Annual Program Plan―2015-2016
I.
Department
Child Development and Education
Discipline or Program on
which this plan focuses
Child Development
Date
January 21, 2015
Version number
2
Program Description
The Pierce College Child Development department is part of the school of Career and Technical Education. The Child
Development department offers students educational opportunities tied to career and transfer preparation including six
certificate programs and two Associate of Arts degrees. Each certificate and degree is firmly connected to California State
licensing requirements and also to wage progression within the Early Childhood Education (ECE) industry.
Certificates:
1) Preschool Teacher – 31 units
2) Child Development: Associate Teacher – 25 units
3) Preschool – 12 units
4) Preschool Director – 15 units
5) Infant Care Teacher – 15 units
6) School Age Child Care Teacher – 15 units
Degrees:
1) Early Childhood Education Associate of Science Degree for Transfer (AS-T)
2) Child Development Associates of Arts Degree (Career AA)
Child Development continues to award the highest number of certificates and the second highest number of degrees on the
campus.
2012-13: Certificates - 174 Degrees – 46
2013-2014: Certificates – 242 Degrees - 65
2015-2016 Annual Academic Program Plan Form Draft/May 16, 2014
2
I.
Program Description
The Pierce College Child Development department strongly emphasizes and supports teacher preparation for both current and
prospective teachers working with typical and atypically developing (special education) children in the high demand field of early
childhood education.. The Child Development department has developed an intentional, research-based curriculum, emphasizing
and modeling hands-on, active learning. Students are mentored toward becoming reflective, responsive, culturally sensitive and
self-aware practitioners. Program curriculum focuses on infants and toddlers, preschool programs, school age programs,
program administration, diversity and special education.
Child Development coursework can also lead to careers working directly or indirectly with children in related fields, such as
psychology, social work, child/family mental health, social services, speech and language pathology, occupational therapy,
physical therapy, and pediatric health.
Child Development students often transfer into one of three programs at CSUN: 1) Child & Adolescent Development, 2) Family
Consumer Sciences, 3) Liberal Studies (teacher preparation program).
Pierce College Graduates by major enrolled at CSUN in Fall 2013:
1) Child & Adolescent Development: 82
2) Family Consumer Science: 48
3) Liberal Studies: 74
Importance of early care and education:
Research has shown the critical importance of the first five years of life during the time when 90% of brain growth and
development is occurring. The California Department of Education highlights research on the critical impact of high quality early
education. In the California Department of Education Preschool California report titled “High Quality Early Learning: A Proven
Investment in School Success” (2011), it states:
“Early childhood education is a proven long-term investment that stimulates economic growth and ensures future prosperity. And
right now, every dollar put toward early childhood education is both an educational and economic stimulus for American families –
creating jobs and enabling parents to earn while their children learn. Economists have found that high-quality early childhood
education offers one of the highest returns of any public investment -- more than $7 for every dollar spent.” (p. 2;
www.preschoolcalifornia.org).
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I.
Program Description
Further, in a report published in 2009 by Mission Readiness titled “Ready, Willing, Unable to Serve,” the United States military
pointed to research outlining the significance of quality early childhood education on crime rates, high school degrees
completion, and eligibility for military service:
“Startling statistics released by the Pentagon show that 75 percent of young people ages 17 to 24 are currently unable to enlist in the
United States military. Three of the most common barriers for potential recruits are failure to graduate high school, a criminal record, and
physical fitness issues, including obesity. The most proven investment for kids who need help graduating from high school starts early:
high-quality early education. It also helps kids stay away from crime and succeed in life. Our recommendation to state and federal
policymakers is to ensure that America’s children have access to high-quality early education. That is the best way to make certain that
more young Americans will meet the tough standards of the United States military should they choose to serve. A strong commitment
today to high-quality early education will keep America strong and safe tomorrow.” (p. 2)
Salary for an Associate of Arts degree in Child Development:
An Associates of Arts degree in Child Development can lead to livable income while the student works toward a Bachelor’s
degree. In 2011- 12, LAUSD ECE Teachers with AA degrees made between $39,037 – 45,704, plus benefits for a 9 month position.
(http://www.teachinla.com/Research/documents/salarytables)
Student Success:
Finding ways to support, to mentor, and to increase the success of students is a heartfelt mission within the Child Development
department. Often, Child Development students are re-entry and first-generation college students. The department continually
seeks out programs and funding sources to help our students achieve both their academic and their career goals. To this end, the
faculty currently work with several auxiliary student support programs such as the Child Development Training Consortium –
coordinated by Lila Snow; the California Early Childhood Mentor Teacher program – co-coordinated by Lila Snow and Joleen VossRodriguez; California Community College Early Childhood Educator program – current members Patricia Doelitzsch, Traci Drelen,
Lila Snow, and Joleen Voss-Rodriguez; LAUP Workforce Initiative – Project Directed by Joleen Voss-Rodriguez; California Student
Aid Commission Child Development Grant program – co-coordinated by Traci Drelen and Carrie Reed; Aspire – Program Advisor
Michelle Ventimiglia. The department also regularly offers Student Success Workshops “How to Become a Preschool Teacher”
and “How to Apply for the CD Permit.” Each of these programs requires time and commitment above and beyond that of a
regular full-time or adjunct faculty member.
The Child Development department also works to build a sense of community among the students while also offering many
professional development opportunities. Department supported professional development opportunities include:
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I.
Program Description
1) CD Club: The Child Development Club began in 2006 and has grown to become an active, popular club among the CD students;
they have offered many events both on- and off-campus. The CD Club won the ASO Club Excellence Award in 2012.
2) ECE Career Night: Every year the department hosts an ECE Career Night, inviting professionals from a wide variety of careers
with children, as well as representatives from local universities to meet with students. We typically have over 200 students in
attendance.
3) WOYC Conference: The department has hosted an annual “Week of the Young Child” conference since 2004. This conference
is open to Pierce students and to the community. Each year it features a prominent keynote speaker and 10 break out workshops.
WOYC serves an average of 250 community and student participants each year.
4) Fall Into Fun: The department co-hosts the Southern California Valley Association for the Education of Young Children “Fall
Into Fun” workshop. In 2011, there were over 200 attendees at this well-respected event.
5) Student Success Workshops: The department offers student success workshops each semester -- “How to Become a
Preschool Teacher” and “How to Apply for the CD Permit.”
The Child Development faculty also actively advocate for student success and collegiality on the larger Pierce College campus.
Child Development faculty serve on campus committees that will ensure the quality of the institution and improve campus
collegiality such as Faculty Position Priority Committee, Academic Senate, Work Environment Committee, Pierce College Council,
Accreditation standards committees, Faculty Gala, and various tenure committees.
II.
Assessment of 2013-2014 Annual Goals
Provide an assessment of 2013-2014 Annual Goals. List any continuing goals in Section VII.
Goal
Achieved Continuing Discarded
A.
Ensure that students have access to a high quality academic and vocational program.
Action plan: 1) Continue to revamp and expand our curriculum to respond to the needs of
the workforce; 2) Hire additional full-time faculty; 3) Work with Dean to revise budget to
meet the needs of daily program materials and equipment; 4) Continue to work with
Counseling to promote & enhance completion; 5) Continue offering contextualized and
cohort coursework; 6) Continue to offer tutoring
x
B.
Expand community connections and improve communication and public relation strategies.
Action Plan: 1) Continue to hold Advisory Committee meetings and respond to advisory
committee input
x
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II.
Assessment of 2013-2014 Annual Goals
Provide an assessment of 2013-2014 Annual Goals. List any continuing goals in Section VII.
Goal
Achieved Continuing Discarded
C.
Improve articulation with the CSU system. Action Plan: 1) Offer CD 7 and phase out CD 3
and CD 4; 2) Submit new Advanced Curriculum courses to curriculum to offer in staggered
sequence; 3) Change current degrees to match Transfer Model Curriculum; 4) Create a
new Advanced Curriculum certificate
x
D.
Continue to assess and revise Outcomes across the CD Curriculum.
Action Plan: 1) Continue to hold team meetings focusing on SLOs and PLOS
2) SLOs and PLOs will be entered in the database
x
E.
Continue to build in supports for non-traditional and Latino Child Development students.
Action Plan: 1) Continue Student Tutor, 2) Hire an Instructional Assistant to run lab, 3)
Continue to work with Counseling to promote & enhance completion, 4) Continue to offer
high quality outreach courses and workshops
x
(Press tab for additional rows.)
III.
Curriculum Changes During 2013-2014 Academic Year
List any new programs and/or certificates OR changed programs and/or certificates
approved by the Curriculum Committee during the 2013-2014 academic year. Check
A.
whether they are New or Changed, and provide the date they were approved by the
Curriculum Committee.
1 Early Childhood Education AS-T approved
New
Changed
Approval
Date
Spring 14
2
3
(Press tab for additional rows.)
B.
List any new, updated, or changed courses approved by the
Curriculum Committee during the 2013-2014 academic year.
Provide the course number and the course title.
1 CD 1
New
Check All That Apply.
Distance
Updated
Honors
Education
x
Approval
Date
11/2013
2
CD 2
x
2/2014
3
CD 7
x
2/2014
4
CD 27
x
2/2014
6
B.
List any new, updated, or changed courses approved by the
Curriculum
5 CD 22 Committee during the 2013-2014 academic year.
Provide the course number and the course title.
6
Check All That Apply.
X
5/2014
(Press tab for additional rows.)
C.
IV.
Course Outlines of Record
1
Number of courses in discipline or department
20
2
Number of courses that have been updated since 2008 (CORs must be updated every 6 years)
20
3
Number of courses that require updating during 2015-2016 to maintain currency
0
Progress in the Student Learning Outcomes Cycle
A. Learning Outcomes Development and Assessment Status
Total
B.
1. Number of courses in discipline or department
20
2. Number of courses with approved SLOs on the COR
20
3. Number of degrees and state-approved certificates in the discipline/department (If zero, please go to A.6.)
8
4. Number of degrees and state-approved certificates with program-level outcomes (PLOs) developed
8
5. Number of degrees and state-approved certificates with PLOs developed and courses mapped to the PLOs
8
6. Number of courses mapped to one or more General Education Learning Outcomes
20
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.
Child Development assessed 100% of the courses and PLOs in accordance with policies set forth by the Academic Senate.
Overall, Child Development found a high success in attainment of both student learning and program learning outcomes.
Discussion in department meetings has focused on two issues evident in the outcomes process: 1) Adding English prerequisites for CD Courses, 2) Adding CD 1 as a pre-requisite for certain courses; and 2) Better preparation for students in CD 22
pre-requisite courses.
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.
Child Development submitted Eng 28 pre-reqs for CD 2 and CD 22. Discussions among teachers in the CD 22 pre-requisite
courses has focused on looking at group work to make sure students are passing courses without writing lesson plans. One idea
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IV.
Progress in the Student Learning Outcomes Cycle
is for students in CD 3 and 7 to write a lesson plan as part of their mid-term and final exams. We will continue to add the Eng 28
pre-req to additional CD classes such as CD 38.
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 reflection on CD 22 preparation. Curriculum supplies are needed to maintain high quality, hands-on curriculum
experiences for CD 2, 3, 7, 22, 30, 31, 46
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? 20
Of these courses, how many are articulated with CSU or UC? 2
Do you have an approved or in process Transfer Model Curriculum (TMC) for your discipline?
If so, name of TMC: Early Childhood Education AS-T
if so, please provide approval status: Approved
B.
Provide relevant labor market data supporting demand for the program (if applicable)
“The Economic Impact of the Early Care and education Industry in Los Angeles County” (2012), Insight Center for
Community Economic Development.
The early care and education (ECE) industry is vital to Los Angeles County’s economy. It currently:
 Generates $1.9 billion annually
 Provides 65,139 full-time equivalent jobs, employing more people than television broadcasting (8,832 employees)
and hotels and motels (37,085 employees)
 Is projected to generate the sixth highest number of new jobs between 2006 and 2016 of all industries in Los
Angeles County
 Benefits all industries in the county by enabling parents to work and attend higher education programs or job
training programs to upgrade their skills
 Lays the groundwork for Los Angeles County’s future economic success by preparing the next generation for
effective participation in the economy and attracting business to Los Angeles County
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V.
External Influences (Environmental Scans)
“Early Care and Education Career Lattices in Los Angeles” January 2008
The bulk of ECE occupations are captured within the NAICS code “Child Day Care Services.” Given the projected growth of
this sector, which excludes other important parts of the industry, it is clear that ECE is an important employer within Los
Angeles County and across the country as a whole, and this trend will continue to become increasingly pronounced. County
data shows that Child Day Care Services has the sixth highest number of new jobs projected to be created in Los Angeles
over the next nine years (see Table 1.) However, using conventional data sources as a way of measuring the magnitude of
the industry leaves considerable potential for underestimation.
Table 1: Top 6 Fastest Growing Industries in Los Angeles County
Description
2006
2016
2006-16
Jobs
Jobs
(New Jobs)
Activities related to real
94,557
140,249 45,691
estate
Motion picture and video
151,848
184,626 32,778
industries
Employment services
152,230
183,639 31,409
Colleges, universities, and
70,600
99,920
29,319
professional schools
Offices of real estate
84,767
109,598 24,831
agents and brokers
Child day care services
68,739
93,144
24,405
2006-16
% change
48%
22%
21%
42%
29%
36%
Source: EMSI 06/07
Refers to the fastest growing industry sectors at the 4-digit NAICS level
Special Education: According to the Bureau of Labor Statistics, “Employment of special education teachers is expected to
grow by 17 percent from 2010 to 2020. Growth is expected because of increasing enrollment and continued demand for
special education services.” (Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2012-13
Edition, Special Education Teachers)
C.
Describe Advisory Committee input (if applicable, including date of last meeting)
May 14, 2014 – Discussed STEAM certificate and STEAM conference. Advisory supported an Education FT hire to support K-12
9
V.
External Influences (Environmental Scans)
prospective students. Discussed K-3 credential and impact on field and on courses. Discussed technology in ECE and how to
infuse in classes. Discussed iPad and other tech training. Discussed ECE lab enhancement, lab activities, student supports, and
community workshops.
D.
VI.
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.)
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.
VI. PROGRAM DATA SETS
Department:
Child Development
Discipline / Program:
CH DEV
A. Total enrollments, FTES (full-time equivalent students), FTEF (full-time equivalent faculty), and FTES/FTEF
Fall 2011
Fall 2012
Fall 2013
Spr 2012
Spr 2013
Total Census Enrollments:
1475
1418
1340
1537
1460
FTES:
169.0 158.1
150.7 173.0
163.2
FTEF:
7.4
7.4
7.0
7.5
7.5
Program FTES/FTEF:
22.84 21.4
21.4
23.08
21.8
College FTES/FTEF:
20.99
21.16
21
21.12
20.47
B. Number of sections offered (combined classes counted as a single class), average class size, success and retention data
Fall 2011
Fall 2012
Fall 2013
Spr 2012
Spr 2013
Number of (Combined) Sections Taught:
35
35
33
36
36
Average Class Size at Census:
42.1
40.5
40.6
42.7
40.6
Program Success:
79.% 72.2% 73.8% 77.9% 74.3%
College Success:
72%
69%
69%
71%
69%
Program Retention:
94.7% 92.5% 93.1% 94.4% 93.5%
College Retention:
89%
87%
87%
89%
87%
Spr 2014
1417
158.4
7.3
21.6
21
Spr 2014
34
41.7
73.8%
69%
91.2%
86%
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.
C. Benchmarks (5 year average X 95%) & Goals (current rates + ½%)
Success
Benchmark:
Goal:
D. Number of degrees and certificates awarded (if applicable)
2009-10
Degrees
TMCs
Certificates
Skills Certificates
E. Comparison of full-time faculty hours to adjunct faculty hours
Fall 2011
Total Hours Taught:
Percent of total program hours taught by full-time faculty
Percent of total program hours taught by adjunct faculty
Retention
72.6%
74.3%
2010-11
88.4%
91.7%
2011-12
2012-13
46
2013-14
65
0
185
0
174
0
242
0
Fall 2013
Spr 2012
Spr 2013
Spr 2014
29
21
45
128
108
0
Fall 2012
120.
120.0
52.5% 52.5%
47.5% 47.5%
114.8 122.
54.9% 45.1%
45.1% 54.9%
122.0 119.
52.5% 52.9%
47.5% 47.1%
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
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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.
Ensure that students have access to a high quality academic and vocational program.
Action plan: 1) Continue to revamp and expand our curriculum to respond to the needs of the workforce; 2) Work
with Dean to revise budget to meet the needs of daily program materials and equipment; 3) Continue to work with
Counseling to promote & enhance completion; 4) Continue offering contextualized and cohort coursework; 5)
Continue to offer tutoring; 5) Develop a new Advanced Curriculum certificate
A1, A2,
A3, B7,
C3c, D5
B.
Expand community connections and improve communication and public relation strategies.
Action Plan: 1) Continue to hold Advisory Committee meetings and respond to advisory committee input
C1, C2,
C3
C.
Continue to assess and revise Outcomes across the CD Curriculum.
Action Plan: 1) Continue to hold team meetings focusing on SLOs and PLOS
2) SLOs and PLOs will be entered in the database
D5
D.
Continue to build in supports for non-traditional and Latino Child Development students.
Action Plan: 1) Continue Student Tutor, 2) Continue to work with Counseling to promote & enhance completion, 4)
Continue to offer high quality outreach courses and workshops
A1, D6
E.
(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.
B.
C.
D.
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IX.
Long-Range Educational Goals (3–4 Years)
Press Ctrl + Click to identify the specific Pierce Strategic Plan Objective addressed →Strat.
Plan
A.
Continue to assess and revise Outcomes (SLO and PLO) across the CD Curriculum
D5
B.
Continue to offer a high quality ECE preparation program that responds to the growth demands and the diverse
needs of the community, while also responding to California’s early learning foundations/standards and California
State Licensing and workforce requirements.
Action Plan: 1) Continue to offer day and evening coursework, 2) Continue to build in supports for non-traditional
and Latino Child Development students such as mentoring, advisement, and tutoring
A1, A2,
A3, B7,
C3c, D5
C.
Improve student access to high quality ECE teaching practices in the field, both on the Pierce College campus and
in the larger community.
Action Plan:
1) Consistent with research based pedagogy in the field of teacher education, work with Pierce CDC to offer
students access to young children in high quality child care environments,
2) Work with the community to improve the quality of outside practicum sites utilized for student teaching,
3) Continue to invite local programs for professional development opportunities hosted by the CD Department,
4) Continue to develop partnerships with local community organizations,
5) Continue to hold Advisory Committee meetings and respond to advisory committee input
A1, C1,
C2, C3
D.
Improve teaching practices and improve instructional support
Action Plan:
1) Offer classes in well-equipped, ECE appropriate classroom/lab facilities,
2) Hire an Instructional Assistant to increase student success by offering students additional time and hands-on
experience in the CD Labs,
3) Continue to develop, assess and revise Student Learning Outcomes and teaching practices.
A1, D5
(Press tab for additional rows.)
X.
Additional Human Resources Needed to Implement Annual Program Goals in Section VII―Faculty, Staff, Student Workers,
and Others
Describe additional specific human resources required. Provide a comprehensive justification based on annual program goals,
student learning outcomes, program data, and external scans. Link the request to an annual program goal in Section VII.
Press Ctrl + Click to identify the specific Annual Program Goal addressed.
A.
Faculty
1.
Cost
Annual Goal
2.
(Press tab for additional rows.)
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B.
Classified Staff
1.
Cost
Annual Goal
2.
(Press tab for additional rows.)
C.
Student Workers/Tutors/Assistant Coaches
1. Student Tutor Child Development students are predominantly non-traditional students. We have
Cost
Annual Goal
9,000 XII A & E
offered tutoring through a variety of resources over the years and have found this support service is
directly linked to student success.
2.
(Press tab for additional rows.)
H
D.
Professional Experts/Contracts/Others
1.
Cost
Annual Goal
2.
(Press tab for additional rows.)
E.
Scheduled Overtime/Sub and Relief
1.
Cost
Annual Goal
2.
(Press tab for additional rows.)
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 justification based on program goals, student learning outcomes, program data, and external scans. Link the request
to an annual program goal in Section VII.
Press Ctrl + Click to identify the specific Annual Program Goal addressed.
A.
Purchases
Item and Justification
1. Two Portable Projectors – We teach approximately 18 courses off-campus per year. The off-campus
classrooms often do not have projectors for instructor use. This is a significant challenge for instructors
who heavily infuse technology into their courses.
2. Purchase closed captioned videos. Child Development and Education has a video library of 160
videos. Only two are closed captioned videos. The department does not need to replace all of the videos,
but we do need to replace at least 50 core vides that are not available from other sources such as Films
Cost
Annual
Goal
$ 800
VII A & E
$20,000
VII A & D
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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 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.
on Demand.
(Press tab for additional rows.)
B.
Leases
Item and Justification
Cost
Annual
Goal
1.
2.
(Press tab for additional rows.)
C.
Maintenance Agreements
Item and Justification
Cost
Annual
Goal
1.
2.
(Press tab for additional rows.)
D.
Repairs
Item and Justification
Cost
1. Repair of lecterns/podiums
$1000
Annual
Goal
VII A
2.
(Press tab for additional rows.)
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.
2.
Cost
Annual
Goal
15
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
Cost
Annual
Goal
3.
4.
ge
(Press tab for additional rows.)
XII.
Supplies Budget Needed to Implement Program Goals
Provide a comprehensive justification based on program goals, student learning outcomes, program data, and external scans.
Categories of Items and Justification
1.
Cost
This has been stated in every AAPP since we started the AAPP process. Child Development is a supply intensive
discipline yet the supply budget is lower than many ‘chalk and talk’ disciplines on the campus.
The Child Development and Education department budget has been approximately $300/year and was recently
increased to a little over $900/year. The department is requesting an annual budget of $3,000/ year.
The Child Development and Education department is situated to rely upon outside sources of revenue to provide
daily instructional supplies. Without outside funding, the department could not meet the course objectives, Student
Learning Outcomes, or Program Learning Outcomes for the program. There are numerous consumable curriculum
materials used in daily instruction by Child Development faculty.
$3,000
The department moved from one classroom into three lab/classrooms in 2011. Each of these classrooms must be
supplied with curriculum materials and equipment. Further, the CD department is now using a CDC classroom to
complete curriculum activities with young children. This classroom also needs supplies.
Curriculum Areas and typical supplies needed for each area:
Note – many supplies are consumable, meaning they need routine replacement.
Science – starch, oil, vinegar, salt, liquid soap, containers, baking soda, corn starch, flour, baking powder, borax,
glue, food coloring, corn meal, bird seed, magnets, magnifying glasses, petroleum jelly, etc.
Art – paper (water color, construction, finger paint, vellum, tracing, large format, transparency, charcoal, etc.), paint
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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.
(water color, liquid water color, powder tempera, tempera, finger, biocolor, people color, plastic paint), clay, glue,
scissors, brushes, squeeze bottles, squeegees, embellishments, boiputty, markers, crayons, colored pencils,
charcoal, oil cray pas, pastels, chalk, canvas, wire, beads, paper making supplies, etc.
Language Arts – book making materials such as laminate materials, paper, children’s books, writing materials, etc.
Social Studies – puzzles, games, materials for making games, books, maps, etc.
Music & movement – CDs, CD player, instruments, materials to make instruments, balls, hula hoops, scarves, etc.
Blocks – large motor skill blocks (unit blocks and accessories), fine motor skill blocks/manipulatives, etc.
Dramatic Play – fabric, props such as kitchen materials, costumes, mirrors, etc.
Math – craft sticks, cotton balls, poster board, graphing materials, Unifix cubes, pattern blocks, K’nex, etc.
Infant/Toddler – toys, fabric, books, mats, rugs
School age – toys and games for older children
Special Needs – adaptive equipment for children with special needs and for teaching children about other children
with special needs
Diversity – materials that encourage acceptance of diversity and materials that reflect the diversity among our
students including cultural items typically found in the kitchen and in the home, music and musical instruments and
children’s books that reflect diverse cultures.
2.
3.
4.
(Press tab for additional rows.)
XIII.
Facilities
A.
Describe any new facilities or additional classrooms (leased or built) required to implement program goals. Provide a
comprehensive justification based on program goals, student learning outcomes, program data, and external scans.
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.
When remodeling the CDC Trailers, two site issues came up that are still being addressed and will need to be monitored:
1. There is water intrusion from a drainage issue behind one of the trailers (CDAD 6401). There is a temporary
installation of sand bags behind the trailer. A curb is supposed to be built to protect the trailer and redirect the
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XIII.
Facilities
water flow. This water intrusion had created some issues under the trailer including pooling and soil erosion. The
water intrusion also impacted the trailer subflooring; the subfloor was replaced.
2. The existing decking around two of the trailers (CDAD 6401 and 6301) was not ADA compliant. A temporary solution
of ramp like matting was installed. There are plans to remove and replace the entire deck to meet ADA compliance.
XIV.
Other Additional Resources Needed to Implement Program Goals
Include costs for student transportation related to educational programs, required insurance payments, and organizational
memberships. Provide a comprehensive justification based on program goals, student learning outcomes, program data, and
external scans. Link the request to an annual program goal in Section VII.
Press Ctrl + Click to identify the specific Annual Program Goal addressed.
Item and Justification
Cost
Annual
Goal
(Press tab for additional rows.)
XV.
Consolidated Priority Listing
From the requests listed in Sections X (except full-time faculty), XI, and XIV, prioritize the items in the order you wish the Resource
Advisory Task Force to consider them.
1.
Portable projectors
$800
2.
Closed Captioned videos
$20,000
3.
Student tutors
$9,000
4.
Repair of lecterns/podiums
$1,000
5.
(Press tab for additional rows.)
Additional Comments or Information:
Insert additional comments or information here:
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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
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C. Cultivating Partnerships
C1. Develop and enhance revenues generated through grants, entrepreneurial ventures, and community partnerships
C1a. Expand educational partnerships that bring community events and community members to the campus for educational, cultural, social, and
recreational activities
C1b. Create an enterprise task force that will consider ways to expand revenue-generating opportunities within future and existing operations
including bookstore, facilities rentals, and food services
C1c. Develop a self-funding grants program that will increase college revenue
C2. Expand productive sustainable community alliances
C2a. Create a database of financial and equipment needs that can be shared with potential donors
C2b. Pursue financial, material, and collaborative resources through enterprise activities and fundraising to create a sustainable stable source of
income
C3. Foster partnerships with business and industry
C3a. Increase advisory committee participation of local business and industry
C3b. Increase number of employers to participate in job fairs
C3c. Develop internship programs with business and industry partners to foster community relations
D. Ensuring Student Success
D1. Address the basic skills needs of underprepared students in developmental and introductory courses
D1a. Gather student input about the challenges faced in introductory courses and use this information to inform the development of strategies and
solutions
D1b. Increase the number of new students successfully completing at least one English class and one math class during their first year
D1c. Increase the number of new students who successfully complete their developmental sequence within two years (English 20, 21, 28) (Math
105, 110, 115)
D2. Enhance customer service interfaces considering timely responses and quality of experience
D3 Maintain a robust and reliable information technology infrastructure with current computing equipment for the entire college population
D3a. Establish a wireless network on the campus in areas that are used regularly by faculty, staff, and students
D3b. Ensure that existing infrastructure, systems, equipment, and software are maintained to accomplish daily operations in all functional areas of
the college
D3c. Provide comprehensive training programs for faculty and staff for smart classrooms and conference rooms
D3d. Improve customer service responsiveness and satisfaction rates for faculty and staff using the College Maintenance Management System
(CMMS)
D3e Standardize audio visual equipment in all classrooms to provide uniform experience and training
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D4 Support faculty and staff by maximizing the effective use of technology, enabling academic innovation in instructional delivery
D4a Develop plans to improve course effectiveness by fully integrating innovative tools and delivery methods
D4b Increase online class offerings
D5 Provide a learner-centered environment that promotes active learning and student engagement
D5a
D5b
D5c
D5d
Review and revise Student Learning Outcomes (SLOs) and assessment mechanisms
Ensure active learning and applied knowledge and skills are examined through authentic assessment
Create a professional development focus that emphasizes student active learning and engagement
Create programs that promote student and faculty contact outside the classroom
D6 Increase student awareness and use of student support services and programs
D7 Increase student participation in Associated Student Organization (ASO) activities and shared-governance committees
D8 Enhance opportunities for student involvement in cocurricular and extracurricular activities that will enrich campus life