Team 1: Planning Subcommittee

1. Priority 1 Review Foster a culture of academic excellence by systematically strengthening the educational programs and quality of teaching that lead directly to greater student success. Team 1: Planning Subcommittee Celina Benitez, Kathleen Bimber, Gary Colombo Maryane Des Vignes, Evy Hasegawa, Janine Julien, Daryl Kinney, Joyce Moore, Patty Schmolze, Rebecca Tillberg April 2005

2. 3 Areas of Review • Identify what has been accomplished using Vital Signs as key indicators • Identify gap between strategic goals and outcome • Recommendations

3. Vital Signs used as Measures of Success for Priority 1

6. Strategic Priority 1.1 • Develop and implement a new educational master plan that focuses on enhancing the academic enterprise of the core campus. • M. DesVignes. An Educational Master Plan was drafted by sub-committee of EPC. The draft was reviewed by appropriate campus groups and was approved by EPC and the Shared Governance Committee in October 2002. Review in spring 2005 will include program viability and Department biennial review, and 6-year outlook for new programs

7. Recommendations • Priority 1.1 None

8. Strategic Priority 1.2 • Develop new programs that are responsive to student, industry, and four-year institution needs. Six-year program review provides the impetus for this strategy as does the Educational Master Plan. Implementation of these efforts will occur throughout the strategic planning cycle. (Rev 5.10.02) • DesVignes: With the completion of the departmental biennial program review cycle and annual budget planning process, the EPC will encourage departments to submit prospective proposals regarding new programs and services during the Spring, 2005 semester, and after evaluation, the EPC will conduct mini-viability studies with recommendations for future consideration.

9. Strategic Priority 1.2 • Develop new programs that are responsive to student, industry, and four-year institution needs. Continued. • New Programs: UCLA Collaboration; CAOT Contract Education; Psychology Contract Ed; Nursing Pediatrics, CNA, HHA; International Business; Forensics; ABA Paralegal Program is seeking State Certification. • Bimber and Hasagawa, Degree/Dept/ Discipline Revisions Review: The committee (made up of Curriculum Chair, Articulation Coordinator, Curriculum Dean) has reviewed the following departments and has updated courses and programs: CSIT, Business, CAOT, CT, ET, AJ/Law, Engineering, Theatre, Foreign Languages/Humanities, Sociology, Political Science, African American Studies, Asian American Studies, Art and Architecture. Updated programs are reflected in current Catalog.

10. Strategic Priority 1.2 • Develop new programs that are responsive to student, industry, and four-year institution needs. Continued. • Bimber and Hasagawa. Viability Review: In an effort to strengthen existing programs, viability studies have been completed for the following departments, Anthropology, American Cultures, Art/Architecture, Business,CAOT, Computer Tech, Earth Science, Engineering, Foreign Languages/ Humanities, and Real Estate, Women’s and Men’s P.E. Studies resulted in recommendations to strengthen programs and/or combine with other departments.

11. Vital Sign # 2 Used as Measure of Success for Strategic Priority 1.2

12. Used as Measure of Success for Strategic Priority 1.2 The commencement of the LAPD program accounted for the dramatic increase in certificates awarded in 2000. The program was discontinued in 2003 which accounts for much of the decline in certificates.

13. Recommendations • Priority 1.2 • Continue practices that have resulted in successful certificate programs

14. Strategic Priority 1.3 • Increase Student transfer number to four-year colleges over 2003-04 by at least 10% by 2007. * This strategy involves scheduling issues of an administrative nature. The subcommittee should include (or designee): Curriculum Dean, Curriculum Committee Chair, Articulation Coordinator, Chair of Counseling, Chair of Chairs. (Look to Southwest for best practice) (Rev 5.10.02). Academic Deans should also be included (Rev6. 2.28.05) • Ireland:Class Tracks software,a program for scheduling and tracking degree, transfer, and certificate programs has been purchased by LACCD and will help to ensure that courses are offered in a sequence that enables to complete a degree or certificate in timely way. *Original wording: Develop, implement, and communicate a comprehensive matrix of sequential courses to satisfy transfer requirements.

15. Measure of Success for Strategic Priorities 1.2 and 1.3 The commencement of the LAPD program accounted for the dramatic increase of certificates awarded n 2000. The program was discontinued in 2003 which accounts for much of the decline in certificates.

16. Measure of Success for Strategic Priority 1.3

17. Measure of Success for Strategic Priority 1.3

18. Recommendations • Priority 1.3 • Consider re-establishing the PACE program or developing a similar accelerated transfer program • Provide a student-friendly campus (food court, state-of-the-art computer and science labs, small group study areas, etc. • Provide better access to academic counseling by increasing the role of counseling and evaluating new technology available for tracking student progress. • Encourage participation in programs emphasizing academic excellence (honors program, TRIO, etc.) • Establish focus groups made up of administrators, faculty, staff, and students to assess the campus needs. • Increase campus outreach efforts including feeder schools, business and industry, etc that lead to transfer and 4-year degrees. • Develop, implement, and communicate a comprehensive matrix of sequential courses to satisfy transfer requirements.

19. Strategic Priority 1.4 Investigate the key factors associated with excellence in teaching and learning; identify a philosophy, implement an approach, and deploy a series of “best practices.” • A broad-based task force will be appointed by SGC to (1) study the research on teaching and learning, (2) develop a philosophy and practices that reflect the uniqueness of LACC, and (3) propose an implementation plan that includes a unit of primary responsibility to ensure ownership and continuous improvement. Members include: IR, Academic Senate, Staff Development, T & L Center, ASBG, and perhaps external consultant. May want to include shepherds. Also detailed in Goal 2 of the Ed master Plan—“Enhance the quality of teaching (pedagogy) in all academic programs to help students achieve their personal educational goals” (Rev 1.23.03). • Colombo: A broad-based Student Learning Outcomes task force was appointed by the SGC in 2003 to (1) study the research on teaching and student learning, (2) develop a set of College-wide “Core Competencies,” (3) assist the faculty in the implementation of these competencies at the course, program, and degree level, and (4) explore best practices in student-centered curricula and pedagogies. Members of this SLO Taskforce include IR, Academic Senate faculty representatives, Staff Development, the T & L Center, and the ASO.

20. Strategic Priority 1.4 • Investigate the key factors associated with excellence in teaching and learning; identify a philosophy, implement an approach, and deploy a series of “best practices.” Continued • Colombo & Kinney. Since its creation, the SLO Taskforce has met regularly to explore issues related to teaching and learning. Taskforce members and other key faculty have attended several Student Learning Outcomes and Assessment workshops both inside and outside the State including site visits to other colleges. In Fall ’03, Key faculty participated in a day-long workshop led by the Director of CSU’s “Center for Teaching and Learning.” In Fall ’04, the Taskforce held a special College-wide “Town Hall Meeting” on “Defining Core Competencies” that involved nearly 100 faculty, students, and staff. Since then, the Senate, EPC, ASO and other representative groups have refined the proposed competencies, which will be reviewed by all constituencies and approved in Spring ’05. The SLO Taskforce has also conducted follow-up workshops on Student Learning and course and program outcomes.

21. Measure of Success for Strategic Priority 1.4

22. Faculty, Staff, Administrators Survey To what extent do you agree that during the period 1999 to 2003 LACC has been successful in achieving these priorities? Priority 1.4

23. Recommendations • Priority 1.4 • Continue practices that lead to improved Student Learning Outcomes. • Incorporate identification of SLOs into program review process. • Begin to pilot assessment of SLOs. Use reviews to improve programs and instructions.

24. Strategic Priority 1.5 • Advance the use of technology in instruction with a specific focus on improved student learning outcomes. • Schmolze. Faculty has been given assistance in usage of Etudes, the district online management system. As of Fall 2004, LACC has offered approximately 200 distinct courses utilizing the Etudes Course Management system; additional courses are being added daily for spring 2005. The @one winter 2004 and summer 2004 Institute provided weeklong training for over 100 faculty and staff. CVC web site trainings have been made available to faculty. Over 100 faculty and staff signed up for a year long skills soft training offered through the Foundation for Community Colleges. There have been almost 100 faculty who have used the online professional development 4faculty.org. Trainings in using district online resources and CCC Confer office hours have been a regular part of TLC offerings.

25. Measure of Success for Strategic Priority 1.5

26. Recommendations • Priority 1.5 • Continue practices that lead to improved student learning and increased use of technology.