distance education section i. program plan online student transfer information system (assist) link...

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Distance Education AUP 2016-2017.doc For questions about Program Review Annual Update Planning process, contact the Office of Institutional Effectiveness and Advancement, 323-415-4152 OR [email protected].

Annual Update Plan 2016‐2017 for Academic Departments Department Name: DISTANCE EDUCATION

Section I. Program Plan Complete Program Plan table by: a. Describing your department or unit goals based on the data provided in the preceding questions or in the comprehensive program review

self‐evaluation. Identify the programs involved and the alignment to a strategic planning objective. Additional goals may be added if necessary.

b. Reporting progress on your department goals, i.e., activity undertaken up until September 2015. c. Stating the measurable outcomes anticipated from implementation of your department goals in 2016‐2017.

Department Goal Programs

Involved Alignment with

Education, Technology, or Facilities Master Plan Objectives

Progress to date

Description of previous or ongoing activities

Anticipated Outcome of Department/ Unit Goal

Description of anticipated improvements on measures

Additional Resources Required in 2016‐2017

Brief description of resources required to accomplish department

goals. Detailed description is required on the AUP Budget Augmentation Request form.

Strengthen effective teaching and learning practices for online classes.

Distance Education

Goal 4: Identify and imple Effective teaching and learning practices is on going and updated.

Distance Education (DE) office compiles effective online taching and learning practices each year and send best practices to the online faculty.

Collaborating with the Curriculum chair, the DE addendum has been updated to reflect:

Continued dialgoue with online faculty to strengthen effective teaching and online learning practices.

Attending conferences with emphasis on online education. Offer technology workshops for faculty

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1. Instructor initiated contact

2. Sample assignment

3. Sample instructor feedback to a student on an assignment or exam.

Implement student online orientation

Distance Education

Goal 1: Ensure adequate Summer 2015 the Distance Education(DE) office has implemented one part of the student online orientation module (LMS instructional video) Fall 2015 the second part will be implemented (Online Readiness Modules) and Spring 2015 the third part (LMS review and orientation mini labs) will be implemented.

Assist online students in being proficient, knowledgable with East LMS as well as being able to navigate comfortabley within the LMS.

Space on the Distance Education home web‐page. Need of additional audio/visual video online (Distance Eduction) matriculation process . Add an interactive component to the audio/visual videos.

Supports faculty in development and delivery of their online courses by establishing and maintaining best practices for online course delivery and recommends skills for teaching online

Distance Education

Goal 4: Identify and imple Tech Fest workshops offered through the Distance Education office spring 2015 .

Learning Management training offered summer 2014, Fall 2014, Winter 2015 and Spring 2015 which supports faculty in their online course. Course covers best practices for the online modailitiy.

Distance Education office offers one‐on‐one workshop training and problem solving on the learning management system.

Continue support for online faculty. Improved quality of online instruction which enhances student success and readiness through the use of educational technology, training and best practices in the online and hybrid course.

Develop strouble shooting resources. 1. Videos 2. Question & Answers 3. Screen shots 4. Interactive tools 5. LMS tools

Systematically maintain, evaluate

Distance Goal 3: Utilize the college Fall 2014 and spring 2015 ELAC revised and launched it's new

Continue update DE website to support students and faculty.

Space on the Distance Education home web‐page

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and improve the DE online website to make it more accessible and useful for students, faculty and staff

Education website. Information on DE home page is current and easy to find.

The Distance Education home page has been updated to assist potential and current students find the information they need easily.

Faculty can find useful information by going to the instructor resource page on DEs home page ie; Online faculty manual, policies and conferences.

Distance Education now has a strong presence on ELAC home page.

The Distance Education Program's website provides access to a comprehensive collection of online resources. The website meets the World Wide Web Consortium’s (W3C) markup validation service requirements and complies with Section 508.

The new website is a more dynamic portal which includes multimedia such as screencasts, audio podcasts, and links to instructor‐

The Enhancement of the ELAC DE home website page is essential to achieving the College’s Mission and Strategic Goals. A strong web presence will allow the college to send a global message which states that ELAC is a conduit of educational excellence and that we are committed to student success. Additionally, a strong web presence can eliminate redundancy and unnecessary work for staff and faculty members. Beneficial factors include the elimination of numerous and redundant phone calls to the college by displaying essential information and procedural instructions on department and unit websites, and reducing printing budgets by digitizing information, and by putting it up on the college websites.

508 compliance software

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generated content.

The website is compatible with mobile devices such as the iPhone, iPad, and/or any Android‐enabled device. There is also an Etudes app for mobile access.

The site includes the latest course schedules and a directory of online student services including:

• Online Student Help Desk

• Etudes login instructions, video tutorials and FAQs

• Information about how to enroll in and add courses

• System requirements

• Online Student Orientation

• Schedules for online and hybrid courses

• Access to the Online Writing Lab and online tutorial services

• Pre‐Assessment Questionnaire for new online students

• A direct link to the College Bookstore website where students

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can access information regarding required and recommended course materials and purchase materials to be picked up on campus or shipped to their home or business

• Online library services

• Biographies, photos, and email addresses of online instructors

• Instructor resources

• College news and events

• Link to the main college website

• A Contact Us link

• Electronic access to the library catalog

• Remote access to periodical and research databases

• 24/7 online reference assistance

Online student support services

Self‐help online help form

Online help desk

Online tutoring

Online course add request portal

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Online Learning Pre‐assessment

Writing lab

Course catalog

Admissions

Schedule of classes

Registration

Assessment and testing

Academic Advising and counseling

Orientation

Financial aid

Student accounts

Student to student communication

College to student communication

Faculty to student communication

Bookstore services

Library services

Remediation services

Retention services

Disabled student services

Personal counseling

Career Counseling & Placement

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services

Ethical & Legal services

Information Technology (IT) online help desk

Financial planning

Health services ‐ limited for online is understandable

Student activities

International services

Transcript ordering/payment

Emergency calls to landline telephone

Emergency calls to cellular telephone

Emergency text message to cellular telephone

Assessment Services

• Scheduling assessment tests

• Practice tests

• Assessment testing schedule

• Online orientation

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Counseling Website

• Counselors and their contact information

• Hours, office location and FAQs

• Live online chat

• Online student transfer information system (ASSIST) link

• Associate Degree checklist

• California State University checklists

• University of California General Education checklists

• Counseling discussion board

• DegreeWorks video tutorial

Access to DegreeWorks to monitor academic progress towards transfer, degree and certificate completion and view Student Education Plans

Financial Aid Website

• Online application

• Office location, hours and

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contact information

• How to apply

• Eligibility requirements

• Types of aid

• Scholarships

• Board of Governors Grant (BOGG) fee waiver information

• Student loans

• How Financial Aid Works

• Forms

• Grant application deadlines

• Daily financial aid news

Improve the effectiveness of Distance Education through data‐driven planning and decision‐making

Distance Education

Goal 4: Develop methods DE student success rates have risen 10% from 2011 ‐ 2014. While DE success rates are still 10% lower than traditional courses, the DE office is committed in bridging the gap between traditional courses and DE courses.

Continue to bridge the gap between online courses and traditional courses. Assessement will be based on current data.

Continued data in a timely manner from OEIA.

None

None

None

None

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Section II. Program Review Response Complete Table by:

a. Reporting progress on program review recommendations b. Stating the anticipated outcomes and progress to date

Recommendation Progress to Date Anticipated Outcome of Department Goal

Additional Resources Required in 2016‐2017

1. It is recommended that the program continue to report on the technology and facilities needs in the annual update and work with supervising dean to get them met.

Distance Eduction (DE) office August 2015 moved to Corporate Drive. The space for the Distance Education office is spacious. Distance Education Coordinator has identified office space. The sound room, editing room, filming room and interview have space identified and is in the process of organizing the space. Workinig with Dean Vi Ly in acquiring lap tops and computers to run DE mini labs for students and faculty. LMS training and assistance has been identified. Summer 2015 the Board of Trustees approved Ensemble. This allows live streaming as well as server space to place instructors videos/lecture capture which eliminates the need for You Tube. We continue to support Question

Spring 2015 Mini labs will be set up. Student LMS orientation will be scheduled. Continue supporting faculty with their personal videos and class videos in a secure space through Ensemble.

Funding for: • Ensemble/Server space (continued funding) • Intelliboard (continued funding) • Computer desk/tables for 6 mini labs • 6 PC computers • 12 lap tops • Question point (continued funding) • Intelecom (continued funding) • 508 compliance software • White Board project & capture – Smart Board • Turnitin (continued funding) • Smart class room at Corporate Center • Additional licenses for Camtasia • Lyndia subscriptions for faculty

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point which is 24/7 library support. DE office needs to continue this support which is valuable service to our students. The DE office is still in need of 508 compliance software. You Tube closed captioning is not reliable.

2. It is recommended that the DE Committee follow the advice of the Learning Assessment Committee and broaden the scope of their Student Services Outcomes since the assessment results indicate that 99% of students are successful.

Distance Education Program is committed to developing methods to ensure that the educational quality of Distance Education is comparable to that offered in a face to face classroom, as well as, develop methods to ensure that online students receive services of comparable scope and quality to those received in a face to face classroom. DL Committee provides practical approaches toward defining and understanding online versus traditional course success and retention gaps; it also places strong emphasis on the meaningful interpretation of student data provided by OIEA. Members of the DL Committee meet each month to discuss online learning. Dialogue within and amongst AFT faculty representatives, Academic Senate faculty Representatives, IT, Distance Education Dean, and the Distance Education Coordinator recommend and assist moving the

Continued dialogue within the DE program to assist East students Technology: Multi Media Specialist, Juan Chacon, scheduled times to meet with faculty and assist them with creating dynamic instructional course designs in their LMS using technology. Instruction: The DE office has scheduled workshops for the fall and spring semester that faculty can attend for professional development. Tech Fest workshosps, Best Practices using LMS, Etudes training, Moodle training are just a few. Support. The DE office will continue to support faculty and students with their online class. This is ongoing from day to day, week to week and semester to semester.

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college forward to meet the evolving needs of our online students through instruction, curricula, programs, and services. The Distance Education Coordinator has identified three new PLO’s for the new cycle. Technology: Introduce Instructional technology that empowers the success of faculty and students in distance education Instruction: Assist faculty with best practices for online student success Support: Assist faculty and students with online student and faculty support.

DE office offers tech support services which provides technical problem resolutions by guiding students through step‐by‐step solutions.

3. It is recommended that the program plan be revised with more precise program goals because what is currently listed is either college‐wide goals or resources needed.

Goals: 1. Increased assess to more diverse online class to lead to student increase in transfer, certificate and degree. a. Participate with the Online Education Inititiative b.. Adopt Canvas 2. Increase student success in DE courses. a. Bridging the gap between traditional classes and online

• Increase the number of college associate degree graduates and transfers to four‐year colleges • Improve retention and success of students enrolled in Online Course Exchange courses • Increase California Community Colleges education for the underserved and underrepresented including individuals with disabilities and

Funding: 1. Canvas traning @ ONE 2. Provide additional instructor resources. Instructional Media Assistant position Secretary/ office assistant Software 3. Support adopting Canvas, sign contracts and continue support past the 4 year contract Comply with State and Federal regulations requires personal in

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classes. 4. Comply with State and Federal Regulations

those with basic skills needs • Increase ease of use and convenience of the online experience • Decrease the cost of student education • Significantly increase demand for online course delivery Comply with State and Federal regulations

assisting with the regulations ie; State Authorization

4. It is recommended that, upon Senate approval of the Distance Education Philosophy Statement, the program work with Academic Senate to promote courses and programs as appropriate under the philosophy statement.

Distance Education Coordiantor is working with the Curriculum chair in developing a Distance Education Philosophy Statement recommended by the Academic Senate. The proposed DE Philosphy statement will then be vetted through the Distance Learning Committee.

Distance Education Philosophy Statement completed by the end of Fall 2015 semester

None needed.

5. It is recommended that the program stop making assumptions about the level of student preparedness and develop a plan with solutions for discrepancies in student success based on analysis of data. This plan should be incorporated into

The Office of Institutional Effrectivenss each year provides the Distance Education Coordinator with raw data with online courses which reflect that Asian/Island Pacific students are assessing at a higher rate than hispanic students when entering East Los Angeles College. From East Los Angeles College

The Distance Education office will annually assess student preparedness and will share/vet results with the Distance Learning Committee to avoid assumptions from all and include the source. Representatives from the math and english departmens and the Assessment center are developing a web‐based practice

OEIA continue to provide data each year.

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the next DE substantive change report. The program should work with OIE if technical assistance is necessary.

Strategic Plan; "ELAC is an open‐access community college. This means that admission to the college is open to any person over the age of 18, regardless of their prior schooling or training. Due to the absence of stringent admissions criteria, students begin their studies at ELAC with widely varying educational backgrounds. However, a large proportion of students do possess a high school diploma upon admission. It should be noted though, that many of the major feeder high schools in the ELAC service area have average standardized test scores that rank among the lowest in the state. For these reasons, many students who begin their college studies at ELAC are placed in basic‐skills‐level courses in English and Math. Completing the basic skills course sequence often takes multiple semesters, which delays graduation and/or transfer. Further, persistence through the entire basic skills sequence is often low. This means that while students are in basic‐skills‐level courses in English and Math, they are also enrolled in collegelevel courses in other disciplines without possessing college‐level English and Math skills. Due to thecombination of these factors,

module for the math and english assessments and an in‐person workshps to familiarize students with the Assessment Placement Process. Based on their results, students will be told were they would likely be place. They will receive information about the questions they missed.

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ELAC faces a unique challenge in educating students. As noted earlier, the local area high schools which feed students into ELAC face a number of challenges. All of the top feeder schools have a majority of students who are socioeconomically disadvantaged, with some schools having over 90% of their student body fitting this category. In addition, nearly all of these Appended November 2012 East Los Angeles College | Strategic Plan 2011‐2017 41 schools have very low average standardized test scores with approximately half scoring in the bottom decile of the state. This is evidence that a majority of students who enter ELAC from local feeder high schools may lack many of the academic skills necessary to succeed in college. This can be further demonstrated when examining the results of entering students’ Math and English placement test scores. In Fall 2009, only 5% of students tested into transfer‐level Math. This means that 95% of students need to take at least one semester of Math before reaching transfer requirements. Further, a majority of students place 2 or more levels below the AA degree graduation requirement. a majority ofstudents test into

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English courses that are 2 or more levels below transfer requirements. Only 12% of students test into college‐level English. Taken together with the Math placement results, this means that a large majority of ELAC students will need to take at least 16 units of Math and English basic skills courses prior to enrolling in English 101 or Math 125. In addition, anecdotal evidence suggests that students who get high grades in underperforming schools may receive a shock to their self‐esteem when they test into low‐level English and math courses at ELAC. The unexpected realization that they will need to spend multiple semesters taking these courses may reduce their motivation to graduate and/or transfer. One final issue that impacts student preparation and success is the effectiveness of counseling and advising services on campus. In an ideal world, counselors would meet regularly with students early in their academic career at ELAC to discuss basic‐skills sequences, graduation and transfer requirements, and a variety of other issues

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related to student success. However, it appears that the current situation at ELAC is far from ideal. In the student survey, approximately 48.9% of students stated that they do not have a formal educational plan designed by a counselor. As a result, there is a large population of students on campus taking classes without receiving much guidance or advising. This likely has an impact on student progress through the basic skills sequence because students may not have anunderstanding of what is needed to graduate/transfer, or the timeframe that is necessary to meet these goals."

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Section III. Program Description College Mission: East Los Angeles College empowers students to achieve their educational goals, to expand their individual potential, and to successfully pursue their aspirations for a better future for themselves, their community and the world.

Goal 1: Increasing student success and academic excellence through student‐centered instruction, student‐centered support services, and dynamic technologies. Goal 2: Increasing equity in successful outcomes by analyzing gaps in student achievement and using this to identify and implement effective models and programming to remedy these gaps. Goal 3: Sustaining community‐centered access, participation, and preparation that improves the college's presence in the community, maximizes access to higher education and provides outlets for artistic, civic, cultural, scientific and social expression as well as environmental awareness. Goal 4: Ensuring institutional effectiveness and accountability through data‐driven decision‐making as well as evaluation and improvement of all college programs and governance structures.

In collaboration with the District’s Mission, ELAC is committed to advancement in student learning and student achievement that prepares students to transfer, successfully complete workforce development programs, earn associate degrees, and pursue opportunities for lifelong learning and civic engagement.

Please update your program description in light of the College Mission.

1. Please provide any changes to your programs of study or programs of service since the completion of your previous program review annual update in September 2014.

The mission of the Distance Education Program (DE) at East Los Angeles College facilitates student learning using diverse educational tools and innovative teaching methods. In a dynamic online learning environment, we assist students in achieving degrees, transfer, career certifications, and lifelong learning. We support and encourage faculty in mastering new technologies to provide access to students no longer limited to the traditional college learning environment

The Distance Education (DE) Program provides comprehensive services that empower faculty and students with skills that are essential to success in online/hybrid courses. DE office helps faculty utilize instructional technologies to enrich the learning process. The Distance Learning Program serves the function of communicating with and advising the college on its decision making regarding online learning issues by evaluating, developing recommendations for consideration by ELAC shared governance Council, Education Planning and Sub Committee and the Academic Senate.

The Distance Learning Program addresses online learning efficacy as it relates to the total instructional program. The Distance Learning Program shall have the responsibility of

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determining proficiency in a CMS and shall serve as a resource to the college on distance learning issues. Distance Learning Program promotes guidance to faculty in various learning modalities including online, hybrid and web enhance courses.

1. Hiring of an Online Technical Support Assistant to assist in the Distance Education office. Alex provides routine technical support and assistance to students, faculty members, and other staff with online courses, learning management systems, and other web‐based instruction support at the college.

2. State Authorization:

Former U. S. Secretary of Education Richard W. Riley and 20 other leaders were invited to explore the regulation of postsecondary distance education on a new national commission organized by the Association of Public and Land‐grant Universities (APLU) and the State Higher Education Executive Officers (SHEEO) in 2013. The Commission on Regulation of Postsecondary Distance Education invited testimony and information, and develop recommendations, to address the regulatory costs and inefficiencies faced by postsecondary institutions that must comply with multiple and often inconsistent state laws and regulations when providing educational opportunities in multiple state jurisdictions.

The "borderless" nature of distance education has resulted in many institutions serving students from a large number of states. An institution may have national reach but only serve a small number of students in any given state through online courses. As such, the oversight methods used by individual states to monitor traditional on‐campus, in‐classroom courses may not appropriately cover the operations of these multi‐state distance education providers.

State authorization ensures that East Los Angeles College can operate distance education programs in multiple states as long as we meet certain criteria relating to institutional quality, consumer protection, and institutional financial responsibility.

All postsecondary students require protection against fraud and misrepresentation, but students in distance education programs may require even stronger protections because they complete their courses and programs outside the visibility of traditional oversight and monitoring structures. Because the interstate reciprocity agreement is likely to increase the number of students participating in distance education programs, participating states and institutions must take special care to protect these students.

If an institution is offering postsecondary education through distance or correspondence education to students in a State in which it is not physically located or in which it is otherwise subject to State jurisdiction as determined by the State, the institution must meet any State requirements for it to be legally offering postsecondary distance or correspondence education in that State. An institution must be able to document to the Secretary the State's approval upon request.

East Los Angeles College must comply with any applicable State approval or licensure process and be approved or licensed by name; and if there is an approval or licensure process, may be

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exempted from such requirement based on its accreditation, or being in operation at least 20 years, or use both criteria.

3. September 2015 East Los Angeles College approved partcipating with the Online Education Inititiative and adopting Canvas. October 2015 contracts negotiations will begin.

2. Describe any trends, recent events, or activities that have impacted your program(s) since completion of your previous program review annual update in September 2014. Please be specific to each program provided in the list above. State Authorization The pronounced variability among state laws regarding authorization makes compliance, in a national or even regional sense, an extremely time‐consuming and expensive task. Some states require any distance education provider, regardless of physical presence in the state, to seek authorization from the state before offering courses to students. For states that require institutions with a physical presence to seek authorization, there are numerous legal definitions regarding what constitutes a "physical presence" – dependent upon, for example, whether the provider owns or leases actual property in the state, advertises its operations in the state, adjunct faculty living in their state, or engages in recruiting activities in the state. In addition, some states require providers to seek accreditation while others do not. Finally, almost every state requires an institutional fee for the authorization process, which may vary based on the type of program and number of students being served. Some states grant authorization at the institutional level, others on a program‐by‐program basis. All of these requirements may be further complicated by the type of programs (degree vs. non‐degree) and provider (public, private, for‐profit, religious/tribal) seeking authorization. East Los Angeles College also must constantly monitor state regulations, policies, and interpretations to ensure that we are meeting current requirements in a policy environment of consistent change. Removing this patchwork of conflicting, constantly changing state laws and regulations is the principal motivation for the recommendations that follow.

a. Which of these trends, events, or activities have most impacted your programs? Because of the variety of Distance Education authorization regulations among states, the burden for East Los Angeles college to be compliant with multiple states in multiple jurisdictions is daunting.

b. What efforts have been made to address the impacts of these trends, events, or activities? 2012 District started the process in gathering state authorization agreements. The process was slow as Jasmine gathered this information , she was also asssigned other duties. 2013 Maury was assigned the task to continue the process. Again the process slowed and even stalled. Summer 2015, the Distance Education Coordinator made a commitment to reach out to each state and attain approval for East Los Angeles College to offer Distance Education courses to their in students residing in their state. As you can imagine this process is slow as the Distance Education Coordinator also has other duties thatI have been assigned. To date, ELAC has 20 state authorization exemption lettersbut more are needed.

c. What effect have these trends, events, or activities had on student goal attainment? ELAC delivers a growing number of online education courses and programs throughout the United States and its territories. East Los Angeles College has taken steps to protect its students and operations nationwide. The institution has been granted authorizations, exemptions and waivers from many states.

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The District Distant Education Committee recommended the following statement: East Los Angeles College online learning program must obtain approval from each online student’s home state where they reside before he/she may enroll in an online course at one of our nine campuses. If you are planning on enrolling in an online course and you reside outside of California, (Armed forces are exempt) please select the state in which you currently reside and review its current status. If LACCD/ colleges do not have state authorization from the State you reside, unfortunately at this time you will not be able to register for any online courses. If you were successful in registering for an online class, we will have to remove you from the online class. Many states require fee's or require membership in SHEEO. Due to this, students currently residing in those states will be blocked from taking online classes at ELAC.

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3. Use the following tables to describe any new courses or programs that you anticipate developing and offering over the next six years. Proposed Course Type Expected

Semester of First Offer

With the limited space at ELAC, the Distance Education program is expected to grow to assist in solving the space problem and assist students in continuing achieving their educational goals. Not responsible for adding courses or programs. This falls under each department.

Select item

Select item Select item Select item Select item Select item Select item Select item

Proposed Program

Type Estimated Time to Completion

Existing Courses Required for Program

New Courses Required for Program

(Also list in the next table) Select item

Select item

Select item

Select item

Select item

Select item

Select item

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Section IV. Program Assessment The College Mission has broad planning goals that are the basis for all other college planning documents and departmental plans. Together these four goals provide a foundation for building a true agenda of student success. Goal 1: Increasing student success and academic excellence through student‐centered instruction, student‐centered support services, and dynamic technologies. 1. The college is required by both federal and accreditation standards to establish levels of minimum

performance. In response, the college has the following institution set standards (see the table below). In setting these standards, the college acknowledges that each program serves a unique population and provides curriculum that leads to varied anticipated outcomes. This is the second and final year of the process of setting program set standards. On the Institution Set Standards 2015‐16 form you will find the values your department previously set for program set standards, as well as other standards. Please provide the final set standards for each of your disciplines and programs of study. You may consider the values you set during the last annual update, or set new values. These standards indicate the minimum level of success, which if not met, would cause concern and indicate a need for programmatic improvement. Falling below your program set standards will trigger a response from the college and may trigger a response from accrediting agencies. The college’s institution set standards may serve as a guideline in your discussions. Standards are minimum levels of performance. Do not set targets or goals when setting a standard. Retention and success are important indicators of student success. Please indicate your standard for these indicators. You may set standards for the department as a whole or for each discipline in your department.

Course‐level Standards by Discipline

Course Standard

Institution Set Standards

Discipline(s) name

Program Set Standards College Standard

College Goal

Discipline Standard

(%)

Discipline Goal (%)

In‐Course Retention 84% 90% Distance Education 70% In‐Course Success 63% 70% Distance Education 70%

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Program‐level standards for completion exist for programs of study with degrees and/or certificates. For each degree and certificate, list number of completions for the standard. Program Completion Standard

(number of completions) Completion

Target Not responsible for program level standards. This is the responsibility of the program of study

Licensure pass rate and employment rate standards should be provided for all appropriate CTE programs. The college is in the process of developing effective methods for tracking job placement. Until such time that college specific data is available, data from the Launch Board http://doingwhatmatters.cccco.edu/LaunchBoard.aspx can be used. Program Licensure pass rate

standard, if applicable Employment rate

standard This is the responsibility of the program of study

2. Using the data provided by OIEA or the following link

http://www.elac.edu/facultyStaff/oie/ataglance.htm, evaluate your efforts to improve student achievement (retention, success, program completion). What plans have been put in place to improve these outcomes since the completion of the Program Review Self‐Evaluation? OIEA collects and disseminates data related to course success and completion. The data are then used by departments and faculty to improve teaching and learning. The Distance Education office continually evaluates the learning needs of East Los Angeles students and has as one of its objectives to provide ongoing student online orientation and professional development opportunities to new and continuing faculty that focus on student‐centered learning and the resources and tools needed to facilitate student access, retention, and success One way that faculty and staff add to their knowledge of learning needs and pedagogical approaches is through the Distance Education office offering opporuntities for faculty and staff to participate in workshops and training, which provides opportunities for helping faculty, staff, and administrators develop new insights into teaching and learning, improve college practices, and explore new or advanced understandings of content and resources in an effort to improve the pedagogical environment. The opportunities include workshops and training at the College as well as funding for faculty to attend external conferences. Several faculty from the College

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have participated in the New Faculty Institute designed to explore and test innovative methods of teaching and learning, facilitate the design of new classroom approaches and technologies to student success, and advance learning‐centered practices. The colleges Professional Development supports these efforts by offering flex credit for the activities. The Distance Education office has implemented professiosnal development workshops to support East online/hybrid faculty in improving student retention and success. a. Best Practices online b. Quality Matters Standards c. Etudes training and refresher d. One‐on‐one Moodle training e. Tech Fest workshops f. Effective guiding online principles • Know your audience • Establishing a meaningful instructor presence through the effective use of interactive technologies • Get organized • Get comfortable with the technology • Communicate expectations • Let your personality show • Be engaged • Build community • Plan for the unexpected • Provide meaningful and timely feedback • Practice continuous quality improvement • Students perceive instructors as responsive when they encourage student questions through multiple venues and reply to questions promptly. • Students make distinctions between technology tools integrated into a course with a clear and valuable purpose and those with no purpose. Instructors can establish this sense of purpose by integrating the technology into regular course activities and by explicitly telling students when and how to use a technology‐based resource. • Infusing audio and video throughout lectures provides multiple ways for students to engage with content and creates a strong instructor presence. • Live weekly chat sessions allow for personalized instruction and give students the opportunity to get to know their instructor • Giving students a clear rubric and incentives for discussion board postings helps to stimulate more meaningful interaction. • If instructors do not maintain an ongoing presence on discussion boards, students may feel that their participation is a waste of time. • Students expect and appreciate detailed instructions for assignments and clear, actionable feedback in addition to numeric grades. • Instructors can improve their online courses and generate a sense of caring by soliciting student feedback about the course and using that feedback to enhance the course. Student learning is assessed in a variety of ways both within and across courses at the College. Assessment methods include portfolios, labs, performances, and projects, as well as papers and exams. Through the SLO process, faculty, often in collaboration with SLO coaches, identify what methods of assessment will be used for the specific SLOs in each course. Through the SLO assessment process, faculty are actively involved in continuing discussions to assess the effectiveness of delivery modes and instructional methodologies on student success. Through

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this assessment process, faculty discuss and implement methods to improve teaching and learning in their departments. Hiring (summer 2014) of Juan Chacon, the Multi‐Media Specialist, has been collaborating with online faculty in raising their student success and retention rates. He takes the instructors content and creates a more inviting, student community and dynamic instructional design on the LMS. He combines creative flair and technical skills to design information and communication technology based products that entertain, educate and/or inform the students and faculty. Juan provides the faculty, staff and administration assistance in creating instructional multimedia and/or multimedia projects whether it be an online course or face‐to‐face project. Hiring (summer 2015) of Alex Reyes, the Online Technical Support Specialist, has been problem solving Etudes and Moodle issues. He takes the time to solve each students and faculties situation and follows up to insure that the issue has been resolved. Technical support provides technical problem resolution to our students and faculty by guiding them through a step‐by‐step process. Solutions include but are not limited to submitting new shell request, accessing the LMS, solving log in issues, resolving username and password problems, assistance and training in creating, editing, accessing, submitting, and grading online activities, i.e. assignments and quizzes, navigating around application menus and troubleshooting issues related to the online environment. Support is provided by clearly communicating technical solutions in an extremely user‐friendly and professional manner. Updating DE addendum to reflect examples of instructor initiated contact, sample online assignment, and instructor feedback to an assignment and/or quiz. Success rates at East Los Angeles College (ELAC) have shown that students enrolled in online courses are more likely to drop or fail at a higher percentage than courses offered through the traditional classroom. East Los Angeles College’s Office of Institutional Effectiveness and Advancement (OIEA) completed an analysis in 2015 of Distance Education success rates versus traditional classroom success rates. The results show that traditional classes have only a 10% higher success rate than Distance Education success rate between the years 2011 – 2014. Conversely, statistics show that between 2007 and 2011, the online success rates were 20% lower than the traditional classroom. Breaking down these rates even further, by semester, online courses offered during the winter sessions shows that the gap is narrowed quite a bit more than fall, spring or summer semesters. To understand why success rates are higher during the winter session, it would be of great benefit for OIEA to compare courses offered each semester as well as the instructors teaching the courses. The Distance Education Coordinator each year is asked to explain and work towards closing the gap with online course success rates compared to traditional course success rates. The gap between online courses and traditional courses success rates results are frustrating. Furthermore, what is more frustrating is that while DE courses success rates are a failure, the Distance Education Coordinator, Pauletta Daw is asked to compare them to traditional course success rates which are also a failure. What we need to do is stop comparing one failure to another failure and instead, offer online faculty and students the necessary assistance they need to be successful. Pauletta Daw has identified six main categories for a successful online program. 1. Technology

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2. Students 3. Online Course Design 4. Faculty 5. Curriculum 6. Support for the Distance Education Program Technology To be successful in an online course the technology must be easily accessible, reliable and easy to use. When deciding on which technology or in this case, which learning management system (LMS) to incorporate at our campus, the District Distance Education Coordinators along with the District Academic Senate surveyed all online students within Los Angeles Community College District in 2014. The results reflected that the students overwhelming wanted a single LMS in the district; something easy to use and easy to access anywhere. In 2015, the Online Education Initiative started putting a single Statewide LMS into place. Pauletta Daw, the Distance Education Coordinator started the process in vetting California’s OEI chosen product “Canvas” throughout the campus. By participating in the OEI, students and faculty would receive a tremendous amount of support currently not offered at East. For example, tutoring within the online class, Readiness Modules, a single LMS (Canvas) that would be very intuitive, a standardized log on and a set of highly robust technologies. Along with a reliable, easy to use LMS, students need to have a minimum level of computer literacy to function successfully within a learning management system (LMS). Students need to be able to look up information on the internet, attach files, cut and paste, and navigate the web. If the student doesn’t possess the knowledge in performing the above skill sets, the student will more than likely will feel frustrated and drop their course. Starting spring 2016, the Distance Education Program will be scheduleding online and f‐2‐f LMS orientations. Students will register for one of the orientation dates and times and come into the office for personalized assistance. DE orientations will cover basic to advanced technology used within an LMS, pre‐assessment, readiness assessment, and tips for being a successful online student. Student While an online course can offer students’ alternatives to taking classes on campus at East, not all students maybe best suited for online classes. While highly motivated, self‐disciplined students may do well online, online classes maybe an inappropriate learning modality for non‐motivated students, remedial students and/or more dependent student learners. For students to be successful online, students need to be organized, motivated, have time management skills and be prepared academically in the classroom. Online Course design While our faculty are experts in course content, they may not be an expert in how to present the course material. Successful traditional instruction is not always translated successfully to an online environment. The Distance Education Coordinator has tried to fill the shoes of an instructional designer. Pauletta Daw has offered pedagogy workshops, LMS workshops, best practices workshops to list a few, in an attempt to assist faculty in developing their course design. Each semester she emails faculty with quality matters standards as well as course design rubrics. To effectively assist online faculty, hiring a degreed, experienced instructional designer would impact our faculty and students positively. An instructional designer uses technology (LMS) and multimedia as tools to enhance instruction. Following instructional design models, best practices and innovative teaching methods will make any course design more successful. Simply put, an instructional designer assists in creating an effective and

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efficient process for learning which makes the acquisition of knowledge and skills more efficient, effective and appealing. Faculty Online faculty are experts in their field of study. They must be able to compensate for the lack of physical presence by creating a dynamic and supportive environment on the LMS, which would allow students to feel more engaged, motivated, comfortable and part of a social community. Having ongoing, open communication between the DE office and online faculty has been a priority here at East. Faculty are trained on the LMS and are guided through best practices. They attend on campus workshops offered by the DE office as well as conferences off campus. Curriculum Curriculum for any online course should be carefully considered and developed. Should the course be offered 100% online, hybrid or only f‐2‐f? It is important to recognize that some subjects should not be offered online because the subject matter itself does not permit the best method of instruction. For example, hands on public speaking, sports skills, piano, and automotive repair where physical movement and practice contribute highly to achieving the various learning objectives. DE courses offered online and/or hybrid must have a DE Course Outline Addendum form completed, submitted and approved by the Curriculum Committee and the Academic Senate. The form accomplishes three very important objectives; 1. Assures that the educational objectives of the course can be achieved via an online learning modality, 2. Makes it clear how instructors maintain regular and substantive contact and interaction between themselves and their students as required by Title 5, section 55204, 3. Makes clear how instructors initiated contact as required by Title 5, section 555204 is consistently maintained through course announcements, regular and prompt feedback regarding students’ assignments and work, and leading themed discussions regarding the course material and course learning objectives. Support for the Distance Education Program Within the past year, administration has supported the Distance Education Program to include more than the LMS, student worker, and faculty .08 release. With the hiring of a Multimedia Specialist, an Online Technical Support Assistant and purchasing of much needed equipment and software, this shows the commitment from the college administration to provide support for faculty in providing quality education to our students who would otherwise not be able to have access to classes. Integrating the Distance Education Program into the infrastructure of East Los Angeles College and not solely considering it as an add‐on appendage, shows East commitment to the Distance Education Program. The importance of training, having a Distance Education Coordinator, budget and staff infrastructure in place are key characteristics that impact the success of an online program. While East is not at 100% in terms of where it needs to be in supporting the Distance Education Program, we are close. Success rates at East Los Angeles College (ELAC) have shown that students enrolled in online courses are more likely to drop or fail at a higher percentage than courses offered through the traditional classroom. East Los Angeles College’s Office of Institutional Effectiveness and Advancement (OIEA) completed an analysis in 2015 of Distance Education success rates versus traditional classroom success rates. The results show that traditional classes have only a 10% higher success rate than Distance Education success rate between the years 2011 – 2014. Conversely, statistics show that between 2007 and 2011, the online success rates were 20% lower than the traditional classroom. Breaking down these rates even further, by semester, online courses offered during the winter sessions shows that the gap is narrowed quite a bit

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more than fall, spring or summer semesters. To understand why success rates are higher during the winter session, it would be of great benefit for OIEA to compare courses offered each semester as well as the instructors teaching the courses. The Distance Education Coordintor has asked OIEA to pull raw data to better understand why winter sessions student success and retention rates are within a few percent from traditional courses student success and retention rates in the Fall 2015 semeter. Once received the DE office will sit down and analyze the data and develop a strategy. The Distance Education Coordinator each year is asked to explain and work towards closing the gap with online course success rates compared to traditional course success rates. The gap between online courses and traditional courses success rates results are frustrating. Furthermore, what is more frustrating is that while DE courses success rates are a failure, the Distance Education Coordinator, is asked to compare them to traditional course success rates which are also a failure. What we need to do is stop comparing one failure to another failure and instead, offer online faculty and students the necessary assistance they need to be successful. The Distance Education Coordinator has identified six main categories for a successful online program. 1. Technology 2. Students 3. Online Course Design 4. Faculty 5. Curriculum 6. Support for the Distance Education Program Technology To be successful in an online course the technology must be easily accessible, reliable and easy to use. When deciding on which technology or in this case, which learning management system (LMS) to incorporate at our campus, the District Distance Education Coordinators along with the District Academic Senate surveyed all online students within Los Angeles Community College District in 2014. The results reflected that the students overwhelming wanted a single LMS in the district; something easy to use and easy to access anywhere. In 2015, the Online Education Initiative started putting a single Statewide LMS into place. The Distance Education Coordinator started the process in vetting California’s OEI chosen product “Canvas” throughout the campus. By participating in the OEI, students and faculty would receive a tremendous amount of support currently not offered at East. For example, tutoring within the online class, Readiness Modules, a single LMS (Canvas) that would be very intuitive, a standardized log on and a set of highly robust technologies. Along with a reliable, easy to use LMS, students need to have a minimum level of computer literacy to function successfully within a learning management system (LMS). Students need to be able to look up information on the internet, attach files, cut and paste, and navigate the web. If the student doesn’t possess the knowledge in performing the above skill sets, the student will more than likely will feel frustrated and drop their course. Starting Spring 2016, the Distance Education Program will be cheduleding online and f‐2‐f LMS orientations. Students will register for one of the orientation dates and times. DE orientations will cover basic to advanced technology used within an LMS, pre‐assessment, readiness assessment, and tips for being a successful online student. Student While an online course can offer students’ alternatives to taking classes on campus at East, not all students maybe best suited for online classes. While highly motivated, self‐disciplined students may do well online, online classes maybe an inappropriate learning modality for non‐

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motivated students, remedial students and/or more dependent student learners. For students to be successful online, students need to be organized, motivated, have time management skills and be those that are usually prepared academically in the classroom. Online Course design While our faculty are experts in course content, they may not be an expert in how to present the course material. Successful traditional instruction is not always translated successfully to an online environment. The Distance Education Coordinator has tried to fill the shoes of an instructional designer. She has offered pedagogy workshops, LMS workshops, best practices workshops to list a few, in an attempt to assist faculty in developing their course design. Each semester she emails faculty with quality matters standards as well as course design rubrics. To effectively assist online faculty, hiring a degreed, experienced instructional designer/instructional media assistant would impact our faculty and students positively. An instructional designer/instructional media assistant uses technology (LMS) and multimedia as tools to enhance instruction. Following instructional design models, best practices and innovative teaching methods will make any course design more successful. Simply put, an instructional designer/instructional media assistant assists in creating an effective and efficient process for learning which makes the acquisition of knowledge and skills more efficient, effective and appealing. Faculty Online faculty are experts in their field of study. They must be able to compensate for the lack of physical presence by creating a dynamic and supportive environment on the LMS, which would allow students to feel more engaged, motivated, comfortable and part of a social community. Having ongoing, open communication between the DE office and online faculty has been a priority here at East. Faculty are trained on the LMS and are guided through best practices. They attend on campus workshops offered by the DE office as well as conferences off campus. Curriculum Curriculum for any online course should be carefully considered and developed. Should the course be offered 100% online, hybrid or only f‐2‐f? It is important to recognize that some subjects should not be offered online because the subject matter itself does not permit the best method of instruction. For example, hands on public speaking, sports skills, piano, and automotive repair where physical movement and practice contribute highly to achieving the various learning objectives. DE courses offered online and/or hybrid must have a DE Course Outline Addendum form completed, submitted and approved by the Curriculum Committee and the Academic Senate. The form accomplishes three very important objectives; 1. Assures that the educational objectives of the course can be achieved via an online learning modality, 2. Makes it clear how instructors maintain regular and substantive contact and interaction between themselves and their students as required by Title 5, section 55204, 3. Makes clear how instructors initiated contact as required by Title 5, section 555204 is consistently maintained through course announcements, regular and prompt feedback regarding students’ assignments and work, and leading themed discussions regarding the course material and course learning objectives. Support for the Distance Education Program Within the past year, administration has supported the Distance Education Program to include more than the LMS, student worker, and faculty .08 release. With the hiring of a Multimedia Specialist, an Online Technical Support Assistant and purchasing of much needed equipment and software, this shows the commitment from the college administration to provide support for faculty in providing quality education to our students who would otherwise not be able to

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have access to classes. Integrating the Distance Education Program into the infrastructure of East Los Angeles College and not solely considering it as an add‐on appendage, shows East commitment to the Distance Education Program. The importance of training, having a Distance Education Coordinator, budget and staff infrastructure in place are key characteristics that impact the success of an online program. While East is not at 100% in terms of where it needs to be in supporting the Distance Education Program, we are close. With the hiring of and Instructional designer/instructional media assistant to create an effective, efficient, dynamic learning process on the LMS and hiring a secretary to assist the office in the day‐to‐day task, reports, data anaylsis gathering, reports to the Online Education Inititative and the newly awared course adaptive learning grant the Distance Education Program will run efficiently, effectively and provide superior support to students, faculty, staff, administration and the College as a whole.

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Goal 2: Increasing equity in successful outcomes by analyzing gaps in student achievement and using this, to identify and implement effective models and programming to remedy these gaps.

1. Evaluate the success and retention rates by demographics as noted in your data provided by

OIEA or at http://www.elac.edu/facultyStaff/oie/ataglance.htm. Please describe any follow‐up discussions that have taken place regarding these retention and success rates. What efforts have been planned or have taken place to address any inequities since completion of your Program Review Self‐Evaluation or previous program review annual update in September 2014?

Can't answer this question as no Demographics data for DE was provided.

Goal 3: Sustaining community‐centered access, participation, and preparation that improves the college's presence in the community, maximizes access to higher education and provides outlets for artistic, civic, cultural, scientific and social expression as well as environmental awareness.

1. The college strives to reach non‐traditional students. Each discipline may have a different non‐traditional student base. Based on the following enrollment data, please describe any findings regarding your enrollment as compared to the college and/or community. Please describe what efforts have been planned or have taken place to increase access to your programs for these underrepresented groups since the completion of your Program Review Self‐Evaluation or previous program review annual update in September 2014? Can't answer this question as no "non‐traditional students" data for DE was provided. Online enrollment is steadily rising and will continue with the limited space ELAC is experiencing. ELAC approved participating with the Online Education Inititative (OEI) and adopting Canvas. Participating with OEI the possibilitiy with growth to non-traditional students will increase as this is a State inititative.

Goal 4: Ensuring institutional effectiveness and accountability through data‐driven decision‐making as well as evaluation and improvement of all college programs and governance structures.

In response to each question, please indicate the course and CLO number or the PLO number related to the response. Responses to 3 and 6 may require entries onto the attached AUP Budget Augmentation Request form, if resources are required.

1. What changes have taken place in the department in the last year as a result of course learning outcome assessment? Not responsible for course learning outcomes.

2. What changes are planned for the department as a result of course learning outcome assessment? Please be specific about which courses are going to be changed. Not responsible for course learning outcomes

3. Please use the attached AUP Budget Augmentation Request form to request resources for implementing these plans, if needed. In the augmentation form select “CLO Improvement Plan”

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under “Alignment” column. Be prepared to describe the expected outcome of the requested resources on the augmentation form.

4. What changes have taken place in the department in the last year as a result of program learning outcome assessment? 1. Added a pre-assessement online test for students to take and submit on the Distance Education home web-page.This online learning readiness assessment allows students to determine if they are ready to take online course at East Los Angeles College. Students will be asked ten questions on topics of study skills, computer skills, organizational skills and being a self-starter. Once students completed the online learning readiness assessment, they receive an explanation of their score. The students score is a recommendation only and will not prevent students from taking an online course. 2. Added an online self-help interactive form summer 2015. This assist the DE office in tracking students needs. The program learning outcomes identified by the DE office guides us in developing and implementing innovative and effective assessments of our online students. "Having trouble logging into an online class? Welcome to our self-help login resolution form. If you are having trouble logging into your online class, please take a few minutes to answer the following questions."

5. What changes are planned for the department as a result of program learning outcome assessment? Add readiness modules for stuents to view on the Distance Education home web-page. The topics are to help students prepare and be successful in their online classes. • Introduction to Online Learning • Getting Tech Ready • Organizing for Online Success • Online Study Skills and Managing Time • Communication Skills for Online Learning • Online Reading Strategies • Career Planning • Educational Planning • Instructional Support • Personal Support • Financial Planning

6. Please use the attached AUP Budget Augmentation form to request resources for implementing these planned changes to programs, if needed. In the augmentation form select “PLO Improvement Plan” under “Alignment” column. Be prepared to describe the expected outcome of the requested resources on the augmentation form.

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USE A SEPARATE FORM FOR EACH FACULTY POSITION REQUESTED If you are requesting more than one position in this discipline, prioritize each position by #

Hiring requests will only be considered when they are submitted by the department chair. All Counselor positions should be requested through the Counseling Department program review/annual update. Positions submitted without department approval will not be considered. Department: Discipline or Program: Replacement Is this a replacement request for a full-time position _ ________________________ _______________ that has not been filled during the last five years? Name Date Yes No _ ____________________________ ________________ Name Date If yes, provide the name(s) and dates of separation. In addition to the information provided by OIEA, please address the following questions.

1. Hours (30 points maximum) Do you currently have the standard hours to offer an additional full-time faculty during the spring and fall terms?

In fall 2014, how many total hours were offered in this discipline? How many hours were taught/worked* by all regular/contract faculty? (Include ONLY those hours that are necessary as part of their full-time load.) How many hours were taught/worked by all hourly faculty? (Include hours for hourly assignments taught/worked by full-time faculty) In spring 2015, how many total hours were offered in this discipline? How many hours were taught/worked by all regular/contract faculty? (Include ONLY those hours that are necessary as part of their full-time load.) How many hours were taught/worked by all hourly faculty? (Include hours for hourly assignments taught/worked by full-time faculty) * “worked” applies to non-teaching assignments, such as counselors, librarians, and Child Development Center instructors

List the faculty member, reassignment position, the reassignment (0.2, .04, 0.6) and the reassignment dates. Do not include positions that are permanently assigned to the department (ex: Department Chair, Department Centers)

Example: John Smith, Curriculum Chair, 0.6, Fall 2012-Spring 2015; Michele Ramos, Senate President, 0.8, Fall 2013-Spring 2015

2. Trends (20 points maximum)

EAST LOS ANGELES COLLEGE Faculty Position Request-For Academic Year 2016-2017

A. Staffing Hours _______/50 pts possible

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Please justify the replacement of the position or need for growth:

a. For instructional departments, include enrollment trends and any factors that may increase or limit WSCH or

enrollment.

OR

b. For non-instructional departments (e.g., Counseling, Library, and Child Development Center), include an assessment of faculty/student ratios and any other factors that may justify replacement of the position or need for growth.

Please reference your most recent Annual Update and Program Review Self-Evaluation (PRSE) to answer the following questions:

1. How does filling this position align with the Program Plan and/or recommendations of your department’s PRSE? (25 points maximum)

2. In what ways will filling this position further departmental efforts to develop or enhance new or existing

programs and/or curriculum in ways that cannot be done by current faculty? (25 points maximum)

Oral Response (Optional): TBD Please be on time and note that no additional or updated paperwork will be accepted. Please list the department’s desirable qualifications for this position in preparation for the job announcment. Originator _ ________________________________________________________ Department Chair _________________________________________________________ Designated Dean’s Signature _______________________________________________

_______/50 pts possible B. Educational Program

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APPENDIX “A”

Purpose of the Program Review and Annual Update Process The purpose of Program Review is to provide a venue through which the college can evaluate its programs in relationship to the College Mission and its Strategic Goals and priorities. The program review process promotes a self‐reflective evaluation of programs in a manner in which faculty can identify programmatic successes within their disciplines, identify areas in need of improvement and establish departmental goals for enhanced programmatic and student success. Each department completes an annual update of their efforts. This update is used to provide the college with an indication of improvement in student learning and the resources needs for each program. The Annual Update serves as the central planning document for requesting and prioritizing resources.

The values of program review:

Strengthening of programs through faculty led self‐evaluation and goal setting; Fostering inter‐departmental cooperation and communication; Stimulating dialog on student success and programmatic improvements; Evaluating each programs unique contribution to the College’s Mission and

Strategic Goals; Promotion of long‐term planning focused on the use of data; Ensuring that curriculum and offerings meet student needs and promote student

progression; Providing a venue to justify programmatic augmentation and to connect program

needs to resource allocations. Enhance transparency about college programs to the broader community.

The value of self‐evaluation is enhanced with the broad inclusion of individuals contributing to your department. It is recommended that each department make all efforts to include all faculty, staff and administration. Each department may include additional information in their Annual Update Plan (AUP) as needed to fully describe their department. The Office of Institutional Effectiveness and Advancement is available to assist each department in their efforts to complete their AUP.

In order to streamline the submission and distribution process, the Annual Update Plan MUST be submitted by email in its original format to the Office of Institutional Effectiveness and Advancement to ensure a digital record of your completed work. No hard copies will be accepted. Please complete and submit your completed Annual Update Plan and attachments by Wednesday, September 30, 2015, 12:00 noon to Maribel Carbajal‐Garcia at [email protected], and ALL full‐time faculty members and the adjunct representative (if applicable) in the department must be cc’d on the email.

This document includes, the official application for the faculty Hiring Prioritization Committee and the Staff Human Resources Committee. There is a separate AUP Budget Augmentation Request form that is due September 30 with the AUP. Late or incomplete applications will not be considered for resource allocations, though update information will be allowed. There will also be a Perkins Request form. Departments will be notified regarding budget and resource requests in the spring, following receipt of budget projections from the District Office.

distance education section i. program plan online student transfer information system (assist) link...

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