complaints from students and faculty, particularly against staff working at the circulation desk. To rectify the situation, customer service meetings were held twice a month for all library employees. In several of these meetings, the Vice President and other administrators were present to show support and provide input. In these meetings, several issues were discussed, including resolutions. The department also showed video clips of best practices in customer service and presented on positive body language, including the dos and don’ts of customer service. There has been improvement in customer service, based on student feedback from the suggestion box and a decline in complaints.
28
Richard J. Daley College – District 508
Primo/Alma, the New Library Integrated System
In 2014, CCC launched a new integrated library system (ILS) called Primo/Alma, which is one of the topnotch systems available. Its platform provides a Google-like search interface that most students prefer.
Students can search “All Resources” using a single-search box, as in Google; and via “My Account”, students can request books online from any CCC library, renew books, check fines, create an e-shelf, and browse system-wide collections visually.
Print and electronic Resources
Prior to the library renovation at Daley, the library’s print collection underwent a weeding project by which outdated books were removed. Since then, the library department has used the annual book budget to update and augment the print collection. The concurrent expansion of Daley’s e-book collection helped enhance the variety and depth of the book collection. Additionally, in the past three years, as a result of
Reinvention, there has been uniformity in subscription databases throughout the CCC Library system.
Daley/AVI Library Webpage
In 2014, after the launching of the new library system, the Daley Library website was revamped.
Currently, students can go online to the chatroom and ask librarians for help during library hours. The website also offers subject guides that include all disciplinary areas offered at CCC, video clips regarding avoiding plagiarism, proper citations, online search strategies, and writing research papers.
Inter-Library Loan Service
As members of Consortium of Academic & Research Libraries in Illinois (CARLI), CCC libraries can borrow books for students, staff, and faculty from any of the 80-plus member libraries in the Midwest.
Prior to 2013, the turnaround time for inter-library loan (ILL) requests was at least one week. As members of CARLI, Daley benefits from the Illinois Library Delivery Services (ILDS) that affords daily deliveries to
CCC campuses with a next-day turnaround time.
Improved Communication for Library Staff on both Daley and AVI campuses
In 2013, a mailing list for all library staff at Daley and AVI was created for because librarians rotate between Daley and AVI campuses. It also provides a forum to exchange ideas and discuss issues.
Taleo Recruiting Database
Since Taleo was implemented in 2012, the Library has recruited qualified librarians. Taleo provides an efficient tool to reach a large pool of qualified librarians to fill vacancies within an appropriate timeframe.
Challenges
Managing Noise Level in Peak Hours
During peak hours (between 11:00 am and 1:00 pm), there can be over 200 persons in the library. Thus, the noise level may become loud. Staff dispenses disposable earplugs to relieve the noise, upon request.
The Need for Work Study Students
Traditionally, libraries can provide excellent working and learning experiences for college students.
Unfortunately, it is very challenging for the library to take advantage of the Work-Study Program.
Improvements & Rationale for Action
Though some improvement has been made with customer service, there is still room for further improvement. The library will continue to promote better customer service by holding regular meetings to discuss issues and exploring new ways to enhance services.
29
Richard J. Daley College – District 508
Counseling/Advising
SUMMARY REPORT OF REVIEW RESULTS
STUDENT & ACADEMIC SUPPORT SERVICES REVIEWED IN ACADEMIC YEAR 2014
Student & Academic Support
Services Area
Counseling/Advising
Academic Advising
At Richard J. Daley College, in the Office of Advising, advisors provide support to students from admission through graduation. Advisors assist students with setting goals; choosing a degree or certificate program; creating a customized education plan; and promoting a culture of success through early intervention initiatives, academic improvement plans, workshops and referrals to campus resources.
The Office of Advising has implemented many high-impact practices with the goal of improving student success and completion rates. Over the past four years, the number of advisors employed has nearly doubled. Currently, the office staffs 20 full-time advisors. Advisors are highly trained and educated where 90% hold at least a Master’s degree. With a commitment to bolster advising support, in 2015, the
Office of Advising reduced the student-to-advisor ratio to 250:1 from 450:1 in 2010.
In addition to reducing advisor s’ caseloads, the Office of Advising implemented caseload management.
Every student is assigned an advisor. One of the primary functions of the advisor is to assist each student in choosing a pathway towards earning a certificate or degree. Once the student commits to a pathway, the advisor collaborates with the student in developing a customized education plan. The plan lists the courses that the student must complete each semester towards program completion. The advisor applies a holistic paradigm by considering factors such as work and family commitments, non-academic pursuits, and plans to transfer to a four-year institution. The education plan allows the student to identify degree requirements clearly and select courses that best meet his/her academic goals.
Advisors play an active role in developing strategies to assist students who are in danger of not successfully completing courses. To support these efforts, City Colleges of Chicago (CCC) purchased
GradesFirst, a web-based performance monitoring system, which provides automated student services and communication between students and faculty, staff, and tutors. Embedded in GradesFirst is an academic early-alert function that allows instructors and staff to identify at-risk students. Faculty and staff can track attendance, test scores and non-academic issues affecting student performance. Instructors create early-alert notifications that are emailed to students and their advisors. Later, the advisor contacts each early-alerted student within three business days to schedule an appointment, meet with their instructor, and seek tutoring support, as appropriate. By April 2013, advisors booked approximately
28,000 advising appointments through GradesFirst. This led to significant improvements in student touch points with advisors. This allowed advisors to develop positive rapport and relationships with students.
In 2013, the Office of Advising developed and implemented the Academic Improvement Plan (AIP). The
AIP, a tool used with students on academic warning and probation, is a personal action plan developed by students in collaboration with their advisor. It is designed to assist the student in identifying key resources, developing skills, and utilizing strategies that will help improve the student’s performance. The
AIP includes:
30
Richard J. Daley College – District 508
An individual advising meeting . During this meeting, the student works with their advisor to determine factors that contributed to the stu dent’s academic standing and those academic areas that require more focus.
Referrals to workshops: These workshops are held each semester and include topics such as time management, note-taking strategies, college-reading strategies, and test-taking tips.
Access to tutoring : Students identified as “at-risk” are encouraged to meet with tutors weekly, as appropriate.
Additional referrals to other support services: Students may be referred to individual advising appointments, the Wellness Center, the Transfer Center, or Career Center.
In preparation for the AIP appointment, students are asked to complete a self-assessment form. This form prompts the student to identify obstacles and barriers negatively impacting their academic success. The advisor uses the self-assessment form as the starting point for discussion with the student in developing their AIP.
If a student receives or is at risk of obtaining a Financial Aid Warning (FAW), they are required to attend a workshop. The Office of Advising developed the “FAW to Fabulous” workshop, in an effort to promote academic success and possibly prevent students from receiving academic holds. The Office of Advising strongly encourages students to attend the workshop prior to the start of a term, although it is offered several times throughout the term. The workshop has five main goals:
1. Educate students about FAW and possible consequences
2. Educate students about Satisfactory Academic Progress (SAP) guidelines and how SAP is measured (i.e., GPA, pace and timeframe)
3. Discuss factors and resources that promote academic success
4. Educate students on academic policies, such as the negative ramifications of repeated courses, withdrawals, failed grades and other deleterious factors
5. Determine, using the SAP guidelines of GPA and pace, whether a student is enrolled in appropriate courses or can adjust their course schedule to prevent a Financial Aid Hold (FAH)
At the end of the workshop, students are encouraged to stay “fabulous” in their educational endeavors and apply the knowledge and skills learned from the workshop. The “FAW to Fabulous” committee collects data on students who have attended the workshops. This data includes the date of the workshop, changes in GPA or pace and updates in academic standing by the end of the semester.
The Office of Advising has also created a workshop for students who have a SAP hold. Students, who wish to appeal an academic dismissal or suspension of financial aid, attend this 45-minute workshop. The workshop facilitators aim to educate students on federal and academic policy, in regards to a student being academically dismissed or losing financial aid. The workshop covers how to appeal a
“dismissed/hold” status and ways to avoid further SAP holds. Students must pre-register for the workshop. Upon attending the workshop, the student meets with an advisor to discuss his/her specific hold and receives instructions on how to appeal. Since students pre-register for the workshop, advisors can access a student’s personal history prior to the workshop. Subsequently, the advisor can prepare for the consultation with the student. This process allows students to understand how their unique situation led to the SAP hold and how they can be re-enrolled into school or access financial aid.
A goal of CCC’s Reinvention initiative is to improve the rate of transfer of students to four-year institutions, upon graduation from CCC As a result, the Transfer Center was created to help support this goal. The
31
Richard J. Daley College – District 508
Director of Transfer provides one-to-one advising to students. The Director of Transfer arranges visits by university representatives who present information about their programs, funding options, and admission processes to advisors. The Transfer Center also helps improve transfer rates by providing: transfer fairs, campus tours, scholarship assistance, workshops, table visits with university representatives, waivers for college application fees, assistance with completing university applications, and providing information about partnerships with colleges/universities.
A good number of students who apply to Daley are first-generation college students who may not be college-ready. When students first arrive on campus, they are routed to the Welcome Center which is considered a one-stop-shop for new students. Admissions specialists work in this office and provide students with resources for a smooth transition into their first semester. These resources include a New
Student Orientation Handbook that consists of an overview of the degrees and certificates, tuition and fees, student services, a directory of all departments and offices, and a placement test prep booklet.
Admission Specialists also provide a new student presentation, which includes a campus tour hosted by student ambassadors. The admissions specialists also provide one-on-one advising sessions with incoming students to address goals, majors, and student pathways.
Students who are undecided about their goals and/major require additional time with staff to continue exploring their options. Admission specialists are not able to spend adequate time with students. Once admission specialists route students to testing, specialists are not adequately staffed to follow up with the new student to see if they have successfully registered for classes.
Improvements & Rationale for Action
The Office of Advising recognizes that there are areas that need improvement. Most notably, advisors are challenged with students scheduling advising appointments outside of late registration. Although, advisors provide aggressive outreach to students through e-mail, phone calls, text and classroom visits, many students neglect to schedule appointments. As a result, the Office of Advising is developing new initiatives to more proactively engage with students. Plans are being developed to assign all new students to an advisor at the time of admission. This would allow students and advisors to establish a relationship once the student has been admitted.
As part of the new student onboarding experience, the student is required to meet with the advisor for a one-hour appointment. At the conclusion of this appointment, the advisor schedules a follow-up appointment with the student between the first four to eight weeks of the semester. In addition to new students, the advisor aggressively reaches out to current students that have been identified “at risk”.
Advisors then schedules appointmen ts with “at-risk” students on their caseload. The Office of Advising continues to monitor these strategies for effectiveness.
CCC recently implemented an upgrade to the student information system. This upgrade includes several enhancements for students, staff and faculty. One area of significant improvement to this system is the functionality of degree audits. In the past, an advisors performed degree audits manually. This was an extremely time consuming responsibility of the College Advisors. This enhancement will allow advisors to allocate time to provide meaningful interventions.
32
Richard J. Daley College – District 508
Disability Services
SUMMARY REPORT OF REVIEW RESULTS
STUDENT & ACADEMIC SUPPORT SERVICES REVIEWED IN ACADEMIC YEAR 2014
Student & Academic Support
Services Area
Disability Services
Richard J. Daley College ’s Disability Access Center (DAC) provides coordination and supportive services for students with documented disabilities. DAC serves as the point of contact and coordination for students with disabilities for the City Colleges of Chicago (CCC). DAC offers a wide range of services to ensure students with disabilities are able to achieve their objectives. DAC’s short-term goal is to help students with disabilities succeed in their academic pursuits. Long-term, DAC services are designed to assist students make the transition from college to work.
Program Goals
1. Ensure compliance with the federal and state statues that govern and are applicable to the office.
In accordance with the Americans with Disabilities Act and Section 504 of the Federal
Rehabilitation Act of 1973 , CCC makes every effort to integrate students with disabilities into all courses and programs. Accommodations, based on the documentation received and student need, are designed to ensure that qualified students receive equal access to CCC's programs and services. CCC does not alter fundamental academic requirements but makes reasonable accommodations for students with documented disabilities.
2. Empower and educate students.
DAC advocates and communicates students’ rights to equal access in higher education, confidentiality, and federal regulations and state statutes that safeguard students’ rights, by offering opportunities for students to learn and practice making data-driven decisions and selfadvocacy. DAC seeks to provide students with a foundation for lifelong self-determination and an awareness of the true power of knowledge. This involves helping students to understand and identify their needs, strengths and interests.
3. Ensure that what the center is doing is actually working.
DAC is developing measureable and observable objectives so that systems and protocols can be developed for collecting data resulting from those objectives. Further, DAC strives to ensure robust data collection procedures so that inferences drawn from analyses are both reliable and valid.
Services
DAC provides a variety of services to assist students with disabilities. These include:
Enrollment assistance
Classroom accommodations
Extended time for testing and in-class assignments
Note takers
Exam proctors
Readers
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Richard J. Daley College – District 508
Transcribers
Sign language interpreter
Text telephone (TTY) or telecommunication device for the deaf (TDD)
Recording device
Adaptive software
FM system
Screen-reading (e.g., JAWS, zoom-text)
Information and referral to campus and outside agencies
Types of Disabilities Served
Learning disabilities (primary)
Cognitive impairments
Autism Spectrum disorder
Schizophrenia
Bipolar disorder
Acquired/Traumatic brain injury
Lupus
Deafness
Hearing impairment
Visual impairment
Eligibility for Disability Access Center Services
In order to receive services, students with disabilities must register with the DAC and provide documentation of their disability that meets the following criteria:
Americans with Disabilities Act (ADA) of 1990 : o Individuals who have a mental or physical impairment that substantially limits a major life activity such as walking, seeing, breathing, and working o Individuals who have a record of such impairment, such as cancer in remission o Individuals regarded as having a disability (e.g., a non-impairingfacial disfigurement) o Individuals having an association with a person with a disability (e.g., a spouse, child, or parent)
Appropriate Documentation and protocol must: o Be determined by a licensed physician or primary healthcare provider, psychologist, audiologist, speech therapist, learning disability specialist, or other appropriate professional o Be based upon history, patient and family interviews, testing, medical, and/or neurological examination o Supply, for disabilities such as psychiatric disabilities, specific diagnostic classifications such as DSM-IV/V, where appropriate o Include an evaluation of the impact of both the diagnosed condition and any prescribed medications o Include an explanation of the functional limitations of the disability and address how the impairment substantially limits one or more major life activities o Include specific detail regarding the disability and the manner and degree to which any functional limitation(s) impede performance (e.g., reading, writing, walking, speaking, seeing, or abstract reasoning) o Indicate whether the condition is short-term (less than 90 days) or long-term
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Richard J. Daley College – District 508 o Provide specific detailed information on limitations so the DAC staff can make appropriate recommendations for academic adjustments o Submit documentation on original letterhead of the professional who diagnosed the disability
(fax copies are not acceptable) o Be current as of the date of diagnosis or assessment--not the date of submission to DAC o Allow documentation requirements to be modified regarding the disability and need for accommodations o Allow DAC administrators to have ultimate authority in determining disability status, subject to established appeal procedures
Intake Process
Students must request services and provide appropriate documentation of their disability as soon as a disability has been identified, preferably before students start classes. DAC can decline a request for accommodations, if it does not identify a specific disability or fails to verify the need for requested services. Steps in the intake process are listed below.
1. DAC Director or Coordinator schedules the intake process with students
2. DAC Director or Coordinator reviews the documentation
3. DAC Director or Coordinator discusses with the student the interaction between the disability and the academic environment in order to determine reasonable accommodations. The following points are addressed during the Intake: o Self-Advocacy o Self-Identification (as registered with DAC--not the actual disability diagnosis) o Equal access (not an advantage) o Accommodations, assistive technology and adaptations should have a one-to-one correspondence with the student’s documented needs and are related to his/her qualifying disability o DAC accommodated testing request (requires two-day advance notice and instructor to complete testing form) o Laws: Americans with Disabilities Act (ADA) & Section 504 of the Rehabilitation Act o Education plan o Tutoring services o Reasonable accommodations o High school versus college disability services
4. DAC Director or Coordinator and student sign the accommodation request and intake forms, once reasonable accommodations have been determined
5. DAC Director or Coordinator produces accommodation letters for the student (The student is then responsible for giving the accommodation letter to each instructor in which accommodations are requested and outlined.)
Students are required to register with DAC each semester in order to continue and update services.
Fall 2014 Outcomes
129 students registered with DAC for fall 2014. The following outcomes were identified:
10% (13) students were not active DAC students for fall 2014
All (100%) student files were missing the following: (1) logged student/DAC contacts; (2) accommodation request forms; and (3) accommodation letters with typos that indicate accommodation was not required
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Richard J. Daley College – District 508
DAC was in violation of confidentiality requirements for mental health and medical documentation maintenance: o All 2014 student files were kept in unlocked cabinets o All student files from 1998 through 2014 were kept in boxes underneath student computers
Eight note takers serviced 28 of 36 students originally identified as needing service
Of the 36 students requiring note-taking services: o Four students had note-taker noted in their accommodation letter o Four students had the word note-taker noted in their file (i.e., on intake form or on student’s schedule) o Five students completely waived note-taker service o Eighty-two percent of students using note-taker services enrolled in career and technical education (CTE) courses
Approximately 75% of Daley DAC student files has: o Improper primary disability noted on intake form o Intake indicated a comorbid disability that was not documented in the file (i.e.,, hearing impairment and learning disability on intake form, yet no file documentation) o Only an Individualized Education Plan (IEP) used as documentation of disability and justification for accommodations.
Most IEPs, especially from Chicago Public Schools, are considered supplemental documentation because they only identify a global disability and, typically, do not contain specific disability information.
Spring 2015 Outcomes
63 students have requested from and were accommodated by DAC for spring 2015. The following outcomes were identified:
Ten students scheduled intake meetings
Instituted an accommodations request process
Increased awareness of DAC services through flyers and email blasts
Improved the number of student files in compliance: o Made multiple referrals to Wellness Center to secure evaluations for students lacking appropriate documentation for disabilities o Assisted students in contacting their high schools to secure required pertinent information needed to prescribe accommodations and identify specific disability subtypes o Assisted students in securing proper medical documentation needed to complete their file
Cataloged and secured all student files in file cabinets within DAC
Required DAC students to schedule tutoring services at the Academic Support Center
Made learning strategies (e.g., note taking, etc.) available to students by DAC staff
Provided additional office space that can be used for confidential student intakes or meetings
Increased “walk-over” referrals from admissions, athletics and advising
Engaged in note-taking strategies and projects for assistive technology exploration in DAC
DAC staff schedules allowed time for editing notes and documenting interactions and services.
Improvements & Rationale for Action
2015-2020 Program Plan
Maintain data to provide for future program reviews and program effectiveness
Provide workshops for students, faculty, and staff to increase awareness
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Richard J. Daley College – District 508
Assist the Success-ability Student Club to increase community guest presenters
Continue trainings for DAC personnel including best practices
Collaborate with the District Office and Wellness Center to institute district-wide uniform practices
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Richard J. Daley College’s 5-Year Program Review Schedule (District 508)
Year CTE Program
Computer Information Systems
BC x
Program
AC AAS x x
Academic Disciplines
Written & Oral
Communications
Cross-Disciplinary
General Education (all transferable)
Networking Systems & Technologies x x x
Criminal Justice/Pub Police Services
Criminal Justice/Priv Police Services x x x
2012
Unarmed Security Guard x x
Communications Technology x x
Electrical Construction Technology
A+ Certified Computer Technician x
Computerized Medical Billing/Coding
Management/Marketing x x x x Mathematics Adult Education and ESL
2013
2014
2015
2016
Bus Administration-General Business
Supply Chain Management (SCM)
Logistics/Trans/Distribution
Basic Manufacturing
Industrial Welding Technology
Phlebotomy Technician
Accounting
Sustainable Urban Horticulture
Nursing
Basic Nursing Assistant
Logistics/Trans/Distribution
Computer Numeric Control Technician
Child Dev/Preschool Education
Human Development and Family Studies
Mfg. Tech/Maintenance Mechanic
Industrial Maintenance
Pharmacy Technician
Management/Marketing
Real Estate Broker Pre-Licensure x x x x x x x x x x x x x x x x x x x x x x x x
Physical & Life Sciences
Humanities & Fine Arts
Social & Behavioral Sciences
Remedial/Developmental
Education
Vocational Skills
Transfer Functions and Programs including the AA, AS, AES, AGS degree programs
Support & Academic Support
Admissions/Recruiting;
Registration/Records
Learning & Tutoring Centers; Career
Centers/Job Placement
Financial Aid
Disability Services
Counseling/Advising; Library
Business Services; Athletics; Student
Activities
