Annual Program Plan―2015‒2016
I.
Department
Life Sciences
Discipline or Program on
which this plan focuses
Biology General Education, Biology Majors, Marine Biology and Pre-Allied
Health course focus
Date
July 16, 2014
Version number
1
Program Description
The Life Science Department has four main areas of academic focus:
1. The General Education Focus courses of Biology 3, 10, 12 ABC provide coursework to fulfill the Natural Science requirement
of the general education transfer and/or graduation plans. The Biology 3 course also serves as a prerequisite course for the pre
health science courses. The Biology 3 course is taught with an auto-tutorial lab so that each student can progress through the
material at his/her own rate. The demand for the course remains high with many students trying to add at the beginning of the
semester. The Center for the Sciences has provided additional laboratory space that will allow the program to double in
enrollment over time. Our internal tracking of Biology 3 students has shown that with the completion of the laboratory program
rewrite and new manual, the retention in Biology 3 is a very impressive 86% from 2013. The overall 62% program success and
86% retention rate for Spring 2013 reflects the programs rigorous academic standards bolstered by the efforts of the faculty to
individually counsel and tutor their students as well as the excellent mentoring/orientation for adjunct faculty by our GE
coordinator. In Spring 2013, both the success and retention rates for the college at large declined slightly as did those for the
GE courses, perhaps a reflection of the economy or overall campus enrollment shifts. For Spring 2014 the average class size in
Biology 3 was 46 (45.79) with an average class size in Anatomy 1 of 38 (37.86)
2. The Biology Majors Focus is a sequence of courses, Biology 6 and 7, (and 110 for UCLA-bound students), that allows
students to transfer as juniors to all University of California campuses. Over the past years we have offered a constant number
of sections which fill very early in registration. The 75.4% program success and 82.1% retention rates reflect the rigor and
academic standards of the program. In addition, competition is such that students will drop if they are not getting an “A” or “B”
grade that may affect that student’s GPA adversely. Some will drop if they are getting a “B” grade since a “C” grade may be
considered unacceptable.
3. The Marine Biology Focus is a series of courses, Biology 121,122,123, and 11 that emphasize hands-on field work with study
aboard research vessels, diving in kelp forests and at an international marine research station. The program success rates of
75%-85% reflect the rigor of the course as well as the caliber of the wide range of students taking the field courses. The
extraordinary retention rates in the 90 percent range for 2013 and 2014 reflect the faculty personal attention to the students and
quality of the presentations.
2015-2016 Annual Academic Program Plan Form Draft/May 16, 2014
2
I.
Program Description
4. The Pre-Allied Health Focus with the Anatomy 1, Physiology 1, and Microbiology 1 and 20 courses of study provides students
with the prerequisite courses for popular entry into multiple-level nursing, physician assistant, pharmacy, physical therapy
programs and other allied health professions. The 64-74% success rate reflects the rigor and standards of the curriculum. In the
face of increasingly demanding entrance requirements of these health programs, students will drop if they are not getting an “A”
or “B” grade. The impressive program 80-83% retention rate reflects the hard work of the dedicated faculty to address each
student’s academic needs and to provide a format for student success in these highly competitive fields.
While the department’s courses fall into these four broad areas, there is a great deal of overlap. For example Biology 3, one of our
main general education courses that satisfies the laboratory science requirement for graduation, is also the prerequisite for courses in
the pre allied health area. Students wanting to major in marine biology will also take our biology majors sequence. Since all of our
courses fall into the natural/life science general education area, many students take courses, such as human anatomy, for general
interest and to satisfy GE requirements for graduation.
II.
Assessment of 2013-2014 Annual Goals
Provide an assessment of 2015-2016 Annual Goals. List any continuing goals in Section VII.
Goal
Achieved Continuing Discarded
A.
Complete the revision of the Biology 3 labs which utilize assessment findings and continue
SLO assessment.
X
B.
Increase the full time faculty in Biology 3 so that the revised labs can be evaluated by full
time faculty members who have continuity and commitment to the program.
X
C.
Obtain financial support for the botanic garden in conjunction with horticulture program so
that the garden remains an effective field laboratory for both the biology and horticulture
programs. Request a supply budget item in the 2014-2015 overall college budget for
maintenance of this garden. Explore grant possibilities and the possibility of developing a
fund raising strategy with the Foundation for Pierce College and the Agriculture/horticulture
department.
X
D.
Develop a comprehensive long term equipment /model replacement plan for the Life
Sciences department so that student success is not impeded by the lack of
equipment/models in laboratory courses where these materials are essential to course
content. (DRAFT included in section XII – Additional Comments or Information
X
(Press tab for additional rows.)
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III.
Curriculum Changes During 2013-2014 Academic Year
List any new programs and/or certificates OR changed programs and/or certificates
approved by the Curriculum Committee during the 2013-2014 academic year. Check
A.
whether they are New or Changed, and provide the date they were approved by the
Curriculum Committee.
1 None
New
Changed
Approval
Date
2
3
(Press tab for additional rows.)
B.
List any new, updated, or changed courses approved by the
Curriculum Committee during the 2013-2014 academic year.
Provide the course number and the course title.
1 Biology 10 - Natural History I (Fall 2013)
New
Check All That Apply.
Distance
Updated
Honors
Education
X
2
Biology 11 - Natural History II (Fall 2013)
X
3
Biology 12 – Natural History and Field Biology (Fall 2013)
X
4
Biology 7 - General Biology I (Fall 2013)
X
5
Biology 110 – General Biology, Genetic Analysis (Fall 2013)
X
6
Biology 185 – Directed Study – Biology (Spring 2014)
X
7
Biology 285 – Directed Study – Biology (Spring 2014)
X
8
Biology 385 – Directed Study – Biology (Spring 2014)
X
9
Microbiology 20 – General Microbiology - (Spring 2014)
X
Approval
Date
(Press tab for a dditional rows.)
C.
Course Outlines of Record
1
Number of courses in discipline or department
2
Number of courses that have been updated since 2008 (CORs must be updated every 6 years)
3
Number of courses that require updating during 2015-2016 to maintain currency
4
IV.
Progress in the Student Learning Outcomes Cycle
A. Learning Outcomes Development and Assessment Status
Total
B.
1. Number of courses in discipline or department
Anatomy
Biology
Microbiology
Physiology
17
1
13
2
1
2. Number of courses with approved SLOs on the COR
17
3. Number of degrees and state-approved certificates in the discipline/department (If zero, please go to A.6.)
0
4. Number of degrees and state-approved certificates with program-level outcomes (PLOs) developed
N/A
5. Number of degrees and state-approved certificates with PLOs developed and courses mapped to the PLOs
N/A
6. Number of courses mapped to one or more General Education Learning Outcomes
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Outcomes Assessment Results
1. Provide a narrative describing the significant findings from the course- and program-level outcomes assessed in 2013-2014.
Place your narrative in the expandable row below.
Anatomy 1: Overall the results are as expected and reflect the satisfactory coverage of basic material in the course with slightly
different emphasis on topics by the instructors involved.
Biology 3: In past assessments students were able to use the microscope successfully, and this has continued. Students were
not, however, as successful in identifying the outcomes of experiments and describing or outlining biological processes. The
extensive revision of the Biology 3 laboratory presentation, laboratory manual, and laboratory exercises has led to greater
student success in identifying and demonstrating important concepts of biological principles and processes.
Biology 6: Current laboratory practices in the histology of plants and invertebrates continue to give expected success in this
area. Short answer questions indicate students are comprehending information. Revision of cell cycle lecture produced
improved results on both lecture and lab exams.
Biology 7: Previous assessments of essay exam questions led to rewriting and examples this led to the improvement in
performance which has continued. Since the fall 2010, extra practice assignments were added to the laboratory exercises
performed. Improvements were seen in student performance. All students did an excellent job of using the compound
microscope and students were able to identify histology structures correctly.
Biology 10 Results were as expected and satisfactory with 82% of students of the students including both Darwinian concepts.
5
IV.
Progress in the Student Learning Outcomes Cycle
Biology 11A, Band C: A course guide with exercises preparing students for field study has been revised repeatedly for
increased content. An outline to accompany the on-campus lecture component has been added to course guide to better assist
students in preparing for the exam essay questions. A CD, now web-based application, with images and information, to
accompany the course guide has been produced to allow for increased time to complete the preparatory exercises and to allow
the scope of the field-study to increase greatly. An interactive exercised has been included to better illustrate the species and
relationship in food webs with an attendant increase in success at this exercise. Graded small group field exercises have proven
to be the most effective means of reinforcing field teaching as is reflected in the consistently high scores of these assessments.
The more extended type essay question from information presented in the on-campus lecture is most difficult for students to
answer in the field setting. It is expected that scores will be lower on this assessment; however it is a necessary challenge for
students learning to translate classroom instruction into working field knowledge.
Biology 12A and B: Results were as expected given the preparedness of the population of students taking the course.
Biology 110: Performance is absolutely tied to accomplishing the work, studying and attendance in lab and lecture and the level
at which the students are managing very difficult information is satisfactory. The work load involving problem solving in addition
to the lab work is rigorous. Exam and quiz scores demonstrate retention of information.
Biology 121: Overall understanding of course content including an increase in an integrated critical thinking component, has
remained satisfactory over the years. Written critical analyses of current issues affecting the marine environment are a
significant grading criterion. The level of analysis qualitatively increases over the semester as does the sophistication of analysis
correlated with an increase in understanding of course lecture material. Writing skills are a challenge to underprepared students:
although not a clear indicator of the ability to acquire information there is a clear correlation to increased essay scores and
overall exam performance during the semester.
Biology 122: Over several years a course guide with exercises preparing students for field study has been revised repeatedly
for increased content. Laboratory, field study preparation in the laboratory and utilizing web-based applications, with images and
information, to accompany the course guide has been produced to allow for increased time to complete the preparatory
exercises and to allow the scope of the field-study to increase greatly. Hands-on exercises and PowerPoint presentations
presenting oceanographic sampling gear and deployment enhances understanding and ability to successfully collect data using
sampling gear in field studies. Graded small group field exercises have proven to be the most effective means of reinforcing field
teaching as is reflected in the consistently high scores of these assessments. Laboratory practicum exams are a standard and
successful evaluation tool. Development of a semester-long field research project, based on field observations followed by an
interactive “Socratic” group discussion, is effective in developing understanding of scientific method and its application to
different types of questions.
Biology 123: Over several years (27) a course guide with exercises preparing students for field study has been revised
repeatedly for increased content. An outline to accompany all lectures been added to the course guide to better assist students
in note taking and preparing for exam essay questions. Using newly developed underwater video technology has expanded the
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IV.
Progress in the Student Learning Outcomes Cycle
ability to train students in observation techniques and provide a common knowledge base for all students. Small group exercises
throughout the course increase observation ability of students and stimulate discussion and understanding of conceptual
material. The unique teaching and testing method developed for this type of course (“Strings Approach”) maximizes time spent
observing in the field and carrying out field experiments and integrates this information with asynchronously presented lecturebased content continues to prove to be successful. The examination given at the end of the course consists of 10 - 12 questions
that provide the structure on which all of the accrued information is integrated to meet the course outline learning objectives.
Microbiology 1: From the results of the aseptic technique and streak plates, it was concluded that some changes should be
implemented in the lab so that students will have greater success in lab safety as evidenced by aseptic techniques, as well as
better success in the technique of streaking plates.
Microbiology 20: Overall, most of the students were able to at least get partial credit for the exam questions that were assessed
(borderline or above) and their average scores were reasonable. For lab, students are doing well with accuracy and detail.
Physiology 1: The results of the assessment were satisfactory, but top from bottom quartile separations of 32% and 37%
respectively for the two SLOs indicate the lower performing students still have some difficulty with sequences involved in
homeostasis and formation of a neuron impulse.
2. Provide a narrative describing any steps taken or changes made as the result of these findings. Place your narrative in the
expandable row below.
Anatomy 1: Each instructor is aware of the areas that need augmentation or clarification and will include such changes as
increasing opportunities in diagramming major organ systems and/or refining questions and presentation of subject matter. The
instructors, full-time and adjunct, will continue to meet and discuss course content and assessment on a regular basis.
Biology 3: Continue current practices and updating the laboratory content as necessary to include current biological information.
Refine laboratory manual format as needed to clarify questions
Biology 6: Continue with short answer questions for vocabulary of plant tissues. Discard question on chromatid structure relating
to cell cycle until concept has been reviewed in lecture. Remainder of cell cycle/chromosome structure questions are sound with
high percent of student correct answers. Initiate a “DNA overview” by spring of 2012.
Biology 7: Continue current and revised practices. In laboratory for histology section increase the emphasis on sketching tissues
and relating function to structure. Increase microscope proficiency by creating more practice opportunities
7
IV.
Progress in the Student Learning Outcomes Cycle
Biology 10: The overall goal for the course is that all students are able to explain the basic biological concept of evolution after a
semester of learning many examples. For this semester, results were good and consistent with the previous semester. The
assessment is adequate and indicated that the students were able to demonstrate their knowledge of this concept.
Biology 12A and B: The overall goal for the course is that all students are able to identify at least 75% of the species seen. Since
photographs are used in testing, students may not be able to identify the species as accurately as they would with a live
specimen, as is done on field trips. Results met expectations with the participation level and English ability of the students. The
assessment is adequate. English ability seemed to be the stumbling point for the students doing poorly on the exam. The
assessment is adequate. In future offerings of the course, a more intense review before the final exam may prove beneficial for
the students with limited English ability.
Biology 11A, B, and C: Continue current practices and include a section in the course guide with questions for students to study
identified as “knowledge probes” that better identify exam essay questions. Also continue current practice but also demonstrate
web application for food webs. In addition to including an emphasis on the information for this essay question in the “knowledge
probes” administer the exam in a more formal classroom-like setting before setting out into the actual field study. Present a
lecture and power point (or live Google earth) presentation of the study site showing the physical environment and explaining
how it is formed as if affects the distribution of sediment types and organisms before starting field observations. Continue with
new exam trials to evaluate effectiveness as assessment tool.
Biology 110: Include more graded class problem solving. Continue group "pop-quizzes". The group learning increased the
number of students who knew the concept of open reading frames along a DNA fragment. A general overview on DNA would
benefit students early in the semester as the knowledge is the cornerstone of the majority of the work that they will complete in
Biology 6.
Biology 121: Continue current practices but augment the critical thinking assessment by (1) increasing the value of essay
questions in the proportion of exam score after the first exam, (2) continue to include “sample” essays (essays turned in before
the exam on the possible essay topics) as a grading criterion, (3) continue to edit essay exams and have students re-write essay
questions from exams for additional grading points. Develop a new grading rubric for critical analysis assignment that includes a
score for the writing component. Develop more on-line tutorials for organism structure and function.
Biology 122: Use of more PowerPoint mages for guiding dissections and also enhancing practicum assessments. Include more
examples of not only formulating hypotheses but also the correct written expression of the hypotheses.
Biology 123: 1. Include video for both increasing the information from field observations and better demonstrating field
observation techniques. Assess the effectiveness of this by longitudinal comparison of scores. Continue “Strings Approach” to
course content presentation.
8
IV.
Progress in the Student Learning Outcomes Cycle
Microbiology 1: Identify students who need additional instruction to insure they follow basic lab procedures and aseptic
techniques. More close monitoring and checking of their bacterial plates before and after incubation should be done.
Microbiology 20: Offer more opportunities to practice applying epidemiology knowledge. Try to identify students who need extra
help with comparing organisms and learning genetics. Refer these students for additional tutoring or help. Offer more
opportunities to practice using evidence to support a conclusion and redesign the rubric with regards to sources of error.
Physiology 1: Increase the time and emphasis spent on these two important topics, homeostasis and formation of a neuron
impulse. Incorporate these sequences into laboratory exercises to reinforce the application of these concepts in a practical
setting.
3. Provide a narrative that describes additional steps to be taken as the result of the findings, including any needed resources
required to address shortcomings in student performance. Place your narrative in the expandable row below and specify any
resource requests in Items X through XIV.
Continued purchase of Toolbook software program (with educational license and basic support, maintenance, and
downloads/upgrades) will allow the Biology 3 laboratory program to be updated as needed for continued SLO development,
assessments, and changes in discipline knowledge base. The instructional technology (IT) department needs to articulate and
cooperate with Life Sciences in providing efficient, software and hardware services as many important teaching tools are online
or available as classroom programs or applications.
Cadaver funding and replacements are necessary to continue developing SLOs and assessment of anatomy students in the
laboratory. Models alone cannot completely convey the variation and reality of human anatomical features important to those
going on in health related careers.
The supply budget must be augmented to ensure supplies for all laboratory experiments/exercises are available to carryout
course content, developing SLOs, and carrying out assessments – especially as new sections are added to enhance FTES and
enrollment figures. The additional supply budget will provide students with more opportunities to make conclusions regarding
experiments rather than being limited to demonstrations or larger group work.
V.
External Influences (Environmental Scans)
A.
Report on course articulation status (from ASSIST or articulation officer)
How many of your courses are transferable to CSU or UC? 14
Of these courses, how many are articulated with CSU or UC? 8
Do you have an approved or in process Transfer Model Curriculum (TMC) for your discipline? 0
If so, name of TMC:
9
V.
External Influences (Environmental Scans)
if so, please provide approval status:
B.
Provide relevant labor market data supporting demand for the program (if applicable)
The Bureau of Labor Statistics U.S. Department of Labor predict that occupations related to health care including professional,
technical, and support areas, are projected to have among the most rapid job growth through 2020. According to the U.S.
Department of Commerce all STEM fields are expected to have job growth in the 17% range. STEM fields typically require
specialized training including AA, AS and higher degrees. Those who earn STEM degrees have higher earning potential. Also
STEM degrees lead to a variety of jobs both within and outside of STEM fields.
California job opportunities and predicted increases in these areas are similar to those of the U.S. Department of Labor.
The courses offered by the Life Sciences Department lead to transfers and degrees in biology (many students in this pathway
are pursuing professional careers in the medical fields), nursing (both AA and transfer to BSN or MSN programs), RVT and
other related degrees as well as providing a variety of general education options.
C.
Describe Advisory Committee input (if applicable, including date of last meeting)
N/A
D.
Discuss other pertinent data (such as interactions with four-year institutions, concepts derived from professional conferences
and journals, outcomes from district discipline committee meetings, emerging technologies, input from adjunct faculty,
agreements with high schools or regional occupational programs, etc.)
The UCLA Bridges program under a UCLA grant from the NIH has given the department current information on transfer needs of
students. With this information we will be better able to prepare our Biology students for transfer and present them with
workshops to better define their academic and career goals.
Faculty attend conferences and incorporate pertinent information into their course or change instructional methodology to
incorporate new and emerging technologies (eg use of ‘Smart Classroom’ technology and online technologies such as MOODLE
or similar grade management programs).
Cal State Northridge (CSUN) faculty are proposing collaboration on a large grant to enhance minority success in the community
college to four-year transition.
Life Sciences has an ongoing collaboration with Amgen Biotechnology Corporation creating a Biotech Experience for selected
high school students and for training high school science teachers in the field of biotechnology.
Faculty are members of professional and educational consortia such as COSEE West (NOAA/USC Centers for Ocean Science
Education Excellence); serve as board members of such entities as the Cabrillo Marine Museum; members of Genetic
Counselors of America; or serve as advisors on other science committees and programs.
The anatomy course was updated with input from the many adjuncts teaching the course and with a new probationary faculty
member, will undergo intensive review for 2015-2016. As a unique cadaver-based Anatomy program, Pierce has attracted
attention of many students and has had collaborative visitation from other colleges and professors in our district.
New adjunct faculty members are always mentored by a full-time department member. The feedback and observations given by
our adjunct faculty is always valued. Anatomy adjuncts have been recognized for their special prosection skills.
10
VI.
Data Sets Provided by the Office of Institutional Effectiveness (Research Office)
Please discuss any longitudinal trends within your program or the relation to college averages in these areas: changes in enrollment, FTES,
section offerings, and FTES/FTEF; success and retention rates; degrees and certificates awarded (especially if few awards are made each
year); and full-time/part-time faculty ratios. Included in the data sets are the Benchmarks and Goals for success and retention. If the most
current success and retention rates fall below the Benchmarks, please discuss ways in which your program will address these areas. Please
discuss ways in which your program hopes to meet the Goals in the coming year.
11
12
13
14
1. GE Discussion [pg. 10]: The courses in this focus area are generally well enrolled with Biology 3 making up the bulk of the section
offerings and student population. There are generally 8 day sections and 2 double lab night sections enrolling approximately 770
students in this high demand course. The sections fill rapidly during registration and faculty turn away hundreds of students at the
beginning of the semester. Internal department data shows an increase in retention from 80% in the spring of 2010 to 86% in the
spring of 2013. Biology 10 and 12 make up the other offerings in this area. Because of the number of students we can enroll with our
Biology 3 laboratory system, the FTES/FTEF is slightly higher than the college average. With the GE realignment we were able to
offer one additional section of Biology 3 in the fall 2012 and spring 2013. The average class size increased significantly from 46.5 in
Fall 2011 to 63.2 in Spring 2014. As with any introductory course with no prerequisites and the rigor of a science course, the program
success and retention are slightly lower than the college average. Many students who are taking the course as a prerequisite drop if
they are not getting a “B” or better. This may change with the new three attempts rule. As retirements have taken place in the
department and replacements have not kept pace, as Spring 2014 Biology 3 was taught by approximately 70% adjunct hours. With
the Fall 2013 hire of a new faculty person in General Biology, our FTEF numbers should improve and the percent of our program
taught by full-time faculty should rise concomitantly, as it did from 24.2% taught by full-time in 2013 to 30.2% in one year 2014; as the
adjunct hours taught fell from 75.8% to 69.8% over the past year. We are fortunate to have not only a great mentoring program set up
by our Biology 3 coordinator but also have a small number of excellent adjunct instructors at the present time. If past experience
holds true, these good adjuncts often will eventually obtain full time positions elsewhere. It is difficult to recruit and to retain good
adjuncts.
2. Health Discussion [pg. 11]: The majority of students taking courses in this area are planning to go into a nursing program. Students
also take courses to prepare for pharmacy, nutrition, dental hygiene, physician assistant, dentistry, and veterinary programs. These
are high demand courses. Anatomy particularly, turns away hundreds of students at the beginning of the semester. The other
courses also turn away students. Therefore, the program FTES/FTEF is slightly below that of the college. This can probably be
attributed to extraordinarily high enrollment in the Anatomy course. Physiology and especially Microbiology have lower enrollments
due to limits in laboratory space together with student health considerations and safety requirements. The number of Anatomy
sections has increased from six (6) to seven (7) and yet nearly 100 students are turned away the first day of class. The average class
size has skyrocketed from 31.4 in Fall 2011 to 51.5 in Spring 2014. Life Science now has 3 full-time and 1 adjunct Microbiology
instructors. The fluctuations in the number of sections offered is dependent on the number of Microbiology 1 and 20 courses offered.
Microbiology 1 is a 9 hour course with two per week laboratory while Microbiology 20 is a 6 hour course with one laboratory per week.
All of the courses in this area are rigorous laboratory courses and it is not unexpected to have a lower retention rate. Again, students
may drop the course if they are not achieving an “A” or a “B” due to the competitive nature of transfer institutions. However since
these students are dedicated to their goals, the success rate is frequently similar to that of the college. Success rates are close to
that of the college and are in part due to the full-time faculty working closely with and mentoring the adjunct faculty. Fall of 2013, had
an abrupt resignation of the Anatomy Coordinator, vacating the entire day Anatomy Program of approximately 240 students. Midsemester, a long-term substitute was hired to sustain the program through the remainder of Fall and Spring semesters; and as a longterm sub his position was counted as “full-time” accounting for the roughly 50% full-time teaching load. Adjuncts for Fall 2013 and
Spring 2014 will teach 100% of the Anatomy program hours. Since the integrity of our entire allied health program depends upon
hiring a full-time tenure-track Anatomy instructor, this was one of our primary Goals. This goal was met with hiring of a probationary
Anatomy instructor this Fall 2014. With reassigned time as department chair, the single Physiology faculty member now has 2/3 of
the Physiology program with an adjunct instructor carrying the remaining 1/3 at night.
15
3. Majors Discussion [pg. 12]: The courses in our majors area are rigorous and traditionally enroll highly competitive, motivated
students. Students may drop the course if they are not achieving an “A” due to the competitive nature of transfer institutions. Again,
this may change with the new three attempts rule. This is also one possible reason for the lower success and retention rates when
compared to the college numbers. Also some students are not prepared for an information-dense courses that require math and
writing skills. Students who are majoring in biology, chemistry and related fields often have a difficult time fitting all of their laboratory
courses into their schedules. The Life Sciences Department coordinates with the Chemistry and Physics and Planetary Sciences
Departments as much as possible to offer sections of the major track courses with as few time conflicts as possible. We cannot
accommodate all students’ schedules due to laboratory and lecture space (many of these major preparation courses are 9+ hour
classes). Nevertheless, programs FTES/FTEF numbers are similar to those of the college at large. In fact, program success rate
[74.4%] is much better than that of the college [69%] partly because these courses require intense academic commitment and
transferable program continuity. Furthermore, they are essentially taught by high-quality full-time faculty [93.8%]
4. Marine Discussion [pg. 13]: Many students take courses in this area for GE credit or for subject interest under the pass/no-pass
grading system. Those students who are Biology majors but have an interest in Marine Biology also take these courses. The marine
program is widely known and respected on a state, national and international level. The laboratory/field courses have lower
enrollment limits than the lecture sections that improves student contact. This accounts for the slightly lower program FTES/FTEF. In
order to accommodate reduced department hour allotments, we have reduced the Biology 121 lecture course offering to one section
per semester from two but have increased the enrollment limit so that we may continue to serve as many students as possible. An
honors lecture section has been offered in the Spring semester for the past several years. These courses are taught 100% by our
Life Science marine biologist.
Pierce College Mission Statement and Values
Pierce College is a student-centered learning institution that offers opportunities for access and success in a diverse college community. The college
dedicates its resources to assist students in identifying and achieving their educational, career, and personal goals. Our comprehensive curriculum and
support services enable students to earn associate degrees and certificates, prepare for transfer, gain career and technical proficiency, and develop basic
skills. We serve our community by providing opportunities for lifelong learning, economic and workforce development, and a variety of enrichment
activities.
Pierce College values:
 Student success and engagement
 A student-centered environment conducive to learning
 Freedom to think, dialogue, and collaborate
 Commitment to excellence
 Access and opportunity
 Service to our communities
 Enrichment through diversity
16
VII.
2015-2016 Annual Goals Based on the Pierce College Mission Statement and the Strategic Master Plan (Distinguish between goals and the
resources required to achieve these goals.)
Provide an action plan for achieving each goal. Press Ctrl + Click to identify the specific Pierce Strategic Master Plan goal addressed → Strat. Plan
A.
Increase the full time faculty to include one in Physiology to replace the 12-hour department chair classroom obligation and pending
resignation. A committed full time faculty member will provide continuity in the course and lead to greater student success. A1a., A1b,
A2c., A3a., A3b., B7b., B7c., B7d.
B.
Obtain continuing and new financial support for the botanic garden in conjunction with horticulture program so that the garden, the arboretum
and Canyon de Lana outdoor classroom remains an effective field laboratory for both the biology and horticulture programs. Request a suppl
budget in the 2015-2016 college budget for maintenance of garden. Explore agriculture-Biology grant availability, the possibility of developing
a fund raising strategy with the College, and community partnerships. C1a., C1b., C1c. C2a., C2b., C3a., C3b., C3c
C.
All programs are taught by at a minimum of 60% full time faculty to provide continuity and quality in programs. A1a., A1b, A2c., A3a., A3b.,
B7b., B7c., B7d.
D.
Maintain and replace classroom equipment, materials and/or technology as needed. Without the ongoing maintenance and replacement of
these items, fewer students will be served and fewer will achieve their educational goals. A1a., A1b, A2c., A3a., A3b., B7b., B7c., B7d.
E.
Maintain and develop curriculum that meets the needs of students in general education, major preparation for transfer, the underprepared, an
allied health disciplines A1a., A1b, A2c., A3a., A3b., B7b., B7c., B7d., D1a., D1c., D4a., D5a., D5b., D5c., D6, D7, D8
(Press tab for additional rows.)
Return to X, Human Resources
VIII.
Return to XI, Equipment/Software
Return to XIV, Other Resources
Planned Curriculum Changes
List planned curriculum changes (new and/or modified courses, degrees, and certificates) that will be submitted to the curriculum committee
during the 2015-2016 academic year.
Press Ctrl + Click to identify the specific Pierce Strategic Plan Objective addressed →Strat. Plan
A.
Reinstate a lecture-only general education course in introductory biology area - e.g. Human Biology or Sexually
Transmitted Disease
A1a., A1b., A2c.,
A2d., A3a., B7b.,
D1a., D1c., D4b.
B.
1 unit microbiology laboratory course. This lab course when taken with Microbiology 20 will be equivalent to
Microbiology 1. This will benefit those students needing Microbiology 1 for transfer but who have completed
Microbiology 20.
A1a., A1b., A2c.,
A2d., A3a., B7b.,
D1a., D1c.
C.
D.
17
IX.
Long-Range Educational Goals (3–4 Years)
Press Ctrl + Click to id
A.
B.
C.
D.
(Press tab for additional rows.)
X.
Additional Human Resources Needed to Implement Annual Program Goals in Section VII―Faculty, Staff, Student Workers,
and Others
Describe additional specific human resources required. Provide a comprehensive justification based on annual program goals,
student learning outcomes, program data, and external scans. Link the request to an annual program goal in Section VII.
Press Ctrl + Click to identify the specific Annual Program Goal addressed.
A.
Faculty
1.
1. One additional faculty member to teach the physiology courses. As above, the majority of the
physiology courses, 63%, are taught by full-time faculty that will be retiring in the next 1.5 years..
Physiology is a sub-discipline of the Life Sciences department and requires specialized knowledge,
training, and communication skills above and beyond the skills necessary to teach introductory biology.
Faculty must also be able to effectively convey complex ideas about organisms and disease, and must
stay current on issues such as cell biology and clinical research. It is difficult to find adjunct faculty who
are qualified academically, committed to staying current in the field on topics related to course material,
and who excel in communicating difficult physiology concepts and safety to our students. Since
physiologists have many other career opportunities contributing to the difficulty in retaining good adjunct
faculty. Faculty with master’s degrees may work in biotechnology companies and research laboratories
where it may be easier to find full-time work with health benefits. Faculty with PhD degrees may leave to
Cost
Annual Goal
70,000
18
X.
Additional Human Resources Needed to Implement Annual Program Goals in Section VII―Faculty, Staff, Student Workers,
and Others
Describe additional specific human resources required. Provide a comprehensive justification based on annual program goals,
student learning outcomes, program data, and external scans. Link the request to an annual program goal in Section VII.
Press Ctrl + Click to identify the specific Annual Program Goal addressed.
A.
Faculty
complete post-doctoral work or accept full-time positions in biotechnology companies or at universities.
To maintain a high-quality physiology program in the coming years, Pierce College needs to hire a new
full-time physiology faculty member.
Strategic Plan: A1a., A1b, A2c., A3a., A3b., B7b., B7c., B7d.
Maintaining the level of course offerings allows students to complete their required coursework for
programs such as nursing, pharmacy, nutrition, dental hygiene, physician assistant, and veterinary
programs. Several of these programs are in the CTE areas. As new technologies in the field are
introduced, they must be incorporated into the curriculum. The physiologist also provide valuable input
when updating the prerequisite courses.
ILOs: A 1abc, 2ac,3ab,4abc, 5ab, 6b, 7ab, B 1ab, 2ab, 3abde, 4a, C 1abcd, 2bc, 3abd
Within Microbiology 1 and 20, as in all of the Life Sciences courses, students are required to obtain,
comprehend, an relate information from various sources including lecture, video presentations, texts
and laboratory manuals, diagrams, illustrations, and laboratory experiments and specimens.
Information gained is communicated via reports, exams, class room presentations, demonstrations of
competency, and data analysis.
Microbiology and other Life Sciences courses have laboratory components that require students to
formulate hypotheses and predict outcomes, carry out various laboratory procedures, make and
record observations, evaluate, analyze and draw conclusions from experimental data.
Conducting experiments requires that students properly use various instruments. Students are
exposed to the current technology. The department strives to use the equipment and technology
appropriate to the subject matter.
Drawing and communicating conclusions requires researching information from multiple sources,
integrating information from the sources, and presenting and defending these conclusions in written
and/or oral presentations
Critical reasoning is especially important for students in such areas as determining relationships
among different levels of biological organization; comparing and contrasting the adaptations of
various organisms and their survival significance; explaining how biological systems work at the
Cost
Annual Goal
19
X.
Additional Human Resources Needed to Implement Annual Program Goals in Section VII―Faculty, Staff, Student Workers,
and Others
Describe additional specific human resources required. Provide a comprehensive justification based on annual program goals,
student learning outcomes, program data, and external scans. Link the request to an annual program goal in Section VII.
Press Ctrl + Click to identify the specific Annual Program Goal addressed.
A.
Faculty
cellular, organismal, and ecological level; genetic problem solving, and analysis of data generated
during laboratory work.
As organisms that exist in the world, humans interact with each other and all other living organisms
either directly or indirectly. Microorganisms are extremely important as both useful and harmful to
humans. Understanding biological concepts prepares students to better understand these interactions
and environmental global issues and be responsible citizens of the world and lead enriched lives.
SLOs
Full time faculty are best equipped to develop Student Learning Outcomes and Assessments with a
commitment to and the continuity of involvement in the course. As the assessment cycle continues and
SLOs evolve this becomes even more important.
Pierce College Mission Statement
The Life Sciences Department has a tradition of excellence in teaching and striving to provide an up to
date, relevant curriculum that keeps pace with ever developing science. The courses in the Life Sciences
Department are focused to fulfill General Education requirements and major preparation courses for
transfer to four year colleges and universities. Courses in the department are requirements for degrees
offered here in the Nursing program and Registered Veterinary Technology program. Majors Biology
preparation coursework transfers to the UCs and CSUs in majors such as Biology, Biochemistry,
Bioengineering, Biophysics, Ecology, Behavior, and Evolution, Environmental and Occupational Health,
Geology/Paleobiology , Health Administration, Kinesiology, Marine Biology, Microbiology, Immunology,
and Molecular Genetics, Molecular, Cell, and Developmental Biology, Neuroscience, Nursing Accelerated BSN, Nursing - RN to BSN, Physiological Science. Psychobiology, Psychology,
Public Health Promotion, and Radiologic Sciences.
In order to maintain the high quality of our course offerings and continue articulation to these programs,
we need to hire and retain excellent instructors who will bring their expertise to the department and
curriculum and provide the continuity needed to continue improving the courses and increasing student
success through Student Learning Outcomes and their assessment.
Cost
Annual Goal
20
X.
Additional Human Resources Needed to Implement Annual Program Goals in Section VII―Faculty, Staff, Student Workers,
and Others
Describe additional specific human resources required. Provide a comprehensive justification based on annual program goals,
student learning outcomes, program data, and external scans. Link the request to an annual program goal in Section VII.
Press Ctrl + Click to identify the specific Annual Program Goal addressed.
A.
Faculty
2. One additional faculty member to teach the human physiology courses. At the present time Physiology
1 is taught by 30% adjunct faculty with the full-time professor due to retire in June 2016. The current
revision of the laboratory component incorporating SLO assessment findings requires faculty who are
committed to the program with continuity to assess the success of the revision and continue the process
as the SLO/assessment cycle continues.
Strategic Plan: A1a., A1b, A2c., A3a., A3b., B7b., B7c., B7d.
ILOs: A 1abc, 2ac,3ab,4abc, 5ab, 6b, 7ab, B 1ab, 2ab, 3abde, 4a, C 1abcd, 2bc, 3abd
Within Physiology 1 as in all of the Life Sciences courses, students are required to obtain,
comprehend, an relate information from various sources including lecture, video presentations, texts
and laboratory manuals, diagrams, illustrations, and laboratory experiments and specimens
(identification and dissection).
Information gained is communicated via reports, exams, class room presentations, demonstrations of
competency, and data analysis.
Physiology 1 and other Life Sciences courses have laboratory components that require students to
formulate hypotheses and predict outcomes, carry out various laboratory procedures, make and
record observations, evaluate, analyze and draw conclusions from experimental data.
Conducting experiments requires that students properly use various instruments. Students are
exposed to the current technology. The department strives to use the equipment and technology
appropriate to the subject matter.
Drawing and communicating conclusions requires researching information from multiple sources,
integrating information from the sources, and presenting and defending these conclusions in written
and/or oral presentations
Critical reasoning is especially important for students in such areas as determining relationships
among different levels of biological organization; comparing and contrasting the adaptations of
various organisms and their survival significance; explaining how biological systems work at the
cellular, organismal, and ecological level; genetic problem solving.
Cost
Annual Goal
70,000
21
X.
Additional Human Resources Needed to Implement Annual Program Goals in Section VII―Faculty, Staff, Student Workers,
and Others
Describe additional specific human resources required. Provide a comprehensive justification based on annual program goals,
student learning outcomes, program data, and external scans. Link the request to an annual program goal in Section VII.
Press Ctrl + Click to identify the specific Annual Program Goal addressed.
A.
Faculty
As organisms that exist in the world, humans interact with each other and all other living organisms
either directly or indirectly. Understanding biological concepts prepares students to better understand
these interactions and environmental global issues and be responsible citizens of the world and lead
enriched lives.
SLOs
Full time faculty are best equipped to develop Student Learning Outcomes and Assessments with a
commitment to and the continuity of involvement in the course. As the assessment cycle continues and
SLOs evolve this becomes even more important.
Pierce College Mission Statement
The Life Sciences Department has a tradition of excellence in teaching and striving to provide an up to
date, relevant curriculum that keeps pace with ever developing science. The courses in the Life Sciences
Department are focused to fulfill General Education requirements and major preparation courses for
transfer to four year colleges and universities. Courses in the department are requirements for degrees
offered here in the Nursing program and Registered Veterinary Technology program. Major preparation
coursework transfers to the UCs and CSUs in majors such as Biology, Biochemistry, Bioengineering,
Biophysics, Ecology, Behavior, and Evolution, Environmental and Occupational Health,
Geology/Paleobiology , Health Administration, Kinesiology, Marine Biology, Microbiology, Immunology,
and Molecular Genetics, Molecular, Cell, and Developmental Biology, Neuroscience, Nursing Accelerated BSN, Nursing - RN to BSN, Physiological Science. Psychobiology, Psychology,
Public Health Promotion, and Radiologic Sciences.
In order to maintain the high quality of our course offerings and continue articulation to these programs,
we need to hire and retain excellent instructors who will bring their expertise to the department and
curriculum and provide the continuity needed to continue improving the courses and increasing student
success through Student Learning Outcomes and their assessment.
Cost
Annual Goal
22
X.
Additional Human Resources Needed to Implement Annual Program Goals in Section VII―Faculty, Staff, Student Workers,
and Others
Describe additional specific human resources required. Provide a comprehensive justification based on annual program goals,
student learning outcomes, program data, and external scans. Link the request to an annual program goal in Section VII.
Press Ctrl + Click to identify the specific Annual Program Goal addressed.
A.
Faculty
Institutionalize a STEM counselor position. This position funded through the STEM grant ended in 2012.
Students find it helpful to have a counselor whose expertise is in the STEM fields and specializes in the
transfer programs in the STEM areas. With STEM counseling students will be able to prepare academic
plans that will allow them to complete coursework necessary for transfer to four year colleges and
universities.
B.
Classified Staff
1. Horticulture 0.5 position was filled Fall 2014 as an instructional assistant and botanical garden specialist
Cost
Annual Goal
(Press tab for additional rows.)
Cost
Annual Goal
2.
(Press tab for additional rows.)
C.
Student Workers/Tutors/Assistant Coaches
1. Student workers in the department are hired through Federal Workforce Development
Cost
Annual Goal
2.
(Press tab for additional rows.)
H
D.
Professional Experts/Contracts/Others
1. Anatomy Prosection experts – Appendix J requests for completed, submitted and approved for two (2)
adjuncts [Burke & Mellinger] for payment of adjunct ancillary prosection of cadaver activity.
Cost
Annual Goal
$720
2.
(Press tab for additional rows.)
E.
Scheduled Overtime/Sub and Relief
1. None expected
Cost
Annual Goal
2.
(Press tab for additional rows.)
23
XI.
Additional Equipment and Software Needed to Implement Program Goals
List additional/replacement equipment needed for the 2015-2016 academic year. Place all items in priority order. Provide a comprehensive jus
program goals, student learning outcomes, program data, and external scans. Link the request to an annual program goal in Section VII.
Press Ctrl + Click to identify the specific Annua
A.
Purchases
Item and Justification
1. Maintain Botanical Garden Budget. The Botanical Garden supply budget to maintain garden needs a separate GL account. It is curren
$4850.00 and ranked #62 in Division AA of the Resource Allocation Task Force [RATF] for 2014-2015. With Keith Peabody’s hiring raised
from 0.5 position to 1.0 [full] time, and with more classroom involvement in the garden more maintenance is required. Further augmentatio
be needed as the Nature Center and Arboretum have been added to Keith’s responsibility and care. The augmentation will be listed and
itemized when a complete inventory of the equipment and materials needed to perform the work required and how much student interactio
be included.
Strategic Plan: 1.1, 1.2,
ILOs: A 1ab, 3a, B 1ab, 3ade C 2b
The Botanical Garden is an important learning resource and outdoor classroom for several biology courses (3, 10, 6, and 7) as well as var
plant identification and care courses in the horticulture discipline. Without this resource students would not be able to see the natural grow
plants and their adaptations from live specimens. Furthermore, the garden is also a vital campus and attractive community resource where
members of the campus and surrounding community can come to learn about Mediterranean plants and climate while enjoying a pleasant
environment.
24
XI.
Additional Equipment and Software Needed to Implement Program Goals
List additional/replacement equipment needed for the 2015-2016 academic year. Place all items in priority order. Provide a comprehensive jus
program goals, student learning outcomes, program data, and external scans. Link the request to an annual program goal in Section VII.
Press Ctrl + Click to identify the specific Annua
2. Following a 5-year replacement plan we predict that 40 CPU’s and 40 monitors in the two Biology 3 labs will have to be replaced by early 2015
full capacity, both Bio3 labs employ 72 computers and monitors. This numbers consists of 35 student work stations for each of two labs plus t
log-in computers. In August 2010 when the new CFS building opened, Life Science received 40 new CPU’s + monitors. Then in September 201
received 15 new monitors from a closing STEM grant. Most recently in June of 2013 we received 34 new CPU’s and the remaining 15 monitor
from surplus money at the end of the 2013-2013 fiscal year. Life Science regularly runs 12 sections each semester plus additional winter and/o
summer intersession sections, so this equipment definitely gets extensive and ongoing use. Currently we have 3 spare computers and 4 moni
as backup equipment. The Biology 3 laboratory is a self-paced laboratory whose instructional methodology uses ToolBook authored program
integrate computer instruction with laboratory work. Students receive topic related information and basic instructions through the program a
then carry out laboratory work under the supervision on the instructor in the laboratory. The computers used in the laboratory are aginig qui
They have had their memory upgraded to run our revised laboratory exercises using ToolBook, however the age of the computers puts them a
of failure and will result in fewer students being able to complete their laboratory exercises. Replacement equipment could be from other cam
sources assuming the computers are new enough to have the capacity to run the ToolBook programs. IT has also proposed the idea of This Cl
as an alternative to desktop computers at each station. (The actual cost of the replacement will depend on the system used and source.)
3. Microbiology/Majors Biology refrigeration storage unit is 14 years old and is in need of repair and or replacement.
Strategic Plan: 1.1, 1.2, 2.3, 3.3, 4.1, 4.3, 4.4
ILOs: A 1abc, 2ac,3ab,4abc, 5ab, 6b, 7ab, B 1ab, 2ab, 3abde, 4a, C 1abcd, 2bc, 3abd
With the curriculum realignment in the fall 2012 semester to address the general education needs of students, Biology 3 was one of the
courses determined to merit additional enrollment capacity. With this realignment the second laboratory was brought into use. The use o
laboratories is very successful and use will continue during peak usage hours. The practice can continue by opening later and closing the
laboratory earlier when usage demand is lower.
(Press tab for additional rows.)
B.
Leases
Item and Justification
1. Human Cadaver Rental for Anatomy 1 course. The human cadavers require a unique replacement
protocol as they will not be useful beyond 36 months from the date of delivery due to the volatile nature of
the preservatives. The cost of each item $3500 includes pick up of current cadavers, delivery of
replacement cadavers and the cost of rental. The current replacement protocol for cadaver replacement
is under review but for now calls for an 18-month cycle of replacement of one (1) unprosected cadaver
delivery and pickup of the oldest cadaver.
Cost
$3,500
Annual
Goal
E
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B.
Leases
Item and Justification
Cost
Annual
Goal
Education in human anatomy requires a substantial commitment from colleges in order to truly be
effective. Nowhere is this better illustrated than the human cadaver program at Pierce College. This
program utilizes three human cadavers obtained from the UCSD Anatomical Gift Program, a program
where individuals donate their bodies for the purpose of anatomy education. The cadavers we utilize allow
the students the ability to visualize and comprehend the human body in ways unobtainable by means of
models alone. The cadavers allow anterior, posterior and internal dissection. The Human Anatomy &
Physiology Society, the American Association of Anatomist, and the American Association of Clinical
Anatomist have all recognized that cadaver based human anatomy programs are the gold standard for
undergraduate education in anatomy. At Pierce we embrace this view and incorporate cadaver based
learning into 75% of the laboratory curriculum. When taking into consideration that an average of 480
students a year participate in our anatomy program, the cost per student served is twenty dollars per
student. This cost is well justified in order to allow Pierce students this critical educational experience in
human anatomy. The course articulates with UCLA based on the use of cadavers.
Strategic Plan: 1.1, 1.2, 1.3
ILOs: A 1abc, 2a, 3ab, 4ab 7ab, B 1ab, 3abcde, 4a, C 1bc, 2bc, 3abd,
All Instructional Learning Outcomes that apply to the Anatomy 1 course depend on student observation of
human cadavers. While models are useful tools in learning anatomy, nothing can replace seeing
structures in actual bodies that demonstrate biological variation.
SLOs: In assessing Student Learning Outcomes for Anatomy, human cadavers are an integral part of the
process of describing tissues, organs, and systems.
Describe & diagram the major organs of the human body. Describe the relationship between histology &
function of the major organs of the human body.
2. Boat rentals for Marine Biology and Oceanography - see section XIV
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26
C.
Maintenance Agreements
Item and Justification
1. Autoclave Maintenance. Maintain funding for autoclave maintenance. Health and Safety. The autoclave is
used in preparing media for our microbiology and biology courses as well as sterilizing materials from these
classes as well as other departments and the health center. Periodic maintenance is required by law for
California Department of Public Health and Waste Management compliance certification. This periodic
maintenance also protects the $60,000 investment in the autoclave itself. Full justification follows in the
“additional comments” section.
Strategic Plan: 1.3
ILOs: A 1abc, 2ac,3ab,4abc, 5ab, 6b, 7ab, B 1ab, 2ab, 3abde, 4a, C 1abcd, 2bc, 3abd
SLOs: Without the facilities to produce the media and bacterial strains necessary to teach the course the
Student Learning Outcomes would be impossible to assess.
Students demonstrate aseptic technique by properly streaking plates and correctly isolate individual
bacteria from a mixed broth culture.
Students can perform all steps needed to accurately analyze and identify a species of bacteria: following
scientific directions, employing microbiological techniques, recording detailed experimental information,
and using critical thinking skills
Cost
$5,000
Annual
Goal
E
27
C.
Maintenance Agreements
Item and Justification
Cost
2. Microscope maintenance and Repair. Within the department we have multiple student sets of both
compound and dissecting microscopes that mandate yearly maintenance and minor repairs.
Furthermore, these microscopes should be included in long range budget plans for replacement following
a protocol. These microscopes serve courses in human anatomy, human physiology, non-majors biology
(Biology 3 and 10) and majors biology (Biology 6 and 7). Microscopes are shared with the Agriculture
department’s pre-vet, animal science, RVT, horticulture, and Oceanography courses in rooms 1102,
1104, and 1008. This mandatory periodic maintenance extends the life of the microscopes which are very
costly to replace. Microscopes are fundamental to the laboratory portions of each of these courses with
student contact with microscopes in the thousands annually. Approximately 50% of the microscopes
need servicing each year with a cost of $35.00-45.00 per microscope.
Strategic Plan: 1.1, 1.2, 1.3
$4,0006,000
Annual
Goal
E
ILOs: A 1abc, 2ac,3ab,4abc, 5ab, 6b, 7ab, B 1ab, 2ab, 3abde, 4a, C 1abcd, 2bc, 3abd
All courses within the Life Sciences Department use microscopes during the laboratory component of the
course. Therefore all ILOs that apply to teaching courses apply to maintaining these laboratory
instruments that are extensively used.
SLOs
Courses such as Anatomy 1, Biology 3, 6, 7, Micro 1, 20 have SLOs that require use of and identification
of specimens using microscopes. Therefore in order to assess these SLOs, microscopes need to be
maintained.
(Press tab for additional rows.)
D.
Repairs
Item and Justification
Cost
Annual
Goal
1. Microscope Repair – see C2. above.
2.
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28
E.
List additional/updated software needed during 2015-2016—OTHER THAN MICROSOFT OFFICE AND ADOBE CREATIVE SUITE.
Place all items in priority order. Provide a comprehensive justification based on program goals, student learning outcomes,
program data, and external scans. Link the request to an annual program goal in Section VII.
Press Ctrl + Click to identify the specific Annual Program Goal addressed.
Item, Number of Licenses, New or Renewal, and Justification
1.
Cost
Annual
Goal
Toolbook Software License - May 21, 2013 - May 20, 2014 yearly renewal ToolBook 10.5 educational
license and basic support, maintenance, and downloads/upgrades. This program, supported for the first two
years by the STEM Grant, is required for the Biology 3 audio-tutorial laboratory program. The initiation of the
Biology 3 laboratory revisions was driven by the need to have a program that could be easily changed as
Student Learning Outcomes and assessment demonstrate the need to modify or enhance specific areas of the
course content. The program will also be used by other members of the department to produce learning
tutorials for a variety of courses.
Strategic Plan: 1.1, 1.2,
ILOs: A 1abc, 2ac,3ab,4abc, 5ab, 6b, 7ab, B 1ab, 2ab, 3abde, 4a, C 1abcd, 2bc, 3abd
Biology 3 has used this newer program the most extensively. The future plan for use includes all
courses and the capacity for instructors to produce modules to give students an opportunity for
further study or remediation.
SLOs:
Student Learning Outcomes in Biology 3 are assessed within the laboratory. The entire laboratory
portion of the course was rewritten to accommodate new findings in the field and address some of
the issues that arose from earlier course SLO assessments. The previous ToolBook program was
cumbersome and not conducive to frequent changes desired for the updated information.
2.
Biology 7 uses ArcMap an ESRI software program with a site license through the GIS courses in the
Anthropological and Geographical Sciences Department. This software is used during the ecology
portion of Bio 7 so the students can analyze their field data collected with our portable GPS devices.
A new software program called MESQUITE is free; a work order has been placed with the IT
department.
3.
4.
ge
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XII.
Supplies Budget Needed to Implement Program Goals
Provide a comprehensive justification based on program goals, student learning outcomes, program data, and external scans.
Categories of Items and Justification
1.
Cost
With the drastic cut in the supply budgets over the past five years, the department has used all surplus supplies that
exist. During the 2012-2013 fiscal year we have tried to keep our supply expenditures below $6,000.00. Without a
substantial increase over the monies spent this year, we will not be able to run the laboratory exercises necessary for
course completion and student success. Lecture and laboratory are integral parts of any science course. SLOs and
assessment are dependent on both lecture and laboratory. In order to continue developing and accessing SLOs
laboratory equipment and supplies must maintained.
Also course articulation to the UCs and CSUs is dependent on content of both lecture and laboratory.
A comprehensive supply budget was developed in 2013-14 for the zero based budget plan. To obtain absolutely all
supplies needed (not depending on reserves from a previous year) the budget was approximately $38,000.00.
Strategic Plan: 1.1, 1.2, 2.3, 3.3
ILOs: A 1abc, 2ac,3ab,4abc, 5ab, 6b, 7ab, B 1ab, 2ab, 3abde, 4a, C 1abcd, 2bc, 3abd
All current Life Sciences department courses have a laboratory component. As such, there is a large quantity of
consumable materials used in each course such as various chemicals, test strips, plants, dissection specimens, bacterial
cultures, etc. Laboratory courses also need additional items such as anatomical models, prepared microscope slides,
plain slides and cover slips, and various laboratory items such as beakers, test tubes and so forth. These items have
always been purchased with the department supply budget.
2.
Bulbs for projection in the lecture and laboratory rooms for ceiling projectors, Smart Boards, and document cameras.
This cost should be covered and maintained under a central campus entity (Information Technology,IT) This equipment
is an integral part of the smart classroom design and needs to be maintained. As more faculty shift to using this
technology the equipment will be more heavily used requiring more frequent bulb replacement. The downtime when
bulbs blow is a significant problem on this campus. There needs to be a better system for expediting this replacement.
Furthermore, there are commercially available filtering/cleaning systems for our projectors that would extend the life of
these bulbs significantly with savings in both cost and time. These systems are being currently being evaluated.
3.
4.
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30
XIII.
Facilities
A.
Describe any new facilities or additional classrooms (leased or built) required to implement program goals. Provide a
comprehensive justification based on program goals, student learning outcomes, program data, and external scans.
None needed.
B.
Describe any improvements, alterations, and technological upgrades required for existing facilities to implement program goals.
Provide a comprehensive justification based on program goals, student learning outcomes, program data, and external scans.
None at this time.
Additional Resources Needed to Implement Program Goals
costs for student transportation related to educational programs, required insurance payments, and organizational memberships. Provide a
hensive justification based on program goals, student learning outcomes, program data, and external scans. Link the request to an annual program
Section VII.
Press Ctrl + Click to identify the specific Annual Program Goal addressed.
Item and Justification
e Biology/Oceanography boat rental - Field studies are an important and integral portion of marine biology and oceanography courses.
cademically rigorous courses offered at Pierce expose undergraduate students to extensive hands-on field work in several different
and train them in observation and research methods. Without these opportunities students miss an important component of laboratory
e within these disciplines.
uises for Biology 122 are also used by the oceanography 10 courses. The funds for these cruises have always been housed in the
ciences Department budget.
y 11A:
per 11 hour cruise to Catalina Island is $2300. Two cruises per year = $4600.
y 122, 121 and Oceanography 1, 10:
hour cruises – at the cost of $ 3800 ($1900 x 2), includes a $50 per hour fuel surcharge
hour cruises – at the cost of $ 2200 ($1100x2), includes a $50 per hour fuel surcharge
Cost
Annual
Goal
31
Additional Resources Needed to Implement Program Goals
costs for student transportation related to educational programs, required insurance payments, and organizational memberships. Provide a
hensive justification based on program goals, student learning outcomes, program data, and external scans. Link the request to an annual program
Section VII.
Press Ctrl + Click to identify the specific Annual Program Goal addressed.
stification follows in the “additional comments” section.
ain current funding level. Alternate funding options proposed.
gic Plan: 1.1, 1.2,
A 1abc, 2ac,3ab,4abc, 5ab, 6b, 7ab, B 1ab, 2ab, 3abcde, 4a, C 1abcd, 2bc, 3abd
cruises provide an important hands-on component of laboratory science and prepare those students choosing to major in marine
es with a superior background on transfer to a university program.
ut these opportunities students miss an aspect of science methodology only seen in these specific field situations.
As a laboratory course SLOs and assessment of the SLOs are linked to the various field experiences utilized in the course. Students
about different shipboard sampling techniques that should be employed to characterize the different nearshore communities off
ern California. Identification of marine plankton, fish and invertebrates and interpretation of their distributions can be done while on the
s. Once students experience field work they are better equipped to design and execute a scientific sampling study which chooses
dologies appropriate for analyzing the causes of the distributions and abundances of organisms based on hypotheses formulated from
inary qualitative observations.
(Southern California Marine Institute) a consortium of California State Universities and Occidental College membership. As a
er, Pierce would be eligible for a nominal discount on boat rentals. More important, Pierce would be eligible for full access to the
ce of the PIER 1 development (Marine Biology/Oceanography Center) of Los Angeles Harbor. Pierce College has invited to join the
rtium – the only community college to be so honored.
gic Plan: 1.1, 1.2, 1.3
A 1abc, 2ac,3ab,4abc, 5ab, 6b, 7ab, B 1ab, 2ab, 3abcde, 4a, C 1abcd, 2bc, 3abd
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XV.
Consolidated Priority Listing
From the requests listed in Sections X (except full-time faculty), XI, and XIV, prioritize the items in the order you wish the Resource
Advisory Task Force to consider them.
1.
Microscope Maintenance and Repair
2.
Autoclave Maintenance and Repair
32
XV.
Consolidated Priority Listing
From the requests listed in Sections X (except full-time faculty), XI, and XIV, prioritize the items in the order you wish the Resource
Advisory Task Force to consider them.
3.
Cadaver Program
4.
Boat Rental
5.
Laboratory Computer Replacement
(Press tab for additional rows.)
Additional Comments or Information:
Insert additional comments or information here:
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Life Sciences Department Marine Biology Boat Rental
Preface – Boat Use in the Context of the Program in Marine Science/Marine Biology at Pierce College
The mission of the marine science program at Pierce College is to provide a strong knowledge base and practical experience in the
biology of the seas and oceans for lower division students, and to prepare those choosing to major in marine sciences with a superior
background on transfer to a university program. We are a well-respected and widely known program on a state, national and
international level. The strengths of our program that have garnered such wide recognition are the academic rigor of the coursework
and the ability to expose undergraduate students to extensive field work in several different areas, and also to train students in
observation and research methods. We offer more and a greater diversity of marine science/biology field courses than any community
college in California and than most universities. The trend of our program in recent years has been to attract an increasing number of
university students from California, out-of-state, and internationally to the field classes. We are the only opportunity many of these
students will have to gain field experience or to expand beyond a very limited exposure at their home institutions.
Our ability to offer so much field experience in relatively few units is the Biology 11A, B, C series of one credit modules coupled with the
2 credit laboratory and field course, Biology 122 that devotes half of the course to field training, and the summer course of 29 years
standing, Biology 123: The Marine Biology of the Sea of Cortez in Bahia de los Angeles, Baja California.
Biology 11A is integral to the entire six course marine biology program at Pierce and it is a requirement for the Certificate of
Achievement in Marine Biology. Biology 11A is often the first exposure of students to marine biology and field work. In my many years
of experience teaching the marine biology program I have seen a clear pattern of participation in this course leading students directly
into Biology 11B and Biology 11C, and also into the Biology 121 lecture course and the 2 unit laboratory and field course Biology 122.
Conversely a large percentage of the students who enroll in the campus-based lecture course then enroll in all the field courses. Many
students with only a curiosity about marine biology enroll in Biology 11A and consequently end up taking all the courses in the program,
including the ultimate and culminating marine biology and field experience, Biology 123 – The Marine Biology of the Sea of Cortez in
Bahia de los Angeles, Baja California. Biology 123. The Marine Biology of the Sea of Cortez in Bahia de los Angeles, Baja California.
This course is taught at the Marine Biology Station “Estacion del Mar de Cortez” in the pueblo of Bahia de los Angeles, Baja California
on the shore of the bay and at several islands. Biology 123 is an integral course in the exceptional marine biology program at Pierce
College. It is a combined lecture and laboratory/field class taught at a marine biology station in Bahia de los Angeles, Mexico. The
students are fully immersed in the course material and field studies with no distractions. Along with Biology 11A, B and C this course
prepares students to enter upper division biology courses with a superior knowledge of biology, marine biology, research experience,
33
field techniques and training to work effectively in the field. Their knowledge is far superior compared to native junior level university
students. Critical thinking skills are emphasized daily in project designs, data collection and analysis, and both formal and informal
discussion. Besides the challenge of the field setting and academic rigor of the class, is also has proven over nearly 30 years to be a life
changing experience. Students experience remarkable personal growth in a once-in-a-lifetime experience and also gain a more worldly
and culturally diverse perspective of their lives by traveling and working in a rural maritime environment in a third world country.
The student success rate for this class is excellent - 90% or more of the students earn “A” grades. The course has a retention rate of
100%. This is due largely to the fact they have to be highly motivated to take the course, there are few distractions, the students work
together, and the instructor is available literally 24 hours a day. The class also satisfies IGETC transfer requirements for both biological
sciences course and laboratory credit.
Several goals of the College Master Plan are addressed by the location, subject matter and teaching methodologies employed. The
field station and work hands-on work in the field utilize new facilities to foster student success as addressed above. Retention of Latino
students is evidenced by the fact that over the past two years 40% of those enrolled are Latino and all were retained. The study skills
and critical thinking, as well as success, carries over with these students in achieving success in their overall course work at Pierce and
beyond. Additionally this course provides real world field study in marine biology, and the natural sciences, at a much earlier time in the
college experience than universities. Students are able to decide if this is a career direction for which they are suited. They can acquire
knowledge and skills allowing them early involvement into advanced university studies and marine biology related paid and volunteer
jobs. In short all of the marine classes form a tightly knitted program, each reinforcing and complementing the other with greater
knowledge; and each is integral to the overall mission of the program.
Boat Charter Justifications
Biology 11A Island Ecology: The Kelp Forest Community of Catalina Island is a 1 unit of a the modular Natural History class that when
taken with Biology 11B and 11C, articulates as satisfying the biology laboratory requirement under IGETC. As a module in the Biology
11 Natural History class Biology 11A is required for the course to qualify under IGETC. The class has been taught in its present form
since 1983; prior to that the class was taught for many years in the Northern Channel Islands
Teaching Biology 11A requires use of a vessel with the necessary U.S. Coast Guard certifications and also appropriate
accommodations for snorkeling. I am very familiar with the vessels available for this purpose having conducted research and taught on
research vessels in Los Angeles Harbor for the past 41 years. The vessel we charter, the Certified Dive Vessel Bottom Scratcher, is
the best boat for the purposes of the class and the least expensive of any boat of its type. I also receive a substantial discount on the
charter fee. I have in the past used research vessels charter from the Southern California Marine Institute, of which I am a research
fellow, but for Biology 11A the vessel I now use is considerably less expensive and far superior and safer for in-water activities. I do
however charter research vessels from SCMI for the activities of Biology 122 as is discussed with respect to that class.
Biology 121: Lectures in Marine Biology, Biology 121: Laboratory and Field Study in Marine Biology, Oceanography 1: Physical
Oceanography, and Oceanography 10 Physical Oceanography Laboratory. The research vessel R/V Yellowfin is chartered from the
Southern California Marine Institute in Terminal Island. SCMI is a consortium of California State Universities and Occidental College. (I
should mention that Pierce College has invited to join the consortium – the only community college to be so honored.) We charter this
vessel for two teaching/research cruises per semester: one half-day (5 hour) and one full-day (9 hour). Students are trained to carry out
several different types of oceanographic (boat-based) sampling on the half-day cruise; consequently the students carryout all of the
tasks with little or no assistance on the second full-day and more expansive sampling cruise. In addition to learning about the different
aspects of open ocean science and the marine environment on both cruises they are also collecting research data that is submitted to
California Fish and Game research on the nearshore environment.
34
In all four courses utilize the ship time as described above. Biology 122, Marine Biology Laboratory and Field Studies, is a two unit
class with a strong emphasis on quantitative field studies. The research cruises cover both marine biology and physical oceanography
research. Since the inception of the class research cruises have accounted for a minimum of 16 class hours per semester and a
significant part of the curriculum. Similarly Oceanography 10 has been involved in the cruises since the inception of the Oceanography
discipline at Pierce College. As the cost of research boats has increased I have adjusted the number of cruises dramatically downward
to the one half-day and one full-day per semester, while and increased the number of students per cruise to maximum capacity for R/V
Yellowfin Coast Guard certification.
Costs
Biology 11A. Cost per 11 hour cruise to Catalina Island is $2300. Two cruises per year = $4600.
Biology 122, 121 and Oceanography 1, 10
Two 5 hour cruises – at the cost of $ 3800 ($1900 x 2), includes a $50 per hour fuel surcharge
Two 8 hour cruises – at the cost of $ 2200 ($1100x2), includes a $50 per hour fuel surcharge
Cost of fuel and cruise time can be expected to increase, although it has not increased for 3 years. If Pierce were to become a member
of the Southern California Marine Institute (SCMI) we would be receive a reduced member user rate.
Life Sciences Department Autoclave Maintenance (Health and Safety)
For Lab250 Amsco Gravity Autoclave/Sterilizer, (Steris mfg), located in the Microbiology Lab prep room.
Contract is with Steris Corp.
Contract is for a quarterly maintenance of the Autoclave (sterilizer), performed by a Steris certified technician.
justification:
Legal; The autoclave/sterilizer must be checked, quarterly, by a certified technician in order to stay within the California Dept of Public
Health, Waste Management compliance requirements. In order to legally handle the bio and medical waste produced on campus our
autoclave must be certified, by the California Dept of Public Health, Waste Management. Our records are checked by the Health
department annually to verify compliance.
Protection of $60K investment; as with all highly technical equipment containing hundreds of inter -communicating parts the best way to
avoid a costly break down is through a regular maintenance schedule.
Microbiology class laboratory; Our class laboratories for Microbiology are dependent on an autoclave to perform several functions; a)
preparation of sterile media (food for bacteria) is essential to our laboratory instruction, b) destruction of bacteria and the media it uses
after each lab class, sterilization of glassware and utensils used in the Microbiology lab class.
Student Health Center; From the Student Health Center we process and treat the all of the medical waste produced.
This equipment is also used to prepare, treat, and process needs for other disciplines within our department (Bio 110, Bio 3 and Bio 6)
as well as other Departments, such as Sports, and Animal Care (and Student Health Center as mentioned above).
Life Sciences Department Long Term Replacement
Funds needed for periodic equipment replacement not covered by annual supply budget and other categories that might be
increasing in cost.
35
Program/
Discipline
Equipment
Replacement cycle
Computer/monitor 35/lab #1
every 5 years (heavy use)
Computer/monitor 35/lab #2
every 5 years (heavy use)
General
Education
Biology 3
Biology 10, 12
Biology Major’s
Biology 6, 7, &
110
Compound microscopes 35/lab
#1
Compound microscopes 35/lab
#2
prepared microscope slides sets
of 35
Compound Microscopes (36)
shared with Bio 122
Dissecting Microscopes (36)
shared with Bio 122 and
Oceanography
Binoculars (36) shared with Bio
122
Last known
replacement
2012
memory
upgrade
15 monitors
replaced
2013 34 new
CPU’s +
monitors
from fiscal
2013-13
start
date
Projected cost
per unit
1015.00
2015
1/3 [23] every 5 years (heavy use)
1015.00
1,600.00
1/3 [23] every 5 years (heavy use)
2010
2015
1,600.00
9 slides per set every 4 years
2010
2014
56.00-72.00
2013
1,600.00
2014
1,300.00
4 per year
2012
80.00
Compound Microscopes(32)
10 scopes every 4 years (heavy use)
2013
1,600.00
Dissecting Microscopes (32)
3 scopes every 4 years
2014
1,300.00
Vertebrate skeletons and models
Laptop computer set of 24
(shared with microbiology)
GPS units
1-3 items every 2 years
2013
100.00-600.00
every 5 years
2015
1965.00
2013
150.00
Pipettes sets (3 volumes)
4 sets every year
2013
(per set) 715.00
Electrophoresis units
16 every 10 years
2020
350.00
power supply units
8 every 10 years
2020
400.00
10 scopes every 4 years
3 scopes every 4 years
when no longer functioning
2010
over 20
years
2007
36
Marine Biology
Biology 121,
122, 123, 11
clinical centrifuge (2)
when no longer functioning
2013?
microcentrifuge (2)
when no longer functioning
2013?
550.001,000.00
2,375.00
minifuge
16 every 10 years
2020
300.00
vacuum centrifuge
when no longer functioning
Fotodyne camera
every 10 years
2020
5,100.00
Thermocycler
when no longer functioning
Incubator shaker
when no longer functioning
water baths (2)
when no longer functioning
histology slide sets of 32
9 slides per set every 4 years
2013
56.00-72.00
Compound Microscopes (36)
shared with Bio 10
see Biology 10
every 5 years
2014
1965.00
boat contracts – fuel costs
every year
2012
fuel cost
Domain name
every 5 years
2015
160.00
underwater cameras
every 3 years
2013
900.00
radios (communication)
every 5 years
2013
200.00
portable projector
every 5 years
2013
800.00
2007
2017
1,600.00
2010
2012
300.00-900.00
2007
2012
5,000.00
Dissecting Microscopes (36)
shared with Bio 10
Binoculars (36) shared with Bio
10
Laptop computer set of 24
Allied Health
Anatomy
Physiology
Compound Microscopes (32)
shared with Animal Science
Anatomical models/skeletal
material
Torso models
2010 (some)
see Biology 10
see Biology 10
8 every 10 years
yearly (replacement of partial sets of
models/skeletons)
1 every 10 years
human cadavers
yearly
2011
2012
10,500.00
Compound Microscopes (36)
9 every 5 years
2010
2015
8,000.00
37
shared with Veterinary
Technology
BioPacs
replace every 15 years
2010
2025
7,500.00
BioPacs
repair/replace parts yearly
2010
2012
200.00-300.00
Laptop computers for BioPacs
every 5 years (?)
when no longer functioning (long
lasting)
2010
2015
ECG
Microbiology
Compound Microscopes (24)
every 10 years
Reference manuals
Laptop computer set of 24
(shared with major’s biology)
with significant changes in editions
see Biology 7
2010
1984
1,300.00
2015
50,000.00
2012
140.00-500.00
38
Pierce College Strategic Master Plan
2014–2017
Return to VII, Annual Goals
Return to VIII, Curriculum
Return to IX, Long-Range Goals
A. Engaging the Completion Agenda
A1. Increase student completion of degrees, certificates, and college transfer requirements
A1a.
A1b.
A1c.
A1d.
A1e.
Increase student completion of associate degrees and Certificates of Achievement
Increase the number of students who complete transfer requirements for the state universities and University of California
Increase the number of Transfer Model Curricula (TMCs) in disciplines offered by the college by 2015
Approve Transfer Model Curriculum in areas of emphasis by 2016
Develop and implement a completion marketing campaign to focus on the importance of obtaining a degree, a certificate, or transfer
preparation
A2. Increase number of entering students who complete the matriculation process during the first semester
A2a.
A2b.
A2c.
A2d.
Increase the number of new students completing assessment
Increase the number of new students completing orientation
Increase the number of new students completing an educational plan
Increase the percent of new students who persist to the end of their first year and successfully complete 15 units
A3. Increase the long-term persistence rate of students
A3a.
A3b.
A3c.
A3d.
Increase the percentage of students who complete 30 units in three years
Increase the percentage of students who complete 60 units in three years
Increase the percentage of students who complete English 101 and Math 125 within three years
Increase the percentage of students who complete English 101 and Math 125 within six years
A4. Ensure equitable access to education—increase the percentage of eligible students receiving financial aid
B. Demonstrating Accountability
The first six goals in this category relate to Administrative Services functions and are not necessarily within the purview of Academic Affairs
B7. Continue to meet FTES base and attempt to grow the college’s student FTES enrollment to 2006 levels and then 5% per year
B7a.
B7b.
B7c.
B7d.
B7e
Continue to analyze enrollment trends and effective scheduling models
Ensure access to essential courses
Maintain/increase efficiency
Increase the number and the type of evening sessions offered (currently 24% below Fall 2008)
Restore an active college marketing campaign to attract students who may have been lost
39
C. Cultivating Partnerships
C1. Develop and enhance revenues generated through grants, entrepreneurial ventures, and community partnerships
C1a. Expand educational partnerships that bring community events and community members to the campus for educational, cultural, social, and
recreational activities
C1b. Create an enterprise task force that will consider ways to expand revenue-generating opportunities within future and existing operations
including bookstore, facilities rentals, and food services
C1c. Develop a self-funding grants program that will increase college revenue
C2. Expand productive sustainable community alliances
C2a. Create a database of financial and equipment needs that can be shared with potential donors
C2b. Pursue financial, material, and collaborative resources through enterprise activities and fundraising to create a sustainable stable source of
income
C3. Foster partnerships with business and industry
C3a. Increase advisory committee participation of local business and industry
C3b. Increase number of employers to participate in job fairs
C3c. Develop internship programs with business and industry partners to foster community relations
D. Ensuring Student Success
D1. Address the basic skills needs of underprepared students in developmental and introductory courses
D1a. Gather student input about the challenges faced in introductory courses and use this information to inform the development of strategies and
solutions
D1b. Increase the number of new students successfully completing at least one English class and one math class during their first year
D1c. Increase the number of new students who successfully complete their developmental sequence within two years (English 20, 21, 28) (Math
105, 110, 115)
D2. Enhance customer service interfaces considering timely responses and quality of experience
D3 Maintain a robust and reliable information technology infrastructure with current computing equipment for the entire college population
D3a. Establish a wireless network on the campus in areas that are used regularly by faculty, staff, and students
D3b. Ensure that existing infrastructure, systems, equipment, and software are maintained to accomplish daily operations in all functional areas of
the college
D3c. Provide comprehensive training programs for faculty and staff for smart classrooms and conference rooms
D3d. Improve customer service responsiveness and satisfaction rates for faculty and staff using the College Maintenance Management System
(CMMS)
D3e Standardize audio visual equipment in all classrooms to provide uniform experience and training
40
D4 Support faculty and staff by maximizing the effective use of technology, enabling academic innovation in instructional delivery
D4a Develop plans to improve course effectiveness by fully integrating innovative tools and delivery methods
D4b Increase online class offerings
D5 Provide a learner-centered environment that promotes active learning and student engagement
D5a
D5b
D5c
D5d
Review and revise Student Learning Outcomes (SLOs) and assessment mechanisms
Ensure active learning and applied knowledge and skills are examined through authentic assessment
Create a professional development focus that emphasizes student active learning and engagement
Create programs that promote student and faculty contact outside the classroom
D6 Increase student awareness and use of student support services and programs
D7 Increase student participation in Associated Student Organization (ASO) activities and shared-governance committees
D8 Enhance opportunities for student involvement in cocurricular and extracurricular activities that will enrich campus life