Annual Update Plan 2015-2016 for Academic Departments · Annual Update Plan 2015-2016 for Academic Departments ... reflective of current healthcare trends ... comprehensive and safe

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Annual Update Plan 2015-2016 for Academic Departments Department Name: NURSING

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

The values of program review:

Strengthening of programs through faculty led self-evaluation and goal setting;

Fostering inter-departmental cooperation and communication;

Stimulating dialog on student success and programmatic improvements;

Evaluating each programs unique contribution to the College’s Mission and Strategic Goals;

Promotion of long-term planning focused on the use of data;

Ensuring that curriculum and offerings meet student needs and promote student progression;

Providing a venue to justify programmatic augmentation and to connect program needs to resource allocations.

Enhance transparency about college programs to the broader community.

The value of self-evaluation is enhanced with the broad inclusion of individuals contributing to your department or unit. It is recommended that each department or unit make all efforts to include all faculty, staff and administration. Each department or unit may include additional information in their Annual Update Plan as needed to fully describe their department or unit.

The Office of Institutional Effectiveness is available to assist each department or unit in their efforts to complete their self-evaluation.

The completed Annual Update Plan is due by email to [email protected] on September 30, 2014. Following submittal, the Program Review and Viability Committee will review your document and provide feedback for your department’s review. Departments will be notified regarding budget and resource requests in the spring, following receipt of budget projections from the District Office.

mailto:[email protected]

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Section I. Program Review Response

Complete Table by:

a. Reporting progress on program review recommendations

b. Stating the anticipated outcomes and progress to date

Recommendation Progress to Date Anticipated Outcome of

Department/ Unit Goal

Additional Resources Required in

2014-2015

1) That the department

develop and implement

new strategies for

improving student success

and incorporate those

activities in the

department’s program plan.

A new Mission Statement - ELAC ADN program is committed to empowering a diverse student body toward becoming caring and knowledgeable professionals who, through their dedication to lifelong learning, will provide an invaluable service to their communities by performing quality, safe, and competent nursing practice that is based on the most current standards in healthcare.

2) That the department revise

the goals in its program

plan so that all items listed

as goals are indeed goals.

New Goal Statements: Goal 1: Increasing student success and academic excellence by focusing on a student-centered approach to instruction, providing integrated and rich learning experiences in a variety of healthcare and community agencies, and utilizing current technologies in education and healthcare.

The expected outcome related to the departments' four goals is to send a well rounded, competent healthcare provider that has the skills and knowledge to pass the NCLEX-RN of first attempt and to be a safe practioner once hired as a Registered Nurse.

Resources needed to help achieve the expected outcomes is the need to hire two additional full-time nursing faculty committed to providing the necessary continuity, time , and expertise to achieve program goals.

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Goal 2: Increasing equity in achieving equity in achieving successful student/graduate learning outcomes by systematically aggregatinv, analyzing and evaluating trends in student data and using the data to identify and implement more effective, student-centered approaches to learning.

Goal 3: Situating student in learning experiences that support and maintain positive relationships within the community, expand their environmental and global awareness, and encourage their ability to access higher education opportunities.

Goal 4: Ensuring program effectiveness and accountability through data-driven decision-making to maintain or imporve program outcomes.

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

1. Please provide any changes to your programs of study or programs of service, since the completion of the Program Review Self-Evaluation.

The program was sanctioned by the Board of Registered Nursing for 4 areas of non compliance: 1.The program lacks evidence of implementation of the systematic plan for total program evaluation. 2. The Nursing building that provides classroom and skills/simulation lab space lacks sufficient supplies, and requires physical plant repairs and maintenance. 3. The program lacks a sufficient number of qualified full-time faculty to achieve program objectives. 4. The current curriculum does not provide the structure and content to ensure that students have the knowledge, skills and abilities necessary to function and to meet the minimum cocmpetency standards of a registered nurse.

The program began to immediately address all four areas of non-compliance and the one recommendation made by the BRN after their October 2013 visit.

The chairperson immediately set out to find a consultant (as suggested by the BRN) to assist the program.

2. Describe any trends, recent events or activities that have impacted your program(s), since the

completion of the Program Review Self-Evaluation. Please be specific to each program provided in the list above.(P)

a. Which of these changes or trends have most impacted your programs?

b. What efforts have been made to address these changes?

c. What effect have these changes had on student goal attainment?

The program was placed on warning by the California Board of Registered Nursing 7 February 2014. Faculty, staff, students, and the general public was made aware of the change in status. The chairperson met with the Curriculum consultant on two occassions to talk about how we would move forward to make the necessary changes that would address the current changes in NCLEX as reflected in the recommendations. One of the assistant chairpersons' was assigned to take the lead in curriculum revision and the two met and came to an agreement to go forward. Those meeting were followed by a meeting with the consultant and stratagies were discussed to make sure that there was buy in from all faculty. The primary reason for the proposed change in curriculum was to create a curriculum which is more

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reflective of current healthcare trends and initiatives which include seven major concepts: Quality, Safe, Competent nursing care, Professionalism, Leadership, Interprofessional Collaboration, Clinical Reasoning-Based CAre, and Informatics and Technology. 3. Use the following tables to describe any new courses or programs that you anticipate developing and offering over the next six years. (P) ELAC Nursing in its’ major curriculum revision integrates the ELAC ADN program’s major curricular concepts with the NCLEX-RN test plan which will provides the structure and content to ensure that students have knowledge, skills and abilities to function and to meet the minimum competency standards of a registered nurse. NCLEX-RN preparation begins the day the student starts the program, it is our hopes that the new curriculum will provide a stronger foundation to achieve greater success on NCLEX-RN as a first time taker. ELAC Nursing has placed greater focus on a student centered approach which provides students with integrated learning experiences in a variety of healthcare and community agencies. ELAC Nursing program is committed to preparing graduates with the knowledge, skills, and abilities necessary to improve and advance health care in the communities it serves. All Nursing courses have been revised as follows: N265 Fundamentals This course is designed to prepare the fundamental student to provide quality, safe and competent nursing care in a variety of healthcare settings by utilizing the nursing process and applying various theories regarding growth and development. Theoretical/clinical concepts include health promotion and maintenance; introduction to critical thinking, clinical reasoning and clinical decision making; application of the nursing process; communication techniques used for interacting with patients, families, and other members of the interprofessional team; evidence based nursing practice; nursing informatics; legal and ethical considerations in healthcare; nursing role socialization; and an emphasis on holistic, relationship based approach to patient care. N266 Medical Surgical I This course is designed to prepare the beginning novice student to provide quality, safe and competent nursing care for diverse adult populations in a variety of acute healthcare settings. Students will utilize the nursing process to apply current, evidence-based nursing practices, while continuing to develop their clinical reasoning and judgment skills. Theoretical/clinical concepts will focus on priorities of nursing care for patients experiencing acute and chronic hematologic, oncologic, immunologic and integumentary conditions, with an emphasis on a holistic, relationship-based approach to providing care; legal and ethical considerations of the professional nurse; the role of the nurse as leader, healthcare team member, and manager of care; and integration of current healthcare technologies that support decision making and provision of comprehensive and safe nursing care.

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N267 Medical Surgical II This course is designed to prepare the novice student to provide quality, safe and competent nursing care for diverse adult populations in a variety of acute medical/surgical healthcare settings. Students will utilize the nursing process to apply current, evidence-based nursing practices, while continuing to develop their clinical reasoning and judgment skills. Theoretical/clinical concepts will focus on priorities of nursing care for patients experiencing acute and chronic cardiovascular, respiratory, and endocrine conditions, with an emphasis on a holistic, relationship-based approach to providing patient care; legal and ethical considerations of the professional nurse; the role of the nurse as leader, healthcare team member, and manager of care; and integration of current healthcare technologies that support decision making and provision of comprehensive and safe nursing care. N268 Psychiatric Mental Health This course is designed to prepare the novice student to provide quality, safe and competent nursing care for diverse adult and adolescent populations in a variety of mental healthcare settings. Students will apply the nursing process to apply current, evidence-based nursing practices, while continuing to develop their clinical reasoning and judgment skills. Theoretical/clinical concepts will focus on priorities of nursing care for patients experiencing various acute and chronic mental health conditions, with an emphasis on a holistic, relationship-based approach to providing care; legal and ethical considerations of the professional nurse caring for mentally ill patients and families; the role of the nurse as leader, healthcare team member, and manager of care; and integration of current healthcare technologies in mental healthcare settings that support decision making and provision of comprehensive and safe nursing care. N269 Medical Surgical III This course is designed to prepare the intermediate novice student to provide quality, safe and competent nursing care for diverse adult populations in a variety of acute medical/surgical healthcare settings. Students will utilize the nursing process to apply current, evidence-based nursing practices, while continuing to develop their clinical reasoning and judgment skills. Theoretical/clinical concepts will focus on priorities of nursing care for patients experiencing acute and chronic musculoskeletal, fluids & electrolytes, acid-base, genitourinary, gastrointestinal, and hepatobiliary conditions, with an emphasis on a holistic, relationship-based approach to providing patient care; legal and ethical considerations of the professional nurse; the role of the nurse as leader, healthcare team member, and manager of care; and integration of current healthcare technologies that support decision making and provision of comprehensive and safe nursing care. N271 Obstetrics This course is designed to prepare the intermediate novice student to provide quality, safe and competent nursing care for diverse adult and neonatal populations in a variety of obstetrical, neonatal, and post-partum healthcare settings. Students will utilize the nursing process to apply current, evidence-based nursing practices, while continuing to develop their clinical reasoning and judgment skills. Theoretical/clinical concepts will focus on priorities of nursing care for patients requiring obstetrical and neonatal care and experiencing acute and chronic gynecological conditions, with an emphasis on a holistic, relationship-based approach to providing patient care; legal and ethical considerations of the professional nurse caring for obstetrics, gynecology, and newborn patients; the role of the nurse as leader, healthcare team member, and manager of care; and integration of current healthcare technologies in obstetric healthcare settings

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that support decision making and provision of comprehensive and safe nursing care. N270 Pediatrics This course is designed to prepare the student to provide quality, safe and competent nursing care in a variety of pediatric healthcare settings by utilizing the nursing process and applying various theories regarding growth and development. Theoretical/clinical concepts include health promotion and maintenance, acute and chronic pediatric conditions, legal and ethical considerations of pediatric patients while emphasizing a holistic, relationship-based approach to patient care. N272 Medical Surgical IV This course is designed to prepare the advanced beginner student to provide quality, safe and competent nursing care for diverse adult populations in a variety of acute medical/surgical healthcare settings. Students will utilize the nursing process to apply current, evidence-based nursing practices, while continuing to develop their clinical reasoning and judgment skills. Theoretical/clinical concepts will focus on priorities of nursing care for patients experiencing acute and chronic cardiovascular, neurological, burn, shock and emergency conditions, with an emphasis on a holistic, relationship-based approach to providing patient care; legal and ethical considerations of the professional nurse; the role of the nurse as leader, healthcare team member, and manager of care; and integration of current healthcare technologies that support decision making and provision of comprehensive and safe nursing care. N273 Role Transition I This course introduces the role of professional nursing from past to present addressing legal/ethical issues and delivery of care in a multi-cultural society. Emphasis is placed on professional accountability and the ability to demonstrate critical thinking when solving complex client care issues. N274 Role Transition II This theory course offers students the opportunity to explore major factors involved in the transition from the student role to that of the professional registered nurse focusing on effective leadership and management, utilizing the Nursing Process, Maslow’s Hierarchy of Needs, and Erikson’s Developmental Theory in managing client care. N275A Pharmacology I This course introduces basic pharmacological therapy and mathematical computations of drugs to first year nursing students utilizing the Nursing Process, Maslow’s Hierarchy of Needs, and Erikson’s Developmental Theory. N275B Pharmacology II This course focuses on the nurse’s role and responsibilities in the medication administration process. Emphasis is placed on assessment of client’s health status, knowledge of various pharmacological agents, expected outcomes and health teaching, utilizing the Nursing Process, Maslow’s Hierarchy of Needs, and Erikson’s Developmental theory. N276 Nursing Process This course introduces Nursing Process, Maslow’s Hierarchy of Needs, and Erikson’s Developmental Needs and how to develop a nursing care plan. N277 Nursing Health Assessment This course introduces beginning nursing students to basic physical assessment tools and skills in developing a client’s health history and conducting head to toe physical examinations. The Nursing Process, Maslow’s Hierarchy of Needs, and Erikson’s Developmental Theory will be discussed and utilized to integrate assessment findings.

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While the course numbers remain the same, the focus and design of the courses was completely revised "Major Curriculum revision," to focus on a student centered approach which provides students with integrated learning experience. In addition to the revised mission statement vision statement was created along with a new ADN Philosophy statement. Vision Statement: By focusing instruction on a student-centered approach which provides students with integrated

learning experiences in a variety of healthcare and community agencies, ELAC ADN Program is committed to preparing graduates with the knowledge, skills, and attitudes necessary to improve and advance health care in the community.

Value Statements: The ELAC ADN Faculty values excellence in nursing grounded in the following: 1. Leadership that is empowering, and future-oriented. 2. Collaborative relationships that are respectful, collegial, and build on communities of

professional education and practice. 3. Learning and work environments that are supportive, challenging, dynamic and creative. 4. Professionalism that is based in knowledge, ethics, competence and accountability. 5. Scholarship that encourages clinical reasoning and dissemination of new knowledge in

education and practice. 6. Patient-centered care which focuses on the goals and values of the patient and facilitates

patient participation and decision-making to meet health care needs. 7. Compassionate care which is founded upon a combination of concern for patients’ responses to

health care and mutual respect. EAST LOS ANGELES COLLGE ASSOCIATE DEGREE NURSING PROGRAM PHILOSOPHY STATEMENT The East Los Angeles College (ELAC) Associate Degree Nursing (ADN) program is a vital component of ELAC and embraces the mission, values, and traditions of both the Los Angeles Community College District (LACCD) and the College. The ELAC ADN program prepares quality, safe, competent nurses using a student-centered approach through teaching excellence in an environment that is conducive to learning. The program prepares graduates to assume entry-level registered nursing roles and to effectively collaborate with other professionals and consumers in the

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delivery of holistic healthcare. The curriculum framework is designed with the ELAC ADN graduate at its core. The curriculum is grounded in the nursing metaparadigm: nurse, patient, environment, and healthcare through which seven (7) major concepts emerge. These concepts revolve in a circular pattern within the nursing metaparadigm and culminate in the student and graduate learning outcomes (SLOs and GLOs). The seven (7) concepts, which are reflective of current healthcare trends and initiatives, include: Quality, Safe, Competent nursing care; Professionalism, Leadership, Interprofessional

Collaboration; Clinical Reasoning and Judgment, Relationship-Based Care, and Informatics and Technology.

The ELAC Nursing Department believes that professional nursing is both an art and science. It is a

dynamic, interactive, evidence-based, patient-centered practice discipline. The focus of the practice of the professional nurse includes the diagnosis and treatment of human responses to actual or potential health problems. Nurses use the nursing process as a systematic approach to plan and implement safe, quality, patient-centered nursing care and to make clinical judgments in a variety of settings. Nurses serve as patient advocates providing care across the lifespan. The ELAC ADN program prepares graduates for entry-level, nurse generalists to serve in the roles of provider of care, manager/coordinator of care, and member of a profession.

The Faculty believe that environment plays a role in health and in learning which is composed of

internal and external stimuli including social, cultural, economic, political, legal, ethical, and spiritual realms. Each individual is viewed as a unique, complex, holistic being with biological, psychological, social, cultural and spiritual dimensions. Individuals have diverse values and beliefs and possess dignity, unconditional worth and the inherent right to restorative health. Individual members of the society have responsibility for self-maintenance of health within the limits of their knowledge and abilities. The environment influences the person’s health and the person in turn, influences the environment. The faculty and students are committed to addressing health disparities by supporting and implementing training, education, and interventional programs that will improve the health of underserved and vulnerable populations

The faculty and students believe that health is a dynamic state of wholeness (mind-body-spirit)

influenced by one’s cultural beliefs and personal circumstances across the lifespan and in various healthcare environments. The faculty and students believe that patients are active participants in their health care and nurses are collaborators in their decisions regarding health promotion and illness prevention. We believe the nurse practices within a health care system that is diverse and that is constantly changing in response to advances in technology and health-promoting discoveries.

The faculty believes that education is based on a humanistic and an individualized approach to

learning that fosters critical thinking and promotes awareness of social and cultural diversity among individuals. The faculty views each student as a unique person with special talents, abilities, needs, and goals.

The program is designed to meet the educational needs of an ethnically and culturally diverse

population of learners by recognizing their diverse learning styles using a simple-to-complex, novice to advanced beginner continuum (Benner, 1984).

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ELAC Nursing Department believes that both the nursing instructor and nursing student play dynamic roles in the learning process. The instructor’s role is that of the facilitator of learning experiences and the nursing student’s role is that of being self-directed and committed to their own learning and self-development. The Faculty’s view of teaching and learning aligns directly with various theories of adult learning such as Knowles (1980) Adult Learning Theory and Bandura’s (1985) Social Cognitive Theory . The nursing instructor and nursing student both assume responsibility and accountability for positive learning outcomes, by remaining committed to lifelong learning for professional growth. Learning is facilitated when the student has the opportunity to grow through the application of nursing knowledge in a variety of classroom and clinical situations. The faculty perceives learning as an active and continuous process using evidence-based teaching and practice which is critical to the successful development of safe practitioners and professional nurses.

The Nursing Faculty of the ELAC ADN program are entirely committed to students’ success in the

nursing program. Our goals are that our students and graduates will become professional nurses, being able to think critically and make sound clinical decisions when caring for patients in hospitals and in the community. They will also become life¬‐long learners and continue to nurture the new nurses entering the profession.

ELAC ADN PROGRAM OUTCOME INDICATORS (POIS)/TERMINAL OBJECTIVES The ELAC ADN Faculty are committed to implementing consistent and comprehensive program review processes that facilitate achievement of the following Program Outcome Indicators/Terminal Objectives: 1. NCLEX-RN first-time passing rates that meet or exceed state and national means. 2. Program attrition rates < 25%. 3. Graduates’ consistently indicate their satisfaction with the program in preparing them to ssume entry-level registered nursing positions as evidenced by their response on a 6-month and 1yearsurvey. 4. Employers consistently indicate satisfaction with the educational preparation of graduates from the ELAC ADN program as evidenced by their response on an annual survey.

3. Use the following tables to describe any new courses or programs that you anticipate developing and offering over the next six years. (P)

Proposed

Program

Type Estimated Time

to Completion

Existing Courses

Required for Program

New Courses Required

for Program (Also list

in the next table)

New Program

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New Program

Select item

Select item

Select item

Proposed Course Type Expected

Semester of First

Offer

New course

New course

New course

New course

New course

New course

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Section III. Program Assessment

In order to fulfill the College Mission, the college has developed four goals. These goals serve as the broad planning objectives through which all other college planning documents and departmental plans will be based. Together these goals provide a foundation for building a true agenda of student success. Goal 1: Increasing student success and academic excellence through student-centered instruction, student-centered support services, and dynamic technologies.

a. The college has the following institutional set standards. In setting these standards, the college acknowledges that each program serves a unique population and provides curriculum that leads to varied anticipated outcomes. Please provide the program set standards for each of your programs of study/service. These standards indicate the level of success, below which would cause concern and indicate a need for programmatic improvement. The institution set standards may serve as a guideline in your discussions. Course-level standards of retention and success are important indicators of student success. Please indicate your standard for these indicators. You may provide a break-down in any way you feel appropriate, such as setting standards for each discipline. The Office of Institutional Effectiveness is available to train faculty and staff on ways to use the new interactive data-system to disaggregate in this manner.

Course level standards by discipline (If you elect to set standards for separate courses within the same discipline, contact OIE about inserting an attachment.)

Course standard College Standard

College Goal

Discipline(s) Discipline Standard

Discipline Goal

In-Course Retention 84% 90% Nursing 90.5% 95% 1st yr

In-Course Success 63% 70% Nursing 87.9% 100% 2nd yr

Program-level standards for completion exist for programs of study with degrees and/or certificates. For each degree and certificate, list the standard and target.

Program Completion Standard Completion Target

Nursing 99% 100%

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

Program Licensure pass rate standard, if applicable

Employment rate standard

Nursing 75% 85%

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b. Using the following link oiedata.elac.edu, evaluate your efforts to improve student achievement

(retention, success, program completion). What plans have been put in place to improve these outcomes, since the completion of the Program Review Self-Evaluation? (D)

More intensive work with students to enhance clinical skills, placing value on stanfardized testing, confidence building, faculty created viable remediation plans, student adherence to policies and procedures. Outside 3 day face to face NCLEX-RN review provided for students stressing content followed by Kaplan 4 day face to face NCLEX-RN review focusing on technique and content.

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

1. Evaluate the success and retention rates by demographics oiedata.elac.edu. Please describe any follow-up discussions that have taken place regarding these retention and success rates. What efforts have been planned or have taken place to address any inequities, since the completion of the Program Review Self-Evaluation? (D)

Nursing maintains a low attrition rate based on program definition of attrition. Any student that fails two nursing courses becomes a program failure and is unable to return to the program.

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

1. The college strives to reach non-traditional students. Each discipline may have a different non-traditional student base. Based on the following enrollment data, please describe any findings regarding your enrollment as compared to the college and/or community. Please describe what efforts have been planned or have taken place to increase access to your programs for these underrepresented groups, since the completion of the Program Review Self-Evaluation? (P)

Nursing has no difficulty reaching non-traditional students for the selection process creates opportunities for

entry into the program based on the lottery once all criteria has for selecrion has been met. A minimun GPA of

2.5 in the sciences (Anatomy, Physiology, & Microbiology), completion of prerequisities and a cut score on the

TEAS 62%.

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

1. Please share with us two or three success stories about the impacts of Course Learning Outcome practices on student learning and

achievement within your department. Describe the practices which led to the success.

2. As an attachment, please include the 4-column, Program Learning Outcome report from TracDat for each Program of Study. If you have

not completed an assessment for a Program of Study, please complete and include the Program Assessment Plan. The following tables

will help you to identify the different components in the Program Learning Outcomes (PLOs), which is useful for connecting to CLOs in

the program. PLOs will help you investigate problems students may encounter, and lead you to a meaningful assessment method that

will stimulate dialog and change.

Program Learning Outcome What aspects of the outcome

are critical to measure? For each aspect, list the courses in which that aspect will be assessed.

What do you hope to learn from the assessment of this outcome? What challenges or problems do you think you will uncover?

1.

2.

3.

Program Learning Outcome How will you directly assess

student performance of this outcome?

If Necessary, how will you indirectly assess student performance of this outcome?

Who is responsible for what?

Timeline for completion of assessment

1.

2.

3.

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Section IV. Program Plan

Complete Table A by:

a. Based on the data provided in the preceding questions, review your department or unit goals for the next six years and the

programs involved. Additional goals may be added if necessary.

b. Reporting progress on stated goals

c. Stating the anticipated outcomes of the stated goals

Department/Unit

Goal

Programs

Involved

Alignment

with

Education

al Master

Plan

Objectives

Alignment

with Tech

Master

Plan

Objectives

Alignment

with

Facilities

Master

Plan

Objectives

Progress to date Anticipated Outcome of

Department/ Unit Goal

Additional Resources

Required in 2014-2015?

Description of

goal

List of

programs

involved

Goal 4: Develop methods to promote the use of data Goal 2: Ensure all students have equitable access Goal 1: Complete the Health Careers Center project Description of an

previous or ongoing

activities

Description of

anticipated

improvements on

measures

Description of resources

required to accomplish

department goals

Improve NCLEX-

RN first time pass

rates

Goal 1: Ensure on-campus student engagement to inc Goal 1: Increase student success through smart and Goal 3: Develop a plan, with input from students a

Ensure student

support

Goal 1: Strengthen college response to struggling Goal 2: Ensure all students have equitable access Goal 1: Complete the Health Careers Center project

None None None

1. Please describe what additional resources are required in order to meet your planning goals. 2 additional Full-time faculty for program continuity and delivery of content. Maintain budget allocation for Long term Psychiatric Nursing instructor.

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Section V. Department Evaluation Rubrics The College seeks to continually improve its processes and enhance student achievement and institutional

effectiveness. Below you will find two rubrics with descriptors of effectiveness standards for student

learning outcomes and for program review and planning. Please complete the rubrics to indicate whether

your department meets each standard. Be mindful that your responses will be validated by the Office of

Institutional Effectiveness (OIE). Below each rubric, please provide a brief narrative on your

department’s level of implementation.

1. Please evaluate your department’s effectiveness in Student Learning Outcomes.

a. Complete the third column of the rubric by indicating whether your department meets the

standard by inserting “Y” for yes and “N” for no in the third column.

Student Learning Outcomes Rubric

Levels of

Implementation

Characteristics of Department Effectiveness in

Student Learning Outcomes

Y/N To be

completed

by OIE.

Awareness The department has defined outcomes for some courses and

programs. Y

Development The department has established authentic assessment strategies for

assessing course and program learning outcomes. Y

Department allocates appropriate time and resources to support

student learning outcomes and assessment. Y

Faculty and staff in your department are fully engaged in student

learning outcome development. Y

Proficiency Student learning outcomes and authentic assessments are in place for

all course and program learning outcomes, and all courses and

programs have implemented assessments.

Y

Departmental decision-making includes a dialog on the assessment

of course and program learning outcomes. Y

The department completes comprehensive assessment reports that

include planned improvement efforts. Y

The department uses its resources and, when appropriate, requests

budget augmentation to support improvements identified and

planned through the student learning outcomes assessment process.

Y

Course and program learning outcomes are aligned with Institutional

and General Education Learning Outcomes. Y

Sustainable

Continuous

Quality

Improvement

Course and program learning outcomes and assessments are ongoing,

systematic and used for continuous quality improvement. Y

Dialog about student learning in ongoing, pervasive and robust. Y

Student learning improvement is a visible priority in department

goals and practices. Y

Results of the learning outcomes assessment process are a

fundamental data component in department program review and

planning.

Y

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c. Provide a brief narrative assessing your department’s overall effectiveness on student

learning outcomes (awareness, development, proficiency, or sustainable continuous

quality improvement).

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2. Please evaluate your department’s effectiveness in Program Review and Planning.

a. Complete the third column of the rubric by indicating whether your department meets the

standard by inserting “Y” for yes and “N” for no in the third column.

Program Review and Planning Rubric

Levels of

Implementation

Characteristics of Department Effectiveness in

Program Review and Planning

Y/N To be

completed

by OIE.

Awareness Department program review self-evaluation/annual update plan is

completed in full and submitted on time. N

Developmental Department planning includes broad participation, use of

quantitative and qualitative data, and alignment of department

goals with college mission and strategic planning goals.

Y

Proficiency The program review self-evaluation/annual update plan includes

effective measures for evaluating progress in completing

department goals, and desired outcomes reflect improvements in

department effectiveness and student learning. Requested

resources are thereby justified.

Y

The department effectively uses its resources to achieve its goals,

support the College goals and support improvement. Y

The department ensures that its goals, and measures toward

completing those goals, are known throughout the department. Y

The department assesses the progress toward meetings its planned

goals and program review recommendations. Y

The department planning effectively incorporates program review

results into improvements in instruction and service delivery. Y

Sustainable

Continuous Quality

Improvement

Program review processes and department planning are ongoing,

incorporating systematic evaluation, and used to continually refine

and improve program practices resulting in improvements in

student achievement and learning.

Y

Dialog about program effectiveness is ongoing, robust, and

pervasive. Data and analysis are widely distributed and used

throughout the department.

Y

Consistent and continuous commitment to improving student

learning and educational effectiveness is a demonstrable priority in

the department.

Y

b. Provide a brief narrative assessing your department’s overall effectiveness on program review and

planning (awareness, development, proficiency, or sustainable continuous quality improvement).

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USE A SEPARATE FORM FOR EACH POSITION REQUESTED

If you are requesting more than one position in this discipline, prioritize each position by # 1

Hiring requests will only be considered when they are submitted by the department chair. For Counselor requests,

please identify any additional Program Reviews that should be considered:

Department: NURSING Discipline or Program: NURSING Replacement

Is this a replacement request for a full-time position ____________________________ _______________

that has not been filled during the last five years? Name Date

Yes No _______________________________ __________________

Name Date If yes, provide the name(s) and dates of separation.

In addition to the information provided by OIE, please address the following questions.

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

terms? YES

In fall 2013, how many total hours were offered in this discipline?

How many hours were taught/worked* by all regular/contract faculty? (Include ONLY those

hours that are necessary as part of their full-time load.)

How many hours were taught/worked by all hourly faculty? (Include hours for hourly

assignments taught/worked by full-time faculty)

In spring 2014, how many total hours were offered in this discipline?

How many hours were taught/worked by all regular/contract faculty? (Include ONLY those

hours that are necessary as part of their full-time load.)

How many hours were taught/worked by all hourly faculty? (Include hours for hourly

assignments taught/worked by full-time faculty) * “worked” applies to non-teaching counselor and librarian assignments

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

Example: John Smith, Curriculum Chair, 0.6, Fall 2012-Spring 2014; Michele Ramos, Senate President, 0.8, Fall 2013-Spring 2015

EAST LOS ANGELES COLLEGE

For Academic Year 2015-2016

A. Staffing Hours _______/50 pts possible

20

2. Trends (20 points maximum)

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

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

enrollment.

Hourly faculty currentlly teach 28-30 standard hours per semester, which would certainly validate the need for 2 Full-Time facultyepacements. OR

b. For non-instructional departments (Counseling and Library), include an assessment of faculty/student ratios and any other factors that may affect these ratios.

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

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

2. In what ways will filling this position further departmental efforts to develop or enhance new or existing programs and/or curriculum in ways that cannot be done by current faculty? (25 points maximum)

Oral Response (Optional): TBD Please be on time and note that no additional or updated paperwork will be accepted.

Originator _________________________________________________________ Department Chair _________________________________________________________ Designated Dean’s Signature _______________________________________________

For questions regarding the Program Review Self-Evaluation process, please contact Maribel Carbajal-Garcia at the Office of Institutional Effectiveness: (323) 415-4152 OR [email protected]

_______/50 pts possible B. Educational Program

21

22

Perkins Funds Proposal 2015-2016

Guidelines 1. Proposals will be assigned up to 85 points. Extra points may be given for interdepartmental proposals,

proposals that are project related, and proposals that tie in with the non-credit basic skills program.

2. You must complete the “Program Improvement and Permissive Activities” form and the “Perkins Required

Use” table on the next pages. You need to complete these forms for EACH TOP CODE you are submitting

a proposal for. In the Perkins Required Use table you must identify activities your program/dept. is

developing/implementing with or without Perkins funds. Activities may not necessarily relate to this

funding request. However, all sections must be answered. If you are not able to identify an activity for each

“Required Use” then your funding request(s) must address the required activity.

3. Handwritten proposals will not be accepted. Proposals must be submitted by Thursday, March 19th,

2015 by 4:00 p.m. NO EXCEPTIONS.

4. There is no limit to the number of proposals that a department can submit. However, if you are on the

proposal ranking committee, you cannot vote on proposal(s) that involves your department. Please rank

your proposals collectively, staffing and projects, by department. If ranking is not identified correctly the

committee will rank proposals for the department.

5. Proposals must include a budget summary reflecting the exact amount requested and an expected timeline

for completion/implementation of the proposal. The person directing the project must be prepared to

submit a completed purchase order with quotes if requesting equipment or supplies by or before Thursday,

September 24, 2015. Include exact specifications: vendor, make, model, etc. Remember, if prices go

down after the quote has been submitted, you will not be able to use the extra funds. These funds will

be swept to the general pot for future use.

6. All questions on the application must be answered in the space provided. Failure to do so will result in

automatic elimination. Be specific and clear in your responses. The committee will be judging your

proposal solely on what they read.

7. 100% of funds for equipment must be spent or encumbered by January 30, 2016 that have not been spent

or/encumbered by the deadline will be swept to the general pot for future use.

8. An electronic copy (email) of the proposal and the cover page with the original signatures are due by

Thursday, March 19, 2015 by 4:00 p.m.

9. ANY QUESTIONS about the Perkins Proposal please contact Laureano Flores or Laura E. Ramirez ext.

4173.

23

Perkins Proposal

2015-2016

Program Improvement and Permissive Activities Form

(10 points)

Briefly describe program improvement issue(s) concerning this TOP code and include specific examples. (Limited to 2,000 characters, or

approximately ½ page of text.) For sample narrative responses, click here.

Briefly describe how the issue(s) will be addressed. (Limited to 2,000 characters, or approximately ½ page of text.) For sample narrative

responses, click here.

Below are the nine §135(b) Requirements for Uses of Funds. Programs receiving these funds must meet these

requirements. Indicate with a check mark those requirements that the program currently meets (met). Any remaining

unmet requirement(s) must be addressed with completed or ongoing activities by the time of submission of the final

report by August 30, 2015. Note: If all nine required uses of funds have been met, funds may be used for the permissive

activities specified in number 10.

Indicate with a check

mark which

requirements have been

met, below.

Requirements for Uses of Funds MET UNMET

1. Strengthening the academic, and career and technical skills of students participating in CTE programs through the integration of

academics with CTE programs. [§135(b)(1)]

2. Link CTE at the secondary and the postsecondary levels, including by offering elements of not less than one program of study described in §122(c)(1)(A). [§135(b)(2)]

3. Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences. [§135(b)(3)]

4. Develop, improve, or expand the use of technology in CTE, which may include training to use technology, providing students with

the skills needed to enter technology fields, and encouraging schools to collaborate with technology industries to offer internships

and mentoring programs. [§135(b)(4)]

5. Provide in-service and pre-service professional development programs to faculty, administrators, and career guidance and

academic counselors involved in integrated CTE programs, on topics including effective integration of academics and CTE,

effective teaching skills based on research, effective practices to improve parental and community involvement, effective use of scientifically based research and data to improve instruction. Professional development should also ensure that faculty and

personnel stay current with all aspects of an industry; involve internship programs that provide relevant business experience; and

train faculty in the effective use and application of technology. [§135(b)(5)]

6. Develop and implement evaluations of the CTE programs carried out with Perkins funds, including an assessment of how the needs of special populations are being met. [§135(b)(6)]

7. Initiate, improve, expand and modernize quality CTE programs, including relevant technology. [§135(b)(7)]

8. Provide services and activities that are of sufficient size, scope and quality to be effective. [§135(b)(8)]

9. Provide activities to prepare special populations, including single parents and displaced homemakers enrolled in CTE programs,

for high-skill, high-wage or high-demand occupations that will lead to self-sufficiency. [§135(b)(9)]

FOR THOSE REQUIREMENT(S) LISTED ABOVE AS “UNMET:”

Describe specific activity(ies) intended to address the unmet requirement(s). (Limited to 2,000 characters, or approximately ½ page of text.)

For sample narrative responses, click here.

10. Permissive Uses Per Section 135(c) (check activities to be funded with CTE funds)

1. Involve parents, businesses, and labor organizations, in the design, implementation and evaluation of CTE programs. [§135(c)(1)]

2. Provide career guidance and academic counseling for students participating in CTE programs, that improves graduation rates and provides information on postsecondary and career options, and provides assistance for postsecondary students and adults, [§135(c)(2)]

24

3. Local education and business partnerships, including work-related experiences for students, adjunct faculty arrangements for qualified industry

professionals and industry experience for teachers and faculty. [§135(c)(3)]

4. Provide programs for special populations. [§135(c)(4)]

5. Assisting career and technical student organizations. [§135(c)(5)]

6. Mentoring and support services. [§135(c)(6)]

7. Leasing, purchasing, upgrading or adapting equipment, including instructional aides and publications (including support for library resources) designed

to strengthen and support academic and technical skill achievement. [§135(c)(7)]

8. Teacher preparation programs that address the integration of academic and CTE and that assist individuals who are interested in becoming CTE faculty, including individuals with experience in business and industry. [§135(c)(8)]

9. Developing and expanding postsecondary program offerings at times and in formats that are accessible for all students, including through the use of

distance education. [§135(c)(9)]

10. Developing initiatives that facilitate the transition of sub-baccalaureate CTE students into baccalaureate degree programs, including articulation agreements, dual enrollment programs, academic and financial aid counseling and other initiatives to overcome barriers and encourage enrollment and

completion. [§135(c)(10)]

11. Providing activities to support entrepreneurship education and training. [§135(c)(11)]

12. Improving or developing new CTE courses, including the development of programs of study for consideration by the state and courses that prepare

individuals academically and technically for high-skill, high-wage or high-demand occupations and dual or concurrent enrollment opportunities.

[§135(c)(12)]

13. Developing and supporting small, personalized career-themed learning communities. [§135(c)(13)]

14. Providing support for family and consumer sciences programs. [§135(c)(14)]

15. Providing CTE programs for adults and school dropouts to complete secondary education or dropouts to complete secondary education or upgrade

technical skills. [§135(c)(15)]

16. Providing assistance to individuals who have participated in services and activities under this Act in continuing their education or training or finding an

appropriate job. [§135(c)(16)]

17. Supporting training and activities (such as mentoring and outreach) in nontraditional fields. [§135(c)(17)]

18. Providing support for training programs in automotive technologies. [§135(c)(18)]

19. Pooling a portion of such funds with a portion of funds available to other recipients for innovative initiatives. [§135(c)(19)]

20. Supporting other CTE activities consistent with the purposes of the Act. [§135(c)(20)]

Check all types of activities to be funded with Perkins Funds:

[ ] Professional Dev. (including stipends)

[ ] Instructional Equipment Purchase/Replacement

[ ] Facility Rental/Lease (off-campus location) [ ] Curriculum Development

[ ] Program Marketing and Outreach

[ ] Other (specify)________________

[ ] Instructional Materials Purchase/Replacement (including software) [ ] Project Administration

[ ] Programs/Services for Special Populations

[ ] Consultants or Other Contracted Services

Check one: UNMET REQUIREMENTS WILL BE ADDRESSED:

[ ] Entirely with Perkins Funds

[ ] Entirely with Other Funding Sources

[ ] Using Both Perkins and Other Funding Sources

25

Perkins

Required Use

Current Activities Core Indicator Status

Strengthen academic & technical

skills of students

Curriculum revision One: Technical Skill Attainment

Two: Completions

Three: Persistence & Transfer

Four: Placement

Five: Equity Non-Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

Link secondary and postsecondary

CTE programs (at least one program

of study)

One: Technical Skill Attainment

Two: Completions


Four: Placement

Five: Equity Non Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

Provide students with strong

experience and understanding all

aspects of an industry (WBL)


Two: Completions


Four: Placement


New Activity

Continuing Activity

Planned

Completed

Develop, improve, and expand use of

technology


Two: Completions


Four: Placement


New Activity

Continuing Activity

Planned

Completed

Professional Development


Two: Completions


Four: Placement


New Activity

Continuing Activity

Planned

Completed

Evaluate programs with emphasis in

meeting needs of spec. pops.


Two: Completions


Four: Placement


New Activity

Continuing Activity

Planned

Completed

Initiate, improve, expand and

modernize quality programs


Two: Completions


Four: Placement


New Activity

Continuing Activity

Planned

Completed

APPLICATION FOR PERKINS 2015-2016 FUNDS

Perkins Required Use

(20 points)

26

Provide services & activities of

sufficient, size, scope and quality.


Two: Completions


Four: Placement


New Activity

Continuing Activity

Planned

Completed

Provide activities to prepare special

pops. For high skill, high wage, or

high demand occupations leading to

self-sufficiency


Two: Completions


Four: Placement


New Activity

Continuing Activity

Planned

Completed

SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014

SENATE ADOPTED—February 11, 2014

Application for Perkins Funds Staffing Proposal

2015-2016

75 points

Rank if multiple proposals being favored by discipline ( )

Please note that you must have also completed the “Program Improvement and Permissive Activities” form and the

“Perkins Required Use” table. You only need to complete each of those forms once regardless of the number of

proposals submitted.

Program TOP Code Department

Initiator/Contact Person Signature Phone #

Department Chair Signature Supervising Dean Signature

Total Funds Requested

Student Employee Position and Rate:

Program Assistant $11.04

Career Guidance Counselor $15.46

$

Student Worker $9.20

Student Tutor I-$9.20, II-$11.04, III-$13.25

Unclassified Non Student Worker

Professional Expert (rate TBD)

Budget Preparation

Hours per week Number of weeks Subtotal Hours

Fall

Winter

Spring

Summer (3 weeks)

Total Hours

Hourly Rate X

Total Cost $

1. Describe the typical duties, support, or expected activities the employee will complete. (10 points)



2. How will staffing this position support

a.) the required uses of funds(10 points):

b.) core indicators (10points):

c.) program review (10 points):

d.) annual goals( 5 points):



Application for Perkins Funds 2015-2016

Project Proposal

Must be a CTE approved TOP Code program

NOTE: Core indicator data must be reviewed every year.

Contact Laura E. Ramirez for current data.

85 POINTS Possible

Rank if multiple proposals being favored by discipline ( )

Please note that you must have also completed the “Program Improvement and Permissive Activities” form and the

“Perkins Required Use” table. You only need to complete each of those forms once regardless of the number of

proposals submitted.

Program TOP Code Department

Initiator/Contact Person Signature Phone #

Department Chair Signature Supervising Dean Signature

Total Funds Requested Title of Proposal

1. Is your Proposal interdepartmental?

Please have the chair of the departments involved sign below.

Print Name Signature_____________________________

Department

2. What is nature of this project request? The project must be more than an equipment/supplies request? Indicate

how- for example are you revising curriculum, developing a certificate, conducting an event, etc. (10

POINTS) (5 sentences)

3. Please provide a brief description of your proposal idea and state how it supports the

a.) Requirement for Uses of Funds: (5 POINTS)

b.) Core Indicator Data for your discipline: (5 points)

c.) Unmet Requirements/Permissive Uses: (5 points)

4. Please write a few sentences indicating how this project relates to goals stated in the program review (please

reference) or operational plan of your department. (5 POINTS)



5. Attach most recent advisory committee meeting minutes/attendance. Identify, if applicable, where the advisory

committee supported this project.

(5 POINTS)

6. What are the expected outcomes of your project and how will you evaluate the success? Identify how many

students will be impacted by this project.

(10 Points)

Number of Participating Students

Number of Participating Faculty



Perkins Funds

Budget Summary (10 points) (Not required for Staffing Proposal)

Proposal Title Date

Proposal Director/Designee Department/Area

(Each participating Department/Area must complete a separate form)

Anticipated

Completion

Date Object code: Amount Subtotal

1000 Certificated Salaries (hourly instruction) $

$

$

$

2000 Classified Salaries (professional expert, instructional aides, tutors,

clerical/ student help) $

$

$

$

3000 Benefits for permanent certificated and classified employees $

$

$

4000 Materials & Supplies (books, media, software1, printing) $

$

$

$

5000 Operating Expenses (contract consultants, lecturers, conferences,

postage, mileage, travel, advertising) $

$

$

$

6000 Capital Outlay (facilities modifications, equipment, computers) $

$

$

$

7000 Other (student grants, student travel) $

$

$

$

Total Requested $ 1 Less than $200, considered supply; otherwise considered equipment Total $



SAMPLE RESPONSES

Briefly describe program improvement issue(s) concerning this TOP code and include specific

examples.

Example A:

Student achievement is below state level. Program attrition is below state level. Increasingly there is

limited access to clinical training sites. Increasingly there is limited access to clinical faculty. There is

a need to maintain employment rates of completing students and involvement of non-traditional

students.

Example B:

A) Facilities for EMT’s & Paramedics need to be improved. The classroom, restrooms, lab and storage

space provided are extremely inadequate. B) Old outdated equipment needs to be replaced with

industry standard equipment. C) EMT and Paramedic staff needs to stay current in the field. D)

Female enrollment in the program has decreased. Bringing female numbers up needs to be a priority.

E) Program and course SLOs and assessments need to be developed.

Briefly describe how the issue(s) will be addressed.

Example A:

Provide support materials to enhance student success. Expand student proficiency in computer use and

test taking. Promote online practice of state board reviews. Provide faculty training in BVNPT test

plan and curriculum coordination. Integrate technology across curriculum and provide for integrated

academics. Provide exposure to industry through observation and work experience. Expand industry

contacts to increase clinical training opportunities.

Example B:

A) Funding from the recently approved bond measure will provide funding for new construction. B)

New industry standard equipment will be identified and purchased with a combination of Perkins and

District funds. C) Professional development opportunities will be made available with Perkins, District

and other sources of funding. D) EMT/Paramedic staff will participate in non-traditional career fairs.

Female staff will serve as role models and mentors for female students.

FOR THOSE REQUIREMENT(S) LISTED AS "UNMET”-- Describe specific activity(ies) intended to

address the unmet requirement(s).

Example A:

Provide faculty training in test plan preparation and curriculum.

Example B:

No unmet requirements, therefore no response required.

Documents

Annual Update Plan 2015-2016 for Academic Departments · Annual Update Plan 2015-2016 for Academic Departments ... reflective of current healthcare trends ... comprehensive and safe