Curriculum Committee of MERCED COLLEGE · 2018-08-15 · Cindy Chavez Jazmin Serrano ... 1A Lisa Diaz Y Y Y Y Y 1B Katherine Schroeder Y Y Y Y Y 2A Janee Young Y Y Y Y Y 2B Denise

10/19/2017 CC Agenda 1

Curriculum Committee of

MERCED COLLEGE

3600 M Street, Merced, California 95348‐2898

(209) 384‐6364

SIGN‐IN SHEET

DATE: October 12, 2017

MEMBERS:

Area 1, Cohort A Lisa Diaz Noncredit Director Janet Lyle

Area 1, Cohort B Katherine Schroeder

Counseling Cindy Hardcastle

Area 2, Cohort A Janee Young LRC Dee Near

Area 2, Cohort B Denise Rempel Articulation Officer Greg Soto

Area 3, Cohort A Tim Donvoan Senate President Julie Clark Area 3, Cohort B Scott McCall SLO Coordinator Val Albano

Area 4, Cohort A Caren Col‐Hamm VPI Brian Ellison

Area 4, Cohort B Patty Eighmey Dean, Area 1 Doug Kain

Area 4, Cohort C Sue Norris Dean, Area 5 John Albano

Area 5, Cohort A Jennifer Gardner ASMC Rep Mariah Gill

Area 5, Cohort B Carin Heidelbach SSSP Director Raul Alcala

Distance Ed Rep Ray Latham Recorder Gabriela Garcia

Researcher Luis Flores Office of Instruction Teresa Gudgel

A/R Diane Spork A/R Andrea Garibay

GUESTS:

10/19/2017 CC Agenda 2

CURRICULUM COMMITTEE MEETING

THURSDAY October 19, 2017; 11:00 am – 12:50 pm

Student Union Meeting Room – 137 and Los Banos – B119

AGENDA:

1) CALL TO ORDER 2) AGENDA 3) INTRODUCTION OF GUESTS 4) PUBLIC COMMENTS 5) APPROVAL OF MINUTES OF October 5, 2017

6) CONSENT AGENDA I

a) Course Modification(s) b) SLO Update(s) c) Title 5 Course Review(s) d) CTE 2 Year Review(s) e) Distance Education

7) COMMITTEE REPORTS

A. Articulation B. IPRSLOAC C. Distance Education

8) BUSINESS:

A. 2nd READING: Learning Community (LC) Evaluation Guidelines for LC’s having reached

the end of the 6‐year cycle

B. INFORMATION: Introduction to Guided Pathways (GPS) and the requirements for Merced College to seek funding

C. INFORMATION: eLumen update concerning process for implementation of Curriculum

module

D. EDUCATION: The ABCs of articulation (definitions and timelines)

E. TASK FORCE UPDATE: Special Topics, Independent Study, and Special Problems

9) C‐ID UPDATE

10/19/2017 CC Agenda 3

10) Chancellor’s Office Updates

11) ANNOUNCEMENTS/CALL FOR AGENDA ITEMS Next Curriculum Committee Meeting:

November 2, 2017 11:00 am – 12:50 pm SU – 137 and Los Banos – B119

Agenda items are due Wednesday, October 25, 2017 by 5:00 pm to Myshel Pimentel.

12) ADJOURNMENT

Curriculum Committee of MERCED COLLEGE

MINUTES UNAPPROVED

Thursday, October 5, 2017 11:00 am‐12:50 pm, SU 137

MEMBERS:

Area 1, Cohort A Lisa Diaz Present Noncredit Director Janet Lyle Present

Area 1, Cohort B Katherine Schroeder Present Counseling Cindy Hardcastle Present

Area 2, Cohort A Janee Young Present LRC Dee Near Present

Area 2, Cohort B Denise Rempel Present Articulation Officer Greg Soto Present

Area 3, Cohort A Tim Donovan Present Senate President Julie Clark Present

Area 3, Cohort B Scott McCall Absent SLO Coordinator Valerie Albano Absent

Area 4, Cohort A Caren Col‐Hamm Present VPI Brian Ellison Absent

Area 4, Cohort B Patty Eighmey Present Dean, Area 1 Doug Kain Present

Area 4, Cohort C Sue Norris Present Dean, Area 5 John Albano Present

Area 5, Cohort A Jennifer Gardner Present ASMC Rep Mariah Gill Absent

Area 5, Cohort B Carin Heidelbach Present SSSP Director Raul Alcala Present

STAFF:

Distance Ed Rep Ray Latham Present Recorder Gabriela García Present

Researcher Luis Flores Present Office of Instruction Teresa Gudgel Present

A/R Diane Spork Present A/R Andrea Garibay Absent

GUESTS:

1) CALL TO ORDER Myshel called the meeting to order at 12:03 pm. 2) AGENDA

The Chancellor’s Office updates was moved to after item 7c. Adopt agenda as amended

M: G. Soto S: D. Rempel Y: 18 N: 0 A: 0

3) INTRODUCTION OF GUESTS

GUESTS:

Cindy Chavez Jazmin Serrano

LB Student: LB Student: Ozzy

LB STUDENT: Alicia Brenda Latham

4) PUBLIC COMMENTS

None

5) APPROVAL OF MINUTES OF September 21, 2017 Corrections: Kathy Schroeder should be listed as present, under 8C Luis requested to add a

statement saying: Luis Flores stated that each course in a link must also have a reasonable number of open sections for students per Title 5.

Approve minutes as corrected

M: T. Donovan S: G. Soto Y: 18 N: 0 A: 0

6) CONSENT AGENDA I

a) Course Modification(s) b) SLO Update(s) c) Title 5 Course Review(s) d) CTE 2 Year Review(s) e) Distance Education

Approve Consent Agenda 1

M: G. Soto S: D. Near Y: 18 N: 0 A: 0

Tittle 5 Approval

M: D. Near S: J. Lyle Y: 18 N: 0 A: 0

7) COMMITTEE REPORTS A. Articulation – No report B. IPRSLOAC – No Report C. Distance Education

Some items discussed at the last meeting were the distance education handbook, which was brought to the attention of the Academic Senate, things that are going on with Blackboard and the distance education coordinators’ meeting. One university has been recommended to be audited by the department of education for their distance education program and may have to pay back millions of dollars.

D. Chancellor’s Office Updates The Chancellor’s Office software is not working well. Currently, Teresa is not able to submit anything. Dr. Ellison is aware of the problems but there is nothing that can be done at this point.

8) BUSINESS:

A. FIRST READING: Administrative Procedure defining Merced College’s Credit Hour and the relationship of hours and units awarded The new PCAH requires that the college has written guidelines for defining credit hours at Merced College. Dee asked how this would affect some of our classes that are offered in one day, using the Management series as an example. Discussion ensued about student expectations outside of the class, even though the class meets for one day. Most of the language in the AP is directly from the PCAH. The AP will move forward to Senate after one reading.

B. FIRST READING: Learning Community (LC) Evaluation Guidelines for LC’s having reached the end of the 6‐year cycle A group met to discuss and come up with the guidelines at the end of spring 17 and early fall 17. The purpose of the guidelines is to provide a framework for the Learning Community evaluation process. Members were asked to provide input on the guidelines and email Myshel with comments or questions. This will be brought back for a second reading.

C. ACTION: Approval of First‐time Learning Community ENGL/PHIL 13 and GUID 45 to

be offered in spring 18 The Los Banos English faculty, Cindy and Jazmin, did a presentation on why they want to do the learning community, how it connects to the strategic plan and how it benefits students. Students were present and talked about their positive experiences with the course. The faculty also addressed the concerns people had at the last curriculum committee meeting.

Approve the First‐time Learning Community starting in Spring 2018

M: D. Rempel S: J. Gardner Y: 17

J. Albano

L. Diaz

J. Clark

J. Young

T. Donaovan

C. Col‐Hamm

P. Eighmey

S. Norris

C. Hardcastle

C. Heidelbach

D. Near

G. Soto

D. Kain

D. Rempel

K. Schroeder

J. Gardner

R. Alcala

N: 0 A: 1

J. Lyle

D. INFORMATION: Update on Math changes and concerns regarding articulation timelines Greg has been communicating with the Math faculty. Greg explained the details of the articulation timeline for the Math courses. Fall 2020 would be the safest date that that the new courses would be able to be offered

considering the articulation process they will have to go through and timeline to be included in the catalog. The Math faculty wanted to offer them Fall 2018 but this won’t be possible. Myshel will email a list of all programs impacted by changes to MATH 10 because those programs will need to complete program changes to accommodate the unit increase in the new MATH 10 course.

E. INFORMATION: Cabinet has selected eLumen to replace CurricUNET as Merced College’s Curriculum Management System Myshel is meeting with Brian Ellison tomorrow and will have a better idea on the process and timeline for the implementation. Dee Near expressed concern about the amount of work that will be required for the implementation and requested that there be adequate classified professional support provided.

F. TASK FORCE: Creation of Task Force to review Merced College’s process for special topics courses Members of taskforce: Carin Heidelbach, Julie Clark, Tim Donovan, John Albano, and Myshel Pimentel.

G. ACTION: Call for nominations for Curriculum Chair (Fall 18‐Spring 2020) Chris Gaugler will be sending out a call for nominations at the end of October. Myshel reminded members that any faculty can be nominated as long as they have served on the curriculum committee.

9) C‐ID UPDATE Greg was able to reset the password and will now be able to submit courses.

10) ANNOUNCEMENTS/CALL FOR AGENDA ITEMS

Next Curriculum Committee Meeting:

October 19, 2017 11:00 am – 12:50 pm SU – 137 and Los Banos – B119

Agenda items are due Wednesday, October 11, 2017 by 5:00 pm to Myshel Pimentel.

11) ADJOURNMENT Meeting adjourned at 12:31 pm

Voting Records 10/05/17

Name Item 2 Item 5 Item 6 Item 6 –

Title 5

Item 8C

1A Lisa Diaz Y Y Y Y Y

1B Katherine Schroeder Y Y Y Y Y

2A Janee Young Y Y Y Y Y

2B Denise Rempel Y Y Y Y Y

3A Tim Donovan Y Y Y Y Y

3B Scott McCall

4A Caren Col‐Hamm Y Y Y Y Y

4B Patty Eighmey Y Y Y Y Y

4C Sue Norris Y Y Y Y Y

5A Jennifer Gardner Y Y Y Y Y

5B Carin Heidelbach Y Y Y Y Y

Noncredit Janet Lyle Y y Y Y A

Counseling Cindy Hardcastle Y Y Y Y Y

LRC Dee Near Y Y Y Y Y

AO Greg Soto Y Y Y Y Y

SP Julie Clark Y Y Y Y Y

SLO Coordinator Val Albano

VPI Brian Ellison

Dean Doug Kain Y Y Y Y Y

Dean John Albano Y Y Y Y Y

ASMC Rep Mariah Gill

SSSP Director Raul Alcala Y Y Y Y Y

Y=Aye, N= No,

A=Abstain;

Members in

italics were

absent.

Consent Agenda 10/05/2017


#

COURSE PROPROSAL TYPE DESCRIPTION OF CHANGES/REQUESTS EFECTIVE DATE

NOTES

1

AGRI 10 CTE 2 Year Update Text; Update Requisites to include ENGL 85A, 85AC, 85E SU 18

2 ANSC 12 CTE 2 Year Update Requisites to include ENGL 85A, 85AC, 85E SU 18



5

ANSC 16 CTE 2 Year Update Text Update Requisites to include ENGL 85A, 85AC, 85E SU 18

6

ANSC 17 CTE 2 Year Update Text; Update Requisites to include ENGL 85A, 85AC, 85E SU 18

7

ANSC 18 CTE 2 Year Update Text; Update Requisites to include ENGL 85A, 85AC, 85E SU 18


9 ANSC 30 CTE 2 Year Update Requisites ENGL 85A, 85AC, 85E SU 18

10


11


12

ANSC 10 MODIFICATION

C‐ID: AG 104 Updated SLOs Update Requisites to include ENGL 85A, 85AC, 85E Edited Objectives Revised COR (Updated Assignments, Activities, Methods, & Content) SU 18

Re‐submit for C‐ID

13 LAND 10A CTE 2 Year Update Requisites to include ENGL 85A, 85AC, 85E SU 18

14 LAND 10B CTE 2 Year Update Text/Materials SU 18


15 LAND 11 CTE 2 Year Update Requisites to include ENGL 85A, 85AC, 85E SU 18







22

HIST 09A (Introduction to East Asian Civilization: China) MODIFICATION

Course Title Change: China: Introduction to East Asian Civilization Update Texts SLO Update SU 18

23

HIST 09B (Introduction to East Asian Civilization: Japan) MODIFICATION

Course Title Change: Japan: Introduction to East Asian Civilization Update Texts SLO Update Revise Course Outline SU 18

24

FIRE 73A (Fire Prevention I) MODIFICATION

Course Title Change: Fire Inspector 1A Change Description Update Texts Update SLO Title 5 Revise Course Outline SU 18


25

FIRE 73B MODIFICATION

Course Title Change: First Inspector 1B: Fire and Life Safety Update Requisites SLO Update Change Description Title 5 Review Update Texts Revise Course Outline

SU 18

26

CLDV 10 NEW

Title: Strategies for Working with Challenging Behaviors

(3 Unit Lecture); Advisories: ENGL 85A, 85AC, and E

Requesting CSU Transfer

Requesting DE Status

Justification: The CA Dept. of Education has asked TK teachers to obtain 24 units of

child development by 2020. Additionally, our local MCOE Special Education

Workforce, Mentors, and ECE Teachers have vocalized the need for a challenging

behaviors course to meet the needs of children in our county. SU 18

27

MECH 12 CTE 2 Year Update Requisites to include ENGL 85A, 85AC, 85E Updated Textbooks SU 18

28

MECH 13 CTE 2 Year Update Requisites to include ENGL 85A, 85AC, 85E Updated Textbooks SU 18

29

MECH 15 CTE 2 Year Update Requisites to include ENGL 85A, 85AC, 85E Update Textbooks SU 18

30



31

MECH 22A CTE 2 Year Update Requisites to include ENGL 85A, 85AC, 85E Update Textbooks SU 18

32


33


34


35

MECH 27 CTE 2 Year

Update Requisites to include ENGL 85A, 85AC, 85E ADD MATH 80 Advisory Update Textbooks SU 18

Added MATH 80 advisory as OR w/ MATH 85

36


37


38


39


40



41

MECH 51 CTE 2 Year

Update Requisites to include ENGL 85A, 85AC, 85E ADD MATH 80 Advisory Update Textbooks SU 18


42

MECH 70 AAZZ CTE 2 Year Update Requisites to include ENGL 85A, 85AC, 85E ADD MATH 80 Advisory SU 18


43

MECH 71 CTE 2 Year Update Requisites to include ENGL 85A, 85AC, 85E SU 18

Consent Agenda: Course Changes October 19, 2017

COURSE/PROGRAM PROPOSAL

TYPE EFFECTIVE

DATE DESCRIPTION OF CHANGES NOTES

ACTG 04A CTE 2 Year SU 18 Update Advisories to include ENGL 85A, 85AC, & 85E

ACTG 31 CTE 2 Year SU 18

ADD AOM 30 Advisory; REMOVE CPSC 30 Advisory Update Advisories to include ENGL 85A, 85AC, & 85E Update Text

ACTG 53 CTE 2 Year SU 18 Update Advisories to include ENGL 85A, 85AC, & 85E Update Text

CLDV 38 MODIFICATION SU 18

Course Outline Revision SLO Update Title 5 Review Change Description CAP Alignment


Revise Course Outline SLO Update Title 5 Review CAP Alignment


TITLE CHANGE: Introduction to Curriculum & Strategies in Early Intervention Revise Course Outline Change Description Title 5 Review SLO Update CAP Alignment

SOC 01 MODIFICATION (DE STATUS)

SPRING 18 DE Status

Consent Agenda: Course Changes October 19, 2017

SOC 01 MODIFICATION SU 18

SLO Update Course Outline Revision Title 5 Review SLO Update

MECH 10 CTE 2 Year SU 18 Updated Requisites to Include ENGL 85A, 85AC, & 85E Updated Textbooks also INDT 10

INDT 10 CTE 2 Year SU 18 Updated Requisites to Include ENGL 85A, 85AC, & 85E Updated Textbooks also MECH 10

WWT 61 CTE 2 Year SU 18 Change Requisites: Remove ENGL 84A Advisory ; ADD ENGL 85A, 85AC, or 85E Advisories

WWT 62 CTE 2 Year SU 18 Change Requisites: Remove ENGL 84A Advisory ; ADD ENGL 85A, 85AC, or 85E Advisories

WWT 63 CTE 2 Year SU 18 Change Requisites: ADD ENGL 85A, 85AC, or 85E Advisories

Academic Senate of MERCED COLLEGE

3600 M Street Merced, CA 95348-2898 Telephone (209) 384-6095

RESOLUTION First Reading:

Second Reading/Action (Date): Pass/Fail

RESOLUTION NO.

Subject: ______Learning Community Evaluation Process and Guidelines ________________________ Mover: Myshel Pimentel Division/Area: Curriculum Chair

Seconder: Sue Norris Division/Area: Criminal Justice

Whereas Academic Senate Resolution 2-10 identifies Learning Communities are a proven method for increasing student success and are an effective method of staff development for faculty; Whereas Administrative Procedure 4260.II.C.3 states that Learning Communities will be assessed at the end of every 6-years of offering; Whereas Merced College does not currently have established guidelines in place for the assessment of Learning Communities; Therefore be it resolved that Merced College Learning Communities adhere to the evaluation guidelines as established by the Merced College Curriculum Committee.

Learning Community Review Guidelines

Recommendations for the Review Process:

1. The assessment will be completed by the faculty and dean(s) involved in

the Learning Community. The Office of Institutional Effectiveness (OIE) will

assist with the assessment.

2. The assessment will occur at the end of the semester for which the

Learning Community pairing is up for review. Only Learning Communities

that have been offered for six years will be assessed.

3. The results of the assessment will be reviewed by the dean(s) and faculty

teaching in the learning community. If the Learning Community crosses

areas, both deans will participate in the review in the discussion.

4. A follow‐up report will be generated at the conclusion of the review by deans and faculty that includes a brief description of the discussion that

ensued, any recommendations for improving the effectiveness of the

learning community, and a decision to continue/not‐continue offering the

learning community.

There are three possible outcomes of the review:

i. Continue the Learning Community without Modification;

ii. Continue the Learning Community with Modification;

iii. Discontinue the Learning Community.

If the outcome of the review is to continue the Learning Community with

Modification, possible recommendations to strengthen a Learning Community

may include, but are not limited to:

iv. Staff Development

v. Improved Scheduling

vi. More Effective Advertising

vii. Other 5. A report generated by OIE will be sent to the Curriculum Committee as an

informational item upon conclusion of all Learning Community reviews

each semester in which Learning Community pairings are evaluated. This

report will be a general report that includes a summary of all learning

communities evaluated, not singling out any one Learning Community

Pairing.

6. Subsequent Reviews: a. If the Learning Community is deemed effective, the next review will

occur after the next 6 years of offering.

b. If recommendations are made to increase the effectiveness of the

learning community, a follow‐up review will occur after 2 more years

of offering the community.

Assessment Tools:

1. For the purpose of evaluating a Learning Community, success and

completion rates will be measured against the average of the non‐Learning

Community sections of the course. Institutional benchmarks for success

and completion will be used to guide the review.

2. A student survey will also be completed to help gauge the effectiveness of

the Learning Community. (See survey questions in Appendix A).

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APPENDIX A: Learning Community Sample Survey Questions

Students’ Feedback

a. Please indicate your level of agreement to the following statements about the

registration process (Strongly Disagree, Disagree, Neutral, Agree, Strongly Agree, N/A):

i. The registration process to enroll in all Learning Community Courses was easy.

ii. The registration process to enroll in all Learning Community courses was

successful.

iii. Comments

b. Indicate you level of agreement to the following statement about teaching and

collaboration (Strongly Disagree, Disagree, Neutral, Agree, Strongly Agree, N/A):

i. Collaboration across courses existed.

ii. Teaching was effective across courses.

iii. Assignments were aligned across courses.

iv. Connection was improved between faculty members and students.

v. Your academic and social opportunities were enhanced.

vi. You were more involved in the learning environment when compared to non‐

Learning Communities.

vii. Comments

c. How have Learning Communities helped you? (Select all that apply.)

i. Received higher grades

ii. Became a better student

iii. Received valuable feedback

iv. Increased motivation or self‐confidence

v. Increase knowledge in specific areas

vi. Learned better study skills

vii. Learned better time management skills

viii. Provided different point of view of perspective

ix. Provided a study partner(s)

x. Other (please specify)

d. Indicate your level of satisfaction with the course pairing in the Learning Community?

(Very Unsatisfied, Unsatisfied, Neither Satisfied or Dissatisfied, Satisfied, Very Satisfied,

Don’t Know/Decline to State)

e. Revisiting: Would you plan on re‐enrolling in a Learning Community in future semesters?

( ) Yes ( ) No ( ) Don’t Know/Decline to State Comments

f. Which of the College’s other student support centers have you visited? (Select all that

apply.)

i. Math Lab

ii. Study Central

iii. Tutorial Center

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iv. Library

v. ILC

vi. Never Visited

g. Location: Generally, where do you take most of your classes? (Select one.)

i. Merced Campus

ii. Los Banos Campus

iii. Off‐Campus Locations

iv. Distance Education/Online

h. Additional Comments

Faculty Members’ Feedback

a. Indicate your level of agreement to the following statement about teaching and

collaboration. (Strongly Disagree, Disagree, Neutral, Agree, Strongly Agree, N/A):

i. Collaboration between faculty members existed.

ii. Assignments were aligned across courses.

iii. Connection was improved between faculty members and students.

iv. Students’ academic and social opportunities were enhanced.

v. Students were more involved in the learning environment when compared

to non‐Learning Communities.

vi. Other (Please specify.)

b. In your opinion, how has the Learning Community helped students? (Check all that apply.)

i. Received higher grades

ii. Became a better student

iii. Received valuable feedback

iv. Increased motivation or self‐confidence

v. Increase knowledge in specific areas

vi. Learned better study skills

vii. Learned better time management skills

viii. Provided different point of view of perspective

ix. Provided a study partner(s)

x. Other (please specify)

c. In your opinion, how has the Learning Community helped you as an instructor?

d. Additional Comments

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GUIDED PATHWAYS SELF‐ASSESSMENT TOOL

Self‐Assessment Outline

Scale of Adoption

Key Element Pre‐Adoption Early Adoption In Progress Full Scale

Inquiry

1. Cross‐Functional Inquiry X

2. Shared Metrics X

3. Integrated Planning X

Design

4. Inclusive Decision‐Making Structures

X

5. Intersegmental Alignment X

6. Guided Major and Career Exploration Opportunities

X

7. Improved Basic Skills X

8. Clear Program Requirements X

Implemen

tation

9. Proactive and Integrated Academic and Student Supports

X

10. Integrated Technology Infrastructure

X

11. Strategic Professional Development

X

12. Aligned Learning Outcomes X

13. Assessing and Documenting Learning

X

14. Applied Learning Opportunities

X

Overall Self‐Assessment X

2

Self‐Assessment Items

INQUIRY (1-3) Engage campus stakeholders in actionable research and with local data; create consensus about core issues and broad solutions.

KEY ELEMENT

SCALE OF ADOPTION

Pre-Adoption Early Adoption Scaling in Progress Full Scale

1. CROSS-FUNCTIONAL INQUIRY

College constituents (including staff, faculty across disciplines and counselors, administrators, and students) examine research and local data on student success and discuss overarching strategies to improve student success. College engages in broad, deep and inclusive discussion and inquiry about the Guided Pathways approach, framework and evidence.

○ College currently does not have or is not planning to form cross-functional teams to regularly examine research and data on student success.

Inquiry around guided pathways and/or student outcomes is happening in areas of the college (e.g., by department, division, learning community, special project, initiative), but it is in siloes.

Some programs have examined local data, agreed that improvement is necessary, and are engaged in actionable research but action is limited to solutions within programs.

○ Inquiry is happening in cross- functional teams that include faculty, staff and administrators. Student voice and/or research on student success and equity are not systematically included and/or focused on closing the equity gap(s). Guided pathways are consistently a topic of discussion.

○ Inquiry is happening in cross-functional teams that include faculty, staff and administrators. Student voice is brought in systematically through focus groups, interviews and representation of students in key meetings. Research on student success and equity are systematically included and focused on closing the equity gap(s). Guided Pathways are consistently a topic of discussion.

Please respond to the following items (500 word maximum per item)

1. Please briefly explain why you selected this rating.

3

2. Describe one or two accomplishments the college has achieved to date on this key element.

a. Integrated plan – Student Equity, SSSP, and BSI/Student Success b. Reading Apprenticeship c. Working with Dr. Rob Johnstone - grant d. BSSOT grant e. Multiple Measures in English and math

3. Describe one or two challenges or barriers that you anticipate may hinder progress on this key element.

a. Integration of all areas or programs b. Getting student voices on initiatives c. Gathering voices (surveys or forums) d. Comprehensive, actionable plan

4. Comment (optional): is there any additional information that you want to add that is not addressed sufficiently in the questions

above?

4


KEY ELEMENT

SCALE OF ADOPTION


2. SHARED METRICS

College is using clearly identified benchmarks and student data to track progress on key activities and student academic and employment outcomes. Those benchmarks are shared across key initiatives.

○ College is currently not conducting or planning to conduct research on shared metrics that could be used by cross-functional teams to come to consensus on key issues.

Key benchmarks and progress on student data are used.

They are beginning to be aligned across initiatives.

○ College has defined metrics that are shared across its different initiatives. But, student data are not systematically or regularly tracked to inform progress across initiatives. Data for all metrics are not disaggregated and are not systematically and consistently examined with a focus on promoting equitable outcomes for students.

○ College uses shared metrics across the different initiatives to understand how student success has improved. College regularly revises and revisits college plans in response to those findings. Data for all metrics are disaggregated. Data for all metrics are disaggregated and systematically and consistently examined with a focus on promoting equitable outcomes for students. Campus stakeholders meet regularly to examine progress on benchmarks, discuss strategies for improvement, and revise plans as needed.

5




a. GPS in integrated plan with goals and data - Student Equity, SSSP, and BSI/Student Success b. BSSOT


a. Need to integrate with all campus benchmarks, such as Strategic Plan b. Widely communicate the benchmarks c. Evaluate all benchmarks and share results

4. Comment (optional): is there any additional information that you want to add that is not addressed sufficiently in the

questions above?

6


KEY ELEMENT

SCALE OF ADOPTION


3. INTEGRATED PLANNING

College-wide discussions are happening with all stakeholders and support/commitment has been expressed by key stakeholders to utilize the Guided Pathways framework as an overarching structure for the college’s main planning and resource allocation processes, leveraging existing initiatives and programs such as (but not limited to):

○ College is currently not integrating or planning to integrate planning in the next few months.

Initial conversations have taken place, mostly among stakeholder leadership including administrators, faculty, and staff.

There is a commitment by constituency leaders to engage in institution-wide dialogue to improve student success and align different planning processes.

○ Some conversations have taken place, with all of the key constituency groups at the table. Consensus is building on main issues. Exploration of broad solutions to align different planning processes is still in progress. College governance bodies are routinely and formally apprised of opportunities to engage

○ College-wide conversations have taken place with all key constituency groups including: Instructional, counseling, and student support faculty and staff, administrators, and students. All stakeholders reach consensus or agree to move forward on main issues and have identified possible broad solutions. Research, evidence, student data and a Guided Pathways

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Student Success and Support Program (SSSP)

Basic Skills Initiative/Basic Skills Student Outcomes and Transformation Program (BSI/BSSOT)

Equity Planning (Student Equity/SE)

Strong Workforce Program (SWF)

College governance bodies are routinely and formally apprised of opportunities to engage in integrated planning.

in integrated planning, and with the help of internal partners (i.e. Classified Senate and Academic Senate) are beginning to routinely inform and engage their constituents around integrated planning.

framework inform ongoing planning. Regular joint planning meetings revisit and revise existing plans and strategize about key overarching strategies across the main college initiatives. Integrated plans and over-arching strategic goals drive program improvement, resource allocation, as well as professional development using a Guided Pathways framework.

College governance structures are regularly used to discuss issues, vet solutions, and communicate efforts.

8




a. IP - Student Equity, SSSP, and BSI/Student Success

3. Describe one or two challenges or barriers that you anticipate may hinder progress on this key element. a. Consensus building on campus regarding large initiatives b. Educating and creating awareness on initiatives c. Marketing our successes d. Initiative fatigue


above?

DESIGN (4-8) Establishing and using an inclusive process to make decisions about and design the key elements of Guided Pathways.

KEY ELEMENT

SCALE OF ADOPTION


9

4. INCLUSIVE DECISION-MAKING STRUCTURES

College has identified key leaders that represent diverse campus constituents to steer college-wide communication, input and decisions regarding the Guided Pathways framework. Constituents have developed transparent cross-functional work-teams to provide the Guided Pathways effort with momentum and regularly provide opportunities for broad college-wide input. In addition, this plan strategically engages college governance bodies college-wide.

College currently has not organized or is planning to organize cross-functional teams or share governance committees that will inform and guide the Guided Pathways effort.

○ Workgroups or teams have been created, but they are not yet inclusive of some key campus constituents: instructional, counseling, and student support faculty and staff, and administrators. The college plans to expand the teams through engaging governance structures and hosting broad, inclusive discussions and forums.

○ Cross-functional workgroups or teams (representing campus constituents) exist but there are no mechanisms yet identified for gathering and infusing college-wide input (including student voice) into the workgroup decision making policies and processes.

○ Cross-functional workgroups or teams who steer the Guided Pathways design process utilize explicit and agreed upon processes for gathering college-wide input (including student voice). Cross-functional teams are in communication and collaboration with college governance bodies.




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a. SEC doing similar work and is cross-functional and is familiar with GPS


a. Initiative fatigue b. # of committees serving on (not integrated)

4. Comment (optional): is there any additional information that you want to add that is not addressed sufficiently in the

questions above?

11


KEY ELEMENT

SCALE OF ADOPTION


5. INTERSEGMENTAL ALIGNMENT

(Clarify the Path)

College engages in systematic coordination with K-12, four-year institutions and industry partners to inform program requirements.

○ College is currently not partnering or planning to partner with their feeder and destination institutions and/or local industry to align program requirements.

○ Coordination between high school feeder district(s), four-year institutions, and industry partners have been established, but the partnerships are not strong and/or inconsistent across the college.

Coordination between high school feeder district(s), four-year institutions, and industry partners is occurring across the college, and some partnerships are stronger than others, with some pipeline alignment from each partner established.

○ Coordination between high school feeder district(s), four-year institutions, and industry partners is occurring across the college, with strong partnerships and pipeline alignments across the various partners.




a. Outreach – ORS, CCAP, 2+2, CTE b. Transfer and articulation c. Transfer counseling

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KEY ELEMENT

SCALE OF ADOPTION


6. GUIDED MAJOR AND CAREER EXPLORATION OPPORTUNITIES

(Help Students Choose and Enter a Pathway)

College has structures in place to scale major and career exploration early on in a student’s college experience.

College is currently not implementing or planning to implement structures to scale students’ early major and career exploration.

○ Discussions are happening about ways to cluster programs of study into broad interest areas.

○ Programs of study have been clustered into broad interest areas (such as meta-majors or interest areas) that share competencies. College has not yet implemented meta-majors/interest areas. College has not yet created foundation courses, gateway courses or other scalable mechanisms for

○ Programs of study have been clustered into broad interest areas (meta-majors) that share competencies. Foundation and/or gateway courses, career exploration courses, workshops and other scalable structures are designed to help students choose a major early on.

3. Describe one or two challenges or barriers that you anticipate may hinder progress on this key element. a. Meeting the diverse needs of our students b. Long complex pipeline c. More communication between K-12, us, and universities and between programs


above?

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major and career exploration.

Cross-functional teams including instructional, counseling, and student support faculty and staff from different departments and divisions collaborate on clustering programs. Student input is systematically included into the process.




a. Major sheets project

3. Describe one or two challenges or barriers that you anticipate may hinder progress on this key element. a. Educating the campus b. Engaging faculty in program mapping c. Using data to create sequences


above?

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KEY ELEMENT

SCALE OF ADOPTION


7. IMPROVED BASIC SKILLS

(Help Students Choose and Enter a Pathway; Ensure Students are Learning)

College is implementing evidence-based practices to increase access and success in college and/or transfer-level math and English, including, but not limited to:

● The use of high school performance for placement (i.e. cumulative GPA, course grades, non-cognitive measures) for placement

● Co-requisite remediation or shortening of developmental

○ College is currently not engaging in or planning to develop strategies to improve student access and success in transfer-level math and English coursework.

○ College is currently piloting one or more of the evidence-based strategies listed in the “key element” description to increase access to and success in college and/or transfer-level English and math courses.

College has scaled one or more instance of the evidence-based strategies listed under “key element,” but others are still in the pilot stage.

○ College has scaled relevant evidence-based strategies and has attained large improvements in the number of students that pass college and/or transfer-level English and math courses within a year of enrollment regardless of initial placement level.

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a. Multiple Measures in English and Math b. Acceleration


a. Completion of Math pathways

4. Comment (optional): is there any additional information that you want to add that is not addressed sufficiently in the questions above?

sequence ● Curricular

innovations including creation of math pathways to align with students’ field of study.

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KEY ELEMENT

SCALE OF ADOPTION


8. CLEAR PROGRAM REQUIREMENTS

(Clarify the Path)

College is clarifying course sequences for programs of study (including key milestones) and creating predictable schedules so that students can know what they need to take, plan course schedules over an extended period of time, and easily see how close they are to completion. College offers courses to meet student demand. In order to meet these objectives, college is engaging in backwards design with

○ College is currently not providing or planning to provide clear program requirements for students.

Some programs have worked to clarify course sequences, but teams do not represent cross-disciplinary teams of faculty.

A few course offerings and schedules are designed to meet student demand. Some courses are offered at times, and in a manner, that enable students to complete their

○ Cross-disciplinary teams of instructional (including math/English, GE, CTE) and counseling faculty have been convened and are mapping out course sequences. Some course offerings and schedules are designed to meet student demand and offered at times and in a manner that enable students to complete their programs of study in a timely fashion.

○ Cross-disciplinary teams of instructional (including math/English, GE, CTE) and counseling faculty have mapped course sequences. Key educational and career competencies (including transfer and major requirements and labor market information) are used to develop course sequences. Teams create default program maps and milestones for program completion/transfer, so that students can easily see how close they are to completion. Course offerings and schedules are designed to meet student demand and are offered at times, and in a manner, that enable

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desired core competencies and/or student outcomes in mind (including time-to-goal completion and enhanced access to relevant transfer and career outcomes).

programs of study in a timely fashion.

students to complete their programs of study in a timely fashion.




a. CTE b. Intrusive counseling


a. Not begun yet b. Clarify when courses are offered c. Assess the sequencing of courses d. Provide enrollment management data to the deans and faculty leads for schedule creation


above?

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IMPLEMENTATION (9-14) Adapting and implementing the key components of Guided Pathways to meet student needs at scale.

KEY ELEMENT

SCALE OF ADOPTION


9. PROACTIVE AND INTEGRATED STUDENT SUPPORTS

(Help Students Stay on the Path)

College provides academic and non-academic support services in a way that is proactive and aligned with instruction, so that all students are explicitly engaged in these services.

○ College is currently not implementing or planning to implement proactive and integrated student supports.

The college has begun conversations about increased coordination and collaboration between student supports, instruction, and counseling.

Processes and tools are in place to monitor student progress and provide timely support; but are only used by a few staff and/or departments and are not used consistently. There are few and/or irregular structures that allow for support services staff, counseling faculty, and instructional faculty to meet, collaborate, and

○ Collaboration between the instructional and support services occurs in specific programs. Processes and tools are in place to monitor student progress and provide timely support; and are used by most staff and/or departments, but may not be used consistently. There are some structures that allow for support services staff, counseling faculty, and instructional faculty to meet, collaborate, and discuss ideas, the challenges students face, and ways to improve coordination and supports.

○ The college has been able to scale ways in which proactive supports are provided to most students. The college is able to track in which program each student is, and how far away students are to completion. Student progress is monitored; mechanisms are in place to intervene when needed to ensure students stay on track and complete their programs of study. There are several regular structures that allow for support services staff, counseling faculty, and instructional faculty to meet, collaborate, and discuss ideas, the challenges students face, and ways to improve coordination and supports.

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discuss ideas, the challenges students face, and ways to improve coordination and support services.




a. Academic Support services (SI, Peer Mentors, LC, Study Central, ILC, tutoring) b. Intrusive counseling


a. Coordinating various support services b. Increasing student use


above?

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KEY ELEMENT

SCALE OF ADOPTION


10. INTEGRATED TECHNOLOGY INFRASTRUCTURE

(Help Students Choose and Enter a Pathway; Help Students Stay on the Path) College has the technology infrastructure to provide tools for students as well as instructional, counseling, and student support faculty and staff to support planning, tracking, and outcomes for Guided Pathways including:

Link student demand to scheduling

Ability for students to monitor schedule and progress (e.g., Degree Audit)

System for counselors and faculty to monitor students’ progress

○ College currently does not have or plan to build an integrated technology infrastructure.

The college has in place technology tools to support academic planning and counseling, but these tools are not used consistently and/or do not provide timely planning, support, and tracking capabilities.

○ The college has in place technology tools that enable students, counselors, and faculty to track student progress through a defined pathway and provide some timely planning, support, and tracking capabilities.

○ The college has in place technology tools to support planning, implementation and ongoing assessment of guided pathways, including: academic planning; placement; advising; tracking; completion outcomes: career counseling, including employment and salary information; and transfer and bachelor’s degree attainment data. College has the capacity to manage and connect course scheduling with student needs and default schedules. The technology infrastructure supports integrated reporting, auditing, and planning processes.

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(e.g., Starfish, early alert system, etc.)

Data on career and employment opportunities including salary and requirements (e.g., SalarySurfer, other)

Others Please respond to the following items (500 word maximum per item)



a. Implementing Navigate platform

b. Students can register from their ed plan

c. CTE


a. Enrollment management system is limited/in early stages

b. Cannot link student demand to scheduling decisions (including classroom information electronically)

c. No early alert –

d. Inability to close the loop between instruction and student services – all referrals


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KEY ELEMENT

SCALE OF ADOPTION


11. STRATEGIC PROFESSIONAL DEVELOPMENT

(Help Students Stay on the Path; Ensure Students are Learning) Professional Development (PD) is strategically, frequently, and consistently offered for staff, faculty and administrators and aligned with the college’s strategic goals, needs and priorities identified in integrated plans, program review, and other intentional processes.

○ College is currently not offering or planning to offer professional development (PD) opportunities aligned with needs and priorities identified in integrated plans, program review, and other intentional processes.

Professional development is provided to faculty, staff and administrators but the development and offerings of PD is not aligned with the college’s strategic goals identified in an integrated planning process, or there are gaps in systematically identifying and meeting those goals.

○ Some but not all PD opportunities are developed to intentionally support the college’s strategic goals identified as part of an integrated planning process. Strategic professional development includes systematic, frequent and strategic attention to: Using learning

outcomes assessment results to support/improve teaching and learning.

Providing updated information across the college to enable faculty and

○ PD opportunities are available for staff, faculty and administrators and are strategically developed to meet the college’s overarching goals, shared across initiatives. Assessment of learning outcomes and other data driven processes are continuously used to identify the areas of greatest need for PD to help the college meet its overarching strategic goals. Strategic professional development includes systematic, frequent and strategic attention to: Using learning outcomes

assessment results to

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staff to refer students to academic and non-academic supports and services as necessary.

Improvements in those college processes directly serving students.

Leadership capacity and stability for all areas on campus and the college as a whole.

Practice analyzing student data (qualitative and quantitative) and identifying structural decisions that can be based directly around student need.

support/improve teaching and learning

Providing updated information across the college to enable faculty and staff to refer students to academic and non-academic supports and services as necessary.

Improvements in those college processes. directly serving students.

Leadership capacity and stability for all areas on campus and the college as a whole.

Practice analyzing student data (qualitative and quantitative) and identifying structural decisions that can be based directly around student need.

Continued broad engagement in cross-functional decision-making.

Regular and consistent training on the use of technology to support

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academic programs and student services.




a. Professional development through BSSOT and Student Equity have helped individuals and programs

b. District and administration understand need for PD


a. Coordination is siloed and not aligned with strategic planning

b. Analyzing data and setting benchmarks training needed

c. Interdivisional dialogue is needed when analyzing data

d. Improving campus climate regarding PD – safe place


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KEY ELEMENT

SCALE OF ADOPTION


12. ALIGNED LEARNING OUTCOMES

(Ensure Students are Learning) Learning outcomes are aligned with the requirements targeted by each program and across all levels (i.e., course, program, institutional) to ensure students’ success in subsequent educational, employment, and career goals.

○ College is currently not aligning or planning to align learning outcomes.

Student Learning Outcomes (SLOs), Program Learning Outcomes (PLOs), and General Education Learning Outcomes (GELOs)/Institutional Learning Outcomes (ILOs) have been developed, but they are not systematically reviewed to ensure alignment, academic rigor, integrity, relevance, and currency.

Results of learning outcomes assessments are not linked with professional development or changes to the course or program content.

○ Student Learning Outcomes (SLOs), Program Learning Outcomes (PLOs), and General Education Learning Outcomes (GELOs)/Institutional Learning Outcomes (ILOs) are reviewed and revised for some outcomes to ensure alignment, academic rigor, integrity, relevance, and currency. Results of learning outcomes assessment are not consistently linked with professional development or changes to the course or program content.

○ Student Learning Outcomes (SLOs), Program Learning Outcomes (PLOs), and General Education Learning Outcomes (GELOs)/Institutional Learning Outcomes (ILOs) are regularly reviewed and revised to ensure alignment, academic rigor, integrity, relevance, and currency. Results of learning outcomes assessments are used to inform professional development, and are linked to changes to course and program content.

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a. CLOs/SAOs being done, but not integrated into program/course change b. Implementation of eLumen


a. Assessment of GELOs/ISLOs/PSLOs lagging behind and not integrated


27


KEY ELEMENT

SCALE OF ADOPTION


13. ASSESSING AND DOCUMENTING LEARNING

(Ensure Students are Learning) The college tracks attainment of learning outcomes and that information is easily accessible to students and faculty. Consistent and ongoing assessment of learning is taking place to assess whether students are mastering learning outcomes and building skills across each program and using results of

○ College is currently not assessing and documenting or planning to assess and document individual student’s learning.

Attainment of learning outcomes are not consistently tracked or made available to students and faculty.

Only a few programs examine and use learning outcomes results to improve the effectiveness of instruction.

○ Attainment of learning outcomes tracked or made available to students and faculty for most programs. Most programs examine and use learning outcomes results to improve the effectiveness of instruction.

○ Attainment of learning outcomes tracked or made available to students and faculty for most programs. All programs examine and use learning outcomes results to improve the effectiveness of instruction.

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learning outcomes assessment to improve the effectiveness of instruction in their programs.




a. Implementing eLumen b. Assessment Review Committee (ARC) brings together all divisions for assessment c. Data is provided to faculty from OIE d. Student Equity Reports


a. Assessment of GELOs/ISLOs/PSLOs lagging behind and not integrated


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KEY ELEMENT

SCALE OF ADOPTION


14. APPLIED LEARNING OPPORTUNITIES

(Ensure Students are Learning) Students have ample opportunity for applied/contextualized learning and practice. Opportunities have been coordinated strategically within and/or amongst programs.

○ College is currently not offering or planning to offer applied learning opportunities.

Few courses and programs systematically include applied/contextualized learning opportunities such as projects, internships, cooperative education (co-op), clinical placements, service learning, study abroad, etc.

○ Some courses and programs systematically include applied/contextualized learning opportunities such as projects, internships, co-ops, clinical placements, service learning, study abroad, etc. Opportunities have been coordinated strategically within and/or amongst programs.

○ Students across most or all disciplines and degree areas have ample opportunity to apply and deepen knowledge and skills through projects, internships, co-ops, clinical placements, service learning, study abroad, and other active learning activities that program faculty intentionally embed into courses and programs.

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1. Please briefly explain why you selected this rating. 2. Describe one or two accomplishments the college has achieved to date on this key element.

a. CTE/Allied Health/Coop Ed/ Child Development/Liberal Studies

3. Describe one or two challenges or barriers that you anticipate may hinder progress on this key element. a. Lacking service learning on any scale b. No study abroad program c. Bridging the gap between the career center and classes/majors/jobs/internships d. Integrating coop ed into programs, when applicable e. Siloed efforts f. No capstones


above?

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ADDITIONAL QUESTIONS (500 word maximum per item)

1. Based on the Self-Assessment above, what do you think best describes your college’s guided pathways work overall? ○ Pre-Adoption Early Adoption ○ Scaling in Progress ○ Full Scale

Please briefly explain why you selected this rating:

Many elements are in place, but they are not coordinated under the GPS initiative and not to scale

2. What kinds of support would be most helpful to you as your campus begins or continues its work on guided pathways? Are there resources or supports that would most help your college progress on any particular element? Please describe:

Successful models from other colleges Professional development opportunities

3. Comment (optional): Please share any guided pathways practices or processes that were particularly successful for your

college. CTE, multiple measures, and acceleration

4. Comment (optional): Are there any questions, comments and/or concerns or additional information that you want to provide that has not been addressed sufficiently in this tool?

Guided Pathways Award Program Self-Assessment Signature Page

In submitting this document to the Chancellor's Office, and by our signatures, we the undersigned certify the information outlined in our Guided Pathways Award Program Self-Assessment was informed by input and agreement among a cross-functional team that spans the constituencies of the college. With submission of this document, we indicate our commitment to adopt a guided pathways framework.

Name of college

Self-Assessment Signatories

Signature, President of the Governing Board Printed Name Date signed

Signature, Chief Executive Officer/President Printed Name Date signed

Signature, Academic Senate President Printed Name Date signed

Signature, Chief Instructional Officer Printed Name Date signed

Signature, Chief Student Services Officer Printed Name Date signed

Please print, complete and mail this page to: California Community Colleges Chancellor’s Office Attention: Mia Keeley

1102 Q Street Sacramento, CA 95811

In lieu of mailing, a scanned copy may be emailed to: [email protected]

Guided Pathways at Merced Community College

About Guided Pathways

The Guided Pathways framework creates a highly structured approach to student success that:

Provides all students with a set of clear course-taking patterns thatpromotes better enrollment decisions and prepares students for future success.

Integrates support services in ways that make it easier for students to get the help they need during every step of their community college experience.

Four Pillars of Guided Pathways

Create clearcurricular

pathways toemploymentand furthereducation.

Help studentschoose andenter theirpathway.

Help studentsstay on

their path.

Ensure thatlearning ishappening

withintentionaloutcomes.

Key Elements of Guided Pathways

Structured onboarding process including improved placement testsand co-requisite instruction that provide students with clear, actionable, and usable information they need toget to the right start in college.

Programs that are fully mapped out and aligned with

further education and career advancement while also providing

structured or guided exploration for undecided students.

Proactive academic and career advising

from the start through completion and/or transfer,

with assigned point of contact at each stage.

Early alert systemsaligned with interventions

and resources to help students stay on the pathway,

persist, and progress. Instructional support andco-curricular activitiesaligned with classroom learning and career interests.

Redesigning and integrating basic skills/developmentaleducation classes to accelerate students to college-level classes.

What Guided Pathways Means for Students

• Less confusion and more clarity about the steps toward completion and course-taking behavior.

• More guidance from counseling or advisory early in students’ journeys.

• Greater likelihood of completion, as a result of: • Improved placement• Basic skills/developmental education reform• Reduced unit accumulation

• Improved chances for transfer and career placement.

What Guided Pathways Means for Students

Support is Available for Implementation

• In 2017, California leaders allocated $150 million from Prop. 98 funds for awards to community colleges to develop Guided Pathway Frameworks to support students.

• All 114 California Community Colleges are eligible to receive award funding.

Steps to Becoming a “Pathways College”

1. Meetings and Reflection

• Attended required CCCCO regional workshop October 2• Chris Vitelli, Brian Ellison,

Michael McCandless, Brenda Latham, Vince Piro, Regina Coletto, Julie Clark, Shirley Kahlert, and Greg Soto

• Self-assessment due Dec. 23• Vince Piro and Regina Coletto – Chairs• Student Equity Committee

• Multi-Year Work Plan due March 30, 2018

Steps to Becoming a “Pathways College”

• Beginning in April 2018, the Chancellor’s Office will release the first installment of funding.

• Funds will be released upon completion of milestones: the assessment tool, the multi year plan and college staff attendance at trainings.

2. ALLOCATIONS

Feedback/Input

DUE November 14Email feedback to:

Regina Coletto @ [email protected]

and

Vince Piro @ [email protected]

For more information visit - Visit

iepi.cccco.edu/guided-pathways

Documents

Curriculum Committee of MERCED COLLEGE · 2018-08-15 · Cindy Chavez Jazmin Serrano ... 1A Lisa Diaz Y Y Y Y Y 1B Katherine Schroeder Y Y Y Y Y 2A Janee Young Y Y Y Y Y 2B Denise