SANTA ANA COLLEGE
Teaching Learning Committee
Minutes
March 16, 2015
To: Distribution
From: Bonnie Jaros, Chair, Teaching Learning Committee
Mission: The mission of the Rancho Santiago Community College District is to
provide quality educational programs and services that address the needs of our
diverse students and communities.
The mission of Santa Ana College is to be a leader and partner in meeting the
intellectual, cultural, technological and workforce development needs of our
diverse community. Santa Ana College provides access and equity in a dynamic
learning environment that prepares students for transfer, careers and lifelong
intellectual pursuits in a global community.
Vision Themes of Santa Ana College: I. Student Achievement; II. Use of
Technology; III. Innovation; IV. Community; V. Workforce Development; VI.
Emerging American Community
Institutional Learning Outcomes: Communication Skills; Thinking and
Reasoning; Information Management; Diversity; Civic Responsibility; Life Skills;
Careers
Members Present: Steve Bautista, Shelly Jaffray, Bonnie Jaros, Eve Kikawa,
Cherylee Kushida, Melanie Mowrer, Carrie Patton, Nga Pham, Kris Ross, Irene
Soriano, Brian Sos
Guests: Kyla Benson, Ron Coopman, John Finch, Andy Gonis
I. Approval of Minutes of March 2, 2015—The minutes of March 2, 2015 were
approved as written.
II. Public Comments—There were no public comments.
III. TLC Work for Today
A. PA/PR Capstone Review Presentation: CJ; CJA; Fashion Design and
Merchandising (Family and Consumer Studies; Nutrition) (Please see
Appendix A)
B. Accreditation Update—Bonnie reported that the Accreditation Oversight
Committee will meet tomorrow, March 17, 2015 to discuss the process for
responding to the Commission recommendations in the Follow-Up Report
due October 2015. The Oversight Committee members are Omar Torres,
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C.
D.
E.
F.
Shelly Jaffray, John Zarske, Jimmy Nguyen and Bonnie Jaros. Bonnie also
gave a status report on the other reports due within the next month: the
Substantive Change Report for the Baccalaureate Degree in Occupational
Studies is almost complete; the Substantive Change for the Certificate in
Biotechnology Laboratory Technician is also going to be complete in time
for the May 7, 2015 meeting of the Commission; the Annual Report and the
Annual Financial Report are due March 31st.
Student Success and Equity Plan Update—Mary reported that George
Sweeney would like to do a presentation regarding Equity at the TLC.
Professional Development Update—Mary reported that Glenn Doolittle
will be presenting to the Professional Development Committee regarding
Marketing and access to programs for students. The TLC also made a
request that Dr. Darla Cooper’s Convocation 2015 presentation be posted on
the college website. Bonnie will request that this be placed on the
President’s page under “Convocation.”
Success Rate Correlation to English/Math—Nga
Book-of-the-Year Update: I Am Malala: The Girl Who Stood up for
Education by Malala Yousafzai—Melanie reported that as an introduction
to the BOTY, she showed the 16-minute interview of Jon Stewart
interviewing Malala from the library BOTY website. After the interview,
the students of the class briefly gave responses about their impressions of
Malala. Then students were put into groups and asked to discuss: What does
your education mean to you? After discussing the question, students created
graphic organizers to illustrate their ideas. Each group presented their
graphic organizer to the class. As a follow up homework assignment,
students wrote paragraphs summarizing their thoughts about the value of
an education. Melanie read one student paragraph to the TLC. Examples are
as follows:
Victoria
Navarrete.docx
Maria Beas.docx
TLC members commented that they liked the activity and said that it was
something everyone could do in their class since the theme is about education.
There was a lot of discussion about how we need to engage the college in the
BOTY next year. For example, it could be aligned with the ILO of the year.
There will be more discussion at the next meeting.
IV. Other—Cherylee discussed that the contract for Blackboard will end in June
2015. She is forming a workgroup to investigate the best platform for the future.
LMS Canvas was selected by a statewide group, and this might be a possible
alternative since it is low cost and migration is possible. She also announced a
Lumen workshop related to Open Educational Resources on March 27th. Mr.
Torres has scheduled this workshop in place of our next regularly scheduled SAC
Academic Affairs Advisory Council meeting.
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When: March 27th, 2015 on Friday from 8:00 am – 2:00 pm (includes a light
breakfast and lunch)
Where: District Office Board Room, #107
Registration: email sac_disted@sac.edu or call (714) 564-6725 (enrollment is
limited)
Lumen OER
Workshop SAC.PDF
V. Future Agenda
A. ILOs Discussion: College-wide ILO—Communication
B. Accreditation Update: Follow Up Report
C. Research Agenda
D. Student Success and Equity Plan Update
E. Professional Development Update
F. Book-of-the-Year: I Am Malala: The Girl Who Stood Up for Education
by Malala Yousafzai
Appendix A
Fall 2014 PA/PR Quadrennial Capstone Review Summary
Criminal Justice Academies
John Finch and Ron Coopman presented the CJA capstone report.
Criminal Justice Academies Mission Statement
The mission of the Criminal Justice Academies (CJA) Department is to develop and maintain strong law
enforcement training partnerships within the criminal justice community. Our focus is to provide
professional training opportunities for individuals attempting to enter the profession, and to assist
current peace officers seeking to enhance their knowledge and skills in furtherance of their careers.
Goals and Objectives:
 Maintain current supervisory staffing levels
 To maintain, repair and enhance the Criminal Justice Training center
 Ensure departmental curriculum updated and assessed in compliance with POST, STC,
and accreditation standards
 Maintain positive standing with our existing clients/training partners
 Seek technological upgrades to enhance student learning and student and staff safety.
John and Ron explained these in great depth, which was greatly appreciated by the committee.
Our knowledge of the Academies was enhanced exponentially. It must be noted that the
Academy produces almost 1400 FTES for the College.
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Progress toward the department’s goals over the years:
The department saw progress on a number of different fronts during the 2013/14
fiscal year. Examples include:
1. Approximately $9,000 was spent on replacing worn instructional supply/items (strike
dummies, Redman gear, ACT camera, ASP batons).
2. Approximately $17,000 was spent on replacing worn classroom instructor computers and
a projection cart for back-up, classroom instruction. CTEA grant funding was used to
procure this equipment.
3. An exterior surveillance system was installed at the CJTC by the college district.
4. Semi-annual Advisory Committee meetings were held. These meetings are scheduled and
attended by our training partner representatives to receive their input regarding the CJA
operation.
5. All permanent CJA courses that were due for quadrennial revision were submitted and
approved by State Chancellor’s office.
6. CJA modified police academy admission standards in response to our training partner’s
concerns for student safety. The primary change includes a psychological screening by
a local police psychologist.
7. In response to a sheriff’s department request the college has planned and identified
funding to construct a 300’ block wall as a barrier to a newly constructed highway
next to the facility.
The department mission statement and goals were reviewed this year and found to reflect
current conditions and challenges within the program.
What are the proposed goals for next year?
Current goals and objectives have been established and have a consistent theme from prior
years. They include improving student learning and safety by properly funding the program
from the FTES revenue the department generates. Other funding sources should also be
identified and sought when appropriate.
Learning Outcomes:
The department is now in the fourth cycle of course-level review and in the second cycle of
program-level review. Great effort has been made to enhance student learning through the
model of outcomes assessment.
1.
Prior to 2012, the CJA department relied on the program review conducted at the
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2.
state level by the California Peace Officer Standards and Training (POST)
Commission and the State Training for Corrections (STC). In Fall/2012, it became
apparent that the department needed to conduct its own course assessments.
Since that time, the following has been accomplished:
• In 2012 all departmental courses were revised in order to make their
Student Learning Outcomes (SLOs) measurable.
• Individual course assessments were conducted on all active
departmental courses held in Spring/2013, Fall/2013 and Spring/2014.
We are currently planning on conducting similar assessments twice a
year on an ongoing basis.
• All permanent courses are being revised through the curriculum process
on a quadrennial basis.
Specific commonalities continued to arise in the course assessments conducted
during the past two assessment cycles. Those commonalities include:
• The need to remain in good standing and in compliance with the
state commissions and organizations that regulate law enforcement
training standards.
• The need to maintain and replace worn safety/training equipment.
• The need to repair and maintain the facility to support student learning
and safety.
Curriculum and Pedagogy
POST has identified eleven core competencies. In order to graduate from a certified police
academy program, students must pass tests proving their understanding and ability to function
within State standards. The identified competencies are:
1. Vehicle Operations
2. Conflict Resolution
3. Use of Force
4. Local Procedures
5. Leadership
6. Problem Solving
7. Legal Authority
8. Officer Safety
9. Communications
10. Ethics
11. Stress Tolerance
In order to provide training in the identified competencies, academy curriculum is divided into
42 sections known as Learning Domains. Written tests are used to test student competency for
23 of the Learning Domains. Other types of testing procedures include physical training tests,
emergency driving tests, firing range tests, scenario tests and practical application tests. All tests
are developed and prepared for POST by committees made of experts in each individual domain.
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Based on the analysis, what changes are recommended for the program?
The primary regulatory body for California law enforcement is the Peace Officer Standards and
Training Commission (POST), which was established in 1959. Criminal Justice Academies’
primary training partner is the Orange County Sheriff’s Department. Our partnership has been
in place for over forty continuous years. Consequently, changes in trends, technology and
training needs do occur, but those changes tend to be small and incremental from year to year.
Most curriculum and pedagogy changes are driven by panels of subject-area experts at the state
level who stay abreast of changing conditions within our industry, region and culture. Rather
than driving change at the individual college level, the industry we serve
requires stability
and uniformity. Accordingly, most of the proposed changes in our program will be to comply
with statewide training needs and mandates, which will ultimately protect our professional
certifications.
What issues have emerged that requires interdisciplinary dialogue and possible inclusion
in overall college planning?
Santa Ana College is currently in the second fiscal year using a new budget model that
has placed additional strain on properly maintaining our college facilities and replacing
required safety equipment. CJA staff highly recommends the college develop a financial
plan that forecasts intermediate facility maintenance and the replacement of required
equipment. Facility maintenance and equipment replacement funding should be
identified and dedicated solely to this unique program. Funds should be set aside with
each annual budget, and accessed when facility repair and/or equipment replacement is
necessary. Unlike most college programs, delays in replacing equipment or repairing
facilities can endanger students and staff. The costs for routine facility maintenance and
the identification of the life expectancy of costly equipment are easily determined and
should be a part of any annual budgeting process. Failure to account for predictable
expenditures in the budget planning process is irresponsible and comes with potential
dire consequences.
The TLC thanks Assistant Dean John Finch and Assistant Dean Ron Coopman for this
thoughtful capstone report and for enlightening the committee about the programs,
including AA and AS-T, offered at the CJ Academy. They extend an invitation to all to
visit!
To review the complete report, please see
http://www.sac.edu/Program_Review/HST/CJA/Annual%20Planning%20Portfolio%20and%20
Quadrennial%2019QT%20Cap/CJA-Quad%20Capstone-PAPR-F14.pdf
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Criminal Justice Department
Andy Gonis presented the CJ capstone report.
The department mission is in alignment with the workforce development aspects of the college
mission.
Criminal Justice Department Mission
The mission of the Criminal Justice Department is to enhance community safety by providing a
distinguished Criminal Justice program to students either pursuing occupations in the Criminal
Justice field or seeking knowledge regarding Criminal Justice issues.
Department’s annual goals
The Criminal Justice (CJ) Department's primary goal is to provide the best possible education for
students seeking employment as police officers, probation officers, state parole agents, crime scene
investigators, federal agents, or private security officers.
Progress made toward the department’s goals in the last year
The CJ department has made more than satisfactory progress towards achieving its department
goals regarding educating CJ students. The main cause that identifies the CJ Department is
achieving its goals is the large number of students who continue to enroll in the program,
which has existed since the 1960s. Regarding retention rates during the last five years, the CJ
Department retains on average 80% of its students (SAC’s average retention rate is 85%),
based on an average of 1,265 students for the past five Fall semesters. Furthermore, a
substantial number of SAC students declare CJ as their major and pursue the traditional AA
degree in CJ. As evidence of student interest in the CJ AA degree, SAC awarded an average of
25 AA CJ degrees to its students each year for the past five years (in 2012-2013 SAC awarded
32 CJ Degrees). This average places CJ in the #8 position (out of 80) of degrees that SAC
awards. According to SAC data, CJ generated the 15th highest number of FTES (out of 76
disciplines college-wide), and generated the 5th highest number of FTES in its division. In the
2013-14 academic year, the CJ department generated 277 FTES (Dean’s Division Data). In
Fall 2013 the CJ Department’s retention rate was 83%.
Proposed goals for next year
The CJ Department goals will continue to focus on career and transfer as described in an earlier
subsection. One proposed goal for next year consists of an evaluation of the first year of SAC’s
offering of its AS-T Degree in Administration of Justice (AJ). There may be fiscal implications
concerning this proposed goal, due to the impact of the number of students pursuing the AS-T
Degree rather than the traditional AA Degree in CJ, because the AS-T Degree consists of fewer
required AJ/CJ units (i.e., 12 for the AS-T compared to 27 for the AA Degree). Alternatively,
SAC students may continue to pursue the AA degree and focus on obtaining employment in the
industry.
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The following is based on Direct-SLO data and Achievement data:
The previous findings consist of addressing six out of the seven Institutional Learning
Objectives (ILOs) as indicated in Table 1 below. Regarding the unaddressed seventh ILO, there
is no significant relationship between the CJ Mission and Information Management. Most CJ
courses address Thinking and Reasoning, and Careers, followed by the ILOs as indicated in
Table 2 below, which directly relate to the SAC and Department Missions. The CJ course
outcomes focus on student scores on exams and writing assignments, because these measures
relate directly to employment and successful performance in the CJ field. Generally, CJ
program outcomes consist of comparing the test and writing assignment scores of students who
pass the course with a grade of C or higher as they relate to the ILOs... Furthermore, testing
and writing are significant variables because the CJ career field eliminates approximately twothirds of test applicants because they fail the initial written exam and writing skills test.
Consequently, all CJ courses emphasize testing and writing skills, and the CJ Department
established a semester course in writing relative to the CJ field as an intervention to improve
SAC students’ writing skills. Moreover, these exams and writing assignments are assessing the
students’ thinking and reasoning skills, which is not only one of SAC’s ILOs, but thinking and
reasoning represent the primary abilities that CJ professionals require to perform their duties.
Summarily, this Direct-SLO assessment of the CJ program is consistent with the SAC mission
to prepare students for the workforce.
Employer Attitudes toward the Program
Employer attitudes toward the CJ program are very positive, because this program prepares
students for a demanding and, at time, dangerous, career field that involves maintaining public
safety. Last semester the CJ Department Chair met with leadership representatives from the
law enforcement community at a Technical Advisory Committee meeting. During that
meeting, the Department Chair discussed the CJ program and received positive feedback from
the regarding the course curriculum. During the Fall 2014 semester, the Department Chair met
with the leadership of the Orange County Probation Department and engaged in similar
dialogue as with the law enforcement community. Consequently, there is considerable evidence
that the CJ agencies that this program seeks to provide job applicants with are pleased with the
quality of the CJ program. So much so, that these agencies are recruiting SAC CJ students for
various CJ jobs and careers, through workshops scheduled on campus for students to attend.
These meetings and workshops would not be possible without the strong relationships that the
CJ program - specifically its full- time faculty - have fostered with the CJ community.
Successes of the Program
The successes of the CJ program include: (a) continuing high enrollment in all CJ courses (i.e.,
277 FTEs in the 2013-14 academic year), (b) continuing high awarding of two-year degrees,
(c) a highly qualified staff of faculty, (d) strong working relationships with the CJ professions
that this program supports, and (e) the program now offers a transfer degree option that will
allow SAC CJ students to seek employment in career fields that require an undergraduate
degree (e.g., FBI, State Department of Insurance, and the CIA).
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The report also demonstrates evidence of changes in pedagogy and curriculum when needed. In
addition, the report discusses the use of technology, integration with advisory committees, task
forces, and the involvement of the chair and all other faculty with the discipline outside of the
college.
The TLC thanks Professor Any Gonis for this thoughtful presentation and this capstone
report. To review the complete report, please see:
http://www.sac.edu/Program_Review/HST/CriminalJustice/Annual%20Planning%20Portfolio%
20and%20Quadrennial%2019QT%20Cap/CJ%20Department%20PAPR%2020142015%20111014.pdf
Fashion Design and Merchandising/Culinary Arts (formerly Nutrition)
(Family and Consumer Studies Department)
Kyla Benson presented the Family and Consumer Studies capstone report.
The department mission is in alignment with the SAC Mission:
Family and Consumer Studies Mission Statement
The mission of Santa Ana College’s Family and Consumer Studies Department is to
prepare students with the necessary skills to obtain entry-level positions and to
prepare students for transfer to four-year universities. The Department of Family and
Consumer Studies aim to provide an environment focused on teaching, learning, and
the development of students to their fullest potential.
Below is the list of goals outlined in the previous PA/PR report conducted four
years ago:
Maintain Curriculum Excellence
1. Need to hire a full-time Nutrition/Hospitality & a Foods/Culinary
faculty member to work with curriculum, advisory committee, facility
revisions, part-time instructors.
2. Expand Nutrition & Foods programs to build Culinary Arts and Hospitality
programs
3. Need to hire a replacement full-time Fashion Design & a Merchandising
faculty member. This would aid in dividing load/preparations between
fashion design and fashion merchandising class. This would be in
alignment with area colleges and universities
4. Encourage new fashion Part time instructors to follow curriculum
approved course outlines and university articulation with related industry
relevancy in consideration of SAC diverse student populations.
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Increase Student Success
5. Report need to Dean and Tutor Center or instructional assistant/tutor in Fashion
Design
& Merchandising to assist those students enrolled with special needs in
order that they are able to keep up with class progress and rigors of
industry/college transfer courses.
6. Report need to Div. Dean for instructional assistant(s) for multi-use
laboratory classrooms in department (should be willing and qualified
to maintain, clean and organize labs, assist in marketing and word
processing).
7. Report need to Div. Dean for dedicated counselor to assist students in
academic plan and goals.
8. Work with SAC Outreach staff to promote programs and college to potential
students.
Advertising of Department Programs
9. Encourage dept faculty to attend professional association
meetings/conferences to build contacts with secondary schools, peer
colleges, universities and industry.
10. Encourage faculty and student club representatives to attend identified
Career Days sponsored on campus and guest speakers at local high
schools.
Program Currency with Other Colleges, Universities and Industry
11. Encourage faculty to meet with Advisory Committee Members (build and
expand current committees) to remain current and in alignment with other
colleges/universities and to build industry partnerships.
12. Vision - Fashion Design CAD software being upgraded to 3D evolution
of software (currently in development and refinement). Need for 36
LapTop PCs to hold this CAD software, Adobe Illustrator, Photo
Shop,Word, Excel.
Vision - Fashion Lab: Need 36 (24"x45") adjustable height desk tables to hold built-in
laptop (left side) and sewing machine (right side). These stations will be arranged pairs,
all facing forward, 6 across and 6 rows back. This new configuration will increase
space efficiency.
14. Vision - Fashion Lab: Need 10 additional sewing machines for Fashion Lab
15. Vision - Fashion Lab: Need for updated electrical for new layout of fashion
lab. Display and cutting tables will need to be re-located. Longstanding
problem with leaking ceiling needs to be repaired, & room painted.
Women's restroom needed on 2nd floor of T building.
10
Culinary Arts Program
16 Facilitate planning and implementation of this high-growth industry (as
pinpointed by Job Market Analysis completed by division/department in
2007 which includes facility layout and equipment needed). Foods lab.
room space vision should be at least expanded into the space size of T211,
and that same room size needs to be a separate lecture room for fifty-five
computer lap-tops/ tables for lecture of Nutrition, Hospitality and
Merchandising.
17. Work with faculty and Advisory Committee to plan the expansion of current
facility for this program and also identify specific needs for essential
equipment (Floor Plans, Budgets, Equipment and supply list are already
identified in 2007 B. Gershman's Report).
Below is the list of goals added during the Annual Program Review conducted last
year:
18. The Fashion Design & Merchandising goal of 60% of students who enter
FDM 104 will complete FDM 214 within the time frame of four semesters
is consistent with the college’s strategic plan of Program Completion.
19. The Fashion Design & Merchandising department goal for 80% of
graduates to be employed in the apparel field within six months of
graduation is consistent with the college’s strategic plan.
20. The Nutrition Program’s goal of 80% of students who enter a course will
pass the course is consistent with the college’s strategic plan of Program
Completion.
21. The Nutrition Department’s goal of 80% of graduates will transfer to a fouryear university leading to a baccalaureate degree is consistent with the
mission of the college
Success and retention rates were analyzed. Goals updating for next year is as follows:
Due to success and completion of several goals, goals #1, 3, 14 need to be eliminated.
The Proposed Goals for next year included last year’s goal with the exception of the
completed goals. One additional goal to be included deals in collecting further data
to track student needs, alumni status, and faculty responses. They read as follows:
Maintain Curriculum Excellence
1. Expand Nutrition & Foods programs to build Culinary Arts and Hospitality programs
2. Encourage new fashion Part time instructors to follow curriculum approved course
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outlines and university articulation with related industry relevancy in consideration of
SAC diverse student populations.
Increase Student Success
3. Report need to Dean and Tutor Center or instructional assistant/tutor in Fashion Design
& Merchandising to assist those students enrolled with special needs in order that they
are able to keep up with class progress and rigors of industry/college transfer courses.
4. Report need to Div. Dean for instructional assistant(s) for multi-use laboratory
classrooms in department (should be willing and qualified to maintain, clean and
organize labs, assist in marketing and word processing).
5. Report need to Div. Dean for dedicated counselor to assist students in academic plan and
goals.
6. Work with SAC Outreach staff to promote programs and college to potential students.
7. The Fashion Design & Merchandising goal of 60% of students who enter FDM 104 will
complete FDM 214 within the time frame of four semesters is consistent with the
college’s strategic plan of Program Completion.
8. The Fashion Design & Merchandising department goal for 80% of graduates to
be employed in the apparel field within six months of graduation is
consistent with the college’s strategic plan.
9. The Nutrition Program’s goal of 80% of students who enter a course will pass
the course is consistent with the college’s strategic plan of Program Completion.
10. The Nutrition Department’s goal of 80% of graduates will transfer to a four-year
university leading to a baccalaureate degree is consistent with the mission of the
college.
11. Conduct regular student & faculty surveys to collect data regarding student
needs regarding class scheduling and student information.
12. Conduct alumni surveys to collect current job status of alumni and program
satisfaction.
13. Adjust pedagogy to include more group work and formal presentations to assist
students in team building and communication skills.
Advertising of Department Programs
14. Encourage department faculty to attend professional association
meetings/conferences to build contacts with secondary schools, peer colleges,
universities and industry.
15. Encourage faculty and student club representatives to attend identified
Career Days sponsored on campus and guest speakers at local high schools.
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Program Currency with Other Colleges, Universities and Industry
16. Encourage faculty to meet with Advisory Committee Members (build and
expand current committees) to remain current and in alignment with other
colleges/universities and to build industry partnerships.
17. Vision - Fashion Design CAD software being upgraded to 3D evolution of
software (currently in development and refinement). Need for 36 Lap Top PCs
to hold this CAD software, Adobe Illustrator, Photo Shop, Word, Excel.
18. Vision - Fashion Lab: Need 36 (24"x45") adjustable height desk tables to hold
built-in laptop (left side) and sewing machine (right side). These stations will
be arranged by pairs, all facing forward, 6 across and 6 rows back. This new
configuration will increase space efficiency.
19. Vision - Fashion Lab: Need for updated electrical for new layout of fashion lab.
Display and cutting tables will need to be re-located. Longstanding problem
with leaking ceiling needs to be repaired, & room painted. Women's restroom
needed on 2nd floor of T building.
Culinary Arts Program
20. Facilitate planning and implementation of this high-growth industry (as
pinpointed by Job Market Analysis completed by division/department in 2007
which includes facility layout and equipment needed). Foods lab. room space
vision should be at least expanded into the space size of T211, and that same
room size needs to be a separate lecture room for fifty-five computer lap-tops/
tables for lecture of Nutrition, Hospitality and Merchandising.
21. Work with faculty and Advisory Committee to plan the expansion of current facility
for this program and also identify specific needs for essential equipment (Floor Plans,
Budgets, Equipment and supply list are already identified in 2007 B. Gershman's
Report).
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Recent improvements, as a result of analysis and consultation with advisory boards,
include:
-updated Fashion Illustration to include computers as a medium
-recently added Fashion e-commerce course that will cross list with the Business
department
-based on industry survey results, the use of Tuka Tech software has been
implemented into the Fashion Lab
Changes in pedagogy:
-Some instructors have incorporated the ABCD color card to access instant student
feedback and
understanding of class information.
-The department has experimented with the Socrates app and Blackboard student surveys
to better communicate with students.
-Recent feedback from industry has identified that many students are extremely
shy and timid when entering the workforce, so the department has added a new
goal to incorporate more use of group work and formal presentation in front of an
audience to help build team and communication skills.
Changes recommended for the program:
-initiation of regular student, faculty, and alumni surveys.
-continued lab space and equipment improvement and updates.
-hiring of a part time lab assistant who could aid in improvement of
electronic outreach and lab maintenance.
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Interdisciplinary dialogue and possible inclusion in overall college planning:
The Family and Consumer Studies department will continue interdisciplinary
dialogue with the Theater and Business departments to continue the
development of course offerings to meet student needs. The issue of continuing to
expand the lab and equipment resources should be included in the overall college
planning.
Some recommendations made by the TLC for the next cycle of SLO analysis and program
review is to include Diversity and to close the loop in SLO analysis at the course and program
levels by including the reassessments, which is an important element of both programs. Another
suggestion is to collaborate more with the Theater Arts program to see if students in the Fashion
Design program might contribute to costume design for the theater productions.
The TLC thanks Professor Kyla Benson for this well-documented report, which included
both and Fashion Design and Merchandising program and the Culinary Art program, and
for coming to make the presentation.
To review the entire report, please see:
http://www.sac.edu/Program_Review/HST/FDM/Annual%20Planning%20Portfolio%20and%20
Quadrennial%2019QT%20Cap/FCS-PAPR-2010-2014.pdf
Recommendations for closing the loop in SLO assessment is for all departments that use
DLAs in the Learning Center (LC) to include the improvement in success rates in the SLO
reports and to send those to the Learning Center for the program review documents of the
LC.
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SANTA ANA COLLEGE
Teaching Learning Committee
Agenda
March 30, 2015; 1:00-3:00 pm; A-112
To: Distribution
From: Bonnie Jaros, Chair, Teaching Learning Committee
Mission: The mission of the Rancho Santiago Community College District is to
provide quality educational programs and services that address the needs of our
diverse students and communities.
The mission of Santa Ana College is to be a leader and partner in meeting the
intellectual, cultural, technological and workforce development needs of our
diverse community. Santa Ana College provides access and equity in a dynamic
learning environment that prepares students for transfer, careers and lifelong
intellectual pursuits in a global community.
Vision Themes of Santa Ana College: I. Student Achievement; II. Use of
Technology; III. Innovation; IV. Community; V. Workforce Development; VI.
Emerging American Community
Institutional Learning Outcomes: Communication Skills; Thinking and
Reasoning; Information Management; Diversity; Civic Responsibility; Life Skills;
Careers
I. Approval of Minutes of March 16, 2015
II. Public Comments
III. TLC Work for Today
A. ILOs: Communication Skills
B. Accreditation Update
C. Student Success and Equity Plan Update—Mary
D. Professional Development Update—Mary
E. Update Institution-Set Standards
F. Success Rate Correlation to English/Math
G. Book-of-the-Year Update: I Am Malala: The Girl Who Stood up for
Education by Malala Yousafzai—Yolanda
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IV.
V.
A.
B.
C.
D.
E.
F.
Other
Future Agenda
ILOs Discussion Cont’d
Accreditation Recommendations
Outcomes Success Rate Correlation to English/Math
Student Success and Equity Plan Update
Professional Development Update
Book-of-the-Year: I Am Malala: The Girl Who Stood Up for Education
by Malala Yousafzai
Members:
Steve Bautista
Karen Dennis
Yolanda Garcia
Heather Gillette
Gina Giroux
Glen Harding
Mary Huebsch
Shelly Jaffray
Bonnie Jaros
Crystal Jenkins
Eve Kikawa
Cherylee Kushida
Melanie Mowrer
Carrie Patton
Nga Pham
Kris Ross
Irene Soriano
Brian Sos
John Tashima
cc:
Avie Bridges
Micki Bryant
Cher Carrera
Susan Gaer
Dennis Gilmour
Madeline Grant
Bart Hoffman
Jim Kennedy
Sara Lundquist
Monica Porter
Omar Torres
Julia Vercelli
John Zarske
bnj/03-17-15
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