ANNUAL INSTRUCTIONAL UNIT PLAN
UNIT: Performing Arts, Dance
Please give the full title of the discipline or department.
You may submit as a discipline or department, as is easiest for your unit.
CONTACT PERSON: Mark Haines
Due: May 23, 2014
Please send an electronic copy to:
Interim Vice President, Academic Affairs
Dr. Susan Mills at susan.mills@rcc.edu
and send an electronic copy to your divisional dean.
Form Last Revised: April 7, 2014
Web Resources: http://www.rcc.edu/about/academic-affairs/Pages/admin_unitplans.aspx
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Instructional Unit Plan
Please retain this information for your discipline’s/department’s use (or forward to your chair). A database will be created and distributed
to the relevant councils and committees as requested.
The Unit Plan is conducted by each unit at the college and consists of an analysis of changes within the unit as well as significant new resource needs for staff,
resources, facilities, and equipment. It should be submitted or renewed every year by mid May in anticipation of budget planning for the fiscal year, which
begins July 1 of the following calendar year.
Data sets are available on the Program Review website. Please consult with your Department Chair or Myung Koh myung.koh@rcc.edu for assistance interpreting
the data relevant to your discipline. Also, review the course retention and success data provided at
http://www.rccdistrict.net/rcc-IE/accreditation2/self_study_2014/Data/Forms/AllItems.aspx
The data are disaggregated by gender, ethnicity, age, socioeconomic status, and delivery method (hybrid, online, face-to-face). Within these categories, course
data are further disaggregated by transfer, CTE, and developmental categories.
Note that you are only required to mention data relevant to your analysis or
requests. Please utilize these data or data collected by your discipline to assess your goals and as rationale for resource requests.
The questions on the subsequent pages are intended to assist you in planning for your unit. The forms that follow are separated into pages for ease of distribution
to relevant offices, councils and committees. Don’t let formatting concerns slow you down. If you have difficulty with formatting, the Administrative Support
Center can adjust the document for you. Simply add responses to those questions that apply and forward the document to the Administrative Support Center with
a request to format it appropriately.
If you cannot identify in which category your request belongs or if you have general funding request questions, please contact Business Services at 951-222-8307.
Within each resource request form, a recommended contact person is listed to assist you with estimating the cost of your requests. It is vital to include cost
estimates in your request forms. Please cite the source for the cost estimates and indicate if the costs are one-time or recurring. If the costs are recurring, provide
cost of a service contract and length of time needed. Also, please indicate if grant funds have been sought and denied. FAILURE TO PROVIDE COST
ESTIMATES MAY RESULT IN YOUR REQUEST NOT BEING CONSIDERED. Please see Unit Plan Rubric for the prioritization criteria. TO ACHIEVE
MAXIMUM POINTS WRITE YOUR RATIONALES BASED ON THE RUBRIC CRITERIA. IF CRITERIA ARE NOT ADDRESSED IT WILL BE GIVEN
ZERO POINTS.
The college mission is available on the RCC home page, and the goals and strategies are available at
http://www.rcc.edu/about/president/strategic-planning/Documents/Strategic-Planning-Document/RCCStrategicPlan200914100510_001.pdf.
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Instructional Unit Plan Update
A. Trends and Relevant Data
1. What is your unit’s mission statement?
The mission statement of the Performing Arts Department at Riverside City College is to provide students the means to accomplish their goals in the
performing arts with an educational program that prepares them to contribute as artists, educators, audience and supporters of the arts. At the heart
of the department are outstanding arts experiences, superior teaching, and access to valuable aesthetic learning in dance, music and theatre.
RCC Performing Arts Department Mission Statement 2009
The mission of the Dance Discipline at Riverside City College is to provide a comprehensive program of dance
appreciation and criticism, body awareness and technique, performance, choreography and repertory to serve the dance
transfer student. The Dance Program also aids in providing a rich, diverse and valuable Arts experience for the Riverside
community as well as enhancing the academic experience of the general student body. The Performing Arts mission
statement - as well as the philosophies of the Dance Discipline - help to guide students in an understanding of the art of
dance, as well as the intrinsic creative and expressive forces found within the performing arts through
• the depth of curriculum;
• college-supported artistic events, such as performance ensembles, faculty and student concerts; and
• experienced teaching, hands-on mentoring and direction.
2. Has there been any change in the status of your unit? (if not, skip to #3)
a. Has your unit shifted departments? No
b. Have any new certificates or programs been created by your unit?
The 17-unit, local, Pilates Certification Program has been finalized and is officially in the Riverside City
College Catalog.
c. Have activities in other units impacted your unit? For example, a new nursing program could cause greater demand for life science
courses.
3
Because the Pilates Certification is housed under the Dance Program, Dance will need to increase the amount
of Units offered each semester in order to meet the demands of the Pilates Certification – especially with the
new and required, 3-unit lecture courses DAN 12 “Kinesiology for Pilates/Dance” and DAN 13 “Pilates
Methodology”.
As the Riverside City College School for the Arts continues to take shape in concept and structure , it should
be noted that a new dance studio has been designated for the Dance Program and thusly, we will want and
need to increase our offerings as a discipline in order to stay current with ever-changing dance/movement
genres and techniques required by transfer students and pre-professional dancers.
3. How have environmental demographics and external factors affected your discipline’s enrollment? If there have been significant changes, please
indicate those changes. If there are no significant changes in your unit’s opinion, indicate “None” and skip to question #4.
A change in an external factor has had a detrimental effect on the Dance Program at Riverside City College
and has compromised the Program’s ability to offer a comprehensive array of courses that support and are required for
the Dance Transfer Major. Unlike other performing arts disciplines, i.e. Music and Theater, the Dance discipline is not
wholly funded by the Riverside City College general fund. Prior to 1994-95, Dance was located in a department with
Physical Education, and the corresponding budget lines did not include production-related costs. ASRCC Budget
Hearings and subsequent monetary support became the main vehicle by which RCC Dance (first as a Club, later as an
Organization) requested and received monetary support. This source of monetary support continued as Dance was
relocated within the Performing Arts Department.
Due to the transition to 3 independent colleges, ASRCC funding has decreased significantly and as a result, the Dance
Program has experienced a 70% cut in funding (Dance’s ASRCC allotment from 2006-08 was $20,000 - this year’s funding
was cut to $6000.) Although the Dance faculty search for creative ways to work with the reduced budget and seek
alternative sources of funding, the following Courses and their corresponding Student Learning Objectives are in jeopardy
of being cancelled unless an infusion of funding from the College is made which will address the lost ASRCC funding. The
following courses have always been sequenced and scheduled in a manner to ensure students can take these
courses in a timely manner, but without adequate funding this would not be possible.
DANCE D9 Concert Dance Ensemble
•Identify and demonstrate proficiency in the area of performance technique
•Examine and interpret choreographic material in depth as preparation for performance
•Develop criteria for self-evaluation during the rehearsal process and post-performance
DANCE D10 Dance Performance
• Perform concert repertoire
• Demonstrate further understanding of dance as a performing art
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• Plan the production aspects of a concert, including costumes, lighting, make-up, sets, make-up and publicity
DANCE D11 Rehearsal and Performance
• Design dance lecture-demonstration and master classes for school age children
DANCE D13 Modern Dance Repertory
• Demonstrate proficiency in the given choreographic material and the inherent style within the modern dance genre while
working collaboratively with others during the rehearsal and performance process
• Analyze the creative process of making a dance as applied to the modern dance genre
• Understand and appreciate the historical and cultural contexts of modern dance choreography in the application of the
performing art of modern dance
DANCE D14 Jazz Dance Repertory
• Demonstrate proficiency in the given choreographic material and the inherent style within the jazz dance genre while
working collaboratively with others during the rehearsal and performance process
• Analyze the creative process of making a dance as applied to the jazz dance genre
• Understand and appreciate the historical and cultural contexts of jazz dance choreography in the application of the
performing art of jazz dance
DANCE D15 Ballet Repertory
• Demonstrate proficiency in the given choreographic material and the inherent style within the genre of ballet while
working collaboratively with others during the rehearsal and performance process
• Analyze the creative process of making a dance as applied to genre of ballet
• Understand and appreciate the historical and cultural contexts of ballet choreography in the application of the
performing art of ballet
DANCE D17 Ethnic Dance Repertory
• Demonstrate proficiency in the given choreographic material and the inherent style within the various genres of ethnic
dance while working collaboratively with others during the rehearsal and performance process
• Analyze the creative process of making a dance as applied to the various genres of ethnic dance
• Understand and appreciate the historical and cultural contexts of various ethnic dance choreography in the application
of the performing art of ethnic dance
DANCE D18 Dance Performance Production
• Recognize and define an understanding of Performance Production elements as they relate to a dance performance
• Demonstrate and apply Performance Production elements in relation to their own choreographic work and the
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choreographic work of others
• Revise and select appropriate aspects of choreographic design with
elements of theatre production during the rehearsal
process
• Evaluate selected aspects of choreographic design integrated with
the elements of theatre production after public studio
or stage
performance in their own choreographic projects and in the works of
others
In conclusion, the Dance discipline is facing the challenging situation of curtailing the offering of courses that prepare and
develop students as artists. All of the above courses are among our central offerings of eligible courses for students
wishing to earn the Associate Degree in Fine and Applied Arts at RCC and the Associate Degree in Humanities,
Philosophy and Arts must choose from in order to complete 18 units of study. The courses would also form a
central part of our offerings if and when we are able to offer An Associate Degree in Dance, which we are actively
pursuing. Equally important, the courses are an integral component of the coursework for the Dance Transfer
Major. If Dance is not able to offer these courses due to significantly reduced funding, RCC Dance students will
not have the experience and skills needed to successfully transfer to a 4-year institution. All of the threatened
courses are transferable both to UC and to CSU institutions. Furthermore, they are essential elements in
preparing students for success in the auditions for admission to the Dance Major at both UC and CSU institutions.
Finally, they are integral to the task of carrying out the missions, as stated in the mission statement above, of
both the Performing Arts Department at RCC as a whole, and of the Dance Program at RCC. Consequently,
substantially all dance students, including all dance transfer students, would be negatively impacted by the
inability of the Program to continue to offer these popular courses; the Dance Program’s mission to provide a rich,
diverse and valuable Arts experience for the Riverside community would also obviously be severely compromised.
Both Music and Theatre are examples of performing arts programs that have College general fund budget line items that
fund their productions and festivals. It seems logical that Dance should be funded in a similar manner which would
solidify the existence of dance concerts, events, and ensembles that are tied directly to curriculum and course offerings.
The below statement is from the CSULB catalogue and further strengthens our need to have a fully funded Dance
Program with the appropriate Performance-based classes. Please note the highlighted area.
(The CSULB Department of Dance is an accredited institutional member of the National Association of Schools of Dance.
Due to accreditation standards, and the conservatory nature of the technique sequences, dance major-specific technique
courses in ballet and modern dance are labeled I, II, III, and IV, with Level I being the standard starting point of study for
entering freshman. These courses follow three levels of training labeled Introduction, Beginning, and Intermediate not
intended for dance major progression. In order to graduate within CSULB unit allowances, transfer students must enter
into the Department at the II level in either ballet or modern dance (preferably in both techniques) and no lower than the I
level. Necessary preparation for study at this detailed, highly competent level is daily work at the advanced level
at community colleges or dance conservatories or studios for at least two years prior to transfer. Additionally,
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courses and/or experiences in dance performance are a necessity for successful preparation to transfer into the
Department of Dance. At the audition, transfer students must also present a dance solo, 2-3 minutes in length,
demonstrating dance technique, artistry and projection, and choreographic ability. This solo must be choreographed by
the student, and may be in any genre of dance that can demonstrate the necessary qualities. Solos should have a title,
and exist in a structure with a beginning, middle, and end. Solo music should preferably be on an iPod or mp3 player, or
burned onto a CD. Students may not wear costumes during solo presentations, but may change into different dance
clothing following the technique portion of the audition. Solo time slots will be scheduled at audition registration in 5minute segments.)
4. In reviewing your unit’s enrollment data, does your unit have plans to improve any aspects of enrollment management (ex: persistence,
scheduling patterns, etc.)? If your plan necessitates resource changes make sure those needs are reflected in the applicable resource request
sections.
Because a majority the Dance Program offerings are housed in a single building specifically suited for the
teaching of dance technique (HG102), we have no way of growing our Program without a second studio space.
With that in mind, we continue to manage our limited course offerings to benefit the Dance Transfer/General
Education students in a timely and efficient manner.
Although enrollment data was not available at the time of this report, I feel safe to say that our enrollment
numbers are up from Fall ’12. Not only have we been able to reinstate our 2 largest enrolled classes (Hip Hop Dance
and Social Dance), as a discipline we are making an effort to offer larger Beginning level courses while still
offering smaller, higher-leveled technique courses for the students preparing to transfer to a 4-year Institution.
In addition, we have started offering more Dance Appreciation (D6, IGETC) courses to our offerings including
sections being taught in the Digital Library Auditorium, which increases our enrollment numbers. We have also
written an honors version of the Dance Appreciation course which is tentatively set to be offered in Spring ’15.
Although we anticipate more dramatic changes to our class offerings once the Dance discipline is afforded
another space for dance, currently, we feel there is no need for Dance to change any aspects of our enrollment
management. We have found that by keeping core transferable classes (Int/Adv Jazz Technique, Ballet Technique,
Modern Technique, Choreography, etc.) at the same respective times each semester, our students can better plan
their educational goals around the Dance classes they need in order to transfer to a 4-year institution. Due to the
fact that we exist in one space (and dance technique is a space-driven technique), we can not change the day and
time for one (1) class without effecting the entire schedule.
5. Please report on the progress made on any of your 2013-2014 unit goals, including any goals/strategies to improve student achievement that were
included in your Comprehensive Institutional Program Review (CIPR) Targets Addendum.
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Our biggest goal as a Department was successfully met with the Pilates Certification becoming official in the
Spring’14 and now offered in the Riverside City College Course Catalog.
6. Please indicate your 2014-15 unit goals and/or strategies. You may insert relevant information from your CIPR Targets Addendum and/or your
CIPR. Please include the needed support on the resource request forms along with the supporting rationale.
a. In the Comprehensive Instructional Program Review (CIPR) Targets Addendum, your discipline developed strategies to improve or
maintain students’ levels of achievement in course retention, course success, persistence, and program completion. What goals and/or
strategies has your discipline set to improve student achievement for the academic year 2014-15?
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







The Dance Program continues to show ongoing improvement in our Success and Retention rates. Since Fall
’12 we have increased our Retention rates from 87.8 to 89.1 and increased our Success rates from 79.6 to 81.7,
our highest ratings thus far. This could not have been achieved without the immense dedication and commitment
demonstrated by the Dance Faculty – both Full-time and Associate faculty. Because the Dance Program is small, we
have the unique opportunity to be “close-knit” as a Discipline, and as a result, the Dance Faculty regularly
convene (both professionally and recreationally) to take classes, workshops, Master Classes, see Dance Concerts
and converse about our students’ successes and obstacles. We share ideas, revelations, books, articles, and
responsibilities and make a concerted effort to offer help, feedback and constructive criticism when needed or
requested. I truly believe that the faculty’s bond is not only felt by our students, it also affects the way they take
class and commit to the art of Dance, and as a consequence, our success and retention rates have remained (and
grown) above the District’s average.
The strategies Dance has set to improve student success for academic year 2014-15 include:
Continued FaceTime mentoring with professional dancers/companies for student choreographers
Continued alliance with city-sponsored “Trolley Dances Riverside”
Continued alliance with Intersect Dance Theatre
Continued outreach to High School Dance Programs
Increased involvement with Performance Riverside performances
Increased involvement in the American College Dance Festival
Increased involvement with Los Angeles Dance Consortium
Further development of academic relationships with prominent transfer schools (Cornish College of the Arts,
CalArts, Long Beach State, UCI, Loyola Marymount, Mills College)
The addition of World Dance Cultures and Techniques to the Dance curriculum
b. In addition to completion, the college has identified improving student-faculty interaction as a priority. What goals and/or strategies has
your discipline set to improve faculty-student interaction for the academic year 2014-15?
8
All Performing Arts disciplines inherently provide an opportunity for intense student-faculty interaction
while teaching the art form. Pedagogically, the kinesthetic nature of dance training necessitates a tremendous
amount of faculty-student contact in order to be successful. Building a dancers’ technique and “sculpting” their
bodies requires constant feedback and individual direct assessment. In addition, all of the students who participate
in our dance concerts receive additional training and mentoring while in the Theater during Tech Week and
throughout the performance process.
During the 2014-2015 Academic year, the Dance Program will be planning periodic meetings for the Dance
Transfer students to engage them in dialogues about the requirements of a Dance Major and prepare them for the
rigors of a physically and mentally demanding Upper Division curriculum. Not only will the Dance Transfer
meetings suffice the college’s priority of improving faculty-student interaction, but it will also allow the Dance
Faculty to make informed suggestions pertaining to each individual student.
c. Are there other goals aligned to college goals your discipline is pursuing in 2014-15?
The Dance Program is actively pursuing/writing an Associate of Arts Degree in Dance, as well as
updating current curriculum and creating new courses to introduce World and Cultural Dance into our course
offerings. In addition, we are involved in DACCC (Dance Association of California Community Colleges) - an
organization created in response to the Title V repeatability regulations on Dance and to establish a Transfer Model
Curriculum for Dance in the State of California.
B. Student Learning Outcomes Assessment Summary and Update
As a matter of good practice and in alignment with Accrediting Commission of Community and Junior Colleges (ACCJC) standards, RCC
faculty participate in ongoing and systematic efforts to assess courses, programs, and degrees. Reports on specific assessment projects
undertaken by individual faculty or groups of faculty in your discipline should be referenced here, but the primary purpose of this update is to
provide an overview of your discipline’s assessment activities (data, responses to data, results, reports, etc.) since your last unit plan update as
well as your current plans for assessing student learning. Please note, since unit plans are completed during the spring semester, we are asking
you to report on the previous spring semester data along with the current spring semester plans.
I.
Course-level Student Learning Outcome (SLO) Assessment Report(s)
The Riverside Assessment Committee and the Office of Institutional Effectiveness developed a process to report and store Course-level SLO
assessment information. Upon completion of a Course-level SLO assessment project please utilize one of the two methods listed below for
9
reporting and/or summarizing your results.
a. Enter into a Survey Monkey report at www.surveymonkey.com/s/Student-Learning-Outcomes , or
b. If faculty in your discipline/department have already entered assessment information into another format, it is not necessary to re-enter
the information, simply send your documentation to sloassessment@rcc.edu
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D9
Concert Dance Ensemble
0
vid
2
2
D10
Dance Performance
0
vid
2
2
3
2013
D11
Rehearsal and Performance
0
vid
2
3
3
2013
D12
Dance Touring Ensemble
0
vid
2
3
3
2013
D13
Dance Repertoire, Modern
0
vid
3
3
3
2013
D14
Dance Repertoire, Jazz
0
vid
3
3
3
D15
D16
D17
D18
D19
D20
D21
D22
Dance Repertoire, Ballet
Dance Repertoire, Tap
Dance Repertoire, Ehtnic
Dance Performance Prod
Conditioning for Dance
Intro to Social Dance
Ballet, Beginning
Ballet, Intermediate
0
0
0
vid
NA
NA
vid ?
NA
conversation
conversation
conversation
3
NA
NA
2
NA
3
2
NA
NA
NA
NA
3
3
3
3
NA
NA
NA
2
3
3
0
3
3
3
3
3
11
2013
x
2012
2013
x
x
x
x
2013
2013
2013
Video/Culminating
Project
Video/Culminating
Project
Video/Culminating
Project
Video/Culminating
Project
Video/Culminating
Project
Video/Culminating
Project
Video/Culminating
Project
not offered
not offered
Portfolio
not offered
not offered
Video/Exam
Video/Exam
Faculty
Lead (s)
Next Planned
Assessment
(Year)
2014
2014
2014
2014
Haines
Haines
Haines
Haines
Faculty
Lead (s)
2013
2012
2012
2014
not offered
not offered
not offered
Pre test/Post test
Culminating Project
Culminating Project
Culminating Project
Next Planned
Assessment
(Year)
2014
x
x
x
Assessment
Method
2010
Assessment
Status
2011
2012 2013
Dance Movement
Courses
Most Recent
Assessment
(Year)
Not Offered
2013-2014
2014
NA
NA
NA
5
3
3
3
Assessment
Method
Course
Number
World Dance Survey
Music for Dance
Intro to Movement Ed for Pre
Dance Appreciation
Choreography I
Choreography II
Choreography III
2010
NA
NA
NA
1
1
1
1
Assessment
Status
2011
2012 2013
NA
NA
NA
NA
NA
NA
NA
NA
NA
yes
3
3
yes
3
3
yes
3
3
yes
3
3
Most Recent
Assessment
(Year)
3
4
5
6
7
8
9
Dance
Courses
Not Offered
2013-2014
Course
Number
2014
Chenoweth
2014
Chenoweth
2004
Chenoweth
2014
Chenoweth
2014
Chenoweth
2014
Chenoweth
2014
Chenoweth
2014
Chenoweth
2014
2014
Carreras
Carreras
D23
D24
D25
D30
D31
D32
D33
D34
D37
D38
D39
D43
D44
D45
D46
D47
D48
D49
D50
D51
D60
D61
D62
D63
D64
D65
D66
D67
Ballet, Advanced
Pointe Technique, Beginning
Floor Barre
Social Dance Styles
Hip-Hop Dance
Jazz, Beginning
Jazz, Intermediate
Jazz, Advanced
Modern Dance, Beginning
Modern Dance, Intermediate
Modern Dance, Advanced
Tap, Beginning
Tap, Intermediate
Tap, Advanced
Body Control Mat Work
Pilates, Beginning
Universal Reformer Technique
Pilates, Intermediate
Pilates for Dancers
Pilates, Advanced
Dance Tech for Mus Theater
Sum Ballet Intensive
Sum Jazz Intensive
Sum Modern Dance Intensive
Sum Tap Dance Intensive
Sum World Dance Intensive
Sum Social Dance Intensive
Sum Musical Theater Intens
II.
3
3
3
3
3
3
3
3
3
3
3
0
0
0
0
0
0
0
0
0
0
0
0
conversation
3
3
3
3
conversation
conversation
conversation
conversation
conversation
conversation
conversation
conversation
NA
NA
pr/po
NA
pr/po
pr/po
NA
NA
NA
NA
NA
NA
NA
NA
NA
3
NA
NA
NA
NA
3
3
3
3
3
3
3
3
NA
NA
3
NA
3
3
NA
NA
NA
NA
NA
NA
NA
NA
NA
3
NA
NA
NA
NA
3
3
3
3
3
3
3
3
NA
NA
3
NA
3
3
NA
NA
NA
NA
NA
NA
NA
NA
NA
3
NA
NA
NA
2
3
3
3
3
3
3
3
3
NA
NA
5
NA
5
5
NA
2013
x
x
x
x
x
2013
2013
2013
2013
2013
2013
2013
2013
x
2013
2013
2013
x
x
x
x
x
x
x
x
x
Video/Exam
conversation
conversation
conversation
conversation
Video/Exam
Video/Exam
Video/Exam
Video/Exam
Video/Exam
Video/Exam
Video/Exam
Video/Exam
not offered
not offered
Video/Exam
not offered
Video/Exam
Video/Exam
not offered
not offered
not offered
not offered
not offered
not offered
not offered
not offered
not offered
2014
Carreras
2014
2014
2014
2014
2014
2014
2014
2014
Carreras
Carreras
Carreras
Carreras
Carreras
Carreras
Carreras
Carreras
2014
Carreras
2014
2014
Carreras
Carreras
Program-level Learning Outcome (PLO) Assessment Reports
The Riverside Assessment Committee and the Office of Institutional Effectiveness developed a process to report and store Program-level PLO
assessment information. Upon completion of a Program-level PLO assessment project (Career Technical Education) please utilize one of the two
methods listed below for reporting and/or summarizing your results.
a. Enter into a Survey Monkey report at www.surveymonkey.com/s/Program-Learning-Outcomes , or
b. If faculty in your discipline/department have already entered assessment information into another format, it is not necessary to re-enter
the information, simply send your documentation to sloassessment@rcc.edu.
12
III.
Course-level Assessment Summary Spreadsheet
Please summarize the current status for assessment of all the courses in your discipline using the Course Assessment Summary spreadsheet.
Please indicate for each course on the Course Assessment Summary spreadsheet:
a.
b.
c.
d.
e.
Assessment Status
Most Recent Assessment (Year)
Assessment Method for Most Recent Assessment
Next Planned Assessment (Year)
Faculty Lead (s)
Please contact Jim Elton at jim.elton@rcc.edu or (951) 222-8264 for your spreadsheet so that you may simply cut and paste here.
IV.
Please answer the following Course-level SLO questions:
a. Please describe your discipline’s dialogue on assessment results. Where would one find evidence of this dialogue?
The Dance discipline attempts to meet once a year to discuss and reveal the results of our Assessment. Both
Adjunct and Full-time instructors come together to reveal ideas, concepts, results and revelations regarding Dance
pedagogy and assessment. Due to time constraints and scheduling, the Dance Program was unable to meet at the
end of the 2013/2014 school year, but have an Assessment meeting scheduled for August 24, 2014. The evidence of
prior dialogues has been video-taped, burned to a DVD and is available in the Dance Office.
b. Please summarize what your discipline learned from your assessments. How does your discipline plan to use the results to improve
student learning?
For technique courses, the Assessment results have been very positive. A majority of the students are very
successful in learning and recalling movement patterns and phrases, as well as being able to develop a progression
of individual skills in specific dance technique, employ basic kinesiological principles for correct biomechanics in
motion, and understand alignment, placement, centering, timing, rhythm and coordination when applied to
complex movement sequences. One area the Discipline would like to improve on is Dance vocabulary and
terminology as well as performance aptitude.
For Dance Appreciation the Assessment results have also been positive. Again, a majority of the students are
proficient in defining and demonstrating an understanding of dance elements, genres, and terminology, as well as
observing and analyzing the various components of theatrical dance performance and developing a set of criteria for
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the evaluation of theatrical dance performances. The area the Discipline would like to focus on for continued
student success is the understanding of “Art & Aesthetics” and how they apply to all dance genres as well as writing
a competent, college-level critique on movement and dance.
V.
Please answer the following Program-level PLO questions:
a. Please explain what steps your program has taken to map and align your PLOs with your course SLOs (Curriculum Mapping
Exercise).
b. How have you shared and discussed assessment results (e.g., through Community Advisory Committee discussions, discussions with
employers, interviews of graduates, program faculty meetings)?
c. What are your plans for further Program-level PLO assessments in the upcoming academic year?
If you have any questions regarding Assessment please contact Hayley Ashby at (951) 222-8866, hayley.ashby@rcc.edu , Jim Elton at (951) 2228264, jim.elton@rcc.edu, or your Riverside Assessment Committee discipline representative
14
Instructional Unit Plan Update
C. Human Resource Status
Complete the Faculty and Staff Employment Grid below based on the 2013-2014 academic year. Please list full and part-time faculty
numbers in separate rows, and classified full and part-time staff separately.
2013-2014
Faculty Employed in the Unit
Teaching Assignment (e.g. Math, English)
Full-time faculty
(give number)
Part-time faculty
(give number)
3
10
2013-2014
Classified Staff Employed in the Unit
Classified Employee Title (e.g. IDS, Lab Assistant)
Full-time staff (give
number)
IDS
Clerk Typist
Dance Accompanist
1
1
Part-time staff
(give number)
1
15
Complete the Faculty and Staff Employment Grid below based on any anticipated changes for the 2014-2015 academic year (i.e. retirements, oneyear temps). If information is exactly the same, move on to the next page.
2014-2015
Faculty Employed in the Unit
Teaching Assignment (e.g. Math, English)
Full-time faculty
(give number)
Part-time faculty
(give number)
2014-2015
Classified Staff Employed in the Unit
Classified Employee Title (e.g. IDS, Lab Assistant)
Full-time staff (give
number)
16
Part-time staff
(give number)
Unit Name: _____DANCE____________________________________
1. Staff Needs
Rank
List Faculty or Staff Positions Needed for Academic Year.
Please list in order (rank) of importance. Please justify and explain each faculty or staff request based
on rubric criteria. (See APC Ranking Rubric for faculty positions.)
Indicate (N) =
New or (R) =
Replacement
Annual
TCP*
Tenure-Track Instructor
Rationale:
Examples
Clerk Typist
Rationale: The department had a full-time clerk typist in the past, but she was transferred to another division. Our IDS works
with 2 departments - one with 30 full-time and 65 part-time faculty and one with 13 full-time and 11 part-time faculty. The
volume of work produced is enormous. This request fulfills the rubric criteria of “supporting faculty in their teaching”----We are
the largest department and generate enough work to support an additional person to help with the department workload.
Classified Permanent Part-time: Pilates Certification Program Director
Rationale: In Fall of 2013, the Dance Program launched the Pilates Certification Program – a 17-unit local
certification. Currently, there is no one to run the Pilates Certification Program. The Pilates
Certification Program Director will have the following duties: On-going Professional Development for
Associate and Full-time Faculty in order to stay current with Industry Standards in Pilates methodologies,
Monitoring and verifying student teaching and the Work Study components of the Certification Program,
Outreach and Job Placement recommendations and assistance, Maintaining all aspects of the Pilates
Studio including Mat Room equipment, Reformers, Trap Tables, etc., Working with the Dance Chair to
efficiently schedule classes to meet the Certification needs, Scheduling Guest Instructors and workshops
for students and Faculty, and Monitoring student Lab Hours.
1.
With 8.6 million participants, Pilates is the fastest-growing exercise activity in the United States, according
to a recent report from the Sporting Goods Manufacturers Association (Rovell 2010). The 2010 IDEA
Fitness Programs & Equipment Trends report found that 90% of facilities represented in the survey offer
Pilates, up from 63% in 2002 (Schroeder 2010). What’s more, many facilities provide both group and
private training, as well as fusion formats (e.g., Pilates-yoga). Popular settings that offer Pilates include
fitness clubs, privately owned Pilates and yoga studios, wellness centers, spas, schools, community
centers, medical/rehab/physical therapy facilities and more. Again, there is no one to run the Pilates
Certification Program and as a result, the Pilates Associate Faculty have had to go beyond the scope of
their teaching assignments in order to keep the Program running.
2.
Rationale:
R
Range 13
$26753600
Grade M
for 19
hours a
week:
$25,007
per year
NEW OR REPLACEMENT STAFF (Faculty or Classified)1
1*
TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. For costs associated to faculty or staff positions, please contact
Business Services at (951) 222-8400. New positions (not replacement positions) also require space and equipment. Please be sure to add related office space, equipment and
other needs for new positions to the appropriate form and mention the link to the position. Please complete this form for “New” or “Replacement” Classified Staff. All
replacement staff must be filled per Article I, Section C of the California School Employees Association (CSEA) contract.
Unit Name: _________________________________________
2. Equipment (excluding technology) Needs Not Covered by Current Budget2
Rank
EX
List Equipment or Equipment Repair Needed for Academic Year.
Please list in order (rank) of importance. Please justify and explain each
equipment request based on rubric criteria.
Document Camera for Quad Classroom
Rationale: RCC Academic Master Plan: Values – learning environment-- “to provide and maintain
state-of-the-art equipment;” 2) Campus Goals – “essential to delivery of instruction—increase
successful course completion with supplemental/alternative instruction; persistence; improving
student learning outcomes.” Currently, only about one half of the Quad classrooms are equipped
with document cameras. All classrooms should contain the same type and quality of equipment to
ensure equity in instruction and learning. Document cameras should be replacing the old overhead
projectors.
*Indicate whether
Equipment is for (I) =
Instructional or (N) =
Non-Instructional
purposes
I
Annual TCO**
Cost per item
$2500
w/installation
Number
Requeste
d
1
Total Cost of
Request
$2500
1.
Rationale:
2.
Rationale:
3.
Rationale:
2
* Instructional Equipment is defined as equipment purchased for instructional activities involving presentation and/or hands-on experience to enhance student
learning and skills development (i.e. desk for student or faculty use).
Non-Instructional Equipment is defined as tangible district property of a more or less permanent nature that cannot be easily lost, stolen or destroyed; but which
replaces, modernizes, or expands an existing instructional program. Furniture and computer software, which is an integral and necessary component for the use of
other specific instructional equipment, may be included (i.e. desk for office staff).
2
* See Appendix for guidelines distinguishing between equipment and supplies
** TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Instructional Media Center at (951) 222-8513 for a list of approved vendors and to request
quotes. If equipment needs are linked to a position please indicate.
Unit Name: _________________________________________
3.
Technology (Computers and equipment attached to them)++ Needs Not Covered by Current Budget: 3
NOTE: Technology: excludes software, network infrastructure, furniture, and consumables (toner, cartridges, etc)
Annual TCO*
Rank
EX
List Technology Requested for
Academic Year. Please list in order
(rank) of importance. Please justify
and explain each technology request
based on rubric criteria.
Two Network printers for department
Rationale: There are more than 20 fulltime faculty utilizing this printer to
develop instructional materials. Current
printer >10 years old and high volume
usage causes frequent breakdowns.
Functioning equipment is critical to
meeting the needs of our students,
department goals and course SLOs.
New (N)
or
Replacem
ent (R)?
Program:
New (N) or
Continuing
(C)?
Location
(i.e
Office,
Classroo
m, etc.)
Is there
existing
Infrastructu
re?
How
many
users
served?
Has it been
repaired
frequently?
R=1
N=1
C
Workroom
Yes
>20
Y
Cost per
item
Number
Requeste
d
Total Cost
of Request
$1100
2
$2200
1.
Rationale:
2.
Rationale:
3.
Rationale:
4.
Rationale:
3
TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Microcomputer Support at (951) 222-8397 for a list of approved vendors and to
request quotes. If equipment needs are linked to a position please indicate.
++Technology is a computer, equipment that attaches to a computer, or equipment that is driven by a computer.
Unit Name: _________________________________________
4. Facilities Needs Not Covered by Current Building or Remodeling Projects*4
Annual TCO*
RANK
EX
List Facilities Requests for Academic Year. Please list in order (rank) of importance. Please justify and
explain each facility request based on rubric criteria. Requests should be for remodels, renovations or added
new facilities and not basic repair and maintenance.
Roof Replacement
Rationale: The department building roof is in need of replacement. Currently, it leaks directly down the building
and into our classrooms and office space. There have been three attempts to repair the roof. Previous leaks have
caused damages to computer equipment and work space. The constant need to relocate staff and/or classrooms due
to leaks has had a direct impact on the teaching and learning environment.
Total Cost of Request
$2500
1.
Rationale:
2.
Rationale:
3.
Rationale:
4.
Rationale:
5.
Rationale:
4TCO
= “Total Cost of Ownership” is the average cost for one year. Please contact Facilities at (951) 222-8470 to obtain an accurate cost estimate and to learn if the
facilities you need are already in the planning stages. For basic repair and maintenance, please submit a facilities work order.
Unit Name: _________________________________________
5. Professional or Organizational Development Needs Not Covered by Current Budget*5
RANK
EX
List Professional Development Needs for Academic Year. Please list in order (rank) of
importance. Please justify and explain each professional development request based on
rubric criteria. Professional or Organizational development needs may include workshops, guest
speakers, training on equipment and/or software, attending conference, training needed to comply
with state and/or federal regulations, and ongoing training in the field.
Funding for Associate Faculty to Participate in Workshop for SLO Assessment
Rationale: Associate faculty members teach a large number of courses in our department, utilize department
common assessments, and per ACCJC standards must be included in the dialogue for the improvement of
assessment. Since associate faculty are not required or compensated for this work, the department would
like to compensate them through a stipend. These workshops are critical for the completion of the
assessment cycle and for faculty to use the results in helping students achieve their goals.
Annual TCO*
Cost per
item
Number
Requested
$100
36
Total Cost of
Request
$3600
1.
Rationale:
2.
Rationale:
3.
Rationale:
4.
Rationale:
5.
Rationale:
6.
5TCO
Rationale:
= “Total Cost of Ownership” is the average cost for one year. Please contact Human Resources and/or the Faculty Development Coordinator to see if your request
can be met with their current budget.
Unit Name: _________________________________________
6. Student Support Services
RANK
EX
1.
2.
3.
4.
6
List Student Support Services Needs for the Academic Year.
Please justify and explain each request based on rubric criteria. These are services needed by your unit over
and above what is currently provided by student services at the college. Examples of needs that fall under student
support services are provided6.
Our unit needs either a permanent part-time or reassigned Outreach staff member to assist our discipline with
providing course, program and college information to the local community, either through partner high schools,
community based organizations and/or non-credit sites.
Rationale: Based on enrollment data, the lower level courses in our discipline are typically cancelled due to low
enrollment. However, based on our conversations with our community and as evidenced by the demographics,
there is a demand and need. Potential students need information on how to enroll, take placement exams, and
understanding the sequence of courses and pathways to potential careers. They need this information prior to
coming to RCC to increase their likelihood of success.
Annual TCO*
$0 if Reassigned
Time
$25,000 for
Permanent part-time
w/benefits
Rationale:
Rationale:
Rationale:
Rationale:
*Supplemental Instruction requests should be in Table 8 – Learning Support Services.
*Student Support Services include for example: tutoring, counseling, international students, EOPS, job placement, admissions and records, student assessment (placement),
health services, student activities, college safety and police, food services, student financial aid, and matriculation. Please contact Student Services at (951) 222-8837 to obtain
an accurate cost estimate and to learn if these services are available or in the planning stages.
Unit Name: _________________________________________
7. Library Needs Not Covered by Current Library Holdings7
RANK
List Library Needs for Academic Year. Please justify and explain each request based on rubric criteria.
These library resources are unit needs that are over and above what is currently provided by the library.
Please list in order (rank) or importance.
EX
The discipline needs for the library databases to be re-established for Access Science, American National
Biography, Columbia Grangers World of Poetry, Criminal Justice & Periodicals Index, CQ Weekly, Oxford
English Dictionary, ProQuest National Newspaper Core, World News Digest, American Film Scripts Online,
ARTstor, Biography Resource Center, Dictionary of Literary Biography, Humanities International Complete,
Oxford Art Online, Oxford Music Online, World Book Complete Suite.
Rationale: The library and its databases are vital components of the courses within our discipline. For students to
fully achieve student learning outcomes within their courses, this integral component of students’ access must be
returned to its original capacity. Faculty rely on these critical resources as part of their instruction.
1.
2.
3.
4.
5.
Annual TCO
Rationale:
Rationale:
Rationale:
Rationale:
Rationale:
7 TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Library Services at (951) 222-8657 for an estimate on databases and/or library resources.
Unit Name: _______________________________________
8. Learning Support Center Services
Total Cost of Requests
List Learning Support Center Services Needs for Academic Year. Please justify and
explain each request based on rubric criteria.8 If your unit is responsible for running a
RANK
EX
1.
2.
3.
4.
8
learning support center such as the Writing and Reading Center, the Math Learning Center,
Computer lab or similar learning support center please address those needs here. These do not
include laboratory components that are required of a course.
Institutionalize the Supplemental Instruction (SI) Program to provide SI leaders for our
discipline.
Rationale: Students in our discipline have benefited greatly from the SI’s. In the 20072008 academic year, students who participated in SI had a 62.1% success rate in
comparison to 24.7% who did not participate in SI, a difference of 37.4% between the two
groups. Students need the assistance of SI’s to succeed with course student learning
outcomes. Faculty with SI’s have continuously expressed the benefit of receiving
professional development for SI instructional strategies and the in-class and out-of-class
support SI provides to their instruction.
Number
Requested
Total Cost
Ongoing
(O) or
one-time
(OT) cost
10 SI’s
$2400
x2
per
semesters
semeste
= 20
r per SI
$48,000
O
Cost per
item
Rationale:
Rationale:
Rationale:
Rationale:
TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Lab Coordinators for a specific lab question or Academic Support Department at (951) 222-8434 to see if
your request can be met within the current budget and to get an estimated cost if new funding is needed.
Unit Name: _________________________________________
9. OTHER NEEDS not covered by current budget
RANK
EX
1.
2.
3.
4.
5.
9
List Other Needs that do not fit elsewhere.9 Please justify and explain
each request based on rubric criteria. Not all needs will have a cost, but
may require a reallocation of current staff time. Place items on list in order
(rank) or importance.
Our unit needs money for tournament awards in the form of scholarships to
increase participation.
Rationale: The tournament provides students with an enhanced learning
opportunity. This opportunity will increase overall attainment of student
learning outcomes (SLOs), increase access and overall persistence. Faculty
use the competition an extension of in class learning and to promote their
programs.
Rationale:
Rationale:
Rationale:
Rationale:
Rationale:
TCO = “Total Cost of Ownership” is the average cost for one year.
Annual TCO*
Cost per item
$100
Number
Requested
5
scholarships
per year
Total Cost of
Request
$500
Ongoing (O) or
one-time (OT)
cost
O
Unit Name: _________________________________________
10. MID-RANGE FINANCIAL PLAN
Ex
2015
The department requires an updated facility with state of the art equipment to meet industry
standards and train students on the most current equipment. This information is included in
the CIPR from 2011.
X
X
Other
Learning Support
Library
Student Support
Prof Development
Facilities
Technology
Equipment
YEAR
ITEM NAME
Is the item referenced in another planning document?
If so, where?
If no, where do you plan on putting this item?
(i.e. Facilities Master Plan, Comprehensive Instructional
Program Review)
Staff
The Resources Council and Institutional Effectiveness Council have asked for information that will make it
easier for us to complete and update our Mid-Range Financial Plan. This information will help us to plan and to meet ACCJC requirements.
Appendix
Instructional Unit Plan Update
Rubrics - Riverside City College
Appendix Table of Contents
Ranking Criterion for Faculty Position ....................................... i-ii
Resource Request Common Rubric ............................................. iii
Guidelines for Distinguishing between Equipment and Supplies iv
These criteria and rubric apply to requests for faculty in Table 1.
Ranking Criterion for Faculty Positions
Rationale Form for Faculty Positions based on Data Supplied in Annual Program Review
TO BE PROVIDED FROM HPC
Resource Request Common Rubric
These criteria and rubric apply to requests in Tables 2-9
Description for this category will:
Criteria
Points
Supporting students in their
goals
Illustrate how the request is expected to lead to student course completion and success, term to term
persistence, [progress in basic skills attainment,] awards, certificates, or transfer. Narrative may also
show how the request aligns with college goals, mission statement, vision, and strategic initiatives.
/30
Supporting faculty in their
teaching
Explain how the request is a necessary and integral part of supporting faculty members' pursuit of
the program, department, or discipline goals and is essential to or useful in delivery of instruction.
Additionally, narrative may explain the degree to which the request supports the unit's
comprehensive program review.
/25
Supporting faculty in
professional development
Demonstrate how the request fulfills professional development needs and may include workshops,
guest speakers, training on equipment and/or software, attending conferences, training needed to
comply with state and/or federal regulations and ongoing training in the field.
/10
Improvement need resulting
from assessment
Explain how the request comes from objective (SLO / PLO) assessment results that show that this
request will result in improvement in unit. The request should illustrate what the specific intended
improvements are and how they relate to overall mission, goals, or function of the unit (and/or
college goals or mission.)
/15
Obsolescence
Show obsolescence of equipment being replaced as primary cause for need. This request relates to
the replacement or updating of existing instructional technology and learning resources and should
provide details (such as length, frequency, and type of use) to help illustrate obsolescence.
/10
Safety and Compliance
Show how need meets American Disability Act (ADA), Occupational Safety & Health
Administration (OSHA), Federal, State, or Local regulations or laws, and/or how it addresses
hazards or issues that cause unfit conditions requiring mitigation from potential danger.
/10
30 Point Scale:
25 Point Scale:
15 Point Scale:
10 Point Scale:
30 = Superior 23 = Above Average
25 = Superior 19 = Above Average
15 = Superior 11 = Above Average
10 = Superior 8 = Above Average
15 = Average
13 = Average
8 = Average
5 = Average
8 = Below Average
6 = Below Average
4 = Below Average
3 = Below Average
0 = No Effort/Non Applicable
0 = No Effort/Non Applicable
0 = No Effort/Non Applicable
0 = No Effort/Non Applicable
NOTE: The above weighting scale point values will be used for ranking criteria. For example, a 30 point scale will not be given a 26 point value.
Guidelines for Distinguishing Between Supplies and Equipment
Whether an item should be classified as equipment or as supplies is determined on the basis of the length of time the item is serviceable and on its
contribution to the value of the college. For example, supplies are constantly being consumed and replaced without increasing the value of the
physical properties of the district. Equipment has relatively permanent value, and its purchase increases the value of the physical assets of the district.
Supplies are items of expendable nature that are consumed or worn out, deteriorate in use, or are easily broken, damaged or lost. Examples include
glassware, reagents, paper, and pencils, cleaning materials, nails, scissors, test tubes and keys. Items that have a relatively short service life (less than
one year) and that, therefore, must be replaced frequently are charged as supplies.
Equipment on the other hand are items that usually last more than two years and cost at least $ 200 and where repairs are more economical than
replacement. Repair parts and accessories to equipment are however classified as supplies regardless of cost.