Academic Senate of - Merced College€¦ · 4/11/2019 · ACADEMIC SENATE MEETING THURSDAY April 11, 2019; 11:00 a.m. – 12:15 p.m. Student Union Meeting Room – 137, Los Baños

Academic Senate of

3600 M Street, Merced, California 95348-2898

(209) 384-6331

TO: Academic Senators and Staff

Area 1, Cohort A Caroline Dawson Stop #42 Area 5, Cohort A Jennifer Gardner Stop #53

Area 1, Cohort A Mark Sutterfield Stop #42 Area 5, Cohort A Jeffrey Buechler Stop #35

Area 1, Cohort B Carl Estrella Stop #42 Area 5, Cohort B Carin Heidelbach Stop #32

Area 1, Cohort B Edward Modafferi Stop #42 Counseling Isabel Cambridge Stop #10

Area 2, Cohort A Travis Hicks Stop #35 Counseling Enriqué Renteria Stop #12

Area 2, Cohort B Melissa Fries Stop #34 Los Baños Scott Coahran Stop #53

Area 2, Cohort B Pam Huntington Stop #34 Los Baños Nicholas Shumaker Stop #53

Area 3, Cohort A Nikki Maddux Stop #38 At Large Michael Barba Stop #34

Area 3, Cohort A James Thornburgh Stop #38 At Large Megan Igo Stop #42

Area 3, Cohort B Michelle Pecchenino Stop #24 At Large Mai Meidinger Stop #42

Area 4, Cohort A Kitty Cazares Stop #37 At Large Dee Sigismond Stop #53

Area 4, Cohort A Wanda Schindler Stop #37 Part-Time Faculty Chris Gaugler Stop #35

Area 4, Cohort B David Noblett Stop #24 Part-Time Faculty Stephanie Martin-Ward Stop #52

Area 4, Cohort C Scott McCall Stop #33 LRC Karrie Bullock Stop #47

Area 4, Cohort D Martina Marquez-Ramirez Stop #46 Curriculum Chair Lisa Diaz Stop #42

IPRSLOAC Edward Modafferi Stop #42 Recorder Gabriela Garcia Stop #60

ASMC Julius Sweet Stop #55

CC: Chris Vitelli Stop #01 Joe Allison Stop #04

Kelly Fowler Stop #06 Kelly Underwood Stop #25

Michael McCandless Stop #05 Doug Kain Stop #42

Toni Pirtle Stop #38 John Albano Stop #35

Bobby Anderson Stop #37 Candace Taylor Stop #34

Greg Soto Stop #53 Baba Adam Stop #60

Anne DiCarlo Stop #12 Arlis Bortner Stop #40

Sylvia Ruano Stop #10 Nancy Golz Stop #47

Lonita Cordova Stop #08 Raul Alcala Stop #12

Regina Coletto Stop #59 Richard Randall Stop #35

FROM: Julie Clark (x6331)

SUBJECT: Academic Senate Meeting

DATE: Friday April 5, 2019

ACADEMIC SENATE MEETING THURSDAY April 11, 2019; 11:00 a.m. – 12:15 p.m. Student Union Meeting Room – 137, Los Baños – B119 AGENDA:

1. CALL TO ORDER

2. ADOPTION OF AGENDA (An item may be pulled, but not added unless in compliance with Brown Act)

3. INTRODUCTION OF GUESTS

4. PUBLIC COMMENTS

5. APPROVAL OF MINUTES OF March 28, 2019 pg. 4-8

6. REPORTS OF STANDING COMMITTEES

A. Curriculum Committee – Lisa Diaz/Julie Clark B. PROAC/IPRSLOAC – Edward Modafferi C. FLEX – Mai Meidinger D. Student Success – Carl Estrella E. Guided Pathways Steering Committee – Dee Sigismond F. AB 705 Taskforce – Caroline Dawson

7. SENATE PRESIDENT’S REPORT – Julie Clark 8. ACTION AGENDA

A. Request for Sound Amplification, Merced College Blue Devil Preview Days – Veronica Briceño

a. Merced College Administration Amphitheater area April 29, 30 and May 1, 2019 9:30 a.m. to 12:00 p.m.

b. Merced College IAC Amphitheater area April 29, 30, and May 1, 2019 12:00 p.m. to 1:00 p.m.

c. Los Baños May 2, 2019 12:00 p.m. to 1:00 p.m. B. Request for Sound Amplification, Associated Students of Merced College Culture

Shock in the Merced College Campus Quad Area April 16-18, 2019 9:00 a.m. to 2:00 p.m. – Julius Sweet

C. Resolution 2-19 Approval of the Improving Online CTE Pathways Grant Program – Pam Huntington pg. 9-12

9. BUSINESS

A. Information: Elections Chair Nominations – Julie Clark B. 1st Reading: Resolution 3-19 Program Investigation on Automotive Collusion

Repair – Julie Clark pg. 13-31

Academic Senate Agenda 4-11-19

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C. 1st Reading: Resolution 4-19 Annual Review of Academic Senate Bylaws – Julie Clark pg. 32-49

D. 1st Reading: 2019-22 Student Equity and Achievement Program Plan – Lonita Cordova pg. 50-80

E. Information: Technology Master Plan 2019-2024 – Arlis Bortner https://mc4me.mccd.edu/CookieAuth.dll?GetLogon?curl=Z2Fadmin_ser_newZ2Fadmin_areasZ2FitsZ2Ftech_commZ2FTechnologyZ2520MasterZ2520PlansZ2FTechnology_Master_Plan-FirstDraft_190403.pdf&reason=0&formdir=6

F. Information: Facilitates Master Plan – Joe Allison

10. PRESIDENT’S REPORT – Chris Vitelli

11. STUDENT’S REPORT – Julius Sweet

12. ANNOUNCEMENTS and OPEN FORUM A. Announcements B. Call for agenda items on the next agenda Thursday, May 9, 2019.

Items are due Wednesday, May 1, 2019 by 5:00 p.m.

13. ADJOURNMENT


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https://mc4me.mccd.edu/CookieAuth.dll?GetLogon?curl=Z2Fadmin_ser_newZ2Fadmin_areasZ2FitsZ2Ftech_commZ2FTechnologyZ2520MasterZ2520PlansZ2FTechnology_Master_Plan-FirstDraft_190403.pdf&reason=0&formdir=6



Academic Senate of Merced College MINUTES

UNAPPROVED Thursday, March 28, 2019

11:00 a.m. – 12:15 p.m., SU-137

MEMBERS:

Area 1, Cohort A Caroline Dawson Present Area 5, Cohort A Jennifer Gardner Present

Area 1, Cohort A Mark Sutterfield Present Area 5, Cohort A Jeffrey Buechler Present

Area 1, Cohort B Carl Estrella Present Area 5, Cohort B Carin Heidelbach Absent

Area 1, Cohort B Edward Modafferi Present Counseling Isabel Cambridge Absent

Area 2, Cohort A Travis Hicks Present Counseling Enriqué Renteria Present

Area 2, Cohort B Melissa Fries Present Los Baños Scott Coahran Present

Area 2, Cohort B Pam Huntington Absent Los Baños Nicholas Shumaker Absent

Area 3, Cohort A Nikki Maddux Absent At Large Michael Barba Absent

Area 3, Cohort A James Thornburgh Absent At Large Megan Igo Present

Area 3, Cohort B Michelle Pecchenino Absent At Large Mai Meidinger Absent

Area 4, Cohort A Kitty Cazares Present At Large Dee Sigismond Present

Area 4, Cohort A Wanda Schindler Present Part-Time Faculty Chris Gaugler Present

Area 4, Cohort B David Noblett Present Part-Time Faculty Stephanie Martin-Ward Absent

Area 4, Cohort C Scott McCall Absent LRC Karrie Bullock Present

Area 4, Cohort D Martina Marquez-Ramirez Absent Curriculum Chair Lisa Diaz Absent

STAFF:

IPRSLOAC Edward Modafferi Present Recorder Gabriela Garcia Present

ASMC Julius Sweet Present

GUESTS:

Chris Vitelli, Superintendent/President Michael McCandless, VP of Student Services

Kelly Fowler, VP of Instruction Lonita Cordova, Dean of Student Equity and Success

Ben Serpa, Part-Time Art Instructor Dawn Trook, Part-Time English Instructor

Monica Garza, Part-Time Child Development Instructor Adair Ryan, Part-Time Librarian

1. CALL TO ORDER Julie Clark called the meeting to order at 11:03 a.m.

2. ADOPTION OF AGENDA (An item may be pulled, but not added unless in

compliance with Brown Act) Approve the agenda.

M: S. Coahran S: K. Cazares Y: 17 N: 0 A: 0

3. INTRODUCTION OF GUESTS

GUESTS:

Ben Serpa Monica Garza

Mike McCandless Dawn Trook

Lonita Cordova

Academic Senate Minutes 3-28-19 (Unapproved)

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4. PUBLIC COMMENTS None

5. APPROVAL OF MINUTES OF March 14, 2019 Correction: Correction: pg. 5, item 6B, change charges to charge Approve minutes for March 14, 2019, with correction.

M: C. Gaugler S: S. Coahran Y: 17 N: 0 A: 0

6. REPORTS OF STANDING COMMITTEES

A. Curriculum Committee – Lisa Diaz/Julie Clark A solution to the TBA hours problem has been found and will be presented at

the next curriculum meeting. There will be a small taskforce that will be looking at the eLumen workflows. There will be some MIS reporting coding changes coming soon in order to support and account for AB 705 and the new funding formula. The Chancellor’s Office is looking for a new platform for curriculum inventory.

B. PROAC/IPRSLOAC – Edward Modafferi

At the last meeting the committee went over the charge and there was training for the CATs. The next meeting is Friday April 12, 2019 at 1:00 p.m.

C. FLEX – Mai Meidinger

Melissa Fries reported that Mai has been receiving a lot of documentation. The due date for documentation is May 1, 2019. Part time FLEX forms are due May 24, 2019. FLEX day for Fall 2019 is August 8, 2019. Mai will be sending an email asking for workshop proposals. Proposals are due April 19, 2019 at 5:00 p.m.

D. Student Success – Carl Estrella

Tutorial by zoom is now available. There will be a survey that will address student access to technology.

E. Guided Pathways Steering Committee – Dee Sigismond

Dr. Johnston’s team will be here tomorrow to work with the steering committee on the elements that have been developed this year and developing a plan for next year. Dee has started to meet with different groups on campus to do program mapping. She has room for two more programs to do program mapping on April 5, 2019 at 2:00 p.m. in SU-137; contact Dee if interested.


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F. AB 705 Taskforce – Caroline Dawson The two main topics of discussion were having students register online for

courses that require a support course, which has been resolved, and creating training videos. The next meeting is April 9, 2019 at 2:00 p.m. in Science-227.

G. Facilities Master Plan 2019-2029 Task Force – Bryan Donnelly/Ivan Navarro

The plan will be finalized soon. Julie is hoping to have a draft for the next Senate meeting.

7. SENATE PRESIDENT’S REPORT – Julie Clark

Julie presented a list of the people that earned tenure at the last board meeting. The part time faculty appreciation will take place at the next board meeting. AP 7214 will be going to College Council on April 4, 2019. Still working on the CTE pathways grant for the Online Education Initiative. The next Senate meeting will be April 11, 2019 and Dee Near will be conducting the meeting. Contact Caroline if interested in running for Elections Chair.

8. ACTION AGENDA

a. Affirmation of Open Educational Resources (OER) Liaison Officer: Joey Merritt – Julie Clark

Approve Affirmation.

M: M. Igo S: C. Estrella Y: 17 N: 0 A: 0

9. BUSINESS

a. Information Part-time of the Year Faculty Recognition – Julie Julie summarized the bios of all the part time faculty that will be honored at

the next board meeting.

b. 1st Reading: Request for Sound Amplification, Merced College Blue Devil Preview Days – Veronica Briceño

a. Merced College Administration Amphitheater area April 29, 30 and May 1, 2019 9:30 a.m. to 12:00 p.m.

b. Merced College IAC Amphitheater area April 29, 30, and May 1, 2019 12:00 p.m. to 1:00 p.m.

c. Los Baños May 2, 2019 12:00 p.m. to 1:00 p.m. Voting will occur at the next meeting


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c. Information : Updates to Administrative Procedures and Board Policies – Julie Clark

a. BP/AP 4100 Graduation Requirements for Degrees and Certificates b. AP 4230 Grading Symbols

Julie reviewed the changes that were made to the administrative procedures and board policies, which were mainly cleanup of language.

d. Information: Resolutions for Spring Plenary 2019 – Julie Clark https://asccc.org/sites/default/files/Resolutions%20Packet%20S19%20Area%20Meetings%20final.docx Julie reviewed some of the resolutions that will be voted on at Plenary and

asked Senators to send feedback and/or voting preferences to her.

10. PRESIDENT’S REPORT – Chris Vitelli The Facilities Master Plan will be finalized very soon and will be going to the Board

in May. HR Council has been working on hiring committees; changes have been implemented to allow for more flexibility for both the committee and the candidates. Budget information is still being released by the state due to the changes in funding and unexpected situations arising. Chris assured that our budget is sound.

11. STUDENT’S REPORT –Julius Sweet

Will be going to Sacramento next week for the SSCCC General Assembly. Culture Shock will be April 16-18, 2019 in the quad. ASMC elections will be taking place in May. Currently working on a transportation fee that would provide students free access to use the bus. Free scantrons will be provided to students during finals week.

12. ANNOUNCEMENTS and OPEN FORUM

A. Announcements Contact Kitty Cazares if interested in participating in the faculty recognition

award. Poetry Slam will be held April 11, 2019 4:00-6:00 p.m. in the Admin

Amphitheater; still accepting student submissions until April 5th. B. Call for agenda items on the next agenda Thursday, April 11, 2019. Items

are due Wednesday, April 3, 2019 by 5:00 p.m.

13. ADJOURNMENT The meeting adjourned at 11:57 a.m.


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https://asccc.org/sites/default/files/Resolutions%20Packet%20S19%20Area%20Meetings%20final.docx

https://asccc.org/sites/default/files/Resolutions%20Packet%20S19%20Area%20Meetings%20final.docx

A B C

Cohort 1A Caroline Dawson Y Y Y

Cohort 1A Mark Sutterfield Y Y Y

Cohort 1B Carl Estrella Y Y Y

Cohort 1B Edward Modafferi Y Y Y

Cohort 2A Travis Hicks Y Y Y

Cohort 2B Melissa Fries Y Y Y

Cohort 2B Pam Huntington

Cohort 3A Nikki Maddux

Cohort 3A James Thornburgh

Cohort 3B Michelle Pecchenino

Cohort 4A Kitty Cazares Y Y Y

Cohort 4A Wanda Schindler Y Y Y

Cohort 4B David Noblett Y Y Y

Cohort 4C Scott McCall

Cohort 4D Martina Marquez-Ramirez

Cohort 5A Jennifer Gardner Y Y Y

Cohort 5A Jeffrey Buechler Y Y Y

Cohort 5B Carin Heidelbach

Counseling Isabel Cambridge

Counseling Enriqué Renteria Y Y Y

Los Baños Scott Coahran Y Y Y

Los Baños Nicholas Shumaker

At Large Michael Barba

At Large Megan Igo Y Y Y

At Large Mai Meidinger

At Large Dee Sigismond Y Y Y

Part-Time Faculty Chris Gaugler Y Y Y

Part-Time Faculty Stephanie Martin-Ward

LRC Karrie Bullock Y Y Y

Curriculum Chair Lisa Diaz

A: Approval of Agenda. Y Yea

B: Approve Minutes for March 14, 2019, with correction. N Nay

C: Approve Affirmation A Abstain

Absent

Voting Records Academic Senate

March 28, 2019


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Academic Senate of

MERCED COLLEGE

3600 M Street Merced, CA 95348-2898

Telephone (209) 384-6095

RESOLUTION

First Reading: April 11, 2019

Second Reading/Action (Date): April 11, 2019 Pass/Fail

RESOLUTION NO. 2-19

Subject: Approval of the Improving Online CTE Pathways Grant Program

Mover: Pam Huntington Division/Area: DE Chair

Seconder: Julie Clark Division/Area: Academic Senate President

Whereas, The Budget Act of 2018 (SB840) and trailer bill (SB843) appropriate one-time funds

of $35 million to the Online Education Initiative (through Foothill – De Anza Community

College District as grantee and fiscal agent) to develop online programs and courses that do

either of the following:

a. (1) Lead to short-term, industry-valued certificates or credentials, or programs.

(2) Enable a student in a pathway developed by the California Online Community

College to continue his or her education in a career pathway offered by an existing

community college.

b. The Online Education Initiative shall develop application criteria and guidelines to

administer the program. The criteria and guidelines shall not grant preference to either

option specified in subdivision (a). and

Whereas, The California Virtual Campus-Online Education Initiative (CVC-OEI) Improving

Online CTE Pathways grant program provides competitive grants to community college districts

to develop online programs and courses that support either of the following:

1. Lead to short-term, industry-valued certificates or credentials, or programs.


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2. Enable a student in a pathway developed by the California Online Community College to

continue his or her education in a career pathway offered by an existing community

college. and

Whereas, Grants may range in size from tens of thousands of dollars up to several hundred

thousand dollars, however, they may not exceed $500,000 per college/district. Projects are to be

implemented within the one year funding timeframe. Additionally, grants may be awarded to

individual college or districts, or multiple colleges and/or districts working together as partners;

and

Whereas, Merced College faculty, classified professionals, and administrators have started the

Request for Application that is due May 1, 2019.

Therefore be it resolved, That the Academic Senate of Merced College approve the Improving

Online CTE Pathways Grant Program.


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Request for Applications

Improving Online CTE Pathways

Grant Program

Project Summary

Proposed Project Title:

Innovative Hub for Online Programs and Education (iHOPE): Expanding and Improving Online CTE

Proposed Project Summary

The Track 2: Build New Online Certificates, Credentials or Programs initiative at Merced College aims to

Fill in gaps in existing on-ground certificates, credentials, or programs; Build an online certificate, credential, or program that addresses regional

workforce needs; Create new online programs using industry content, zero or low cost

textbook materials, and/or Open Educational Resources

Merced College has already made strides towards developing online programs and certificates to help meet workforce demands, as identified by labor market research. We will emphasize two programs, one existing certificate, and two new certificates. All are now within reach of becoming fully online to meet regional workforce needs:

Childhood Education Certificates and Programs Business Administration Certificates and Programs Wastewater Management Certificate Real Estate Salesperson License Certificate Cyber Security Certificate

The Improving Online CTE Pathways grant would allow Merced College to complete these online pathways and provide an opportunity for students to move expeditiously into the workforce. The Improving Online CTE Pathways grant will also enhance existing CTE offerings and allow us to transition these degrees and certificates fully


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online within one year of receiving grant funding. Moving CTE courses online is consistent with our college strategic plan and faculty development efforts.

Merced College has already made strides towards developing online programs and certificates to help meet workforce demands, as identified by labor market research. With the Improving Online CTE Pathways grant, we propose to build these new online certificates, credentials or programs that addresses regional workforce needs:

Create online programs using industry content Zero or low cost textbook and materials Open Educational Resources

Improving Online CTE Pathways grant funding will provide faculty professional development in order to align courses to the OEI rubric and bring CTE pathway courses fully online. With this funding, more CTE instructors will be able to complete our Certified Master Online Instructor Training (CMOIT) course. The grant would also support the development of our local Peer Online Course Review (POCR) group and the identification, development, and implementation of OER materials. The POCR group will require staff development trainings in evaluating a course using the OEI rubric, create a community of practice for those engaged in online teaching, and hold campus workshops dedicated to increase our CTE online course offerings and improve our online pedagogy. The grant will provide stipends for faculty who engage in POCR reviews. This grant will provide a librarian with time dedicated to assisting CTE faculty with identifying, evaluating, and accessing OER materials. To create Zero Textbook Cost (ZTC) courses, faculty will need additional trainings in innovative practices like lecture video capture to develop course materials and training using other online methods of delivery and interaction. The grant will provide stipends to compensate faculty for their time developing improved and or new online courses. The grant will also allow CTE faculty to engage in the larger online academic community through conference participation. In addition to providing faculty development, Merced College will use the funds to focus on professional development to enhance student support services, counseling, library faculty, and administrators in their roles in support of student success in CTE online courses. Improving Online CTE Pathways grant will support staff development in creating and marketing online certificates and programs to increase student awareness and reduce barriers to enrollment and completion.


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Academic Senate of

MERCED COLLEGE


Telephone (209) 384-6095

RESOLUTION


Second Reading/Action (Date): May 9, 2019 Pass/Fail

RESOLUTION NO. 3-19

Subject: Program Investigation on Automotive Collusion Repair

Mover: Julie Clark Division/Area: Area 1: Mathematics

Seconder: Michael Weeper Division/Area: Area 3: Automotive

Whereas, a “Program Investigation of Automotive Collusion Repair” was initiated by the Vice

President of Instruction in November 2018, and,

Whereas, the Merced College Academic Senate agreed to investigate the Automotive Collusion

Repair program using the procedures set forth in Administrative Procedure 4021- Program

Discontinuance, and,

Whereas, the Program Investigation Committee for Automotive Collusion Repair s has made a

recommendation and approved the attached report,

Therefore be it resolved, that the Merced College Academic Senate recommends that the

Academic Senate approve the recommendations of the Program Investigation Committee for

Automotive Collusion Repair report to discontinue the Automotive Collusion Repair program,

and present the findings to the Board of Trustees, and

Be it further resolved, that the Curriculum Committee be given the directive to move forward

on approving the discontinuance of the Automotive Collusion Repair (AS/CL) program, as well

as inactivating AUTO50 and AUTO51.


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Automotive Collision Repair Page 1 of 18 04/02/2019

MERCED COLLEGE PROGRAM INVESTIGATION COMMITTEE The process for the assessment of programs adheres to Title 5, Sections 55130 and 51022. Section 55130 indicates “The development, establishment and evaluation of an education program shall include representative faculty involvement.” Section 51022 references occupational programs and states “College districts are required by current regulation and statute to develop a process for program discontinuance and minimum criteria for the discontinuance of occupational programs.” Additionally, Education Code §78016 stipulates that every vocational and occupational program shall meet certain requirements prior to termination. The Program Investigatory process serves as the mechanism for the assessment of programs that have been identified as “at risk.” Investigation to assess Program viability is a component of campus planning that leads to increased quality of instruction, service and better use of existing resources. The process is an extension of Program Review and is intended to be an objective assessment of an at-risk program. Quantitative and qualitative data are used to review a program’s academic health and ensure the program reflects the College Mission and accomplishes college, Area, and program goals. There are three potential recommendations that may result from the Program Investigation process. A program may be recommended to continue as is, to continue with qualifications, or to discontinue a program.

Name of Program: Automotive Collision Repair Area: 3 Discipline: Interdisciplinary Program Investigation Committee members Co-Chairs Academic Senate President: Julie Clark Vice President of Instruction: Kelly Fowler Members Dean Area 3: Toni Pirtle Community: Ronny Martinez (Premier Collison) Student : Travis Lindsay Faculty Lead: Michael Weeper Discipline Faculty: Aaron Gregory Discipline Faculty: Bob Hiser Curriculum Chair Designee: Caroline Dawson Counselor: Araceli Gonzalez Resources: Researcher: Luis Flores Dean of Institutional Effectiveness: Baba Adam Administrative Assistant: Corina Jimenez


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I. DESCRIPTION OF PROGRAM (Data resources may include: Merced College Course Catalogue; history;

department records; Program Review, Strategic Plan; Educational Master Plan; Institutional or program SLOs;

District sources; additional sources deemed appropriate by review committee)

Describe the program history, including its relation to the college’s strategic plan, educational master plan and other programs in the District.

The Merced College Body & Fender Program was first approved by the California Community Colleges Chancellor’s Office (CCCCO) in 1966. In 2018-19 the Body and Fender program title was changed to Auto Collision Repair. The Body and Fender/Auto Collision Repair program is one of the specialization options for the Automotive Technology program. According to the Merced College Catalog 2017-2018 the Automotive Technology program prepares students with skills required for efficient diagnosis, maintenance and repair of current automobiles and automobile systems.

II REASON(S) FOR THE INVESTIGATION (Summarize the reason(s) for the initiation of the investigation)

The program investigation of Automotive Collision Repair was initiated by the Vice President of Instruction due to low enrollment numbers. In 2017-2018 Program Student Learning Outcomes [PSLO] for the Body & Fender Program are: inspect, diagnose, disassemble, repair, replace and service components/systems in student’s area of specialization; work safely and responsibly within all shop safety and environmental guideless and standards and demonstrate competency in accessing and applying technical service. The current 2018-2019 PSLO for the Auto Collision Repair Program are to: develop knowledge of collision repair safety; analyze vehicle damage in order to implement appropriate repair techniques; develop collision repair skills in accordance with industry standards and demonstrate knowledge of environmental standards related to collision repair. Both an Associate of Science (AS) and a Certificate of Achievement with specialization in the Auto Collision Repair Program are currently offered. According to the Merced College Catalog 2018-2019, there are a total of eight (8) courses. Five (5) of the courses are also incorporated into other automotive certificates and degrees (AUTO04, AUTO-32, AUTO-63, AUTO-66, AND WELD-07). This report will focus on the three (3) courses unique to the program (AUTO-48F, AUTO-50, AUTO-51):

AUTO-48F: Special Problems in Auto Body Repair and Painting (1.5-2 units) – “the course will provide the student additional time to develop and complete techniques, concepts and skills learned in AUTO 50 (Auto Body Repair and Painting). The student will be provided with sufficient time to complete projects started in the other classes.”


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AUTO-50 - Auto Body Repair & Painting (4 units) – “this course is an introduction to auto body repair and painting. Methods of metal repair will include shrinking, stretching, contouring, and plastic filling. Proper use of specialized hand tools and power tools will be emphasized. Various automotive primers and paints and their application will be covered. Application of paint, spraying techniques, and spray equipment maintenance will receive special attention.”

AUTO-51: Advanced Auto Body Repair and Refinishing (4 units) – “this course involves repairing and refinishing of vehicles with body and finish damage. Vehicle panel repair or replacement through proper tools and equipment will be covered. Students will receive instruction in the proper choice of paints, repairing techniques, cost estimating, and customer relations. Training in advanced painting techniques will be included to meet industry standards.”

III QUANTITATIVE INDICATORS AND ANALYSIS (Data resources may include: Educational Master

Plan; Core Program and Student Success Indicators; additional data provided by Office of Grants & Institutional Research; previous Program Review and Planning reports; department records; assessment of student learning outcomes; additional sources deemed appropriate by review committee) A. List the quantitative information used in the program analysis. (Submit the data itself as an

appendix to this report.)

1. Productivity

a. Full-Time Equivalent Faculty (FTEF)

Between the academic years 2013-2014 to 2017-2018 the total FTEF for the

AUTO-48F was 0.80. For the same time period the FTEF for the AUTO-50 was

2.80; the FTEF for the AUTO-51 was 1.20. In general, over the last five years, the

FTEF range for each of the classes was from 0.27 to 0.80.

Table 1: AUTO-48F/50/51 – FTEF Courses 2013-14 2014-15 2015-16 2016-17 2017-18 Total AUTO-48F 0.27 0.27 0.27 N/A N/A 0.8 AUTO-50 0.80* 0.4 0.4 0.80* 0.4 2.8 AUTO-51 N/A 0.4 0.4 N/A 0.4 1.2 *Course Offered in Both Fall and Spring Semesters Source: MCCD

Class Counts

b. Full-Time Equivalent Students (FTES)

For the periods between the academic years 2013-2014 to 2017-2018, the total

FTES for the AUTO-48F was 4.80. For the same time period the FTES for the

AUTO-50 was 28.26; and the FTES for the AUTO-51 was 11.21. Over the last


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five years, in general, for each of the classes the annual FTES range was

from 1.33 to 11.47.

Table 2: AUTO-48F/50/51 – FTES Courses 2013-14 2014-15 2015-16 2016-17 2017-18 Total AUTO-48F 1.4 2 1.4 N/A N/A 4.8 AUTO-50 11.47* 6.4 4.53 4.53* 1.33 28.26 AUTO-51 N/A 4.27 3.47 N/A 3.47 11.21

*Course Offered in Both Fall and Spring Semesters Source: MCCD Class Counts

c. Enrollment

i. Total Enrollment

Enrollment consisted of students who registered for an Body & Fender

Program courses (AUTO-48-F; AUTO-50 and AUTO-51) and received a

letter grade A, B, C, D, F, P, NP, I, W, FW, MW during 2013-2014 to

2017-2018. There were 172 total enrollments in Body & Fender courses

from 2013-2014 to 2017-2018. Overall, AUTO-48F had the lowest total

enrollment of 24 students between 2013-2014 and 2017-2018. AUTO-50

had the highest total enrollment of 106 and AUTO-51 had total

enrollment of 42.

Table 3: AUTO-48F/50/51 – Enrollment Courses 2013-14 2014-15 2015-16 2016-17 2017-18 Total AUTO-48F 7 10 7 N/A N/A 24 AUTO-50 43* 24 17 17* 5 106 AUTO-51 N/A 16 13 N/A 13 42

*Course Offered in Both Fall and Spring Semesters Source: MCCD Class Counts

ii. Retention

A student completed a course if the student earned a letter grade A, B,

C, P, D, F, NP, or I. The course completion rate (CCR) is the percent of

students who completed a course. Body & Fender courses overall CCR

ranges from lowest of 57.17% for AUTO-48F in 2015-13 to highest CCR

of 100% for AUTO-50 in 2016-17 and 100% CCR in 2014-15. The average

CCR between the periods of 2013-14 to 2017-18 for the AUTO-48F was

66.67%; for the AUTO-50 was 83.96% and for the AUTO-51 was 88.10%.


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Table 4: Body & Fender program - Course Completion Rate (CCR)

Courses 2013-14 2014-15 2015-16 2016-17 2017-18 Average

AUTO-48F 71.43% 70.00% 57.14% N/A N/A 66.67%

AUTO-50 81.40%* 83.33% 82.35% 100.00%* 60.00% 83.96%

AUTO-51 N/A 100.00% 69.23% N/A 92.31% 88.10%

*Course Offered in Both Fall and Spring Semesters Source: MCCD Ellucian Database

iii. Success

A student earned a successful grade in a course if the student received

a letter grade A, B, C, or P. The course success rate (CSR) is the

percent of students who were successful in the course. Overall, about

two-thirds (66.60%) of students who enrolled in a Body and Fender

class succeeded. AUTO-50 had the highest CSR of 78.30%, while

AUTO-51 had the CSR of 78.30% and AUTO-48F had the lowest CSR of

66.67%. Over the five years the CCR for AUTO-48F/50 are below District

average (85.06%); however AUTO-51 had higher CSRs that the than the

District average of 70.02%, except for AUTO-48F.

Table 5: Body & Fender program - Course Success Rate (CSR)

Courses 2013-14 2014-15 2015-16 2016-17 2017-18 Total

AUTO-48F 71.43% 70.00% 57.14% N/A N/A 66.67%

AUTO-50 74.42%* 83.33% 82.35% 82.32%* 60.00% 78.30%

AUTO-51 N/A 93.75% 61.54% N/A 61.54% 73.81%

*Course Offered in Both Fall and Spring Semesters Source: MCCD Ellucian Database

iv. Persistence

On the averages the Body & Fender awards about two certificates

annually, with a total of 9 overall in the last five years.


Page 18 of 80


d. Frequency of course offerings

The availability of program course offerings was analyzed to

understand the historical pattern of student enrollment. Frequency of

courses offerings: seven of the past 10 offerings of AUTO-48F have

been cancelled; it was most recently offered in Spring 2016. AUTO-50

class for Fall 2018 was cancelled, and it was last offered in Spring

2018. AUTO-51 has only been offered in Fall 2014, Spring 2016, and

Fall 2017.

e. Student Demographics

i. Age

As demonstrated in the Table 7 below, the largest age group for the

Body & Fender program [41.86%] are 20-24 which is consistent with the

Auto program as a whole (41.59%) but greater than the district’s

average of 33.84%.

ii. Ethnicity

Of the students enrolled in Body & Fender courses 68.02% were

Hispanic, which is slightly below the average of the entire Auto

Table 6: Body & Fender program Awards Certificate 2013-14 2014-15 2015-16 2016-17 2017-18 Total

B&F 2 2 2 3 0 9

Table 7: Demographics (2013-14 to 2017-18) - Ages

Age Groups

AUTO-48F/50/51 AUTO District Average

≤19 42 24.42% 34.37% 29.46%

20-24 72 41.86% 41.59% 33.84%

25-29 18 10.47% 8.12% 12.54%

30-34 11 6.40% 5.66% 6.88%

35-39 8 4.65% 4.71% 4.59%

40-49 16 9.30% 2.83% 5.84%

50≤ 5 2.91% 2.72% 6.51% Unknown 0 0.00% 0.00% 0.35% TOTAL 172 100.00%


Page 19 of 80


program (69.33%), but greater than the district’s average of 56.76% for

Hispanic student enrollment.

iii. Gender

When comparing genders, 94.77% of those enrolled in Body & Fender

courses were male, which is higher than the overall Automotive

program (93.26%), significantly higher than the district’s average of

57.86% male student population.

Table 9: Demographics (2013-14 to 2017-18)

Gender AUTO-48F/50/51 AUTO District Average

Female 9 5.23% 6.74% 57.86%

Male 163 94.77% 93.26% 40.94%

Unknown 0 0.00% 0.00% 1.21%

TOTAL 172 100.00%

2. Program Interest and Graduate

Overall 607 unique students listed Body & Fender (CC/CL) as a program of study.

One fifth listed another automotive program as a program of study (N: 121). Over

forty percent (40.69%) enrolled in at least one Automotive course (N: 247) at Merced

College.

Table 8: Demographics (2013-14 to 2017-18)

Race / Ethnicity AUTO-48F/50/51 AUTO District Average

African-American 13 7.56% 3.34% 3.47% American Indian / Alaskan Native 1 0.58% 0.29% 0.47% Asian 5 2.91% 8.96% 8.93% Filipino 1 0.58% 0.80% 0.92% Hispanic 117 68.02% 69.33% 56.76% Multi-ethnic 0 0.00% 1.05% 2.67% Pacific Islander 2 1.16% 0.07% 0.36% Unknown 2 1.16% 1.02% 2.96% White, Non-Hispanic 31 18.02% 15.16% 23.47% Unknown 0 0.00% 0.00% 0.35% TOTAL 172 100.00%


Page 20 of 80


In the past five years, 12.36% enrolled in at least one AUTO course at Merced

College (N: 75); one quarter enrolled at Merced College in the past five years (N:

149); thirty-four are/were enrolled in 2018-19. Fifteen of the 34 enrolled listed other

automotive program as a program of study. Fifty-two of the 607 students have

received an award (a total of 103 awards). A majority of the awards were for the

Automotive program (N:69).

According to the California Community Colleges Chancellor’s Office [CCCCO],

between the academic years from 2013-14 to 2017-18 nine certificates were awarded

to students in the Body & Fender program.

3. Comparable programs

According to the California Community Colleges Chancellor’s Office, 20 colleges

offer a Body & Fender / Automotive Collision Repair Certificate of Achievement

program with the same TOP Code. Five of the 14 colleges in the Central Valley that

offer this degree or certificate are: American River College [ARC]; Fresno City

College [FCC]; Merced College [MC]; Modesto Junior College [MJC] and San

Joaquin Delta College [Delta].

Other non-Central Valley colleges offering this program as a degree or certificate

are: Alameda College; LA Trade Tech College ; Allan Hancock College; Long Beach

City College; Antelope Valley College; Cerritos College; Oxnard College; Contra

Costa College; Riverside City College; Cuesta College; San Bernardino City

College; Cypress College; San Francisco City College; El Camino College and

Yuba College.

In terms of comparable certificate programs awards of 18<30 units, Delta College

has the highest awards of 108 certificates; Modesto Jr. College had 44 certificate

awards; Merced College had 9 certificate awards and Fresno City College had 1

certificate awarded.

Table 10: Awards (2013-14 to 2017-18)

Certificate 2013-14 2014-

15 2015-16 2016-17 2017-18 Total

B&F 2 2 2 3 0 9


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Table 11: Comparable Programs: Awards - (2013-14 to 2017-18) College Certificate 2013-14 2014-15 2015-16 2016-17 2017-18 Total

ARC 6-<18 units 0 24 9 11 35 79

30-<60 units 6 3 2 3 1 15

FCC 18<30 units 1 0 0 0 0 1 30-<60 units 0 2 1 3 3 9 Non-Credit 22 14 10 13 13 72

Merced 18<30 units 2 2 2 3 0 9

MJC 6-<18 units 20 19 4 6 5 54 18<30 units 12 14 6 6 6 44

Delta 18<30 units 8 14 18 36 32 108 30-<60 units 5 3 7 14 10 39

Currently the Automotive Technology programs share space with three other

Industrial Technology disciplines at Merced College: Electrical Technologies

(ELCT), Industrial Maintenance Technology (INDT), and Welding Technology

(WELD). The enrollment, FTEF, FTES, Course Completion Rate, and Course

Success Rate of each discipline is being compared in this report to determine if the

space required for the key equipment required for the current Body & Fender (Auto

Collision Repair) program could be put to better use in the expansion of other

Industrial Technology programs.

Table 12 below illustrates this comparison. The Body & Fender (Auto Collision

Repair) program makes up 16.03% of the entire Automotive program for the five

years studied, and has a better course completion rate and success rate than

students in the overall Automotive Technology program. But award completion is

dramatically lower than the Automotive program overall. Additionally the Course

Completion Rate and Course Success Rate are significantly lower when comparing

to the other Industrial Technology programs. Auto Collision Repair has only

generated 9.14% of FTES in the Automotive program overall, and only 3.20% of

FTES of all of the Industrial Technology programs in the IT facility.


Page 22 of 80


Table 12: Comparison of Industrial Technology Programs

2013-14 to 2017-18

Auto

Collision

Repair

Automotive

Technology

Electrical

Technology

Industrial

Maintenance

Welding

Technology

Duplicate Enrollment (Total)

172 2,758 2,406 897 2,188

FTEF (Total) 4.80 38.61 33.97 14.66 23.21

FTES (Total) 44.27 483.91 379.93 161.37 313.66

Course Completion Rate (Average)

86.02% 82.78% 93.13% 94.65% 94.72%

Course Success Rate (Average)

76.06% 64.40% 88.52% 84.73% 85.59%

Awards (Total) 9 159 244 11 38 Source: MCCD Ellucian Database

A full comparison of these four programs by school year is available in the

Appendix, starting on page 15.

4. Demand

According to most recent data available on the Strong Workforce Program metrics

(2015-16), students in the Central Valley-Mother Lode that completed an Auto

Collision Repair program have reported 84% employment by the second fiscal

quarter exit with a median earning of $5,550 at the time of exit. Based on the

reporting, 40% have achieved a livable wage and have seen a median earning

increase of 178%.1

Using more recent job analytics data available through the Economic Modeling

Specialists International (ESMI), the recent job postings for Automotive Body and

Related Repairers (SOC 49-3021 is significantly weaker than the job outlook for

general Automotive Technicians and Repairers, as well as jobs in the other

industrial technology careers including electricians, general repair, and welding.

However, the median hourly earnings for Automotive Body repairers is on the

higher end of earnings for careers in the Industrial Technology pathway.


Page 23 of 80


Job Posting & Occupation Overview Analytics: January 2017 – January 2019

Category* Job Postings Occupation Overview

SOC Unique Postings Total Posting % Change (2014-18)

Median Hourly Earnings

Automotive Technicians & Repairers

49- 3020

134 (116 FT, 18 PT/FLEX)

362 4.90% $17.84/Hr

Automotive Body & Related Repairers (Merced County)

49- 3021

1 (1 FT, 0 PT/FLEX)

1 8.30% $23.05/Hr

Automotive Body & Related Repairers

(Merced + Stan Counties)

36 (35 FT, 1 PT/FLEX)

120 11.20% $23.61/Hr

Electrical & Electronics Repairers, Commercial &

Industrial Equipment

49- 2094

11 (11 FT, 0 PT/FLEX)

20 -9.10% N/A

Electricians 47-

2110 83

(83 FT, 0 PT/FLEX) 282 5.50% $25.86/Hr

Heating, Air Conditioning, & Refrigeration Mechanics &

Installers

49- 9021

38 (38 FT, 0 PT/FLEX)

123 32.00% $20.03/Hr

Maintenance & Repair Workers, General

49- 9071

343 (325 FT, 18 0

PT/FLEX) 1055 6.70% $18.14/Hr

Welding, Soldering, & Brazing Workers

51- 4120

39 (38 FT, 1 PT/FLEX)

299 8.30% $16.62/Hr

*Jobs postings are for Merced County only unless otherwise noted. Source: Emsi, Job Analytics and Occupation Overview; Timeframe: January, 2017 to January, 2019

A full table of job posting analysis that includes average monthly posting and hires is available in the Appendix on page 18.

5. State and/or County Licensing

Currently there are no state or national exam credentials required to work in this field, but there is discussion to develop an exam in the future.


Page 24 of 80

https://www.economicmodeling.com/


B. Evaluate the results of the quantitative sources listed in the box above. The evaluation should include the anticipated effect of any recent or planned programmatic changes, how effectively the program addresses students’ needs, student success rates, and employment (labor market). Identify and discuss any unmet student needs. The Automotive Collision Repair program is small, with few sections offered and fairly low enrollment. None of the International Studies core courses are unique to the program. Because there are no unique courses to the program, discontinuing the program will result in no class cancellations or inactivations. Students that have expressed interest in the degree will be able to complete the degree due to catalog rights as all core courses are offered on a regular basis.

C. Analyze the productivity of this program. Identify trends; determine and evaluate the (anticipated) effect of any recent or planned programmatic changes. Discuss the number of full-time and adjunct faculty, overload and reassigned FTEF, and the effect of these factors on the efficiency and sustainability of the program. The Automotive Collision Repair program is a stackable program within Automotive with only two unique courses. The number of full-time and adjunct faculty, overload and reassigned FTEF are qualified to pick up other courses within the Automotive program.

D. Evaluate if the program addresses students’ needs with respect to equity in terms of diversity, age, and gender. Evaluate the impact of programmatic changes or other measures that have been implemented in order to improve student success or address unmet needs with respect to equity. The Automotive Collision Repair program is a stackable program within Automotive with only two unique courses, with only 9 graduates within the last 5 years. The majority of students were Hispanic males aged between 20-24, many of these students can pick up these trades by working in industry.

IV QUALITATIVE INDICATORS AND DISCUSSION (Data resources may include: Office of Grants &

Institutional Research reports, Program Investigation Committee research, discussions with faculty, students, and community; open forums, additional sources deemed appropriate by review committee.)

A. Provide a list of the qualitative information used in the program analysis. Submit

the data itself as an appendix to this report. (Submit the data itself as an appendix to this

report.)

Similar programs at other California Community Colleges, including Modesto Junior College, Fresno City College, San Joaquin Delta College, and American River College.


Page 25 of 80


Job outlook in Automotive Collision Repair.

Discussion with Michael Weeper, Aaron Gregory, and Bob Hiser, Merced College Discipline Faculty in Automotive

Discussion with Ronny Martinez from Premier Collison, Community member

Discussion with Travis Lindsay, Student

Discussion with Julie Clark, Acting Curriculum Chair

Discussion with Araceli Gonzalez, Counselor

B. Evaluate the results of the qualitative sources listed in the box above The evaluation should include a summary of the qualitative information and discussion regarding how the information should be used in conjunction with the quantitative data in the previous section to provide a complete picture of the program

The program courses were open to all students and taught on a regular basis. The lack of interest among students and faculty to maintain the program and the fact that it is not specific enough of a course of study was the reason to initiate the program investigation.

V SWOT ANALYSIS OF QUANTITATIVE AND QUALITATIVE DATA

Summarize the quantitative and qualitative data regarding the program’s strengths, weaknesses, opportunities and threats.

A. Program Strengths

Offers students an opportunity to earn an AA/CT degree in a specialized area of study.

Allows students to explore possibilities before entering the field.

Overall, students in the Auto Collision Repair program are more likely to be male (94.77%), Hispanic (68.02%), and between the ages of 20 and 24 (41.86%). These averages are significantly higher than the district average for gender (42.15% male), and slightly higher than the district’s average for Hispanic students (56.76%) and for the age category of 20-24 (33.84%).

B. Program Weaknesses

Over the last five years, the Full-time Equivalent Faculty [FTEF] range for each of the Auto Collision Repair courses were from 0.27 to 0.80 for a total of 4.80 FTEF. The FTES ranged from 1.33 to 11.47, and reached a total of 44.27 FTES.

The total enrollments in the Auto Collision Repair program for the five-year time frame was 172 students with a Course Completion Rate average of 86.02% and a Course Success Rate average of 76.06%.

Only nine (9) students have been awarded a certificate or degree for the program.

Program requires specialized equipment that is currently outdated and requires space.


Page 26 of 80


C. Program Opportunities

Program allows for students to receive specialized curriculum for the field.

D. Program Threats

In terms of job outlook in Merced County, according to job postings Auto Collision Repairers are not in as high demand general automotive repair (134), electrical repairers/electricians (94), or maintenance & repair workers (39).

VI RECOMMENDATION

The Program Investigation Committee for Automotive Collusion Repair determined that the Automotive Collusion Repair program currently offered should be discontinued.

Date of Program Investigation report submitted by:

_______________________ ____________________________ _________ Program Investigation co chair (print name) Program Investigation co chair (signature) Date _______________________ ____________________________ _________ Program Investigation co chair (print name) Program Investigation co chair (signature) Date


Page 27 of 80


Appendix of Data Comparable Enrollment: Industrial Technology Programs (ACR Enrollment on page 4)

Comparable FTES: Industrial Technology Programs (ACR FTES on page 4)

592

472

163

400

530495

174

391

559

454

191

430

543

374

188

465

534

611

181

502

0

100

200

300

400

500

600

700

AUTO ELCT INDT WELD

Graph 5: Select CTE Enrollment (2013-14 to 2017-18)

2013-14 2014-15 2015-16 2016-17 2017-18

102.63

65.70

27.6634.71

92.10

80.44

31.54

62.04

96.30

74.92

33.97

67.22

99.43

60.02

34.91

72.14

93.4598.85

33.29

77.55

0.00

20.00

40.00

60.00

80.00

100.00

120.00

AUTO ELCT INDT WELD

Graph 6: Select CTE FTES (2013-14 to 2017-18)

2013-14 2014-15 2015-16 2016-17 2017-18


Page 28 of 80


Comparable FTEF: Industrial Technology Programs (ACR FTEF on page 4)

Comparable Course Completion Rates (CCR): Industrial Technology Programs (ACR Completion Rate on Page 5)

7.808.34

2.60

4.67

6.80 6.43

3.134.27

7.77

6.27

3.13

4.87

8.14

6.33

3.13

4.93

8.10

6.60

2.67

4.47

0.00

2.00

4.00

6.00

8.00

10.00

AUTO ELCT INDT WELD

Graph 7: Select CTE FTEF (2013-14 to 2017-18)

2013-14 2014-15 2015-16 2016-17 2017-18

82.09%

90.89%

95.71%

90.50%

80.19%

92.73% 93.10% 93.09%

77.64%

90.97%94.24%

95.58%

88.77%

94.65% 95.74%97.20%

85.21%

96.40%94.48%

97.21%

60.00%

65.00%

70.00%

75.00%

80.00%

85.00%

90.00%

95.00%

100.00%

AUTO ELCT INDT WELD

Graph 8: Select CTE CCRs (2013-14 to 2017-18)

2013-14 2014-15 2015-16 2016-17 2017-18


Page 29 of 80


Comparable Course Success Rates (CSR): Industrial Technology Programs (ACR Completion Rate on Page 5)

Comparable Awards: Industrial Technology Programs (ACR Awards on Page 6)

66.55%

86.44%

82.21%

86.50%

57.74%

89.90%

85.63%

84.65%

62.79%

83.70%

88.48%83.49%

71.45%

90.91%87.23%

86.45%

61.99%

91.65%

80.11%

86.85%

50.00%

55.00%

60.00%

65.00%

70.00%

75.00%

80.00%

85.00%

90.00%

95.00%

100.00%

AUTO ELCT INDT WELD

Graph 9: Select CTE CSRs (2013-14 to 2017-18)

2013-14 2014-15 2015-16 2016-17 2017-18

25 2421

27

62

4945

49 50 51

3 1 3 2 2

105 5 5

13

2013-14 2014-15 2015-16 2016-17 2017-18

Graph 4: Select CTE Awards (2013-14 to 2017-18)

AUTO ELCT INDT WELD


Page 30 of 80


Select CTE Program Data: AUTO, ELCT, INDT, WELD Labor Market

Category SOC Unique Postings Total

Posting

Posting Intensity (Regional

Avg)

Median Posting

Duration (Regional

Avg)

Avg Monthly Postings

Avg Monthly Hires*

% Change (2014-

18)

Median Hourly

Earnings

Automotive Technicians &

Repairers

49- 3020

134 (116 FT, 18 PT/FLEX)

Most postings req at least 1 year of exp

362 3:1 (4:1) 35 (30) 14 25 4.90% $17.84/H

r

Automotive Body & Related

Repairers (Merced County) 49-

3021

1 (1 FT, 0 PT/FLEX) Posting req 1 year of

exp 1 1:1 (4:1) 33 (30) 0 2 8.30%

$23.05/Hr

Automotive Body & Related

Repairers (Merced + Stan

Counties)

36 (35 FT, 1 PT/FLEX)


120 3:1 (4:1) 31 (29) 4 15 11.20% $23.61/H

r

Electrical & Electronics Repairers,

Commercial & Industrial

Equipment

49- 2094

11 (11 FT, 0 PT/FLEX)

Most postings req at least 2 years of exp

20 2:1 (4:1) 45 (30) 1 0 -9.10% N/A

Electricians 47-

2110

83 (83 FT, 0 PT/FLEX)


282 3:1 (4:1) 37 (30) 10 9 5.50% $25.86/H

r

Heating, Air Conditioning,

& Refrigeration Mechanics &

Installers

49- 9021

38 (38 FT, 0 PT/FLEX)


123 3:1 (4:1) 28 (30) 4 6 32.00% $20.03/H

r

Maintenance & Repair

Workers, General

49- 9071

343 (325 FT, 18 0 PT/FLEX)


1055 3:1 (4:1) 31 (30) 36 41 6.70% $18.14/H

r

Welding, Soldering, &

Brazing Workers

51- 4120

39 (38 FT, 1 PT/FLEX)

All postings req at least 1 year of exp

299 8: 1 (4:1) 29 (30) 3 15 8.30% $16.62/H

r


Page 31 of 80

Academic Senate of

MERCED COLLEGE


Telephone (209) 384-6095

RESOLUTION


Second Reading/Action (Date): May 9, 2019 Pass/Fail

RESOLUTION NO. 4-19

Subject: Annual Review of Academic Senate Bylaws

Mover: Julie Clark Division/Area: Academic Senate President

Seconder: Caroline Dawson Division/Area: Academic Senate

President-Elect

Whereas, the Merced College Academic Senate bylaws call for a review of the constitution and

bylaws at least once per year;

Whereas, the clarity of Academic Senate procedures is the reason for the annual review of the

constitution and bylaws;

Whereas, the Board of Trustees approved on December 11, 2019 the Merced College Faculty

Association Contract Agreement which specifies reassign time for the Academic Senate

President and Curriculum Chair. The bylaws were changed to state the “Reassigned time will be

granted to the president/chairperson for both spring and fall semesters as stated in the Merced

College Faculty Association Contract Agreement;” and

Whereas, the Educational Master Plan Committee approved on December 13, 2018 an update to

the Merced College Participatory Governance Handbook. Changes included revamping the

existing Assessment Review Committee to Program Review Outcome Assessment Committee to

incorporate all 3 area Program Review and Outcome committees, including the Instructional

Program Review Student Learning Outcomes Assessment Committee (IPRSLOAC).

IPRSLOAC will still exists to perform training to instructional faculty and Cohort Assessment

Trainers (CATs), with regards to Program Review and Student Learning Outcomes.

Therefore be it resolved, that the Merced College Academic Senate adopt the revisions to the

bylaws that are presented in the revised draft of the bylaws attached to this resolution.


Page 32 of 80

Academic Senate of

MERCED COLLEGE

Bylaws to the Constitution

Definitions

Faculty:

"Faculty" means those employees of a community college who are employed in positions that are not

designated as supervisory or management for the purpose of Section 3540 of the California Government

Code, and for which minimum qualifications for hire have been specified in the regulations of the Board of

Governors, adopted pursuant to Section 87356 (a) of the California Education Code. Faculty are inclusive

of but not limited to professors, counselors, and librarians. Persons who do not meet the above definition

are not eligible for membership to the Academic Senate.

Full-Time Faculty:

Tenured and tenure-track faculty and temporary full-time faculty who are not classified as supervisory or

as management, have an assignment equivalent to 75 percent or more, or who have entered into a

written agreement with the District for a reduced workload that may be less than 75%.

Adjunct Faculty or Part-Time Faculty:

Faculty teaching no more than 67% percent of a full-time course load within the district. A full-time course

load in the Merced Community College District is defined as teaching 15 units of courses in the fall and

spring semesters for a total of 30 units in an academic school year.

I. Meetings

A. In accord with its stated purpose, the academic senate shall meet regularly to assume its

responsibilities.

B. General Meetings

1. Any of the following may place an item on the agenda of the senate by signed

written notice to the president of the senate seven (7) calendar days, at meeting

time (i.e. 11 AM), in advance of the meeting:

1. President of the college;

2. Any senator;

3. Two members of the academic community;


Page 33 of 80

4. Two members of the administrative staff;

5. Two members of the classified staff.

2. The agenda will be distributed to members of the senate, as well as publicly

posted, at least 72 hours prior to the meeting. This is in accordance with the

Brown Act. (Brown Act, Chapter 4)

3. By mandate of the Brown Act, academic senate meetings are open to the

public, but only senators, their alternates or proxies may vote on senate

business.

C. Special Meeting

1. Special meetings of the senate may be called by the president, at his or her will

or by the written request of five senators of the academic senate, in accordance

with the Brown Act. The president shall call the senate into a meeting within three

school days of the receipt of the request.

1. The president shall send written communication of the special meeting

and post the agenda no less than 24 hours prior to the meeting.

D. Attendance

1. If a senator misses two regularly scheduled meetings per semester without

reasonable causes and without having provided for an alternate to replace

him/her at those meetings, he/she may be declared delinquent by the

constituency that elected the senator and the senate seat shall be declared

vacant.

2. The same constituency that elected the delinquent senator may, after the

declaration of the vacant seat, elect the replacement for the unexpired term.

E. Alternates

1. Alternates who substitute for absent senators shall be counted in determining the

quorum for each senate meeting.

2. An alternate shall inform the secretary for the senate of the name of the senator

for whom he/she is a substitute.

3. An alternate who substitutes for an absent senator shall have voting rights of that

senator. No last minute proxies will be used.

II. Elections

A. Past-president

1. At its last regular meeting of the spring semester, the senate shall confirm the

past-president who will begin or continue his/her term following the last May

meeting for one year.

2. The duties of past-president shall include substituting as president if the current

president is absent and mentoring the current president as needed.


Page 34 of 80

B. Curriculum chair

1. The curriculum chairperson must be a full-time faculty member;

2. The term for the curriculum chairperson is two years, in alternating years from

the senate president.

3. The senate elections committee will solicit nominations from the cohorts from the

current or a past curriculum committee member for election as chairperson in

November for the December election.

4. At its last regular meeting of the fall semester, the curriculum committee shall

elect the next curriculum chairperson.

5. The senate shall confirm the curriculum chair at its January meeting.

6. Should the position of the chairperson become vacant, the senate elections

committee will nominate a candidate to be elected at the next regular meeting.

C. President / President-elect

1. Immediately after installation of the senators-elect at the May meeting, the newly

constituted senate shall confirm its new officers by ballot under the supervision of

the elections committee of the president as past-president and of the president-

elect as president.

2. The president-elect must be a full-time tenured academic member.

3. On even numbered years, there will be reconfirmation of president and president-

elect.

4. On odd numbered years, the president-elect shall be confirmed as president by a

majority of ballots cast by the senators present. The results shall be immediately

announced.

5. If the president-elect is not confirmed by a majority vote within two ballots, the

elections committee shall present a new nominee for election at the next regular

meeting.

6. The committee shall solicit nominees for president-elect beginning October 1 of

odd numbered years.

7. The nominees shall be posted in the agenda prior to the meeting at least 72

hours before the election meeting.

8. At the last meeting in December of odd numbered years, the president-elect shall

be elected by a majority of ballots cast after nominations are presented by the

committee and other nominations are accepted from the floor. The results shall

be immediately announced.

9. If a nominee is not presented or elected in December, this is to become priority at

each meeting until a president-elect is elected.

10. The installation of officers is to take place as the last item on the agenda


Page 35 of 80

following the election/confirmation.

11. Any elected senate officer may be removed from office by 2/3 majority of the

senators present.

D. Elections chair

1. At the last meeting in December each year, the elections chair shall be elected

by ballot by a majority of the senators present.

E. Senators

1. For the purpose of senate representation, each academic member is assigned to

not more than one existing cohort or area as listed below in E2. The elections

chairperson shall consult the faculty assignments list that is updated annually by

the Office of Instruction to assist cohort leads in determining the number of

senators the cohort should have based on the guidelines given in the

constitution.

2. The election to fill unexpired terms of senators and alternates representing the

separate cohorts must be held before the December senate meeting. Cohorts to

be represented by senators shall be; Area 1 cohort A, Area 1 cohort B, Area 2

cohort A, Area 2 cohort B, Area 3 cohort A, Area 3 cohort B, Area 4 cohort A,

Area 4 cohort B, Area 4 cohort C, Area 4 cohort D, Area 5 cohort A, Area 5

cohort B, and Area 7, and Adjunct Faculty. The areas of Counseling and the

Learning Resources Center which have instructional courses, but whose primary

tasks are outside of instruction, will each retain their own representation based

on the formula stated in the constitution.

3. A senator may be recalled by their cohort or area if the cohort or area decides

that the senator is not adequately representing their constituency.

4. Cohorts and areas as listed in II.E.2 shall elect their allocated senators in an

election conducted by the faculty lead(s) or their designee. Faculty leads are

responsible for determining how many representatives the cohort or area should

have consistent with the constitution of this Academic Senate. Faculty leads

shall notify the elections chair of their cohort representatives 10 instructional days

prior to the first senate meeting of the academic year.

5. Two senators-at-large shall be elected from the full-time faculty before the last

December senate meeting, by a secret paper or electronic ballot of the full-time

and adjunct faculty. Nominations of senators-at-large shall be gathered by the

senate elections officer or by nominations from the floor of the senate by the

November senate meeting. A senator or alternate representing an area may not

be a senator-at-large. The top two vote getters shall be declared the elected

senators with the next two vote getters declared as the alternate senators-at-


Page 36 of 80

large.

6. Senators-elect shall meet with the incumbent senators at the last scheduled

meeting of the spring semester, during which meeting the senators-elect shall be

installed.

III. Procedures

A. All committee appointments, with the exception of hiring committees, made by the

president of the senate shall subsequently be reviewed by the senate, and the president

of the senate shall take such action in regard to these appointments as the senate may

direct. Committee appointments to vice president hiring committees shall require the

president of the senate to consult with the senate executive committee in order to

determine appointments.

B. The names of a mover of a motion and its seconder shall be recorded in the minutes.

1. The senate shall have a secretary to keep the minutes and records for all senate

meetings the secretary may or may not be a faculty member.

2. If neither the president, past-president nor president-elect is able to attend a

board of trustees meeting, the president shall appoint a substitute representative

from among the members of the senate.

3. The President-elect or Past President will serve as the parliamentarian

4. In all proceedings of the senate not covered by its constitution or bylaws, the

senate shall be governed by the most recent edition of Robert’s Rules of Order.

IV. Duties of Officers

A. President

1. Articulate at state senate meetings and with local educational groups on

academic and professional matters;

2. Represent the academic senate on the Merced College Curriculum Committee,

the College Council, Educational Master Planning Committee as co-chair, Budget

Committee as co-chair, Standing Accreditation Committee, Program Review

Outcome Assessment Review Committee and the Instructional Program Review

and Student Learning Outcomes Assessment Committee;

3. Articulate with the Merced College Vice President of Instruction on academic

matters;

4. Distribute information to faculty relating to academic and professional matters;

5. Attend Merced College board of trustees meetings, reviewing policies and

voicing senate concerns to the board and College Council;

6. Prepare the agenda for and preside at the general and special senate meetings,

including the executive board;

7. Appoint, administer, and coordinate standing and special senate committees;


Page 37 of 80

8. Initiate and coordinate pertinent studies relating to academic and professional

matters;

9. Supervise the work of the secretary of the academic senate;

10. Articulate with the Merced College Faculty Association (union) on matters of

common interest between the association and the senate;

11. Serve on or assign representatives to college committees, including screening

committees for new college staff;

12. Articulate with the vice-president of administrative services on matters of mutual

concern;

13. Articulate with the college president on senate matters;

14. Supervise publications of the senate;

15. Serve as vice-chairperson of the curriculum committee stepping in the absence

of the curriculum president;

16. At least six (6) units of rReassigned time will be granted to the president for

both spring and fall semesters as stated in the Merced College Faculty

Association Contract Agreement.

B. President-elect

1. Perform all duties of the current president when he/she is unable to perform the

duties of office.

2. Shall perform all duties assigned by the president.

3. At least three (3) units of reassigned time will be granted to the president-elect

for both spring and fall semesters the year directly preceding the beginning of

their term as president.

C. Curriculum chairperson

1. The chairperson shall plan the agenda for and preside at curriculum meetings.

2. The duties will include providing technical assistance on matters of curriculum,

training of curriculum committee members on regulations, presiding over regular

technical review sessions for assistance to academic and coordinating the

planning for Title 5 regulation changes with the office of instruction and office of

student services.

3. At least six (6) units of rReassigned time will be granted to the chairperson for

both spring and fall semesters as stated in the Merced College Faculty

Association Contract Agreement.

4. The curriculum chair is both a voting member and a member of the executive

board of the academic senate.

5. Appoint, administer, and coordinate subcommittees and task forces of the

curriculum committee;


Page 38 of 80

6. The term of the chairperson will be two academic years, on alternating years of

the senate president. The chairperson can serve a maximum of two consecutive

terms.

D. Elections chairperson

1. The elections chair shall manage all elections concerning the academic senate.

2. The elections chair shall set the dates of elections in keeping with articles set

forth in these bylaws on elections.

3. The elections chair shall reserve the right to establish an elections committee

consisting of two members of the Academic Senate in addition to the elections

chair who chairs the committee.

4. The elections chair will solicit nominations for open positions in alignment with

the timeline set out in these bylaws.

5. The elections chair shall serve a term of one year with no restriction on

consecutive terms.

6. The chair shall notify areas of terms of senators and alternates (to expire at the

end of the academic year) by September 1 and shall receive the names of new

senators and alternates by the December meeting of the senate.

7. The chair shall supervise at-large elections of senators.

1. Nominations should be solicited beginning September 1.

2. Paper or electronic ballots should be distributed to all faculty by the first

week in December, and should be tallied in time to announce the results

at the December senate meeting.

8. The chair shall supervise the confirmation of the president and the election of the

president-elect as set forth under the article of these bylaws on elections.

9. The chair shall supervise the confirmation of the curriculum chairperson as set

forth under the article of the bylaws on elections.

10. The chair shall perform other electoral functions as directed by the president.

V. Standing Committees

A. Executive Committee

1. The executive committee shall consist of the senate president, president-elect or

past president, elections chair, one of the Instructional Program Review and

Student Learning Outcomes Assessment coordinators, curriculum chair and a

senator chosen by a vote of the senate.

2. The senate president shall serve as chairperson of the executive committee.

3. The executive committee shall have the power to meet and take provisional

action between the regularly scheduled meetings of the senate.


Page 39 of 80

B. Student-Of-The-Month Committee

1. This committee shall select the student-of-the-month for September, October,

November, February, March, and April.

a. The Student of the Month Coordinator will be appointed by the Academic

Senate President and affirmed by the senate for a two year term. The

Student of the Month Coordinator can serve consecutive terms.

b. Members of the Student of the Month Committee will be appointed by the

Academic Senate President. The committee should contain at least 5

members.

c. In order to qualify, a student shall be recommended by faculty, staff, or

administrator of Merced College, who shall fill out a recommendation

form. The nominate students will be asked to write a short

autobiographical essay. The student must be a current Merced College

student.

d. Upon receipt of the proper forms, the committee review the

recommendation forms and the academic record of the student.

e. After selecting the student-of-the-month, the committee shall notify the

student and coordinate any gifts and the parking permit. The coordinator

shall prepare the presentation of the student to the board of trustees, the

presentation of a certificate with the help of the president’s office, the

taking of the student’s photo and the publicity of the selection with on the

college website, Academic Senate, Classified Senate, college school

and local newspapers.

f. Students not chosen shall be kept on the active roster for selection

during the school year. If more than 10 students are nominated each

month, the lowest ranked students shall be deleted from the list.

g. The Student of the Month Coordinator will notify the Director of Student

Success of winners and updates for inclusion on the Student Success

Committee agenda.

2. The committee shall select the student-of-the-year.

a. The candidates for this honor shall be students chosen for student-of-

the-month.

b. The committee shall use existing materials for this selection.

c. The candidates must be current students at Merced College.

d. The committee shall coordinate the presentation of any certificates or

gifts, the presentation to the board of trustees, a photo to be displayed

on campus, and any publicity for school and local newspapers.


Page 40 of 80

C. Constitution and Bylaws Committee

1. The senate president shall serve as chairperson of this committee and the

executive committee will serve as members.

2. The committee shall meet as necessary and suggest amendments to the

constitution and bylaws to the senate for adoption.

a. The committee shall suggest amendments necessitated by changes in

senate policy adopted during a senate meeting.

b. The committee shall also suggest changes to keep the constitution and

bylaws up to date and to keep the articles consistent with themselves.

3. The committee shall present revised copies of the constitution and bylaws to the

senate whenever changes are adopted by the senate.

4. The committee shall provide each new incoming senator with a copy of the

constitution and bylaws.

5. The committee shall review the constitution and bylaws at least once per

academic year.

D. Student Success Committee

1. The Student Success Committee co-chair is recommended by the Student

Success Committee to the academic senate president and affirmed by the

senate.

2. The committee consists of representatives from the areas of instructional support

and student services working directly with students.

3. This committee oversees the Basic Skills/Student Success Initiative efforts on

campus as well as providing a place for shared planning for direct student

support from the instructional and student services areas.

4. The committee supports new projects for a limited time.

5. The committee uses the following criteria to fund new projects with the intention

of successful projects being institutionalized

a. Data driven (quantitative and qualitative)

b. Timeframe based on sound research practices up to 2 years

6. Recommendations made by the Student Success Committee will be forwarded to

the Academic Senate.

7. The committee will meet monthly during the academic year

E. Equivalency Committee

1. The equivalency committee consists of three faculty and two administrators.

2. This committee collaboratively works to develop, recommend and implement

hiring procedures and policies which will ensure the quality of faculty members.

3. Because equivalency is an academic area, and a subcommittee of the academic


Page 41 of 80

senate, the academic senate supports that a faculty member on the committee

maintains chairmanship.

4. Once the governing board and the academic senate jointly agree upon policy and

procedures for establishing equivalency, the governing board must rely primarily

on the advice of its academic senate for carrying out the process.

[Ed. Code §87359 (b)]

F. Curriculum Committee

1. The curriculum committee consists of one or more full-time, tenure-track faculty

member(s) from each instructional cohort or area as defined within the most

current Board approved organizational structure. The curriculum committee will

also include faculty membership from Counseling, the Learning Resources

Center, and the SLO Instructional Program Review and Student Learning

Outcomes Assessment Committee coordinator. In addition to representatives

from these cohorts and areas the Merced College Academic Senate President

will also serve as a member of the committee. All are designated as voting

members of the curriculum committee.

2. In addition to faculty, the curriculum committee also includes representation from

the Office of Instruction, the VP of Instruction and two Area Deans, as well as the

Articulation Officer, Student Success and Support Program Director, Noncredit

Coordinator, and a representative from ASMC. All are designated as voting


3. The curriculum committee may also include a full-time, tenure-track faculty

member from any Merced College Community District “off site center” designated

by the faculty of that center. Such members are designated as non-voting


4. The curriculum committee also includes several staff members including the

institutional researcher, instructional services technician, representative(s) from

admissions and records, and a secretary. All are designated as non voting


5. Each voting member represents a vote for all actions taken regarding the

updating of curriculum.

6. Cohorts and areas as listed in V.G.1 shall select their representative from among

their cohort or area faculty. It is the responsibility of each cohort or area to

replace their representative if the current representative is no longer able to be a

part of the committee.

7. Each representative should serve as a liaison between their respective areas and

the curriculum committee. This includes making colleagues aware of any Title 5


Page 42 of 80

changes.

8. The curriculum chairperson will serve as a liaison between curriculum committee

and the academic senate.

9. “the Governing Board shall . . .ensure. . .the right of academic senates to assume

primary responsibility for making recommendation in the areas of curriculum and

academic standards.”(Title 5: 53203)

G. Academic Exceptions Committee

1. Academic Exceptions Committee approves or denies requests made by students

through a petition process.

2. The Chairperson is appointed by the Academic Senate President.

3. The Committee consists of three faculty members representing the Guidance

Area, at least two faculty members representing instructional areas, a faculty

member to represent military veteran students, and the Dean of Student

Services. It is suggested that of the three faculty members representing the

Guidance Area, at least one be from Disabled Student Services. It is also

suggested that the instructional faculty include representatives from the math and

English cohorts. The Dean of Student Services is a non-voting member since

he/she considers student appeals regarding petition outcomes.

4. The petition process is as follows:

a. Student completes the appropriate petition based on request:

Academic Renewal

Course Repeat

General Petition

b. Student submit petition to Admissions & Records where a copy of the

student’s transcript is attached. Petitions are given to Chairperson of the

Academic Exceptions Committee.

c. The Chairperson approves or denies petitions by investigating the

student’s claim, using faculty, Title 5, Board Policy and Administrative

Procedures as resources. When needed, students are asked to supply

documentation to support their requests. If a student’s request is not one

which can be approved or denied by referencing normal resources, the

Academic Exceptions Committee is convened. The petitions are shared

with the members, and after an initial vote, there is discussion and then a

final vote is taken. A simple majority will determine the outcome.

d. Petitions are duplicate forms. Once acted upon, the white copy is

scanned into the student record using the imaging system. The yellow

copy of the form is mailed to the student.


Page 43 of 80

e. If the student wishes to appeal the decision of the Academic Exceptions

Committee and/or the Chairperson, they are directed to the Dean of

Student Services who can revise the original decision to approve or deny

the student’s request.

H. Flex Peer Review Committee

1. The mission of the Flex Peer Review Committee is to fairly and accurately

determine, based on the guidelines set forth by Title 5, the Chancellor’s Office,

and the Merced College Academic Senate, whether or not activities submitted by

an individual faculty member has met the intent of the program.

2. The Flex Peer Review Committee should consist of at least two members per

cohort, voted on by the cohort, but no more than three members per cohort to

allow for sufficient discussion among like discipline colleagues at the same time

not allowing for the committee to be too heavily weighted in any specific area.

Committee members should serve a term of two consecutive years with no

restrictions on consecutive terms.

3. The Flex Peer Review Committee Coordinator(s) is/are chosen by the active

committee members and the selection is ratified through the Merced College

Academic Senate. The flex coordinator(s) should serve a term of 2 consecutive

years and can remain as coordinator(s) after a two year term completes for

additional two year term if mutually agreed upon by themselves and the

committee. The flex coordinator(s) duties include, but are not limited to the

following:

a. Scheduling and running of monthly flex peer review committee meetings

b. Keeping flex website current

c. Attending adjunct and new faculty orientations to acquaint the members

with the flexible calendar program

d. Giving flex updates at convocation and at Academic Senate meetings as

necessary

e. Working with Staff Development Committee on flex day workshops

f. Completing the end of the year flex reports to submit to Chancellor’s

office

g. Attending flex webinars presented by the Chancellor’s office

h. Updating flex forms as necessary

i. Receiving flex forms submitted by faculty which includes:

1. Delivering them to appropriate committee members for

evaluation

2. Contacting individual faculty members for clarification of


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submitted activities

3. Acting as a liaison between the committee and individual faculty

members

4. Collecting and checking off required activity documentation

5. Working with Classified Professional to record submissions

4. The specific goals and objectives of the committee are to serve as an available

resource to assist faculty in completing their individual Flex/Staff Development

Obligation. Meet regularly to review individual faculty members Flex/Staff

Development proposals. Recommend any necessary modifications in the

individual faculty members Flex/Staff Development proposal to align with

approved activities. Work with the Staff Development Committee in designing

Flex Day Workshops

5. Faculty members have a right to appeal the decision of members of the

committee to deny specific activities. In order to appeal, the individual faculty

member should specify in writing within two weeks of the decision why he/she

feels that the specific activity should be approved. The flex form and the written

appeal will be reviewed by the entire flex peer review committee. After a group

discussion, all committee members except for the coordinator will vote, with the

majority deciding. In the event of a tie, the coordinator will cast the deciding vote.

I. Distance Education Committee

1. The Distance Education Subcommittee acts under the direction of the Merced

College Academic Senate as a subcommittee of the Curriculum Committee to

support faculty and make recommendations to the Board of Trustees on all

instructional matters regarding distance education at Merced College.

2. The voting members of the Distance Education Committee will be comprised of:

a. One faculty member will be elected from each cohort offering Distance

Education classes. The faculty member will have a 2 year term at the

end of which the cohort will hold another election. If the member can no

longer attend meetings before their 2 year term is done then the cohort

will elect another member to replace them. All election results shall be

reported to the Curriculum Chair. It is recommended that the faculty

chosen to serve on the committee be experienced in teaching Distance

Education Classes. One of these elected faculty members will be elected

by the subcommittee to serve as Chairperson. The Chairperson will have

a 2 year term at the end of which the subcommittee will hold another

election. Offering distance education courses is not contingent upon

cohort representation on the Distance Education Committee


Page 45 of 80

b. One (1) administration representative appointed by the Curriculum

Committee Chair in consultation with the Vice President of Instruction

and the approval of the academic senate;

c. One (1) Learning Resources Center representative appointed by the

Curriculum Committee Chair in consultation with the LRC director and

the approval of the academic senate;

d. The Educational Technology Analyst (or Equivalent) responsible for

supporting the Learning Management System (LMS) used by distance

education faculty

3. Non-voting members of the Distance Education Committee will be others invited

as resource persons, ex-officio members, and consultants at the request of the

Curriculum Committee Chair. These individuals would be non-voting members.

4. The subcommittee will upon request act to:

a. Review distance education courses submitted by the chair for adherence

to board policy on regular and effective contact, and any additional

information relevant to distance education

b. serve as an available resource to assist new faculty who wish to offer

course sections via distance education;

c. recommend training and development proposals for both new and

experienced professors as deemed necessary;

d. evaluate and propose procedures to ensure compliance with established

Course Outline of Record, in accordance with current on regulations from

the Chancellor’s Office and recommendations from the Academic Senate

of California’s Community Colleges;

e. examine potential distance education learning models and technologies,

and offer pedagogical insight to any curriculum uses of newly purchased

or proposed technologies;

f. work through established protocols to assign one subcommittee member

to serve on the Instructional Master Planning Committee and any other

technology committee or task force related to distance education to

represent the faculty interests in distance education;

g. Accept and respond to special requests from the Academic Senate or

Curriculum Committee regarding distance education issues;

5. The subcommittee will forward findings and recommendations to the Curriculum

Committee monthly for action and/or recommendations to the Academic Senate.

6. The chair of the Distance Education Subcommittee (in consultation with the

subcommittee) will review all distance education courses submitted to the


Page 46 of 80

Curriculum Committee as a part of the separate approval process via review

status in CurricUNET.

J. Instructional Program Review and Student Learning Outcomes Assessment Committee

1. The Instructional Program Review and Student Learning Outcomes Assessment

Committee (IPRSLOAC) is a faculty-driven committee existing for the facilitation

of improvement in all instructional programs and services at Merced College.

IPRSLOAC, in conjunction with the Instructional Master Planning Committee

(IMPC) and Program Review Outcome Assessment Committee (PROAC),

solicits and provides support for evidence-based documentation from

instructional programs and courses to assess effectiveness and identify areas for

improvement which may lead to requests for financial resources.

2. IPRSLOAC operates as a subcommittee of the Merced College Academic

Senate.

3. To accomplish its mission, IPRSLOAC works in collaboration with instructional

area faculty and staff in the completion of program reviews and student learning

outcomes assessment by:

a. establishing a systematic process for collecting, analyzing, and

interpreting data concerning instruction and instructional support;

b. providing support and training for the IPR and SLO process to faculty

and staff;

c. evaluating program reviews for completeness;

d. supporting the completion of yearly and multi-year assessment plans by

cohorts;

e. establishing completion of SLO assessment reports, and notifying

cohorts of uncompleted program reviews and SLO assessments through

the cohort representative.

f. forwarding completed IPRs to IMPC for evaluation, prioritization and

further dissemination.

4. The membership consists of:

a. Faculty Cohort Assessment Trainers (CATs) plus a faculty representative

from Counseling and the Library

b. Non-Credit representative (1)

c. Academic Senate President

d. Curriculum Chair

e. IPR/SLO Coordinator(s) (chair(s))

f. Advisory members invited as needed: Researcher (1), and Directors (3)

[Library, Counseling, Student Success]


Page 47 of 80

5. The membership of IPRSLOAC is designed to provide support to cohorts in

completing program review and student learning outcomes assessment. The

committee is co-chaired by the SLO Coordinator(s), and Program Review

Coordinator(s) and/or Faculty Program Review Data Facilitator. Release time

will be split among the coordinators in a manner mutually agreed upon by the

coordinators and Vice President of Instruction. At least one co-chair will serve a

non-voting, advisory role to the Senate.

6. Duties of the co-chairs include but are not limited to:

a. Document instructional program reviews and course SLO assessment

reports.

b. Coordinate a yearly calendar of workshops with a wide variety of

topics on outcomes assessment.

c. Facilitate production of the IPRSLOAC newsletter.

d. Provide training as needed to the CATS and deans to keep faculty

abreast of current assessment information and best practice findings

e. Work with area deans to write annual reports summarizing all program

reviews under their purview for IMPC.

f. Attend trainings to keep abreast of current assessment information as

well as to share and glean best practice ideas.

g. Work closely with the SLO resource personnel to coordinate and

facilitate all assessment documentation as needed.

h. Assist in the training of faculty in the use of appropriate software as they

pertain to program review and course SLO assessment.

7. IPRSLOAC establishes its timeline for completing Instructional Program

Review to coincide with the EMPC timeline. Educational sessions for

faculty and staff are established and offered to assist in Instructional

Program Review and Student Learning Outcomes assessment completion.

Simultaneously, CATs are available for one-on-one assistance.

8. The committee will support efforts that encourage cohorts to have

assessment plans that are updated yearly and that plans are carried out.

9. IPRSLOAC/PROAC reports its actions to the Academic Senate and the

Curriculum Committee through the IPR/SLO Coordinator(s).

10. IPRSLOAC is responsible for evaluating its effectiveness and making

appropriate changes to improve the process, in the following ways:

a. Reviews and updates its systematic process for collecting,

analyzing and interpreting data concerning instruction and

instructional support;


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b. Offers IPR training events during the year;

c. Offers SLO training events during the year;

d. Evaluates training effectiveness;

e. Documents individual and group meetings to provide support for

IPR and SLO completion;

f. Evaluates the number of completed IPRs and SLO assessments

meeting the established guidelines and ensures the IPRs are

forwarded to IMPC

RATIFICATION RECORD

Adopted by Academic Senate September 27, 1979

Revised by Academic Senate September 17, 1981

Revised by Academic Senate April 28, 1988

Ratified by Board of Trustees August 16, 1988

Revised by Academic Senate October 6, 1994

Revised by Academic Senate May 1, 1997

Revised by Academic Senate February 5, 1998

Revised by Academic Senate February 14, 2008

Revised by Academic Senate April 24, 2008









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2019-22 Student Equity and Achievement Program Plan Executive Summary

Page 1 of 20

Merced College is committed to improving student access and success. In order to address

challenges faced by disproportionately impacted students, Merced College has developed a

series of goals and activities to help students overcome barriers to their academic

success. The Student Equity Plan is aligned with the Chancellor’s Office Vision for Success,

Merced College’s Educational Master Plan, Strategic Implementation Plan, Guided Pathways

framework and Integrated Plan. This alignment allows for programmatic coordination campus

wide, particularly within the SEA Program. This coordination will enable Merced College to

better leverage existing resources to support students in their academic journey. Below is the

accounting of previous SEA Program funding allocations, as well as the assessment of

previous years’ goals.

Student Equity at Merced College has received funding from the State for the past three

years. In 2014-2015 the total allocated budget was $718,635, while the following two years the

budget grew dramatically to $1,394,815 in 2015-2016 and $1,390,725 in 2016-2017. During the

2017- 2018 there were major infrastructure changes that lead to the development of the

Integrated Plan, which lead to 2018-2019 SEA Program plan. Merced College has been able to

make investments into the infrastructure of the Equity program by investing in staffing to

provide direct services to students and continues to look for ways to expand and make Equity a

presence on the campus. As a result, programming to students has increased and we have been

able to fund initiatives such as an equity library reserve for students that do not have access to

textbooks, expanded library hours during finals week, and expanded tutorial hours. Additionally,

we have allocated funds to target our specialized populations (individuals with disabilities, foster

youth, low income students, and veterans) and some emerging populations (LGBTQ+, homeless

students, students with food insecurities, and our undocumented students) with counseling and

other support services.

Academic

Salaries

Non-

academic

salaries

Employee

Benefits

Supplies

and

Materials

Other

Operating

Capital

Outlay

Other

Outgo

Total

budget

2015-

2016

344,010

205,218

243,430

29,933

374,785

161,899

35,540

1,394,815

2016-

2017

289,945

178,308

160,177

38,011

480,354

103,930

140,000

1,390,725

2017-2018 362,699 262,471 286,675 8,734 237,685 49,993 154,654 1,362,911


Page 50 of 80


Page 2 of 20

SEA

Goal Activities

Increase the percentage of disproportionately impacted (DI) students who enroll at Merced College by 3%.

Ethnicity

White (-9.56, Male -4.09)

Black or African

American (-8.77, Male -5.73)

Native Hawaiian (-11.63)

American Indian/Alaskan Native (-

9.60, Females; -8.39)

Foster youth (-4.39)

Veterans (-11.38)

Targeted marketing that reaches DI populations

Marketing that is inclusive and includes diverse populations

Increased partnerships with community agencies

o Faith based organizations

o El Concilio

o Migrant Education

Hispanic Education Conference

Bring in bi-lingual agencies

Workshops in Spanish

Workshops that focus on DACA/AB 540

Spanish workshops

o How to support a college student

o CTE pathways/adult learning opportunities

o Financial aid/student Loans

o Admissions process

o College Promise

Streamline Entry Processes

Proactive high school and community outreach

o Placement Questionnaire

o Implement “Add Codes”

o Extreme Registration

o Blue Devil Preview Days

o Welcome Center

o High School Pathways Counselors

o Automate noncredit application

Develop guided pathways through community partnerships

Top ten degrees/certificates will have program maps with plans from

K12 to MC and MC to universities

Develop guided pathways through community partnerships

Top ten degrees/certificates will have program maps with plans from


Reach New Populations of students

Inmate Education

Condensed CCCApply with “Schools”

Prison Re-Entry

Next UP funds

o Student Success Coordinator to connect with students, track

progress, connect at-risk students with support.

Use AB 288 to improve student matriculation to Merced College from

local area high schools

o Collaborate with local districts and High School Pathways

Counselors to create pathways that align with degrees offered

at Merced College

o Use High School Pathways counselor to onboard students


Page 51 of 80


Page 3 of 20

and create Abbreviated Education Plans

o Host high school administrative/counselor breakfast

o Financial Aid

College Promise Workshops

Create First Year Experience Program

o Create an Interdisciplinary College Success Course

o Implement Summer Bridge

o Embed completion teams within the “Schools”

o Organize events and activities targeted toward first year

students

Enhance Technology to improve access

o EAB Navigate

o CCC Mypath/CCCApply

Increase the retention rates of students based on age by 5% annually

Ethnicity

American Indian/Alaskan Native

(-20.63)

Implement Completion Teams within the “Schools”

First Year Experience course that focuses on the adult

learner/adult re-entry students

Implement embedded Counseling within each school

Identify student services staff that will support “Schools”

CTE SSSP Technician to connect with students, track

progress, connect at-risk students with support.

Use technology to engage all students on campus

Technology workshops that address the older/more mature

student

Online Education Initiative

Created and Innovative and Inclusive Distance Education

o Implemented a Master Teacher Education Program

Increase Online Student Support Services

o Counseling

Tutorial referral button

EAB Navigate

o One click registration

o Early Alert

Library Resource Center

Student Academic Support Services

o Tutorial

o Class Presentations

o Student Success

Workshops

Adult learners

Strategies for Adult-Reentry students

o Study Central

o Interdisciplinary Literacy Center

o Math Lab

o Student Success Center (LB)

o SmartThinking, Online Tutoring

Organized activities that promote student success and target adult

learners


Page 52 of 80


Page 4 of 20

Inmate support services

o Coordinated tutoring

o Counseling

o Mini Extreme Registration

o Face to face faculty

o Inmate program completion pathways

Cram Week

Schedule Fest

Strategic Enrollment Management

#MCHATEFREE Positive Speaker Series

o Faculty Equity and Inclusion Workshops

o Vet Net Ally training

Lending Libraries

ASMC activities

o Food Pantry

o Club Rush

o Culture Shock

Active Learning Conference

Hunger Free Campus funds

o Conference to educate the community

o Purchased a storage container for food pantry

CTE Fast Track Pathways

Community Outreach that targets adult students/Adult Education

Commercial/brochures/videos that use adult populations and

address adult challenges

Guidance courses targeted toward adult re-entry students

Evaluate hiring practices

Promote hiring practices that increase diverse faculty

Faculty professional development that increases awareness about

inclusion and diversity

Equity and Inclusion in the College Classroom

How to promote help seeking behaviors

Addressing math anxiety

Teaching strategies for success in the classroom

Growth Mindset

Increase by 7% the number of students

transferring annually to a UC or CSU

**Since no students in the following

groups transferred in the 16/17 year the

PI = 0:

Veterans: Male and Female

Native Hawaiian or Other Pacific

Islander: Male and Female

Guided Pathways

Use “Schools” to develop program maps that align with local

universities

Increase services that lead to transfer

Transfer Center Support

Transfer workshops

o Focus on diverse colleges

o HBCU’s

o Educate students about 4-year college


Page 53 of 80


Page 5 of 20

LGBT: Male and Female

Foster Youth: Male and Female

Filipino: Male and Female

American Indian/Alaska Native:

Male and Female

Two or more races

Black or African American:

Female

Hispanic: Male

Asian: Male

**The values below are reported using

the PI

Hispanic (.69)

First Generations (Male; .54)

Economically Disadvantaged

(Male; .75)

culture/demographics

o How to feel connected on a college campus

o EOP/Promis Scholars and how they serve diverse

populations

College Transfer Nights

Increased ADT degrees

College tours

Articulation

UC Merced partnerships

CSU Fresno and CSU Stanislaus Local transfer agreements

High School to Merced College Fast Track Paths

Curriculum Development

Create maps with plans from MC to universities

Increase the persistence of disproportionately impacted students placed in college level math and English by 12% a year

Veterans (-6.57, Female; -6.57, Male; -

6.57)

Ethnicity

Native Hawaiian or Other Pacific

Islander (--6.55, Female; -6.55,

Male; -6.55)

Black or African American (-5.15;

Female; -6.70)

American Indian/Alaska Native -

6.59, Female; -6.64, Male; -6.59)

LGBT (-5.34, Female; -6.72)

Foster Youth (-6.65, Female;

- 6.67, Male; -6.65)


o Tutorial

o Student Success Workshops

o Study Central

o Interdisciplinary Literacy Center

o Math Lab

o Student Success Center (LB)

o SmartThinking, Online Tutoring

o Hire diverse tutors

o Class presentations

Activities and services that promote student transfer level success and

access

Implementation of co-requisite model in math and English

Multiple Measures/Placement Questionnaire

Full adoption of AB705

Professional Development

o IEPI workshops

o Vision Resource Center

o Statewide Academic Senate

Realigning student-centered approach to math, English, and ESL course

sequences

Faculty professional development that increases awareness about

inclusion and diversity

Equity and Inclusion in the College Classroom

How to promote help seeking behaviors


Interdisciplinary College Success Courses that focus on students from

diverse backgrounds:

Learning Potentials


Page 54 of 80


Page 6 of 20

Math strategies

Making the Move: Transitioning from high school to college

Increasing by at least 15% the number of

students annually who acquire associates

degrees, credentials, certificates, or

specific skill sets that prepare them for

an in-demand job.

Decreasing the average number of units

accumulated by Merced College students

earning associate’s degrees, from

approximately 88 total until to 70 total

units.

Ethnicity:

Black or African American

o AA/AS + ADT (.59)

o Certificate (.49)

o AA (.77)

o ADT (.41)

o Vision Completion Goal

Definition (.57)

Native Hawaiian or Pacific Islander

o AA/AS + ADT (.30)

o Certificate (0)

o AA (0)

o ADT (.59)


Definition (.29)

Foster Youth

o AA/AS + ADT (.59)

o Certificate (.53)

o AA (.51)

o ADT (.67)


Definition (.49)

LGBT

o AA/AS + ADT (.38)

o Certificate (.44)

o AA (.34)

o ADT (.42)


Definition (.41)

American Indian

o Certificates (.43)

Increased access to student support from application to

graduation/completion

First Year Experience

Accelerated CTE Pathways

Increased credit for prior military experience

Intrusive Counseling

Office of Student Relations and Engagement Services

including the career and transfer centers

Implement JobSpeaker to connect completing students with internships

and employment opportunities

Interdisciplinary College Success Courses that focus on students from


Learning Potentials

Math strategies

Making the Move: Transitioning from high school to college

Faculty education:

Andragogy: Addressing the needs and benefits of adult learners

Providing college success tips for diverse student populations

College Tours that highlight diverse campuses

HBCU’s

Diverse communities


Page 55 of 80


Page 7 of 20

Disabled

o ADT (.79)

Contact information: Merced Community College District

Name: Lonita Cordova, Ph.D., Dean of Student Equity and Success

3600 M Street

Merced, Ca 95348

Phone: 209-384-6017

Email: [email protected]


Page 56 of 80

2019-22 Student Equity Plan (For Planning Purposes Only)

Page 1 of 4

1. In the chart below the three-year goal for each metric based on data for the college’s overall student population and identify the

activities that support goal attainment.

Metric

Current Baseline

Data for Overall

Student Population

Goals for Overall Student

Population

Activities that support the goal

Access: Successful

Enrollment

16,097 unduplicated

headcount

Increase the percentage of incoming

students who enroll at Merced College

by 1%

Merced College 18-23 Visions for

Success Goal 1: Employ enrollment

management strategies to support

student success, progression, and

completion/transfer:

Develop Guided Pathways

within meta major, including

stacked credentials, in

connection with K-12 and

university partners

o Include K-12 and

university partners in

Guided Pathways

Steering committee

o Develop and to the

extent possible,

articulate pathways and

programs of study


Proactive high school and

community outreach





o Welcome Center

o High School Pathways

Counselors

o Automate noncredit

application

Develop guided pathways through

community partnerships

Top ten degrees/certificates will

have program maps with plans from



Inmate Education

Condensed CCCApply with

“Schools”

Prison Re-Entry

Next UP funds


Page 57 of 80


Page 2 of 4

between K-12 and

university partners


Success Goal 2: Increase student

access and streamline entry processes

o 70% reduction in face

to face first week

registrations actions

o Implement placement

questionnaire

90% of students

will utilize

placement tool

o Provide early and

proactive career

information

100% of

incoming

students will

attend a SSSP

intro to Merced

College

presentation,

including career

information

o Create Student Success

Center

100% of on

campus

registering

students will

o Next UP center

o Designated Counselor

o Student Success Coordinator

to connect with students,

track progress, connect at-

risk students with support.

Improve student matriculation to

Merced College from local area high

schools

o Collaborate with local

districts and High School

Pathways Counselors to

create pathways that align

with degrees offered at

Merced College

o Use High School Pathways

counselor to onboard

students and create

Abbreviated Education Plans

o Host high school

administrative/counselor

breakfast

o Financial Aid

College Promise

Workshops

Create First Year Experience

Program

o Create an Interdisciplinary

College Success Course


o Embed completion teams

within the “Schools”

o Organize events and


Page 58 of 80


Page 3 of 4

use the one stop

shop


Program that integrates

campus life career counseling,

educational planning, and

student success strategies

Strengthen K-12 Partnerships

o Complete a procedure

document for each

partnership initiative and

identify contact person

activities targeted toward

first year students

Enhance Technology to improve

access

o EAB Navigate


Retention: Fall to Spring

69%

8448 of

12,161

Students

Increase the retention rates of

students based annually by 1% by:


Program that integrates

campus life career counseling,

educational planning, and

student success strategies

Implement completion teams

with the “Schools”

o Counselors and

student support

services are fully

embedded within

instructional areas

Design and implement events

and activities targeted toward

first year students

Implement Completion Teams within

the “Schools”

Implement embedded

Counseling within each school

Identify student services staff

that will support “Schools”

CTE SSSP Technician to

connect with students, track

progress, connect at-risk

students with support.

Use technology to engage all students on

campus


Overhauled Distance Education

o Implemented a Master

Teacher Education

Program

Increase Online Student Support


Page 59 of 80


Page 4 of 4

Services

o Counseling


EAB Navigate


o Early Alert



o Tutorial

o Student Success

Workshops

o Study Central

o Interdisciplinary Literacy

Center

o Math Lab

o Student Success Center

(LB)

o SmartThinking, Online

Tutoring

Organized activities that promote

student success

Cram Week

Schedule Fest

Strategic Enrollment

Management

#MCHATEFREE Positive

Speaker Series

o Faculty Equity and

Inclusion Workshops


Lending Libraries

ASMC activities


Page 60 of 80


Page 5 of 4

o Food Pantry

o Club Rush

o Culture Shock



o Purchased a storage

container to store food

o Host a food insecurity

conference to educate the

community


Transfer to a four-

year institution

582 CSU/UC

111 Private College

In-State

172 Out of state

Increase the completion of

degrees/certificates earned and student

transfer rates by 1%

Visions for Success Goal 1: Employ

enrollment management strategies to

support student success, progression,

completion and transfer.

Increase by 5% the number of

students transferring annually to a

UC or CSU.

Develop Guided Pathways

within “Schools”, including

stacked credentials, in


university partners

o Include K-12 and

university partners in

Guided Pathways

Guided Pathways

Use “Schools” to develop

program maps that align with

local universities



Transfer workshops



College tours

Articulation


CSU Fresno and CSU Stanislaus

Local transfer agreements

High School to Merced College

Fast Track Paths


Create maps with plans from MC

to universities


Page 61 of 80


Page 6 of 4

Steering committee

o Develop and to the

extent possible,

articulate pathways and

programs of study

between K-12 and

university partners

Strengthen existing and create new

partnerships with educational

institutions, employers, and

government and community agencies

Student participation will

increase by 20 students per

year. Two year transfer rates

will be at a rate of 80%.

of students making their first

contact will complete Transfer

Agreement Package account

during their interaction.

Survey students who attend the

workshop and transfer day

university fair. 75% of

students will be able to

identify they need to take to

transfer to a four-year

university.


Page 62 of 80


Page 7 of 4

Completion of transfer

level math and English

7 %

177 out of

2,630

Increase the persistence of students

placed in college level math and

English by 3%


o Tutorial

o Student Success

Workshops

o Study Central


Center

o Math Lab


(LB)


Tutoring

Activities and services that promote

student transfer level success and access

Implementation of co-requisite

model in math and English

Multiple Measures/Placement

Questionnaire



o IEPI workshops


o Statewide Academic

Senate

Realigning student centered

approach to math, English, and ESL

course sequences

Earned credit certificate

over 18 units, associate

degree, CCC bachelor’s

degree

Certificates

416 Students

Associates Degree

520 Students

Associates Degree for

Increase the completion of degrees

and certificates earned and the student

completion rate by 10%

Increased access to student support from

application to graduation/completion



Increased credit for prior


Page 63 of 80


Page 8 of 4

Transfer

398 Students


Success Goal 1: Employ enrollment

management strategies to support

student success, progression,

completion and transfer.

Increasing by at least 5% the

number of students annually

who acquire associate’s

degrees, credentials,

certificates, or specific skill

sets that prepare them for an

in-demand job.

Decreasing the average

number of units accumulated

by Merced College students

earning associate’s degrees,

from approximately 88 total

until to 79 total units.

Partner with Employers,

Foundations, Community

groups, and Government

Agencies

o Create a mechanism to

expand the tracking of

CTE student

completer,

employment, and

internship

opportunities

Develop guided pathways

within metamajors, including

stacked credentials, and in

military experience


Office of Student Relations and

Engagement Services including

the career and transfer centers

o Implement JobSpeaker

to connect completing

students with internships

and employment

opportunities


Page 64 of 80


Page 9 of 4


university partners

o 90% of degree/

certificates have a map

o Top ten

degrees/certificates

will have program

maps with plans from

K-12 to Merced

College and Merced

College to universities


Page 65 of 80


Page 10 of 4

2. In the chart below enter the three-year goal for each student equity population shown to be disproportionately impacted in each

metric and identify the activities that support goal attainment.

Metric

Current Baseline Data for

Disproportionately

Impacted Student

Population

Goals for Disproportionately

Impacted Student Population

Activities that support the goal

Access: Successful

Enrollment

Ethnicity

White (-9.56, Male -4.09)

Black or African

American (-8.77, Male -5.73)

Native Hawaiian (-11.63)

American Indian/Alaskan

Native (-9.60, Females; -

8.39)

Foster youth (-4.39)

Veterans (-11.38)

Merced College 18-23 Visions

for Success Goal 1: Employ

enrollment management

strategies to support student

success, progression, and

completion/transfer:


for Success Goal 2: Increase

student access and streamline

entry processes

Increase the successful

enrollment of DI students based

on Ethnicity, Foster Youth, and

Age by 3% each year using:

Targeted enrollment

strategies

Implementation of Guided

Pathways

Expanded community

partnerships

Targeted marketing that reaches DI

populations

Marketing that is inclusive and

includes diverse populations

Increased partnerships with

community agencies

o Faith based organizations

o El Concilio

o Migrant Education

Hispanic Education Conference

Bring in bi-lingual agencies

Workshops in Spanish

Workshops that focus on

DACA/AB 540

Spanish workshops

o How to support a college

student

o CTE pathways/adult

learning opportunities

o Financial aid/student

Loans

o Admissions process


Page 66 of 80


Page 11 of 4

Reaching new student

populations

Improving AB 288

partnerships

Creating a First Year

Experience Program

Enhancing technology to

improve access

Targeted outreach to engage

DI populations

o College Promise


Proactive high school and

community outreach





o Welcome Center

o High School Pathways

Counselors

o Automate noncredit

application












Inmate Education

Condensed CCCApply with

“Schools”

Prison Re-Entry

Next UP funds

o Student Success Coordinator

to connect with students,

track progress, connect at-


Page 67 of 80


Page 12 of 4

risk students with support.

Use AB 288 to improve student

matriculation to Merced College from

local area high schools

o Collaborate with local

districts and High School

Pathways Counselors to

create pathways that align

with degrees offered at

Merced College

o Use High School Pathways

counselor to onboard

students and create

Abbreviated Education Plans

o Host high school

administrative/counselor

breakfast

o Financial Aid

College Promise

Workshops


Program

o Create an Interdisciplinary

College Success Course


o Embed completion teams

within the “Schools”

o Organize events and

activities targeted toward

first year students

Enhance Technology to improve

access

o EAB Navigate


Page 68 of 80


Page 13 of 4


Retention: Fall to Spring Ethnicity

American Indian/Alaskan

Native (-20.63)

Increase the retention rates of

students based on age by 5%

annually:

Implementing

completion teams

Using technology that

enhances retention

Enhancing academic

support services

Organized activities that

promote student success

Increased technology

focused training

Intentional workshops

for re-entry/adult

students

Community outreach to

target adult populations

Targeted services for

inmate population

Implement Completion Teams within

the “Schools”

First Year Experience course that

focuses on the adult learner/adult

re-entry students

Implement embedded

Counseling within each school

Identify student services staff

that will support “Schools”

CTE SSSP Technician to

connect with students, track

progress, connect at-risk

students with support.

Use technology to engage all students on

campus

Technology workshops that

address the older/more mature

student


Created and Innovative and

Inclusive Distance Education

o Implemented a Master

Teacher Education

Program

Increase Online Student Support

Services

o Counseling



Page 69 of 80


Page 14 of 4

EAB Navigate


o Early Alert



o Tutorial


o Student Success

Workshops

Adult learners

Strategies for

Adult-Reentry

students

o Study Central


Center

o Math Lab


(LB)


Tutoring

Organized activities that promote

student success and target adult learners

Inmate support services

o Coordinated tutoring

o Counseling

o Mini Extreme

Registration

o Face to face faculty

o Inmate program

completion pathways

Cram Week


Page 70 of 80


Page 15 of 4

Schedule Fest

Strategic Enrollment

Management

#MCHATEFREE Positive

Speaker Series

o Faculty Equity and

Inclusion Workshops


Lending Libraries

ASMC activities

o Food Pantry

o Club Rush

o Culture Shock



o Conference to educate the

community

o Purchased a storage

container for food pantry


Community Outreach that targets adult

students/Adult Education

Commercial/brochures/videos

that use adult populations and

address adult challenges

Guidance courses targeted toward adult

re-entry students

Evaluate hiring practices

Promote hiring practices that

increase diverse faculty


Page 71 of 80


Page 16 of 4

Faculty professional development that

increases awareness about inclusion and

diversity

Equity and Inclusion in the

College Classroom

How to promote help seeking

behaviors


Teaching strategies for success in

the classroom

Growth Mindset

Transfer to a four-year

institution

**Since no students in the

following groups transferred in

the 16/17 year the PI = 0:

Veterans: Male and

Female

Native Hawaiian or Other

Pacific Islander: Male

and Female

LGBT: Male and Female

Foster Youth: Male and

Female

Filipino: Male and

Female

American Indian/Alaska

Native: Male and Female

Two or more races

Black or African

American: Female

Hispanic: Male

Asian: Male





success, progression, completion

and transfer.

Increase by 7% the number

of students transferring

annually to a UC or CSU

by:

o Guided Pathways

o Increased access

and awareness of

transfer services

o Focusing transfer

on diverse

colleges in

diverse

communities

o Transfer

workshops that

Guided Pathways

Use “Schools” to develop

program maps that align with

local universities



Transfer workshops

o Focus on diverse colleges

o HBCU’s

o Educate students about 4-

year college

culture/demographics

o How to feel connected on

a college campus

o EOP/Promis Scholars and

how they serve diverse

populations



College tours


Page 72 of 80


Page 17 of 4

**The values below are reported

using the PI

Hispanic (.69)

First Generations (Male; .54)

Economically Disadvantaged

(Male; .75)

focus on diverse

populations and

strategies for

success

Articulation


CSU Fresno and CSU Stanislaus

Local transfer agreements

High School to Merced College

Fast Track Paths


Create maps with plans from MC

to universities

Completion of transfer level

math and English

Veterans (-6.57, Female; -6.57,

Male; -6.57)

Ethnicity

Native Hawaiian or Other

Pacific Islander (--6.55,

Female; -6.55, Male; -6.55)


(-5.15; Female; -6.70)

American Indian/Alaska

Native -6.59, Female; -6.64,

Male; -6.59)

LGBT (-5.34, Female; -6.72)

Foster Youth (-6.65, Female; -

6.67, Male; -6.65)

Increase the persistence of

disproportionately impacted

students placed in college level

math and English by 12% a

year:

Increasing student

academic support

services

Activities and services

that promote student

transfer level success and

access

Realigning student-

centered approach to

math, English, and ESL

course sequences

Faculty professional

development that

increases inclusion and

equity practices in the

classroom

Interdisciplinary courses


o Tutorial

o Student Success

Workshops

o Study Central


Center

o Math Lab


(LB)


Tutoring

o Hire diverse tutors


Activities and services that promote

student transfer level success and access

Implementation of co-requisite

model in math and English

Multiple Measures/Placement

Questionnaire




Page 73 of 80


Page 18 of 4

that focus on diverse

populations

o IEPI workshops


o Statewide Academic

Senate

Realigning student-centered approach to

math, English, and ESL course

sequences

Faculty professional development that

increases awareness about inclusion and

diversity

Equity and Inclusion in the

College Classroom

How to promote help seeking

behaviors


Interdisciplinary College Success

Courses that focus on students from


Learning Potentials

Math strategies

Making the Move: Transitioning

from high school to college

Earned HS equivalency,

noncredit certificate, CO

approved credit certificate,

associate degree, CCC

bachelor’s degree

Ethnicity:


o AA/AS + ADT

(.59)

o Certificate (.49)

o AA (.77)

o ADT (.41)

o Vision





success, progression, completion

and transfer.

Increasing by at least

15% the number of

Increased access to student support from

application to graduation/completion



Increased credit for prior

military experience


Office of Student Relations


Page 74 of 80


Page 19 of 4

Completion Goal

Definition (.57)

Native Hawaiian or Pacific

Islander

o AA/AS + ADT

(.30)

o Certificate (0)

o AA (0)

o ADT (.59)

o Vision

Completion Goal

Definition (.29)

Foster Youth

o AA/AS + ADT

(.59)

o Certificate (.53)

o AA (.51)

o ADT (.67)

o Vision

Completion Goal

Definition (.49)

LGBT

o AA/AS + ADT

(.38)

o Certificate (.44)

o AA (.34)

o ADT (.42)

o Vision

Completion Goal

Definition (.41)

American Indian

o Certificates (.43)

Disabled

students annually who

acquire associates

degrees, credentials,

certificates, or specific

skill sets that prepare

them for an in-demand

job.

Decreasing the average

number of units

accumulated by Merced

College students earning

associate’s degrees,

from approximately 88

total until to 70 total

units.

Merced College Educational

Master Plan: Goal 5

and Engagement Services

including the career and

transfer centers

Implement JobSpeaker to connect

completing students with internships and

employment opportunities

Interdisciplinary College Success

Courses that focus on students from


Learning Potentials

Math strategies

Making the Move: Transitioning

from high school to college

Faculty education:

Andragogy: Addressing the

needs and benefits of adult

learners

Providing college success tips for

diverse student populations

College Tours that highlight diverse

campuses

HBCU’s

Diverse communities


Page 75 of 80


Page 20 of 4

o ADT (.79)


Page 76 of 80


Page 21 of 4

3. Outline a process and schedule for evaluating the progress made toward meeting your student equity goals. (500 words max)

Acknowledging the importance of the Integrated Plan, this new Student Equity and Achievement (SEA) program plan will synthesize

program integration and data driven planning by aligning the (SEA) program plan with the Merced College Educational Master Plan,

which is based on the Chancellor’s Office Six Visions for Success. These goals were used in a Strategic Implementation Plan that guides

the decisions made by the institution to implement campus wide processes that are data driven, intentional, and uniform. Every semester,

the Student Equity committee will take these goals and crosswalk them with the Student Success Metric to measure progress made in

closing equity gaps based on disproportionately impacted groups. This team of cross-functional members, that includes community

partners, faculty, classified professionals, students, administrators, and other appropriate stakeholders, will look at the following data

points:

1. Access

2. Retention

3. Transfer

4. English/Math Completion

5. Award

This includes conducting campus climate and student and staff engagement satisfaction surveys. The process for evaluating the

effectiveness of the plan will be student-focused and will align with District processes and protocols, such as resource allocation and

program reviews.

June-August September November -December January-February March-April May

Request

previous year

data

Review data

at SEC

meeting;

align with

program

review

Cross-walk previous

year’s data with SEP

Goals

Report back at SEC

regarding evaluation of

data and goals; solicit

feedback

Update goals and

activities based on

data, as appropriate.

Synchronize with

Resource Allocation

processes

Report to Participatory

Governing Committees,

including Board of

Trustees

4. How will your college ensure coordination across student equity-related categorical programs or campus-based programs? (500

words max)


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At Merced College, Student Equity and Achievement are a top priority. All Student Equity related categorical programs are housed under

the Dean of Student Equity and Success (The Directors of DSPS, EOPS, Student Success, the CalWORKs program, Veterans, Guided

Pathways, First Year Experience, Next Up, and Puente), which reports to the Vice President of Student Services. The dean assists in the

oversight of coordination by maximizing funds and resources to avoid the duplication of services that ensure that data driven student

focus is the driving force behind decision making. Merced College’s programmatic structure is organized to ensure coordination and

consideration of all programs fall under the Integrated Plan and the Equity umbrella. This alignment is essential for collaboration and the

leveraging of resources. Communication is a key component in ensuring that student equity is infused in campus wide processes so a part

of the plan will include intentional ways to deepen the campus’s understanding of these projects by having a standing item devoted to the

SEA program within participatory governance committee meetings, regular updates in a newsletter, a communication plan that informs

the district and Board of Trustees of the progress, goals, and objectives of the Student Equity Achievement program plan.

Merced College is actively engaged in the Guided Pathways movement. For the past year, the Guided Pathways Steering Committee,

which is made up of a multidisciplinary diverse team of faculty, classified professionals, administrators, students, and high school

partners, has worked hard to bring campus wide constituency groups together to create awareness and break silos by integrating

processes that streamline the college going experience to remove barriers for student success and design mapped pathways that increase

persistence and completion. The Strategic Enrollment Management task force has designed a Schedule Fest event that brings facilities,

research, instruction and student services together to dissect the course sequencing structure to modify practices and policies that prevent

student achievement. This team takes a synergistic approach to scheduling that uses student equity and success as the focus and we

understand the need for academic support services to address the needs of students impacted by current legislation, such as AB 705. The

college is consistently looking for multifaceted funding streams that allows for innovative efforts to support students. All new programs

and funds are aligned with the District Educational Master Plan and Resource Allocation processes to sustain continuity and maintain a

data driven focus that is institutionalized and embedded in the campus culture.

5. Each college must create an executive summary that includes, at a minimum, the Student Equity goals for each required student

group, the activities the college will undertake to achieve these goals, and the resources budgeted for these activities. The executive

summary for this plan must also include an accounting of how Student Equity funding for 2015-16, 2016-17 and 2017-18 was

expended and an assessment of the progress made in achieving the identified goals from prior year plans. The summary must also

include the name of the college or district official to contact for further information. The executive summary must be posted to the

college website. Provide a link to your college’s executive summary below:

IN PROGRESS……..


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6. Identify one individual to serve as the point of contact for your college (with an alternate) for the Equity Plan and provide the

following information for that person:

Point of Contact:

Name

Title

Email Address

Phone

Alternate Point of Contact:

Name

Title

Email Address

Phone


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Approval and Signature Page

College: District:

Board of Trustees Approval Date:

We certify the review and approval of the 2017-19 Integrated Plan by the district board of trustees on the date shown above. We also certify

that the goals, strategies and activities represented in this plan meet the legislative and regulatory intent of the Student Equity and

Achievement program and that funds allocated will be spent according to law, regulation and expenditure guidelines published by the

California Community Colleges Chancellor’s Office.

Chancellor/President Date Email Address

Chief Business Officer Date Email Address

Chief Instructional Officer Date Email Address

Chief Student Services Officer Date Email Address

President, Academic Senate Date Email Address


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