2013-14
VICE PRESIDENT
INSTRUCTION
Planning for Institutional Effectiveness
This Vice President’s Summary is designed to showcase your Managers’ PIEs and indicate the common topics that are affecting your Team.
Please keep the following in mind: (1) How can this PIE help document planning and goals, (2) What is important at the
Team/manager/departmental level and (3) How can PIE be used to request resources? The PIE planning document should be integrated, and
the different sections should support/relate to each other.
To inform your Team Goals, it may be helpful to think of generic themes such as those related to student satisfaction, transfer, student selfefficacy, student services, curriculum, teaching, pedagogy, student success, student learning outcomes, technology, course scheduling,
staffing, professional development, hiring, equity, assessment, budget, evaluation, and safety, to mention a few. Goals can be quite broad
and relate to what you would like to achieve.
As in previous years, VP Summaries will be uploaded to the Institutional Effectiveness Committee (IEC) webpage to allow for transparency.
http://www.mtsac.edu/governance/committees/iec/planning/documents.html
Aside: Please remember that all outcomes assessment work for courses, services, programs and general education outcomes must be
recorded in TracDat (http://tracdat.mtsac.edu/tracdat/). Your departments should know how to extract this information. If you need special
reports, please contact Kate Morales in IT (kmorales@mtsac.edu). This form is not locked so that you may freely add information. Please be
reasonable as your Vice President must be able to use your report strategically.
Institutional Planning Framework
Institutional Mission
The campus is unified through its demonstrated connection to the mission. Driven by the California Master Plan for Higher Education, revised
by the President’s Advisory Council, and approved by the Board of Trustees, it informs all planning and assessment. The mission of Mt. San
Antonio College is to support students in achieving their educational goals in an environment of academic excellence (Board
Approved June 2013).
1- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
College Themes and Goals
College themes and goals allow the campus to focus on critical issues. Articulated by the President’s Advisory Council and approved by the
Board of Trustees, they guide institutional planning and assessment processes.
To Advance Academic Excellence and Student Achievement
 Prepare students for success through the development and support of exemplary programs and services. (Goal #2)
 Improve career/vocational training opportunities to help students maintain professional currency and achieve individual goals. (Goal #3)
 Utilize assessment data to guide planning, curriculum design, pedagogy, and/or decision-making at the department/unit and institutional
levels. (Goal #14)
To Support Student Access and Success
 Increase access for students by strengthening recruitment opportunities for full participation in college programs and services. (Goal #7)
 Ensure that basic skills development support services as well as success and progression through basic skills courses are college priorities.
(Goal #10)
 Engage students in activities and programs designed to increase their term-to-term enrollment (i.e. persistence). (Goal #12)
 Ensure that curricular, articulation, and counseling efforts are aligned to maximize students' successful university transfer. (Goal #13)
To Secure Human, Technological, and Financial Resources to Enhance Learning and Student Achievement
 Secure funding that supports exemplary programs and services. (Goal #1)
 Utilize and support appropriate technology to enhance educational programs and services. (Goal #5)
 Provide opportunities for increased diversity and equity for all across campus. (Goal #6)
 Encourage and support participation in professional development to strengthen programs and services. (Goal #8)
 Provide facilities and infrastructure that support exemplary programs and consider the health and safety of the campus community. (Goal #9)
 Utilize existing resources and improve operational processes to maximize efficiency of existing resources and to maintain necessary services
and programs. (Goal #15)
 Ensure appropriate staffing to maintain necessary services and support critical functions to implement the college mission. (Goal #16)
To Foster an Atmosphere of Cooperation and Collaboration
 Improve the quality of its partnerships with business and industry, the community, and other educational institutions. (Goal #4)
 Improve effectiveness and consistency of dialogue between and among departments, committees, teams, and employee groups across the
campus. (Goal #11)
2- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Contact Vice President: Irene Malmgren
Team: Instruction
Phone Ext.: 5414
Email: imalmgren@mtsac.edu
I.
ACCOMPLISHMENTS
Secure funding that supports exemplary programs and services. (College Goal #1)



IN-2 Provide and maintain state-of-the-art instructional technology, equipment, facilities and infrastructure for safety, currency,
effectiveness, and to accommodate growth.
IN-7 Secure funding to support ongoing operational needs of programs (supplies, accreditation, transportation, travel, etc.).
IN-9 Expand opportunities for external funding and other resources through pursuit of grants and partnerships.
College
Goal
Team/Division
Goal
Accomplishment(s)
CED/IN-9:
Partnerships &
Funding
CED-8:
Partnerships &
Funding
Continuing Education improved non-district funding resources in the following ways:
 Initiated the local AB86 Mt. SAC Adult Education Regional Consortium with 9 of the 10 unified school districts
within the Mt. SAC district boundary. Division administrators, supervisors, and faculty serve on the consortium’s
steering committee and program task groups. It is the intent of the Governor and legislature to provide significant new
funding for adult education, starting July 2015, on the basis of the regional consortia planning statewide.
 Successfully applied in the 2014-15 AEFLA (WIA II) statewide competitive process; funding for 14-15 will exceed
$1 million. Implemented new data systems and business processes to maximize our response to new mandates and
achieve increased learning gains in normed metrics.
 Community and Career Education successfully secured a contract with the Employment Training Panel (ETP)
for the amount of $88,419 to fund employee training to companies threatened by out-of-state competition or who
compete in the global economy. The department also successfully completed contracts with Metropolitan Water
District, California Corporate College, All Americas Inc., Montclair Fire Department and the California State
Board of Equalization for a total of $141,400.
Grants/IN-7,
IN-9
During FY 2013-14, the Grants Office monitored 22 active grant projects for a fiscal year funding level of $4,199,085 and a
total funding level of $14,240,578.
1
During FY 2013-14, the Grants Office coordinated the development of 12 new applications for a first-year request of
$18,298,677 and a total funding request of $18,452,016.
1
During FY 2013-14, of the 12 new applications developed, four (4) were preliminary applications invited to submit a full
application, five (5) were funded, and one (1) is pending.
At the end of FY 2013-14, the Grants Office was in the process of developing seven (7) additional grant applications for an
estimated first-year request of $817,525 and a total funding request of $2,177,525.
3- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
College
Goal
Team/Division
Goal
1
NSD/IN-2
“Mt. SAC STEM Teacher Preparation Program - STEM TP2” grant proposal was funded by the National Science Foundation
for $625,000. This grant will recruit and support Mt. SAC students pursuing teaching careers in the STEM areas.
1
NSD/IN-2
CTE programs within the Division received nearly $49,000 to purchase instructional equipment from VTEA/Perkins and
provide student tutors and assistants to support student success and maintain accreditation standards.
Accomplishment(s)
Prepare students for success through the development and support of exemplary programs and services. (College Goal
#2)





IN-1 Enhance communication among stakeholders, including students, faculty, staff, advisory committee members, industry
representatives and the general public.
IN-4 Encourage and support participation of instructional personnel in ongoing professional development to improve instruction and
service to students.
IN-5 Update curriculum and expand successful and innovative modes of delivery to remain current and to improve effectiveness.
IN-6 Support and expand opportunities for academic enrichment, including provision of guest lecturers, visiting artists, as well as
student participation in regional, state, and national competitions and events.
IN-8 Encourage and support unit-level participation in planning and evaluation processes including PIE, SLOs, GEOs, and
accreditation self-study.
Degrees/Certificates Approved:
 Humanities – AA-T Geography
 Business – AS-T Early Childhood Development
 Business – AS-T Business Administration
 Technology and Health – AS-T Administration of Justice
 Arts – Dance Teacher Certificate
 Natural Sciences – Horse Ranch Management Level I
 Natural Sciences – Landscape Construction
 Natural Sciences – Landscape Design II
 Natural Sciences – Animal Science Fundamentals
 Technology and Health – Domestic Violence Certificate
Technology and Health – Emergency Medical Technician EMT 95
2
Bus/IN-5
The Business Division departments submitted 2 new AS-T Degrees in Business Administration and Early Child Education.
2
Bus/IN-5
The Division created 3 cohorts as part of the Title V Grant. (Paralegal, Child Development, and Culinary Arts)
HSS/1, 4, and
8
2
Increasing placement success:
 Collaboration between two departments in the division (AMLA, ELJ) as well as with LERN faculty to revise the AWE
rubric for more accurate placement of students to ensure equal access for our incoming population.
 Collaboration between department faculty in the creation of an assessment to more accurately separate “heritage”
speakers from “native” speakers (FRLG)
Increasing completion success:
4- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

Tutoring continues to be a primary driver of student success, especially in writing classes. Writing Center (WC)
programs have resulted in 20%-40% increase in student success in English and AmLa writing courses. Online
writing tutoring increased to a total of 677 appointments and 338.5 hours. During Fall 2103, 84.96% of students who
received online tutoring were successful.
During Spring 2014, Writing Center attendance peaked at al all-time high of 1,251 students for a total 1,983 hours.
An increased number of students were awarded the AA-T in Psychology degree, up from 112 in 2012-2013 to 155 in 20132014 (38% increase)
A record number of students completed the Honors program and transferred to four year schools this year (220)
2
HSS
Revised curricula to align courses with C-ID.
2
HSS
Awards, achievements: Forensics won the 2014 National Community College Championship.
KIN/IN-6
2
National, State and local programmatic recognition:
NATYCAA Cup Champions for a record 4th time, and first time a California Program won it back to back.
Over $2 million in academic and athletic scholarships awarded.
KIN/IN-6
Team and Individual success:
State Championship Wrestling Team, first time in its history for the program.
Women’s Track State Championship team
Dance Team National Championship
Brian Crichlow and Juan Sanchez named Conference All-Sport Coaches of the Year
LLR/IN-5
Distance Learning and Online Learning Support Center
 Supported a 5% increase in DL student success rate compared to regular classes. The success gap between DL
and regular classes was narrowed from 13% to 8%.
 Conducted a mock accreditation review of distance learning courses in Spring 2014.
2
2
2
NSD/IN-5, IN10,
2
RIE/IN8; RIE8
Agriculture revised curriculum, developing a horsemanship class for veterans, received an award from Academic Senate for
laddering certificates for students
Implemented new on-line research request form for staff, faculty and managers.
Implemented a report system to allow for easy tracking of students through a sequence of courses.
2
TH/List with
Curriculum Alignment with Industry Professional Standards/Expectations
other AA-T AS ADJU AS-T degree received Chancellor’s office approval in Spring of 2014.
T in 13
5- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Improve career/vocational training opportunities to help students maintain professional currency and achieve individual
goals. (College Goal #3)



3
IN-4 Encourage and support participation of instructional personnel in ongoing professional development to improve instruction and
service to students.
IN-5 Update curriculum and expand successful and innovative modes of delivery to remain current and to improve effectiveness.
IN-10 Increase support for basic skills activities that benefit an increasing number of students across the College.
Bus/IN-10
Perkins Grant provided $48,347 for Professional Development and $240,756 for student workers. The Perkins application
process for CTE programs was streamlined and TOP Codes realignment has continued for this purpose.
Industry Partnerships, Work experience and Employment Opportunities
 ADJU established its first outside agency work experience partnership with Los Angeles County Sheriffs Department
Walnut/Diamond Bar Station.
 AIRC/BAS increased partners by 300% by establishing AIRC/BAS partnerships with 3 companies.
 FIRE established relationship with Chino Fire Training to host the MT. SAC Fire Academy
 FIRE increased student work experience placement by 120% from Fall 2013 and 35% of FIRE Work Experience
students received Fire Department sponsorship to enter into the Mt. SAC Fire Academy
3
TH/4,5
3
TH
Program Completion
 EMS and EMT annual licensure pass rate is 100%
 MENT annual passing rate for State Board examination was 91%
 RESD annual licensure pass rate is 100%
3
TH
Student Success efforts
 Health Career Resource Center purchased human patient simulator and task trainers and integrated them into
Nursing Program and introduced them to Respiratory Therapy Department and Emergency Medical Services for
difficult intubation practice.
Improve the quality of its partnerships with business and industry, the community, and other educational institutions.
(Goal #4)







IN-1 Enhance communication among stakeholders, including students, faculty, staff, advisory committee members, industry
representatives and the general public.
IN-2 Provide and maintain state-of-the-art instructional technology, equipment, facilities and infrastructure for safety, currency,
effectiveness, and to accommodate growth.
IN-5 Update curriculum and expand successful and innovative modes of delivery to remain current and to improve effectiveness.
IN-6 Support and expand opportunities for academic enrichment, including provision of guest lecturers, visiting artists, as well as
student participation in regional, state, and national competitions and events.
IN-7 Secure funding to support ongoing operational needs of programs (supplies, accreditation, transportation, travel, etc.).
IN-9 Expand opportunities for external funding and other resources through pursuit of grants and partnerships.
IN-10 Increase support for basic skills activities that benefit an increasing number of students across the College.
6- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
4
Arts/IN-6
CED/IN-9:
Grants &
Partnerships
4
4
CED-7:
Community
Value
CED-8:
Partnerships &
Funding
NSD/IN-2, IN6,
IN-7, IN-9
Div-2
Div-7
4
NSD/IN-1, IN9,
Div-4
4
NSD/IN-6, IN5,
IN-10
Empty Bowls Project: Advanced ceramics students and faculty made and donated over 60 bowls to Family Promise of San
Gabriel Valley "Empty Bowls Project" to raise funds that help families fight homelessness.
Continuing Education developed and enhanced its value to and partnerships with the community in these notable ways:
 Community and Career Education launched the Mt. SAC Workforce Training Center in coordination with local
Chambers of Commerce. Training uses both contract and fee-based models.
 A class for adults with disabilities was re-established in partnership with the LaVerne Community Center.
 ABE Director Madelyn Arballo was awarded the community service award by Pomona Unified School District.
 The Language Learning Center (LLC) increased community relations by providing access to technology and
resources in the LLC with the following: Connect4, Nursing, Counseling, CashforCollege, and AP Spanish Covina HS,
and Nursing accreditation support.
Physics received a donation of surveying equipment from the Metropolitan Water District. Engineering received a donation of
$4,308 dollars in software from the ARM Corporation in the form of KEIL Cortex-M software licenses to support robotics. The
robotics team received donations from the Collegewood Community Club for their service to the elementary school in
presenting robotics classes to every 3rd grade class at the school, and from the Chinese Institute of Engineers to support the
development of advanced robotics programs.
As a Division we hosted the following events: Farm Day, Debbie Boroch Science Day, Caduceus Club Health
Professions Conference, Earth Week activities, Pre-Health Careers Institute, Family Science Day (Mole Day), and
Astronomy Observing Nights. 12,000 Mt. SAC students and community members toured the Wildlife Sanctuary. The Meek
Collection was opened to the public for the first time. Local schools toured the farms. Agriculture faculty served on Advisory
Committees and supported local FFA students. Agriculture partnered with Western University College of Veterinary Medicine,
Inland Valley Humane Society, Rainbird, West Coast Turf, and many others. The Redinger Science Exploration Center in
Building 61 attracted over 1,000 visitors.
Engineering faculty served as the Community College Lead in a new collaboration with the National Technical Machinists
Association to offer a competitive combat robotics program for local high schools, technical schools, and community
colleges. Three teams placed in national and international competitions. Robot Magazine (circulation 35-50,000) published
three articles from robotics team members and faculty.
Engineering program developed an internship program with the ROBOTIS Corporation for robotics students and has placed the
first students there.
4
RIE/IN8, RIE2
Coordinated data collection of alumni survey, database tracking of survey completers, recruitment, regular updates on
response rates, and data analysis reports.
7- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Utilize and support appropriate technology to enhance educational programs and services. (Goal #5)


5
5
5
IN-2 Provide and maintain state-of-the-art instructional technology, equipment, facilities and infrastructure for safety, currency,
effectiveness, and to accommodate growth.
IN-7 Secure funding to support ongoing operational needs of programs (supplies, accreditation, transportation, travel, etc.).
Arts/IN-7
Bus/BD-4,IN-2
NSD/IN-2
College acquired Adobe site license
The Business Division expanded virtualization to outside the campus in the form of virtual labs. A new virtualization
instruction computer classroom (20-7) and wireless networks were added.
Histotechnology purchased a state-of the-art slide labeler to prepare students for jobs in modern laboratories.
Biology received funding to purchase new bone saws and dissecting tables for student use in their cadaver pro-section
courses.
Chemistry added a Spartan molecular modeling activity to Chem 50 lab curriculum to enhance visualization of 3dimensional models.

Provide opportunities for increased diversity and equity for all across campus. (Goal #6)

IN-12. Increase support for student success and achievement through the development and maintenance of instruction, support
activities, and enrollment management.
CED/IN-12:
Student
Success
6
CED-4:
Student
Services
6
RIE
CED – Continuing Education supported student diversity and success through several initiatives, including:
 ESL worked with Health Services to develop flashcards in Arabic, Chinese, Korean, and Spanish to help them better
serve the limited-English speaking population.
 ESL faculty and DSPS Counselors presented on policy and classroom practices to help DSPS students persist and
progress through the ESL program.
 ESL faculty collaborated with ASL faculty and a DSPS counselor to develop new courses combining ASL and ESL
content into a unified course to support Deaf immigrants in the ESL program.
Provided District City Participation Rates and Student Housing Project Dataset and report to the President's Office for College
Planning efforts.
8- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Increase access for students by strengthening recruitment opportunities for full participation in college programs and
services. (Goal #7)


7
IN-1 Enhance communication among stakeholders, including students, faculty, staff, advisory committee members, industry
representatives and the general public.
IN-12. Increase support for student success and achievement through the development and maintenance of instruction, support
activities, and enrollment management.
Arts/IN-1
CED/IN-12:
Student
Success
7
CED-4:
Student
Services
High School Outreach: Animation–High School Day event planned for summer 2014. TV-–Organized career day event
involving local high school and Mt. SAC students, in conjunction with High School Outreach, VTEA, and industry partners;
Photography– Hosted Juried Exhibition of High School Photography.
Continuing Education improved its services and support to students and helped increase access to the college; these are
notable examples:
 To improve contact and reduce wait list time for ESL classes, ESL expanded its database to include personal email
fields. In addition to postcard notification, students received an email notice. Student response rate increased from
44% (postcard only) to 65% (email + postcard).
 Faculty and staff evaluated the ABE programs serving noncredit students to determine which were meeting the
expected initial requirements of the SSSP. As a result, AUOs were developed to assure that GED/HSE Prep, ABE, and
IHSS to infuse expected student support requirements into the programs.
 ABE partnered with HS Outreach and offered 3 basic skills bootcamps/test preparation workshops to incoming
freshman students.
Encourage and support participation in professional development to strengthen programs and services. (Goal #8)



IN-4 Encourage and support participation of instructional personnel in ongoing professional development to improve instruction and
service to students.
IN-8 Encourage and support unit-level participation in planning and evaluation processes including PIE, SLOs, GEOs, and
accreditation self-study.
IN-9 Expand opportunities for external funding and other resources through pursuit of grants and partnerships.
8
Arts/IN-4
8
Bus/BD-5, IN8, IN-4
The Business Division held a Planning Retreat to discuss Division goals and the ePIE process. Additionally, the Business
Division hosted a Distance Learning Best Practices Workshop and an EEO HR training session
8
CED/IN9,CED-8
Division managers and supervisors served in state-level advocacy roles, including ACCE, Basic Skills Advisory Group,
AB86 Work Group, CCCEOA, and the newly-formed Noncredit SSSP Funding Formula Task Group.
8
RIE/IN8; RIE4
Prof. Bruce Rogers received the California Music Educator's "Outstanding Music Educator" Award
Along with the Outcomes Coordinator conducted training with department chairs regarding update of the qualitative
9- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
outcomes review checklist and general education outcomes support.
Ensure that basic skills development support services as well as success and progression through basic skills courses
are college priorities. (Goal #10)


IN-1 Enhance communication among stakeholders, including students, faculty, staff, advisory committee members, industry
representatives and the general public.
IN-10 Increase support for basic skills activities that benefit an increasing number of students across the College
CED/IN-10:
Basic Skills
10
10
10
CED-1, 2, 4:
Use of data,
Student
Learning,
Student
Services
CED – Continuing Education enhanced its assessment and dialogue related to basic skills students’ learning and
success including these examples:
 To improve articulation and noncredit-to-credit transition processes, ESL tracked 2012-13 low-intermediate
through high-advanced ESL students (Levels 3 – 6 & VESL) who matriculated into credit by enrolling in at least one
course last year. Of advanced-level students, (Levels 5, 6 & VESL), 74% of them took AMLA courses in their first term
of credit enrollment, and 69% received a successful grade (A, B, or C) in the course.
 The Adult High School Diploma program saw a 24% increase in 13-14 from 12-13 in the number of students earning
credits in Adult Diploma.
 Students at all levels of the ESL program completed a 3-phase SLO to develop, review, and evaluate a study plan
that promotes lifelong learning habits. Of the 918 students who participated in spring term, 77% made progress
toward their individualized plans.
 In 2013-14, 564 ABE students participated in a total of 3,531 tutoring sessions. Data show that after receiving
tutoring 74% of these students had an average of at least 70% on their tests and quizzes.
LLR/IN-10
Tutorial Services – use of online tutoring increased by five times from last year. Tutored students repeating a basic skills
course in Fall 2013 were 15% more likely to pass their course than those who did not access tutoring.
RIE/IN1; RIE1
Meeting with Basic Skills project managers and researchers to discuss the intricacies of their research requirements (e.g.,
surveys, data warehouse data captures, outcomes assessments).
Improve effectiveness and consistency of dialogue between and among departments, committees, teams, and employee
groups across the campus. (Goal #11)


11
IN-1 Enhance communication among stakeholders, including students, faculty, staff, advisory committee members, industry
representatives and the general public.
IN-8 Encourage and support unit-level participation in planning and evaluation processes including PIE, SLOs, GEOs, and
accreditation self-study.
CED – Continuing Education enhanced dialogue and communication among internal and external stakeholders including
CED/IN-1:
Communication these notable examples:
 ESL/LLC - LLC Social Media & Instructional Videos: Created a Facebook page, Instagram, Vine and Twitter
CED-3:
accounts.
Communication
 The division held its first all-day retreat since 2008.
10- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
11
RIE/IN8;
RIE5,6
Worked with CTE Deans on Alumni Survey, current student survey, and current graduating student survey to assess their
employment
Administered the Community College Survey of Student Engagement (CCSSE) and the Community College Faculty Survey of
Student Engagement (CCFSSE) to gather data to assess institutional practices and student behaviors that are correlated with
student learning and retention.
11
RIE/IN8; RIE2
Worked jointly with VP of Instruction on new process for accreditation including new Accreditation Steering Committee.
Working with a sub-group of PAC on the new strategic objectives and processes for a revised strategic plan.
Completed ACCJC Annual Report; providing guidance for college on completing proficiency and midterm report.
Completed ACCJC Annual Report on key college data and data prepared for Substantive Changes of Distance Learning
programs to meet specific requirements mandatory by accreditation evaluation.
Engage students in activities and programs designed to increase their term-to-term enrollment (i.e. persistence). (Goal
#12)




IN-4 Encourage and support participation of instructional personnel in ongoing professional development to improve instruction and
service to students.
IN-6 Support and expand opportunities for academic enrichment, including provision of guest lecturers, visiting artists, as well as
student participation in regional, state, and national competitions and events.
IN-10 Increase support for basic skills activities that benefit an increasing number of students across the College.
IN-12. Increase support for student success and achievement through the development and maintenance of instruction, support
activities, and enrollment management.
12
Arts/IN-6
Student Opportunities: Formation of Mt. SAC Art Club—Art, Artists and Society.
12
Arts/IN-6
Karl Benjamin Mosaics: Mosaics created on campus to provide students with the opportunity to learn about the medium.
12
Arts/IN-6
Music Group Honors and Awards include:
 Jazz Band and Frontline both placed 1st at the Reno International Jazz Festival
Bus/IN-6
Business Division Departments sent students to compete in several events including: CIS Fall National Cyber Security
League (1st out of 13 teams in Western Region, 2nd Nationally), Fashion Statewide TALA (two students were awarded “rising
star”), AFM Club hosted its own Entrepreneurship Competition.
CED/IN-12:
Student
Success
Continuing Education programs achieved successes in student persistence and success as evidenced by these examples:
 Division students earned a total of 1,297 certificates in 2013-14.
 The High School Summer School course success rates continue to demonstrate the effectiveness of short-term,
intensive noncredit courses in supporting student success. In 2012 there were 13,643 students enrolled in the HSSS
program with a course success rate of 85%, in 2013, there were 14,031 students enrolled with a course success
12
12
CED-2:
11- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Student
Learning
12
HSS/4
LLR/IN-10
12
12
NSD/IN-6, IN12

rate of 89%.
WIN program students demonstrated stronger retention and higher course success rates than the general student
population during the terms compared. WIN retention rates exceeded 90%.
During the 2013-2014 academic year, Title V funding allowed the Writing Center to place Tutors in the Classroom in ENG 68
and 1A courses.
Actively contributed to the success of learning communities:
 Student success rates are higher in linked courses than those not in learning communities.
 To improve student persistence, Learning Assistance and Library courses were linked with Pathways, Bridge
Program, ARISE, ASPIRE, Start with Speech, and Title V grant learning communities.
Agriculture students competed in college level livestock show teams and turf teams.
The first Redinger Geosciences Research Award was awarded to Desiree Kroner for research in collaboration with Dr.
Robert Nelson, lately of NASA JPL, to set up a lab that will measure reflectance of materials found on planetary surfaces, such
as ices, rocks, and plant matter.
12
TH
Student Engagement/Achievement
 Flying Team won the Top Community College Trophy at the National Intercollegiate Flying Association.
 Flying Team won the Top Community College Trophy at Embry-Riddle Aeronautical University.
 Eleven MENT students competed at the HOSA national conference. All were ranked as national finalists: four national
champions (gold medalists) in biomedical debate and four national champions (gold medalists) in creative problem
solving.
 ELEC students competed at the SkillsUSA National Conference in Kansas City, MO
 IDE students won first place in the 2014 regional AERO Def Manufacturing.
 Four RESD students competed at the South Coast chapter California Society for Respiratory Care Meeting, finishing in
first place.
12- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Ensure that curricular, articulation, and counseling efforts are aligned to maximize students' successful university
transfer. (Goal #13)



IN-1 Enhance communication among stakeholders, including students, faculty, staff, advisory committee members, industry
representatives and the general public.
IN-6 Support and expand opportunities for academic enrichment, including provision of guest lecturers, visiting artists, as well as
student participation in regional, state, and national competitions and events.
SS-2 Student Learning: Provide the most relevant, dynamic curriculum, workshops and information sessions to assist students in
being informed, engaged and prepared to meet their educational goals.
13
Arts/IN-1
Articulation: Fine Arts–Students have successfully transferred to art programs including Art Center, Otis, UC Davis, CSU
Fullerton, and CSU Long Beach.
13
Arts/IN-1
Job Developer is working across CTE programs working closely with students to navigate their progress, supply programs
13- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
with data for strategic scheduling, and providing students with the necessary information to complete certificate and degree
applications.
13
13
13
HSS
Developed degrees/certificates: AA-T degrees (Journalism, Sociology, Philosophy), AA degree (Environmental
Studies)
KIN/SS-1,SS-2,
Re-instituted Student Athlete Advisory Council and Academic Task Force
IN-6
NSD/
Over 105 Mt. SAC students transferred in engineering to UC, CSU and private colleges, with the largest number attending
Cal Poly Pomona.
Utilize assessment data to guide planning, curriculum design, pedagogy, and/or decision-making at the department/unit
and institutional levels. (Goal #14)





IN-1 Enhance communication among stakeholders, including students, faculty, staff, advisory committee members, industry
representatives and the general public.
IN-3 Address staffing needs to maintain and enhance delivery of instruction and instructional services.
IN-10 Increase support for basic skills activities that benefit an increasing number of students across the College.
IN-11 Strengthen the ability to access data on student success and achievement.
IN-12. Increase support for student success and achievement through the development and maintenance of instruction, support
activities, and enrollment management.
HSS/10
Classroom pedagogy: Faculty utilized i-clickers, group activities and multimedia presentations in classroom to increase
effectiveness, attention, participation, and interest in class. Cross-disciplinary faculty developed criteria for rigor in Honors
courses.
HSS/1
Division use of data for enrollment planning and scheduling, especially Argos reports: enrollment fill rates, Degree/Cert
completion, as well as degree and general education requirements. The deans, in collaboration with department chairs,
developed campus-wide and program specific enrollment criteria for enrollment management, and also developed criteria for
evaluating requests for faculty positions. Instruction uses a comprehensive data-driven approach for scheduling and FTEs
allocation in all its processes and draws from data for faculty RTF.
14
14
KIN/IN-8,IN-11
14
LLR/IN-11
14
Data collection:
Surveyed 800 student athletes on athletic experience
Surveyed Division faculty and staff regarding division operations
Continued to compile data surrounding SLO’s and student success
Used data for enrollment management and scheduling and assessment data for improvements and webpage planning.
 Used fill rate, wait list, placement test, and 3-year historic scheduling patterns to guide scheduling, adding and
cancelling classes, to maximize student success and efficient use of resources.
 Used assessment data to change curricula.
 Used student survey results (N = 1,200) to redesign Distance Learning web pages for deployment just before Fall 2014
with built-in assessment timeline.
14- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
14
NSD/IN-1, IN3,
IN-12
Div-6
14
RIE
Chairs and faculty in all departments responded to the College-wide need to add classes to the fall, winter, spring, and
summer schedules. The number of sections of Pathways to Transfer increased from 1 to 4 links in winter 2014 and from 4 to
5 links in summer 2014. A new section of Math 51 for Bridge Program was added for summer 2014. In spring 2014 two new
sections of Math 71 for the Bridge Program were added as well as a new Math 51 link for Veterans;
Completed studies on GE_Seats Offering, Course success by Course type and duration to supply information for evidence
based decisions on course offering.
Provided data to support program accreditation (Continuing Education WASC accreditation, Histologic Tech Program,
Paralegal Program)
14
RIE/IN8; RIE4
Worked with the Outcomes Coordinator and Outcomes Committee to help support and direct their work based on current
college needs (e.g., internal and external – accreditation). Working with new Outcomes Coordinators to train them.
Utilize existing resources and improve operational processes to maximize efficiency of existing resources and to
maintain necessary services and programs. (Goal #15)

15
IN-2 Provide and maintain state-of-the-art instructional technology, equipment, facilities and infrastructure for safety, currency,
effectiveness, and to accommodate growth.
Arts/IN-2
Arts Division held 2nd Sound Summit collaboration of areas sharing sound technology needs.
LLR/IN-2
Maximized efficiency of current technology resources:
 Increased use of Moodlerooms (MR) functions to merge course sections. To embed Online Learning Readiness Survey
to increase student awareness of requirements for success in online classes.
 Used eSARS (SARS-Grid, an appointment booking, tracking, and reporting tool also used by Counseling and the
Learning Lab) to register students in Library workshops, verify attendance, and produce reports, and eliminated paper
and manual processes.
15
Ensure appropriate staffing to maintain necessary services and support critical functions to implement the college
mission. (Goal #16)


IN-3 Address staffing needs to maintain and enhance delivery of instruction and instructional services.
IN-8 Encourage and support unit-level participation in planning and evaluation processes including PIE, SLOs, GEOs, and
accreditation self-study.
16
HSS/8
16
KIN/HR-3
Instituted campus-wide employee wellness program utilizing the Exercise Science/Wellness Center
16
LLR/IN-3
Ensured appropriate staffing to support critical functions:
Conduct higher quality, more consistent, targeted and comprehensive adjunct evaluations across all departments.
15- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

16
RIE/IN3; RIE9
Restored Testing Services make-up testing after receiving approval for permanent staff.
Building reusable datablocks-ACCJC Annual report, GE_seats project; Title III and V eligibility data.
RIE worked on Data Element Dictionary for better documentations and as handbook for new researchers.
II.
INTERNAL AND EXTERNAL CONDITIONS
Internal Conditions
1. Staffing – Inability to replace or provide new staffing has caused the following challenges:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Reduction in VTEA funding and Division budgets has reduced staffing for lab techs and students assistants thus reducing student access to
computers and software. Increases in staffing for open labs is needed (All programs).
Several CTE programs with few full-time faculty makes it hard to spend the necessary time devoted to developing relationships for work
experience and internships. There is a need for a Work Force Development Director to handle this task as well as working with grants for CTE
programs
Sustained reductions in CED staffing during the recession have resulted in unrealistic workloads and discouragement among talented and
dedicated staff. Campus history of low prioritization of full-time faculty for noncredit (which don’t count toward FON) has left us with a large gap
in noncredit faculty leadership for roles typically assigned to full-time faculty, including department, campus, and statewide leadership roles
assigned to faculty.
Inadequate staffing – While the demand for services has increased, Grants Office staffing has not. In fact, the department’s budget
(permanent salaries excluded) has been cut 42.8% in the past four years. Further compounding this is the proportion of staff time spent on postaward activities. This prevents the Grants Office from writing more proposals. During FY 2010-11, the Instruction Team (deans, associate deans,
and directors) discussed and prioritized positions needed by each area. A grant writer was ranked #1 out of all proposed positions.
Full-time faculty shortage is severe and impacts our ability to offer and assess all our courses, plan, revise courses, and lead and improve
programs.
An increase in course sections has required significant adjunct hiring and the expansion of adjunct pools in most departments (All programs).
It is difficult to find faculty who teach higher level or specialized courses in some disciplines.
The high ratio of full time to adjunct faculty makes service to our students increasingly challenging. It also limits our ability to ensure
consistent delivery of curriculum in order to serve our students and facilitate student success.
Lack/loss of funding causing reductions in unit operating hours and inability to adequately supervise students (Honors, TPI, GO [Study
Abroad], Writing Center, Fine Arts, Tutoring Center).
Increasingly, clinical rotations are 12 hours, and programs need to utilize multiple adjuncts to stay below 9/10 LHE threshold
2. Faculty – As the college continues to grow, the need for qualified faculty intensifies.
a. The need for full-time faculty is overwhelming in many departments. Some have 1 full-time equivalent instructor (HRM, Fashion, Graphic
Design), but continue to grow and have the ability to grow more. Others have a large majority of their courses taught by adjuncts (Economics,
Nutrition and Foods, Accounting, Child Development, Dance). All of these programs are over capacity and have the ability to grow and
expand their curriculum/program if provided with new full-time faculty
b. Insufficient conference and travel funds have impacted faculty members’ ability to keep current with educational trends and better serve
students. Funds needed for mandated conferences (NURS, MENT, RESD, FIRE, EMS)
c. Departments need funding for retreats to discuss lab curricula, enrollment management, and trends within their departments.
16- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
d. Many programs are using multiple adjuncts to back fill full time faculty retirements.
e. Success of virtualization (server-based application) environment will require ongoing professional development for faculty to be able to work
in that context and will result in a need for expanded server capacity (ELEC, BAS/AIRC)
3. Facility – Collaborative work with Facilities remains outstanding. Enrollment growth and new buildings/facilities continue to provide
opportunities to serve students.
a. Ambitious bond measures and a large campus tend to result in Continuing Ed needs remaining a low priority. There are still no timelines for
permanent structures to house ABE/ASE, EOA, Community Education, or the Division Office.
b. Lack of adequate facilities for adjuncts continue to have a negative impact on the services that we provide and on the ability of faculty to
interact professionally.
c. Lack of larger, general computer lab space on campus resulted in students using the Writing Center as a general computer lab, increasing
student disturbance incidents, straining already understaffed areas, and restricting the amount of tutoring that could occur. In 2011-12 over 5300
students, each term, used the WC Computer lab for over 27,000 hours of usage per semester. WC has since restricted its lab to tutoring-related
activities only. There is an obvious need to provide a large, open access, computer lab at the center of campus to accommodate the
substantially demonstrated need for computer stations and printing for students enrolled in HSS courses.
d. Aging, inadequate Library facility: limited wireless access without a capacity for expansion in the building, which underscores the urgent need
for a new Library & Learning Resources building
e. Increased growth within the Natural Sciences Division has put increased pressure on existing facilities and instructional equipment. The
Division cannot continue to accommodate growth without expanding laboratory and classroom facilities in all areas.
f. Continued move to virtual environment will require higher speed networking capability (All)
g. Mt. SAC Hangar construction project (Brackett Airport) needs to be prioritized. Instruction is being held back by lack of private classroom space
for pilot testing, and lack of secure classroom space for flight simulation
h. Security measures (locking systems, surveillance, equipment tracking) are needed to decrease loss from theft.
4. Enrollment Management – This has been a theme within all Instruction efforts. Support from IT significantly enhanced this work.
a. Improved budget conditions led to a shift from enrollment cuts to targeted growth. As opposed to previous years where we had to undergo cuts
in our offerings, this year we were able to add back some of the cuts we had made and were able to grow in several departments. We focused
on high demand, GE courses.
b. Serious imbalance in offerings by GE area throughout the college due to generally unintentional evolution of the schedule rather than intentional
design based on student needs/success strategies. Recent data is showing the need for a dramactic increase in sections of core GE
courses, e.g., ENGL 1A, ENGL 1C, SPCH 1A, HIST 1 and POLI 1, as well as PSYC 1A
c. Higher English placement of students necessitates the reduction of ENGL 67 courses and increase of ENGL 68 and ENGL 1A
d. In order to meet College growth targets, additional courses need to be added to the schedule, followed by an increase in supply budgets and
additional staffing.
e. Tracking students in CTE programs, particularly students whose goals do not include completing a degree or certificate, but are instead
focused on skill-building, are needed for planning to meet the enrollment needs of students.
f. To improve the number of students completing certificates and degrees in CTE programs, additional sections of “bottle-neck” courses need
to be added, which require additional recruitment and staffing.
5. Technology – We continue to balance needs to provide students with new current technology with requirements to replace aging stock.
Challenges include:
a. Reduction in VTEA funding impacting maintaining current technology, including the lack of budgets not being fully institutionalized (All CTE)
b. Coordinating advancements in technologies with budgets for hardware, software, and upgrade needs.(All Areas)
c. Classroom technology updates and replacement schedules needed--computers, projectors, document cameras and smart boards. Need
current equipment and backup equipment, as well as associated technology to remain current with instructional directions in field. Some
17- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
“smart” classrooms are slow and old mice need replacement.
d. Changing technological demands requiring ongoing professional development (Banner/Argos and RDW)
e. There is insufficient evening and weekend IT support for students and faculty.
6. Instructional Equipment – We continue to address instructional equipment needs with block grant and VTEA funds. The challenge is to stop
the “patchwork” and plan for “big picture” change.
a. Instructional equipment funding is significantly less than instructional equipment needs in all laboratory areas. Expanded use of laboratory
equipment through an increase in offered sections has created a need for new equipment for those additional students and resulted in a
significant increase in “wear and tear” on existing equipment. This in turn creates immediate and ongoing needs for replacement and/or repair of
laboratory equipment. Computer replacement in laboratories is critical.
b. High-value equipment cannot be adequately secured. Secure self-locks or an electronically actuated key system (with surveillance) is
desperately needed
c. Advisory discussed and recommended the purchase of a multi-engine aircraft for flight training in response to FAA changes in minimum
requirements for entry level airline pilot jobs (Airline Transport Pilot Certification is now the minimum qualification not the lower qualification of
Commercial Pilot Certification) and the purchase of an additional Cessna 172 to alleviate bottleneck in flight training caused when FAA
mandated inspections and non-scheduled aircraft maintenance remove aircraft for several days to several weeks during repairs.
d. Need for regular replacement and upgrade of equipment to provide preparation in current technology.
e. Increased competition for Perkins funds has limited ability to support regular interval replacement of computers in lab based programs.
7. Student Success – The collaborative efforts of Instruction, Student Services, Research, Marketing and IT are evident in our work to support
students.
a. Lack of student preparation resulting in modifications to programs and curriculum (extended orientations, writing assessment, and creation
of Freshman Experience curricula.
b. Students often lack required critical thinking and writing skills. As a result several departments are reviewing English prerequisites for
their courses, often increasing or standardizing prerequisites across the curriculum. Foreign Languages are also considering adding English
prerequisites, since language students need to be familiar with basic English grammar. There is need for a broader discussion about
expectations of rigor and appropriate prerequisites across the division.
c. The Math Department is struggling with stagnant success and retention rates.
d. RIE is increasing participation in SLOs/GEOs on campus
e. Difficulty tracking graduate-employment rates has been reported by all programs
f. New Admission Criteria and On-line application process utilized for the first time in NURS for the Fall 2014 and Spring 2015 Semesters.
Results for student success pending.
8. Curriculum – Faculty strive to maintain curriculum that promotes students reaching their goals. New regulations required program changes
and new degrees were developed.
a.
b.
c.
d.
Need to update curriculum to stay current with changing industry (All CTE Programs)
PLO’s (including degrees)--new layer/challenge of outcomes assessment that needs strong institutional leadership.
Lack of guidelines for using WebCMS and building new programs on WebCMS.
There is a reduction in the number of new DL courses and number of faculty going through certification to teach online classes; there are
disciplines on campus that are not planning to develop DL courses.
e. Spanish section research and extensive discussions have concluded that present curriculum in Spanish for Hispanics courses is deficient.
Consequently it has identified the need to develop new curriculum for heritage learners and revise the existing curriculum. The NHLRC
(National Heritage Learners Research Center) at UCLA has offered to pilot a Title VI project at Mt. SAC which will provide the Department with
teacher training, curriculum development and placement test development that would provide the tools needed to move forward with new
curriculum. Teacher training and Curriculum Development will need the participation of adjunct faculty who would be tasked with work outside of
18- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
their contract obligation at a minimum anticipated cost to the District of approximately $15,000 for the next 4 years (Year 1 = $8,400, Year 2 =
$4,600, Year 3 = Pilot [no cost], Year 4 = $1,500).
9.
Other
a. Increased demand from faculty and managers – With district and categorical budget cuts to departments and programs, increased numbers
of faculty and managers have requested Grants Offices services to pursue funding that can fill those voids.
b. Satisfaction survey results for placement via the AWE barely met the 75% minimum requirement set by the Chancellor's Office the last time
these were administered to students and faculty in AmLa writing classes. Because this survey must be done again in the Fall of 2014, the
department has developed a system to ensure that all writing instructors develop and implement an early alert plan so that their students have
an accurate sense of their strengths and weaknesses in relationship to the course objectives by the end of Week 5 of instruction in the fall of
2014
c. Increasing emphasis on planning and evaluation and its more solid link to resource requests is evident.
d. During the recent past course fill rates were such that outreach and marketing to prospective student populations was unnecessary. With the
economic upswing and the decreased number of traditional age students transitioning from our ‘feeder’ high schools the college will need to
enhance their outreach and marketing efforts, and specifically those efforts to support CTE programs.
External Conditions
1. Accreditation Commission for Community and Junior Colleges
a. Over the past decade, the Accrediting Commission for Community and Junior Colleges has increasingly focused on the
institutionalization of outcomes at community colleges. Regular assessments of course-level outcomes have become imbedded in most
departments but more should be done to assess GEOs and PLOs and have meaningful discussions about the results. Several departments are
including adjunct faculty in the process.
b. Accreditation readiness: heightened scrutiny is focused on distance education and colleges’ compliance with federal regulations. Gap
analysis is being conducted to identify strengths and areas for improvement.
c. Accreditation changes/mandates (SLO proficiency; midterm report; annual report) – to maintain high standards and to adhere to all
accreditation requirements more staff is needed (professional expert, faculty coordinator (K. Allende reassigned), secretarial support).
Professional expert is being obtained by the CE department, but may change because the College decided against a joint accreditation (ACS
and ACCJC). Secretarial support is being addressed by VPI for her department, but some support RIE is also warranted.
d. FIRE is required under regional accreditation to provide credit classes under California Fire Service Training and Education System, which
incorporate Fire Officer classes and CICCS California Incident Command Certification System courses for in-service fire fighters. College is
currently offering these in fee based and needs to transition to credit
2.
Industry Standards
a.
b.
c.
d.
Move toward portfolio based success to meet industry-technology standards.
Employers advising real-world scenarios; these require current technology and assets.
Influx and influence of social media changing industry demands.
Journalism program has created new and modified existing courses to respond to the fundamental shift in the field towards digital and visual
journalism.
e. National Certification changes increase rigor and education requirements resulting in curricular and programmatic modifications (SIGN)
f. Green chemistry principles are driving usage or removal of certain toxic chemicals from the lab curricula. Alternative chemicals need to be
researched and processes to replace old chemicals need to be developed.
g. Establishing and maintaining agreements with clinical sites remains highly competitive (All Health Programs).
19- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
h. Competitive employment factors applicants with Bachelors degree. Increased interest in articulation with CSU/private schools and fast track
programs (NURS).
i. Work experience/internship opportunities are increasingly competitive; as a result, programs are considering internal work experience
placements for students where applicable.
j. Advisory Committee reports significant decrease in full time hiring in hospitals despite projections for many retirements. It is averaging 6 +
months to find positions (All health programs).
k. FAA added “biographical questionnaire” to hiring process whereby only 8% of applicants nationwide (including Mt. SAC students) were able to
pass through to the second step in the hiring process (aptitude testing). Normally, 80% of CTI graduates pass the aptitude testing with a score of
85% or higher. The FAA, in response to Congressional complaints, says they will have updated hiring process for 2015 (AERO).
l. FAA changed their hiring practices without warning on December 30th, 2013 that removed the preferential hiring status for CTI graduates
nationwide, and thereby ended the CTI partnership with the colleges nationwide. AERO has been proactive in dialogue with local congressional
representatives, media, and the FAA in trying to minimize the impact of FAA hiring changes.
m. FIRE Advisory Board has recommended that a public safety training facility be constructed on campus.
n. Increased need for a greater diversity of WELD industry certifications (i.e. pipe welding certifications, seismic connections, etc.).
3.
Student Preparation
a. Experiencing decrease in the quality of local band and choral programs (Music)
b. Student Population – Continuing Education tends to have a more transient student population with higher support needs than traditional
community college students. ABE students, in particular, tend to need more intensive, one-on-one instructional and student support assistance
c. Academic reform: Not only are NCAA requirements changing, but our state association is also increasing the requirements for
student/athletes. These increases in units and GPA’s need to be partnered with additional counseling, boot camps, WIN hours, progress
checks and numerous orientations.
d. Strong competitions for clinical site placement across all health programs have resulted in an increase in geographical catchment area,
increased travel for students
4. State/Federal Legislation
a. Legislative – AB86 requires local regional consortia, during 2013-2015 to make plans to improve adult education in their region. A region is
defined by CCD boundaries, includes all colleges and school districts as members, and requires that consortia also work with partners such as
WIBs and community-based organizations. Additionally, fighting to amend or defeat SB173, which threatened some noncredit programs and
proposed negative policies, required significant energy.
b. Budgetary - CDCP Apportionment Increase: The 2014-15 Budget Act provided an apportionment rate increase for CDCP courses that are
equal to credit (minus student fees), beginning July 1, 2015. Colleges are expected to invest the revenue increase in CDCP at the local level.
This opens up great opportunities to improve and expand CDCP programs.
c. Regulatory – An SSSP funding formula for noncredit is currently being developed by a task group; meanwhile, noncredit matriculation funding
remains at its recession-years low point as we try to serve more students and prepare for higher student services accountability metrics (MIS)
and reporting (including SSSP and Equity plans).
d. Departments aligned courses with C-ID in order to comply with Chancellor’s Office directive and maintain or obtain AA-T degrees
e. Repeatability: Departments continue to develop their curriculum in order to meet student needs as well as Title V regulations.
f. The college applied as a pilot college for the Online Education Initiative, which is intended to increase students’ completion via online classes
not readily available at their home college. If selected as a pilot college, participation in OEI will impact planning and use of resources.
g. Regulatory: the Chancellor’s Office deployed five state-wide surveys within the same period: Library & Technology Use, Tutoring, Distance
Education Annual Survey, Distance Education Faculty Satisfaction Survey, and Distance Education Student Satisfaction Survey.
h. State and local Plans for student completion and success pose challenges for integrated planning and implementation and an
increased need for research support: Student Success Plan, Student Equity Plan, Online Education Initiative, Distance Learning Plan, Basic
20- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
i.
j.
Skills Initiative, Perkins/VTEA Plan.
Perkins limitations on funds for student workers had an adverse impact on multiple programs (ARCH, IDE,).
Due to the IOM “Future of Nursing” many facilities are only renewing Agreements/Contract with BSN Schools (NURS).
10. Resources
a. The minimum wage will increase on July 2014, impacting all departments with hourly student workers, as well as the Division office. A budget
plan for addressing the increased costs needs to be developed.
Critical Decisions
1. Staffing
a. The Business Division Building Planning Committee finalized the design phase of the new BCT building.
b. Division chose not to pursue multiple grants due to lack of faculty (reitrement vacancies) and staff.
2. Enrollment Management
a. Theater: Developed plan for encouraging AA-T completions, as well as evaluating the efficacy of the degree.
b. The Business Division moved the BUSS discipline into the Accounting and Management Department from the Business Administration
Department.
c. All departments modified schedules in order to focus on core/major/GE transfer elective courses.
d. Departments modified schedules to offer classes throughout the day and week; some Friday classes were added.
e. Implementation of the First-Year Experience (GE transfer track) block scheduling in order to support the matriculation process (SOC, PHIL,
ENGL, POLI, AHIS, GEOG).
f. The Instruction Team is using significantly more data in the development of its overall schedule and distribution of allotted FTES across that
schedule.
g. Sections of classes were added to the schedule based on student demand as measured by the dates courses filled during registration.
Classes were added to meet College target growth. Multiple sections of Math classes were added to support student demand including
Pathways sections and Bridge Program sections.
h. Math Bootcamp was developed to address the needs of students needing math review to improve retention and success.
i. T & H Division led departments though analysis of enrollment and review of strategic scheduling options. ARCH, FIRE, ADJU, AD moved
courses into the intersessions when they had traditioanlly not been offered to maxmize enrollment.
j. AERO created a plan for rotating course offerings in response to changes in FAA hiring practices.
3. Facilities
a. Several departments are requesting additional classrooms, office location and facilities for fulltime and adjunct faculty, or additional lab
space for students.
b. Due to financial constraints and a lack of external partnerships, the Raptor Rehab Center built in the Agriculture department will be repurposed
as a Small Animal Care facility. This facility will support the RVT and Animal Science programs and along with the Ag Literacy Trail will serve
as a resource for students and the community.
4. Curriculum
a. Adult High School Diploma Certificate modification – Faculty modified the number of high school credits required for the diploma to align
21- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
with current Title 5 guidelines, state curriculum standards, and a recently-approved English sequence.
b. Library: implemented a new library system, OCLC WorldShare Management System (WMS) to provide cloud-based technology to parallel
information resource/technology at four-year universities and at business/industry; to increase student access to online library resources.
Adopted QuestionPoint online reference service to provide 24/7 remote reference using chat function, to be piloted Fall 2014.
c. Distance Learning: conducted a mock accreditation review to identify areas for improvement since there is no college-wide data on the degree
of our regulatory compliance. Submitted a Substantive Change Proposal for newly available online certificates and developed a process for
meeting the prior approval standard for accreditation.
d. The Math Department continued evolving the Statway-inspired program to increase student throughput and completion of college level math.
The development of Math 70S/Math110S sequence is an outcome of this effort.
e. The Robotics Team has grown to be a significant component of the Physics and Engineering program and a course was authored to support
students in the robotics team.
f. Increase Research support for outcomes assessment to align with SLO Proficiency.
g. Maximizing Technology: Several critical decisions were made to improve RIE’s use of technology: Argos/RDW, TracDat, DegreeWorks, Omni
Update, Data Element Dictionary and SARS & SEVIS.
5. Student Support
a. Learning Assistance Department: created and participated in learning communities with internal linked courses and for Bridge Program, Arise,
Aspire, Pathways, and Title V grant. Nimbly adjusted the schedule to yield higher FTES in LAC classes.
b. Testing Services: restored make-up testing as requested by students and supported by Academic Senate, which increased student
opportunities for success by completing their exams.
c. In light of its successful partnership with CSU Fullerton, NURS will pursue additional fast track to BSN programs
III.
INFORMATION ANALYSIS
Trends
Information source(s)/evidence of trend used
Impact of trend and planning for the future
Trends: 1. Data Driven Decision Making (Growth)
(ARTS) There is increasing importance on
data and using data for informing decisions
Meetings across campus and division meetings.
Data gathering training needed to be effective
Need for completion and transfers
State College Advisories on transfer and requirements of
Mt SAC for program justification
Emphasis on program completions and
monitoring of students throughout their
education.
Increase in completion rates
Monitored using Chancellor’s Office resources:
Provides evidence for program streamlining
http://datamart.cccco.edu/Outcomes/Program_Awards.aspx and monitoring of education plans
Growth Opportunities: Strategic Additional
Sections
FTEs and enrollment data
Ongoing discussions across Division to
strategically accommodate students
(CED) ESL Wait List & Facility Restrictions:
ESL Database and weekly reports on number of students
Additional ESL classes that are available for
22- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Wait list continues to remain high throughout
on list, number of students contacted, and number of
the term in ESL’s open-entry program.
students enrolled from Week 1 through Week 12.
Despite the timely notifications by registration
staff and quick response rate of students, we
still had enough students to open 4 daytime
Level classes (two at Pre-1 and two at Level 6)
that would have generated 40 to 53 FTESs for
the spring term.
17.5 hrs. per week near Bldg 66 (either Bldg
40 or in the Business Tech Complex in the
future) would alleviate this problem and
provide the college with growth needs that
have emerged. Also, continue to advocate for
permanent ESL Database Programmer who
maintains the web-based data collection
process for ESL.
Division adjusted course scheduling to
increase course offerings of high demand
courses
Data from Argos reports, especially fill rates
More students were able to take high demand
core courses and complete degrees or transfer
(HSS) Students focus on ENGL, major core
and GE requirements when they enroll in
courses
Argos and Banner reports, RIE report on course
enrollments of students who completed Liberal Arts
degrees, listing of degree requirement courses
Maximize course offerings for majors and
transfer students and monitor scheduling to
facilitate matriculation from ENGL 67 to ENGL
1A
(RIE) Data Inquiry
We have gone from a campus of employees saying “we
have no data” to a campus of employees requesting data to
be part of the inquiry process. The number of and depth of
research requests has increased exponentially to the point
where we have more complex research studies (e.g., multiyear cohort tracking projects that require the researcher to
cross between 3+ different types of data systems (e.g.,
ICCISDW, Banner/Argos, RDW) to go backward in time by
10 years). These studies can take upwards of 60 hours of a
researchers' time to work with the requestor, translate the
request into research, translate the research into data
extracts, synthesize the data into useable information, write
narrative and create graphs/tables that help to answer the
research question.
Employees are tending to use data/information
more for decision-making and/or to validate
already made decisions. Employees still need
guidance on how to re-think their work. Some
are focused on the resource that they need
and they make that resource central to their
issue. What should be central to their issue,
however, is what they are trying to achieve
(e.g., improved student success) and how the
resource (e.g., more full-time faculty) will allow
them to achieve their outcome. The RIE Team
uses a collaborative inquiry process to help
formulate an excellent product for the
requestor - one that can be used for data
driven decision making.
(RIE) Data Mandates
More Federal and State Mandates are becoming part of the RIE is required to put more of its time into
RIE office’s duties to oversee or coordinate (e.g., IPEDS;
these mandates while its budget shrinks and
MIS coding).
its personnel are being re-arranged (e.g.,
movement of an employee to IT). The
department is trying to balance the importance
of these mandates with the importance of
having valid data with its mission which is to
conduct research to improve the College’s
programs and services. Some non-mandated
projects will not get completed due to this
competing interest. In order to do quality
research, the data must be valid; sometimes it
is RIE that notices the invalid data after the
fact. RIE and IT talk frequently about these
23- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
issues and devise ways to help mitigate the
issue before it becomes a problem.
2. Trends; Technology
(CTE) Technology influencing evolution of
programs
Advisory Board Meetings for CTE Programs;
Industry Trends
Programs must continue to evolve to meet
demands including budgets and growth
Need for ongoing and upgraded computerized
hardware/software
Advisory Members
Additional and ongoing funds needed for
computer software and hardware
(RIE) Data Integrity
As MIS data is used more for external accountability and
Report/Score Cards, the need for accurate data is not only
more pronounced, but also more evident if inaccurate data
is used because the public sees it and the College is
graded on it.
The College will not be represented correctly
to its constituency groups and to the Federal
and State Governments which could impact its
budget and reputation. Thus, the College
should have a body that manages the integrity
of its MIS data. (see Team Goals, IN-11
Progress/Challenges) (add to manager’s
report)
3. Trends: Staffing/ Budget Needs
(ARTS) Insufficient staffing to offer technology Students surveyed (All CEA Programs, Fine Arts, Music)
access for students
Students do not have adequate access to
program software and technology outside of
class meeting time. More staffing funds are
needed.
In trying to achieve growth, the number of
Class schedule
courses taught by adjunct faculty have
increased and created a poor adjunct: full-time
faculty ratio.
Increases the need for full-time faculty hires
(CED) Summer teacher salaries of USDs
in our district continue to rise.
Our summer high school hourly rate, at
$42.98 per hour, is no longer competitive
with many local high schools, making it
challenging to hire the best of their
teaching pool for Mt. SAC summer high
school classes. A rate-driven increase is
needed to retain high program quality
through high-quality faculty.
Annual surveys of USD high school principals.
4. Trends: Student Support Services
(ARTS) ANIM – Students with Limited English
Proficiency show lower than 86.5%
persistence and transfer rates.
Information comes from the CCCCO trend indicator reports Ensuring the presence of Student Tutors to aid
from 2013-2014.
with in-class understanding remains a high
priority.
24- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
(CED) Greater focus on postsecondary
New WIOA Federal Legislation. ESL Database and Banner
transition and employability is becoming an
reports. Outcomes from Basic Skills SLO regarding
integral part of grants and categorical funding Adjunct ESL Counselor Project.
outcomes. Overwhelming majority of noncredit
ESL students state college or career
advancement as their goal; yet, relatively low
numbers of ESL or VESL students with such
goals actually transition (15% to 30%).
Students who meet with ESL counselor have a
higher rate of persistence, passing courses,
and attaining a benchmark award such as an
ESL Certificate.
Need for additional student support in the form
of counseling and advising that is specific to
the ESL population’s needs, especially for
evening students, adult learners over 25 yrs.,
and for first-generation learners. Also, continue
to advocate for permanent ESL Database
Programmer who maintains the web-based
data collection process for ESL. Additional
counseling and educational advising for ABE
and short-term vocational students as well.
(CED) Tutoring Trend: Pedagogy trends are
increasingly emphasizing the importance of
tutoring and other supplemental forms of
instruction as model practices for Basic Skills
students. VESL students who utilized tutoring
for more than 3 hrs. had a 45% higher rate of
persisting in the program (VESL 1 to VESL 2)
and 13% higher rate of earning a VESL
Certificate.
Literature review and reports on the growing emphasis of
success centers, the research data indicating the improved
success rate of students who get appropriate just-in-time
tutoring. Basic Skills SLO regarding persistence and
tutoring for VESL Coordinator Project
LLC applied for and received a Basic Skills
funding in order to add an ESL tutor in the lab.
ESL applied for and received funding to
expand on pilot tutoring project for VESL
students.
(CED) WIN Program students continue to
demonstrate better course success
outcomes than the general population of
students.
RIE data warehouse, Argos Reports
Although course success rates remain
consistently high among WIN student
athletes, other interventions such as
additional study groups and campus
faculty involvement on site at WIN can
promote even higher course success
rates. Full-time WIN coordinator needed to
continue trend and success of students,
especially incoming college student
athletes who begin in noncredit.
(HSS) Increased attendance in WC
workshops, increased usage of DLAs, and
increased participation in Tutors in the
Classroom
Banner Attendance, internal data collection
The WC will continue to seek innovative ways
to schedule and publicize its workshop
offerings and monitor student success
(LLR) A five-time increase in online tutoring
usage compared to Fall 2013 demonstrating
increase in student awareness of the service
and usage.
Tutoring session logs, archive sessions, usage data.
Tutorial Services will plan for more increases
especially if the college is a pilot college for the
Online Education Initiative. Assessment for
online tutoring’s impact on student success will
be planned.
25- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
(LLR) Students repeating a basic skills course Reports on Basic Skills Initiative with tutoring – Research
who use tutoring for 90 minutes or more in a
and Institutional Effectiveness Office
semester are 15% more likely to pass the
course.
Estimate cost savings to the College due to
student success in basic skills sequence.
Promote student use of tutoring through
faculty, early alert referral, and direct-student
marketing.
5. Trends: Student Success Rates
(CED) Adult HS Diploma persistence:
There was a 24% increase in the number
of students earning credits in Adult HS
Diploma as well as a 38% increase in
earned diplomas (to 51 total).
ABE database
The progress policy continues to impact
the overall completion rate. Additionally,
faculty and staff implemented an early
alert system for students not making
educational progress, which will continue.
A more centralized, intensive tracking of
students near completion began in
January 2014 and will continue during all
of 14-15 instead of just the months leading
to graduation.
(HSS) 72.8% - 78.8% success rates for AmLa RIE report
classes
Students succeed at high rates; continue with
current teaching strategies
(HSS) Forensics student transfer rates are
extremely high (75% -100%), particularly
among historically underrepresented students
Continue to recruit and retain Forensic
students
Study by RIE
(HSS) Over a four year period, 80% of
Conducted research with the Office of Research to track
Maintain counseling and advising aspects of
students who were part of the Honors Program honors students who transferred over a four year time span Honors program
transferred to a four year institution
(2009-2012)
(HSS) The success and retention rates of
Pacific Islander students are lower than those
of other ethnic groups
Chancellor's Office Data Mart
The ELJ department faculty will discuss this
trend at its Flex Day meeting.
(HSS) The success and retention rates of
African American students are lower than
those of other ethnic groups
Chancellor's Office Data Mart
The ELJ department faculty will discuss this
trend at its Flex Day meeting.
(HSS) The success and retention rates of
students taking internet based basic skills
courses are lower than those of students
taking traditional basic skills courses.
Chancellor's Office Data Mart
The ELJ Department will discuss its internet
based basic skills offerings at its first
department meeting of the fall 2014 semester.
6. Trends: Grants
(GRANTS) The number of active grant
awards received over the past five years has
fluctuated:
Annual department report – number of active grant projects With the reduction and elimination of many
and number of new proposals submitted.
state-funded and privately-funded grant
programs, the Grants Office has already and
26- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)





plans to continue to pursue new funding
opportunities at the federal level as they
become available. In addition, with increased
competition for grant funds at all levels,
particularly the federal level, the Grants Office
must prioritize the pursuit of grant
opportunities.
33 active projects in FY 2009-10
26 active projects in FY 2010-11
29 active projects in FY 2011-12
31 active projects in FY 2012-13
22 active projects in FY 2013-14
The number of new proposals/letters of intent
submitted over the past five years has
decreased:
 20 new applications in FY 2009-10
 16 new applications in FY 2010-11
 15 new applications in FY 2011-12
 12 new applications in FY 2012-13
 12 new applications in FY 2013-14
In the future, in order to effectively monitor all
active projects and increase the number of
new proposals submitted, the Grants Office
will need additional staffing. At this time,
however, the Grants Office will strive to submit
as many new applications as feasible while still
monitoring active projects for fiscal and
programmatic compliance.
As evidenced by the above data, the number
of proposal submissions has decreased and
stabilized over the past few years. With
increasing involvement in the management of
grants (reporting, audit, site visits, partner
contracts, etc.), the Grants Office is unable to
continue to significantly increase the number
of new application submissions with the
current staffing level.
(GRANTS) The FY dollar amount of active
grants over the past five years has remained
stable and decreased during the past year:
 $6,811,572 in FY 2009-10
 $6,426,386 in FY 2010-11
 $6,462,622 in FY 2011-12
 $6,157,631 in FY 2012-13
 $4,199,085 in FY 2013-14
Annual department report – dollar amount of active grant
projects and dollar request of new proposals submitted
Adopted budget
The FY operating budget for the Grants Office
over the past five years has decreased
significantly. Not accounting for permanent
salaries, the budget has experienced a 42.8%
loss in the past four years ($20,497 in FY
2010-11 to $11,734 in FY 2013-14).
 $223,103 in FY 2009-10
 $206,882 in FY 2010-11
 $201,119 in FY 2011-12
 $201,847 in FY 2012-13
 $209,042 in FY 2013-14
27- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
In order to submit a large number of highquality grant proposals each year and still
maintain a high return-on-investment, the
Grants Office needs additional staffing.
7. Trends: Enrollment
(HSS) The CSU system is moving toward
CSU reports to the campuses
requiring an AA, AS, AA-T, or AS-T degree for
transfer admissions
We will need to offer more AA-T and AS-T
degrees and need to be sure students have
access to the courses needed to earn these
degrees
(KAD) In process of acquiring trend data with
respect to student athlete success,
remediation and overall experience
Improved programmatic operations and
improved transfer rates amongst SA
population
Reviewing survey results and data from boot camps on SA
success rates
(LLR) Persistent demand for READ courses; Argos reports and enrollment dashboard information on fill
decline in demand for LERN 81, LERN 49, and rates by registration day, wait lists. Placement test data
STDY courses.
before and after the AWE pilot will be reviewed and used.
In-demand courses will have additional
sections. Regular and vigilant monitoring of
and adjustments to enrollment will be done.
8. Trends: Employment projections
(HSS) Interpreting/Translating is one of the
top 30 occupations for projected employment
growth
The U.S. Department of Labor, Bureau of Labor Statistics
Look into expanding SIGN program by adding
a second cohort on an on-going basis
(HSS) It is projected that that in three years
there will be a surge in the number of
educational aide and teaching positions
(particularly in special education, math and
science) across the state, and there may not
be enough men and women with the
necessary qualifications to fill the increased
need.
TPI Advisory Board projections
The TPI program must redouble its outreach,
recruiting, counseling, tutoring and testpreparation efforts
IV.
OUTCOMES ASSESSMENT (SLO / PLO / GEO / AUO)
Assessment: In your Team, is assessment ongoing and systematic?
ARTS:
Yes. As evident from department annual plans and assessment schedules. The Music Department has been a leader in creating an ongoing and systematic
process for assessment by including both full-time and adjunct faculty in outcomes workshops and getting the information to the students through syllabi,
website, and course materials. We hope to use the information to encourage more awareness of the AA-T degree and, we hope, more interest. We also
think that we can construct better questions for the next time we conduct this assessment.
The Animation and Gaming program favors the use of student surveys administered in capstone courses and having open discussions with students
throughout their program as a way of documenting successful teaching strategies and challenges. In Fine Arts, faculty members have found that
assessment across course with multiple sections that are taught by both full-time and adjunct faculty has lead to a greater consistency of teaching strategies
and student project results. The Television program has adopted the policy of assessing every course, every time it is offered to maximize the sample size in
a systematic manor. Photography reports that most faculty are participating in the assessment process and that SLOs are assessed in each course every
28- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
semester. Theater has a four-year rotation cycle in place that enables them to remain current with assessment.
BUSINESS:
Yes. The Business Division departments are at 100% for their course SLO process and have all developed rotation plans. The Child Development
department collects student learning data for each of their courses every year. The CIS department has a rotation list and has a standing discussion item on
the department agenda to discuss SLO progress. They plan to have a year-end meeting with all CIS faculty to discuss results of the SLO process and how
to improve the process. The Accounting and Management department have a systematic plan to collect all course, degree and certificate level data in this
year and review results with use of results the following year. For the FCS discipline, there is a 3-4 year rotation process for their SLOs. The Business
Administration department analyzes course level SLOs for all of their courses annually. The CSDT department has all of their programs on an annual
rotation. Many of the departments have now progressed to reviewing degree and program level SLOs.
CONTINUING EDUCATION DIVISION
Yes. Faculty in all programs have developed a 3-year cycle of assessment for courses, and faculty are engaged in data collection and discussion of results.
Program staff are active in the PIE process and participate in ongoing assessment of department SLOs/AUOs/SAs.
HUMANITIES and SOCIAL SCIENCES
Yes. Virtually all departments and units are conducting assessments in an ongoing and systematic fashion. All departments are assessing course outcomes
and GEOs on a regular basis, and departments with existing local degrees and certificates assess program outcomes as well (Communication, Psychology
and Education, and Sign Language).
Departments either have existing rotation plans for assessing course SLOs or intend to develop such rotation plans during the next year. GEOs are typically
assessed as part of the SLO assessment process for courses, and are assessed at the course level. Departments with existing local degrees or certificates
do assess program outcomes, but some departments still need to develop rotation plans for the assessment of program outcomes. Departments have just
started to identify program outcomes and assessment strategies for Liberal Arts degrees and still need to develop and assess program outcomes for AA-T
degrees.
Faculty who teach the courses assesses SLOs, and results are usually discussed at department meetings. Many departments bring up SLOs and
assessments at department meetings on a regular basis or have a standing agenda item for SLOs and assessments. In most cases the department chair
oversees the assessment process and makes sure that all course outcomes are assessed on a regular basis. One department (Communication) has a
departmental SLO committee and coordinator who report monthly at department meetings. The outcomes coordinator is their process leader, responsible for
becoming educated in outcomes, representing their department campus-wide, maintaining the outcomes portion of their department program review,
managing their outcomes rotation plan, and leading outcomes dialogue at department meetings. She works closely with the department chair on program
review and facilitates all assessments, including substantial faculty support for part-time faculty.
In some cases (e.g. Foreign Languages) department members decide on common assessments for courses across disciplines. Several of the departments
(e.g., American Language, English, Literature and Journalism, Foreign Languages and Psychology and Education) have included adjuncts in the evaluation
process. Typically departments report out on SLOs at department meetings but in some cases special SLO workshops or activities are developed,
especially when adjunct faculty are included. Psychology also included students in the assessment process.
The Honors Program, Writing Center and Teacher Preparation Institute do not assess course outcomes within their areas per se, but typically collect
success data. TPI states that the number of Mt. SAC students obtaining the certification and/or A.S. for Educational Paraprofessionals is tracked by the
Chancellor’s office. The Writing Center collects success data on all programs, usually for every semester. SLOs are being used in 4 out of 14 workshops
with more in the planning stage. According to the Honors Center some honors instructors have assessed their honors course using the honors assessment
rubric, but most have not. It should be noted that TPI and honors courses are typically assessed within various departments as part of the SLO course
assessment plan, and that it is not the responsibility of the Honors Program, TPI or the Writing Center to assess course SLOs.
29- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
KINESIOLOGY and DANCE
Yes. Departments are involved in SLO revision and data collection. Tracking of cycles has been ongoing and assisted in the development of curricular
changes, programmatic changes and even topical changes within courses.
LIBRARY and LEARNING RESOURCES
Yes. Through the annual division retreats and regular meetings among faculty and staff, assessment for courses, workshops, and services are systematic
and ongoing but not so pervasive as to cause assessment fatigue.
NATURAL SCIECES
Yes. According to Institutional Research, 98.48% of Agriculture Department courses have had Student Learning Outcomes completed through “Use of
Results”; 93.02 % of Biology Department courses have completed SLOs with 46.51% of courses completed through “Use of Results”; 100 % of Chemistry
Department courses have completed SLOs with 80% of courses completed through “Use of Results”; 100% of Computer Science courses have completed
SLOs through “Use of Results”; 82.61 % of Earth Sciences and Astronomy Department course have completed SLOs with 69.57% of courses completed
through “Use of Results”; 100% of Mathematics courses have completed SLOs through “Use of Results”; and 100% of Physics and Engineering courses
have completed SLOs through “Use of Results”. For the Natural Sciences Division, 95.94% of the courses have completed outcomes, 85.79% have
completed “Summary of Data”, and 83.25% have completed “Use of Results”.
TECHNOLOGY and HEALTH
Yes. This example from Electronics typifies the Tech and Health Division’s approach to assessment: “the first department meeting of semester is largely
dedicated to reviewing previous semester and year’s assessment efforts and to planning that semester’s course and program level outcomes efforts. Each
faculty member is provided with a complete copy of outcomes report for all courses and asked to keep it available for reference.”
Dialogue: In your Team, is there ongoing and meaningful dialogue about assessment?
ARTS:
Yes. Exemplar: Animation and Gaming Department continues to use Student Learning Outcomes assesment as part of our planning, purchasing, and
growth. “We love to hear from our students in regards to what they think, feel, and know about their learning experience with in our department. We do this
by conducting surveys to our capstone course students who take our portfolio class. These are our senior students who have gone thru the whole program”.
The Animation and Gaming program continues to have dialogue with these students on the likes, challenges, and improvements that they would suggest in
order to keep our program growing in the right direction.
Music coordinates a meeting once-yearly between FTF and part-time instructors for the purpose of discussing Student Learning Outcomes. This meeting is
typically held the Friday before the start of Spring semester. However, because some instructors teach multiple class preparations, not everyone is able to
participate in these dialogues. Furthermore, in cases where a FTF manages the assessment and reporting of multiple courses, it is difficult or impossible to
discuss all courses to be assessed in a single yearly meeting.
All CTE programs within the department are including outcomes and assessment as an important component of their annual advisory meetings. The
inclusion of industry advisors in the outcomes discussion has strengthened the meaning of assessment making it pertinent to successful industry transition
for students. This effort plays an important role in industry’s awareness of the quality of our completing students.
Theater states that SLOs are a boilerplate issue on the agenda of every department meeting. We have attempted to adhere to the following schedule:
September: Discuss which classes will be assessed and who will be responsible for the assessments. We also discuss the existing SLO’s and decide if we
still consider it to be valid. If not, we will assign the writing of a new SLO at that time.
October: Discuss the new SLO’s, offer suggestions for improvements if necessary. The first SLO is assessed in October.
November: Discuss the results of the first SLO and what our use of results should be. The second SLO is assessed in November.
30- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
December: Discuss the results of the second SLO and discuss what the use of results should be. The third SLO is assessed as part of the final.
March: Discuss the results of the third SLO and discuss what the use of results should be. The date is entered into TracDat in March.
April: Present the TracDat information and confirm that it is what was intended.
May: Discuss the likely classes to be assessed in the following year.
June: Discuss any changes in approach we would like to make for the following year.
These targets are flexible and many things conspire to pull us off of the schedule. Among those things: the practicality of aligning the assessment dates with
the presentation of material in the class and the every changing policies from above regarding TracDat. However, the schedule is useful as a guideline and
thus far we have managed to stay on track annually, if not monthly.
BUSINESS
Somewhat. Many programs have only 1 full-time faculty member, and having adjunct faculty attend regular discussions for assessment is very hard. The
very small departments attempt to have meaningful dialog and include adjunct faculty, but adjunct faculty are not required to attend. This year the Nutrition
and Foods discipline held an SLO meeting to review SLOs with their adjuncts and used the special funds provided by the President to pay the adjuncts for
their participation.
CONTINUING EDUCATION
Yes. ABE, EOA, ESL & Health Careers faculty meetings are monthly or on a semester basis; ESL faculty also hold an annual, all-day meeting on SLO
assessment & dialogue. Additionally, ABE program staff include SLO/AUO assessment and evaluation in weekly meetings. ESL Leadership team reports
ongoing AUOs and SAs on a monthly basis, using a template designed to mirror PIE worksheet and with clear links to college or department goals.
HUMANITIES and SOCIAL SCIENCES
Yes. In the past many departments would have individual faculty complete course assessments, submit the data to the department chair, and he/she would
record the data in TracDat. In some instances there was little evidence of a collaborative process, dialogue, or follow-up and closing the loop based on
assessment results. The goal was often for students to meet a certain standard (e.g., that 75% of students should achieve a certain score) and faculty
members were satisfied if that standard was met. Few departments held regular, meaningful discussions about assessments and often the focus was more
on completing a certain percentage of course assessments instead of a qualitative and in-depth discussion of assessments and use of results.
Over the last few years, however, assessments have become more imbedded in ongoing department processes, and although there is still some healthy
skepticism about the utility of outcomes assessment beyond ACCJC compliance, more faculty have started to see assessments as potentially valuable tools
to assess student learning.
Faculty dialogue comprises a continuum of engagement activities and department structures:



All departments have a standing agenda item at department meetings in which outcomes of the SLO assessments are discussed and any changes
the department feels are necessary are approved. There is often “vigorous, formalized dialogue about course- and program level-assessments as
well as the process of assessment itself. The work has, sometimes to our surprise, yielded meaningful resources and improvements for students.”
Although department chairs have the overall responsibility for facilitating outcomes work, at least two departments have ad hoc outcomes subcommittees and one department has a Faculty Outcomes Coordinator.
Several departments have annual or semi-annual faculty workshops, and some of those workshops include adjunct faculty; these workshops often
take place on Flex Days, and one department also includes students.
31- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)

A handful of departments are still working on developing appropriate and viable assessment instruments that reflect the analytical rigor of their
disciplines.
The Honors Program and Writing Center constantly assess their services and draw from data to measure administrative outcomes as well as student
success. Both units report that they have ongoing and meaningful dialogue about assessment. The Honors Program states that their Faculty Coordinator is
constantly working with faculty to develop an appropriate and viable assessment instrument. They discussed this instrument at their faculty workshop last
fall and will continue the discussion this fall. In addition, the Honors Faculty Coordinator has worked diligently with the science and math faculty to develop a
realistic rubric for those disciplines using inquiry and analysis as the backbone of the assessment. At the Writing Center, senior staff meetings are used to
discuss assessment results and plan programs, trainings, and changes based on these discussions.
KINESIOLOGY and DANCE
Somewhat. Departments are developing patterns for improved discussion over SLO’s.
LIBRARY and LEARNING RESOURCES
Yes. The entire division’s focus is on thoughtful planning of outcomes and assessment for them, critical analysis of results and process, and meaningful
dialog about use of results for improvement. The division and departments’ regular meetings are used to sustain assessment and use-of-results efforts. One
example is the Division Office’s survey of LLR faculty and staff on the Division Office’s responsibilities and operations, and the findings point to a need for
improving communication with faculty and staff.
NATURAL SCIENCES
Somewhat. During the April 4, 2014 NSD Department Chairs meeting, discussions centered on what students in the classrooms know about SLOs, what
information should be made available to students on the syllabus, and taking advantage of stipends for adjunct participation in the SLO process.
The commitment to meaningful discussions varies with departments. Agriculture and Chemistry departments report SLO and GEO design, administration,
and analysis of results are extensively discussed at the course level and results are reported at department meetings. Other departments, particularly
Biology, have not kept pace. Geology conducted a SLO/GEO meeting and will revisit their goals. Math is taking steps forward to deepen the level of
involvement in the SLO process. Math department has made attempts to experiment with “NIC” or Networked Improvement Communities as a possible
model for completing the SLOs. However, due to low levels of faculty involvement, the attempts have not been fruitful. Physics department maintains
ongoing and substantive dialog among members about assessment. They have changed how they assess SLOs in light of the overall goal of using
assessment to shape teaching and pedagogy.
TECHNOLOGY and HEALTH
Yes. We have routinely discussed outcomes assessment efforts at Division chairs’ meetings, but this past year, we have found the agendas have become
overburdened with informational items. We are working on planning a separate “think tank” type of meeting each semester where we will have no agenda,
but we will instead talk about program improvement efforts, effective assessment practices etc.
Course Assessment Rotation: Has your Team created a course assessment rotation plan to ensure that all courses / services are assessed
systematically?
ARTS
Yes. Most departments are following a rotation plan to assess courses. The smaller programs are assessing courses each time they are offered while other
programs have adopted plan to assess in accordance with curriculum review schedules.
For example, after finding a four-year rotation aligned with course review was not appropriate, Theater implemented the following: “We then put in place a
schedule that grouped similar types of classes into the same year. Our lecture classes (THTR 9, 10 and 25) were designated as year one, our performance
training classes (THTR 11, 12 and 17) were designated as year two, our technical theater classes (THTR 14, 16, 18 and 19) were designated as year three,
and our performance classes (THTR 15, 60 and 99) were designated as year four. We have serious concerns that this logical process will be dismantled by
32- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
linking the classes to the 4-year review process, particularly if that process goes back to being 4 years in name only.”
BUSINESS
Yes. Each of our departments and disciplines has developed their own rotation cycle for SLO review. Most of them collect data on each course annually and
review the data annually and others have had the SLO process align with the 4 year course review process, so results can be used to make changes within
the review process.
CONTINUING EDUCATION
Yes.
HUMANITIES and SOCIAL SCIENCES
Yes. Most departments have a de facto rotation plan that coincides with the 4-year curriculum review process. Four departments have a three or four-year
course assessment rotation plan for assessing course and program outcomes that exists beyond the curriculum review process.
The Honors Program, Writing Center and TPI do not have course assessment rotation plans, since none of these programs are academic departments that
have responsibility or authority over curriculum
KINESIOLOGY and DANCE
Yes. Received, departments are utilizing excel spreadsheets with curricular and SLO patterns mapped out.
LIBRARY and LEARNING RESOURCES
No. Learning Assistance and Library Departments will forward their respective course assessment rotation plan by December of 2014. The Learning
Assistance Center and Online Learning Support Center services areas will develop their AUO assessment rotation plan by December of 2014. The service
areas need assistance in figuring out what to assess and by when based on the various college plans.
NATURAL SCIENCES
Yes. Every course in the Agriculture Department is on a rotation scheduled and the plan has been submitted with their area PIE. Biology has not created a
rotation schedule and the chair plans to remedy this prior to the start of the fall semester. Chemistry has submitted their SLO and GEO 3-year
administration timeline with their area PIE. Earth Sciences & Astronomy have a developed a 4-year plan to coincide with curriculum updates. Math has tied
their review of SLOs to the curriculum review cycle.
TECHNOLOGY and HEALTH
Yes. We use grids by department. This allows each dept. to track both curriculum and outcomes efforts. The following is a small portion of one such grid:
DISC/Course
Approval DateConduct next
review 4 years
from this date
ADJU1
4/24/12
Faculty
Responsible
for Course
Submit 4 Year
Review and
Modifications to
Division by 5-15
Jefferson
May 2016
Significant
Change-JBJ notify
VV
Submitted to EDC
/ Current Stage
Faculty
Responsible
for SLO
assessment
Complete
Program or
Course
SLO Cycle date
Planned Course &
Program SLO
Assessment
Semester/Year
3yr rotation
Jefferson
Spr10,Spr13
Spr16
Additional Help: Does your Team need additional help to improve its outcomes assessment work?
ARTS
Yes. Most departments and programs have expressed interest in hosting an SLO meetings/workshops that includes adjunct faculty being compensated for
33- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
their time, and Outcomes Coordinators are present to assist in understanding the process. Photography, for example, feels that their adjunct faculty
members do not fully understand SLOs or their importance.
Theater explains: The existing support is sufficient. However, we struggled to find meaningful help for years. In many instances, the “help” focused on
completing the tasks and accelerating the process, leaving the prospect of doing something meaningful in a shambles. That significantly changed when
Jason Chevalier took over the Outcomes committee. We hope that the help continues to be useful in his absence.
BUSINESS
No. Other than hiring more full-time faculty to spread the workload for some programs, the SLO and Program Level Outcomes process is completed by all
programs. Some of our departments would like to have additional training to ensure the quality of the SLO process. The departments are having dialogue at
their meetings to review the results of the SLO data collection, but want to have trainings to ensure that the use of the results is done correctly.
CONTINUING EDUCATION
Yes. EOA/AWD are staffed with100% adjunct faculty and their participation is critical to the success of our department’s SLO activities. The opportunity to
receive NTFA lab rate funding for 2 hours for each adjunct faculty member in attendance from the Outcomes Committee is crucial to our accomplishments.
HUMANITIES and SOCIAL SCIENCES
Yes. Continued and increasing need for funding to involve adjuncts (and students when appropriate) in the data analysis and interpretation of the results. It
is challenging to get adjuncts to attend extra meetings due to time constraints, other teaching or work obligations, and lack of financial compensation. There
are cases where only adjunct faculty members teach particular courses, and they should be included in the development of outcomes, the assessment of
outcomes and the analysis of results. There is currently no common procedure in place to compensate individual adjunct faculty who develop outcomes,
complete assessments or analyze data. It may also be helpful to come up with criteria for funding not only adjuncts for participating in assessment activities,
but also where appropriate, students.
KINESIOLOGY and DANCE
Yes. Departments can improve processes through quarterly workshops on assessment cycling and data collection.
LIBRARY and LEARNING RESOURCES
Yes. The Division’s process oriented work can be very challenging to assess for impact on student learning and success. For example, how do we assess
the effect of digital learning objects, revamped web pages, communication using Facebook/Twitter messages, online tutoring, 24/7 online library reference
services?
NATURAL SCIENCES
Yes. Mathematics & Computer Science and Physics & Engineering Departments have completed outcomes assessment through the “Use of Results”. All
other Departments are shy of the 100% completion mark. Some departments are still struggling with meaningful construction of outcomes and how to use
the data in a way that results in improved curricula or instructional delivery. This will be a focus in the Department Chairs meetings this upcoming year. As a
Division of scientists and mathematicians, we should be leading the College in this area.
Departments request assistance entering data via TracDat.
The Math department may seek Division resources to facilitate the start-up of their proposed new process using “NIC”s.
TECHNOLOGY and HEALTH
No. The departments have each had “aha moments” in SLOs assessments over the years, and they all participate. The issue is that adjunct faculty teach a
majority of the courses in many departments, and it is inherently difficult to manage assessments in those courses. The Division has asked chairs who have
successfully worked with their adjuncts (i.e. including them in department meetings, setting up regular assessment retreats, etc.), to present on their
34- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
strategies at our Division meetings in the past. This subject will continue to be a challenge for us, and we will continue to address it. It is not something that
will require additional assistance from the college.
How has the assessment process led to the improvement of curricula, pedagogy or services?
Please Explain:
ARTS
Please Explain: All areas are using assessment data to review, discuss, and plan curricular modifications to improve learning experiences. A common theme
across programs is that the assessment process provides a bridge for full-time and adjunct faculty within a given area to ensure that students are receiving
consistent learning experiences within a given area. Several CTE have been modified as a result of assessment, including discussion with students and
industry professionals, based on skills necessary for success. Photography states that through the SLO assessment process they are able to identify gaps in
learning and devise strategies to address the gaps. The Fine Arts, Music, and Theater departments find that assessment discussion amongst faculty
teaching in across similar parts of the discipline is strengthening consistency in learning experiences. One program offers that the SLO process has “forced
discussion of our classwork to the department level.”
BUSSINESS
The assessment process has led certain programs to focus on certain skills in their courses as well as changing the way courses are scheduled. The SLO
process has changed how certain curricula are delivered to the students. Assignments have been modified and timing of assignments in the semester has
been modified. Additionally, the standardization of assignments within the programs has occurred.
CONTINUING EDUCATION
The assessment process has led to an increased involvement of ABE staff in the PIE process. It has also led to improved tracking systems for students and
assessment, leading to improved student and departmental outcomes. In addition, faculty has incorporated follow-up from PIE into their curriculum planning,
particularly as it relates to aligning coursework with college and career pathways.
Through review of SLO data and curriculum, several new EOA courses and certificates have been identified and designed to meet the needs of students
including Starting a Home-Based Business and Excel Computer Applications.
ESL faculty have made modifications to curriculum, shared materials and resources at retreats or workshops, and utilized data to secure additional funding.
VOC faculty have made modifications to align with changes in industry and healthcare regulations.
HUMANITIES and SOCIAL SCIENCES
Some department has been able to identify specific components of each course to serve as guide or rubric for instruction. Moreover, the assessment
process provides a normative background for adjuncts who may teach the same course at several institutions. Although no significant changes in the
curricula have been made, instructors have been able to modify their methods of lecture delivery, assessment, and increase accessibility to required course
materials. For instance, several professors have completed their initial Moodle training to gain access to their courses online. This feature allows course
content such as the syllabus, grades, and class email rosters to readily available. In addition, the assessment process has sparked pedagogical discussions
about best practices for assessing student learning. Student assessments indicated that our students prefer smaller assignments and quizzes so their
knowledge is assessed at more frequent intervals during the semester. Lastly, our department has made significant strides in selecting textbooks and
materials that are either low cost or free to the students.
The assessment process within our division has led to the improvement of curricula, pedagogy and services. The most common outcome of departmental
assessment work has been some modifications to pedagogy, although there are also examples of curricula changes in three departments and one unit. The
responses below reflect a range of experiences and variations in the depth of interpretation of assessment data across departments.
Improvement of curricula:
35- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
American Language:
In the fall of 2013, AmLa conducted a department workshop in order to discuss the SLO assessment in all of writing classes, AmLa 41W, 42W, and 43W. All
faculty members, both full and part time participated in the workshop during which we discussed the parameters for the collection of the writing samples, the
rubric used to evaluate the writing samples, and the guidelines and deadlines for collection. Everyone also participated in a norming session using authentic
writing samples from our students.
Communication:
Our regular and ongoing department-level dialogue has yielded several important results:
 The department added a list of SPCH 1A course-level outcomes and multiple student assessment instruments to the 7th edition of our SPCH 1A
workbook/textbook (2012)
Improvement of pedagogy:
Communication:
 Assessment Pilots. The department piloted ten different outcome assessment methods and instruments in SPCH 1AH prior to using them widely
across all 50 sections of SPCH 1A to make sure they were effective and yielded meaningful results (2010).
 Start with Speech. The department evaluated the outcomes of the basic public speaking course to determine the appropriateness of the course for
a learning community designed for incoming students (Started 2010; also in new Title V Grant).
Geography and Political Science:
Improvement has largely been achieved through a broader dialogue of our goals as faculty and increased comparison of our methods and expectations. As
we discuss these differences and similarities it has improved department cohesiveness.
History and Art History:
The SLOs have revealed to several of our instructors key flaws in their pedagogy or weak areas in the student learning process, allowing them to make
minor but meaningful changes. Data from our GEOs, while revealing areas in need of improvement, have also provided evidence that much of what our
instructors are doing is positive, useful, meaningful teaching.
Psychology and Education:
We are ultimately more aware of students’ understanding of concepts. However, we have not changed curricula. In some cases, we have made changes to
method of delivery or emphasis placed on certain concepts. We are also looking at differences in method of assessment (e.g., multiple choice versus written
assessment) to determine if there is a difference in level of understanding. We are also looking at differences in time of day or number of class meetings per
week. These data could reveal interesting differences based on student differences.
Sign Language:
In the more advanced ASL courses assessments have been used to verify improvement achieved by the adjustments in pedagogy. We were able to
determine a significant improvement in the production of non-manual grammar (facial expression) was achieved through exemplifying not only the correct
production but also the incorrect production. Students got a better handle on how to do it right after seeing it done wrong.
Sociology and Philosophy:
Our department has been able to identify specific components of each course to serve as guide or rubric for instruction. Moreover, the assessment process
provides a normative background for adjuncts who may teach the same course at several institutions. Although no significant changes in the curricula have
been made, instructors have been able to modify their methods of lecture delivery, assessment, and increase accessibility to required course materials. For
instance, several professors have completed their initial Moodle training to gain access to their courses online. This feature allows course content such as
the syllabus, grades, and class email rosters to readily available. In addition, the assessment process has sparked pedagogical discussions about best
practices for assessing student learning. Student assessments indicated that our students prefer smaller assignments and quizzes so their knowledge is
assessed at more frequent intervals during the semester. Lastly, our department has made significant strides in selecting textbooks and materials that are
36- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
either low cost or free to the students.
Improvement of services:
Communication:
SSSC Outcomes Assessment. Though not mandated (or even requested), the department decided to conduct outcomes assessment in our new tutoring
center as a means to understand its utility for students and make improvements to our services.
Honors Program:
As a result of our student surveys, we have been able to consider new modes of delivery for courses, develop a cycle of course offerings, open discussion
with departments where students would like to have more honors opportunities, and develop curriculum in new areas such as literature, business, and
foreign language. While we are still in the testing mode for our program SLOs, our program AUOs have led to trying new modes of delivery and our PLOs
have provided data that has led to better program planning in terms of course offerings and enrollment management decisions.
Writing Center:
Workshop presentations have been revamped to better highlight key SLOs. Also, conversations with workshop instructors from other departments have also
occurred in order to norm the presentations depending on different faculty members so that outcomes are still adequately addressed. Lackluster DLA
success data in the fall of 2012 has also led to a more aggressive, interventionist approach to training tutors for DLAs.
Discussion of findings:
English, Literature and Journalism:
The assessment of our ENGL 1A courses this year has resulted in the criteria for success of one of our SLOs not being met. The department has
preliminarily discussed this at a department meeting, and the dialogue will continue.
History and Art History:
After completing SLO evaluations and analyses for all courses, the department has engaged in monthly discussions at department meetings regarding the
implementation of the information from those reports
KINESIOLOGY and DANCE
Modifications to course schedule occurred due a direct reflection on student success data. Department adjusted its course offering schedule to improve
contact and time on task, which benefitted student success and retention.
LIBRARY and LEARNING RESOURCES
Learning Assistance Department will develop standards for teaching vocabulary strategies based on findings from SLOs. The Library will revise assessment
methods in Start Your Research workshops based on outcomes findings. The Distance Learning mock accreditation review showed the necessity of a
refresher faculty certification course for online teaching, especially for faculty who completed certification more than five years ago, among other planned
improvements.
NATURAL SCIENCES DIVISION
Discussions among faculty have resulted in the sharing of classroom materials, presentation styles, and demonstration techniques, as well as other
pedagogical changes.
For example, unsuccessful results in ASTR 5L GEOs have led to discussions and changes in instruction regarding the practical knowledge and use of
astronomical tools. Some departments are finding change does not always result in improved outcomes and other departments find changes to curricula
and pedagogy is still a work in progress.
37- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
TECHNOLOGY and HEALTH
See below…
Please record an SLO (outcome), data collected, and use of results obtained this year. This should be an SLO that revealed a key finding or led to
substantive conversations.
ARTS
Fine Art – Light Logic. Students will be able to identify zones of light as explained by light logic using appropriate vocabulary.
163 of 199 students were able to identify the light logic zones with 80% accuracy for 82% success rate. Analysis led to better communication between Parttime and full-time about course work and results and greater consistency across sections in faculty presentation and student project results.
Animation and Gaming has collected data from our capstone course called portfolio. This SLO data via student survey shows that 80% of our portfolio
students are transferring to 4-year institutions, 15% are jobbing out, and 5% are waiting to see. Out of all the students surveyed, 94% will be completing
their corresponding certification/degree per their declared major and personal educational plan. This is a key finding because it confirms that the
modifications we have implemented to our program continue to pay dividends in jobbing out, completion rates and student transfers.
Music – MUS 14B Students will be able to recognize the genre and subgenres of the various American folk musical styles discussed in class.
Assessment Method: The assessment is embedded in the final exam. There are 16 listening questions. The student will identify the genre and subgenre of
each music excerpt heard. The genres are the diverse ethnic groups of American culture; and the sub-genres are the specific musical styles within the
genres. A chart of these genres and subgenres are given for the students to choose from.
Criterion: A playlist containing 27 songs were uploaded onto a website for students to study from. Success is to accurately identify the genre and subgenres
of 13 of the 16 questions.
Use of Results: More than 80% of the students had no difficulty identifying aurally the ethnic origins and musical styles of the music excerpts heard. This
SLO is critical in understanding the diverse musical cultures in America and American history, and should be assessed on-going. Dr. Kuo met with Dr.
Chevalier of the music department to discuss these results on Tuesday, December 10, 2013.
Music – Music 7 Basic Music Literacy
Course Outcome: Students will develop the ability to correctly interpret musical notation, or what is called "basic music literacy."
Assessment will be conducted using a series of questions embedded in the final exam. Students will be presented with a short piece of music in grand-staff
format. Students will be asked to identify the tempo, dynamic, time signature, meter, beat type, beat note and instrumentation. Next, students will be asked
to locate and identify pitches given the staff, measure, beat and hand (for example, staff two, measure three, "and" of beat two, right hand). Finally, students
will be asked to identify the key of the piece and to justify their response.
The assessment to be used has 13 questions--12 of them 1-point questions and 1 of them a 3-point question--for a total of 15 points. For two questions, half
credit is possible; for the remaining questions, students can score 1 or 0. The piece of music to be used is a minuet by Bach from his Notebook for Anna
Magdalena (BWV Anh. 132).
Criterion: We expect that 70% of students will pass the exam with a score of 70% or higher. We also expect that the average score will meet or exceed 75%.
Summary of Data: For Fall 2013, 287 students completed the assessment exam. Of these, 37 of the scores were not documented properly and
consequently were not included in the summary. 98 of 250 students (39.2%) passed the SLO with a score of 70% or higher; 183 students (73.2%) failed,
scoring 69% or lower. The average score on the assessment exam was a 61.3%, with a median score of 57%.
38- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Use of Results: An email containing the Summary of Data was sent on 31 December 2013 to all instructors who participated in the SLO assessment. Key
findings: (1) Students performed below our expectations. Only 39.2% passed the exam. The average was 13.7% below the desired average of 75%. In
future years, basic music literacy should become a greater priority. (2) This course outcome is broad, and consequently the assessment exam covered many
different skills, from simple identification to critical thinking. Because of the manner in which the data were recorded, we are unable to determine what
specific areas require the most attention. For example, there is anecdotal evidence to suggest that students found the question on key identification the most
difficult. However, instructors were not asked to report score on a question-by-question basis. In future years, it would be helpful to gather data on specific
questions. (3) When scores are broken down by instructor, there is wide deviation from the overall average: -20.3% to +33.5%. No specific conclusions can
be drawn from this. However, in the future it might be wise to better communicate course measurable objectives and to encourage discussion among
instructors regarding pedagogical techniques. It also might be wise to (a) provide a more comprehensive grading rubric, (b) enforce rigorous guidelines on
the administration of the assessment exam, and (c) withhold the assessment exam from instructors until the date of assessment, making only a sample
exam available (to avoid the temptation to "coach the assessment"). The department chair will coordinate a meeting among all MUS 7 instructors at a later
date, most likely August 22, 2014. At this time, the results of this assessment can be discussed in greater depth, including (a) the benefit of continuing this
assessment and (b) a timeframe in which other outcomes will be assessed.
Theater – We did a program SLO for our AA-T degree in Theater. It has led to many interesting discoveries, the most important of which is that the AA-T
degree is least interesting to students who plan to transfer and more interesting to students who plan to use it as their terminal degree. Many students gave
their intention to obtain a four-year degree as the reason they had no interest in an associates degree of any kind. We are still trying to intepret the data. We
hope to use the information to encourage more awareness of the AA-T degree and, we hope, more interest. We also think that we can construct better
questions for the next time we conduct this assessment.
BUSINESS
SLOs were implemented in fall 2012 for ID 25 and ID 20 on a 1 day/week schedule, the same SLO data was repeated in fall 2013 for ID 25 and ID 20 on a 2
day/week schedule. The students were more successful in the areas of critical thinking, research, and craftsmanship in the 1 day/week schedule. This was
brought to the department and the Advisory committee and it was determined to try to offer the courses on the 1/day/week schedule, which may affect class
usage.
CONTINUING EDUCATION
Improve the tracking of Adult Diploma students who are placed onto levels of the Progress Policy so that timely interventions can be implemented and Adult
Diploma outcomes will be improved.
Data: Overall the number of students on the Progress Policy decreased by 10.5%. These results continue to show the positive impact course completions.
Use of Results: Students on the Progress Policy have consistently outperformed students in the class who have not had that intervention. In addition, the
tracking systems for the Progress Policy are working as intended and students are clearly benefitting from early, timely and frequent interventions.
It is, however, very time consuming to track students and requires instructors, faculty and support staff to contribute a significant amount of time identifying
and tracking students. In order to continue providing this much needed intervention, it is necessary to have a dedicated staff member or data technician
maintain this data and identify students in need of interventions. An additional full-time counselor is also needed to continue the early alert system that the
progress policy has provided and to connect the efforts to the SSSP requirements.
HUMANITIES and SOCIAL SCIENCES
American Languages:
We have used the SLO writing assessment to change how we standardize our writing assignments across the courses.
Example: AmLa 43W Advanced Writing
Outcome: Students produce a piece of writing done in class between Weeks 11-16. By the end of the semester, 70% of students will meet or exceed the
39- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
standard for development of ideas in a body of writing, evaluated based on a faculty developed rubric.
Data Collected: Objective was met. 86% of students exceed or meet the standard. (N=233)
Use of Results: Although the objective was met, the department noted some anomalies in the evaluation system. One or two of the instructors graded their
students papers considerably lower than did their colleagues, especially in the area of sentence variety. This occurred despite the fact that we held a
norming session in the fall to ensure consistency. The following actions were or will be taken:
1. Full time faculty “regraded” the papers that were deemed to be considerably lower and determined that the main issue was the incorrect use of the
rubric.
2. We will focus on developing a more specific rubric and make sure that the norming session for grading is more specific and instructive.
There were also inconsistencies concerning the quality of the writing assignment that was given. It brought to light the fact that not all instructors have the
same idea of the rigor required of an AmLa 43 writing assignment. The following action will be taken.
1. We will require a common, in-class writing assignment for all AmLa 43W classes. We will discuss and develop this in the fall of 2014, and we will
implement this in the spring of 2015.
2. In the fall of 2014, the department chair will investigate the pass/fail rates of all the AmLa 43W writing instructors to look for inconsistencies among
individual instructors. The department chair will also request a research study of the success rates of our AmLa 43W students when they complete
English 68 and English 1A.
Sociology and Philosophy:
In May, the incoming department chair coordinated and facilitated an SLO workshop for adjunct faculty. There were over 30 adjuncts and one full-time
professor that attended the meeting. We opened the meeting with a discussion of what the SLOs and GEOs are, the purpose of the outcomes, and how are
department has worked with the process over the last four years. Our approach has been to collect data on outcomes for all classes in one semester so that
faculty do not have to collect data on an regular basis which would be the case if we scheduled courses to be evaluated every year. We discussed how our
approach benefits our department as well as how our approach is detrimental given the number of sections we offer.
Faculty discussed the role of SLOs in selecting textbooks rather than anthologies or a book of essays. Questions about who develops the SLOs for each
course were addressed. Some faculty would like to revisit some of the outcomes and propose changes if the courses were modified to align with C-ID
descriptors.
We discussed the importance of having the SLOs on the syllabus as well as how the outcomes can be presented in a more meaningful manner to the
students if the different assignments were linked to the appropriate outcome.
Faculty were presented with the modifications of the courses and advised to download and review the course modifications that were made for the
alignment. Our new outcomes could reflect these changes. We discussed the likelihood out developing and measuring PLOs (program level outcomes) as
well as outcomes for the distance learning sections.
We ended the meeting with a discussion on the goals for the 2014-2015 year which included workshops scheduled to focus on outcomes as well as teaching
effectiveness.
English, Literature and Journalism:
Outcome: Students will apply MLA format for citing and documenting sources; the data showed that only 67% of the students met the SLO. This is lower
than our department's threshold of 70%. So, dialogue will continue at this year's Flex Day about these results.
40- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
KINESIOLOGY and DANCE
DNCE 32 Performance Skill : DNCE 32 students will learn basic performance skills and be able to execute commercial dance choreography.
Assessment Method:
Course Embedded Test - DNCE 32 students will be tested on the performance of two commercial dance routines.
Criterion: 80% of DNCE 32 students who are examined by the skills assessment given during the Spring 14 semester will have a average of 8 or better for
each of the 2 routines performed (on a scale of 1-10, 1 being the lowest, 10 being the highest).
92% of DNCE 32 students who completed the skills assessment for DNCE 32, scored an average of 8 or better for each of the 2 routines performed (on a
scale of 1-10, 1 being the lowest, 10 being the highest).
Use of Results: The Dance department was pleased with the results of the DNCE 32 SLO. The two day a week classes (as opposed to previous one day a
week) have contributed to the success of the students due to the repetition that is required to build dance skills and technique. The recent decision to modify
this lab class to lecture/lab in the future and the recent addition of a Commercial Dance II course should also be key in building success in this area of our
department.
LIBRARY and LEARNING RESOURCES
Tutored students who repeated a basic skills course were 18% more likely to pass English 67, 10% more likely to pass Math 50, and 18% more likely to
pass Math 51 than non-tutored students. Use of results: to faculty, increase publicity and usage of the early alert referral tool in Banner.
Study Techniques faculty determined lesson plans targeted on increasing students’ locus of control based on SLO for locus of control.
Library Start Your Research workshop means of assessment is being revised based on SLO findings.
NATURAL SCIENCES
SLO for Breed Identification: Students will identify all common species and breeds, by picture, along with a distinguishing characteristic. 70% of students
will be able to identify 75% of all common breed and species.
Data Collected: 70% of students were able to identify 65% of common breeds and species. Livestock breeds were the largest area of difficulty for most
students.
Use of Results: Students were able to identify pet breeds but had difficulty with livestock breeds. Students need to see livestock breeds more frequently.
During the spring semester, when students only met once a week, it was important for students to see the various breeds. The faculty member teaching this
course had a lengthy conversation with the class regarding breed identification material. When she took them to the computer lab, she required the students
to go to the link for the breeds website, which she provided on the syllabus. She then changed her weekly quizzes to include two breeds of livestock. With
the change in the quizzes and a breed show review prior to the exam, 70% of students were able to identify 70% of all common breeds and species as
measured by the first midterm and the final exam.
TECHNOLOGY and HEALTH
TracDat, June 20, 2014
Summary of Data: In ELEC 50B, Spring 2014, “…after the lecture period on the topic of impedance in series RL or RC circuits, students were asked to write
their answers (on index cards provided to them at the beginning of the lecture period) to the following question: "In a series AC circuit what does the
impedance phase angle represent?" The answers were anonymous (no names attached to the cards), but all students were required to submit a card before
they were allowed to leave the room for class break, thus ensuring 100% participation. (Faculty members were stationed at the doors to collect the cards;
any student submitting a blank card was told to return to his desk.) The attached document, "in class responses to phase angle question," shows that 10 of
41- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
21 students substantially identified the relevant parameters. Interestingly, however, all the students provided "quality" responses in that they attempted to
answer the question fully with evidence based on their knowledge to date. This result is significant: even students who did not completely identify the issue
at hand made a fully engaged attempt at answering the question
Use of Results: The index-card response technique worked, and all faculty members will be encouraged to use it in their own courses for questions for
which they seek immediate feedback. In addition, this exercise provided the instructor with an opportunity to incorporate a discussion of student-learning
outcomes in context without needing to incorporate buzzwords or acronyms that may not otherwise have any relevance to students.
V.
RESOURCES NEEDED TO ACHIEVE GOALS
Resources requested should support the achievement of one or more college, team, or department goals. Resource type may be in the
following categories:
 Rate Driven Increase
 Technology: Equipment, Software, or Support
 Instructional Equipment
 Professional Development Training
 Staffing
 Research Support
 Facilities Modification
 Marketing
Resources should relate to college/instruction/department goals, and should be supported by data and evidence. Ideally speaking
resource requests should be derived from information provided in previous sections, and should reflect the values, and needs of the
department. Resource requests are intended to ensure achievement of goals (e.g., use of technology to enhance student success,
training to stay current in the field and ensure excellent programs, additional staffing to ensure quality of instruction in a diversity of
disciplines, faculty advisors to promote student success and course and program completion).
We realize that for a Vice President prioritizing the needs below, it may be impossible for some given the timeline for the completion
and the fact that faculty are not available to be part of the integrated division/department priority discussions. Please do the best that
you can with the situation and to honor your Team. One suggested way of completing this piece is to include all Manager’s priorities
as they have them noted such that your final Team’s listing would naturally have many #1 priorities, many #2 priorities, etc. On your
completed Vice President PIE Summary, please note if you will need additional time with your Team to do a finalized prioritizing of
each list as the needed resource allocation process becomes available throughout the year.
Note: Any department with an “immediate need” for resources resulting from shortfalls in funding that, unless filled
immediately, could cause the program to cease to function should request needed funding using the Immediate Need
Request Form following the process identified in the college’s Budget Review and Development Process.
To justify the resource request, please provide supporting information under “Justification of Need,” such as relationship to college
and/or department goal(s), outcomes assessment data, or advisory committee input. Please organize requests by resource type and
prioritize the requests within each category.
42- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Rate Driven Increase
Priority #
Resource
(Be specific, but not dollar amount needed)
Justification of need
New request
Model rate increase from current rate of $21 to $25
per hour (app 1271 hrs at $4 hr inc. =$5000
increase)
Mt SAC has fallen behind rates paid by schools competing for the
same models:
Community Colleges – Hourly Rate
Los Angeles Valley College – $28
Mission College – $25
East LA College – $25
Rio Hondo – $24.33
Pierce College – $23.33
Pasadena City College – $22.50
Yes
No
ARTS
1
Local State Colleges
Cal State Fullerton – $25
Cal Poly Pomona – $25
UCI – $25
2
MUS—Increased funding for photocopier
maintenance
Our rates have increased from $600 to $1,200 over the last 5 years.
Additional resources are requested.
Yes
No
1
Increase Conference and Travel budgets for faculty
The increase to fuel and travel as well as accrediting bodies requiring
travel to specific conferences.
Yes
No
2
Increase to Instructional supply budget for Nutrition
and Foods
The increase cost of foods as well as the growth in the department
offerings
Yes
No
Department goal: Current pay level is $42.98, which has been the
same for 5 years. Compared to other institutions’ HS programs
operating on the same high school campuses, this rate is no longer
competitive with other rates offered to faculty. Because these are
basic skills students who are trying to overcome deficiencies, more
skilled faculty are needed. It is becoming increasingly difficult to
recruit the best faculty. Another consideration is that the Mt. SAC
program requires HSSS faculty to do the same administrative tasks
as faculty who are paid $48+/hr. These tasks include out-of-class
work, such as SLOs and final exam evaluations.
Yes
No
This year, interpreters at Mt SAC received a substantial increase in
their hourly rate for all levels. We will need to augment the
interpreting budget to compensate for this rate increase.
Yes
No
BUSINESS
CONTINUING EDUCATION
1
Increase HS Summer School faculty pay to $45/hr.
HUMAN ITIES and SOCIAL SCIENCES
1 SIGN
Increase budget alloted to hire ASL interpreters to
interpret for Deaf faculty in lecture courses.
43- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
2 WC
Increase budget allotted to hire tutors.
Increase in Federal Minimum Wage.
Yes
No
Reconditioning of helmets has gone up. More helmets not certified
Yes
No
KINESIOLOGY and DANCE
1
Increased Budget
LIBRARY and LEARNING RESOURCES
1
Minimum wage increases to hourly employees:
campus-wide tutoring and Learning Lab
Anticipated cost increases will reduce number of hours available for
tutoring and other direct support to students.
Yes
No
2
Increases in subscription fees for software:
Inspiration, Captivate, and other tools necessary for
teaching and learning.
Vendor driven sometimes surprise increases in annual subscription
fees, which affects division ability to plan in status quo budget.
Yes
No
3
$120,000-$150,000: Library subscriptions to
databases cost increases by an average of 10-15%
per year. Library books cost increase by 5-8% per
year. (Funded $121,000 out of Prop. 20 funds for
restricted use on library materials and instructional
supplies).
Current budget process does not allow for library materials’ annual
Yes
vendor-driven increases to be classified as “Rate-Driven Increase.”
However, the annual decline of buying power is a reality due to lack of
increases in status quo budgets to cover such a shortfall. In five
budget austerity years, there was no point in including such a request
in previous PIE. Since 2009-10, the Lottery funds for library materials
were cut by 24.7%, resulting in an accrued loss of $450,000 ($81,000
X 5 years).
No
QuestionPoint reference services
OCLC WMS Collection Analysis Tool
Subscription costs for online reference services to ensure that all
students, including distance learning students, have equal access to
reference services and provide 24/7 service.
NATURAL SCIENCES
All
Increase hourly student worker budget
Departments
Maintaining a living laboratory facility – our farm and horticulture unit – Yes
requires substantial work performed by students. The budget has not
kept pace with the amount of work required to maintain the farm and
has not been adjusted for increases in the minimum wage.
No
Biology needs to expand the use of laboratory TAs due to the
decrease in funds for SIs to continue supporting students.
Physics needs additional hourly student workers to support their lab
program and provide high quality lab experiences for students.
All
Increase instructional supply budget
Departments
Maintain the one-time increases given this year to support growth.
Additional increases are needed for further growth this year
See Agriculture unit PIE for lists of specific supplies, tools, and
equipment needed.
Many departments have requested increases previously through PIE
due to increased costs of supplies and shipping. This is a new
request to accommodate the growth this year as well as ongoing
44- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Yes
No
growth.
All
Increase in repair/maintenance budget
Departments
Repair and maintenance budgets have not kept pace with increased
Yes
need for repairs. Growth within the Division has resulted in increased
failure of laboratory equipment. To maintain the high quality
programs we offer students, an increase in the repair/maintenance
budget is needed.
No
Bio
Taxidermy for Meek museum
One-time $1,000 needs to be institutionalized (and increased). There
needs to be an ongoing way to support these facilities’ needs lest we
lose valuable specimens.
Yes
No
Agriculture
Increase funds to purchase hay
Pastures have been lost due to land use changes related to the
College Master Plan. This reduced the available feed and required
more feed to be purchased.
Yes
No
Agriculture
Increase budget to maintain and replace existing
farm equipment
The actual cost of repairing, maintaining, and replacing existing farm
equipment is significantly higher than the allotted budget. Proper
maintenance and repairs are not made and equipment is not being
replaced as needed.
Yes
No
Agriculture
Veterinary care for farm animals
The current budget does not fund veterinary care for the farm
animals.
Yes
No
Agriculture
Increase budget for farm supplies
Supplies for maintaining the farm have also increased along with
costs for shipping.
Yes
No
Agriculture
“One-time” purchase of equipment
The current process of obtaining equipment through instruction or
VTEA is not sufficient to meet the demands of the programs.
Yes
No
Agriculture
Increase budget to reflect the actual costs of
maintaining the Agriculture facilities.
The facilities have doubled in size with the addition of new buildings
Yes
such as the livestock pavilion, the animal care facility, the tractor barn,
the new greenhouse, the animal hospital, the small animal care unit,
and the equine tack barn. These facilities have been important in
supporting the quality of our programs. The budget to maintain the
facilities has not increased and is needed to preserve the quality of
the facilities.
No
TECHNOLOGY and HEALTH
Increase cost lease agreement to house regional fire Rate-driven, accreditation
academy and/or periodic use agreement – FIRE
Yes
No
Increase lease cost for College Aviation, Brackett
(annual) - AERO
Rate-driven, service level
Yes
No
Increase maintenance cost for legacy aircraft,
inspections & maintenance, FAA order – AERO
Rate-driven, accreditation
Yes
No
Increased cost of non-invasive positive pressure
masks & oxygen concentrator – RESD
Rate-driven, accreditation
Yes
No
45- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Initiate long-term maintenance and software
upgrades contract for ATC and flight simulators –
AERO
Accreditation, advisory
46- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Yes
No
Priority #
H/M/L
Instructional Equipment
Cost Resource
(Be specific, but not dollar amount needed)
Justification of need
New request
ARTS
1
H
Fine Arts– Bench top tools for 1A-Woodshop: 1A-6 – 3 20x 40 "
Student use of the woodshop is severely limited by the number of machines available.
benchtop downdraft tables, 1 28x79" extra long downdraft table, 1 Replacing aged or broken or floor model tools with new equipment which meets current
2/2 hp shaper polar bear series, benchtop scrollsaw saw, benchtop safety standards improves shop safety and efficiency.
lathes, bench top disk sanders, benchtop belt sander, floor model
planer, floor model table saws that meet current safety standards
Yes
No
2
H
Radio– Radio stations and Production Labs.
Purchase remaining equipment necessary for analog/digital conversions for college and
Internet production studios. Technology not covered in building funds.
Yes
No
3
H
CEA– 15 Camera/tripod/lighting packages for TV
Program growth requires digital equipment. At present there are only 10 digital cameras,
which are old enough that they are no longer manufactured. The 8 analog cameras are
nearly obsolescent, and students have been refusing to use them.
Yes
No
4
H
Music– Four Digital Recorders
Necessary for instruction in a variety of music courses
Yes
No
5
H
Fine Arts– Replace and maintain equipment in the Ceramics
Program
Many wheels are more than 25 years old; Brent wheels come with a 10 year warrantee
Yes
No
6
H
Fine Arts– Letter Press: Printmaking Equipment
Provide ways for printmaking students to complete group projects and project based
semester assignments
Yes
No
7
H
Fine Arts– Flat Files:Printmaking Equipment
Replacement lockable flat-files to support student projects in printmaking
Yes
No
8
M
Anim– Cintiq Digital Imaging Tablets
To be current with industry standards
Yes
No
1
H
Classroom set of computers with high-end graphics card
FASH now has 5 sections of classes that need computer classes that can support the
high-end graphics of AutoCAD and 3D type software.
Yes
No
2
M
100” or larger drop down screen and projector unit to be used
in19B-3
The current monitor is too small and students find it difficult to see any details. Faculty are Yes
having to increase the font size of their presentations and it results in very little content
being shown per screen.
No
3
M
Smart Board for Child development classroom
This is the technology that is used in many of the school-districts’ preschool programs that Yes
many of our graduates will be required to use.
No
4
H
ELMO Document Camera Projector
Allows nutrition relevant print materials to be shown as part of class demonstrations
Yes
No
5
H
Instructors Computers in 8 CIS classrooms
Current computers are at least 5 years old and can no longer support many of the newer
technologies
Yes
No
BUSINESS
47- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
6
H
Cabling for building 18 to expand virtualization for all CIS classes
Provides specific applications to students in any room, decreases the need for
reconfiguring hardware.
Yes
No
7
M
Classroom sets of computers for 8 CIS classrooms
Computers are currently at least 5 years old and can no longer support the newer
technologies.
Yes
No
8
H
3D Printer with supplies
To keep ID students in line with industry standards per advisory
Yes
No
9
L
CAMTASIA licenses for campus
Licenses for instructional computers used in BusDiv programs, so class lectures can be
recorded and uploaded for use by students.
Yes
No
10
H
CAD software and ADOBE software needed for FASH Program
This is the software used in the apparel industry and needed for instructional purposes.
Yes
No
11
M
Classroom set of new sewing machines
Currently using old machines that are in constant need of repair
Yes
No
12
L
Software licenses for e-discovery software (Concordance, Relativity To provide practical skills training to students in industry specific software required for
ie)
obtaining jobs in current legal market.
Yes
No
13
M
Streaming Video Server
Need support in converting close-captioned videos in traditional classes to be uploaded to Yes
LMS so DL courses can use them. (NF)
No
14
L
Lexis Subscriptions for all students enrolled in the Paralegal
Program
Students must be prepared to perform online research to compete in the marketplace.
Currently 80 students out of nearly 500 in the program have access to such resources.
Yes
No
15
M
Spiral Bind machine and materials
To use in ID courses to keep in line with industry standards per Advisory
Yes
No
Commercial Ice Maker
Ice Maker needed for foods laboratory experiments
Yes
No
2 Classroom sets of iPads
1 set for Child Dev, that need to use this technology as it is what is being used in
Yes
preschool programs that we are preparing our students to work in. 1 set for FCS to use in
conjunction with software for budget management that students will need to know.
No
Employee survey revealed need for newer technology for students in programs labs. EOA Yes
Advisory Group recommendation and faculty requests.
No
Wall maps.
Support curricula
Yes
No
Upgraded Wi-Fi service
The wi-fi is sporadic at best. Those with laptops need wi-fi to access teaching materials in Yes
their classrooms.
No
16
17
L
CONTINUING EDUCATION
1
H
15 new computers, 3 printers, 5 overhead projectors and 3
scanners for EOA labs
HUMANITIES and SOCIAL SCIENCES
1 GPS
H
2 ELJ
4 PSYC
H
Replacement student computers (40), teacher computer, and
printer for the Psychology lab classroom
The computers are at least 6 years old and are outdated and falling apart
Yes
No
5
WC
H
30 personal computers (desktop) for computer classroom 26B1563C
Computers are five years old, having some difficulties with remaining connected to the
network
Yes
No
Computers for FT faculty
Faculty computers are old and outdated – often more than 6 years old, and are slow and
not as functional as needed
Yes
No
Additional computer(s) for adjunct faculty use
With 62 adjunct faculty, and only 2 computers for their use, we are in need of additional
computers so that faculty can prep their courses
Yes
No
6 COMM,
FL, HAH
7 SAP
M
48- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
8 SAP
Additional printer(s) for adjunct faculty use
With 62 adjunct faculty, and only 2 printer for their use, we are in need of additional
printers so that faculty can print their needed items
Yes
No
9 ELJ
H
12 Laptop computers and current software for Journalism
There are not enough computers and current software to keep up with the changing
environoment of digital media. We need laptops to accommodate the new "backpack
journalists."
Yes
No
10 COMM
H
DVD Burner
This would be helpful to transfer old example speeches from VHS.
Yes
No
11 COMM
L
USB Drives
This would be helpful to load department documents, sample speeches etc. on for new
professors.
Yes
No
12 COMM
H
Video taping in the classroom—cameras
Many other colleges have the abilty to video record student speeches in the classroom.
This is extremely helpful for students to watch for feedback or even if a student wanted to
challenge a grade.
Yes
No
13 PSYC
2-5 computers for a small satellite SPSS lab for students
With the lab reaching maximum capacity, we would like to create a small SPSS lab for
Psyc 3 and Psyc 10 students to work
Yes
No
14 PSYC
New student computers (40), teacher computer, and printer for an
additional Psychology lab classroom
With the increased demand for Psyc 10 and Psyc 3, we anticipate a need for a new
psychology lab classroom in which to teach these courses
Yes
No
15 PSYC
Funding for the purchase of videos, DSMs, APA manuals, etc.
Need to stay current in the field (updates in the APA manual, the DSM and videos in the
field are constantly updating – students need to be presented with current, up-to-date,
information)
Yes
No
16 COMM
Overhead projectors (BULBS?)
Most faculty and in our department, the students need a quality overhead projector for
effectice use of PowerPoint. Currently, many of the existing ones are dim and hard to
see.
Yes
No
17 COMM,
FL
Classroom computers (CURRENTLY BEING REPLACED)
Many are old and often freeze up etc. Also from room to room, the professor may have to Yes
log on in different ways (cnt. alt . delete, cnt. windows delete etc.)
No
18
WC
30 personal computers (desktop) for AmLa computer classroom in
the Writing Center (DELIVERED—WAITING ON INSTALL)
Computers are five years old
Yes
No
19 PSYC
Elmos for all Psychology classrooms (DELIVERED—WAITING ON Only a couple of Psychology classrooms are equipped with these and we would like for all Yes
INSTALL)
classrooms to have this equipment
No
KINESIOLOGY and DANCE
1
H
Replacement netting
Protective screens are a must to protect coaches and players from batted balls. The L
Yes
screens in the batting cages have never been replaced since Mazmanian Field was put in
7 years ago. Unsafe to use, need to be replaced. Base screens are unsafe to use, need
to replaced immediately.
No
2
H
Replacement of equipment and supplies used in numerous KIN 3
and KIN 5 courses.
Need regular schedule to replace old manikins and supplies
Yes
No
3
H
27C pool- 2 diving boards
Current diving boards are over 10 years old, worn down and past their lifespan.
Resurfacing has been done and is not an option.
Yes
No
4
L
50G Weight Room – develop regular replacement schedule for
Equipment has a lifespan of 6-7 years. We need new equipment to provide a safe and
Yes
No
49- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
cardio and weight lifting equipment.
functional facility for students.
5
H
Full Field Tarp for Baseball & Softball
The current full field tarps are full of holes, thus allowing water to get under the tarp during Yes
heavy rain. This causes classes and games to be cancelled due to unsafe field conditions.
No
6
H
Small tarps for Mound and homeplate area Baseball
Theses areas need to be tarped everyday to prevent runoff and flooding from sprinklers.
Currently we do not have a tarp for homeplacte area and the mound tarp has holes and
rips
Yes
No
7
L
Pilates equipment
Supports activities within local certificate
Yes
No
Replace very old, outdated computers in room #122 and Learning
Lab, which are used by the entire campus (about 50% remain
outdated).
PCs in Learning Assistance computer classrooms and in the Library are at least 6 years
old and interferes with instruction and delivery of services.
Yes
No
Replace very old Library computers for faculty and staff based on
work functions. (Funded in 2013-14 Instructional Equipment
prioritization; some awaiting installation by end of Fall 2014. Will
need to tally which are replaced and which will not in 2014-15.)
Computers are 8 years old. Faster processing machines are necessary to support a new
integrated library system and to serve students efficiently.
Yes
No
FUNDED (From 2012-13 PIE) Additional software licensing for
high-demand tools such as Adobe and Visuall Basic (Funded
through IT and other instructional departments that included the
Learning Lab in license subscriptions).
To meet student need for high-use software tools in the Learning Lab, the comprehensive
computer learning lab on campus for all students.
(From 2012-13 PIE) Replace very outdated PC computers in 6-132 Computers are 8 years old – Educational Master Plan Strategic Objective 5B
and library faculty and staff computers based on job duties and
demands for newer computers. Computers in 6-262 Offices
including software for multi-media development
1. Library & Learning Resources Computer Technician - Expected
by Dec. 2014 (Hugo Aguiler)
2. Teaching & Learning Technology Specialist - Expected by Dec.
2014 (Carol Webster)
3. DL Faculty Coordinator (Mary Johnson)
4. Assistant DL Faculty Coordinator (Sandra Weatherilt)
(Funded in 2013-14 Instructional Equipment prioritization; awaiting
installation by end of Fall 2014)
Yes
No
Adobe eLearning Suite Annual License (subscription)
Yes
No
Yes
No
LIBRARY and LEARNING RESOURCES
1
(2012-13)
H
2
L
2
(2012-13)
3
(2012-13)
H
4
5
(2012-13)
M
This software is essential for the Library and OLSC to help faculty with multi-media
instructional needs.
Projection system upgrade in classrooms – #132. Problems include Frequency of failure; interferes with instruction - Education Master Plan Strategic
monochromatic display, disruption in image projection, faulty wiring Objective 5B
in console boxes, all of which require technical survey of
challenges.
NATURAL SCIENCES
The need for instructional equipment within our Division is extensive, as one would anticipate in our laboratory intensive courses. A fully comprehensive list of instructional equipment needs is contained in
50- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
each unit PIE. Only those needs listed with the highest priority are included in this summary. Please see the unit PIE for our departments’ exhaustive list of needs.
Bio
#1 ranked
priority in
Division
H
BioPac data acquisition system replacement for Physiology labs
(ANAT 10B and ANAT 36) with laptop computers (existing laptops
will likely not support new data acquisition systems)
Biopac sensors wear out with use. Replacement Biopac sensors are not compatible with
Yes
our existing Biopac hardware. Labs designed for students to work in pairs (experimenter
and subject) are now performed in 4s (experimenter, subject, and two observers) because
only half of our Biopac stations are usable. This is crucial to student success in these
high-demand laboratories.
No
This is not a new request in the instructional equipment process but was added to PIE this
year
Chem
#2 ranked
priority in
Division
H
Physics &
Eng
#3 ranked
priority in
Division
H
Math & CS H
#4 ranked
priority in
Division
2 new FTIR instruments
Currently the two instruments have failed and will have “aged out” of the ability to be
repaired within the next year. These instruments serve students in all Organic Chemistry
and Biochemistry sections and to a less extent, students in General Chemistry sections.
Yes
Vernier probes
Data acquisition probes are needed to support student success in Physics labs.
Yes
High capacity printers
Printers in the MARC/T-MARC/CSCI lab serve a significant student population. The
machines have experienced heavy use and need to be replaced.
Yes
No
All Astronomy telescopes are currently mounted to piers on the roof, which makes use
outside the Observatory difficult. These additional telescopes would allow us to take a
telescope on field trips for student use and to have a telescope in each classroom for
student use.
Yes
No
No
No
Earth
Science &
Astro
#5 ranked
priority in
Division
H
Bio
#6 ranked
priority in
Division
H
Geldoc imaging system
Supports students in majors curriculum in Bio 8, 34, Micro 1 and Bio 8 H (under curriculum Yes
development); allows students to see results of their work more quickly and with better
quality images
No
Agriculture
#7 ranked
priority in
Division
H
Ditch Witch RT-12 Walk Behind Trencher
Due to the number of activities for students in turf, irrigation, landscape construction, and
equipment technology classes, the current trencher is overused and delays labs due to
accessibility. There are costs associated with its maintenance and repair. An additional
trencher would allow for diverse training for the students.
Yes
No
Document cameras
Document projection systems used in lecture presentations allow students access to view Yes
all resources such as charts, diagrams, figures, etc.
No
Four 8-inch telescopes
Additional H-alpha filter for the 4 8-inch telescopes
Math & CS M
Chem
#8 ranked
priority in
51- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Filter required for students to view solar prominences
Division
Physics &
Eng
#8 ranked
priority in
Division
L
One-time purchase of equipment for new ENG 1-C course.
A new engineering critical thinking course (ENGR 1C), designed to teach critical thinking
Yes
in the context of technical problems has been submitted to the EDC. The new Engineering
1C laboratory course will require start up funding to purchase equipment and supplies.
No
Chem
#10
ranked
priority in
Division
H
Purchase and install additional chemical storage cabinets
There is inadequate chemical storage in both chemical stockrooms. With growth in
laboratory courses, this will eventually pose a safety hazard.
Yes
No
Bio
#11
ranked
priority in
Division
M
Refrigerator for Microbiology
Growth of MICRO 22 to 9 sections has exceeded capacity of current refrigerator.
Yes
No
Earth
Science &
Astro
#12
ranked
priority in
Division
M
Yes
No
Industrial zoom monocular microscope with camera.
This allows students to view the microscopic textures, sedimentary structures and grain
sizes of rocks in real time during classroom presentations. This will be useful to students
in Astronomy, Geology and Oceanography classes.
Instructional equipment has not kept pace with the needs of students in a Division with robust laboratory programs, significant CTE programs, and a working farm. Departments have fully
comprehensive list of instructional equipment needs for their areas. Only those needs listed as their highest priority are included in this summary. Please see the unit PIE for their exhaustive
list of needs.
Agriculture
M
Livestock handling and show supplies for RVT and livestock
classes. (see separate list for specific items)
Students completing our courses and programs must meet industry standards in their
fields. To do that, students must be taught with proper supplies. These supplies are
required for the success of students and to accommodate the class numbers.
Yes
No
Agriculture
M
Hand and power tools for equipment technology classes. (see
separate list for specific items)
Students completing our courses and programs must meet industry standards in their
fields. To do that, students must be taught with proper supplies. These supplies are
required for the success of students and to accommodate the class numbers.
Yes
No
Agriculture
M
Horticulture instructional materials, such as: surveying equipment,
tape measures, hand tools, drills, saws, drafting supplies, printer
cartridges, sprayers and spreaders, electrical testing equipment,
plumbing tools, pruning tools, power equipment (blowers, saws,
weed eaters, lawn mowers, trenchers), plants.
Students completing our courses and programs must meet industry standards in their
fields. To do that, students must be taught with proper supplies. These supplies are
required for the success of students and to accommodate the class numbers.
Yes
No
Agriculture
M
RVT instructional materials, such as mannequins for blood draws
and injections.
Students practice on mannequins, which must be replaced over time due to wear and
tear.
Yes
No
Agriculture
M
Hand construction tools for construction classes. (See separate list
Students completing our courses and programs must meet industry standards in their
52- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
for specific items)
fields. To do that, students must be taught with proper supplies. These supplies are
required for the success of students and to accommodate the class numbers.
Agriculture
M
Screen covers for the computers in the computer lab.
Licensing exams are delivered electronically via computers. To prepare students for high- Yes
stakes exams, many within the Ag Department are administered electronically. Screen
covers are needed to prevent cheating on electronic exams, which is an ongoing issue.
No
Bio
M
13 microscopes for Microbiology.
MICRO 1 and MICRO 22 students share a laboratory classroom. MICRO 1 students use
ocular micrometers and MICRO 22 students finds these difficult to use. Microscopes
appropriate for this student population would create a more meaningful lab experience.
Yes
No
Bio
M
Replacement mideo for Anat 10A and 35
Part of one mideo is broken and needs replacement
Yes
No
Bio
M
Surgical lighting for cadaver lab
Improve safety and quality of dissections in ANAT 40A and 40B, cadavers used in ANAT
10A and 35
This is not a new request in the instructional equipment process but added to PIE this
year
Yes
No
Chem
H
Replace failing balances for use in Introductory and General
Chemistry laboratories.
Old balances are not reading or calibrating correctly. This leaves fewer functioning
balances for student use and impacts quality time in the lab for students. This is due, in
part, to the increased student use due to growth.
Yes
No
For replacement of
balances in Gen
Chem.
New request for
replacement of
balances in Intro
Chem.
Earth
Sciences
& Astro
M
Industrial zoom monocular microscope with camera.
This allows students to view the microscopic textures, sedimentary structures and grain
sizes of rocks in real time during classroom presentations. This will be useful to students
in Astronomy, Geology and Oceanography classes.
Yes
No
TECHNOLOGY and HEALTH
ACWL-1
H
ACWL Replace two outdated Air Conditioning Trainers – Air
Conditioning
Advisory
Yes
No
FIRE-1
H
FIRE-1 Personal Protective Equipment (jackets and pants
/turnouts, gloves, flash hoods) – Fire
Current inventory of personal protective equipment for instructors insufficient and
out of compliance according to national standards.
Yes
No
MEDS-1
H
MEDS Personal Protective Equipment (body armor, high
visibility vests, brush jackets and helmets) for faculty
assigned to field as well as smaller students – Medical
Services
Advisory
Yes
No
FIRE-2
M
FIRE-2 Ventilation equipment for smoke removal – Fire
Current equipment is out dated and no longer meets industry standards
Yes
No
Airway trainers – MEDS
Accreditation, service level
Yes
No
M
53- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
M
Rescue Randy – MEDS
Accreditation, service level
Yes
No
L
Ambulance cot – MEDS
Accreditation, service level
Yes
No
L
Venipuncture arm – MEDS
Accreditation, service level
Yes
No
L
ECG simulator – MEDS
Accreditation, service level
Yes
No
L
Peds trauma ALS – MEDS
Accreditation, service level
Yes
No
L
Lifepak15 monitors – MEDS
Accreditation, service level
Yes
No
L
Work with BAS to adapt curriculum, minor equipment needs
– ELEC
Advisory
Yes
No
L
Classroom computers, high end to replace existing-ELEC
Advisory
Yes
No
L
Hi-fidelity simulator for “difficult” intubations – RESD, MEDS
Advisory, Accreditation
Yes
No
H
Non-invasive ventilators (existing are approaching
obsolescence) – RESD
Advisory, Accreditation
Yes
No
H
Mechanical ventilators, vapoterm, BiPAP machines,
SmartVest bronchial hygiene unit – RESD
Advisory
Yes
No
H
Emergency maneuver training aircraft - AERO
Advisory
Yes
No
L
Replacement for aging/legacy (before 1985) aircraft fleet, 1-3 Advisory
yrs – AERO
Yes
No
H
3D printer-ARCH
Yes
No
L
Items needed to complete the set-up of functional labs inside Advisory
and outside the DTC - ARCH
Yes
No
L
Funding to complete simulator lab – computers & software –
AIRM
Advisory
Yes
No
H
Replacement for engines, carburetors, magnetos,
alternators, airframe componentry – AIRM
Service Level, Accreditation Standard
Yes
No
M
Direct (digital) Radiographic System – RAD
Advisory
Yes
No
L
Breadboards (mechanical) – IDE
Advisory
Yes
No
L
Box break, finer break, large shear – IDE
Advisory
Yes
No
L
PCs for classroom 60 – IDE/MFG
Advisory
Yes
No
M
Haas CNC mill (VF1) - IDE/MFG
Advisory
Yes
No
L
Haas CNC simulators (10 additional) – IDE
Advisory
Yes
No
54- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Advisory, Service Level
L
Equipment to support IDE classes in modeling and materials Advisory
– IDE
Yes
No
L
Door blaster/duct blaster equipment to support curriculum in
Title 24/Net Zero –AIRC,BAS
Advisory, Accreditation
Yes
No
L
Replace outdated media – AD
Service Level
Yes
No
L
Replace outdated AV equipment – 28B-204, 210, 203 –
ADJU,AD ; 301A, 305,308,312- IDE
Service Level
Yes
No
L
Replace existing media w/closed captioned – ADJU
Federal Mandate
Yes
No
H
Instructional Equipment Budget – classroom computer
replacements, updated video resources – MENT
Advisory
Yes
No
L
Computers to support increased use of software applicable to Advisory
both programs –AIRC,BAS
Yes
No
55- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Staffing
Priority #
Resource
(Be specific, but not dollar amount needed)
Justification of need
New request
1
Associate Dean, Arts Division
The complexity and variety of the programs and departments within
the Arts Division require additional administrator to support faculty
and staff. This position will ensure appropriate staffing to maintain
necessary services and support critical functions to implement the
college mission. (Interim Associate Dean hired 7/14)
Yes
No
2
Shared Lab Tech–permanent part-time, CEA
Offer lab support for students across programs in the DTC shared lab Yes
1225. (1 of 2 positions needed)
No
3
Lab Assistant–permanent part-time, FA; Need for
technicians or lab supervisors for supervision of
open studio hours in painting, printmaking, drawing
and 2-D design
Open lab time is needed in each area to provide out side of class lab
opportunities to students in painting, printmaking, 2-D and drawing,
greatly increasing their and experience and chance of success.
Yes
No
4
Lab Tech–permanent part-time, THTR
We have access and safety issues if we do not have a qualified
Yes
person to supervise students on construction when the Shop
Foreman is not available. This is especially keenly felt on light hangs.
No
5
Shared Lab Tech–permanent part-time, CEA
Offer lab support for students across programs in the DTC shared lab Yes
1225. (2nd of 2 positions needed)
No
6
Lab Tech for Shared open lab–permanent part-time, Need permanent part-time Lab Assistant to cover student safety while Yes
FA
operating power tools, maintenance, and to generally support
instructors during late afternoon and evening courses.
No
7
Permanent part-time costuming, THTR
We need to create a position that can maintain the costume shop,
assist with building costumes and provide continuity across the
season.
Yes
No
n/a
(separate
process)
Full-time Faculty, Graphic Design
Currently there is only one FT faculty member in the Graphic Design
program. With the growth of the program, a second full-time faculty
member is needed.
Yes
No
1
Full-time faculty are greatly needed in HRM,
Accounting, FASH, Economics, NF and Child
With retirees and the growth of programs the need for full-time faculty Yes
is overwhelming. Some of the programs have only 1 ft faculty
member and the others have grown so much that the vast majority of
classes are taught by adjuncts.
No
2
Morph two current 47.5% Computer Lab Technician
positions into one full-time position
Currently the division has two 47.5% lab technician positions of which Yes
only 1 is filled. The increase in use of technology throughout the
division as well as an increase of over 45% in sections offered of
computer lab class sections requires having a fulltime person with
No
ARTS
BUSINESS
56- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
virtualization expertise.
3
Foods Lab Technician
Currently hired, but needs annual justification. Lab serves two
programs that have heavy schedules and require the technician be
present to maintain safety and code regulations.
Yes
No
4
Student workers for NF, Paralegal, and FASH
All of these programs rely heavily on student workers to help staff
labs when lab techs are not available or the demand is greatly
needed. They assist students in the lab and help the tech.
Yes
No
5
Tutors for Paralegal and CIS
Currently these programs have just started to receive some grant
funds to hire tutors. This needs to have ongoing support to help the
students be successful in the programs.
Yes
No
6
Clerical position devoted to help paralegal
coordinator
Required by the accrediting body American Bar Association.
Administrative work performed by the Coordinator necessitates an
assistant.
Yes
No
7
Child Observation Lab Assistant
The observation room at the new CDC contains expensive and
complex technology that cannot be left unsupervised and the
operation of the equipment requires that students have assistance.
Yes
No
8
Work Experience Director
Needed to help the CTE programs with connections and liaison with
Yes
outside companies to develop needed work experience and internship
opportunities for the students.
No
9
Support technician to work in CAD Lab for ID
There currently is no one that assists the students in the lab other
than the instructors only during office hours.
Yes
No
10
Foods Lab Custodian
A dedicated foods lab custodian who knows the regulations and how
to sanitize the lab and equipment on a daily basis.
Yes
No
11
Lab tech for open lab in DTC
Support person to monitor open DTC lab for ID students
Yes
No
12
Child development curriculum assistant
Students taking curriculum class benefit from support in constructing
their many projects, which includes both use of materials and the use
of equipment. This assistant would provide this support under the
direction of the instructor.
Yes
No
13
Child development Receptionist
The new CDC classroom and office complex have been designed
with a front reception area for a receptionist to work and give
directions within the complex.
Yes
No
Hiring difficulties for permanent positions including the ESL Database Yes
Programmer, which was originally approved by Cabinet in 2011 yet
continues to be delayed for reasons that are unclear to the requesting
manager. Requests for intervention and support are done annually,
with the last plea in October 2013. This is a critical position that needs
institutional support because it has been funded for the past several
years as professional expert (short-term) using instructional support
No
CONTINUING EDUCATION
1
Part-time ESL Database Programmer (categorical –
SSSP Assessments)
57- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
grant funding (WIA, Title II) yet is benefiting the college’s need for
data and information in such areas as SSSP planning, Student Equity
planning, WASC accreditation, and RIE requests for program
information not available through Banner.
2
EOA/AWD: Full-time academic manager over EOA
and AWD programs.
With the added focus on noncredit Adults with Disabilities in AB86,
the scope of work for the current supervisor has expanded beyond
capacity. As it is, academic matters and faculty evaluations must be
covered by the dean for these programs.
Yes
No
3
ABE: Full-time ABE faculty
Department goal: Large number of ABE courses that need review and Yes
assessment; changing content standards for ABE programs justify the
need for a full-time faculty. There is also the added responsibility of
AB86, Student Equity Plan, and SSSP.
No
4
Associate Dean of Continuing Education
Prominent statewide noncredit leadership role of Mt. SAC and Dean, Yes
Continuing Education requires significant focus on state-level
initiatives. AB86 calls for expansion of noncredit education through
local regional consortia, which requires ongoing collaborative
planning and reporting with school district members and other
partners (WIBs, industry, CBOs). Division is 99% adjunct faculty ratio,
requiring far more load on the academic managers to coordinate and
support faculty non-classroom work. All student services (SSSP) for
noncredit are under the leadership and management of noncredit
program managers and the dean. CDCP funding will be increased to
credit levels starting July 2015. CED is the 4th largest noncredit
program in the state and provides a 2:1 ROI on district costs. All of
these factors provide the drive and the potential resources to give the
division the administrative leadership it needs by adding an associate
dean.
No
5
ABE: Full-time WIN Program Coordinator
Department goal: Having a full-time WIN coordinator would save the Yes
college in district instructional dollars as faculty pay is more costly.
Additionally, a full-time WIN coordinator could manage the large
demand for collection and dissemination of student outcome data.
The WIN program has increasingly become a “student success
center” with intensive student and instructional support activities. This
position would allow this success center to increase in its depth of
service and address state initiatives for student progress. This
request has been made in the last 5 ABE Department PIEs.
No
6
Part-time ESL Registration Clerk
Increased demand for efficiency and management of open-entry
system requires staffing with skills and knowledge in use of Banner
and understanding of the noncredit matriculation process. WIA grant
requires follow-up of students no longer taking classes, even if they
exit mid-program. Reliance on student workers requires constant
training and retraining.
No
58- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Yes
7
ABE: Permanent part-time tutors (4)
Department goal: Tutorial support is critical to ABE student success. It Yes
has become increasingly difficult with hiring limitations to employ
tutors for long periods of time. Thus, there is an unwanted turnover
and lack of consistency for the students.
No
8
Part-time LLC Teacher of Record
Recommendation # 3 from the Student Success Task Force was to
“incentivize successful student behaviors,” which is the goal of
Passport Rewards. Initial comparisons of attendance indicate
success of Passport Rewards, but program needs refinement and
growth to accommodate students in ESL and Foreign Languages.
Yes
No
9
ABE: Permanent PT database technician/data
analyst
Department goal: PPT staff is needed to directly focus on database
Yes
management and gathering student outcome data. This can provide
to ABE faculty and staff critical student information to engage in timely
interventions with students. This would also increase the likelihood of
better student outcomes, including persistence and program
completion.
No
10
ABE: Additional hourly funding for safety staff
Department goal: There are ongoing student disciplinary issues
concerning ABE students, and the current budget used for safety
staffing does not cover the needed hours.
Yes
No
11
Adjunct ESL Counselor
Anticipated mandates for service and accountability for noncredit
SSSP required services such as orientation, matriculation
presentations, and counseling office hours. One full-time and one
evening-only part-time counselor cannot meet the demands of
approx. 3000 unduplicated ESL students.
Yes
No
12
Part-time ESL Tech Support
ESL Technology Plan, part of WIA Title II grant, is increasing the
Yes
purchase and required maintenance of technology in the ESL
program, which currently has 4 ESL computer labs, 1 LLC Smart Lab,
and 1 large LLC open lab in addition to roving iPod lab and computer
stations in every classroom. The Computer Facilities Supervisor is
unable to meet the demands of the department with only two parttime learning resource technicians.
No
13
ABE: PPT transcript evaluator
Department goal: The integrity of transcript evaluation for new
students may be impacted without a permanent transcript evaluator;
student persistence and early alert and intervention can also be
affected without a staff to evaluate prior coursework;
Yes
No
14
ABE: Full-time ABE counselor
Department goal: With the onset of SSSP and Student Equity
activities, the addition of a full-time counselor is needed. ABE
students require more intensive attention by support staff.
Yes
No
15
ABE: Non-teaching faculty hours
Department goal: With the new GED test content, new certificates
and courses submitted, planned course creations, and emerging
content standards for ABE, HS, and GED, more faculty support is
Yes
No
59- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
needed.
16
ABE: Additional district funds for registration support Department goal: With the expansion of HSSS program in summer
2014, there is an estimated increase of about 1000-1500 student
registrations. The funds available for registration do not fund enough
temporary registration positions. Maintaining accurate rosters
becomes very challenging if registrations are not done in a timely
manner.
Yes
No
17
ABE: Promotion/reclassification of ABE Outreach
Specialist to ABE coordinator*(probably already
done if college recommendation for A. Pride
reclassification is approved by union)
Department goal: A full-time ABE coordinator is needed to support
off-campus coordination between HSSS coordinators, registration
staff, and to serve as a liaison between HS Outreach and high
schools participating in boot camps.
Yes
No
18
ESL: Full-time counselor
New SSSP mandates for initial education plans, developed education Yes
plans, follow-up, and MIS tracking can’t be achieved without more
counseling support. Currently 1 full-time counselor for all of ESL.
No
1
AMLA
Staffing—return AmLa’s 6th full-time faculty line
Need full-time staff for committee work; a representative from AmLa is Yes
required on many College committees;
We have specialized instruction needs for writing intensive classes,
speech and reading specialists, and computer innovations
If more students matriculate through AmLa due to the increase of the
International Student program, we will need additional staff.
No
1 COMM
FT faculty
The FT/PT ration is still way off in our department--not even close to
80/20.
Yes
No
1
ELJ
Replacement for retiree Mary Brackenhoff
Full-time faculty are needed to better our full-time to part-time ratio.
Yes
No
2
ELJ
Replacement for retiree Ron Brouillette
Full-time faculty are needed to better our full-time to part-time ratio.
Yes
No
3
ELJ
Replacement for retiree Robin Tripp
Full-time faculty are needed to better our full-time to part-time ratio.
Yes
No
1
FL
Hire replacement for Renee Andrade
Full time faculty member retired in fall 2012.
Yes
No
2
FL
Hire more full-time faculty in foreign language
There is an imbalance between full- and part-time faculty, with 9 fulltime faculty and 44 part-time faculty. Hiring more full-time faculty will
address this imbalance and better serve students’ needs.
Yes
No
3 FL
Hire adjunct faculty to help in curriculum
development and teaching translation and
interpreting courses
The growing need for translators and interpreters in Spanish as well
as having the potential population that could be trained to fill this
need.
Yes
No
1
GPS
Replacement faculty position, Political Science
The retirement of a full-time faculty member has stretched our
resource thin. Now greater burden for things such as adjunct
Yes
No
HSS
60- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
evaluations, Faculty Association representation, Faculty Senate
representation, SLO and GEO assessments, supervision of campus
student clubs, organization of student activities as well as staffing of
courses has fallen on the remaining faculty members. This burden is
increasingly onerous as the College demands greater faculty-led
administrative activities.
1 HAH
Hire a full time replacement to teach African
American History (HIST 30 & 31)
As one of the larger departments on campus with a large number of
Yes
courses, we are shorthanded for staffing these courses. Finding
experienced adjunct instructors to teach African American History is
problematical, leaving those courses vulnerable to cancellation. Over
the course of many years, our African American History courses have
expanded and have become popular classes with MSAC students.
Failing to replace this instructor jeopardizes this program.
No
2 HAH
Hire a full time replacement to teach African and
World History (HIST 35, 3, 4)
As one of only three community colleges in this area to offer African
History, we need a full time expert on staff to keep this course active
and viable. This course in particular is a great “draw” to bring
students to Mt. SAC and to compete against the course offerings of
other community colleges.
Yes
No
3 HAH
Hire a full time Art History instructor (growth).
The Art History Department is small (two FT faculty), which hinders its Yes
ability to expand and serve the students who need to take AHIS
courses.
No
1 PSYC
Need full time Psychology faculty members
Full time faculty member retired December 2012, increased FTEs,
faculty consistently reassigned elsewhere on campus, and increased
specialty courses for AA-T requirements.
Yes
No
2 PSYC
Increased need for adjunct faculty
Increased FTEs
Yes
No
1 SAP
Need full-time Sociology faculty
Retirement of faculty member (2013) and projected retirement of two
of the four remaining faculty members
Yes
No
2 SAP
Increased need for sociology adjunct faculty
Increased FTEs
Yes
No
3 SAP
Adjunct Faculty Mentor Position
Increased adjunct faculty
Yes
No
1 SIGN
Additional Full-time Interpreting Faculty
With the combined growth in students majoring in Interpreting and
the addition of new courses to the interpreting program, there is a
growing need for a new full-time faculty member that would focus on
the Interpreting program.
Yes
No
Currently, we employ exclusively part-time faculty to teach the
interpreting courses. Although we have been blessed with qualified,
reliable people, having a full-time person will increase program
stability and student access.
The requirements for the degree/certificate includes seven required
courses in the interpreting discipline (separate from American Sign
61- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Language) and four interpreting electives. Ours is a very specialized
discipline making it very difficult to staff these courses with adjunct
people.
This request has been a part of our P.I.E. since 2008.
2 SIGN
Additional Full-time ASL/Deaf Studies Faculty
Students prepare themselves for our core interpreting courses by
Yes
taking a sequence of language courses: SIGN 101,102,103, 104, 105,
specialized language courses SIGN 210, 220, and courses
specializing in aspects of Deaf individual, their culture and
community, SIGN 201 and 202. These courses are offered both for
day and evening students on a consistent recurring basis. This
regiment of course offerings requires that our full time faculty (with the
exception of the department chair) carry a load of between 5-6
separate course preparations every semester. This creates an undue
burden. We do use adjunct faculty to cover multiple sections of the
lower level courses, but have had difficulty maintaining a pool of
qualified adjuncts that can teach the more advanced/specialized
courses. To ease the burden this has created for our full-timers we
need to add an additional full-time faculty member. This addition will
allow our faculty to reduce the number of preparations to a more
reasonable level.
No
Staff Requests:
1 HONORS
Add another 19 hours per week classified position to Need coverage in center so we don't have to close when all
work as receptionist/clerical assistant
employees are out of the center and increase hours when center is
open for students; student workers are not always best option for
reliabiltiy, need additional help with processing confidential
information that is not appropriate for student workers
Yes
No
2 TPI
Increased budget to increase hours of TPI clerical
specialist, thereby increasing the hours the TPI
center is open and available to students
Increase of hours of operation for the TPI center allows more student
access to the center and the program
Yes
No
3 GO!
Increased budget for permanent PT clerical
Use of work-study students is highly ineffective given the consistent
nature
4 HSS
Convert part-time clerical assistant position for ELJ
into a full-time clerical assistant position
Reduction of release time to ELJ department chairs and adjunct
faculty mentors will increase workload of clerical assistant
Yes
No
5 COMM
Ongoing PT Dept. Assistant
As the Communication department grows, the need for support staff
grows.
Yes
No
6 COMM
Start with Speech Coordinator and staff
If the College emabraces this outstanding program, there will be a
need for staffing.
Yes
No
7 ELJ
Lab tech, student worker and ad rep in the
Journalism lab
There is only one fulltime professor and advisor, and the workload is
unmanageable
Yes
No
62- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
8 PSYC
Lab technician to run the SPSS lab
With a small SPSS lab for students, someone will be needed to be
there to monitor student use
Yes
No
9 PSYC
Permanent PT department assistant
We need consistent year-round help with departmental duties
Yes
No
10 Honors
Additional counseling hours needed
As program continues to grow and as students are required to have
Yes
MAP plans in place, and as transfer options increase, need is evident
for more counseling hours
No
11 WC
Full time Tutorial Specialist Position—Tutors in the
Classroom
The Tutors in the Classroom program is currently directly supervised Yes
part time by an part-time Non-credit hourly instructor who also has
teacher of record responsibilities in the Writing Center as well as
workshop instruction and training and supervising of tutors. This
means she has about 7 hours a week to devote to the hiring, training,
coordinating, clerical tracking, and faculty communications that the
program requires. When the program began with only five sections in
the Fall of 2008, this was enough time. Now that the program
supports upwards of 40 sections a year, with more than 50 sections
planned for the coming academic year, and coordinates not only with
dozens of faculty but with support programs such as ARISE, ASPIRE,
BRIDGE, and now Pathways to Transfer under Basic Skills, the
workload can no longer be effectively handled by a part time hourly
instructor. A full time Tutorial Specialist would allow the program to
continue to grow on solid footing without sacrificing the level of quality
control and time-intensive mentoring and training that has led to the
program’s impressively cost-effective success results.
No
12 WC
Tutorial Assistant II
The fact that the population of Mt.SAC is so diverse and that many of Yes
its students are either NNES students or bilingual (with a significant
percentage of generation 1.5 students) means that the need for
qualified academic support personnel in this area, especially as it
relates to language acquisition and writing issues, is critical. The
Tutorial Specialist funded under the ARISE grant has been a powerful
catalyst in improving the services in the Writing Center for this
crucial—and growing—population. Moreover, the planned increase in
the enrollment of International students will only increase the
demands on tutoring centers focused on language and
communication issues. Accordingly, the Writing Center is
understaffed at the paraprofessional level in addressing and
preparing for the needs of this population since peer tutors can only
be developed so far in terms of addressing the needs of this
population. In this year’s PIE, we have included a request for a
Tutorial Assistant II, classified position, in order to provide more oneon-one tutoring from a TESOL-certified tutor for this population.
No
13 WC
Learning Lab Assistant II, preferably full time
All students visiting the Writing Center must be registered and
scanned in at the front desk and directed to the appropriate area of
the Center for the service they have come to use. In 2012, 16,612
No
63- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Yes
students (duplicated) visited the Writing Center and logged over
85,157 hours. Currently, the front desk duties are handled by student
employees supervised by the director. This leads to some difficulties
due to the high rate of turn-over of these student employees and their
difficulty in upholding with peers unpopular policies. Also, budgeting
for peer tutoring has to be used to pay for these student employees.
The hiring of a permanent Learning Lab Assistant II to supervise
registration and check in at the front desk (similar to the set up in the
LAC) would eliminate these issues. (The Center’s evening hours,
which are less demanding for the front desk staff, could still be
covered by student employees.)
14 WC
Full-time Tutorial Specialist—Non Native English
Speaking Programs
Currently this position is part-time and funded under ARISE for the
next two years (hence priority #4), but, eventually, the position will
need to be institutionalized and would benefit the college if it were
institutionalized as a full-time position as the percentage of the
college population of NNES students is only projected to continue to
rise and the current need is not being sufficiently met, as reported by
faculty.
1 Growth
Third full-time faculty member
To aid with the growing needs of the department
Yes
No
1
Increased Budget to move 11th month Athletic
Trainer to 12 months
The Athletic Teams run year-round. The support of Athletic Trainers
is vital to continuing the health and safety of our sports and studentathletes. Currently covered by two permanent part-timers.
Yes
No
2 Growth
Accompanist for dance classes
To enhance dance classes, increase students’ musicality, and stay
competitive with the other colleges in our area
Yes
No
2
Full-time Professor Kinesiology/ Women’s Sport
Replacement Coach
Replacement position for faculty promoted to administrative position
Yes
No
2
The Athletic Teams run year-round. The support of Athletic Trainers
is vital to continuing the health and safety of our sports and studentathletes. Currently covered by two permanent part-timers.
Yes
No
3
Full time Professor Kinesiology/Head Men’s Sport
Replacement Coach
Replacement position . Currently the department is behind full time
positions that have not been replaced. This position inculdes both
needed classroom and coaching professor.
Yes
No
3
This Equipment Tech Position is assigned to the Gym and Tennis
Yes
Courts. These facilities cannot go unsupervised for 1 month while the
Equipment Tech is off. Currently the facility is unsupervised during
that time.
No
The position of Assistant Water Polo and Swimming is a replacement Yes
for a retirement from another sport. It requires specialization and
unique certification in addition to the regular classroom assignment.
No
KAD
Increased Budget to move 11th month Athletic
Trainer to 12 months
Increased Budget to move 11th month Equipment
Technician to 12 months
4
Professor of Kinesiology, Assistant Aquatics
Replacement
64- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Water Polo is an emerging sport and has been one of the fastest
growing sports for women in the COA. Currently, only two full-time
faculty serve in the current program that includes four intercollegiate
teams (Men’s/Women’s Water Polo, Men’s/Women’s Swimming and
Diving), Aquatics Certification area (lifeguard training, water safety,
C.P.R., first aid, and summer learn to swim program). The two full
time professors each coach two sports Men’s and Women’s Water
Polo and Men’s and women’s Swimming and diving. This program
also hosts tournaments for both men’s and women’s water polo (24
teams total) and hosts a swim invitational series that includes 42
community college teams on one weekend and 140 high school
teams over two additional weekends. One of the full time professors
serves on the curriculum committee, is fitness certificate coordinator,
serves on faculty assoc. the other serves is serving as asst. athletic
director and Heritage Hall committee chair.
These two professors share responsibilities for the community
education summer learn to swim program which include scheduling,
hiring and training and the ongoing managing of 25-30 summer
employees. The Learn to Swim program serves approximately 2000
patrons each summer.
The full time hire position would teach classes already offered in the
aquatics area currently taught by adjunct faculty (15 sections currently
offered). Theory classes to be taught would include Kinesiology and
Physiology of Exercise for Fitness.
4
Employee Wellness Program
Funding is needed for staff hours in the Wellness Center in order to
give employees access for Baseline Fitness Assessments, program
design, and group exercise classes in support of the Employee
Wellness Program.
Yes
No
1
(2012-13)
Faculty: Library and Learning Assistance
departments through separate Faculty Prioritization
Process 2014-15 (from 2013-13 PIE: neither
department’s requests ranked high enough to be
approved for funding in 2013-14)
Library to meet Title 5 standards for librarian-to-FTES ratio
Yes
No
1
Associate Dean, Library & Learning
Resources/Online Learning
To support a highly diverse, complex, and rapidly evolving Division
Yes
with responsibilities for traditional instructional division operations and
for supporting campus faculty and managers. To support the college’s
Note: this position was listed as #1 under “Manager compliance with Distance Education regulations and accreditation
Staffing” category, which was self-created since the scrutiny. To support the college’s core values and culture of open
Staffing table does not breakout by employee group. dialogue, collaboration across employee groups, data-driven
planning, and positive spirit by “doing the right things and doing things
No
LLR
1
(2012-13)
65- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
right” throughout the Division. To increase grant writing activity to
complement college resources in direct support of instruction and
student success.
1
IT Technicians – one full-time in the Library and
replacement of vacant IT support staff in Learning
Lab
Learning Lab has seen an increase in student usage by 16-20% over
last year and needs critical support by IT technicians.
Yes
No
To increase degree of compliance with federal regulations on regular Yes
and effective contact, accessibility, and authentication of students
(accreditation) by creating templates and modules that faculty may
choose to plug into their DL courses’ MR shells. To provide one-onone support to improve accessibility compliance of teaching materials,
e.g., PowerPoint slides, vendor course packs, websites, and other
online resources.
No
The Library has to meet accreditation standards on teaching students
information and computer literacy. Reference librarians and staff are
not always able to answer questions related to software tools (MR,
Adobe Suite, etc.); the Library’s need for IT technician support has
greatly expanded.
Need the most up-to-date versions of educational support software to
be fully-functional on newer computers and to take advantage of the
instruction functions including controlling remotely controlling student
computers to prevent distracted browsing during the instructional
session.
Educational software tools not functioning, problematic
implementation, unrealibility challenges: e.g., SMARTsync software
and Gyro mouse in Library classroom, Room 238.
Universal computer experience: having the same configurations and
tools across the student computers, barring licensing issues, will
reduce frustration and increase efficiency and student success.
2
(2012-13)
Instructional Designer 100% time, 12 months
Online Learning Support Center
2
(2012-13)
FUNDED (From 2012-13 PIE) Learning Lab
To restore make-up testing in Testing Services to increase student
Assistant I for Testing Services (Funded and hired 2 success through completion of missed exams.
permanent part-time staff by Summer 2014)
3
Secretary, 100% time, 12 months
Library & Learning Resources Division
Yes
No
To support a highly diverse, complex, and rapidly evolving Division
Yes
with responsibilities for traditional instructional division operations and
for supporting campus faculty and managers. To support the college’s
compliance with Distance Education regulations and accreditation
scrutiny. To support the college’s core values and culture of open
dialogue, collaboration across employee groups, data-driven
planning, and positive spirit by “doing the right things and doing things
right” throughout the Division.
No
66- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
4
More hourly tutors and supplemental instruction for
all courses
To support student success in learning communities and growth in
enrollment in 2014-15.
Yes
No
1
(2012-13)
Hourly tutors for Basic Skills courses – for Tutorial
16 faculty requests for supplemental instruction SI leaders had to be
Services. (Funded through Basic Skills, Title V grant denied in 2012-13 despite years of proof that SI increases student
in 2013-14, $230,000 for all tutoring centers through success in difficult courses.
collaborative planning)
5
(2012-13)
(From 2012-13 PIE) Adjunct Professor, Library
Science $12,000 (Immediate Needs Request for
Allocation awaiting President’s Cabinet decision on
7/22/14)
To restore Library hours in winter and summer intersessions that
were cut since 2009-10 budget reductions.
Yes
No
1-Agriculture Full time RVT lab technician
A full time RVT laboratory technician is essential to the RVT Program
and the success of the students in the program. The current full time
position was funded with one-time funds and needs to be ongoing
and permanent.
Yes
No
1-Bio
Full time cultural anthropologist
Currently no full-time faculty in the field on staff although many
sections of cultural Anthropology are offered.
Yes
No
1-Chem
Full time faculty member in Chemistry
The department has grown substantially and the student demand for
courses in the discipline is increasing. An additional faculty member
will help sustain student success.
Yes
No
Replace full time oceanographer who left in 2014. The geologist is a
growth position in order for the department to have a FT/PT ratio
higher than 50%. This will help meet the needs of students in these
courses.
Yes
No
1-Math & CS Replacement full time faculty positions in
This is a high Mathemathics
priority within
the Division.
Currently, the department is working at capacity. Support for further
Yes
increases in growth sections is challenging. With perennially high
demand for mathematics and computer science courses, students will
benefit from the addition of full time teaching faculty.
No
1-Physics &
Eng
The program has grown by 31 sections this year without adding
faculty. They are at the point of having 50% of sections taught by
adjunct. This will help meet the needs of students in these courses.
Yes
No
2-Agriculture Full Time Horse Trainer
Currently this is a part time position, but based on the workload and
the demand on the CTE labs, the need is not met within a 19-hour
workweek. This position was originally requested as a full time
position, and a 49.5% position was granted.
Yes
No
2-Chem
3-Bio
In Biology this 49% position has a high turnover rate. The issue is
this: the department trains the lab tech, they work for 6-12 months,
they leave, the position is open for months, rinse and repeat. It may
Yes
No
NATURAL SCIENCES
1-Earth
Sciences &
Astro
Full-time professors in Oceanography and Geology
Full time faculty in Physics and Engineering
Convert 49% laboratory technician to full time
position
67- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
literally be as little as half of the time that a trained tech is in this
position. The current lab tech has resigned to attend pharmacy
school. The loss in lab support impacts students in the instructional
laboratories.
Chemistry has experienced significant growth and needs additional
support for the student laboratories. This is a new request for
Chemistry as a result of growth.
2-Math & CS Maintain Basic Skills Funding for the MARC
Laboratory Technician
The MARC Laboratory Technician position has not yet been
institutionalized, so the department must continue to rely on support
from basic skills funds to maintain the level of service in the MARC.
Hiring a permanent part-time MARC Laboratory Technician will help
allow the MARC to improve the availability of the lab's services and
promote student success and retention.
Yes
No
2-Physics &
Eng
Commitment to transition temporary substitute
laboratory technician in Physics to full time
permanent position
The physics, surveying, physical science and engineering department Yes
includes thirteen unique laboratories. Currently their lab tech is a
temporary substitute. Surveys of community colleges that have
programs similar in size to ours (Santa Monica, PCC and the LA
Community Colleges) have 1 or 2 full time professional lab
technicians in addition to substantial student support. This is a critical
need to support students in all Physics and Engineering courses.
No
4-Bio
Wildlife Sanctuary Technician
There is a need for a more skilled worker, one who could be trained
and stay in the position, as opposed to hourly student workers who
have low levels of training and high turn-over.
Yes
No
4-Math & CS Math 71X Laboratory Assistant.
Math 71X instructors often need assistance to setup and conduct
laboratory experiments. Students in this class collect data, analyze
data, and contextualize instruction through laboratory experiments.
Yes
No
5-Math & CS Learning Communities Liaison Funding
Learning Communities (Bridge) is by far the most consistently
successful program for increasing success and retention of Math
students. With the possibility of expanding the program (Freshman
Experience) the department will need a funded liaison position to
handle the increased workload for coordinating and collaboration.
Yes
No
7-Agriculture Student Lab Assistants to meet AVMA requirements Student assistants are required by the AVMA to assist students in all Yes
and ensure student success
animal-handling courses. This is critical for student success. There
is currently no District funding for this, and it has been temporarily
funded through VTEA. The Perkins guidelines may prohibit or greatly
reduce the funds available for use in clerical or technical support.
No
8-Agriculture Student Assistants to use as Agriculture
Ambassadors
Fulfilled next year through 2014-15 VTEA funds.
THANK YOU.
No
This is a request to restore the Ag Ambassador Program, which
created opportunities for students in Agriculture to visit local high
schools and recruit for Agriculture programs. This was a successful
program but there is no longer funding for it.
68- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Yes
2-Bio
2- Math &
CS
Custodial support
Buildings are not being well-maintained, paper towels not refilled,
soap dispensers not refilled, wastebaskets not emptied, etc. This
creates unsanitary conditions in the common areas and the restrooms
which negatively affect student and employee morale To support
college growth of added sections, the buildings must be supported,
including custodial support.
Yes
No
This request
has been
included in
several unit
PIEs.
All
Staffing for Division-wide STEM center
Departments
Division
Improve success and retention rates for students in science,
Yes
technology, engineering, and mathematics majors. There is a
particular need for students that are underrepresented in these fields.
No
All
Increase student worker budgets to assist students
Departments in the laboratory (TAs), tutor students in resource
areas, tutor students in general education courses,
tutor in MARC and T-MARC, and staff student
resources such as the Meek and Exploratorium
Student workers are needed to staff the Biology Resource Room,
which supports students in all Bio classes. Student workers are
needed to staff the Meek and Exploratorium so these resources can
be open to the students and the general public. Laboratory TAs
improve student success and are needed in many areas across the
Division (SIs cannot work in labs). The availability of SIs needs to be
increased to help student success. Student tutors are needed to
increase hours of operation in MARC and T-MARC and meet
increased student demand as a result of growth.
No
All
Provide clerical support for department chairs
Departments
Yes
for some
departments
and
Yes
No
Our Division has grown and clerical support for Department Chairs is Yes
needed. With additional clerical support, Department Chairs would be
able to provide more support to students and faculty, more easily
respond to College needs for growth, and, in general, spend more
time on those responsibilities that have the greatest impact on
students. One position could support those Departments without
clerical assistance and support major Division-wide, College-wide,
and community-wide events such as the Health Professions
Conference, Debbie Science Day, Kepler Scholarship Night, and
others. Currently, support is provided through existing staff within the
Division office. This impacts the Division’s ability to respond to
student needs.
No
Math & CS need a fulltime permanent replacement for their clerical
specialist.
All
Adjunct mentor release time
Departments
This year with added growth the Division had a significant increase in
the number of adjunct faculty. No one department reached the
threshold for the adjunct mentor release time. One position for the
Division would help support our new adjunct faculty and increase
student success within the Division. This position is important in
efforts to increase basic skill success and retention in Math.
Yes
No
Yes
No
TECHNOLOGY and HEALTH
AERO-1
AERO Federal Aviation Administration Certified Advisory, Service Level
Flight Instructors – Aeronautics
69- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
FIRE-1
FIRE Expansion of Sr. Tool Keeper from 47.5% Service Level
to Full-Time status – Fire
Yes
No
Replacements for open faculty positions resulting
from retirements and/or reassigned time –
MENT,ADJU, AIRC, NURS, AIRM
Service Level
Yes
No
Compensation for faculty to develop simulation
scenarios to use in lieu of patient contact – MENT
Accreditation, service level
Yes
No
Additional Reassigned time for Fire Director to
support expanded role in work experience,
academic support and partnership development FIRE
Accreditation, service level
Yes
No
Reassigned Time for faculty to support the student
HOSA organization
Service level
Yes
No
Additional adjunct faculty to support increased
Service Level
clinical sites, replacement for fulltime faculty (retired,
on sabbatical, banked leave) – RESD, AIRC, AIRM,
ARCH
Yes
No
Compensation (non-teaching) for adjunct faculty to
attend hospital required orientations-MENT,NURS
Accreditation
Yes
No
Compensation (non-teaching) for faculty to evaluate
transfer curriculum for ADN to BSN - NURS
Advisory
Yes
No
Expansion of 11 month lab technician to 12 months
to support maintenance/repair - WELD
Service Level
Yes
No
Lab technician, P/T or F/T supervise lab, student
projects - IDE
Service level
Yes
No
Support for in-class assistant/lab tutor -ELEC
Advisory, Service Level
Yes
No
Support for tracking student completion/hiring data - Federal mandate, advisory
ELEC
Yes
No
Support for marketing & outreach to secondary –
ADJU,ARCH
Service Level
Yes
No
Clerical Support – add’l 47.5% - FIRE
Service Level
Yes
No
Technical support staff for fee-based simulator
training-AERO
Service level
Yes
No
Support for student tutors and ATC simulator lab
assistants - AERO
Advisory, Service Level
Yes
No
Support for student tutors - FIRE
Advisory, Service Level
Yes
No
70- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Clerical support shared by FAA accredited
programs-AERO,AIRM
Service level
Yes
No
Student tutors/lab assistants to maintain ARCH lab
Advisory, service level
access & provide in-class assistance, including Bldg
13 Megalab - ARCH
Yes
No
Student tutors, lab and instructional aides – IDE
Yes
No
Technician & student staffing for evening & Saturday Service level
classes, additional 24 hrs/wk - WELD
Yes
No
Professional Experts for MEDS– Increase pay rate
Yes
No
Professional expert/consultant for self-study NLNAC Accreditation, service level
accreditation - NURS
Yes
No
Increased stipend for Medical Director – MEDS
RESD,RAD
Yes
No
Advisory, service level
Service level
Advisory
Facilities Modification
Priority #
Resource
(Be specific, but not dollar amount needed)
Justification of need
New request
1
FA–task stools
1A-3 needs student seating upgraded to be proper height for tables
Yes
No
2
THTR–Renovation of the Studio Theater including
a tension wire grid,
We need the installation of a tension-wire grid, as originally designed,
in the Studio Theater for safety and technical reasons.
Yes
No
3
MUS–Improvements to 1BC-1
The following improvements are needed for 1BC-1 to meet campus
standards and accommodate instruction:
• Fix speakers and add amplifier.
• Replace teaching station with smaller set up to accommodate iMac.
• Replace projector - HD projector necessary
• Install larger screen for a new projector.
• Install keyboard - We need to move a small keyboard to the space.
• Chairs -additional 10 rolling chairs like those currently in the room.
• Install rolling white board with music lines (staves)
Yes
No
4
MUS–Technology Improvements to M104, 107,
108, 117
Rooms do not meet A/V campus standards.
M117 needs an HD projector with an iPad/iPhone attachment, as well
as an ELMO. The speakers in these rooms are of poor quality and
need to be replaced with ceiling-mounted speakers.
Yes
No
5
TV Studio
Studio needs to be rebuilt for new equipment per plans coordinated
with Broadcast Services. Courses require functionality of equipment.
Yes
No
6
13-DTC Gallery improvements
Improve functionality of gallery space for presentation and hosting
Yes
No
ARTS
71- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
large gatherings (receptions). Lighting, electric, and signage needed.
7
Woodshop Repairs/improvements — 1A-6
Increase electrical capacity for numerous small table-top machines.
Need central table where small machines can be used and stored.
Yes
No
8
Install a gas line for raku kiln and air compressor
line on external patio behind 1A
Raku firing is done outdoors. Current gas canisters are less efficient
and more costly than having a gas outlet. An Air compressor needed
to remove the noise and dust from pneumatic hammers.
Yes
No
9
DTC: Staff restrooms: “occupied” deadbolt locks,
shelving and wardrobe hooks.
Many faculty avoid using the staff restrooms in DTC due to poor door
locking mechanisms, privacy issues, hygiene issues with no shelves
and/or wardrobe hooks for purses, jackets, bags, etc.
Yes
No
10
DTC- lack of signage throughout/around the
building
Students/guests have difficulty finding the building/locating classrooms Yes
and resources within the building.
No
11
Bldg.1A–Shed roof and adequate lighting over
external clay area
East end of Bldg. 1A exposed to sun and rain damaging the materials. Yes
Accessing at night and in bad weather is dangerous and difficult.
No
12
DTC Crit area: Improve privacy, acoustics and
functionality of DTC critique area with the addition
of structural changes to separate critique area from
hallway, presentation cases, and signage.
Space is not functional due to noise, traffic, and lighting. Glass
Yes
wall/partition dividing the space from the hallway is needed. The space
has become an unsightly “sleeping area” and needs to be “closed”
when not in use. Additional lighting on the critique wall is required.
No
13
MUS Building– The eaves on the exterior need to
be replaced with weather-resistant materials.
The trim is weathered, cracking, and will start falling soon.
Yes
No
1
Business Division Building
Need to have dedicated up to date building able to handle the latest
Yes
technology and requirements of the vast number of programs within
the Business Division. Current facilities are antiquated and lack space
for growth.
No
2
Drafting tables that fit the need of ID
Current tables that were first installed with the new DTC have been
breaking and cannot handle the pace and use requirements for the ID
program.
Yes
No
BUSINESS
CONTINUING EDUCATION
1
Upgrade modular ABE buildings.
All ABE facilities are modular and most are in disrepair. Air
conditioning in modular buildings do not function properly creating an
unsafe learning environment for students.
Yes
No
2
Security Cameras in ABE classroom areas.
Because the ABE facility is made up of all modular structures, it is
most likely easier to access equipment stored in classrooms.
Additionally, the remote location of the Center could lead to more
undetected thefts.
Yes
No
3
Security – keying, swipe cards, cameras – in
division labs and offices.
Campus thefts on the rise. Varied open hours and staff schedules to
meet student needs make areas less secure.
Yes
No
HUMANITIES and SOCIAL SCIENCES
72- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
1 AMLA
Designated tutoring area that does not have to be
shared with other meeting schedules
We would like an AmLa faculty tutoring area in the area of the new
Language Learning Center.
2
AMLA
Student-friendly work furniture in our hallways
Currently students sit on the floor by power outlets for charging
electronic devices. We need tables and chairs for study areas.
Yes
No
1 COMM
Signage
Students cannot find the Communication Department. There should
Yes
be large signs similar to the Study Abroad and Teacher Prep programs
attached to the building facing the courtyard of 26.
No
2 COMM
Remodel of lobby area
The current open lobby area used by part time faculty is a security
Yes
hazzard for theft. (Students from a Criminal Justice class even came
in to take pictues one night.) There needs to be a wall (with a window)
and a door that locks installed-much like the area for the English
department assistant. There is a need for more mailboxes for new
faculty as well.
No
3 COMM
Larger space for SSSC
Currently many sign students take up the small space in order to
casually practice sign with others. This leaves little room for speech
students to come in for tutoring.
Yes
No
4 COMM
Remodeled/Better Classrooms for SPCH 1A
The current design of the classrooms doesn't allow for proper public
speaking. For example, in most the computer cables etc. come out of
the floor in the center of the classroom. Students cannot do proper
platform movement and run the risk of trippping.
Yes
No
5 COMM
Communication Building
Planning for a future Communication Building would be ideal. As the
Yes
department continues to grow at such a fast pace, the need for
classrooms, faculty offices, adjunct office etc. also grows. Further, the
Communication Department houses programs such as Forensics and
the SSSC that are in despararte need of more space. Creating a new
building would also address some of the issues listed above regarding
classrooms that are better equipped and designed for Public
Speaking. Finally, this space could house a new performance space
that would be used for the many on campus events hosted by COMM.
No
1 FL
Modify facilities or reallocate spaces so that foreign It is inconvenient for faculty and students to teach in several buildings
language teaching and office space could be
and have office hours in another building. Students are more likely to
centralized in one location
go to office hours if offices are housed close to classrooms.
Yes
No
2 FL
Add more office space for part-time faculty
There are only 2 rooms available in building 66 for usage by 44
adjuncts in the department.
Yes
No
We need more classrooms.
When we begin to gradually restore to our schedule courses that have Yes
been cut over the past 5-6 years, our current room shortage problem
will intensify.
No
Need to replace broken student desks in
classrooms
Desks are not sturdy and are breaking regularly, leaving classrooms
with not enough seats
No
1 HAH
1 PSYC
73- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Yes
Yes
No
2 PSYC
Small SPSS lab for students to work (space
Students need a space to work in SPSS outside of class time
conversion could work as well – will need space,
furniture, computers, SPSS software, lab tech, and
window coverings)
Yes
No
3 PSYC
An additional classroom lab for Psyc 3 and Psyc 10 In anticipation of additional sections being offered beyond 2015-2016,
we will run out of space in the current lab classroom. If we ever need
to offer more than 4 sections of Psyc 10 and 4 sections of Psyc 3 (or
any combination of 8 of these two courses), we have no place to do
so.
Yes
No
4 PSYC
More psychology classrooms
With the growth occurring in Psychology, we anticipate the need for
more classrooms in which to teach our classes.
Yes
No
5 PSYC
A new psychology building that contains more
classrooms, office space for both full time and
adjunct faculty, 2 lab classrooms, an SPSS lab,
storage, and a Psychology student lounge
With the growth occurring in Psychology, we will outgrow our current
space (office spaces, classrooms, lab classroom, storage, etc.) within
a couple of years. Psychology is one of the top degree-producing
departments, and thus it makes sense that we would have a space
devoted to our students and our faculty.
Yes
No
6 PSYC
Space for Psi Beta to meet
We plan to reactivate Psi Beta and provide students with an
opportunity to pursue their academic and research interests in
psychology; however, we need a space, including furniture,
computers, and SPSS software in order to properly run this honors
society.
Yes
No
1 SAP
Office space for adjunct faculty to meet with
students
Increased adjunct faculty members that serve many of sociology and
philosophy students
Yes
No
1
SIGN
Improve current facilities. Replace classroom
furniture with more ‘Signing Friendly’ furniture
(stand alone chairs with separate desks.)
The current tablet-arm-desks are not conductive to a signing
environment. It is difficult to arrange these in configurations that
enhance a solely visual learning environment. Significant
improvement in instructional delivery and student collaboration will be
achieved by replacing these with stand alone chairs and multi-student
desks.
Yes
No
2
SIGN
A smart video capable classroom either dedicated Currently our program shares the smart classroom in the LLC
to
with all the foreign languages, AMLA, and ESL. This lab was
the SIGN program or shared with other languages. upgraded several years ago making it video capable. Since this
upgrade the SIGN demand for the smart classroom has increased
sharply and to the point of exceeding its current capacity. There is a
need for either a video capable smart classroom dedicated to the
SIGN program or the addition of a secondary smart classroom made
available to SIGN and other languages through the LLC.
Yes
No
3
SIGN
Added Secondary Speech and Sign Success
Center
The Speech and Sign Success Center, SSSC, is used by our program Yes
in three ways: a place for students to capture their signing (in the video
booths) for assessment and tutoring purposes, a working lab for our
interpreting series of classes (in SIGN 227, 231, 232, 250 and 260
No
74- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
units are split between lecture and lab) and a place for
ASL/Interpreting students to be tutored. In both Speech and Sign the
use of the SSSC has grown significantly. (At times the Lab is so
crowded you can hardly get through the door.) Since faculty in both
Speech and Sign are becoming more aware of the services provided
in the SSSC this demand will increase significantly. As the need for
services by evening Speech students increases, the availability of this
facility as a teaching lab for Interpreting courses will decrease. A
second SSSC is needed to accommodate all these needs.
1 HSS
Modify exterior of south-facing office and
The office and classrooms become intolerably warm during the day,
classrooms in building 66 to reduce extreme indoor especially during the summer.
heat (66-225, 201, 203 and 205)
Yes
No
1 HONORS
Additional office for counselor
Shared office for counseling and faculty coordinator lead to some
confidentiality issues for students
Yes
No
1
WC
Create a connection and window between 26B1641 (the “AmLa office” where our NNES Instructor
currently resides) and 26B-1553, the WC
Computer lab. (Note that despite the numbering
these rooms are adjacent, but there is no
connecting door or window between them.)
The Writing Center has serious spatial challenges when it comes to
Yes
office space for staff and storage of office and lab supplies (such as
toner for printers!) Currently, three individual occupy one 12x12 office.
Dedicated the current “AmLa Office” to the Writing Center, with which
it is contiguous, and connecting it to the Writing Center’s main lab
space would allow better work flow and the window would give the
staff member in this office “line of sight” supervision of the Writing
Center’s main space.
No
KINESIOLOGY and DANCE
1
Modify Gym 3 facility. Antiquated, unsafe and
inefficient. Area needs include:
- Men's and Women's Locker rooms
- Storage
- Office spaces
- Team spaces
- Ticket area
- Restrooms
- Class room ready environment
- Internet Functionality
- A/V Functionality
To assist with student success by providing an adequate environment, Yes
equipment and supplies necessary for instruction. To provide safe,
secure and functional facilities that represents the high standards of
Mt. San Antonio College.
No
2
Softball Scoreboard
Current scoreboard old and nukmbers and lights a re very diffcult to
see. More energy efficitent options available.
Yes
No
3
Baseball Scoreboard
Current scoreboard old and nukmbers and lights a re very diffcult to
see. More energy efficitent options available.
Yes
No
4
Reconfigure/upgrade 27P Locker area.
Safe and functional locker room and showering facilities are needed
for our students and student/athletes. Bring into compliance with ADA
requirements.
Yes
No
75- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
5
Synthetic Turf for Baseball
We are having a very difficult time of maintaining grass in those areas. Yes
this will allow that area to be green and allow for better play and
minimize injury caused by holes/ large divots in the grass area where
grass no longer in growing. Will help to keep the baseball facility field
looking great through out the year.
No
6
Soccer Scoreboard
Additional scoreboard for second functional competition field.
Yes
No
7
Batters Eye 40' w x 20' h
Safety issue. Back drop that will help the hitters pick up the baseball
better while hitting in batting practice and in game situations. This will
allow the batter to see pitched balls with the best possible backdrop,
eliminating the clare from cars at night and car windows in the
daytime.
Yes
No
8
Shade Structure for Pool Area
Necessaryfor adverse weather conditions and exposure
(PROTECTION FROM RAIN AND SUN WHEN MEETING WITH
CLASSES).
Yes
No
9
Shade Structure for Soccer Area
Necessaryfor adverse weather conditions and exposure
(PROTECTION FROM RAIN AND SUN WHEN MEETING WITH
CLASSES).
Yes
No
9
Modify the 27A building to utilize 27A 109 (current
theory classroom) as additional lab, cardio lab
space, and utilize 27A 108 (current yoga room) as
a theory classroom,
Provide more functionality to the 27A building resources. Moving the
Theory classrooms to the same side of the building and moving the
fitness certificate rooms to the same side of the building
Yes
No
10
Modify existing 27 Facility for additional storage
Needed to help extend lifespan of larger, expensive equipment
Yes
No
Dugout floor has never been replaced. It has many holes and is a
safety issue for cleats getting caught in these holes. Has been
patched several times but needs to be replaced and up to the
standards of the 1st base dugout floor which was replaced in 2012
Yes
No
3rd
11
Replace Baseball
Base Dugout Flooring
12
Create an area in the 27 A/B/C complex where
students can meet with their instructors of the
athletic team classes when indoor classrooms are
in use.
Often video review and classroom sessions take place in the
equipment room, weight facility or on the deck, where the atmosphere
is not conducive to learning.
Yes
No
13
Republic's MVP Athletic Lockers in athletic team
rooms
Maximizes area for storage space. Allow students to safely secure
personal belongings while participating in class.
Yes
No
14
Padding replacement for fence and top rail
Protective padding on the chain link fencing surrounding the baseball
facility has never been replaced and is falling apart. It no longer
provides safety in many areas because it is sagging below the metal
pole or top rail that it is suppose to protect players from injury
Yes
No
76- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
15
Wind screen replacement baseball field.
All the wind screen on the chain link fences both 8' h and 4' h need to
be replaced. Torn and missing in some areas of the field. Want to
maintain Mazmanian Field as one of the top baseball facilities in
Southern California
Yes
No
16
Replace vinyl half wall storage covers that protect
pool equipment
Vinyl has a life span of 3-5 years and is on year 4 of that lifespan.
They are starting to fall apart at the seams now
Yes
No
17
Create additional bleacher seating above the pool
area on the northern end
Needed to accommodate increased attendance at events hosted at
facility
Yes
No
LIBRARY and LEARNING RESOURCES
1
Install electronic swipe cards for access in key
areas and a communication system to student
group study rooms
To increase safety in life-threatening situations such as an active
shooter, change key operated doors to pass card operated doors
between the main library and technical services, the main library and
the classroom 238, and between the front entry and group study
rooms linking to room 238. Also, the Learning Assistance Center’s
double doors. There is no way to communicate with the group study
rooms during emergencies. Recent campus thefts and active
shooting incidents in colleges and universities across the country
(Santa Monica Library, Colorado, UC Santa Barbara, etc.) emphasize
the need for pro-active safety precautions.
Yes
No
1
(2012-13)
Replace carpet, paint, and lighting throughout
Learning Assistance Center and Library building.
Worn, aged, stinky carpet has been regularly cleaned, cannot
withstand more cleaning, has been bubbling and fraying at the edges
causing a safety hazard. It has not been replaced in 14 years.
Yes
No
The poor lighting poses a safety hazard, strains the vision of staff and
students, and creates hazards for individuals with disabilities.
The building has not been painted in 15 years. The exterior and
interior walls are dim, dirty, and chipped, contributing the overall
tattered, aged look and feel of the building.
The Library & Learning Assistance Center areas are used also by
other campus and community groups, e.g., LTC-160, 222 for Connect
4, Cash for College, and voting poll station. This is an embarrassment
and has had a detrimental effect on staff and student morale.
Accreditation Standard IIC, the Library fosters/contributes to the
“cultural, aesthetic, etc.” quality of the institution. Just as beautification
of the campus even through ongoing construction projects is critically
important, building 6 teaching and learning spaces, inside and out,
need attention. Given that a new learning resources center building
77- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
will be contingent on another bond, and that it has been delayed
indefinitely, the urgent renovation needs of the building cannot be
further delayed.
Campus Safety Committee report; Student Success Plan 1A;
Education Master Plan Strategic Objective 9A
2
3
(2012-13)
Quiet study area furniture (this project has already At the request of students for a quiet study area, funds are needed to
been approved by CMPCT, just awaiting funding
furnish the room to accommodate a variety of student needs.
allocation)
Yes
No
Building Renovation: Library:
(a) Circulation desk reconfiguration; add internal
book drop especially for quick return of reserve
items.
(b) knock down counter and shelves, add carpet,
near #238 (old Reserves area) to create additional
study space.
(c) Reference desk reconfiguration
Yes
No
Building renovations are necessary to increase study space, make
operations more efficient, and support Universal Design principles.
Comply with ergonomic recommendations for circulation and reserves
desk to create a handicapped accessible counter, reconfigure an
ergonomically designed checkout counter, install an internal book slot,
and add shelving to accommodate the reserve textbook and Teacher
Preparation Institute (TPI) collections.
After investigating and adopting best practices and reference service
models, reconfigure reference desk to remove excessive cabinetry
and shelves, change the front reference desk to promote student and
librarian collaborative interactions, and comply with accessibility
regulations.
4
Library: Workspace modifications based on
ergonomic evaluations
Implement modifications to workspaces based on ergonomic
recommendations to prevent workplace injuries
Yes
No
5
(2012-13)
Classroom reconfiguration of current Language
Lab area into three classrooms
Current classroom space is severely limited. Education Master Plan
Strategic Objective 9A; Student Success Plan IA.
Yes
No
6
(2012-13)
Investigate additional space for Testing Services,
possibly the space that will be vacated by the
Language Learning Center in Building 6, to
accommodate several student populations that
need the service: students with disabilities, online
students, and students needing to make up exams
in face to face courses. (Plans approved by
CMPCT, awaiting Cabinet approval to begin
construction 2013-14 or beyond due to prioritizing
RR Bond funded project completion over
renovations).
If Testing Services is restored to serve on campus make-up exams,
Yes
with the addition of a permanent part time staff member, the 18 spaces
in the LAC area are not adequate for the average of 10,720 tests per
year that are monitored. In addition, DSP&S is severely limited in
appropriate testing space available for students with disabilities. A
centralized, larger testing area would serve both needs.
No
Education Master Plan Strategic Objective 9A; Student Success Plan
IA.
NATURAL SCIENCES
78- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Super
special high
priority
request #1
for Bio with
Division
support
Repair sinkhole and bus turn-around area in
Safety, prevention of future disaster (erosion continues, college utilities
Wildlife Sanctuary to include day-lighting of stream like gas and internet lines threatened) are two reasons to complete
with a bridge over it.
this work. This is a valuable resource for the Mt. SAC students and
the surrounding community. Last year 12,000 students and
community members toured the Wildlife Sanctuary. And no, that is not
a typo – 12,000 visitors this year!
Wildlife Sanctuary irrigation system
replaced/updated
The old system is asbestos-ridden and deteriorating. This request has
been in PIE since the beginning of PIE.
Additionally, the expanded area for the Wildlife
Sanctuary needs to be irrigated.
The walnut trees included in this area need to be irrigated.
All
Major modification of Biology Resource room and
Departments Grants center to create STEM Center
Yes
No
When Building 60 was constructed, an additional lab facility was
Yes
planned but not built. In lieu of this second lab facility, Buildings 7 and
11 were renovated. This construction has not been able to keep pace
Modification of room 7-2123 with additional fume
with current growth and we are approaching full capacity in all science
hoods and modification of side room next to 7-2123 laboratories. We will be unable to meet student needs in these highfor use as teaching laboratory.
demand courses in the future.
No
Division
Currently there is no STEM Center. Facilities modifications would
make it possible to create a STEM Center. The purpose of the center
is to improve success and retention rates for students in science,
technology, engineering, and mathematics majors. There is a
particular need for students that are underrepresented in these fields.
Yes
No
This need has
been expressed
in PIE since the
inception of PIE
All Science
Additional laboratory space to accommodate
Departments current and future growth.
Designated space for robotics team.
Specific modification of room 7-2123 would help alleviate some of the
lab needs in Chemistry.
The space the robotics team is using in Building 61 is inadequate.
Participation in the robotics team is correlated with success and
retention in Physics and Engineering courses.
All
Electronic keys for exterior doors to buildings within Recent thefts have highlighted the lack of security in these buildings.
Departments the science complex (Buildings 60, 61, 11, & 7).
Electronic keys for exterior doors within the science complex will
increase security for students, faculty, and equipment.
Division
Division
Biology
Meek Museum animal collection needs humidifier
Yes
No
This need has
been highlighted
by recent thefts
This $1.5 M animal collection is a valuable resource for the Biology
Yes
students, all students within the Natural Sciences Division, and the
community. A $75,000 humidifier is needed to prevent further damage
to this collection. Some of the specimens, such as the shoulder mount
rhino, are literally irreplaceable.
No
Biology has additional requests for facilities modifications that are more appropriate for EIWOS. We will work with the department and directly
with facilities to ensure that buildings are properly maintained. Only those needs listed as their highest priority are included in this summary.
Please see the unit PIE for their exhaustive list of needs.
79- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Chem
Add vent hood for AA instrument (including ducting When building 7 was renovated the instrument room was not properly
and external venting)
vented for the equipment. The AA instrument, a $25,000 laboratory
instrument, has been sitting idle for 6 years due to lack of proper and
safe venting. This is a significant loss to students who have been
unable to take advantage of our premier laboratory equipment.
Yes
No
Chem
More lab drawers are needed in Organic Chemistry When building 7 was renovated for the Organic Chemistry laboratory,
laboratory.
the plans for lab drawers were altered and the number of lab drawers
built did not meet student needs. With additional growth in this area,
the need has become urgent.
Yes
No
Chem
Better Wi-Fi service in bldgs 7 and 60
Faculty and students cannot complete computer network related tasks Yes
due to faulty Wi-Fi (portal, Moodle Rooms, etc.). This impacts
instructional delivery and students access to software.
No
Chem
Blinds for windows in Organic Chemistry labs
Glare from sunlight makes it difficult for students to view computer
screens for data analysis, report writing, and reference sources. It’s
difficult for students to view the projection system as well.
Yes
No
Earth
Sciences &
Astro
Construct a door between the shop area and
laboratory space in the basement of Bldg 11 to cut
down on the dust interfering with the
instrumentation in the laboratory space. Other
modifications to cut down on dust entering the lab
may be necessary.
Yes
No
Yes
No
Yes
No
No
Earth
Sciences &
Astro
Install a ceiling-mounted projector in the Natural
Sciences Computer Lab
With an overhead projector, an instructor can lead a class of students
through online exercises, data retrieval, etc. Creates more time for
students to complete their work.
Solve the vibration issue plaguing our telescope.
The new observatory on the roof of building 60 is essentially unusable
for student research and data acquisition due to the vibrations caused
by the air conditioning systems. The telescope cannot perform its
planned uses for instruction and student research with vibrations that
are this large.
Seismic wall-mounted shelving in 11-2324
Instruction would benefit from a space to place key mineral samples,
Yes
exceptional student exhibits, teaching aids, and other models; these
displays are engaging to students but space is only available in an out
of sight storage area.
All
departments
Earth
Sciences &
Astro
Earth
Sciences &
Astro
This is a shared space between a shop are and a laboratory area. The
laboratory portion contains the equipment from the Cassini project.
This lab can be a world-class student research facility if the issue with
dust can be addressed.
Earth Sciences & Astronomy has additional requests for facilities modifications that are more appropriate for EIWOS. We will work with the
department and directly with facilities to ensure that buildings are properly maintained. Only those needs listed as their highest priority are
included in this summary. Please see the unit PIE for their exhaustive list of needs.
80- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Math & CS
Convert 2 additional chalkboard rooms to
whiteboard rooms
More Math faculty find the use of whiteboards more visually engaging
for students, allow for projection onto the whiteboard while solving
problems, and more accessible for student problem solving.
Yes
No
Math & CS
New signage for the Math department office
New signage is required on the first floor of building 61 to help direct
students to the Math and CS department office
Yes
No
Math & CS
Shades for classroom windows and doors
Certain classrooms in the department suffer from issues with glare due Yes
to excess sunlight shining through the glass doors. This makes it
difficult for students to see the whiteboards and inhibits student
engagement.
No
Math & CS
New classroom furniture
The old carry-over furniture from building 40 never fit the classroom
and the instructional technology well. New classroom furniture will
allow a better layout of instructional aids such as document camera
and classroom computer for the instructor.
Yes
No
Math & CS
Replacement furniture for MARC/T-MARC
MARC/T-MARC furniture is experiencing high wear due to high
student traffic in the lab. Some of the furniture (i.e., chairs) is worn to
the point that the students cannot use it.
Yes
No
Physics &
Eng
Paper towel dispensers above each sink in each of Students will clean up if there are materials available, but towels are
the labs in Physics area.
consistently not available. Maintenance worked hard in 2014 to add
additional paper towel dispensers to four of the laboratory rooms and
the problem is improved. The new physical science room still needs
additional paper towel dispensers.
Yes
No
Physics &
Eng
Floor covers for electrical outlets in Physics area
Floor covers for electrical outlets were improperly installed at building
startup and never addressed.
Yes
No
Physics &
Eng
Outdoor Laboratory Space
As Physics shifts to a project-oriented curriculum in engineering, there Yes
is need for an outdoor facility to build substantial student projects.
This could be shared with Architecture, and Industrial Design
Engineering to promote cross disciplinary collaboration
No
Agriculture has a fully comprehensive list of facilities modifications needs as one would expect with a working farm. Only those needs listed as
their highest priority are included in this summary. Please see the unit PIE for their exhaustive list of needs.
Agriculture
The animal quarantine area needs repairs and
maintenance to make it safe to house animals
there.
The animal quarantine area is in a state of disrepair, and it is currently Yes
unsafe to house animals there, leaving us with no good place to house
sick or newly introduced animals that must be quarantined. The area
needs to be reconfigured and repaired to create a true Bio-Secure
Quarantine facility compliant with USDA requirements.
No
Agriculture
Replace and repair fencing in pastures
Fencing in some of the pastures is in disrepair, causing a safety and/or Yes
escape hazard to the livestock. These pastures will not be useful for
grazing livestock if these fences are not repaired.
No
Agriculture
The bases of the walls of the new greenhouse are This facility will become unsafe or unusable if this corrosion continues. Yes
already beginning to corrode. This problem needs The facility is only a few years old, and was not constructed properly
to be addressed in order to keep this facility useful. when installed.
No
81- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Agriculture
Swine Unit market and sow pens need upgrading;
fencing and gas heaters are needed in the market
pens, and the sow pens need to be completely
refurbished. A fly guard system is needed.
Pens are in need of repair and do not meet USDA standards. They
must be upgraded for USDA compliance. There are currently no
heaters, and the market pigs must be kept warm. We are currently
using heat lamps, which are dangerous. We need this system for
vector control and health of the animals and students. It will bring us
up to the standards required for LA County Health Department and
USDA.
Yes
No
Agriculture
Fly Guard systems are needed for the equine unit
and the dog kennels.
These systems are needed for vector control and health of the animals Yes
and students. It will bring us up to the standards required for LA
County Health Department and USDA.
No
Agriculture
Drainage plans and repairs
There are many drainage and erosion problems on the farm which
impact the use of some of the facilities and in some cases makes it
dangerous for employees to work in the areas.
Yes
No
Agriculture
Pasture gates need replacement at the farm
Gates do not meet USDA requirements for animal access and safety
Yes
No
Agriculture
Lambing jug panels and gates at livestock pavilion
Panels and gates are needed to provide adequate fencing and
Yes
protection to ewes lambing and nursing. Current facilities do not allow
for good disease control and livestock safety. Animal handling is
difficult for students during lab activities.
No
Agriculture
Install boundary fence between horticulture unit
and Building 30 area.
Due to open access, students enter from building 30 causing damage
to horticulture areas. The safety risk to students entering via this
unauthorized entry is significant.
Yes
No
Agriculture
Traveling hose reel and sprinkler for pasture
irrigation with booster pump including delivery
pipeline for irrigation.
Current pastures are limited due to changes in land use and available Yes
feed for livestock is very limited. This will allow additional feed crops
and longer grazing times in selected pastures. Manure handling would
be reduced and livestock health would be better.
No
Agriculture
Livestock dry lots need shade structures.
Livestock must have shade per USDA regulations. Also during labs
no shade is available for student safety during hot months.
Yes
No
Agriculture
Signage is needed for farm buildings to clearly
identify buildings by name. Signage along the farm
road needs to be replaced to accurately reflect
building numbers and names.
Numbers were added to the buildings this year, but not the building
Yes
titles, which make it difficult for students to find the appropriate
buildings. It is also a concern for the number of visitors with farm
business (Advisory members, farm council. USDA officials). In
addition, it is an issue for faculty and staff to communicate with
students and others during urgent situations or emergencies. Campus
Maps also need to be updated and corrected.
No
Agriculture
Purchase and install cages and equipment
(chicken coop, rabbit hutch, incubators, and other
equipment and cages required for the care and
feeding of small animals) in the Small Animal Care
Unit to convert this from the originally planned
Raptor Center so that it can be used for instruction
in RVT courses.
This facility will be repurposed to make it valuable for instructional
purposes in the RVT program. Care and feeding of small animals is a
requirement of the AVMA for the RVT program. Modifications are
needed to meet AVMA and AWA requirements.
No
82- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Yes
Agriculture
Repair/replace retaining wall north of the hay barn
and tractor barn
The retaining wall has failed and needs to be replaced to prevent
erosion/collapse of the Quonset hut area above it.
Yes
No
Agriculture
Install irrigation systems in pastures to allow
cultivation of forage crops
Pastures have been lost due to land use changes related to the
Yes
College Master Plan, reducing the available feed. Some of the prime
pasturelands with natural water have been lost. The remaining
pastures could be made much more productive for forage crops if they
had irrigation.
No
Agriculture
Fern Grotto needs to be refurbished
The beams supporting the shade structure are rotting and collapsing,
the pond is leaking and is currently unusable, plant specimens in
hanging baskets are falling down, and materials and labor are needed
to refurbish this area. The specimens in this area are crucial for
students in plant identification classes and the ecosystem must be
maintained to keep these plants healthy.
Yes
No
Obtain a building that can accommodate
growing number of nursing students and
secure a room where the Tech & Health
students may study – Nursing
State BRN mandate
Yes
No
Public Safety Training Facility-ADJU
Accreditation, Safety, Advisory
Yes
No
Fire Academy Training Site, on campus - FIRE
Accreditation, Safety, Advisory
Yes
No
Complete renovation of College Aviation - AERO
Accreditation, Advisory
Yes
No
Replace/upgrade lighting in Weld A/C & Ref. lab.
High efficiency fluorescents
Safety
Yes
No
69-11 permanent solutions to A/C problems
Service level
Yes
No
Provide Compressed air to 67A-134 & 138 - RESD Safety, Accreditation, Advisory
Yes
No
Lockable storage for equipment - RESD
Safety, Accreditation, Advisory
Yes
No
Secured storage for program records -RESD
Accreditation
Yes
No
Provide dimmers/down lights for adequate lighting
28B-204, 210 – ADJU
Safety, service level
Yes
No
28A/B Upgrade infrastructure; cabling/wiring for
computer labs, lighting, bathrooms
Safety, service level
Yes
No
Replace fixed seating and specialty chairs/stools
28B- 210, 401, 403, 405 – ELEC,FIRE
Safety
Yes
No
Retrofit model lab to allow model construction, 13 – Service level
ARCH (Scheduled Summer 2014)
Yes
No
Outdoor lab for building & construction student
Yes
No
TECHNOLOGY and HEALTH
MENT 1
NURS-1
Service level
83- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
activities, mock-ups, full scale models - ARCH
Technology: Equipment, Software, Support
Priority #
Resource
(Be specific, but not dollar amount needed)
Justification of need
New request
1
Fine Arts–iMacs for 1B-12
Computers are used as design, drawing, painting and editing tools in
Yes
all design and art areas in universities and in industry. Current number
of systems inadequate or outdated
No
2
Music– Notation, Musicianship, audio Editing
software; Listening libraries and software support
Necessary for completion of instruction and classroom assignments
Yes
No
3
Photography– Lighting Kits/Pocket Wizards
Students need to access lighting kits to successfully complete their
assignments. The PocketWizards are used with the lighting kits.
Yes
No
4
DTC Shared Lab Computers
Computers needed to meet student access needs across all DTC
programs.
Yes
No
5
Fine Arts–HD Projectors (3); portable HD
Projectors (3)
Projectors are necessary for delivery of images in visual based
classes. Existing projectors are old, deliver washed out images-do not
meet classroom standards; high definition projectors to deliver
acceptable quality images.
Yes
No
6
Fine Arts– P30HD visual Presenter ELMOs (2);
light pads(1)
ELMOs are used as a critical design, drawing, painting and editing
tools in design and art; Light pads are critical tools in designing. New
light pads are needed for design classes in order to provide improved
access to essential technology
Yes
No
7
CEA– Final Draft Software
Mixture of older versions of Final Draft screenwriting software is used,
which is not always compatible with current operating systems.
Yes
No
1
4 Cisco ASA 5512-X IPS Edition
For instructional purposes in the networking and security courses, in
order to provide the most up to date technology for those courses.
Yes
No
2
8 Cisco 3560X-24T-l 24 port switches
For instructional purposes in the networking and security courses, in
order to provide the most up to date technology for those courses.
Yes
No
3
8 Cisco 2602i AIR-SAP2602i-A-K9
For instructional purposes in the networking and security courses, in
order to provide the most up to date technology for those courses.
Yes
No
4
1 User KVM command center IOGEAR GCS1644
For instructional purposes in the networking and security courses, in
order to provide the most up to date technology for those courses.
Yes
No
5
2 pfSense gold memberships
For instructional purposes in the networking and security courses, in
order to provide the most up to date technology for those courses.
Yes
No
ARTS
BUSINESS
84- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
6
5 APC Smart-UPS 1500VA
For instructional purposes in the networking and security courses, in
order to provide the most up to date technology for those courses.
Yes
No
7
New Copy machine in 18A faculty office trailer
The current copier jams about every other use and sometimes still
does not work after the jam is removed.
Yes
No
8
All-in one printer scanner copier fax for 18-19
Current printer is in need of replacement and lacks the ability to
scan/copy/fax materials as needed by the real estate Coordinator,
Paralegal Coordinator, and other BA faculty
Yes
No
9
Scantron machine for 18-19 hallway
Old scantron machine was removed two years ago and never
replaced.
Yes
No
Most language software companies no longer provide software that
Yes
can be installed once and kept for several years. The shift is to annual
subscriptions.
No
CONTINUING EDUCATION
1
Budget for annual software licenses such as
Rosetta Stone or Tell Me More.
HUMANITIES and SOCIAL SCIENCES
1 ELJ
Upgraded Wi-Fi service
The wi-fi is sporadic at best. Those with laptops need wi-fi to access
teaching materials in their classrooms.
Yes
No
2 PSYC
Need funding for the purchase of captioning
software and assistance in captioning department
videos
ADA requirements for captioning
Yes
No
3 PSYC
Replacement student computers (40), teacher
computer, and printer for the Psychology lab
classroom
The computers are at least 6 years old and are outdated and falling
apart
Yes
No
4 WC
30 personal computers (desktop) for computer
classroom 26B-1563C
Computers are five years old, having some difficulties with remaining
connected to the network
Yes
No
5 COMM,
FL, HAH
Computers for FT faculty
Faculty computers are old and outdated – often more than 6 years old, Yes
and are slow and not as functional as needed
No
6 SAP
Additional computer(s) for adjunct faculty use
With 62 adjunct faculty, and only 2 computers for their use, we are in
need of additional computers so that faculty can prep their courses
Yes
No
7 SAP
Additional printer(s) for adjunct faculty use
With 62 adjunct faculty, and only 2 printer for their use, we are in need
of additional printers so that faculty can print their needed items
Yes
No
8 HONORS
Online application for honors
Allow more students to apply to program, create access to student
data regarding majors, ethnicity, transfer plans; move from paper
copies; applications need to be accessible to Director
Yes
No
9 ELJ
12 Laptop computers and current software for
Journalism
There are not enough computers and current software to keep up with
the changing environoment of digital media. We need laptops to
accommodate the new "backpack journalists."
Yes
No
10 PSYC
2-5 computers for a small satellite SPSS lab for
With the lab reaching maximum capacity, we would like to create a
Yes
No
85- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
students
small SPSS lab for Psyc 3 and Psyc 10 students to work
11 PSYC
New student computers (40), teacher computer,
and printer for an additional Psychology lab
classroom
With the increased demand for Psyc 10 and Psyc 3, we anticipate a
need for a new psychology lab classroom in which to teach these
courses
Yes
No
12 PSYC
50 additional copies of SPSS with license for new
Psychology lab classroom, adjunct work space,
and SPSS lab for students
See items # 3 and 4 above
Yes
No
13 COMM,
FL
Classroom computers (CURRENTLY BEING
REPLACED)
Many are old and often freeze up etc. Also from room to room, the
professor may have to log on in different ways (cnt. alt . delete, cnt.
windows delete etc.)
Yes
No
14
WC
30 personal computers (desktop) for AmLa
computer classroom in the Writing Center
(DELIVERED—WAITING ON INSTALL)
Computers are five years old
Yes
No
15 PSYC
Current SPSS license and version updates for
faculty and Psychology lab classroom
(CONTINUED FUNDING)
SPSS is a defining and necessary component of the Psyc 3 and Psyc
10 courses (there is a need for our students to have training and skills
in the current version of SPSS)
Yes
No
KINESIOLOGY and DANCE
1
Complete Finish-Lynx Timing System with dual
camera systems, Hytek Software, updated
computers, meet management communications,
and communication radios (+$35,000)
Due to the increased cost of timing system rentals,it is more cost
effective for us to have our own system. Required to submit for and
earn bid of high performance track and field events such as, USATF
Olympic Trials, Jr. and Sr. Championships, NCAA Championships,
MT. SAC Relays, Youth Championships, Masters Championships,
Pan-American Games, Jr. Pan-American Games, World University
Games, Paralympic Championships, and numerous other events
Yes
No
2
Instructional Hardware: Ipads, laptops and
projectors(+$6,000)
To keep up with the growing demand for integrated systems in
evaluating students techniques and skill development.
Yes
No
3
Statistical programs, software and licenses
(+$5,000)
To keep up with the growing demand for integrated systems in
evaluating students techniques and skill development. To meet
CCCAA legislation mandating accurate and time-sensitive statistics.
Yes
No
4
H
Video cameras (+$3,000)
To improve instruction through analysis of individual skills as well as
team offensive and defensive strategies.
Yes
No
Student success is undermined when students cannot connect to the
wireless network to do academic work or conduct college business
when both are increasingly accessed through mobile devices.
Yes
No
LIBRARY and LEARNING RESOURCES
1
(2012-13)
Improved wireless access, especially in the
Learning Assistance Resources Center (LARC)
area. in the northest corner of the Library where
wireless connectivity routinely drops.
Needed for consistent WIFI services for student laptops, mobile
86- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Wireless printing from student laptops;
devices, and wireless printing from laptops. Needed in Room 222 to
support laptops so room can be used as a back-up classroom.
Education Master Plan Strategic Objective 5A
1
Single-Sign-On and card-swiping system in the
Library for student use and reference desk
computers to support data collection for
assessment
Single-sign-on between Luminis, Moodlerooms, and EZProxy is
Yes
required to allow Library faculty to apply analytics to Library webpages.
With Library analytics, Library faculty could understand usage by oncampus and online learner and faculty could improve its site if needed.
No
Card swiping system will support student success by tracking their use
of library services and by demonstrating areas of high need for
planning and improvement.
1
(2012-13)
Lab print system replacement for reliable, efficient
functioning (Ed. Master Plan Strategic Objective
9A)
Universal print job identification by name
identification
Vendor supported printing system serves the only open instructional
lab at the college, but crashes at peak/critical times. Maintaining
printing in the Learning Lab is an inefficient use of staff time and
resources.
Yes
No
Needed to protect student privacy and decrease erroneous printing
and student confusion and frustration
2
Replacement of two Mac computers at front desk
for registration of students and other technical
assistance for students in the Learning Lab.
Current computer is at least 6 years old, uses old software,
continuously needs re-booting in a high-traffic, heavily used
instructional lab.
Yes
No
3
Replacement check-in stations at front counter of
Learning Lab and computers for print stations.
Operating system is obsolete.
Yes
No
4
Two touch-screen monitors for electronic tracking
of tutoring in LARC and Learning Lab.
Staff are now manually entering tutoring session information by hand
from paper sign-in sheets. A computerized system will reduce that
paperwork and staff time burden and allow for better data reporting on
tutoring sessions.
Yes
No
While our Division has received about 100 desktop computers and is
set to receive 11 Mac laptops as an immediate needs, there is still a
significant need within the Division for replacement of computers for
student use. Most laboratories require the use of laptops for data
acquisition so that they can be moved and accommodate student
experimental set ups. Physics has a need for Mac laptops that support
their student data acquisition tools. These computers support student
laboratory experiences, student computational needs, as well as other
needs such as molecular modeling.
Yes
No
This is not a
new request for
most
departments
NATURAL SCIENCES
All
Replacement of classroom and/or laboratory
Departments computers (laptops for Bio, Chem, Earth Sciences,
Astronomy, Mac laptops for Physics, to be used in
Computer
laboratories; desktops for computer labs in NSD
replacement labs, MARC and T-MARC, CSCI labs, Agriculture
is the
labs)
highest
priority
Carts for laptops
among
87- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
departments
within the
Division
Replacement of faculty computers.
All
Computers stations, projection systems, software
Departments for Math and Science courses, digital chalk boards,
will be needed once a STEM Center has been
Division
created.
Many faculty have aging computers that will no longer support
software specific for their field and/or are simply failing.
Currently Mt. SAC does not have a STEM Center. This equipment,
Yes
software, and support will be needed once the STEM Center has been
created. The purpose of the center is to improve success and
retention rates for students in science, technology, engineering, and
mathematics majors. There is a particular need for students that are
underrepresented in these fields.
No
Although discussions regarding a STEM Center have been ongoing
within the Division, this is the first time a request has been made
through PIE.
Bio-1
Maintenance of projectors, including digital
All
projector light bulbs, wiring to digital projectors
Departments throughout the Division
This is a critical need for Bio faculty as well as other faculty within the Yes
Division. Digital projectors are the new “chalk board” and are needed
for effective instructional delivery. Today’s students are visual and this
is an important tool for student success.
No
Chem-1
This will make it possible for faculty to quickly assess student
Yes
understanding in the classroom and modify instructional delivery. This
will be especially useful in large classrooms – double ticket lecture
classes taught at the same time. The anticipated outcome is
increased student engagement, retention, and success.
No
Math & CS-1 High capacity printers
This is the number 4 ranked priority for
Instructional Equipment within the Division
Printers in the MARC/T-MARC/CSCI lab experience heavy student
use. Replacement high capacity printers are needed to replace the
very old equipment still in use. 3 high capacity printers are needed,
1:MARC/T-MARC counter, 1: Computer lab, 1: CSCI lab
Yes
No
Physics &
Eng-1
Total stations, levels and theodolites need to be
calibrated biannually for surveying students
Surveying students need calibrated equipment to be properly trained
and to understand accuracy in measurement.
Bio-2
Students need more places to recharge laptops,
Students use their electronic devices in class to enhance their learning Yes
tablets, and other instructional aids. Equipping the experience. Having those devices charged is beneficial.
Building 60 patio with additional outlets would be
helpful.
No
Chem-2
RSpec-Explorer System (4 systems) with additional The allows students to view the electromagnetic spectrum in class
gas discharge transformers (5)
which will assist students in relating spectra to modern atomic theory.
Yes
No
Math & CS-2 Adaptive/ Electronic placement assessment
instrument
Several of the current math placement instruments need to be revised Yes
or replaced. In an effort better serve students, the department supports
an electronic assessment instrument.
No
Physics &
Eng-2
7 printers in department need maintenance. Printers are used in
support of all classroom activities.
Clickers for classroom assessment (128 units)
Maintenance of printers including toner cartridges
88- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Bio-3
21 GIS software licenses
New software for new Anth 4 lab curriculum
Physics &
Eng-3
Software for Engineering Applications course,
MatLAB license and LabVIEW license
These software applications are essential for student success in the
new engineering course.
Bio-4
Meek collection website
Develop website that will promote this $1.5 M collection.
Yes
No
Yes
No
Agriculture has a fully comprehensive list of technology needs as one would expect with significant CTE programs and a working farm. Only
those needs listed as their highest priority are included in this summary. Please see the unit PIE for their exhaustive list of needs.
1
Ag
Budget for small equipment with a price between
$200.00 and $1000.00.
There is currently no funding in the budget for replacement of these
items.
Yes
No
1
Ag
Repair or replace fertilizer injectors that are not
working.
Fertilizer injectors are used at the horticulture unit to fertilize crops
while they are irrigated. Many of our existing injectors are not working
and there is inadequate funding to repair or replace them.
Yes
No
1
Ag
Rent Manlift or have staff trained to use boom truck The campus does not own a manlift, and a manlift or boom truck is
to prune all tall palms and other trees as needed.
necessary to maintain the tall palms and other trees on the farm.
Yes
No
1
Ag
Dump Truck
A dump truck is needed to transport manure, greenwaste, compost,
and soil for re-use on the farm.
Yes
No
1
Ag
Water Truck
A water truck is needed to transport water for animal and plant crops
when water is unavailable, for dust control, and for use on the farm.
Frequently, we have rented trucks for these purposes, and having our
own would be highly beneficial and cost effective.
Yes
No
1
Ag
Flatbed Truck
A flatbed truck is needed for transporting equipment and materials
around the farm.
Yes
No
1
Ag
Barreto Rear Tine Rototiller
Due to the number of students and activities in turf, irrigation,
landscape construction and equipment technology classes, a walk
behind rototiller would be invaluable. Currently, there is no walk
behind rototiller available unless rented. Also, this allows students to
be trained on industry standard equipment.
Yes
No
1
Ag
Sheep sorting gate/chute
The current sorting gate is unsafe for operation to humans and
livestock due to pinch points and size.
Yes
No
1
Ag
Equine 3 horse slant trailer
Currently, Agriculture borrows trailers to transport horses for shows,
parades and any activity requiring horse movement. USDA requires
an emergency plan to relocate animals in an emergency and we have
no trailer on hand to move the horses correctly and safely.
Yes
No
1
Ag
16 Ft utility livestock trailer – bumper pull
The current trailer is very old and heavy which is not efficient for fuel
Yes
economy. The trailer also requires continual repairs to keep the safety
components operational per DOT requirements for on highway use.
No
1
Ag
Kifco Portable irrigation system with hose reel
Needed for farm operations.
Yes
No
1
Hog feeders for market pens
Current hog feeders are rusted out and falling apart. Per USDA
Yes
No
89- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Ag
regulations, feeders must have covers to prevent rodent access and
no sharp edges to injure livestock. The current feeders are missing
the covers and are deteriorating which provides unsafe sharp edges.
1
Ag
Cattle squeeze chute
Current chute has hazardous pinch points and cannot be moved to
Yes
multiple locations to work cattle and accommodate lab classes. This is
important for the student’s lab experience.
No
1
Ag
20 stall mats
Stall mats are required for beef, sheep, swine and equine for USDA
requirements for padding in animal pens.
Yes
No
1
Ag
Concrete water troughs – livestock and equine
units
Installing concrete water troughs in pastures and mare barn with
permanent water supply will provide clean and dependable water
supply for the livestock and horse pastures, which will help meet
USDA requirements and Vector Control regulations.
Yes
No
1
Ag
Equine stud paneling (20)
Equine stud paneling is needed to update the mare barn fencing, to
work with foals and provide a safer perimeter for protection from
horses. Current panels are rotting away on the bottom and do not
provide the protection from possible entry by both children and
students
Yes
No
1
Ag
Pasture gates
Replace gates to current style and construction to provide safe and
convenient access, along with protection to animals located in
pastures. USDA has provided a written warning to replace these
gates, to meet their standards.
Yes
No
1
Ag
Bobcat attachment – sweeper broom with collector Provide versatility for farm activities, equipment technology classes
and horticulture lab activities. Allow the demonstration to students of
alternative ways to complete a task.
Yes
No
1
Ag
Service of HEPA filtration/air circulation system for
rat cages in F5
The current system requires an annual certification and servicing by
CEPA to maintain legal operation of rat cage system within USDA
regulations
Yes
No
1
Ag
Gas infrared heater in swine pens
Provide safe and efficient alternative heat source for small pigs.
Current usage of heat lamps and electric heater are dangerous and
are a fire hazard.
Yes
No
1
Ag
12” Chipper
A chipper is needed to compost/mulch campus green-waste for re-use Yes
on the farm and grounds.
No
1
Ag
Shade cover at dry lot
Shade cover is required for livestock and students to prevent
overheating and UV exposure.
Yes
No
1
Ag
Compact loader
The Case 580 Backhoe needs to be replaced. The backhoe is used
for farm activities, equipment operation classes and facilities
maintenance. The unit is out of date for emissions and needs
expensive repairs performed to restore to safe operational condition.
Currently the unit is so unsafe students are not allowed to operate it.
The new loader would provide for additional uses.
Yes
No
90- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
1
Ag
Fertilizer Injectors (4) for horticulture growing areas Current injectors fail regularly and do not provide adequate nutrient
management for growing areas.
Yes
No
1
Ag
Data setup for greenhouse, Equine Unit, and Small Data lines were never installed so that the network can be accessed
Animal Care Facility
from these buildings. We have equipment that could be connected to
the network and used in teaching and monitoring of units, but we are
unable to use this function because data lines were never
installed/connected.
Yes
No
1
Ag
Commercial Washer (2) and Dryer (2)
Washers and dryers are needed for laundering towels and blankets
used in the RVT program at the animal hospital and the Small Animal
Care Unit.
Yes
No
1
Ag
Chest Freezer, 15 Cu ft for lab materials
The use of a freezer to preserve biological samples for lab activities is
necessary. We currently only have refrigeration but no way to freeze
samples and specimens for future lab uses. This will be used to
support all student all labs.
Yes
No
1
Ag
ElectroEjaculator
This unit will be used by lab classes for demonstration. We currently
do not have the equipment to collect sheep or cattle semen.
Yes
No
1
Ag
Arena Buster Drag
To prep and groom arena bedding for safe horse riding and exercise.
Yes
No
1
Ag
Pressure Washer
To deep clean and disinfect the livestock facilities and tractor
equipment.
Yes
No
1
Ag
Hypro Gas Driven Diaphragm Pump
To provide a back up pump for the spray rigs, due to high demand of
spray equipment and pesticide management classes.
Yes
No
1
Ag
Pallet Jacks (2)
To replace broken pallet jacks to safely move pallets of material for
labs and farm activities.
Yes
No
1
Ag
DC transfer pump with Meter for fuel
To set up the transfer tank on the Dodge Truck to use for fueling of
tractors, equipment
Yes
No
1
Ag
B&W Gooseneck Hitch for Dodge Truck
Gooseneck hitch to set up Dodge truck to tow livestock trailers.
Yes
No
1
Ag
Fueling Trailer
Since we have no fuel storage for equipment on the farm, a fueling
trailer will allow use to safely store and distribute fuel for the
equipment. Also a trailer will eliminate another motor vehicle to
maintain.
Yes
No
TECHNOLOGY and HEALTH
NURS-1
Purchase an electronic health records (EHR)
program for student learning - Nursing
Outcome driven, Service level
Yes
No
AERO-2
GPS units (Bad Elf) for classroom
demonstrations and integration to iPad and
other electronic devices: Allows tracking of
Service Level
Yes
No
91- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
flights for post evaluation of lessons. Additional
use for flying team evaluation of precision flight
events – Aeronautics
New software for state & national licensing exam –
NBRC - RESD
Accreditation, Advisory
Yes
No
Computers & software to complete simulator lab –
ARIM
Advisory
Yes
No
Upgrade PCs for classroom/lab – IDE,MFG
Advisory
Yes
No
Replace outdated AV equipment – 28B – 204, 210,
203 – AD,ADJU
Service Level
Yes
No
SolidWorks software, increase number of site
licenses – IDE,MFG
Service Level
Yes
No
3-D scanner, CAM for existing machines – IDE,MFG Service Level
Yes
No
Add a computer lab to reflect increase use of
software in instruction – AIRC,BAS
Advisory
Yes
No
Long-term maintenance & software upgrade
contract for ATC & flight simulators - AERO
Advisory, Accreditation, rate-driven
Yes
No
Yes
No
Provide duct work to existing lab trainers (2) to
Accreditation
provide practical instruction in air flow measurement
– AIRC
Professional Development Training
Priority #
Resource
(Be specific, but not dollar amount needed)
Justification of need
New request
1
Gaming conference for three instructors
Ongoing research/development for the growth of the gaming program Yes
No
2
TV– Avid Network Certification training
System cannot be run without an Avid-trained technician.
Yes
No
3
MUS– Fund workshops to teach adjuncts techniques Using common materials, assignments, exams, pedagogical
Yes
and materials for use in the musicianship sequence. techniques and rubrics ensures that students progress through all four
levels of the musicianship sequence with the best possible outcomes.
No
1
Conference and travel budget for faculty and
managers
Current budgets and $200 allowed is not enough to support most
professional association’s conferences as required for many CTE
programs.
Yes
No
2
Professional Development Managers training
Currently there are no programs offered within the District to support
Yes
No
ARTS
BUSINESS
92- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
new and continuing managers
3
CAD training for FASH faculty
Currently adjunct faculty do not have enough knowledge of the
program that is now being used and it is not appropriate to ask them
to attend training without pay.
Yes
No
Mt. SAC has one of the most dynamic Communication Departments
in the country yet is unable to attend the National Communication
Association convention due to lack of funding. Extremely important
meetings, recruiting and presentation of current research takes place
at this important event.
HUMANITIES and SOCIAL SCIENCES
1 COMM
Conferences such as NCA
Yes
No
1 ELJ
Professional development and training for
The field of journalism is changing rapidly and professors need to stay Yes
Journalism professor to stay current in the emerging current in order to prepare students for transfer and the job market
fields of visual journalism, multimedia and use of
social media in journalism
No
1 FL
Teacher training and participation while participating The Department needs adjunct involvement in the proposed Title VI
in Title VI Project with NHLRC
project with UCLA’s NHLRC that is outside of the scope of our
adjuncts contractual obligation.
Yes
No
GPS 1
Funding for conference & travel for faculty members. The members of the department wish to remain active in their fields of Yes
study by attending conferences and carrying out appropriate travelrelated activities.
No
1
HAH
Funding for academic conferences.
These events provide out faculty with the opportunity to interact with
top scholars and remain current and up-to-date on changes and
developments in their particular fields of expertise. Historical
knowledge and interpretations are particularly fluid and change is
constant. “Keeping current” means our instructors, department, and
college will continue to be the best in the state.
Yes
No
1 PSYC
Adjunct funding for SLO work
Adjunct professors need to be compensated for their work on SLO
assessment and interpretation
Yes
No
1 SAP
Adjunct compensation for SLO training and
participation
Adjunct professors are limited to only 3 hours of compensation for
SLO work and training
Yes
No
1 HSS
Training in personnel management, faculty and staff
evaluation processes, and leadership development
Managers, faculty and staff can only benefit from training and
professional development on these issues. We need to be
knowledgeable about contract, state and federal regulations and
follow best practices.
Yes
No
1
WC
Excel Trainings
There is nothing intuitive about EXCEL and most of the processes of Yes
administration and assessment require usage of spreadsheets. Many
of us who come into supervisory or managerial positions from an
academic background are not, contrary to the apparent assumption,
already trained, or self-trained, with this software. It would greatly
improve the productivity and efficiency in our office if there were
93- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
No X
multiple trainings offered at multiple times that my staff and myself
could attend.
2 COMM
Adjunct training
The COMM department would like to provide more training for its
adjuncts regarding department statndards, pedgogy and creative
teaching ideas.
Yes
No
2 PSYC
Adjunct funding for department workshops and
trainings
Adjunct professors should be compensated for their attendance at
department workshops and trainings
Yes
No
2 SAP
Adjunct funding for department workshops and
trainings
Adjunct professors should be compensated for their attendance at
department workshops and trainings
Yes
No
3 PSYC
Funding for conference attendance
All faculty should be able to attend conferences to remain current in
the field
Yes
No
3 SAP
Funding for conference attendance
All faculty should be able to attend conferences to remain current in
the field
Yes
No
KINESIOLOGY and DANCE
1
USATF Level 1,2, and 3 Certification
Improved certification and instructional skills
Yes
No
2
Funds to visit 4 year college football programs
To improve student instruction
Yes
No
LIBRARY and LEARNING RESOURCES
1
(2012-13)
Conference funding (beyond $200 per faculty) to
support attendance and fee-based webinars for
faculty, staff, and managers
Professional development in Developmental Education; teaching and
learning conferences such as Student Success Conferences, Online
Teaching Conference, for up to 10 attendees; Moodle Moot; library
associations’ conferences and regional workshops; managers’
conferences.
Education Master Plan Strategic Objective 8A, Student Success Plan
IB
Yes
No
1
Developmental Education Study Team's Parachutes Professional development has been identified as one of the emerging
and Ladders conference and Fall Follow-up; DEST's themes of the Student Equity planning (May 23, 2014).
Winter Institute: funding for speakers, facility/venue,
and supplies.
Yes
No
1
Accreditation training for writers on each Standard:
accreditation context, purpose, writing tips, process
of conducting a self-study (ranked 2 in LAC
Services, 4 in LAC Instruction)
Self-study begins in 2014-15; members of the writing team need
training.
Yes
No
2
QuestionPoint reference service training; this
addresses student success in distance learning
Training is needed to ensure best practices are used for providing
online reference services using the chat function to students.
Yes
No
3
Division and department retreats:
 Outcomes assessment
 Research design; data collection, analysis,
and use
The need to support division and department goals (see “Future
Plans” section of LLR Division PIE Summary 2013-14)
Yes
No
Feedback from staff, supervisors and managers indicates the need for
94- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)




supervisory "basics" training.
Team building
Use of existing technology tools, e.g., OCLC
WMS, Smartboards, Inspiration, Argos
reports, TracDat, WebCMS, Smartsync, etc.
Performance development training for
Managers and Supervisors
Customer service training
4
(2012-13)
Distance Education Journals
Subscriptions – needed to keep abreast of current DL issues
Yes
No
5
(2012-13)
Just-in-time topical online training, e.g., Lynda.com
To maximize employees’ proficiency and use of college-purchased
and free tools by offering just-in-time, anytime training.
Yes
No
All
Faculty travel and conference fund supplementation;
Departments CATA, STMA, livestock shows, sports turf
Division
competitions, research conferences, robotics
competitions, Engineering Liaison council meetings,
To support faculty whose travel needs exceed those currently
Yes
available. Students in the Division compete in wide variety of
tournaments, competitions, and shows and it is important for a faculty
advisor and/or coach to accompany them. In addition, with our
continued focus on research opportunities for students and the
enhancement that presenting their work at a professional conference
provides, it is important that the college supports a faculty member to
accompany them. The $200 fund currently available does not begin to
cover the cost of attending one conference, which typically costs
around $1000. Engineering Liaison council meetings promotes
articulation agreements with transfer institutions. Although the funds
are directed toward faculty, it is in support of students.
No
1
Agriculture
Western Veterinary Conference, AVTE Symposium,
AVMA Conference (up to 3 faculty need to attend)
The Agriculture Department has professional development
requirements to satisfy AVMA accreditation of their programs and
continuing education requirements to maintain RVT and DVM
licenses.
Yes
No
1
Bio
Adjunct faculty training: Annual anatomy faculty
training; Bio 1 adjunct faculty training session; Anth
1 lab adjunct faculty training
Cadavers are a valuable resource for students. To ensure that
students continue to have access to cadavers, a training program
must be established for adjunct faculty in the care and handling of
cadavers.
Yes
No
Yes
No
NATURAL SCIENCES
Likewise, Anth 1 adjunct faculty need training to ensure specimens
are handled and cared for properly. This will help maintain the quality
of the collections for students.
Ongoing adjunct training for Bio 1 faculty is needed due to the large
numbers of adjunct and the high turnover rate. This is will improve
students success in these classes.
2
Bio
GIS software training
Anth 4 instructor will be teaching new curriculum with the new Anth 4
lab. Training is critical for student success in this new course.
95- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
1
Earth
Sciences
&Astro
Training for student workers in the Science
Exploration Center, in Boryta’s Astrobio-geo-science Training on basic safety and best practices for our student workers
lab in Bdg. 11, and other field and lab situations as
and volunteers
appropriate
2
Earth
Sciences
&Astro
Safety training for all Earth Sciences and Astronomy
Field trip leaders should be trained in basic First Aid and in CPR.
faculty and staff
Yes
No
Yes
No
3
Earth
Sciences
&Astro
Earth Sciences & Astronomy department retreat
Annual or bi-annual department retreat to discuss gathering and
analysis of SLO/GLO data and ways to identify trends within the
department.
Yes
No
Chem
Chemistry department retreat in fall 2014
Chemistry department has a desire to unify it’s approach to laboratory Yes
curricula in the interest of student success. This process will move
forward at a greater pace if they are supported in a day-long retreat.
No
Funds for accreditation mandated conferences.
Accreditation, Advisory
Yes
No
Funds for professional development All programs
Advisory
Yes
No
TECHNOLOGY and HEALTH
Research Support
Priority #
Resource
(Be specific, but not dollar amount needed)
Justification of need
New request
BUSINESS
1
Need accurate numbers relating to completion rates Required for enrollment management.
for degrees and certificates
Yes
No
2
Need help tracking completers for job placement
Yes
No
3
Assistance for Paralegal Coordinator in collecting
The accreditation process requires a lot of data that the current
data needed for ABA reapproval report due 11/2014 coordinator is responsible for obtaining
Yes
No
4
Support to track NF transfers
Current technology does not allow for tracking of transfer students
Yes
No
5
Research support to determine reasons for decline
in retention of students in CIS
To help determine needs to increase student success.
Yes
No
We need to conduct a demographic study of who are students are to
better serve their needs. We need to have better success and
retention data about how students transition from noncredit to us and
then from our classes to English 68 and beyond.
Yes
No
Required for accreditation
HUMANITIES and SOCIAL SCIENCES
1 AMLA
More research support for projects
96- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
1 COMM
SLO Researcher
This person could help provide deeper analysis into the meaningful
use of results.
Yes
No
2 COMM
Degree and transfer data
The department would like to increase the number of students
receiving an AAT in COMM as well as track the number of transfer
students in Communication.
Yes
No
3 COMM
Start with Speech researcher
If the College embraces the program, this person would help track the
success of students who started with speech vs. those who didn't
Yes
No
1 FL
Adjunct faculty with expertise in translation and
interpretation to provide support to write curriculum
and teach classes in the subject matter.
The Department needs to have funds that may be used to
compensate an adjunct who is experienced in this area, willing and
able to write the necessary curriculum as performing this function
would be out of the scope of contractual obligations.
Yes
No
1
WC
An assessment of aggregate tutoring resources on
campus and campus-wide tutoring needs along with
a review of similar institutions best practices,
particularly in regards to the ratio of available
tutoring hours to the FTEs of the institution and the
number of FTEs devoted to Basic Skills courses. .
…
Planning at Mt. SAC in terms of addressing academic support needs
Yes
has tended to be uncoordinated and ad hoc. The commitment to
tutoring services is strong as evidenced by the growth of tutoring
services even during some recently very difficult budgetary times. But
there is no clear plan regarding tutoring on campus and no clear
assessment has been performed about the overall academic support
needs of our students. The KPIs in the current education plan were
not created in consultation with tutoring centers and, to my knowledge,
they are not based on any campus-specific research.
No
1 HSS
Modify Argos enrollment reports to combine
information from various reports, including
information from My Portal (e.g. indicating shortterm, DL, and linked courses)
We often need to draw from several enrollment reports, as well as
from information on My Portal, to get accurate information regarding
enrollment trends
Yes
No
2 HSS
Modify Argos reports on prerequisites, retention and We need aggregate data that is course specific, in order to draw
success rates to provide course-specific data
conclusions regarding appropriate prerequisites and success and
instead of section/instructor specific data
retention rates for particular courses
Yes
No
Yes
No
No
LIBRARY and LEARNING RESOURCES
1
2
Need RIE support to determine success and
persistence rates in Learning Assistance courses:
reading, writing, and math; Library courses and
workshops.
Inform faculty to make structural and pedagogical changes to improve
success - Ed Master Plan Strategic Objective10B; Student Success
Plan IIE, IIG
Research on student success and persistence
 within basic skills classes, in classes in other
disciplines, and as they progress into other
classes in sequence or higher levels;
 in students that utilize Library collections,
instruction, and services.
Inform faculty to make structural and pedagogical changes to improve
success. Inform staff to make operational changes to improve impact
to students and faculty.
Training on the following:
Ed Master Plan Strategic Objective10B; Student Success Plan IIE, IIG Yes
Education Master Plan Strategic Objective10B; Student Success Plan
IIE, IIG
97- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)



how to use the research project request form: to
ensure targeted actionable research studies.
analysis of information competency data and
circulation transaction data as it relates to
student success and student equity
evaluate focus group questions, review
protocols for conduction focus groups, and
analyzing data. Training on designing effective
surveys and analyzing data
Information compency and student use of librarys have been
correlated with student success. Local action research is necessary to
confirm that these assumptions are valid for the library
To support activities for achieving student equity.
NATURAL SCIENCES
Agriculture
Assistance in creating a survey and database that
would help track student success in CTE programs
every semester.
Student success is a focus, and as a vocational program our students
may not consider a certificate or degree as the best measure of
success. We need to record and acknowledge other measures of
success.
Yes
No
Yes
No
The department has several projects that require resources from the
Yes
Research Office. Examples include data analysis for the Calculus
Placement Exam; Statway and Math 71X success and retention rates;
and evaluation of the department’s online program.
No
Accreditation, Advisory
Yes
No
Resource
(Be specific, but not dollar amount needed)
Justification of need
New request
CEA Website
New CEA Department website to increase awareness of all CEA
programs.
Yes
No
Bio
Determine success rates in subsequent Bio courses Determine if success rates of students in subsequent Bio courses
of students who enrolled in Bio 50
justifies costs of offering Bio 50
Math & CS
Assistance from the Office of Institutional Research
TECHNOLOGY and HEALTH
Research tools & personnel to track certificate &
program completers/non-completers & job
placement – All Tech & Health programs
Marketing
Priority #
ARTS
1
BUSINESS
1
Help in PR for small programs. Provide marketing
Increase visibility on and off campus
budget for programs (bus boards, movie theaters, on
campus posters, magazine ads in trade specific
journals)
Yes
No
2
Constant contact subscriptions for Paralegal program The service allows for our paralegal program to send electronic
newsletter to current and perspective students, alumni, and other
Yes
No
98- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
supporters.
3
Promotional items for the Child Development
program (pens, notepads, pencils) Department
letterhead
Visibility is one way to increase awareness of the program on and off
campus.
Yes
No
Department goal: Advertisement for the IHSS class was previously
paid through a grant which ended in February 2014. Therefore
outreach for this 6-week intensive noncredit class is much more
challenging. It is requested that an avenue for marketing the class be
available. This includes funds for Pennysaver advertisement which
always attracts at least 200 inquiries per class session and a
guaranteed minimum enrollment.
Yes
No
CONTINUING EDUCATION
1
Marketing for In Home Support Services and future
noncredit vocation programs with high employment
potential.
HUMANITIES and SOCIAL SCIENCES
1 COMM
Brochures for AA-T
Since the Department would like increase the number of students who Yes
obtain a degree in Communication, advertising would be helpful.
No
2 COMM
Forensics
Mt. SAC has the #1 Forensics program in the nation and many still
don't know it.
Yes
No
3 COMM
SSSC
The center has help many students, but could help many more if
effectively advertised.
Yes
No
1
HONORS
Have Honors Scholar designation included on
transcripts of eligible students
Students need this for transfer
Yes
No
2
HONORS
Updated recruiting brochures
Brochures last updated in 2010, need to transition to online mode of
delivery
Yes
No
1
WC
Development of publicity materials including posters, Most of the services of the Writing Center are voluntary, and often
Yes
pamphlets, and website materials.
students are not even aware that these services are available to them.
High quality, professionally produced publicity can help get the word
out and make the Writing Center an attractive place to explore, rather
than a resource that students imagine marks them as deficient in
academic skills.
No
LIBRARY and LEARNING RESOURCES
1
“In-reach” marketing strategies to faculty on
resources and services designed for them, e.g.,
Library, Online Learning Support Center (e.g.,
Moodlerooms Community)
“In-reach” marketing strategies to students on
resources and services designed for them: e.g.,
 Online tutoring
 Online library reference services
MR Community is underutilized for finding and exchanging of
information.
Faculty sometimes have difficulty finding OLSC services and
resources, e.g. SPOT, DL Readiness.
Online support services meet accreditation standards for distance
learning students. Use of multi-media strategies reflects best practices
in student engagement.
99- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Yes
No



Library workshops
Student success videoclips: orientation to
Learning Lab, orientation to online learning,
student testimonials about success strategies
Targeted messages to students groups whose
achievement gaps are identified in the Student
Equity Plan
Students specified on the survey that videos with student testimonials
would be helpful. Students learn from peer experiences.
Student Success Plan, Student Equity Plan (in development)
1
“In-reach” marketing in publicizing LERN, STDY,
LCOM, and READ courses; and publicizing the
educational value of learning communities:
Electronic/published brochures and other available
marketing options for marketing pre-collegiate
courses.
Student Success Plan, Title V Grant, Awareness of LAC services - Ed Yes
Master Plan Strategic Objective 2A
No
2
Assistance from Broadcast & Presentation
Services in developing a student-centered videoclips
about courses, resources, online reference services,
online and regular tutoring
Academic support for students is an integral part of both the Student
Success Plan and the Education Master Plan. A multi-faceted
marketing campaign will be needed to raise awareness of college
services.
Yes
No
1
More brochures to distribute at job fairs and local
Agriculture high schools
We have no funding for printing brochures, but prospective students
regularly request them.
Yes
No
1
Bio
HT program needs updated electronic brochure,
annual newsletter, and NSH career brochure
HT advisory committee recommendation for outreach and recruitment. Yes
No
2
Bio
Division
Dr. Debbie Boroch Science Discovery Day
This is a valuable outreach tool and community service project. Over
200 middle school students participate in this program each year.
Yes
No
Yes
No
Yes
No
Yes
No
NATURAL SCIENCES
1
Earth
Marketing support (technical, artistic, materials, etc.)
Sciences & for the Kepler Astronomy Scholarship event
Astro
Foundation resources are not sufficient to publicize the event
2
Earth
Continued support to communicate events occurring
Sciences & at the Planetarium and Observatory
Astro
Ongoing need of a successful program
3
Technical and artistic support (intermittently, as
Earth
needed) for design and technical upkeep of our
Sciences &
Department Website
Astro
Continued training for contributors to the ESA department website,
including Omni Update, etc. so that the department can maintain a
professional image to the community and to prospective students and
faculty
100- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Other
Priority #
Resource
(Be specific, but not dollar amount needed)
Justification of need
New request
1-High
Music: Budget Increase for Jazz Ensembles
10% increase to cover number of students, travel costs, and supplies. Yes
No
1
Fine Arts requires an increase in budgets for
equipment and supplies
Supply budgets were reduced in the recession and have not been
restored.
Yes
No
1
Theater needs to improve our ability to update our
website.
Our faculty has no time to learn the use of OmniUpdate
Yes
No
1
Theater needs a dedicated rehearsal space.
Our only rehearsal space impacts our ability to build scenery.
Yes
No
2-High
Music budget for new and allied groups: Opera
The department established a thriving chamber music program,
Yes
Scenes; Collegiate Chorale; Chamber Music; String which now includes, piano ensembles, guitars, and strings, as well as
Ensemble
started new courses like Opera Scenes. These programs have either
not been funded or funded through the band budget. We are
requesting $1,000
No
2
Theater needs additional storage space.
Our current storage areas are filled beyond their capacity.
Yes
No
2
Fine Arts budget for visiting artists or cultural
exchange
Support and expand opportunities for academic enrichment
Yes
No
3-Low
Funds for a Music coordinator (6 LHE release time)
The administration of aural diagnostic and proficiency exams Yes
for placement into theory, musicianship, and keyboard skills
Maintenance of the music theory and musicianship lab.
Recruitment and ongoing coordination with an AI for the
music theory sequence.
No
ARTS



4-Low
Music: Composer
$3,000: to work with local composers to commission new works
Yes
No
1
4 person golf cart for the division
With the relocation of the CDC and the spreading out of division
programs, it is impossible to get to all areas quickly for posting
classes and other emergencies that arise continuously.
Yes
No
2
Rekeying and security badges
With recent thefts, and the large amount of contractors on the
campus, it is necessary for the key allocation to be monitored on a
much higher level and for all campus people to have some sort of
campus identification.
Yes
No
3
Increase access to Journals for classroom use in
A&M
Need access to current information available in “Get Abstract”,
“journal of Accountancy” “HR magazine” and other journals in order
to keep students current.
Yes
No
4
Reference Materials for classrooms
Assessment Kits (Peabody) DSM V or Title 5 for students to become
familiar with what is used in the Child Development field
Yes
No
BUSINESS
101- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
CONTINUING EDUCATION
1
ABE Graduation expenses
Department goal: With the termination of ABE fundraising activities
Yes
not approved by the college, no funds are available to purchase items
needed for ABE graduation materials and costs. The Continuing
Education Trust Fund has paid some of these expenses, although
this is not sustainable. District funds are requested to support
graduation costs.
No
2
ABE Secretary position - institutionalization away
from SSSP onto District funds (mandate)
A majority of the funding for the ABE secretary, who provides clerical Yes
support to the ABE Director, is from noncredit matriculation funds.
While this has never been appropriate funding for this position, new
SSSP regulations, beginning in 2015 for noncredit, are more strictly
limited to orientation, assessment, counseling/advising, and follow up
services to students.
No
3
Continuing Education admissions and registration,
clerical staff positions – institutionalization away
from SSSP onto District funds (mandate)
Starting in 2015 for noncredit, the new SSSP regulations will not
allow use of SSSP funds for admissions and registration staffing.
They can only be used for positions tied to orientation, assessment,
counseling/advising, and follow up services to students.
Yes
No
4
ABE Assistant Director position - institutionalization
on District funds
Funding for this position is 100% from BSI funds, which is not
appropriate as this is a long-standing institutional position. The
Assistant Director primarily supports the ABE department districtfunded instructional programs. Additionally, the BSI state committee
has indicated that full-time positions being funded through BSI funds
should be institutionalized as permanent district-funded positions.
Yes
No
HUMANITIES AND SOCIAL SCIENCES
Budget requests
1 Study
Abroad
Restoration of budget
Restore previously reduced funding of $1,000 to help cover costs
associated with program (including supplies)
2 TPI
Restoration of budget
Lack of staffing and resources leads to shorter operating hours and
assistance to students; budget needs to be restored to at least
$10,000
Yes
No
3 COMM
SSSC budget increase
The SSSC needs an budget separate from the LAC to increase
tutoring in order to satisfy high demands of student needs.
Yes
No
4 Honors
Restoration of budget items cut in 2010
Program growth, increased numbers of students presenting at
research conferences, larger groups of students transferring each
year, stronger orientation process now in place. Budget needs to be
restored to at least $8,000
Yes
No
5 COMM
Restoration of Forensic budget
Several years ago the Forensics Budget was cut. Hotel and travel
costs have continured to increase. In order to maintain the program
at its current national championship status, the budget needs to be
restored to at least $ 7,500.
Yes
No
102- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
6 ELJ
Restoration of budget for Journalism
The Journalism funds were cut from their hourly worker and student
worker budget several years ago. We need these funds back since
there is only one full time professor and advisor.
Yes
No
7 PSYC
Funding for annual Psychology Day
We intend to continue holding our annual Psychology Day event, but
help from the Division or College would be helpful in funding such an
event
Yes
No
8 PSYC
Funding for students to present at conferences
Several students present at conferences each year (e.g., HTCC,
SCCUR, and WPA) and these students’ travel, accommodations,
and/or registration should be funded. They are presenting research
done at Mt. SAC and are representing Mt. SAC, thus the College
should help fund their presentations at these conferences
Yes
No
9 WC
Institutionalization of BSI funding for Individual
Tutoring and Tutors in the Classroom for English
67/68
Over the last four years of BSI funding support for Tutors in the
Classroom, the program has consistently posted success rates for
participating sections that are 5-25% above the average for the
course. Students who attend at least three TC sessions, on average,
have success rates 15%+ higher than students who do not. The
program has established itself as both successful and cost effective
since only one student tutor is required for up to two sections for up
to 14 hours a week. The continual process of having to report and
justify via data the funding each year to BSI takes away from time
and energies that could be spent in innovation and experimentation
within the program. Given the BSI committee’s twice-yearly review
process and the dependency of continued funding on evidence of
success at each juncture, the TC program is actually dis-incentivized
to attempt new approaches that may or may not immediately
generate success, for fear of the loss of funding. (This is not a
hypothetical; we experienced something like this in the last year with
our online DLA tutoring grant.) On the other hand, if the TC program
were institutionalized as part of the college budget, it could then be
part of the regular two-year cycle of assessment, which gives the W.
Center the opportunity to experiment with new approaches and to
learn from failures, or partial failures, without having to explain itself
both to the division and a committee to which limited access seems
to be granted.
Yes
No
Similarly, we also believe that the BSI committee should have a
commitment to—and a formal process for—recommending
successful projects for institutionalization, so that more categorical
grant funding can be freed up and re-dedicated as seed money for
new and innovative projects that, in turn, pending success, could also
be recommended for institutionalization. Currently, the committee
functions mostly as a review of grant requests committee, and many
of the programs are continuation of programs that have been funded
for years under BSI, but which still must go through the grant request
103- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
and reporting process every year.This means the committee as far
fewer funds to support new and promising projects. Moreover, as a
result of this situation, the Basic Skills Plan is primarily simply a
statement of criteria for the assessing of these requests, rather than
comprehensive plan, with specific targets, for improving Basic Skills
students’ success across the college.
10 WC
Expansion of BSI funding to include English 68
Five years ago, under the previous college president, it was decided Yes
that Basic Skills monies would only be granted to support courses
that were coded as Basic Skills by the Chancellor’s office for
apportionment purposes. This meant that English 67 and Math 51
were not considered eligible for Basic Skills funding even though
these courses are pre-collegiate and considered by the faculty that
teach them to be basic skills courses. Indeed, the Chancellor’s office
own metrics for measuring success of Basic Skills programs is based
on successful completion of all course leading up to transfer level.
Yet, we don’t support those courses currently at Mt.SAC with funding
(with the one current exception of the Pathways to Transfer program,
which flies in the face of the criteria the committee applies to all other
projects). We know from the research that students who are
supported in English 67 but who don’t receive support in English 68
fail at higher rates and therefore often never reach the Chancellor’s
office’s own benchmark for success. A decision by the college to fund
promising programs, such as TCs for English 68 or SIs for Math 51,
that support one-level below transfer courses would improve our
success rates for these pre-collegiate students and put us in line with
the practices of most community colleges in California, which do not
apply such a strict definition as to what they will and will not fund via
BSI.
No
11 HSS
Funding for department meetings with adjuncts
regarding outcomes assessment
Positive responses from dept. chairs, FT, and adjunct faculty from the Yes
two departments who have already conducted
such meetings
No
12 HSS
Adjunct faculty compensation for SLO development, Accreditation and Title V requirements relating to outcome
outcome assessment and curriculum review in
assessments and regular curriculum review
courses taught by adjuncts only
Yes
No
13 HSS
Restoration of supply/equipment budgets
Division and departments have had to compensate for the severe
attenuation of instructional equipment and supply funding, but
existing funding levels make it impossible to adequately address the
needs that were previously covered by these institutional funds.
Yes
No
14 HSS
Small budget for food for annual planning sessions
with department chairs
Positive responses from dept. chairs and follow-up strategies by task
forces as result of planning sessions
Yes
No
104- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Data requests:
1 HSS
1) Correlate success rates w/where students
entered the system (e.g., writing and reading
placements) to give us information about the
scope, range, and length of matriculation.
2) What are students actually taking in order to
txfr, complete degrees and certs—and when
do they need to have those courses
completed?
3) Which courses are shared by all three Gen Ed
sequences?
4) What courses are shared between certificate
programs and at least one of the Gen Ed
sequences?
5) What course sequences tend to lead to
success?
6) Based on Ed Plans:
a. How many students take more courses
than they need?
b. When they do, what courses do those tend
to be?
c. At what point in their matriculation do
students take core major/restrictive
elective courses?
7) Can we identify all degree/cert completers and
transfer students? And, is there a population
of students who want to complete and/or
transfer but can’t or don’t? Why?
8) What are the success rates of students with
priority registration?
9) How many repeaters? What do they tend to
repeat?
10) Where are the clogging points for
degree/certificate/ transfer completion? (i.e.,
How many students within 1-3 courses of
completing, cannot complete within a
reasonable time? Do students get stuck in
the middle of course sequences for some
reason?)
11) What are the success rates of 8-week
courses vs. comparable 16-week courses?
12) Annual degree data (awarded, denied - and
reasons for denial).
13) Transfer tracking of majors.
In order to more accurately schedule courses and develop or
inactivate curricula, it would be helpful to have data, especially about
Gen Ed students (e.g., characteristics--profiles of success and
failure):
105- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Yes
No
Support Services:
1 COMM
Digital Media Support
Since our professors rely on showing speeches in the classroom, the
department needs help in close captioning videos etc.
1 ELJ
Tutoring support for Journalism students
The Journalism professor needs assistance tutoring journalism
students
Yes
No
1 HSS
Coordination and marketing of learning
communities/special classes within the division
(e.g., Pathways, First Year Experience, Upward
Bound, Bridge, ACES, Aspire, Arise, DSPS)
There is a lack of coordination and marketing of these courses. An
integrated approach is needed as well as collaboration with all
stakeholders
Yes
No
2 HSS
Coordination of tutoring centers on campus (e.g,
Writing Center, LAC, SSCP)
Better coordination can only benefit students
Yes
No
Increase FTES:
1 GPS
Increase in FTEs (FTE’S HAS BEEN INCREASING
FOR PAST YEAR)
We would like to increase offerings in both disciplines (Political
Yes
Science and Geography), particularly in core courses such as POLI 1
and GEOG 1 & 2. We would like to be able to include these courses
in campus programs such as FYE or the Communications Cluster or
ASPIRE or BRIDGE without having participating classes count
against our total FTEs
No
1
HAH
Increased course offerings (FTE’S HAS BEEN
INCREASING FOR PAST YEAR)
Increased enrollment with slow and piecemeal addition of courses to
the schedule jeopardized our students’ ability to get the courses they
need to transfer.
Yes
No
Classroom maintenance
Due to budget cuts fewer staff clean buildings (especially 26),
including classrooms, on a regular basis.
Yes
No
Maintenance:
1 FL, GPS ,
HAH
Instructional Suppplies:
1 COMM
Adjustable chairs for the classrooms
This would be helpful for professors.
Yes
No
2 PSYC
Current SPSS license and version updates for
faculty and Psychology lab classroom
(CONTINUED FUNDING)
SPSS is a defining and necessary component of the Psyc 3 and Psyc Yes
10 courses (there is a need for our students to have training and
skills in the current version of SPSS)
No
3 PSYC
50 additional copies of SPSS with license for new
See items # 3 and 4 above
Psychology lab classroom, adjunct work space, and
SPSS lab for students
Yes
No
Re-key buildings and provide electronic key cards to Recent thefts have raised safety concerns on campus.
personnel
Yes
No
Safety issues:
1 HSS
106- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
KINESIOLOGY and DANCE
1
Team Uniform Purchase for all sports (+$20,000)
Uniforms usually last between 2-4 years and need to be replaced.
Yes
No
LIBRARY and LEARNING RESOURCES
1
Captioning for Learning Lab/LARC Orientation
videos
Meet code - Ed Master Plan Strategic Objective 5B, Student Success Yes
Plan IIIH
No
2
Additional custodian to keep up with increase in
students in the Library.
There has been a continual decrease in custodial personel with an
Yes
increase in the number of buildings assigned to the custodians.
Increased duties prevent custodians from deep cleaning projects and
floor maintenance.
No
2
Additional full-time permanent painter to respond to
requests for paint jobs repeated requested on
annual PIE in the past five years.
Dilapidated paint conditions inside and outside of Building 6. Dirty,
peeling, drab conditions contradicts College Goal #9.
Yes
No
NATURAL SCIENCES
1
Agriculture
Licensing and fees for DEA, AVMA, DVM, AVTE,
RVT, CVMA, USDA, LA County Health License,
Nursery Operations License, Certified Producers
Certificate, Regional Water Quality Control Board,
These licenses need to be renewed regularly, in order to continue to
operate legally and maintain accreditations.
Yes
No
1
Bio
All
Departments
Closed-captioning of videos for classroom use
State law (most titles have been captioned, a few left) requires
closed-captioning for students
Yes
No
1
Chem
Faculty compensation for Chem 99 courses
Faculty are investing considerable time and resources in students
conducting research in 99 classes. Faculty mentors for student
research often work in winter and summer with students in lieu of
teaching. To continue to make these opportunities available to
students, faculty request compensation.
Yes
No
Yes
No
1
Earth
Sciences &
Astro
Regular maintenance of exhibits in the Exploration
Center (projecting globe, projector, cabinets, lights,
door sensors, carpets, etc.)
To keep the exploration center running smoothly for student and
public use
2
Agriculture
Annual Maintenance/calibration of RVT equipment.
Annual maintenance is needed for anesthesia machines, lab
chemistry machines, surgical laser, endoscope, microscopes, x-ray
machine, and sterilization machines.
Yes
No
2
Bio
Wildlife Sanctuary fencing and new specimens
This is needed to formalize the boundary of the expanded Wildlife
Sanctuary, to enhance its use in teaching, and to protect the
Sanctuary from vandalism/misuse
Yes
No
3
Bio
New grounds plantings
Additional specimens are needed for use in teaching including a tree
to shade the instructional pond.
Yes
No
107- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
4
Agriculture
Continued support for articulation officers and
support staff to assist Agriculture with creating and
managing articulation agreements.
Articulation agreements between Mt. SAC and other local educational Yes
institutions need to be reviewed on an annual basis and maintained
in order for students to transfer.
No
5
Agriculture
Additional Resources for Agricultural water
Increases in water cost and availability, as well as loss of some of our Yes
best pasture lands, has led to increased need for water resources.
We would like to install a well to capture and make use of water that
is below the ground on campus. This ensures the ongoing health of
the animals and the Ag programs.
No
6
Agriculture
Process to sell constructed projects such as chicken Ag construction classes construct a variety of projects, and we have
coops, garden sheds, etc. built in the Construction
had community requests for projects that they could purchase. We
Classes.
need a process to be able to sell the products that are built by
students in class, which could help fund the cost of materials for
future student projects.
Yes
No
AERO Legacy aircraft needs to be stripped and Service Level
repainted
Yes
No
Replace existing media w/ closed captioned –
ADJU,AD
Federal Mandate
Yes
No
Maintenance & upgrade of machinery –IDE,MFG
Advisory, Service level
Yes
No
Repairs & upgrades to electrical/equipment to meet
safety standards – AIRM
Federal/state mandate, safety
Yes
No
Maintenance & repairs hi-fi simulators
Service level
Yes
No
Increased number of digital cassettes reflect change Accreditation
in field - RAD
Yes
No
Costs related to set-up of CompTIA approved
testing center - ELEC
Yes
No
TECHNOLOGY and HEALTH
AERO-1
VI.
Accreditation
FUTURE PLANS
Future Plans
College Goal #
Team Goal #
Current Technology: Secure funding to meet current industry standards in classroom technology
1
IN-2
Program Promotion / Awareness: Fund and develop websites, brochures, and promotional materials
3
IN-1
Increased Student Access to Equipment and Technology: Secure funding to provide increased access to labs,
equipment, and lab tutors.
16, 7
IN-7
Budget Restoration: Restore budgets lost during economic downturns including funding for studio life-models
1
IN-7
ART
108- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Facilities Improvement: Update lighting, blinds, classroom interiors to facilitate learning
9
IN-2
13, 14
IN-5
Mountie Academic Plan (MAP) – Train faculty to better assist students through the use of MAP
12
IN-4
Portfolio – Based Awards: Continue research into the use of Portfolio–Based awards for students in commercial arts
3
IN-2
Student Clubs: Further exploration and development of student clubs to serve student needs
3
IN-6
Online Learning: Develop online courses for introductory commercial arts programs
13
IN-5
Full-Time Faculty: Increase the ratio of full-time to adjunct faculty in Graphic Design and other Arts areas
16
IN-3
Degrees: Complete AAT degrees and degree modifications current
BUSINESS
Move into a new Business Division Building that provides state of the art technology and the room for growth
BD-7, IN-2
Continue to advance our Division to offer up to date curriculum and meet industry standards by providing additional
instructional equipment funds to help in that endeavor
3
BD-4, IN-5
Hire more full-time faculty to support our growing programs and assist in continuing to meet industry standards
16
BD-3, IN-3
Hire more IT and clerical staff to help support the Business Division growth in the computerized areas such as Fashion,
Paralegal, CIS, Nutrition & Foods, and Interior Design.
16
BD-3, IN-3
AB86 – Expand instruction and services in ABE, ESL, Adults with Disabilities, Short-Term Vocational, and PreApprenticeship programs in alignment with our local Mt, SAC Adult Education Regional Consortium planning. With Mt.
SAC AERC, develop aligned curriculum, classroom practices to accelerate learning, and seamless pathways for
transition.
2
5
SSSP – Restore, improve, and expand noncredit student success and support services while assuring that state
reporting mandates (MIS and reports) are fully met for noncredit students at Mt. SAC. Assure that noncredit students are
appropriately represented in college SSSP and Equity reports.
2
4
Facilities – Remodel building 40 to include division office, Education for Older Adults/Adults with Disabilities program
office, and classrooms (flexible community education & CPR options, ESL, EOA/AWD). Amend the college facilities plan
to include permanent, appropriate structures for ABE/ASE, to replace all portables. Move the Language Learning Center
into a permanent new, state-of-the-art lab adjacent to the Language Center.
9
2
Reaffirmation of WASC-ACS accreditation – Scheduled for 2018.
14
8
Staffing – Have in place at least one full-time, tenure-track faculty member for 4 of the 5 programs supported by AB86
legislation, including ESL, ABE, Adults with Disabilities, and Short-Term Vocational. Convert the current Education for
Older Adults Supervisor position to an academic management position. Hire a full-time EOA faculty member for courses
receiving continued state support (for example, vocational adapted to older adult needs). Restore critical classified
positions that were eliminated during the recession. Institutionalize funding for permanent staff currently funded from
categorical for which regulations have changed.
16
3
CONTINUING EDUCATION
HUMANITIES AND SOCIAL SCIENCES
109- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Improve student success through:
 Increased matriculation
o Ensure matriculation from ENGL 67 to 68 and 1A
o Develop pathways for better articulation between AmLa and English
o Develop an AmLa writing course 1 level below college level



#2
Use of assessments
o Improve student success through ongoing and meaningful assessment of SLOs, GEOs and PLOs
o Develop and implement placement tests for foreign language courses
Use of research
o Use Argos reports and course enrollment patterns to
o Fine-tune enrollment management strategies,
o Assess disproportionate impact in courses with prerequisites,
o Track FT/PT ratios in departments,
o Track and improve success, retention, completion and transfer rates and
o Establish appropriate English prerequisites for GE courses
Establishment of learning communities
o Develop learning communities across departments, and include English and Counseling components
o Continue Start with Speech and First Year Experience learning communities
IN-8
#14?
IN-11
#12
IN-1

Expanding the Honors Center
o Develop an Honors College
o Institutionalize an active Office of Undergraduate Research housed in the Honors Center

Collaboration with others
o Increase communication between departments on campus to ensure student needs are met regarding
tutorial support, course offerings and core degree requirements
o Develop partnerships with other departments in order to better support and develop programs to improve
writing across the curriculum
o Increase connection with UCs/CSUs regarding student transfer, course articulation and transfer degrees
o Connect with counseling department and Transfer center about ongoing needs or concerns of students
#11
Increased critical thinking and writing skills
o Support efforts to develop division-wide standards for college writing and critical thinking within discipline
expectations
o Promote critical thinking in the classroom through a variety of strategies
#2



Increased program completion rates
o Increase AA-T, AA and AS degree completion
o Develop CSU and IGETC General Education transfer certificates
Increased Tutor in the Classroom program
o Expand TC program to English 68 and 1A
110- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
#4
#2
IN-5
#2

New curricula and degrees
o Develop curricula in various disciplines to enhance preparation of majors or respond to new
developments in academic fields
o Complete and offer AA-T degrees in Journalism, Spanish, Philosophy and Sociology
o Work in conjunction with CSUN in developing an A.A.T degree in Sign Language/Deaf Studies
o Expand the journalism program's multimedia capabilities to prepare for a transition from print to online
media
Ensure access to all students by:
 Providing resources to students with disabilities
o Ensure that all videos in department collections are captioned
o Provide enough interpreters for Sign Language program

Maintaining adequate course offerings for students
o Provide sufficient course offerings to meet the needs of CTE and transfer students
o Increase core course offerings and offerings of prerequisite courses as needed
o Increase diversity of course offerings by creating new curriculum as appropriate
o Increase/review online and honors course offerings as appropriate
o Add a second cohort to the current Sign Language program
o Increase number of science and math honors courses being offered
Maintain adequate staffing for diversity of courses and quality of instruction by:
Increasing FT Faculty in various disciplines where serious shortage persists
Replacing faculty/retirees in ELJ, GPS, HAH, PSYC, SAP
Maintaining a diverse pool of adjunct faculty to teach specialized course offerings
Supporting faculty diversity within the division reflecting the student body at Mt. SAC
Provide faculty support to ensure quality instruction and subject expertise through:
 Professional development and training
o Maintain currency in the field by attending conferences, workshops, and professional development
opportunities
o Support faculty in attending and participating in local, regional, national and international seminars,
conventions and organizations
o Provide training/workshops about student discipline, effective teaching strategies, tutoring, teaching
honors courses, articulation between courses, student success strategies, and writing and critical
thinking skills across the curriculum
o Provide training and mentorship for adjunct faculty on pedagogy, best practices, department standards
and norms, SLOs and assessments
o Encourage adjuncts to become online certified
o Provide support to faculty to assess and respond to the needs of NNES students

Campus involvement
o Encourage faculty involvement in campus activities through student clubs, committees, task forces, and
111- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
#2
#6
#13
#16
IN-3
#8
IN-4
reassigned-time positions
#2

Departmental cohesion
o Promote and maintain cohesion within departments via department emails, department meetings,
activities and club involvement
Promote student engagement and knowledge of the field through:
 Campus activities
o Promote and maintain student interest in the field through
 campus-wide club activities, departmental-sponsored activities, presentations and events,
 student research opportunities and presentations,
 field trips and
 internships

#11
IN-1
#2
Mentorship
o Provide better orientation for all students, regardless of major or academic level
o Embrace, develop, and institutionalize mentoring opportunities within all disciplines as well as within the
honors program
o Stay apprised of changes to transfer requirements within academic fields, and communicate any
changes to students
o Increase student self-awareness and connection to his/her academic goals
 Prepare students for NIC certification (National Interpreting Certification) and for entry level work
in the interpreting field
Maintain technology to support instructional needs by:
 Maintaining up-to-date SPSS licenses and updates
 Maintaining up-to-date computers, Elmos, projectors, videos, batteries for i-clickers, and other technology
needed for instruction
Provide adequate funding to maintain exemplary programs such as:
 Forensics: restore program size and budget to meet demand
 Communication: Improve budget reimbursement/payment processes
 TPI: restore travel and clerical budget
 Writing Center: additional perm. staff
 Honors: additional perm. staff
 SSSC: perm. staff
Provide support to department chairs to ensure quality leadership and consistency across departments
through:
 Professional development, training and mentorship
o Develop annual division retreats focused on student success strategies
o Provide training, mentorship and supporting material related to duties of department chairs, such as
 student discipline,
 scheduling and budgeting,
112- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
#5
IN-2
#1
IN-7
#8 and #11











adjunct evaluations,
PIE planning,
curriculum review,
student learning outcomes and assessments,
enrollment management planning,
use of data (e.g., Argos reports),
student variances and course equivalency requests,
faculty entitlement requests,
probationary faculty hiring and evaluation procedures,
substitute rules,
contract requirements
IN-4
Provide support to faculty on instructional issues by:
 Providing training, mentorship, and supporting material related to instructional needs such as
o curriculum review,
o course and program development including AA-T degrees,
o student learning outcomes and assessments,
o faculty evaluations,
o student complaints,
o field trips,
o absence reports,
o supplemental hours, and
o contract requirements
IN-4
Provide support to students on academic issues by:
 Providing support and assistance to students on issues relating to
o - student complaints,
o - course add requests,
o - variance requests,
o - prerequisite override requests,
o - grade change requests, and
o - general academic inquiries
KINESIOLOGY
Academics – continue to develop strategies to improve academic success when dealing with reform and NCAA policy
change.
2,12,13
1
Oversee the conclusion of the major stadium project renovation while maintaining existing buildings safety and
functionality.
2,9
2
Continue to monitor and develop strategies for optimizing enrollment
14
3
Expanding partnerships in the community for enhance fundraising opportunities and contribution
1,4
4
Support team and department activities that enhance student success and professional development
2,8
5
6
6
Assess levels of equity through Title IX Survey and EADA Reporting to determine if additional underrepresented sports
113- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
need to be added
LIBRARY and LEARNING RESOURCES
Library: pilot online reference services using QuestionPoint; pilot online digital learning objects (Libguides, Guide on the
Side) to instruct students how to use library resources. Continue to review workflows, processes, and timeline from
acquisition-to-user for efficiency. Continue to develop the library collection: reduce outdated materials, increase collection
for AD-T, increase circulation, close-the-loop with content area faculty who requested materials for new curricula.
2, 15
IN-11
Learning Assistance, Library, and Online Learning Support Center: provide courses and support for the college’s
successful implementation of the Student Success Plan, Student Equity Plan, Basic Skills Plan, and the Educational
Master Plan.
10, 12
IN-10
Tutorial Services: expand Tutors in the Classroom in basic skills courses to improve student success; increase online
tutoring, tutoring and supplemental instruction, including expanding learning communities, and throughout the college;
facilitate campus-wide implementation of early alert tools.
5
IN-2
Facilities Expansion and Improvement: replace carpet throughout Learning Assistance and the Library; construct
Library quiet room; build Testing Services facility with Disabled Students Programs and Services; re-paint Building 6
exterior and interior space; increase efficiency of room/space usage.
9
IN-2
Distance Learning: continue to improve DL student success and completion; address student equity issues in DL
student success gaps; participation in the statewide Online Education Initiative will involve many areas of the college;
continue to implement activities outlined in Distance Learning Plan.
2
IN-5
Division-wide: Data usage and research for improvement and effectiveness throughout the Division: student
persistence and success data in Learning Assistance/Library courses, pathways, Library workshops, and online learning
tools; students educational plans, enrollment data, historic data, placement statistics, student preferences for day/time to
drive schedule planning and enrollment management; use of outcomes and survey results for planning and improvement
in all areas of the Division.
14
IN-11
Division-wide: outcomes assessment rotation plan for courses, workshops, and services offered in regular and online
modes, will be due in the Division Office by December of 2014.
4
IN-8
Division-wide: effectively address critical staffing needs throughout the Division based on college goals and objectives
articulated in the Educational Master Plan, Student Success Plan, Student Equity Plan, and Distance Learning Plan. The
Division’s staffing needs, across all employee categories, will also reflect enrollment changes directed by the State
Chancellor’s Office.
2
IN-3
College Goal #
Team Goal #
C-2, C-14
IN-11. IN-12
NATURAL SCIENCES
Future Plans
Enrollment Management
Continue to grow our programs through targeted growth and enrollment management. Increase access for students
across the Division. Increase the number of students awarded certificates and degrees. Increase the number of
students transferring to colleges and universities. Use data to make decisions.
Assist students with placement by offering Math Assessment Workshops and Bootcamps.
114- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Develop mini-seminar on enrollment management for department chairs.
Staffing
Meet student needs by hiring adjunct faculty in all departments across the Division and full-time faculty in all departments
including four faculty in Math. Provide support for students in laboratories by hiring a full-time replacement for Physics
lab tech and increase the number of lab techs throughout the Division. Provide clerical support for department chairs so
that they may better serve students.
C-16
IN-3
Facilities
Establish a STEM Center for all students in the Division to support and increase student success in science, technology,
engineering, and mathematics.
C-9
IN-2
Division-Wide Participation
Create greater cohesion within the Division. Hold bi-annual Division-wide meetings. Set up “brown bag lunch”
opportunities for faculty and staff to meet, learn about other departments and programs, and promote interdepartmental
cooperation and support.
C-11
IN-1, N-13
Assessment
Start at the chairs’ level to assist in developing outcomes and meaningful use of results that impact student learning.
C-14
IN-5, IN-8, IN13
3
IN3
1,2
IN1, IN6
Investigate the use of internal work experience opportunities for advanced students
6
IN6
Expand relationships with industry partners to foster opportunities for students, including internships and work
experience
1
IN1,IN6
Address employer demand for graduates with a broader range of skills
5
IN1,IN5
Determine effective methods for tracking program graduates in order to determine employment rates in the absence of
adequate research support
1
IN11
Continue to explore and secure alternative funding sources through grants, gifts, and partnerships
9
IN7,IN9
1,5
IN2
7
IN2
Develop a fiscally responsible long-term plan for the farm to serve student interests and reflect industry standards in the
CTE areas. The plan needs to clearly identify those areas that are critical to instruction.
Develop mini-seminar on classroom assessment techniques and provide support for faculty using action research to
impact student learning.
TECHNOLOGY and HEALTH
Hire qualified adjunct faculty to serve in lieu of filling vacant full time faculty positions
Maintain and expand agreements with clinical sites
Modify or create curriculum to meet changing industry standards and/ or emerging initiatives, including creation of online
versions of appropriate courses
Investigate opportunities for securing appropriate facilities based on planned program revision and emerging needs
115- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Investigate causes of attrition; address students’ basic skills needs to increase persistence and success.
I0
IN10
Revamp advisory committee membership and roles
1
IN1
Seek additional accreditations/certifications from recognized industry organizations
3
IN1,IN5,IN6
Create Alumni groups, utilizing Facebook pages to facilitate communication
1
IN1
Expand outreach efforts to high schools, including visitations and articulations to foster CTE pipelines
1
IN1
3,6
IN12
2
IN2,IN9
Explore “Academy” idea to facilitate transition from high school to vocational program
Explore “Boot Camp” idea to facilitate success in health programs prior to entry
Expand use of virtualized labs
VII.
REVIEW OF TEAM/DIVISION GOALS
List proposed changes to Team Goals if any.
Team Goal #
Change to Goal
BUS
LLR
IN
IN
Explanation
The Business Division held a planning retreat and at the planning retreat we
revised our previous Division goals to the new goals listed above on page 3.
All full-time faculty and staff were invited to the retreat.
Improve student retention and success through effective
practices in curriculum design, instruction, and academic
support services delivered in multiple modalities.
Address student equity goals through effective
intervention and support activities.
IN
Develop a scheduling plan (course offering rotation plan;
weekend college; pathways; other modes of packing
courses) to improve students’ ability to progress efficiently
through certificates and programs, to meet enrollment
targets, to improve cost-efficiency, and to improve the
college’s completion and transfer rates.
IN-4
Encourage and support participation of instructional
personnel in ongoing professional development to improve
instruction and service to students as defined by college
We need to add a goal: The Instruction Team does not have a goal that
speaks directly to its central role in improving student retention and success.
We need to add another goal: the Instruction Team should have a goal that
speaks directly to its central role in improving student equity in terms of
completion and success.
Although this goal may seem too basic to state as a goal, the Instruction
Team needs to get ahead of enrollment conditions that are drastically
different from the past five years. Additionally, the Team has not had to
review historic assumptions and practices that may affect its ability to
respond effectively to changing enrollment conditions. This important goal
also focuses the team’s professional development and training activities,
possibly including an annual team retreat and semi-annual department
chairs’ workshops.
While ongoing professional development for all employee groups is an
appropriate goal, the purpose and scope should be informed by the college’s
various plans. Despite the lengthy modifier, the connection to college plans
116- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
NSD
1
6
plans such as Educational Master Plan, Student Success
Plan, Student Equity Plan, Strategic Plan, among others.
should be articulated in some way.
Create a culture of assessment across the Division,
encouraging data driven decisions and changes in
instruction
The goal will remain but we need to provide more Division level support for
outcomes. We need to more actively engage department chairs in
discussions of SLOs and GEOs and how to use results to drive change in
curriculum and instruction. We need to help faculty understand that SLOs
can help define a problem and the resources they need then become
solutions to those problems. We hope to make assessment and the use of
results more meaningful by helping faculty tie assessment to resources. We
will ask department chairs to present a “case study” of one SLO in their
department through development of the outcomes statement through use of
results.
It’s clear from reading the Unit PIEs that we are not effectively
communicating with department chairs regarding targeted growth and
enrollment management. We will hold mini-seminars during Division
meetings to assist faculty with data collection on enrollment and analysis of
data to make informed decisions regarding scheduling. We want faculty to
understand how FTES are calculated and how to use that information
strategically when creating priorities for scheduling and planning.
Continue to respond to student needs for courses within
the Division through targeted growth and effective
enrollment management
VIII. EVALUATION OF PLANNING PROCESS
The Institutional Effectiveness Committee is interested in assessing the forms & processes that have been established for the college.
What suggestions would you offer to improve the planning process for your area?
ARTS
The pursuit of on-going documentation of planning, accomplishments, outcomes, needs, and trends throughout the yearly cycle.
BUSINESS
The timeline does not fit with the data that is used. Change the timeline.
CONTINUING EDUCATION
Probably the biggest help would be a change to the PIE timeline. It doesn’t align with faculty meetings. A fall deadline for manager summary would be
better.
HUMANITIES and SOCIAL SCIENCES
College Goals:
Revise Goal #14 to broaden the meaning of “assessment.” We use a great deal of data that is not assessment, such as enrollment, degree, certificate
completion, and success and retention data. Suggested revision: “Utilize assessments and other data to guide planning, curriculum design, pedagogy,
and/or decision-making at the department/unit and institutional levels.”
117- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
Timelines:
No changes should be allowed to this process after August 1 of each year. Chairs need time to review and understand the process and then implement
throughout the year.
•Begin the process in the fall semester
Provide any changes to forms or other requirements of the process in plenty of time so that the department could accommodate the changes and engage
in meaningful discussions.
It would be helpful if the unlocked form could be made available prior to the June 30 due date. It is an easier-to-use form, and it being made available early
would help us complete the form in a timely fashion.
Process Support:
Provide trainings to department chairs on the type of information expected to populate each section of PIE. With the changes that take place each year, it is
sometimes hard to keep up with the type of information expected in each section. For example, last year, there was not a section called “Department or
Division Goals.” This year this section has been added to the beginning of this form. Also, it would be helpful to know what the difference between a “Future
Plan”, a “Department Goal”, and a “Strategic Action” is.
It would also be helpful to have workshops or trainings for newer chairs or faculty members working on PIE documents, and to provide examples of
completed PIE reports.
My Division was extremely helpful in providing information regarding trends. But this was after I had asked for it. Perhaps the college could provide chairs
with regular reports regarding trends such as fill rates etc.
Provide more training sessions (online or in person) for both faculty and department chairs. The PIE reports seem to vary significantly and having training
closer to the time the forms are either release or due would allow faculty to prepare the needed information and ask appropriate questions in a timely
fashion. It is challenging to review numerous emails and meeting notes about the various revisions to PIE.
Inform faculty and managers beforehand when changes are made to the unit and management PIE templates. For example, this year departments were
required to link their goals to team/division goals, but the managers did not know in advance to make the division goals available to the department chairs.
Instructional team goals were also not listed on the current management PIE
LIBRARY and LEARNING RESOURCES
The planning process’ logic may be strengthened by the following ways:
(1) Inserting a new section called “New Department/Division Goals for 2014-15”. The current form asks for Future Plans for the next 3-5 years, but it is
illogical to get there without having thought about new or ongoing goals. The “New Department/Division Goals” and “Future Plans” should precede
resource requests because those goals and plans should drive considerations for resources.
(2) Consider the purpose of “Future Plans” table: it seems redundant if “Trend Analysis” captures the same information. (N.B.: instruction at the bottom
of the leading paragraph to “Future Plans” table: “If your future plans have already been included with trend analysis they do not need to be included
here.” It is logical to consider solutions and plans as part of the information analysis process, but there may be a need to synthesize it in a way that
can be easily manipulated/organized for a college-level summary.
(3) Shortening the period of future plans to two years. Given highly unpredictable state mandates for FTES growth, unpredictable funding year-afteryear, and rapid pace of change in technology, it does not make sense to plan for more than two years at a time.
(4) Connecting to last year’s requests for resources that were funded as one way to document how planning is tied to resource allocation. One
suggestion is to add funded items to the bottom of each request table, with strikethrough text and parenthetical information to indicate “work in
progress,” “completed,” or “funded and will be completed by X date.”
118- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
NATURAL SCIENCES
Go back to TracDat or some other database system for PIE! It was less time consuming and more comprehensive!
Thank you for making this document available unlocked, please continue to do so. Thank you for adding part I to list our goals (!). I appreciated how part VI
said I did not have to repeat things discussed under trends analysis. Those are all good improvements from last year.
There was some discussion of moving the timeline of this process from the end of the year to the Fall. It makes sense to plan at the start of the year, and I
liked the idea of bringing this process closer in time to the instructional equipment process, so if that can be worked out I think that will be a good change.
I still don’t find value in adding the college and team goals to accomplishments. The college and instruction team goals are broad enough so that anything
my department might reasonably consider an accomplishment is going to fall under one or another of these instruction team and college goals. Somewhat
the same issue for the future plans in part VI. Is there an issue of people listing accomplishments that are not part of the college or unit goals? Or is this
something more for accreditation to be able to list our progress in each area?
I know the college has been in a tough time financially lately, but the perceived value of the whole PIE process is undermined when high priority items can
be reported on PIE for years without resolution. E.g. the sinkhole in the Wildlife Sanctuary has been listed as our department’s top priority for many years.
There has been some movement on this lately, but it is still not taken care of. Clearly the college is going to get this fixed at some point, so despite the
expense there is little point in delaying the process and there is a safety risk and a chance for the sinkhole to expand and threaten infrastructure (I think gas
and data pass by there) in the meantime. Another example is custodial support. For years we have been reporting that there is not sufficient custodial
support to keep our buildings clean and well maintained.
Provide a PIE form that we can type in, that does not limit our input, and allows the information to be easy to read.
Annual or bi-annual department retreat to discuss gathering and analysis of SLO/GLO data and ways to identify trends within the department.
TECHNOLOGY and HEALTH
Recognize that the internal/external conditions and trend analysis remain reasonably stable from year to year. Consider two-year updates in those
areas rather than yearly ones.
THIS REPORT IS DUE TO YOUR IEC BY SEPTEMBER 5, 2014
June 30, 2014 Department documentation is completed on this form (remember TracDat must be updated for all SLOs/GEOs for courses and
programs [degrees/certificates]); departments notify and share report with the division office or appropriate manager and with all
members of the department. Please email a copy to your dean/director and retain a copy for department records.
August 1, 2014 Deans/managers prepare a manager’s summary of PIE, submit to appropriate Vice President, and share with department members.
September 5, 2014 Vice Presidents prepare a summary of PIE input at the team level, submit to IEC, and share with members of the team.
Fall 2014 IEC reviews all submitted Vice Presidents’ summaries and other related documents, prepares a year-end report to President’s
Advisory Council on progress made in meeting College goals and recommendations for improvement, and communication is given to
the campus that the relevant documents are placed on the web and the next cycle is to begin. President’s Advisory Council will
review the report and make suggestions and approve recommended changes.
If you have questions about PIE, please direct them to Barbara McNeice-Stallard (research@mtsac.edu). Outcome assessment questions should be
directed to Emily Woolery (ewollery@mtsac.edu) or Stacy Bacigalup (sbacigalupi@mtsac.edu)
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IX.
APPENDICES
The following list of forms was designed for Student Services but may be completed by other team/divisions as appropriate. They are
located on the Institutional Effectiveness Committee website under Integrated Planning, PIE: Forms and Information.
http://www.mtsac.edu/governance/committees/iec/planning/
Appendix A – Student Services Division SLOs
Appendix B – Service Areas and Functions Utilization
Appendix C – Three Year Staffing and Funding Analysis
X.
ADDENDUM
Team Goals
Team goals were developed by reviewing and summarizing goals articulated at the department/unit level and aligning priorities with resource distribution mechanisms. Each
department/division/work unit is part of one of the following 4 teams: Administrative Services, Human Resources, Instruction, or Student Services. Therefore, each unit
should indicate where/how its individual goals align with both the College and Team goals that are appropriate to the unit.
Student Services Team
SS-1 Services: Develop, maintain and improve student support programs and services that are integrated and coordinated to promote student success and engagement.
SS-2 Student Learning: Provide the most relevant, dynamic curriculum, workshops and information sessions to assist students in being informed, engaged and prepared
to meet their educational goals.
SS-3 Research: Collaborate with Information Technology and Institutional Effectiveness to develop and improve data gathering, assessment of services, and longitudinal
data in order to measure and improve student success, meet compliance and substantiate our work.
SS-4 Technology: Through the effective use of technology, develop and improve communication to increase student awareness, knowledge and access to available
campus services, policies and procedures.
SS-5 Training: Create opportunities for faculty and staff to develop new knowledge and to improve existing skills sets.
SS-6 Policies: Review, update and/or create college board policies and administrative procedures to ensure currency, equity, and compliance with state and federal
mandates.
SS-7 Campus Collaboration: Conduct awareness campaigns and trainings to educate the campus community regarding key student issues and concerns, procedures,
policies and regulations.
SS-8 Staffing and Resources: Provide appropriate space and security to address program needs and staff safety and provide adequate staffing and alignment of
workloads to improve service delivery to students.
Administrative Services Team
AS-1 Develop a College-wide Sustainability System
AS-2. Develop Emergency Preparedness Procedures and Provide Training
120- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
AS-3
AS-4
AS-5
AS-6
AS-7
AS-8
AS-9
AS-10
AS-11
AS-12
AS-13
Develop and make available college data information/reports
Implement Custodial OS1 Program
Develop and Implement Master Planning Facilities/Education/Technology/Utilities
Develop Title 8 written programs and provide employee safety training
Maintain Enterprise Application System Training/Implementation
Develop Purchasing Card System
Maintain Academic/Student Technology Support
Protect Investment in Facilities/Infrastructure
Update Campus building, architectural, and classroom technology standards
Evaluate and implement a maintenance management system
Expand the use of electronic document imaging to reduce the utilization of paper
Instruction Team
IN-1
Enhance communication among stakeholders, including students, faculty, staff, advisory committee members, industry representatives and the general public.
IN-2
Provide and maintain state-of-the-art instructional technology, equipment, facilities and infrastructure for safety, currency, effectiveness, and to accommodate
growth.
IN-3
Address staffing needs to maintain and enhance delivery of instruction and instructional services.
IN-4
Encourage and support participation of instructional personnel in ongoing professional development to improve instruction and service to students.
IN-5
Update curriculum and expand successful and innovative modes of delivery to remain current and to improve effectiveness.
IN-6
Support and expand opportunities for academic enrichment, including provision of guest lecturers, visiting artists, as well as student participation in regional, state,
and national competitions and events.
IN-7
Secure funding to support ongoing operational needs of programs (supplies, accreditation, transportation, travel, etc.).
IN-8
Encourage and support unit-level participation in planning and evaluation processes including PIE, SLOs, GEOs, and accreditation self-study.
IN-9
Expand opportunities for external funding and other resources through pursuit of grants and partnerships.
IN-10 Increase support for basic skills activities that benefit an increasing number of students across the College.
IN-11 Strengthen the ability to access data on student success and achievement.
IN-12. New: Increase support for student success and achievement through the development and maintenance of instruction, support activities, and enrollment
management.
N-13. New: Establish a culture of collaborative inquiry that promotes meaningful assessment and documentation for both internal and accreditation purposes.
Human Resources Team (All new Goals for 2013-14)
HR -1 Excellence: Develop and maintain human resources professionals’ knowledge, skills and competencies in order to effectively assist the College in attracting and
retaining a highly qualified and engaged workforce (faculty, managers, and staff), and align HR staffing and service delivery to effectively support College
objectives.
HR-2 College-wide Excellence: Develop and maintain College-wide HR knowledge, skills, and collaboration with HR to ensure effective use of HR programs and
resources in order to attract and retain a highly qualified and engaged workforce (faculty, managers, and staff).
HR-3 Employee Benefits Programs and Services that support the needs of College Employees.
HR-4 Transparency: Ensure effective management of the College’s human capital by developing, maintaining, and promulgating relevant and easily accessible Collegewide practices and procedures for attracting, retaining and developing a highly qualified and engaged workforce.
HR-5 Valid and Equitable Classification and Compensation Programs and Practices: Develop and maintain effective compensation strategies to attract and retain a highly
qualified and engaged workforce (faculty, staff, and managers).
121- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)
HR-6
Professional Development and Employee Engagement: Maintain a highly informed, engaged and effective workforce (faculty, staff, and managers) through
promoting professional development opportunities and physical and mental well-being.
HR-7 Equal Employment Opportunity, Diversity Awareness and Inclusion: Develop and maintain an environment of inclusion, diversity awareness, collaboration, and
consensus building amongst the Colleges’ diverse workforce.
HR-8 Compliance: Ensure compliance with all College-wide, as well as other applicable State, Federal, and local Human Resources laws, regulations, and generally
accepted best practices within the California Community Colleges.
HR-9 Positive and Productive Labor-Management Relations: Cultivate a labor relations culture focused on good faith, fair dealing, and accomplishing the mission, goals
and values of Mt. SAC.
HR-10 A High Performance Workforce: Maintain a high performance workforce focused on achieving the goals of the College.
PIE Forms and Completed documents from previous years
http://www.mtsac.edu/governance/committees/iec/planning/forms.html
http://www.mtsac.edu/governance/committees/iec/planning/documents.html
122- Mt. SAC – 2013-14 Vice Presidents’ Planning for Institutional Effectiveness (PIE) Summary (8/2014)