student affairs program review update - college of the … pru templates... · student affairs...

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Student Affairs Program Review Update Intensive English Academy

2015-16

Program/Service Description: Include Description/Mission Statement/Number of Years at COD/Benefits/Contact (source: Faculty/Dir/Coord/Dean – from AUR)

Description: The IEA is a revenue generating intensive English school located on the District’s Palm Desert

campus. The IEA is administered through a cooperative effort of the International Education Program and

PACE. This fulltime program combines classroom and language lab instruction to teach English language

learners at beginning, intermediate, and advanced levels of proficiency. Developed as a recruitment tool for

the District, the program increases non-resident enrollment in COD’s academic programs. The program also

hosts and supports international students and visitors pursuing short-term English-language studies in the U.S.

Mission Statement: The Intensive English Academy focuses on English language acquisition for students

whose first language is not English. The IEA focuses on both academic preparation and cultural enrichment in

order to provide a learning environment that addresses the needs of college-bound and avocational English

learners.

Number of Years at COD: Since January 1999 Participants in the program/service receive the following benefits:

Courses focused on reading, writing, grammar, oral communication, and conversation

16-week term in spring and fall

8-week accelerated summer program

Housing placement with host families or off-campus apartment referrals

Specialized advising, including one-on-one counseling and tutoring

Cultural and social activities and outings

Week-long orientation program

Immigration advising related to the F-1 visa and SEVIS regulations

Acculturation, academic/transfer, and immigration workshops Contact Person/Title: Cody McCabe, Director, International Education Phone: (760) 776-7205

Population Served: Include Number/Eligibility (source: Faculty/Dir/Coord/Dean - from AUR)

Number of Students Served: 12-30 students each semester with 20-35 Bukkyo University students participating in an annual two-week program. Eligibility Requirements: Non-immigrant students who are eligible to apply for the F-1 visa (primary population)

Students must be able to show full funding for the required tuition/living expenses varying from $4,325-21,375 based on length of requested program.

18 years of age or older The program is also open to part-time students on the B-2 visa or waiver program, as well as permanent residents or U.S. citizens. B-2 or visa waiver students are limited to two IEA courses per session.

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FTES Generated (if applicable): 0 as F-1 students do not generate FTE; however, tuition generated from F-1 enrollment remains at COD.

Describe how Program/Service align with and contributes to the College’s Mission

The programming of the IEA aligns closely with the District’s mission of excellence in educational programming. With a primary focus on academic success, the English as a Second Language instruction provided in the IEA positions IEA’s students for high achievement in degree programs at COD and beyond. The cultural diversity and global perspectives that IEA students bring to COD enhance the vitality of our campus community. The IEA develops and implements programming that reflects the District’s Vision of being “a center of collaborations and innovations for educational enrichment, economic development and quality of life in the Coachella Valley and surrounding communities.” Our student enrollment and retention efforts also directly support the District’s Core Value of embracing diversity.

Institutional Outcome(s) Program/Service Supports (source: under college Catalog section “Who are we?”)

The IEA’s instruction and initiatives help students achieve the following Institutional Outcomes. Critical Thinking and Communication:

Appreciate diversity as it is expressed in multiple disciplines and across various cultures through reading, speaking and writing

Apply standard conventions in grammar, mechanics, usage and punctuation.

Compose and present structured texts in a variety of oral and written forms according to purpose, audience, and occasion with implementation of thesis, supporting details and idea development.

Conduct research, gather and evaluate appropriate information, organize evidence into oral and written presentation, using proper MLA, APA, and other discipline-specific formats to cite sources.

Summarize, analyze, and interpret oral and written texts, with the ability to identify assumptions and differentiate fact from opinion.

Utilizing various communication modalities, display creative expression, original thinking, and symbolic discourse.

Global Citizenship:

Appreciate the complexity of global relationships between self and others, as well as self and the environment

Produce oral and written information in various modes and media, using technology such as computers, the Internet, and library databases.

Respect for self and others Personal and Professional Development:

Develop realistic goals

Display habits of intellectual exploration, personal responsibility, and physical well being

Demonstrate an understanding of ethical issues to make sound judgments and decisions

Value diverse cultures and populations

Value the feedback of others

Program/Service Specific Outcomes

1. IEA students who complete a 16-week program or 8-week summer session will report more confidence in

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their English skills. (to be revised for 2016-17) 2. Support services of the IEP office will help IEA students in their acculturation to life in America.

Revised SLO for 2016-17: Students who complete level three of the IEA program will report that they feel confident in their ability to begin a degree program at COD.

Program Requirements from outside agencies (source: Faculty/Dir/Coord/Dean)

The IEP is required to maintain accurate immigration records and reporting through the U.S. Department of Homeland Security as required by 8CFR 214 federal regulations.

RESOURCES

Staffing for Program/Service: Include Funding Budget Level/Current Staffing Level (source: Faculty/ Dir/Coord/Dean)

Program Funding and Revenue Generation: Staffing:

Position # Full/part time Funding Source

Lead Teacher 1 Part Time 100% restricted (IEA)

Teachers 4-7 Part Time 100% restricted (IEA)

Director (35% of time) 1 Full Time 100% restricted (IEP)

Specialist (40% of time) 1 Full Time 100% restricted (IEP)

Counselor (10% of time) 1 Full Time 100% restricted (IEP)

Assistant (40% of time) 1 Full Time 100% restricted (IEP)

Total IEA Expenses $176,681.48

Total Revenue Generated by IEA Students $266,715.00

Facilities (source: Faculty/ Dir/Coord/Dean)

1) List of all facilities (Please indicate if any of these were added last year): The IEA currently has 3 dedicated classrooms: SA 7, 9 and 15. SA 9 includes three small offices. Administrative functions for the IEA are performed through the existing IEP office located in the Cravens Student Services Center. 2) Assessment of adequacy of current facilities: The South Annex is an adequate location for the IEA program. However, if the IEA is to expand, additional dedicated classroom space will be needed, particularly if special programming increases.

Equipment and Supplies (source: Faculty/ Dir/Coord/Dean)

Equipment: The IEA utilizes the equipment at the IEP office which includes 7 Dell computers, 2 Microsoft Surface Pro tablet computers, 1 HP printer, 2 Laser Printers, 7 Cisco telephones, and 1 Kyocera copy/scan/fax machine. There is also a computer and printer in the lead instructor’s office. Within the IEA classrooms, there are multiple storage cabinets which are used to house IEA supplies and our instructional resource library.

Summary- Narrative Interpretation (source: Faculty/Dir/Coord/Dean)

Staffing for Program/Service: The staff of the IEP is responsible for administering all aspects of the IEA. An IEP Outreach Specialist position was approved for the IEP during 2015-16. This position was designed, in part, to assist with IEA programming

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and recruitment. However, this role was only filled on a temporary, part-time basis during the spring term. It was determined that this role would not be filled on a permanent basis until international enrollment stabilizes. While the IEP Senior Specialist and Counselor were nominated early in 2015 to become U.S. Citizenship and Immigration Services (USCIS) Designated School Officials (DSOs), delays in USCIS approval for these roles resulted in the IEP Director having sole responsibility for all tasks related to maintaining IEA students’ immigration records and District compliance with F-1 regulations. While the IEA is in session, a Lead Instructor provides eight hours of administrative assistance per week to the Director and program’s instructors. Funding/Budget: The IEA budget is based on tuition income from student enrollment. No other funding sources are available. The IEA budget is established based on an estimate of anticipated student enrollment for the year.

COURSE INFORMATION (Complete only if Applicable)

Course Level Assessment Completed (source: Faculty & OAC Coordinator)

Cycle I Comments

Assessment Report & Discuss Implement Changes

IEA 08/SP 08/FA 09/SP Completed

Cycle II Comments


IEA 10/FA 11/SP 11/FA Completed

Cycle III Comments


IEA 12/SP 12/FA 13/SP Completed

Cycle IV Comments


IEA 15/FA 16/SP 16/FA In progress

Changes Implemented as a Result of the Assessments (source: Faculty/Dir/Coord/Dean

Preliminarily, it appears that only minor, if any, changes will be implemented as a result of the data gathered during this assessment cycle. Results will be posted by the end of the fall 2016 semester.

Summary - Narrative Interpretation (source: Faculty/Dir/Coord/Dean)

IEA assessments resumed in summer 2016 after a period of staffing transitions necessitated a break in assessment activity. Assessments of Grammar, Writing, Reading, and Oral Communication courses were completed, and they are being analyzed this semester. In conjunction with the Dean of Counseling Services, a modified assessment schedule was developed to ensure comprehensive assessment of 16-week (fall/spring) and 8-week (summer) programming. As summer instruction differs somewhat from fall/spring, it was important to include it in the assessment cycle. As part of

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the new schedule, all subjects and all levels (1-3) will be assessed each cycle.

GOALS/ACHIEVEMENTS/CHALLENGES

Program/Service Goal Summary for year (source: Faculty/Dir/Coord/Dean)

The following are program achievements as they relate to program goals established for 2015-16. 1. Upgrade enrollment management procedures and resources for IEA records and income, including

improved databases, more efficient workflows, and better utilization of campus resources. This will involve increased use of shared network folders, more sophisticated spreadsheets, better collaboration with instructors and other campus stakeholders, and most importantly, utilization of the college’s Colleague software.

In keeping with related progress made in the International Education Program, new polices, process, and procedures for managing IEA business practices have markedly improved the efficiency and accuracy of program and student records management. This includes significant improvement in the management of program participants’ financial transactions. This is in large part attributed to closer collaboration with the Bursar’s office and Fiscal Services. A shared database has been established to facilitate accurate record sharing and updates between the IEP/IEA and Bursar’s office staff. 2. Resume program assessment activities with inputs from instructors, students, and other stakeholders.

Begin implementation of program improvements identified through these assessment activities. Assessment activities resumed during the summer 2016 session. In collaboration with the Dean of Counseling Services, a new SLO assessment schedule was establish for the next four years. Assessment of all summer 2016 courses was completed, and results will be analyzed during fall 2016. Additionally, bimonthly, one-on-one meetings were held with each student and a survey was administered at the end of the spring session to gain a comprehensive understanding of students’ experiences inside and out of the classroom. Information gathered was used to make program improvements and to meet the individual needs of students. 3. Identify opportunities for customized group programming. Develop related strategy and required

resources. Through collaboration with the School of Applied Sciences and Business, opportunities for short-term, bespoke programming with Chinese stakeholders have been established. The IEA is also in talks with Bukkyo University about expanding current program offerings, as well as with recruiting agencies in Brazil and Japan about developing short-term soccer and baseball programming. What has become clear though endeavors to identify viable, sustainable, customized programming is that enrollment in such programming is inherently unstable and subject to variables beyond the control of the IEA, including partner commitment, geopolitical and socio-economic trends, availability of appropriate facilities, and the support of District stakeholders. The risk and resource commitment of all of these variables needs to be further assessed before investment in customized IEA programming is recommended for District support.

Program/Service Accomplishments for year (source: Faculty/Dir/Coord/Dean)

The following are selected program accomplishments as they relate to the Missions of College of the Desert and the International Education Program. Achievements that have contributed to the success of the students we serve.

Significantly expanded orientation including an extra day of programming, as well as orientation meetings during the first week of classes.

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Incorporated campus integration activities into the IEA curriculum. These activities included golf lessons by members of the golf team, COD lecture attendance, campus-based writing projects, guided tours/orientations of various campus locations, and leadership opportunities for IEA students in the cultural programs listed elsewhere in this PRU.

Developed and implemented project-based learning models for Reading and Conversation classes

Implemented local community integration assignments involving excursions to and participation in the Palm Springs Village Fest, Palm Desert Holocaust Memorial, Riverside County Date Festival, Palm Springs Art Museum, Palm Desert scavenger hunts, Palm Desert Visitor’s Bureau, Civic Park events, and a Pioneertown tour.

IEA instructors were trained on new technologies and software to enhance their lesson plans.

Developed an optional IEA payment plan to allow more time for students to meet their financial obligations to the IEA and thus to remain in and complete the program.

As with COD’s international students, IEA students benefitted from a new insurance enrollment system that ensured automatic health insurance coverage without delays based on payment timing.

Established new instructor-led progress reporting system to better identify student challenges and accordingly adjust curriculum and support services.

Began a classroom mentor program with IEP student workers assisting instructors and students with class assignments and projects.

Achievements that have contributed to the vitality of our community and have increased multicultural awareness for students, faculty and staff.

IEA students planned and implemented volunteer projects at COD’s Childcare Center and a local elementary school.

The IEA coordinated and hosted a cultural exchange project with students in COD’s public speaking courses.

IEA students created a video on international cultural celebrations and presented it to the campus community.

Through membership in COD’s International Club, IEA students helped to host multiple cultural events welcoming campus and local community members. These included a pumpkin carving party, Thanksgiving dinner, end-of-term celebrations, and an athletic event in Civic Park.

Student Success Data -Program/Service (source: Office of Institutional Research)

25 students completed the IEA (level 3)

23 students transferred from the IEA to degree programs at COD.

There was a 15% increase in Bukkyo program participants with all 35 students successfully completing the program.

13 new host families were recruited for the Bukkyo program; 22 in total participated

51 students were placed in homestays through the IEA/IEP.

Program/Service Challenges: (source: Faculty/Dir/Coord/Dean)

Staffing challenges: IEA/IEP staff vacancies in 2014-15 resulted in a lack of operational continuity that continued into the start of 2015-16. This made it challenging for staff to meet the needs and expectations of current students, applicants, recruiting partners, and various other program stakeholders. While most stakeholder services rapidly rebounded in early 2015-16, the consequences of the 2014-15 break in recruitment activity continued to negatively impact enrollment of students from key global markets.

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The IEA saw an increase in instructor turnover during 2015-16, and it became challenging to find qualified replacement instructors. This was in part due to a limited number of qualified local candidates, as well as numerous current and potential IEA instructors who had limited availability resulting from teaching assignments elsewhere at COD. As stated in the previous PRU, the addition of a designated leadership administrator (Assistant Director) for the IEA program is needed to not only ensure best practices in program management but also to implement strategies for sustaining and increasing enrollment. While recruitment for the IEA often dovetails with IEP recruitment, dedicated recourses for building and promoting the IEA brand will be required to maintain and grow enrollment in the program. Industry trends and diminished competitive advantage: Recent enrollment declines in American Intensive English Programs (IEPs) have been well documented. In addition to decreased enrollment of students from government sponsorship programs such as those in Brazil and Saudi Arabia, there has been an increase in higher education institutions creating IEPs that compete for the same type of students who enroll in the IEA. Many institutions are partnering with companies that specialize is English language instruction and benefit from these companies’ name recognition, economies of scale, international recruitment resources, and extensive enrollment networks. Additionally, many of these companies offer programs that allow students to substitute traditional English proficiency exams for entrance to a growing number of two and four-year institutions. While the IEA has numerous unique advantages, those offered through these better-known programs will continue to make it difficult for the IEA to attract and enroll traditional ESL students. Unstable Program Enrollment: The IEA experienced an enrollment decline in the latter half of the academic year. The fiscal implications of this decline necessitated a reduction in the number of instructors hired to teach, and consequently, the number of sections that could be offered for each subject. However, there remained a need for instruction at all three IEA levels, so multiple subjects were taught as split-level classes. This put strain on instructors and created a suboptimal learning environment. Compounding this is a recent increase in students who have English proficiency levels that do not correspond directly with the levels offered in the program. This resulted in more frequent level changes and uneven progression through the program.

Program/Service Objectives/Goals for 2016-17 (source: Faculty/Dir/Coord/Dean)

1. Begin implementing strategy for customized group programming. 2. Conduct IEA specific recruitment activities. 3. Work with campus leadership to identify the optimal organizational structure and location for future

growth of the program.

Program/Service Objectives/Goals for 2017-18 (source: Faculty/Dir/Coord/Dean)

1. Increase enrollment from local sources, particularly high schools 2. Integrate more technology into IEA instruction 3. Develop more collaborative connections between the IEA and COD’s academic programs and local students

Completed By: Cody McCabe Date: 10/12/2016

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PROGRAM REVIEW UPDATE

Program Name: _______________________________

1. Staff Needs

NEW OR REPLACEMENT STAFF (Administrator, Faculty or Classified) 1

* TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New positions (not replacement positions)

also require space and equipment. Please speak with your college Business Officer to obtain accurate cost estimates. Please be sure to add related office

space, equipment and other needs for new positions to the appropriate form and mention the link to the position. Please complete this form for “New”

Classified Staff only. All replacement staff must be filled per Article I, Section C of the California School Employees Association (CSEA) contract.

1 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the

“reason” section of this form.

List Staff Positions Needed for the upcoming Academic Year. Please justify and explain each faculty

request based on rubric criteria for your college. Place titles on list in order (rank) or importance.

Indicate

(N) = New or (R)

= Replacement

Annual TCP*

1.

Reason:

2.

Reason:

3.

Reason:

4.

Reason:

5.

Reason:

6.

Reason:

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Program Name: ______________________________

2. Equipment (excluding technology) Needs Not Covered by Current Budget 2

List Equipment or Equipment Repair Needed for the upcoming academic

year. Please list/summarize the needs of your unit on your college below.

Please be as specific and as brief as possible. Place items on list in order

(rank) or importance.

*Indicate whether

Equipment is for (I) =

Instructional or (N) = Non-

Instructional purposes

Annual TCO**

Cost per

item

Number

Requested

Total Cost of

Request

1.

Reason:

2.

Reason:

3.

Reason:

4.

Reason:

5.

Reason:

6.

Reason:

* Instructional Equipment is defined as equipment purchased for instructional activities involving presentation and/or hands-on experience to enhance

student learning and skills development (i.e. desk for student or faculty use). Non-Instructional Equipment is defined as tangible district property of a

more or less permanent nature that cannot be easily lost, stolen or destroyed; but which replaces, modernizes, or expands an existing instructional

program. Furniture and computer software, which is an integral and necessary component for the use of other specific instructional equipment, may be

included (i.e. desk for office staff).

** TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your college Business Officer to obtain

accurate cost estimates. Please be sure to check with your department chair to clarify what you current budget allotment are. If equipment needs are

linked to a position please be sure to mention that linkage.



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Program Name: _______________________________

3. Technology (Computers and equipment attached to them) ++

Needs Not Covered by Current Budget: 3

NOTE: Technology: excludes software, network infrastructure, furniture, and consumables (toner, cartridges, etc.)

Annual TCO* EQUIPMENT REQUESTED

Place items on list in order (rank)

or importance.

New (N)

or

Replacement

(R)?

Program: New (N) or

Continuing

(C) ?

Location (i.e. Office,

Classroom,

etc.)

Is there existing

Infrastruc-

ture?

How many

users served?

Has it been

repaired frequently?

Cost per

item

Number

Requested Total Cost of Request

1.

Usage / Justification

2.


3.


4.


5.


* TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your college Business Officer to obtain

accurate cost estimates. Please be sure to check with your department chair to clarify what you current budget allotment are. If equipment needs are

linked to a position please be sure to mention that linkage. Please speak with your Microsupport Computer Supervisor to obtain accurate cost estimates.

++ Technology is a computer, equipment that attaches to a computer, or equipment that is driven by a computer.

Remember to keep in mind your college’s prioritization rubrics when justifying your request.


“justification” section of this form.

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Program Name: _______________________________

4. Facilities Needs Not Covered by Current Building or Remodeling Projects*4

List Facility Needs for the upcoming academic year.

(Remodels, Renovations or added new facilities) Place items on list in order (rank) or importance.

Annual TCO*

Total Cost of Request

1.

Reason:

2.

Reason:

3.

Reason:

4.

Reason:

5.

Reason:

6.

Reason:

* Please contact your college VP of Business or your Director of Facilities, Operations and Maintenance to obtain an accurate cost estimate and to learn

if the facilities you need are already in the planning stages.



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Program Name: _______________________________

5. Professional or Organizational Development Needs Not Covered by Current Budget*5

List Professional Development Needs for the upcoming academic year. Reasons might

include in response to assessment findings or the need to update skills to comply with state,

federal, professional organization requirements or the need to update skills/competencies. Please

be as specific and as brief as possible. Some items may not have a cost per se, but reflect the need

to spend current staff time differently. Place items on list in order (rank) or importance.

Annual TCO*

Cost per

item

Number

Requested

Total Cost of

Request

1.

Reason:

2.

Reason:

3.

Reason:

4.

Reason:

5.

Reason:

6.

Reason:

*It is recommended that you speak with Human Resources or the Management Association to see if your request can be met with current budget.



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Program Name: _______________________________

6. Student Support Services (see definition below**) Services needed by your Program over and above what is currently provided by student services at your college. These needs will be communicated

to Student Services at your college6

List Student Support Services Needs for the upcoming academic year. Please list/summarize the needs of your unit on your college below. Please be as specific and as brief as possible. Not all needs will have a cost, but

may require a reallocation of current staff time.

1.

Reason:

2.

Reason:

3.

Reason:

4.

Reason:

5.

Reason:

6.

Reason:

**Student Support Services include for example: tutoring, counseling, international students, EOPS, job placement, admissions and records, student

assessment (placement), health services, student activities, college safety and police, food services, student financial aid, and matriculation.



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Program Name: _______________________________

7. Library Needs Not Covered by Current Library Holdings 7 Needed by the Program over and above what is currently provided. These needs will be communicated to the Library

List Library Needs for the upcoming academic year.

Please list/summarize the needs of your unit on your college below. Please be as specific and as brief as possible. Place items on list in order (rank)

or importance.

1.

Reason:

2.

Reason:

3.

Reason:

4.

Reason:

5.

Reason:

6.

Reason:



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Program Name: _______________________________

8. Learning Support Center Services Not Covered by Current budget *.

List Learning Support Center Services Needs If your unit is responsible for running a learning support center such as the Writing and

Reading Center, the Math Learning Center, Computer lab or similar learning support

center please address those needs here. These do not include laboratory components

that are required of a course. Place items on list in order (rank) or importance.

Total Cost of Requests

If the cost is the responsibility of an administrative unit you do

not need to list it here.

Cost per

item

Number

Requested Total Cost

Ongoing (O) or

one-time (OT)

cost

1.

Reason:

2.

Reason:

3.

Reason:

4.

Reason:

5.

Reason:

*It is recommended that you speak with your college IMC and/or Lab Coordinators to see if your request can be met within the current budget and to get

an estimated cost if new funding is needed.

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Program Name: _______________________________

9. OTHER NEEDS not covered by current budget 8

List Other Needs that do not fit elsewhere.

Please be as specific and as brief as possible. Not all needs will have a cost, but may require

a reallocation of current staff time. Place items on list in order (rank) or importance.

Annual TCO*

Cost per item

Number

Requested

Total Cost of

Request

1.

Reason:

2.

Reason:

3.

Reason:

4.

Reason:

5.

Reason:

6.

Reason:

Completed by:

Date:



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