Annual Program Plan―2014‒2016
Department
I.
Anthropological and Geographical Sciences
Discipline or Program on
which this plan focuses
Geographic Information Systems (GIS)
Date
February 10, 2015
Version number
3
Program Description
The department is presently looking at a possible realignment of the present courses, introduction of new courses, establishment of a
state-approved certificate, and the expansion of GIS into other areas of the Geography curriculum, especially the Physical Geography
lab and Meteorology. Six courses (co-listed as Geography 25, 33, 36, 37, 38, 40 and GIS 25, 33, 36, 37, 38, 40) form the basis of the
program. The courses offered are designed to provide students with the skills and knowledge necessary for entry-level
employment. The GIS faculty continue to modify and update existing GIS courses and program to better reflect the needs of geospatial
employers today. Geospatial technology includes three different technologies that are all related to mapping features on the surface of
the earth. These three technology systems are global positioning systems (GPS), GIS, and Remote Sensing. As part of an effort to
expand GIS we plan to offer a class in Remote Sensing in the near future. Beginning Spring 2015, the department will apply for a
state approved GIS Certificate.
In an effort to make the Program interdisciplinary, the GIS faculty would like to add several one-unit modules specific to the application
of GIS within a certain disciplines. For example, Professor Noble Eisenlauer and Dept. Chair Adrian Youhanna are currently
developing a course module, which integrates GIS with archaeology. This class would introduce students to the applications of
Geographic Information Systems in an archaeological context. Course exercises would be conducted at both the Chatsworth Hills
Academy and the Chumash Indian Museum, thus continuing our efforts to integrate the greater community in our teaching and
research. There are also plans for future teaching modules involving the application of GIS in other disciplines, such as Criminal
Justice, History, and Business.
GIS is also an approved elective the following degrees and certificates: Architecture Technology AA, Architecture Technology
Certificate of Achievement, Criminal Justice AA, Engineering Graphics & Design Technology AS, General Agriculture Certificate of
Achievement and Gen Ag AA, General Business AA, Horticulture AS, and Marketing AA.
Furthermore, GIS was among other CTE programs that applied for the LA High Tech California Career Pathways Grant for 15 million.
The grant targets K–14 career pathway programs that provide students with a sequenced pathway of integrated academic and careerbased education and training, aligned to current or emerging regional economic needs. Career pathway programs are designed to
lead students to a postsecondary degree or certification in a high-skill, high-wage, and high-growth field. This grant was approved and
$1 million will be allocated to Pierce College.
2014-2016 Annual Academic Program Plan Form Draft/May 16, 2014
2
I.
Program Description
II.
Assessment of 2012-2013 and 2013-2014 Annual Goals
Provide an assessment of 2012-2013 and 2013-2014 Annual Goals. List any continuing goals in Section VII.
Goal
Achieved Continuing Discarded
A.
Develop a plan to begin to integrate GIS into other Geography classes as well as other
disciplines.
x
B.
Develop a plan to replace all computers and other equipment in GIS lab.
They will be replaced in the move to North of Mall and with the campus wide move to
centralized computing.
x
C.
Develop marketing strategies to increase GIS enrollments.
x
D.
Develop a plan to begin to integrate GIS into the campus facilities management, emergency
response planning, and institutional research.
x
E.
GIS/Geography 25 as an approved elective in other degrees and certificates
x
F.
Create informational brochures for GIS Program
x
x
(Press tab for additional rows.)
III.
Curriculum Changes During 2013-2014 Academic Year
List any new programs and/or certificates OR changed programs and/or certificates
approved by the Curriculum Committee during the 2013-2014 academic year. Check
A.
whether they are New or Changed, and provide the date they were approved by the
Curriculum Committee.
1 GIS/Geography 25
New
Changed
x
Approval
Date
2/12/14
2
3
(Press tab for additional rows.)
B.
List any new, updated, or changed courses approved by the
Curriculum Committee during the 2013-2014 academic year.
Provide the course number and the course title.
1 GIS/Geography 25
2
GIS/Geography 33
New
x
Check All That Apply.
Distance
Updated
Honors
Education
x
Approval
Date
6/27/14
X
5/1/14
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B.
List any new, updated, or changed courses approved by the
Curriculum
Committee
3 GIS/Geography
36 during the 2013-2014 academic year.
Provide the course number and the course title.
4 GIS/Geography 37
Check All That Apply.
X
5/1/14
X
11/20/13
(Press tab for additional rows.)
C.
IV.
Course Outlines of Record
1
Number of courses in discipline or department
6
2
Number of courses that have been updated since 2008 (CORs must be updated every 6 years)
6
3
Number of courses that require updating during 2015-2016 to maintain currency
0
Progress in the Student Learning Outcomes Cycle
A. Learning Outcomes Development and Assessment Status
Total
B.
1. Number of courses in discipline or department
6
2. Number of courses with approved SLOs on the COR
6
3. Number of degrees and state-approved certificates in the discipline/department (If zero, please go to A.6.)
0
4. Number of degrees and state-approved certificates with program-level outcomes (PLOs) developed
0
5. Number of degrees and state-approved certificates with PLOs developed and courses mapped to the PLOs
0
6. Number of courses mapped to one or more General Education Learning Outcomes
0
Outcomes Assessment Results
1. Provide a narrative describing the significant findings from the course- and program-level outcomes assessed in 2013-2014.
Place your narrative in the expandable row below.
Based on the outcomes assessment the faculty believe the results show students have a better educational experience when
the lecture and lab are combined.
2. Provide a narrative describing any steps taken or changes made as the result of these findings. Place your narrative in the
expandable row below.
As a result of our finding, we are offering a new course, GIS/Geography 25, which combines GIS/Geography 31 and 32, thus
combining lecture and lab.
3. Provide a narrative that describes additional steps to be taken as the result of the findings, including any needed resources
required to address shortcomings in student performance. Place your narrative in the expandable row below and specify any
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IV.
Progress in the Student Learning Outcomes Cycle
resource requests in Items X through XIV.
An open GIS lab will also address this issue. Providing open lab access to geography and GIS students is vital to student
success and retention. This would require a GIS lab technician who can provide support for students working on lab exercises
and be responsible for the overall supervision and maintenance of the GIS lab.
V.
External Influences (Environmental Scans)
A.
Report on course articulation status (from ASSIST or articulation officer)
How many of your courses are transferable to CSU or UC? CSU = 6 (GIS only)
Of these courses, how many are articulated with CSU or UC? CSU = 1
Do you have an approved or in process Transfer Model Curriculum (TMC) for your discipline? YES
If so, name of TMC: ADT-Geography
if so, please provide approval status: Approved by Curriculum Committee
B.
Provide relevant labor market data supporting demand for the program (if applicable)
Geospatial technologies are revolutionizing the way that we do business, the way that we govern, and the way that we live.
These technologies are used in a wide variety of fields, including federal, state, and local government, forestry, public health,
biology, environmental studies, and law enforcement. The Employment and Training Administration has invested over
$8,367,110 in the geospatial industry.
According to the U.S. Department of Labor, geospatial technology, including GIS, is one of the main emerging and evolving job
fields in the U.S. with enormous growth potential. In 2010-2011, the median annual income for cartographers was $51,180 with
the majority earning between $39,510 and $69,220. The lowest 10% of earners made $31,440 or less and the highest 10% of
earners made $87,620 or higher.
The U.S. Bureau of Labor Statistics reports that employment of surveyors, cartographers, and surveying and mapping
technicians is expected to grow 19 % from 2008 to 2018, which is faster than the average for all occupations. Increasing
demand for fast, accurate, and complete geographic information will be the main source of job growth.
In order to meet the growing demand for skilled workers, Bureau of Labor officials and industry leaders have called for increased
educational opportunities in GIS at all levels. People with entry-level skills in GIS applications are especially needed. The call for
training is not limited to the traditional geospatial fields such as geography and surveying, however. People in nearly every
academic discipline and economic sector are using GIS to answer questions, solve problems and communicate ideas. They
need people with the skills and experience to apply GIS at the cutting edge.
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V.
External Influences (Environmental Scans)
Industry Snapshots



Revenues from the public sector lead geospatial market growth and account for more than one-third of total revenue.
While federal governments were among the early adopters of GIS technology, recent trends toward devolving more
responsibilities to states and localities have spurred those entities to become important consumers of GIS. While
industries in the regulated sector, such as utilities, telecommunications, transportation and education, are the largest
consumers of GIS/geospatial solutions, private-sector growth remains dependent upon business adoption based on the
added-value these technologies provide. (Daratech, GIS/Geospatial Markets and Opportunities)
Geospatial products and specialists are expected to play a large role in homeland security activities. Information
gathering needs to protect critical infrastructure have resulted in an enormous increase in the demand for such skills and
jobs. (Lorraine Castro, NIMA Human Resources Department)
Because the uses for geospatial technology are so widespread and diverse, the market is growing at an annual rate of
almost 35 percent, with the commercial subsection of the market expanding at the rate of 100 percent each year.
(Geospatial Information & Technology Association)
Workforce Issues




Emerging occupations within the geospatial technology industry require developing competency models for new
applications of geospatial technology. Aligning training in geospatial applications with industry developed competency
models is essential to developing the necessary pipeline of skilled workers. This approach is necessary for preparing
entry-level workers with basic skills to ensure career success.
Increasing demand for readily available, consistent, accurate, complete and current geographic information and the
widespread availability and use of advanced technologies offer great job opportunities for people with many different
talents and educational backgrounds. (U.S. Geological Survey and U.S. Bureau of Labor Statistics)
The public is not aware of the necessary skill sets and competencies needed to prepare for the diverse career
opportunities available within the geospatial technology industry. Reaching an industry-wide consensus that defines
"geospatial," its technologies and its applications is of utmost importance. There is also a need for better industry
promotion by creating a national image campaign that raises awareness about the industry and dispels stereotypes and
misperceptions.
In order to meet industry growth requirements employers need to examine alternatives to the traditional pipeline. These
alternatives include recruiting young workers through apprenticeship and high school/college dual-enrollment-dual-credit
agreements as well as tapping nontraditional labor pools to diversify the workforce.
Skill Sets
(Source: ASPRS: The Imaging and Geospatial Information Society)
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V.
External Influences (Environmental Scans)



College preparatory courses that emphasize the sciences are suggested for individuals interested in pursuing careers in
photogrammetry, remote sensing and geographic information systems (GIS).
For individuals who do not wish to pursue an advanced degree, there is a substantial demand for technicians in
geospatial information technology. Many 2-year academic and technical institutions offer education and training in
photogrammetry, remote sensing and GIS and related fields. Associate degree and certificate programs in GIS,
surveying, photogrammetry and similar curricula provide a sound foundation for work experience or for transfer to other
academic institutions for further education.
It is highly recommended that any individual wishing to pursue a career in photogrammetry, remote sensing and GIS
participate in an internship program to obtain hands-on experience as part of their preparation for employment, in
addition to formal education.
http://www.doleta.gov/BRG/Indprof/geospatial_profile.cfm
C.
Describe Advisory Committee input (if applicable, including date of last meeting)
The GIS Advisory Committee last met on January 23, 2014
1. Donna Mae explained why Skills Certificates are not in the catalog any more. She explained the difference between a Skills
Certificate and a state approved Certificate. State approved certificates appear on transcripts; Skills do not. Programs
requesting state approved Certificates must go through a vigorous process, sometimes it can take up to 2 years to get approval
from the state.
Jim Grant (LAPD) – from an employer’s perspective, we’re looking for certificates in GIS and Crime Analysis.
2. Adrian discussed the new GIS 25 / Geography 25: Introduction to GIS and Laboratory class (4 units). This course combines
GIS/Geog. 31 and GIS/Geog. 32. The new course will be offered in Fall 2014. Subsequently, GIS/Geog. 31 and 32 classes will
be archived after Spring 2014.
3. In an effort to make the Program interdisciplinary, the GIS faculty would like to add several one-unit modules specific to the
application of GIS within a certain disciplines, such as Criminal Justice, History, and Business.
4. GIS 33, 36 and 38 were cancelled again for the second time due to low enrollments. Adrian stated that we are not generating
enough students in the Intro class to feed into the advanced classes. We are only offering one section of the Intro class, when
we should be offering 2 or 3.
5. Adrian showed the committee the 30 second CTE video and then the committee discussed additional marketing and
outreach strategies. Jim suggested piggybacking with other disciplines and requesting they add GIS as an elective to their
AAs/Certificates. He also recommended talking to higher up personnel in companies to market GIS at Pierce. Reach out to
LAFD, LAPD, and Edward Davis Training Center. Jim also recommended looking at what Rio Hondo’s GIS Program.
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V.
External Influences (Environmental Scans)
Donna Mae suggested contacted local feeder high schools as an outreach strategy. Classroom visits both at the high schools
and at Pierce.
6. The GIS faculty would like to put on a number of “lecture” series throughout the year, such as “Careers in GIS.” The
committee suggested a workshop for instructors as well (i.e. show them the need for GIS, what it’s used for, its capabilities,
etc.).
7. Software Updates: ArcGIS 10.2, Windows OS, Office, Java, Flash,
Recent Installations: NetSupport, MultiSpec
D.
Other pertinent data (such as discussions with four-year institutions, concepts derived from professional conferences and
journals, outcomes from district discipline committee meetings, input from adjunct faculty, agreements with high schools or
regional occupational programs, etc.)
One of the college’s missions is to train students for the workforce. GIS does exactly that. Hence, professional development is
imperative for GIS faculty. Since geospatial technology is a rapidly evolving field, GIS instructors need to continually modify
and update their teaching methodology. Attending conferences, seminars, and workshops will help faculty keep current with the
latest technology.
Professional development opportunities will provide GIS faculty, in particular, with the training necessary to enhance their
knowledge of the most current software used in the workforce. This knowledge will be directly passed on to students and other
faculty interested in GIS.
Conference and workshop attendance also allow faculty member(s) to stay current with this technology, thus improving
classroom instruction. There is also potential for growth and integration of GIS into many other campus disciplines based on the
training GIS faculty receive.
VI.
Data Sets Provided by the Office of Institutional Effectiveness (Research Office)
Please discuss any longitudinal trends within your program or the relation to college averages in these areas: changes in enrollment,
FTES, section offerings, and FTES/FTEF; success and retention rates; degrees and certificates awarded (especially if few awards are
made each year); and full-time/part-time faculty ratios. Included in the data sets are the Benchmarks and Goals for success and
retention. If the most current success and retention rates fall below the Benchmarks, please discuss ways in which your program will
address these areas. Please discuss ways in which your program hopes to meet the Goals in the coming year.
Over the last three years, our total Census enrollments have fluctuated, partly due to a reduction in course offerings and allocation.
Since Fall 2011, the average class size has doubled over the last three years. Our program success is improving and has remained
above the benchmark since Spring 2013. The average retention rate in GIS continues to exceed the benchmark and (83%) and goal
(84.2%). Our program’s FTES/FTEF, however, has fallen below the college’s FTES/FTEF.
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VI.
Data Sets Provided by the Office of Institutional Effectiveness (Research Office)
Please discuss any longitudinal trends within your program or the relation to college averages in these areas: changes in enrollment,
FTES, section offerings, and FTES/FTEF; success and retention rates; degrees and certificates awarded (especially if few awards are
made each year); and full-time/part-time faculty ratios. Included in the data sets are the Benchmarks and Goals for success and
retention. If the most current success and retention rates fall below the Benchmarks, please discuss ways in which your program will
address these areas. Please discuss ways in which your program hopes to meet the Goals in the coming year.
The GIS faculty is committed to student success and retention. Our department’s goal is to continue to increase student success rates
to meet the college’s rate. One way we aim to achieve this is to improve course SLOs and to make the SLO assessments consistent
and uniform. These efforts will allow faculty to identify course topics that students are having trouble with, to respond by improving
information delivery, and promotes more appropriately diversified assessment methods (including authentic assessment).
With the support of our advisory committee, we continue to find ways to effectively market the GIS program. Through such efforts,
GIS/Geography 25 is now an elective in several degree and certificate programs, and it is also part of the General Education
Sustainability Path option.
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10
Pierce College Mission Statement and Values
Pierce College is a student-centered learning institution that offers opportunities for access and success in a diverse college community. The college
dedicates its resources to assist students in identifying and achieving their educational, career, and personal goals. Our comprehensive curriculum and
support services enable students to earn associate degrees and certificates, prepare for transfer, gain career and technical proficiency, and develop basic
skills. We serve our community by providing opportunities for lifelong learning, economic and workforce development, and a variety of enrichment
activities.
Pierce College values:
 Student success and engagement
 A student-centered environment conducive to learning
 Freedom to think, dialogue, and collaborate
 Commitment to excellence
 Access and opportunity
 Service to our communities
 Enrichment through diversity
VII.
2014-2016 Annual Goals Based on the Pierce College Mission Statement and the Strategic Master Plan (Distinguish between
goals and the resources required to achieve these goals.)
Provide an action plan for achieving each goal. Press Ctrl + Click to identify the specific Pierce Strategic Master Plan goal addressed → Strat. Plan
A.
The GIS faculty continue to modify and update existing GIS courses and program to better reflect the needs of
geospatial employers today.
A1, A3,
C1
B.
Continue hosting GIS Day each fall semester and/or GIS lecture series.
A1, A3,
C1
C.
Develop one-unit modules that are specific to the application of GIS within their disciplines, such as geology,
biology, sociology and archaeology.
A1, A3
D.
(Press tab for additional rows.)
Return to X, Human Resources
VIII.
Return to XI, Equipment/Software
Return to XIV, Other Resources
Planned Curriculum Changes
List planned curriculum changes (new and/or modified courses, degrees, and certificates) that will be submitted to the curriculum
committee during the 2014-2015 and 2015-2016 academic year.
Press Ctrl + Click to identify the specific Pierce Strategic Plan Objective addressed →Strat. Plan
A.
B.
Associate Degree for Transfer (ADT) approved Feb. 1, 2015
A1, A3
11
VIII.
Planned Curriculum Changes
List planned curriculum changes (new and/or modified courses, degrees, and certificates) that will be submitted to the curriculum
committee during the 2014-2015 and 2015-2016 academic year.
Press Ctrl + Click to identify the specific Pierce Strategic Plan Objective addressed →Strat. Plan
C.
D.
IX.
Long-Range Educational Goals (3–4 Years)
Press Ctrl + Click to identify the specific Pierce Strategic Plan Objective addressed →Strat.
Plan
A.
Open Access Geography/GIS Lab:
Providing open lab access to geography and GIS students is vital to student success and retention. This would
require a GIS lab technician who can provide support for students working on lab exercises and be responsible for
the overall supervision and maintenance of the GIS lab. Also, this lab can be used by students in the meteorology
laboratory course (Geography 19/Meteorology 4) and Geography 17.
A1, D4
B.
Develop Certificate program GIS.
A1, A3,
D4
C.
Expand the Geography program and number of majors
A1, A2,
A3, D8
D.
(Press tab for additional rows.)
X.
Additional Human Resources Needed to Implement Annual Program Goals in Section VII―Faculty, Staff, Student Workers,
and Others
Describe additional specific human resources required. Provide a comprehensive justification based on annual program goals,
student learning outcomes, program data, and external scans. Link the request to an annual program goal in Section VII.
Press Ctrl + Click to identify the specific Annual Program Goal addressed.
A.
Faculty
1.
Cost
Annual Goal
2.
(Press tab for additional rows.)
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B.
Classified Staff
1. GIS lab tech (50%):
Technology-based courses, such as GIS, require lab time outside the regularly scheduled class period.
Both the conceptual and practical components of GIS courses are important. The practical component
allows students to gain hands-on experience with the most current GIS software and other spatial analysis
software. Students working on a geography or GIS-related project will have access to the lab. The
Geography/GIS faculty strongly believe that open lab is essential to student retention and student
success.
Cost
Annual Goal
$20,000
A, C
To provide open lab access to geography and GIS students, we’ll need to hire a GIS lab technician. The
lab technician will be responsible for the overall supervision, maintenance, and upgrade due to IT
shortage/staffing issues.
2.
(Press tab for additional rows.)
C.
Student Workers/Tutors/Assistant Coaches
1. The Department would like to continue the services of a student worker to help in maintaining the GIS
laboratory. This is a critical position since the department is preparing for the move to new facilities. The
position will also assist with the Pierce College Weather Station.
Cost
Annual Goal
$9,000
B
2.
(Press tab for additional rows.)
H
D.
Professional Experts/Contracts/Others
GIS Day and/or lecture series:
GIS lecture series with professional experts from the industry.
E.
Scheduled Overtime/Sub and Relief
1.
Cost
Annual Goal
$1200
A, B, C
(Press tab for additional rows.)
Cost
Annual Goal
2.
(Press tab for additional rows.)
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XI.
Additional Equipment and Software Needed to Implement Program Goals
List additional/replacement equipment needed for the 2014-2015 and 2015-2016 academic year. Place all items in priority order.
Provide a comprehensive justification based on program goals, student learning outcomes, program data, and external scans. Link the
request to an annual program goal in Section VII.
Press Ctrl + Click to identify the specific Annual Program Goal addressed.
A. Purchases
Item and Justification
Cost
1. GIS out-dated VHS video tapes need to be replaced with closed-captioned DVDs. CORE NEED
1,000
2. To support ESRI’s ArcGIS 10.x software and to keep up with industry standards our monitors need to be updated
every four to five years. We will be requesting new 28” monitors that are better suited for mapping systems, such as
enhanced clarity. CORE NEED
3. Geospatial Data:
U.S. Census Bureau, USGS, Geospatial One-Stop
A, C
A, C
12,000
3,000
4. Computer Desks
The computer desks are over 15 years old. They were originally purchased to accommodate desktop monitors.
Desktop monitors have been replaced with flat screens. Several of the pull-out keyboard draws are falling apart.
Annual
Goal
A, C
A, C
20,000
(Press tab for additional rows.)
B.
Leases
Item and Justification
Cost
Annual
Goal
1.
2.
(Press tab for additional rows.)
C.
Maintenance Agreements
Item and Justification
Cost
Annual
Goal
1.
2.
(Press tab for additional rows.)
D.
Repairs
Item and Justification
1.
Cost
Annual
Goal
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D.
Repairs
Item and Justification
Cost
Annual
Goal
2.
(Press tab for additional rows.)
E.
List additional/updated software needed during 2014-2015 and 2015-2016—OTHER THAN MICROSOFT OFFICE AND ADOBE
CREATIVE SUITE.
Place all items in priority order. Provide a comprehensive justification based on program goals, student learning outcomes,
program data, and external scans. Link the request to an annual program goal in Section VII.
Press Ctrl + Click to identify the specific Annual Program Goal addressed.
Item, Number of Licenses, New or Renewal, and Justification
1.
ArcGIS 10.x upgrade (paid through Info Tech’s budget) CORE NEED
Cost
3,500
Annual
Goal
A, C
2.
3.
4.
ge
(Press tab for additional rows.)
XII.
Supplies Budget Needed to Implement Program Goals
Provide a comprehensive justification based on program goals, student learning outcomes, program data, and external scans.
Categories of Items and Justification
Cost
1.
Replacement toner cartridges for HP color copier as well as for large-format plotter (for student projects and GIS Day
displays)
2.
Energizer AA Batteries 36 pack 2 @ 29.99 * for GPS receivers (GIS/Geography 37 class)
3.
Replacement Projector bulbs for current ceiling mount projectors (not supplied by Info Tech).
800
59.98
500
(Press tab for additional rows.)
XIII.
Facilities
A.
Describe any new facilities or additional classrooms (leased or built) required to implement program goals. Provide a
comprehensive justification based on program goals, student learning outcomes, program data, and external scans.
New classrooms in 1700 building (North of Mall) are being renovated for our department.
15
XIII.
Facilities
B.
Describe any improvements, alterations, and technological upgrades required for existing facilities to implement program goals.
Provide a comprehensive justification based on program goals, student learning outcomes, program data, and external scans.
GIS lab is being updated and renovated in remodel of building 1700
XIV.
Other Additional Resources Needed to Implement Program Goals
Include costs for student transportation related to educational programs, required insurance payments, and organizational
memberships. Provide a comprehensive justification based on program goals, student learning outcomes, program data, and
external scans. Link the request to an annual program goal in Section VII.
Press Ctrl + Click to identify the specific Annual Program Goal addressed.
Item and Justification
Cost
Annual
Goal
(Press tab for additional rows.)
XV.
Consolidated Priority Listing
From the requests listed in Sections X (except full-time faculty), XI, and XIV, prioritize the items in the order you wish the Resource
Advisory Task Force to consider them.
1.
Student tutor
2.
Upgrade of GIS lab (Hardware/Software)
3.
4.
5.
(Press tab for additional rows.)
Additional Comments or Information:
Insert additional comments or information here:
16
Pierce College Strategic Master Plan
2014–2017
Return to VII, Annual Goals
Return to VIII, Curriculum
Return to IX, Long-Range Goals
A. Engaging the Completion Agenda
A1. Increase student completion of degrees, certificates, and college transfer requirements
A1a.
A1b.
A1c.
A1d.
A1e.
Increase student completion of associate degrees and Certificates of Achievement
Increase the number of students who complete transfer requirements for the state universities and University of California
Increase the number of Transfer Model Curricula (TMCs) in disciplines offered by the college by 2015
Approve Transfer Model Curriculum in areas of emphasis by 2016
Develop and implement a completion marketing campaign to focus on the importance of obtaining a degree, a certificate, or transfer
preparation
A2. Increase number of entering students who complete the matriculation process during the first semester
A2a.
A2b.
A2c.
A2d.
Increase the number of new students completing assessment
Increase the number of new students completing orientation
Increase the number of new students completing an educational plan
Increase the percent of new students who persist to the end of their first year and successfully complete 15 units
A3. Increase the long-term persistence rate of students
A3a.
A3b.
A3c.
A3d.
Increase the percentage of students who complete 30 units in three years
Increase the percentage of students who complete 60 units in three years
Increase the percentage of students who complete English 101 and Math 125 within three years
Increase the percentage of students who complete English 101 and Math 125 within six years
A4. Ensure equitable access to education—increase the percentage of eligible students receiving financial aid
B. Demonstrating Accountability
The first six goals in this category relate to Administrative Services functions and are not necessarily within the purview of Academic Affairs
B7. Continue to meet FTES base and attempt to grow the college’s student FTES enrollment to 2006 levels and then 5% per year
B7a.
B7b.
B7c.
B7d.
B7e
Continue to analyze enrollment trends and effective scheduling models
Ensure access to essential courses
Maintain/increase efficiency
Increase the number and the type of evening sessions offered (currently 24% below Fall 2008)
Restore an active college marketing campaign to attract students who may have been lost
17
C. Cultivating Partnerships
C1. Develop and enhance revenues generated through grants, entrepreneurial ventures, and community partnerships
C1a. Expand educational partnerships that bring community events and community members to the campus for educational, cultural, social, and
recreational activities
C1b. Create an enterprise task force that will consider ways to expand revenue-generating opportunities within future and existing operations
including bookstore, facilities rentals, and food services
C1c. Develop a self-funding grants program that will increase college revenue
C2. Expand productive sustainable community alliances
C2a. Create a database of financial and equipment needs that can be shared with potential donors
C2b. Pursue financial, material, and collaborative resources through enterprise activities and fundraising to create a sustainable stable source of
income
C3. Foster partnerships with business and industry
C3a. Increase advisory committee participation of local business and industry
C3b. Increase number of employers to participate in job fairs
C3c. Develop internship programs with business and industry partners to foster community relations
D. Ensuring Student Success
D1. Address the basic skills needs of underprepared students in developmental and introductory courses
D1a. Gather student input about the challenges faced in introductory courses and use this information to inform the development of strategies and
solutions
D1b. Increase the number of new students successfully completing at least one English class and one math class during their first year
D1c. Increase the number of new students who successfully complete their developmental sequence within two years (English 20, 21, 28) (Math
105, 110, 115)
D2. Enhance customer service interfaces considering timely responses and quality of experience
D3 Maintain a robust and reliable information technology infrastructure with current computing equipment for the entire college population
D3a. Establish a wireless network on the campus in areas that are used regularly by faculty, staff, and students
D3b. Ensure that existing infrastructure, systems, equipment, and software are maintained to accomplish daily operations in all functional areas of
the college
D3c. Provide comprehensive training programs for faculty and staff for smart classrooms and conference rooms
D3d. Improve customer service responsiveness and satisfaction rates for faculty and staff using the College Maintenance Management System
(CMMS)
D3e Standardize audio visual equipment in all classrooms to provide uniform experience and training
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D4 Support faculty and staff by maximizing the effective use of technology, enabling academic innovation in instructional delivery
D4a Develop plans to improve course effectiveness by fully integrating innovative tools and delivery methods
D4b Increase online class offerings
D5 Provide a learner-centered environment that promotes active learning and student engagement
D5a
D5b
D5c
D5d
Review and revise Student Learning Outcomes (SLOs) and assessment mechanisms
Ensure active learning and applied knowledge and skills are examined through authentic assessment
Create a professional development focus that emphasizes student active learning and engagement
Create programs that promote student and faculty contact outside the classroom
D6 Increase student awareness and use of student support services and programs
D7 Increase student participation in Associated Student Organization (ASO) activities and shared-governance committees
D8 Enhance opportunities for student involvement in cocurricular and extracurricular activities that will enrich campus life