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General Sciences Science

Cerro Coso Community College Dr. John D. Stenger-Smith

February 1, 2017

Executive Summary The General Sciences (GS) Program offers a General Sciences Associate in Arts (AA) Degree that

is designed to prepare students for upper-division course work after transfer to a four-year science degree program. There are several emphases to the General Sciences AA Degree in order to meet the needs of students interested in biology, chemistry, and physical sciences. Students who do not have the goal of transferring to a 4-year science program will also benefit from this program.

The number of majors in the General Science Program is consistently around 100 per year, with completion rates less than 10%. The low completion rates reflect the fact that many General Science Majors successfully transfer to a 4-year institution before they first obtain their AA degree. One reason why these students do not obtain their AA degree before transferring is because of the required number of General Education units is too high to complete in 2-years alongside the required science course units. Another potential reason may be because these students have education goals of obtaining a 4-year bachelor's degree in their science emphasis of choice and they do not recognize the value in spending more than 2-years in order to first obtain an AA Degree in that emphasis.

The major suggestion from this program review that the General Science Program be modified to have the following Emphases: Biology, Chemistry, Physics and Engineering Transfer Preparation. These Emphases should be modeled after the most comprehensive Program Pathways, which are the pathways suggested by the University of California System. Another addition to the program, predicated upon completion of the Main Building modernization, is the development of an undergraduate research program.

The Science Department still has concerns about the lack of a dedicated institutional researcher (there was an IR at Cerro Coso from fall 2010 to spring 2012 but this was not long enough to have an impact), the ineffectiveness of the curriculum management system (CurricUNET), and the challenges found in purchasing equipment/supplies. The latter issue is especially concerning since KCCD ‘lost’ over 16 million dollars recently. The ineffectiveness of CurricUNET hampers our ability to update our course outlines of record and to provide various assessments required for our program. Problems with CurricUNET were brought forth to KCCD about 8 years ago by a former Curriculum Committee chair yet KCCD allowed another college to block the much-needed replacement of CurricUNET. It wasn’t’ until about 18 months ago that a replacement was approved. The replacement for CurricUNET and the assessment modules are already years behind schedule. The lack of an institutional researcher (a dedicated IR was requested over 7 years ago at the first program review) hampers our ability to enforce prerequisites which appear obvious to the science faculty and makes instruction of certain classes problematic as there continues to be a bi-modal distribution of grades. Furthermore, as stated in the previous program review, it was and continues to be the opinion of the science department that outside of the assessment of student learning outcomes, the analysis and collection required in program review are the responsibility of a dedicated institutional researcher.

The Science Department is also deeply apprehensive that the Main Building Modernization project has, and will continue to, seriously hamper our ability to serve students. The official completion date of the project is unknown and the project is still partly in litigation, and the main contractor was just removed. The project is already 2 years behind schedule (the scheduled project time was 18-22 months and the project started 18 months ago) and the department swing space—thanks to the graciousness of the Industrial Arts Faculty—though adequate for the short term seriously restricts our scheduling flexibility and reduces the section size since the labs can only accommodate less than 24 students (18 for Organic Chemistry). While these issues do not interfere with classroom instruction, they do seriously hamper our ability to serve students in the laboratory portions of our classes.

When the main building modernization began, the college tried its best to keep the science classes in the main building. However, from the start issues occurred. It was not communicated to the department that access to the restroom would be denied and that students would have to go into a completely different building. The north walkway and stairwell lighting was disconnected without notice. The HVAC and power (to the fume hoods) were disconnected several times without notice. Students were given incorrect access information from the construction workers. A main IT cable was severed—again with neither notice nor apology. In December of 2015 the department was informed that the labs would have to be temporarily vacated and a return date of August 2016 was mentioned. The reasons were valid (the discovery of asbestos) and the department respected these reasons. Some at Cerro Coso and KCCD were under the misapprehension that there were safe and adequate facilities in Ridgecrest (such as NAWC and Burroughs High School). This was corrected with a collegial but strongly worded email summarizing that NAWC labs are research labs and access is restricted and the labs are not adequate for teaching. BHS chemistry lab was deemed inadequate and unusable by the science department for college level Chemistry classes. (The BHS chemistry lab is now completely closed for the a comprehensive remodel). All other facilities visited were extremely inadequate and/or very unusable for our purposes. Moving to modular buildings was not pursued as the modular would not have been ready in time for Spring 2016 classes.

After much research and some gracious hosting by the industrial arts department, a temporary solution was found. Science classes were moved into WW 145 and WW 192. Furthermore, the move to industrial arts was supposed to be for a maximum of 2 semesters—we were told to be ready to move back in in August of 2016. Below is a list of most of the issues that have already arisen due to the “temporary solution”.

• The room has unpredictable central heating and cooling. There have been at least 5 instances of

unacceptable temperatures. • The room produces loud noises when winds greater than about 15 miles per hour rattle the

room's large garage doors and slam open-and-close the ventilation louvers on the ceiling. • The ceiling drips water from a couple locations when it rains outside. • Some students seem disappointed with their classroom environment. • Reconfiguring the room for physics labs involves rearranging about 30 desks and chairs, which

adds an extra half hour of "exercise" to a lab's prep time and close up time. • Because the room is not dedicated to physical science classes, physics lab setups must occur

about 2 hours just prior to the start of the labs which run from 9:00am-1:05pm on Fridays. • When the welding/industrial arts faculty use power tools, they should not have to worry about

accidentally interrupting a physical science class that is conducting a class in their workspace. • Chemical storage in the shipping container, the prep area in Room 145 and the Chemistry lab in

Room 192 make transporting chemicals and reagents from one location to another difficult (if not hazardous). I am especially careful under the circumstances but it definitely increases the risk of chemical spills.

• Cleaning the floor in Room 145 is difficult due to the rough texture. I’m not sure if or when they clean Room 192.

• The cleanliness (or lack thereof understandably due to the fact that it’s a welding lab) and the set-up of the Chemistry lab, in my opinion, shows a general disrespect for the students and their needs. I think it is more difficult for the Chem C113 students this particular semester when they are not able to use the tables during the Welding class.

• I don’t know if the fact that the flammables cabinets are not vented is an issue. We keep the two windows in the storage bin open a couple of inches all year which of course makes it cold (and very dirty).

• Science labs were not moved out of the building when everyone moved. We were told it was too expensive to move us so we would stay in the building during construction. The college worked with the Science Department to keep us in the building. We were then left in the main building for one semester with no heat, hot water, or bathrooms.

• A moving company with movers certified to move chemicals and a chemist were promised to carry out the move. The certified movers and chemist never manifested and the science department moved the lab at no cost to the school, again.

• The chemical storage unit needs to be covered as it is in direct sunlight all day long. Air conditioning units are in the container and they help some. The metal of the container reaches temperatures over 100 degrees F, acting like a hot plate for the chemicals stored on the metal shelving and containers.

• The autoclave vents directly into the class room. • The power to the refrigerators in the Main Building was cut with notice, but the power was

supposed to be out for maximum of 1 week. As of Feb 22nd it’s been 3 weeks. As the weather warms this will lead to a dangerous situation.

• The textured laminate tops on the desks and the textured floors are very difficult to clean and pose a health risk.

• The current arrangement greatly increases the workload on our lab technician without any increase in pay. Hopefully, we will be able maintain Susan’s employment, as without her we could not continue.

• One science lab is insufficient to meet the needs of the Science Dept. Chemistry has to use welding space as lab. The one lab (WW145) that Biology uses is being used for at least 5 courses in each semester. Eg. In Spring 2017, Biol C105, C112, C251 (two sections), C255 and C262 are using the lab. This presents scheduling difficulties. Eg. Lecture and lab in one class session has to be separated into two different venues to avoid scheduling conflicts.

• 145 lab is a temporary stop-gap space. Ventilation is not ideal, especially for anatomy dissections work – door has to be propped open to allow better air flow. Lab is dusty and lab benches are not smooth which makes them difficult to clean and disinfect. Unsuitable for working with biohazard materials in microbiology and physiology.

• Seating spaces limited to 24 compared with 30 in the main labs. This limits enrollment numbers. A deficit of 6 per course, per semester, all adds up to reduce FTES.

• Lab prep area and classroom are in the same space. Restricts prep area work during class times, and noise from prep area equipment (e.g autoclave, fridge, freezer) contributed to the ambient noise level in the classroom.

• Room 192 is an oxyacetylene room that hosts chemistry classes. • Storage capacity is limited, and instructors and/or lab tech has to constantly retrieve/store lab

equipment and supplies from/in the main building.

The department would like to emphasize that all these issues would not have arisen if KCCD had ensured that the main building modernization had gone as planned. This situation has placed an undue and unfair burden on the Maintenance and Operations (M&O) department, and the Science Department regrets that the M&O department is getting the brunt of the dissatisfaction caused by KCCD. The welding/industrial arts department as well as the visual and fine arts department should be congratulated by the College for being very helpful, friendly, and accommodating.

With the vacancy of a general contractor from the main building modernization project, the current “temporary solution” is now untenable and unusable The department is rightfully skeptical that

the main building project will not be finished until 2021. The department estimates the need for 2-3 dedicated wet lab portable buildings—regardless of cost-- to continue, or for the department to return to the main building with written guarantees from KCCD that there will be no disruptions. This must happen by July 2018 or the department will take necessary and appropriate action. Furthermore, while the department respects the process of annual unit planning, the issues created by the modernization project should supersede any planning by the department. The department should not be restricted to what is just in the annual unit plan as far as purchases and planning and should be granted flexibility.

Part 1 - Relevance

1. Catalog Description

The General Sciences Associate in Arts Degree (60 units total, 20-25 units in the major) is designed to prepare students for upper-division course work after transfer to a four-year science degree program. There are several emphases to the General Sciences Degree in order to meet the needs of students interested in biology, chemistry, and physical sciences. Students will demonstrate mastery of the scientific method, including experimental and empirical methodologies characteristic of modern science.

You must complete a minimum of 60 units, including the courses listed in the major and general education requirements, with an overall GPA of 2.0 or better, and a grade of “A,” “B,” or “C,” in all courses for the major. A minimum of 12 units must be completed at Cerro Coso Community College.

Students who are sufficiently prepared and meet all the prerequisites will generally take all the classes in order—especially sequential classes in a discipline. The starting semester will depend upon the scheduling (especially the long term scheduling) of these classes and students should consult with the long term schedule and a counselor. Your transfer institution may require some of the major courses to be taken for a grade. Please consult a counselor and http://www.assist.org/ to determine any limitations on Pass/No Pass grading in major preparation courses.

Completion of the Cerro Coso local General Education Pattern DOES NOT prepare a student for transfer. If you are planning to transfer to a four-year school, depending on your transfer goal, you should select Option B or C only. For more information, refer to the general education section of the catalog.

The catalogue adequately describes what students need as far as major preparation, to transfer to a 4-year institution.

2. Program Learning Outcomes

The following are the Program Learning Outcomes (PLOs) for the General Science Program: Upon successful completion of the courses in the area students will be able to: 1 . Demonstrate proficient preparation for upper division science courses at the appropriate transfer

institution in the chosen emphasis: biology, chemistry, or physical science. Assessment: Measured with an exam (standardized if possible) in the capstone class with 70% accuracy, and by follow-up survey (possibly informal).

2 . Perform hands-on laboratory and/or field experiments of all science classes safely.

Assessment: Measured by direct observation during laboratory work using a checklist based upon guidelines published by the relevant professional societies with an 80% success.

3 . Demonstrate mastery of the Scientific Method, including the experimental and empirical

methodologies characteristic of science and the modern methods and tools used in scientific inquiry. Assessment: This will be assessed and scored by exams given in all science classes with 80% of students showing mastery.

4 . Demonstrate an ability to communicate scientific results, including as appropriate graphically, verbally and in writing. Assessment: This will be assessed by exam or report with an 80% mastery.

Analysis: As a part of the revision of the degree in 2011, the VP and faculty chairs identified Program Learning Outcomes. Similar to how it proceeded with the description of the degree, the VP and chairs returned to the original founding language in Title 5 regulations section 55063 to guide the development of learning outcomes. Since program design and the definition of learning outcomes are “10 plus 1” matters, the group limited itself to writing a first draft of the PLOs. Department chairs solicited input from the faculty in their areas and gained agreement on the language. The PLOs were then presented to the Curriculum Committee where they were approved. Conclusion: Cerro Coso now has a mechanism to correlate courses to PLOs and reflect the goals expressed in the description of the degree. Successful achievement of the PLOs is measured by Student Learning Outcomes (SLOs) assessment of courses related to the respective PLO. 3. Courses/Program Matrix

BIOLOGY EMPHASIS: The biology emphasis provides students with the core science courses needed for transfer to a four-year institution. Graduates with a biology emphasis are prepared for further studies which allow work in a variety of fields including: biochemistry, biotechnology, botany, ecology, entomology, genetics, health, immunology, medicine, molecular biology, oceanography, pharmacy, teaching, wildlife management, zoology and related clinical fields. Physics requirements for biology majors can vary among institutions. Students should check with a counselor concerning requirements for specific transfer institutions. Complete all of the following courses: BIOL C111 General Biology............................................ 5 units BIOL C112 General Biology II......................................... 5 CHEM C111 General Inorganic Chemistry I ................... 5 CHEM C113 General Inorganic Chemistry II....................5 Complete one of the following general education patterns: OPTION A Cerro Coso Local General Education Pattern OPTION B CSU General Education Breadth

OPTION C IGETC - Intersegmental General Education Transfer Curriculum CHEMISTRY EMPHASIS: This emphasis provides students who are planning on majoring in chemistry, materials science, or chemical engineering at a four-year university with the first two years of their core chemistry classes. Students should check with a counselor concerning requirements for specific transfer institutions. Complete all of the following courses: CHEM C111 General Inorganic Chemistry I .................. 5 units CHEM C113 General Inorganic Chemistry II...................5 CHEM C221 Organic Chemistry I................................... 5 CHEM C223 Organic Chemistry II ................................. 5 Complete one of the following general education patterns: OPTION A Cerro Coso Local General Education Pattern OPTION B CSU General Education Breadth OPTION C IGETC - Intersegmental General Education Transfer Curriculum PHYSICAL SCIENCES EMPHASIS: Provides students who are planning on majoring in physics, geology, astronomy, or other physical sciences with the necessary lower division courses in mathematicsand physics. The Math, Chemistry, and Physics requirements for transfer vary among institutions and students should check with a counselor for the specific requirements. Complete all of the following courses: MATH C151 Analytic Geometry and Calculus I ............ 5 units MATH C152 Analytic Geometry and Calculus II........... 5 PHYS C111 Mechanics...................................................5 PHYS C113 Electricity and Magnetism ......................... 5 PHYS C211 Waves, Optics and Modern Physics.............5 Complete one of the following general education patterns: OPTION A Cerro Coso Local General Education Pattern OPTION B CSU General Education Breadth OPTION C IGETC - Intersegmental General Education Transfer Curriculum

Note: All Honors Courses of the above listed courses automatically fulfill the requirement for the respective degree specialization.

In the following tables, numbers refer to the individual course SLOs that align with the PLOs in each area.

PLOs 1 and 2

1. Demonstrate proficient preparation for upper division science courses at the appropriate transfer institution in the chosen emphasis: biology, chemistry, or physical science.

2. Perform hands-on laboratory and/or field experiments of all science classes safely.

Course Outcome(s) Outcome(s)

Life Sciences

BIOL C111 1,2,3,4,5,6,7,8,9

BIOL C112 6 1,2,3,4,5

BIOL C112H 6 1,2,3,4,5,7

Physical Sciences

CHEM C111 6 1,2,3,4,5,7,8,9,19

CHEM C113 1,2,3,4,5,6,7

CHEM C113H 1,2,3,4,5,6,7,8

CHEM C221 6 1,2,3,4,5

CHEM C223 6 1,2,3,4,5

CHEM C223H 5 1,2,3,4,6,7,8

PHYS C111 1,2,3,4,5

PHYS C113 1,2,3,4,5

PHYS C211 1,2,3,4,5

PLOs 3 and 4

3. Demonstrate mastery of the Scientific Method, including the experimental and empirical methodologies characteristic of science and the modern methods and tools used in scientific inquiry.

4. Demonstrate an ability to communicate scientific results, including as appropriate graphically, verbally and in writing.

Course Outcome(s) Outcome(s)

Life Sciences

BIOL C111 All All

BIOL C112 All All

BIOL C112H All All

Physical Sciences

CHEM C111 All All

CHEM C113 All All

CHEM C113H All All

CHEM C221 All All

CHEM C223 All All

CHEM C223H All All

PHYS C111 All All

PHYS C113 All All

PHYS C211 All All

The latest assessment of the PLOS, completed in Spring 2016, using standardized testing and final exam rubrics showed at least 70% success (essentially 100% for PLO 2). A follow up survey conducted over social media indicates that students who transfer feel they are very well prepared (sometimes even more so than their respective 4-year counterparts) for junior-level major work.

4. Program Pathway

Students Enrolled at the Indian Wells Valley (IWV) campus have all the options (as far as courses offered) to earn a General Science Degree with all the emphases. Students at other campuses will have to travel to IWV to obtain a degree. Students who are sufficiently prepared and meet all the prerequisites will generally take all the classes in order—especially sequential classes in a discipline. The starting semester will depend upon the scheduling (especially the long term scheduling) of these classes and students should consult with the long term schedule and a counselor. Analysis: The Science and Math Departments have put together a reliable (i.e. very rare cancellations) long term schedule that give students the opportunity to complete the Science Degree requirements within 2 years, provided students are placed in transfer-level courses in their first year. This long-term schedule has been developed over the last 7 years and minimizes conflicts among classes. The ESCC campuses have attempted classes in Chemistry and it appears that these classes will continue. BIOL C111 and BIOL C112 are also offered at ESCC; therefore, ESCC students may have the opportunity to complete at least some of the Chemistry and Biology Emphasis classes..

5. Conditions of Enrollment

Courses in Physics and Chemistry have mathematics prerequisites. These prerequisites are not only appropriate, but also required to maintain transfer and articulation—the prerequisites generally mimic those of the transfer institution. The Science Department constantly checks the UC and CSU courses to determine if any changes are warranted. Over the past several years, the Science Department has been a strong advocate of selecting appropriate prerequisites and advisories. Many college Science books in particular are written at Gunning Fog Index of 13 or 14—especially those in Biology. The Department has judiciously chosen the appropriate English prerequisites/advisories for classes. In some cases, a semester of Chemistry is required or advised for a Biology C262 Microbiology. There is some difficulty in establishing this as a

prerequisite as the Chemistry offerings at the ESCC Campus have until recently not been consistent. The Department continues to monitor the situation. Some of the physics courses have a Calculus prerequisite or a concurrent Calculus enrollment requirement. It is recommended that students complete the Calculus I prerequisites early in their course of study. Biology courses have a prerequisite of Intermediate Algebra, and this requirement should be completed early in the program as well. The Math Department has designed a long term schedule so that prerequisite courses such Intermediate Algebra, College Algebra and Trigonometry are available both semesters as well as during the summer session. Analysis: Reading and Writing advisories have been changed to the appropriate English course. A related but more complex development is the recent change in Title 5 language permitting out-of-discipline prerequisites. The language requires colleges to have a plan for developing such requisites and not just embarking on isolated and scattered changes. The Science Department has embarked on a deliberate process for enforcing out-of-discipline prerequisites: Generally one or two courses—particularly those with low success rates due to, for example, inability to read and comprehend the textbook, or to perform the basic mathematics in the course, were revised via the Curriculum process to include the enforceable prerequisite. Conclusion: The Science Department has been at the forefront of establishing out-of-discipline prerequisites. This is facilitated by a year’s-long awareness of why students are unsuccessful, and by the fact that the transfer institutions also have out-of-discipline prerequisites (usually Math or English). The Science, English and Math departments are in the progress of statistically validating these prerequisites. Preliminary feedback from instructors in which an English prerequisite has been enforced are positive. To paraphrase the input: “Students often fail or drop the course because they are unable to read the textbook. It is encouraging that I am seeing far fewer signs of students’ inability to read the text.”

Part 2 – Appropriateness 1. Connection to College Mission

Analysis: The General Science degree fulfills the college mission of providing educational programs and services tailored to the students in the communities and rural areas served by the institution. Up to this point, it has provided a viable option for completing Associate-Degree requirements that are transfer-oriented. The focus of this program is for students to take classes in their respective majors and to make up the general education units at the respective transfer institutions. Conclusion: The degree is sufficiently and appropriately derived from the college mission. Most students transfer into their respective majors at transfer institutions. It is strongly suggested that the

respective Programs be modified to meet with the standards suggested by the University of California System, regardless of number of units required.

2. Determination of Student Needs

Student need is determined by observation of enrollments of classes, how quickly waitlists fill, the number of prepared students, and collegial discussion with students, site directors, administrators and faculty chairs of other programs that may anticipate increase or decreases in enrollement. Using the above techniques we have expanded, with great deliberation and discussion the Chemistry and Biology offerings at ESCC, and have developed a long term CHEM and BIOL majors class at ESCC. The analysis has determined that there is not yet enough demand for PHYS classes.

3. Place of Program in Curriculum/Similar Programs

The Mission of the General Science program is to meet the needs of students interested in engineering, physical and life science. Students interested in majoring in Biology, Human Biology or Chemistry should select from the respective emphasis and consult with a counselor.

a. Biology Emphasis provides students with the core science courses needed for transfer to a four-year institution. Graduates with a biology emphasis are prepared for further studies which allow work in a variety of fields including: biochemistry, biotechnology, botany, ecology, entomology, genetics, health, immunology, medicine, molecular biology, oceanography, pharmacy, teaching, wildlife management, zoology and related clinical fields. Physics requirements for biology majors can vary among institutions. Students should check with a counselor concerning requirements for specific transfer institutions.

b. Chemistry Emphasis provides students who are planning on majoring in chemistry, materials science, or chemical engineering at a four-year university with the first two years of their core chemistry classes. Students should check with a counselor concerning requirements for specific transfer institutions.

c. Physical Science Emphasis provides students who are planning on majoring in physics, geology, astronomy, or other physical sciences with the necessary lower division courses in mathematicsand physics. The Math, Chemistry, and Physics requirements for transfer vary among institutions and students should check with a counselor for the specific requirements.

Levels of rigor and course outlines of record for all science classes are based upon a continuing review process. Guidelines for course topics and the need for hands-on laboratory experiments are set by the respective scientific societies (The American Chemical Society Guidelines for Accreditation as well as the American Chemical Society’s Standardized Organic Chemistry Examination).

Liberal Arts Math and Science majors should be declared only as preparation for elementary school teaching or for transfer to private schools with requirements different from those of UC and Cal State universities. The General Science Program is for students who want to preparation in their respective major. Many General science students focus exclusively on major level preparation and complete the general education requirements at their respective transfer institution.

The SB 1440 Transfer degrees might have implications for all three of the General emphases; however the Department is very skeptical of SB 1440: 1) some CSU’s—apparently against the law—are not accepting all the statewide Associate Degrees for Transfer (ADTs) from community colleges or are opting out entirely. 2) Some courses are more than 2 years behind in getting feedback from the statewide Course Identification Numbering System (C-ID) committees 3) The California Student Transfer Achievement Reform Act (SB 1440) was not written with Science degrees in mind. SB 1440 requires a hard cap at 60 units for all 2-year transfer degrees and does not allow enough General Education unit relief for Science Degrees to meet this cap. Note Biology and Chemistry Degrees may fit under the 60 unit cap, but the department is skeptical 4) The recently published pathways from the University of California System match nearly exactly with what Cerro Coso science faculty members have been recommending to science students since 1998.

These programs are not ADT programs, but they are very close. Most General Science Majors and all General science students who complete the program transfer to a 4-year institution. The General Science Program, with the specific emphases, is already very closely modeled after UC transfer pathway guidelines. The Science Department hesitates to pursue ADT degrees due to the problems mentioned in the discussion, and will therefore focus on developing UC pathways.

4. Majors and Completers

Majors: 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 Average 101 85 89 126 108 102

For the most part, the number of General Science Majors has been around 100 students per year. Degrees Awarded:

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 Average 4 2 6 12 15 7

Analysis

The percentage of completers tends to be very low due to the additional general education units required. Although the overall completion rate is less than 10%, many General Science Majors successfully transfer to a 4-year institution without getting a General Science Degree. Obtaining a

detailed analysis of how many students are transferring before completing a degree has been and continues to be, in the opinion of the science department, the responsibility of an institutional researcher. According to our latest survey on social media, if the number of students who transfer before completion were included as completers, completion rates would be around 76%.

5. Summary of Student Demand Data

See the attached files for detailed Data. Student demand (and enrollment) appears fairly solid in the 100-level Science classes. The demand (i.e. enrollment) for 200-level classes is significantly lower and is addressed appropriately with long-term scheduling. 200 Level Math, Physics, Biology, and Chemistry are scheduled to meet student demand by the appropriate long-term scheduling. CHEM C111 has seen a large increase in enrollment (average going from 29 to 45 in the past 2 years). The section size for CHEM C111 has been increased to 28 and additional sections of CHEM C111 are offered when appropriate. The increased section size can no longer be maintained due to the Main Building Modernization. In fact section size for all science classes have been decreased. And it appears that student demand is also decreasing. The most affected discipline is chemistry. In 2015, the initial class enrollment of Chem C111 was 49, in 2017 it was 35. Chem C113 Enrollments have dropped from 19 to 13 in the same time frame. Similar results have been seen in other disciplines. 6. Labor Market Information and Analysis (CTE Programs Only) Not Applicable 7. Explanation of Employer Relationship (CTE Programs Only) Not Applicable 8. Advisory Committee (CTE Programs Only) Not Applicable

9. Current Cost of the Program to Students

The following chart is based on 28 units for an academic year.

Cerro Coso Community College Estimated Cost of Living for 2015-2016

Based on 28 units (Fall, Spring, Summer) Living at Home Living Away from Home

Fees $1,288 Fees $1,288 Books & Supplies

$1,638 Books & Supplies $1,638

Room and Board

$4,338 Room and Board $8,500

Personal $2,150 Personal $2,826 Transportation $1,044 Transportation $1,170 Total $10,458 Total $15,422

Although nearly all Science and Engineering classes have a laboratory component which consumes materials, there is a regulation strictly forbidding the charging of a materials fee. Analysis: The materials fees for these courses are determined by the department and approved yearly by the Board of Trustees. The charging of materials fees is compliant with the CCCCO’s Student Fee Handbook, and the fees are often part of the district’s yearly audit. The Science Department strongly objects to the regulation that does not allow the charging of materials fees for laboratory courses. As resources become more difficult to obtain and expenditures at the discipline level in the supply budget are undergoing increasing scrutiny (even down to purchases of several dollars although the department acknowledges that intradepartmental budget transfers are quite easy), the inability to charge a modest materials fee of $30 per student per class to replace broken glass, which is a trivial amount compared to the cost of the program, puts an increased strain on the supply budget. The Science Department has also experimented with lower cost textbooks, but found that students were not completely satisfied with the cheaper texts as they did not have all the reference material. The instructor was completely dissatisfied with the level of service provided by the textbook publisher.

Part 3 – Currency

1. Staffing

Science offerings at the ESCC Campuses have grown substantially since the hiring of a Full-Time Biology instructor 5 years ago. The presence of the full time instructor has allowed the department to offer a

consistent Biology track. The full-time instructor and the Lab Manager at IWV have provided more consistent Chemistry offerings. Now that the Fume Hoods appear to be working at ESCC and have been certified; it was possible to offer courses such as Chem C111 and Chem C113. The long term viability of Chemistry classes at ESCC is still a work in progress. There are appoximately 7.9 FTEF in the Science Department. In addition to the above limitations in offerings at other campuses, Science offerings are further limited by the lack of safe and appropriate laboratory space, and in some cases, by the fact that there are no instructors available. Over the last five years, based on retirements, replacements, or identified demand, several faculty members have been hired in Science areas:

• Full Time Tenured Biology at ESCC • Full time Tenured Physics at IWV • Full time Tenured Biology at IWV

The department has some adjuncts in the areas of BIOL, PHYS and PHSC. Recently a former Cerro Coso Student was hired as an adjunct in CHEM.

Conclusion and Analysis: The College is currently meeting student demand in Science courses. The Science Department has adequate full-time and part time faculty to meet demand; however, due to the limited adjunct teaching pool, a loss of any full-time faculty in Science would render the Science Department incapable of meeting demand. The full time BIOL instructor at ESCC indicated he will retire at the end of Academic Year 2017. To keep the program going at ESCC, the position will have to be replaced (the position is currently being advertised). The college hiring process for full-time faculty has seen great improvement over the past 5 years. While not perfect, the most recent iteration of the full-time faculty hiring process is improving. However, the hiring process for adjunct faculty (particularly in Science and Engineering) has been nothing short of non-functional for the last four years or more. Advertising does not accurately reflect the job location. When adjuncts apply from out of the service area no follow up email is sent by human resources, letting the candidate know the work is temporary and on site. When out of service area adjunct are left in our pools it artificially inflates the numbers of qualified applicants. The adjunct process is improving based upon collegial discussion with human resources.

The department also wishes to note that the request for a dedicated institutional researcher is going on its 7th year.

2. Professional Development

The science department uses professional development training to enhance instruction, and to keep up-to-date with the latest scientific breakthroughs. Professional development opportunities specifically targeting adjunct instructors were also recently addressed by Cerro Coso Community College. For example, in Fall 2011, adjuncts were invited to the IWV campus to participate in a workshop on SLO development and assessment. The adjuncts who attended were provided with an overview of the purpose and value of SLO’s and training on SLO development and assessment. Profesional Development needs are also met by Flex day training and by Flex Day Proposals and Completion documents that are tailored to the needs of the individual faculty. Most recently a professional development day was made available to all adjunct faculty. There were several useful sessions on teaching and success strategies at this meeting.

3. Facilities and Physical Resources

Very few lab-based science courses are offered online. Many professional societies (The American Chemical Society for example) absolutely require that all labs be hands on, with computer simulations used only as supplements. Offering any additional lab-based Science classes online, especially any that are in the General Science Degree, must be done with the utmost care and deliberaton. Strictest attention must be paid to maintaining transferability and extra caution is required because all online classes tend to have greatly lower success rates. Each department uses the process of the annual integrated planning cycle to evaluate its needs. The departmental needs are fed into section- and then college-wide needs. Needs based on student safety (e.g., emergency eyewashes) and state and federal law (ADA compliance) are given first priority. Other high priority equipment items include program-critical materials necessary for student success in the class (e.g., up-to-date maps; replacement of broken or obsolete equipment; etc.). Items in the next priority level include equipment to increase section size or accommodate anticipated growth. In the last six years, a major facilities project was completed at IWV impacting Science courses: the renovation of the Science Labs. The issue with shallow laboratory sinks appears to have been resolved. However, the Main Building Modernization has put and will continue to put a serious damper on our ability to schedule classes—especially laboratory classes and has forced the department to reduce section size. The fact that the project is already 2 years behind schedule (the project was supposed to take 22 months) and the fact that the project is at least partially in litigation has the science department very concerned. Purchasing of portable laboratories (however expensive) may be the next option. Below is a compiled list of all the issues that have arisen during this ‘temporary solution’ Some issues may appear more than once as several faculty, staff and students mentioned them.

The welding/industrial arts department should be congratulated by the College for being very helpful, friendly, and accommodating.

• The room has unpredictable central heating and cooling. • The room produces loud noises when winds greater than about 15 miles per hour rattle the

room's large garage doors and slam open-and-close the ventilation louvers on the ceiling. • The ceiling drips water from a couple locations when it rains outside. • Some students seem disappointed with their classroom environment. • Reconfiguring the room for physics labs involves rearranging about 30 desks and chairs, which

adds an extra half hour of "exercise" to a lab's prep time and close up time. • Because the room is not dedicated to physical science classes, physics lab setups must occur

about 2 hours just prior to the start of the labs which run from 9:00am-1:05pm on Fridays. • When the welding/industrial arts faculty use power tools, they should not have to worry about

accidentally interrupting a physical science class that is conducting a class in their workspace. • Chemical storage in the shipping container, the prep area in Room 145 and the Chemistry lab in

Room 192 make transporting chemicals and reagents from one location to another difficult (if not hazardous). I am especially careful under the circumstances but it definitely increases the risk of chemical spills.

• Cleaning the floor in Room 145 is difficult due to the rough texture. I’m not sure if or when they clean Room 192.

• The cleanliness (or lack thereof understandably due to the fact that it’s a welding lab) and the set-up of the Chemistry lab, in my opinion, shows a general disrespect for the students and their needs. I think it is more difficult for the Chem C113 students this particular semester when they are not able to use the tables during the Welding class.

• I don’t know if the fact that the flammables cabinets are not vented is an issue. We keep the two windows in the storage bin open a couple of inches all year which of course makes it cold (and very dirty).

• Science labs were not moved out of the building when everyone moved. We were told it was too expensive to move us so we would stay in the building during construction. We were left in the building for one semester with no heat, hot water, or bathrooms.

• A moving company with movers certified to move chemicals and a chemist were promised to carry out the move. The certified movers and chemist never manifested and the science department moved the lab at no cost to the school, again.

• The chemical storage unit needs to be covered as it is in direct sunlight all day long. Air conditioning units are in the container and they help some. The metal of the container reaches temperatures over 100 degree F, acting like a hot plate for the chemicals stored on the metal shelving and containers.

• The autoclave vents directly into the class room. • The power to the refrigerators in the Main Building was cut with notice, but the power was

supposed to be out for maximum of 1 week. As of Feb 22nd it’s been 3 weeks. As the weather warms this will lead to a dangerous situation.

• The textured laminate tops on the desks and the textured floors are very difficult to clean and pose a health risk.

• The current arrangement greatly increases the workload on our lab technician without any increase in pay. Hopefully, we will be able maintain Susan’s employment, as without her we could not continue.

• One science lab is insufficient to meet the needs of the Science Dept. Chemistry has to use welding space as lab. The one lab (WW145) that Biology uses is being used for at least 5 courses in each semester. Eg. In Spring 2017, Biol C105, C112, C251 (two sections), C255 and C262 are

using the lab. This presents scheduling difficulties. Eg. Lecture and lab in one class session has to be separated into two different venues to avoid scheduling conflicts.

• 145 lab is a temporary stop gap space. Ventilation is not ideal, especially for anatomy dissections work – door has to be propped open to allow better air flow. Lab is dusty and lab benches are not smooth which makes them difficult to clean and disinfect. Unsuitable for working with biohazard materials in microbiology and physiology.

• Seating spaces limited to 24 compared with 30 in the main labs. This limits enrollment numbers. A deficit of 6 per course, per semester, all adds up to reduce FTES.

• Lab prep area and classroom are in the same space. Restricts prep area work during class times, and noise from prep area equipment (e.g autoclave, fridge, freezer) contributed to the ambient noise level in the classroom.

• Room 192 is an oxyacetylene room that hosts chemistry classes. • Storage capacity is limited, and instructors/lab tech has to constantly retrieve/store lab

equipment and supplies from/in the main building. • Heating and cooling issues with chemical stored in the shipping container.

At ESCC, the fume hoods have been put in working order and have been certified. This may allow for expanded offerings in Chemistry. The department submits a prioritized list of equipment needed for the following academic year, as well as any identified facility needs (e.g., new or updated smart classrooms; replacing laboratory sinks that are too shallow; etc.). The Maintenance and Operations and Information Technology divisions identify the items listed in the annual unit plans for each department, evaluate such needs across the college, and summarize the trends and commonalities in a resource request analysis, one of the documents of the integrated planning cycle.

The department moves money within our budgets fairly easily and without being questioned. The department’s main problem is when we want or need a large, expensive piece of equipment like a UV spectrophotometer, we are told to put it in the budget request or “wish list”. Then the department never knows if it has been approved and it is not reflected in the next year’s budget which makes purchasing problematic. The department was also informed that it was not spending our budget or extra money (from the Star Party). The department would have bought one or two if we were informed we had money to do so. The department’s perception is a lack of response and communication to the department about what we have and what has been approved to purchase. We hope to resolve this via collegial discussion and by coordinating with the Physical Education department. However, the department would like to note that KCCD ‘loss’ of $16.4 million recently and respectfully suggest that KCCD focus on the larger issue rather than supply and equipment budgets.

Conclusion: The Science Department must maintain constant vigilance to make sure these concerns are not forgotten. After collegial discussions with the Program Review committee, the Science department will identify equipment in our inventory, with purchase date and expected lifetime and expected

replacement cost and use the model that the Physical Education department has been using successfully for the past 3 years. It may be possible to expand Science offerings at ESCC and to develop a long-term schedule for ESCC that meets at least some of the BIOL and CHEM requirements. With the removal of the current contractor from the Main Building Modernization has made the current “temporary solution” is now untenable and unusable. The department estimates the need for 2-3 dedicated wet lab portable buildings to continue—regardless of cost--, or for the department to return to the main building with written guarantees from KCCD that there will be no disruptions (unlikely however). This must happen by July 2018 or the department will take necessary and appropriate action otherwise. 4. Technology

Instructors who teach online or plan to teach online are encouraged whenever possible to attend appropriate workshops. The current office of Distance Education routinely offers Moodle (soon to be changed to another program) and other distance education training on Flex days as well as throughout each semester in the form of workshops, webinars, and “lunch and learns.” In the last five years, the college has seen a major upgrade of the iTV classrooms and the installation of several smart classrooms at IWV and ESCC, enough to fulfill current curriculum needs at these locations. Other technology upgrades, such as low profile projectors (which appear to be very popular with the faculty) are receiving positive review. The laptops in the Science Labs are very slow and will need to be replaced. Approximately 24 laptops with relatively modern (less than 2 years old) processors and the ability to handle the relevant Physics, Biology and Astronomy software Conclusion: In terms of technology currency, the college is well situated. The only concern is the laptop computers in the Science Labs, which appear to get slower and slower with each new software and operating system push. Furthermore, instructors no longer have administrative privileges on the laboratory work stations. This decreases efficiency when notifications for routine software updates can no longer be performed by the instructor and sometimes classroom instruction is disrupted. 5. Marketing

Aside from the program page on the college website, the biggest marketing tool that the General Science Program has is word-of-mouth. As students attend programs such as “Open House” and the 5th grade “I’m going to College” they learn of the facilities and instructors available to them. Furthermore, as Cerro Coso graduates with Bachelors, Masters, and PhDs return to their respective areas, Cerro Coso is cast in a positive light. The fact that Michael Garrison (a former Student) is now an adjunct professor in Chemistry is helpful, Anna Moschitto was valedictorian for the Electrical Engineering majors at Cal Poly Pomona and Dr. Jessica Cash (defended PhD in chemistry in March 2017) a Cerro Coso Community College graduate, will be the distinguished alumna speaker for 2017. The biggest loss to our marketing

is the inability to show our lab facilities. Showing the lab facilities in the main building when we have no firm date of return, is misleading to perspective students and disrespectful to current students.

Part 4 – Student Achievement 1. Course-Level Student Performance Data

The student success rates are quite varied throughout the Department, from 50% to as high as 100%. Courses with 100% success rates consist of capstone classes (often classes with 2-3 in-discipline prerequisites) and honors classes (with 10 or fewer people). Courses with the lowest success rates are almost exclusively online classes. See attached data for each class. Analysis: Consistent with data across the state and country, online shows a statistically signficant lower success and retention rate. Strategies for improving this include providing orientation and workshops for online students, and guidelines for effective student/instructor contact. Despite numerous studies by many organizations, there is still no clear cause for this performance. Until the cause is discovered, care must be taken not to waste resources on unproven methods. Some courses have low success rates due to the fact that there are out-of-discipline unenforcable prerequisites. While it might seem perfectly logical to require that students be able to read the textbook (often written at college level reading), the resources needed to enforce these prerequisites are limited (no institutional researcher for example) and there is some resistance/concern about access to classes. 2. Employment Data (CTE Programs Only) Not Applicable

3. Achievement of Program Learning Outcomes

PLO 1: Demonstrate proficient preparation for upper division science courses at the appropriate transfer institution in the chosen emphasis: biology, chemistry, or physical science.

Target: 70% Assessment Method:

Measured with an exam (standardized if possible) in the capstone class with 70% accuracy, and by informal follow-up survey. This PLO may need to be deleted due to the difficulty of obtaining data.

Assessment Date: May 2016 Recent Results: A majority of students successfully transferred and are thriving. (21 students

82%) PLO 2: Perform hands-on laboratory and/or field experiments of all science classes

safely.


Measured by direct observation during laboratory work using a rubric based upon guidelines published by the relevant professional societies. Maintain written records of all injuries related to laboratory, however minor. Use course level SLOs to assess this PLO.

Assessment Date: May 2016 Recent Results: Aside from 3 minor incidents (1 cut and 2 small burns) over the last 4 years

laboratory was safe. (110 students 100%) PLO 3: Demonstrate mastery of the Scientific Method, including the experimental and

empirical methodologies characteristic of science and the modern methods and tools used in scientific inquiry.


This will be assessed and scored by exams given in all science classes.

Assessment Date: May 2016 Recent Results: All exams regularly include questions about Scientific method. (110 students

>80% were successful in giving the correct answer) PLO 4: Demonstrate an ability to communicate scientific results, including as

appropriate graphically, verbally and in writing. Target: 70% Assessment Method:

Report/exams evaluated with a rubric, based upon professional society guidelines

Assessment Date: May 2016 Recent Results: (90 students >80% of reports and exams met/exceeded this guideline)

Assessment History Summary PLO # Target Semester Met? Semester Met? Semester Met? PLO 1 70% SP12 Yes SP14 Yes SP 16 Yes PLO 2 100% SP12 Yes SP14 Yes SP 16 Yes PLO 3 70% SP12 Yes SP14 Yes SP 16 Yes PLO 4 70% SP12 Yes SP14 Yes SP 16 Yes

a. Gaps and Improvements Made Since All PLO targets were met in the last cycle the department may consider raising the targets. However in light of the construction delay, this will not occur. b. Summary of Program Learning Outcome Achievement Using Social Media, the department has been in contact with most of the General Science Majors and Completers. All students who responded not only felt that they were very well prepared, but a

significant portion of the students noted that the quality and rigor of Cerro Coso Classes exceeded that of their respective transfer institutions.

4. Achievement of Course Student Learning Outcomes All of the course-level SLO’s in Science have been assessed and entered into CurricUNET. However, by the next program review, Cerro Coso must be at the level of sustainable continuous quality improvement, as defined by ACCJC. In terms of making progress, this means assessment results must reflect all campus locations, include all delivery modes, and involve all faculty contract types, and that the cycle of identifying gaps, designing improvements, and reassessing is clearly in place for all disciplines. Given the large number of sections, the continued lack of an Institutional Researcher, and the poor to abysmal functionality of CurricUNET, achieving this will be a challenge. All Science courses in this program have had their respective SLOs assessed. The department is now working on entering the assessments into the appropriate data base. a. Gaps and Improvements Made

One of the gaps identified was the achievement of “Understanding of Electrochemical Reactions” SLO 7 in Chem C113. This was identified in 2010 and measures were put in place to improve this: introducing the topic of oxidation states earlier in Chem C111 and Chem C113, and reviewing the material more often, and placing the assessment questions on the second midterm as well as the final. This lead to the achievement of 70% of this outcome in 2013 and 2014.

b. Summary of Student Learning Outcome Achievement Most if not all SLOs have been assessed and plans for meeting gaps have been made. There is a serious concern that the continued delays in the construction project may compromise our ability to maintain our goals for PLO 2, since the current temporarty lab facilities are barely adequate and were meant (we were initially told that access to the main building science labs was going to be August of 2016) to be used for 1 semester at the most. Currently there is no plan to return. The fact that the project is under litigation and the main contractor has been removed will most likely push this date to 2021. 3. Schedule (Predicated upon a dedicated institutional researcher). All course SLOs will be assessed

simultaneously. Math classes will be assessed if the General Science Program is revised.

Year 1 Year 2 Year 3 Year 4 PLOs PLO1 X X

PLO2 X X X X PLO3 X X PLO4 X X SLOS CHEM C111 X CHEM C113/113H X CHEM C221 X CHEM C223/223H X BIOL C111 X BIOL C112/112H X PHYS C111 X PHYS C113 X PHYS C211 X MATH C151 X MATH C152 X

Part 5 – Action Plans

1. Analysis of Current Program Strengths

A. The program description is mostly clear, is based directly on Title 5 language, and conveys the program’s objectives of providing a well-rounded education for those students seeking to transfer to a 4-year institution.

B. A sufficient variety of options is available for students to fulfill program requirements at IWV. C. The college now has a mechanism to correlate courses to PLO’s. Successful achievement of the

outcomes is measured by SLO assessment of individual courses. D. Students are thriving at transfer institutions; some are going for post-graduate degrees. E. The program is sufficiently and appropriately derived from the college mission. F. Course scheduling is done according to student need, takes into account the unique

circumstances at the campus locations, and is sufficient to meet demand. G. The college is well situated in curriculum currency. Largely on account of early faculty

champions in the key positions of CIC Chair and SLO Coordinator, Cerro Coso has developed a culture of curriculum currency, from keeping COR’s continually up-to-date to defining SLO’s.

H. In terms of technology currency, the college is well situated. Individual instructor workstations are kept current through a hardware replacement process that ensures all computers are in warranty until planned replacement at end of life. Classroom IT is also on a closely scrutinized upgrade and replacement schedule.

I. Susan Hurst, the laboratory manager, is a key person in the Science program. Her skill set is vast and far exceeds her job responsibilities. Her performance as our laboratory technician is excellent in all categories and cannot be improved, and often goes above and beyond what is

required. She makes our very good program an excellent one. She is the key reason why we are still offering lab-based science classes during the main building modernization.

J. The college is currently meeting student demand in Science. K. The department wishes to thank John Daly, Mark Lathrop, Kevin Leffler from Maintenance and

Operations for dealing with the brunt of the issues caused by KCCD’s poor management of the Main Building Modernization.

L. Courses undergo a rigorous CIC review process.

2. Analysis of Improvements Needed

The science department feels strongly that the improvements suggested in this review will directly improve the program.

A. In the area of requisites, the college needs to implement a focused deliberate method for enforcing out of discipline prerequisites. For example, it was very difficult for the Science Department to enforce a reading requirement for 200-level Biology classes (even though the text book is written at a Gunning Fog index of 13). For example: despite many attempts by different instructors to solve the bimodal grade distribution in BIOL C101/105, the issue very likely unrelated to instruction and an institutional researcher is needed to determine the cause. Although Biol C101/105 is not in the General Science Degree, the department lists this as an example. Other program classes may have similar issues.

B. Physical resources are a challenge at all campus locations but particularly at the non-IWV sites. As the college moves ahead with facility changes at KRV and East Kern, it is imperative that safe, sufficient, and modern facilities are provided. This will provide student in the outlying areas more on-site options for completing the degree. The sinks at the IWV campus were too shallow but now this appears to be fixed, though the point is moot since the Science Labs at IWV will likely be unavailable until about 2021. The Main Building Modernization has put a serious damper on faculty and staff morale, class scheduling and section size.

C. With the removal of the current contractor from the Main Building Modernization has made the current “temporary solution” is now untenable and unusable. The department estimates the need for 2-3 dedicated wet lab portable buildings to continue, or for the department to return to the main building with written guarantees from KCCD that there will be no disruptions. This must happen by July 2018 or the department will take necessary and appropriate action.

D. Furthermore, while the department respects the process of annual unit planning, the issues created by the modernization fiasco supersede any planning by the department. The department should not be restricted to what is just in the annual unit plan as far as purchases and planning.

E. There is still no dedicated Institutional Researcher at Cerro Coso College. This is an extreme disappointment, as this was mentioned in the General Sciences Program Review about 7 years ago! Detailed analysis of SLOS will be still the responsibility of the faculty, however, a

quantitative way of measuring the success of and contacting former students as well as analyzing possible prerequisite classes is the responsibility of the institutional researcher as was mentioned in the 2009 program review. There was an IR at Cerro Coso for 2 years (from 2010 to 2012), but this was not nearly enough time to make an impact.

F. The level of functionality of CurricUNET in entering and collecting SLO and PLO reports has been poor over the last 7 years. The level of contract service provided is/was abysmal. The Science Department want to be perfectly clear that the CIC committee and the Assessment coordinator are doing outstanding jobs! The problem lies in CurricUNET. This may be solved as we move to a new provider for curriculum. However, the move to a new program has been delayed. Again. This affects our ability to update courses. There is a new database to upload assessments. The department acknowledges that there have been improvements with the new databases, but, in the opinion of the department these changes are years behind schedule. A former CIC chair (a member of the Science Department) requested a move to a new system but KCCD allowed another college to block this. Furthermore, a faculty member of Bakersfield without permission altered the Cerro Coso BIOL course outlines of record, and there was no restitution offered by KCCD. The department acknowledges that there is progress being made with Elumin.

G. One request for micropipette repair was misinterpreted as a “Science Pipe” public works project and required the intervention of the Vice President of Academic Affairs to correct the misunderstanding. We hope to improve things vial collegial discussions.

H. The department moves money within our budgets fairly easily and without being questioned. The department’s main problem is when we want or need a large, expensive piece of equipment like a UV spectrophotometer, we are told to put it in the budget request or “wish list”. Then the department never knows if it has been approved and it is not reflected in the next year’s budget which makes purchasing problematic. The department was also informed that it was not spending our budget or extra money (from the Star Party). The department would have bought one or two if we were informed we had money to do so. The department’s perception is a lack of response and communication to the department about what we have and what has been approved to purchase. We hope to resolve this via collegial discussion and will use the method that Physical Education has for replacing and purchasing equipment.

I. A replacement for the full time BIOL position at ESCC is required. The search is in progress. J. The program may benefit from an undergraduate research program, facilities permitting. K. It is suggested that the General Science Program be modified to have the following 4 Emphases:

Biology modeled after the UC Biology pathway Chemistry modeled after the UC Chemistry pathway Physics modeled after the UC Physical Science pathway Engineering Transfer Preparation modeled after the UC Physical Science pathway

Chemical Engineering transfer students would be advised to take Chem C111, C113, C221 and C223.

3. Previous strategies-from the 2010 General Science Program Review.

1) Coordinate with the administration of the hiring of an Institutional Researcher: Pending Dedicated Institutional Researcher at Cerro Coso College our request is still being ignored by the district. The department acknowledges that a search is underway.

2) An entirely new and simplified set of requirements, including a specialized Engineering degree will be developed by the end of 2010. The Science Department will work closely with Counseling and the Math Department to achieve this goal. The 2 vacant full-time math faculty positions need to be filled. Completed. Please note that the Engineering degree was developed then recently deleted due to lack of support from NAWC. The Full time Math Faculty were hired.

3) Update Course Outlines of records continuously. In 2009, all course outlines of record will be

less than 5 years old and include assessment strategies for all student learning outcomes. Completed. Please note the due to CurricUNET failure, there is some delay in getting assessments uploaded into the new wiki, and we may not be able to keep up with our targets.

4) Continuously consult with the respective professional societies, transfer institutions and scientific peers. Completed and Ongoing.

5) Train the new full time Biology Faculty (If hired). Completed. This full time BIOL faculty now has been recommended for tenure and is a valued member of the department.

4. Two-Year Program Strategies

Within the next two years, the Cerro Coso faculty need to begin addressing each of the areas of improvement above. Some of these concerns can be resolved at the department level while others will require a collective response and action plan by the Academic Senate. Of these recommendations, perhaps the most important are the following:

A. Assess the level of on-site options at other sites, with focus on laboratory classes. B. Complete assessment of all course SLOs. C. Assess how badly the Main Building Modernization has affected the Science offerings at IWV

if/after the project is eventually completed. D. The department estimates the need for either 2-3 dedicated wet lab portable buildings

regardless of cost to continue long term or for the department to return to the main building with written guarantees from KCCD that there will be no disruptions (unlikely). This must happen by July 2018 or the department will take necessary and appropriate action otherwise.

E. Modify the General Science Program to have the following 4 Emphases: Biology modeled after the UC Biology pathway Chemistry modeled after the UC Chemistry pathway Physics modeled after the UC Physical Science pathway Engineering Transfer Preparation modeled after the UC Physical Science pathway

Chemical Engineering transfer students would be advised to take CHEM C111, C113, C221 and C223.

F. Maintain Awareness of the ADT degrees. If unit relief happens, consider the development of an ADT degree, but always with the UC pathway in mind. If the UC and CSU’s are still permitted to ‘opt out’ of the ADT guarantee, then the ADT degree will be dropped.

G. Predicated upon main building laboratory access and a new curriculum system, incorporate an undergraduate research program in the chemistry discipline.

H. Continuously consult with the respective professional societies, transfer institutions and scientific peers.

4. 5-Year Program Strategies

Within the next six years, all attempts should be made to resolve the areas of improvement above and to determine the impact of ADTs on General Science (Science Department). If there is a dedicated Institutional Researcher and the level of functionality and service offered in CurricUNET is improved/replaced and if the Main Building Modernization is complete, the program will continue and undergraduate research programs may be incorporated into disciplines. If the analysis performed by the science department determines that these improvements were not made, the program will be recommended for deletion in 2022.

Part 6 – Supporting Documentation

See Attached Files.

2015-16 Department Trend Data Cerro Coso College

Science

Institutional Research & Reporting Page 1 of 4

Student Demographic Information 2010-11 2011-12 2012-13 2013-14 2014-15 Trendlines

Unduplicated Headcount1 # % Change - Prior

Yr

# % Change - Prior

Yr

# % Change - Prior

Yr

# % Change - Prior

Yr

# % Change - Prior

Yr

Science

% of Collegewide Headcount

897

7.8%

-- 710 -21%

6.8%

739

8.4%

4% 806

9.9%

9% 771 -4%

9.5%

Department Collegewide

2010-11 2011-12 2012-13 2013-14 2014-15 2014-15

# % # % # % # % # % # %

Gender2

Female

Male

573

322

64%

36%

439

271

62%

38%

480

257

65%

35%

495

310

61%

38%

487

283

63%

37%

5,039

3,034

62%

38%

Age2

19 & Younger

20-29

30-39

40 & Older

193 447 147 110

22% 50% 16% 12%

152 379 88 91

21% 53% 12% 13%

172 368 106 93

23% 50% 14% 13%

205

385

124 92

25%

48% 15% 11%

166

394

126 85

22% 51% 16% 11%

1,212 3,568 1,712 1,589

15% 44% 21% 20%

Ethnicity

African American

American Indian

Asian/Filipino/Pac. Islander

Hispanic/Latino

White

Two or more races

Unknown

47

16

31

175

595

30 3

5%

2%

3%

20%

66%

3% 0%

24

24

27

159

433

41 2

3%

3%

4%

22%

61%

6% 0%

25

16

32

206

419

41 0

3%

2%

4%

28%

57%

6% 0%

24

13

36

260

421

50 2

3%

2%

4%

32%

52%

6% 0%

18

13

22

295

376

46 1

2%

2%

3%

38%

49%

6% 0%

401

126

332

3,123

3,724

348 27

5%

2%

4%

39%

46% 4% 0%

Matriculation

Completed Student Ed Plan

Fully Matriculated3

756

584

84%

65%

627

467

88%

66%

618

523

84%

71%

705

631

87%

78%

666 621

86% 81%

4,813 4,288

60% 53%

Department Majors4 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 5-Year Avg

Computer Science 18 20 21 14 45 24

* Engineering Drafting Technlgy 15 7 8 6 3 8

* Engineering Technology 76 53 45 1 1 35

Engineering, General 115 122 88 152 138 123

General Science 101 85 89 126 108 102

Kinesiology - - - - 36 7

Liberal Arts/Science: Math & Science 46 46 69 107 90 72

Mathematics 10 10 23 39 39 24

Psychology 71 69 56 40 123 72

Total Majors 452 412 399 485 583 466

* = Major does not exist in CC's 2014-15 college catalog but was offered withn the last five years.


Science


Course Enrollments 2010-11 2011-12 2012-13 2013-14 2014-15 Trendlines

Sections

Total Traditional Distance Ed

47

34 13

51

45 6

43

34 9

48

42 6

47

40 7

Enrollment5

First Day

Total First Day

Traditional Distance Ed

,485 1

779 706

,226 1 915 311

,117 1 734 383

,184 1 885 299

,173 1 818 355

Census Day

Total Census Day


,296 1

776 520

,110 1 860 250

909

684 225

,075 1 854 221

987

752 235

Students/Section6


28

23 40

22

19

42

21

20

25

22

20

37

21

19

34

Collegewide Students/Section Total 22 22 24 24 22


15 31

15

31

18

29

19

28

17

27

First Day Waitlist7


403

170 233

119 72 47

137 74 63

111 65 46

104 42 62

FTES - FTEF - Productivity 2010-11 2011-12 2012-13 2013-14 2014-15 Trendlines

FTES8

Total 203.7 189.2 188.0 217.3 199.6

Traditional 153.6 164.2 148.6 183.1 166.2

Distance Ed 50.1 25.1 39.4 34.2 33.4

FTEF8


14.7

11.8

2.9

16.7

14.9

1.8

15.6

13.0

2.6

17.5

15.3

2.2

17.7

15.7

2.0

Total FTEF by Contract Type # % # % # % # % # %

Full-Time

Overload

Adjunct Summer

8.9

0.1

5.1

0.6

60% 1%

35% 4%

8.5

1.4

6.8

0.0

51% 9%

41% 0%

7.3

0.8 6.7

0.8

47% 5%

43% 5%

8.3

1.6 7.1

0.4

48% 9%

41% 2%

9.1

1.4 6.6

0.6

52% 8%

37% 3%

Productivity (FTES/FTEF)9


13.9

13.0

17.5

11.3

11.0

13.9

12.0

11.5

14.9

12.4

12.0

15.5

11.3

10.6

16.7

Collegewide Productivity Total

15.1

14.3

14.5

13.6

13.1


Science



14.1 16.1

13.4

15.2

13.9

15.1

13.0

14.1

12.4

13.9

Total success and retention rates were disaggregated by demographics. Because of small numbers, the five years represented in this report were combined. In the results below, the bars represent the department's rates, while the circles ( ) and diamonds ( ) represent the collegewide rates. 5-years Combined (2010-11 through 2014-15) Retention Success

Overall 5-Year Rates College Dept College Dept

Overall (Combined) 83% 85% 66% 71%

Gender College Dept College Dept

Female

Male

82% 84% 83%

89%

66%

68% 69%

73%

Age College Dept College Dept

19 & Younger

20-29

30-39

40 & Older

86%

82%

82% 84%

67%

63%

68% 71%

Ethnicity College Dept College Dept

African American

American Indian

Asian/ Filipino/ Pac Isl.

Hispanic/Latino

White

71% 80% 87% 82% 85%

42% 57% 74% 64% 70%

Matriculation College Dept College Dept

91 %

85 %

80 %

83 %

% 73

% 71

% 66

% 74

80 %

% 85

% 91

% 85

% 86

% 59

53 %

% 76

% 68

% 74


Science


Completed Ed Plan

Fully Matriculated

84% 85%

86% 86%

68% 70%

72% 73%

Note: Percentages shown in grey italics are from groups of less than 30 where overall results are more influenced by individual results. An asterisk indicates data were suppressed due to small numbers (less than 10 students were 'Retained' or 'Successful').

Awards 2010-11 2011-12 2012-13 2013-14 2014-15 5-Year Total

Associate of Arts

* Engineering, General General Science

Kinesiology

Liberal Arts/Science: Math & Science

* Mathematics

* Pre-Engineering Psychology

3

4 21 4 -

2 23 2 -

6 46 -

-

12 1 42 -

-

-

1 15 4 60 -

-

-

4 39 5 192 2

4 -

Total AA Awards 32 27 52 55 80 246

Associate of Science

Computer Science

* Engineering Drafting Technlgy

* Engineering Technology

Engineering, General Mathematics

1

2 -

-

-

2 1 -

1 3 3

3 -

2

2

3 -

5

8

7 1

4 11

13

Total AS Awards 3 3 7 7 16 36

Total Awards 35 30 59 62 96 282

* = Program award type does not exist in 2014-15 college catalog

Notes Source: ODS Reports (July, 2015) 1

Student Headcount, Unduplicated: Number of students enrolled on census day, where each student is counted one time. 2

The "unknown" category for Gender and Age were not reported. 3

Fully Matriculated: A student is fully matriculated if they have completed (or are exempt from) all of the matriculation components (Assessment, Orientation, Counseling, and Ed Plan). 4 When the same major is offered at another KCCD college, the student count includes students who may have selected their major at the other college but who attended this college. 5 Enrollment: Enrollments are reported on both First Day and Census Day. Each course a student is enrolled in is counted as one enrollment. 6

Students/Section: Student enrollments per section on census day. Cross-listed sections are not combined. 7

Waitlisted Enrollments are recorded as of the official term start date. 8

Acronyms FTES and FTEF represent full-time equivalent students and full-time equivalent faculty, respectively. 9

FTES/FTEF: A measurement of productivity where the generally accepted target is 17.5. 10

Success rate numerator: Number of course enrollments with a successful passing grade (A,B,C,P).

Retention rate numerator: Number of course enrollments retained through the semester (grade = A,B,C,P,D,F,NP,I).

Success and Retention rate denominator: Number of enrollments retained (A,B,C,P,D,F,NP,I), dropped after Census Day (DR), and withdrawn (W).

Acad Yr:<All>

Dean:<All> Campus Cat:<All> Campus:<All> Dept:<All> Subj:<All> Crse:<All>

Sections 1st Day Enroll Census Enrollmt Ending Enroll Students /Section Waitlist First Day Actual FTES FTEF FTES/ FTEF Retention Rate Success RateBIOLC111 2014-2015 Traditional 1 12 12 10 12 0 3.0 0.5 6.4 83.3% 83.3%

2013-2014 Traditional 1 32 31 17 31 8 7.5 0.5 16.1 54.8% 41.9%2011-2012 Traditional 1 19 13 8 13 0 3.2 0.5 6.9 61.5% 38.5%Sum 3 63 56 35 19 8 13.7 1.4 9.8 62.5% 50.0%

BIOLC112 2014-2015 Traditional 2 14 12 10 6 0 2.9 0.9 3.2 83.3% 66.7%2012-2013 Traditional 1 13 12 11 12 0 2.9 0.5 6.2 91.7% 91.7%2010-2011 Traditional 1 14 12 8 12 0 2.9 0.5 6.2 66.7% 66.7%Sum 4 41 36 29 9 0 8.8 1.9 4.7 80.6% 75.0%

CHEMC111 2014-2015 Traditional 3 69 65 57 22 2 15.9 1.2 13.7 87.7% 84.6%2013-2014 Traditional 2 49 50 48 25 3 12.1 0.7 17.3 96.0% 92.0%2012-2013 Traditional 1 33 31 26 31 0 7.7 0.5 16.5 83.9% 77.4%2011-2012 Traditional 1 27 32 30 32 7 7.7 0.5 16.6 93.8% 93.8%2010-2011 Traditional 1 28 34 29 34 12 8.2 0.5 17.6 85.3% 85.3%Sum 8 206 212 190 27 24 51.7 3.3 15.8 89.6% 86.8%


Course Book: Crse w DE Retention and Success are calculated using the following definitions: Retention = A,B,C,D,F,I,P/CR,NP/NC / A,B,C,P/CR,D,F,I,NP/NC,W,DR Success = A,B,C,P/CR / A,B,C,P/CR,D,F,I,NP/NC,W,DR Notes: Starting in Summer 2008, DR grades are included in the Retention and Success Rate calculations, generally leading to a higher denominator and a lower rate; DR grades are assigned when a student drops between census day and the last date to drop without receiving a 'W' grade (30% date); DR grades did not exist prior to Summer 2008; Returns only Active Sections College : 'CC' , Course : 'BIOLC111, BIOLC112, CHEMC111, CHEMC113'; Active Sections, 5-Yr Trend, College, Course = :Course; 15-OCT-15

Acad Yr:<All>


Sections 1st Day Enroll Census Enrollmt Ending Enroll Students /Section Waitlist First Day Actual FTES FTEF FTES/ FTEF Retention Rate Success RateCHEMC111 2014-2015 Traditional 3 69 65 57 22 2 15.9 1.2 13.7 87.7% 84.6%

2013-2014 Traditional 2 49 50 48 25 3 12.1 0.7 17.3 96.0% 92.0%2012-2013 Traditional 1 33 31 26 31 0 7.7 0.5 16.5 83.9% 77.4%2011-2012 Traditional 1 27 32 30 32 7 7.7 0.5 16.6 93.8% 93.8%2010-2011 Traditional 1 28 34 29 34 12 8.2 0.5 17.6 85.3% 85.3%Sum 8 206 212 190 27 24 51.7 3.3 15.8 89.6% 86.8%


CHEMC221 2013-2014 Traditional 1 17 15 15 15 0 3.6 0.5 7.8 100.0% 100.0%2011-2012 Traditional 1 13 12 12 12 0 3.5 0.5 7.5 100.0% 91.7%Sum 2 30 27 27 14 0 7.1 0.9 7.6 100.0% 96.3%

Course Book: Crse w DE Retention and Success are calculated using the following definitions: Retention = A,B,C,D,F,I,P/CR,NP/NC / A,B,C,P/CR,D,F,I,NP/NC,W,DR Success = A,B,C,P/CR / A,B,C,P/CR,D,F,I,NP/NC,W,DR Notes: Starting in Summer 2008, DR grades are included in the Retention and Success Rate calculations, generally leading to a higher denominator and a lower rate; DR grades are assigned when a student drops between census day and the last date to drop without receiving a 'W' grade (30% date); DR grades did not exist prior to Summer 2008; Returns only Active Sections College : 'CC' , Course : 'CHEMC111, CHEMC113, CHEMC221, CHEMC223 '; Active Sections, 5-Yr Trend, CollegeCourse = :Course; 15-OCT-15

Acad Yr:<All>


Sections 1st Day Enroll Census Enrollmt Ending Enroll Students /Section Waitlist First Day Actual FTES FTEF FTES/ FTEF Retention Rate Success RateMATHC151 2014-2015 Dist Ed 2 89 69 58 35 0 10.7 0.7 16.1 87.9% 63.6%

Traditional 1 29 28 17 28 0 4.9 0.3 14.6 60.7% 60.7%Total 3 118 97 75 32 0 15.6 1.0 15.6 79.8% 62.8%

2013-2014 Dist Ed 2 68 61 52 31 0 9.5 0.7 14.2 85.2% 50.8%Traditional 1 36 39 30 39 4 6.4 0.3 19.3 75.7% 56.8%Total 3 104 100 82 33 4 15.9 1.0 15.9 81.6% 53.1%




Sum 17 594 533 410 31 12 85.7 5.7 15.1 77.4% 58.7%MATHC152 2014-2015 Dist Ed 1 39 33 28 33 0 5.1 0.3 15.4 87.5% 84.4%

Traditional 1 16 16 14 16 0 2.8 0.3 8.4 87.5% 81.3%Total 2 55 49 42 25 0 7.9 0.7 11.9 87.5% 83.3%





Sum 14 318 296 261 21 0 48.2 4.7 10.3 88.4% 81.6%PHYSC111 2014-2015 Traditional 1 24 23 23 23 0 6.4 0.5 12.1 100.0% 95.7%


PHYSC113 2014-2015 Traditional 1 23 22 22 22 0 6.1 0.5 11.4 100.0% 86.4%2013-2014 Traditional 1 16 15 15 15 0 4.1 0.5 7.8 100.0% 100.0%2012-2013 Traditional 1 13 12 12 12 0 3.4 0.5 6.3 100.0% 91.7%2011-2012 Traditional 1 11 11 11 11 0 3.1 0.5 5.8 100.0% 72.7%2010-2011 Traditional 1 10 10 9 10 0 2.7 0.5 5.1 90.0% 80.0%

Course Book: Crse w DE Retention and Success are calculated using the following definitions: Retention = A,B,C,D,F,I,P/CR,NP/NC / A,B,C,P/CR,D,F,I,NP/NC,W,DR Success = A,B,C,P/CR / A,B,C,P/CR,D,F,I,NP/NC,W,DR Notes: Starting in Summer 2008, DR grades are included in the Retention and Success Rate calculations, generally leading to a higher denominator and a lower rate; DR grades are assigned when a student drops between census day and the last date to drop without receiving a 'W' grade (30% date); DR grades did not exist prior to Summer 2008; Returns only Active Sections College : 'CC' , Course : 'MATHC151, MATHC152, PHYSC111, PHYSC113, PHYSC211'; Active Sections, 5-Yr Trend, College, Course = :Course; 15-OCT-15

Sum 5 73 70 69 14 0 19.4 2.7 7.3 98.6% 87.1%PHYSC211 2014-2015 Traditional 1 17 16 16 16 0 4.5 0.5 8.4 100.0% 93.8%


From: JOSE VARGAS [mailto:[email protected]] Sent: Friday, July 30, 2010 10:31 AM To: John Stenger-Smith; John Daly; James Fay; Shannon Bliss; Claudia Sellers; Jeremy Horton; Daniel Johnson; Janice Schramm Cc: Shelley Crabtree; Jill Board; Gale Lebsock; Daniel Reed; Todd Coston; Robert Kinnan; Mark Lathrop; KEVIN COBB Subject: RE: Science Labs John, Below are my comments in blue. jose From: John Stenger-Smith [mailto:[email protected]] Sent: Friday, July 30, 2010 9:03 AM To: John Stenger-Smith; John Daly; James Fay; Shannon Bliss; Claudia Sellers; Jeremy Horton; Daniel Johnson; Janice Schramm Cc: Shelley Crabtree; Jill Board; Gale Lebsock; Daniel Reed; Todd Coston; JOSE VARGAS; Robert Kinnan; Mark Lathrop Subject: RE: Science Labs Below is a composite list of all the problems and concerns of the Science Department. I know some of the issues have been solved, but could someone please respond to each of the items. The following is a list of problems and concerns that the Science Department has with the renovation project. This list is comprehensive and is meant to foster better communication and to avoid potential problems. They are not in priority order. If you have any questions, please contact me. The tile flooring in the new chem. Lab was replaced in two places. It is misaligned and full of gaps. This has the attention of the inspector and architect. If the flooring is to be replaced, may we ask for a darker color? Flooring has been replaced. It was finished last week and we will walk it for final approval next week. Looks like the they resolved the issue. Color is the same color. None of the other group 2 stuff was ordered ahead- especially the smart classrooms – and what we are going to get do not sound like the industry-standard we were promised. KCCD to respond.

Carts- were a huge part of the original concept and still have not come in. KCCD to respond

mailto:[email protected]


Even though we worked out a moving schedule that would maintain maximum teaching function and adhere to the timelines, all of our plans were disregarded and everything was just shoved in boxes. I am really sorry to hear about this- KCCD to respond. Dishwasher incorrectly installed. Took 2 days to repair. There is still a loose part to the vent. To our knowledge- Dishwasher work s correctly now. Wood finishing for Dishwasher still not installed. This is 95% complete now- missing apron across the top which will be finished next week. Chairs were not ordered, nor were we notified that there wasn't enough money for chairs until it was too late KCCD to respond. A very important issue (this is pending and it might be solved to our satisfaction, but we wanted you to know): No local control/over-ride or thermostat control in the labs. We insisted on local control of thermostats at the beginning of the project. Apparently this was ‘value engineered’ before construction began, but we were not informed (if we were informed we would have asked the project to stop). This issue seemed to be a surprise to a lot of people and, to their credit, they are working this issue. However, we have not received an answer as to when things will be finished. KCCD to respond. The fume hood room air balance is off. It constantly pumps warm air into the other rooms (this is a safety concern). The fume hood room needs to be under negative pressure. This has been resolved. The projection screen in MB 331 does not lock until it hits the floor. John D- Can you verify this works now. Thanks The floors slope AWAY from the eyewash and safety shower drains. This will require us to purchase a drain spout hose, but will cause a real mess if, heaven forbid, the eyewashes, showers have to be used. This is correct- Drain is intended to emergency purposes only. Drain was added to existing flooring conditions. Not feasible to replace flooring in order to slope are to drain. Why is some much time being spent litigating the poor job done on the cabinets? Can we just get some money back? Team- Cabinets had numerous structural, functional and aesthetic issues. We understand the tremendous inconvenience the College has had to endure the process of repairs, for this we apologize. We want you to have the best possible product. The contractor had to hire another painter to refinish some of the cabinets in order to meet acceptable standards. This has not been an easy project for

anyone, but at the end of the day we all want to walk away and say we all did the best possible job we could for Cerro Coso/ KCCD. A faculty member or member of the staff must be present if the cabinets are to be fixed. There is too much valuable scientific equipment. Who will pay for the faculty/staff to come in and empty and re-fill the cabinets as this will most likely happen when faculty and staff are off-contract? Janice Schramm is on contract until the end of May. We suggest that repairs be coordinated with her. If the equipment is moved from the cabinets without a member of the department present, it will be considered vandalism. KCCD to respond. When will we have access to the Physics Lab? See John Daly’s email sent today. It has generally been very poorly communicated, and certainly NEVER by email, when we will have access to the labs and when we have to vacate certain areas. KCCD to respond. There was not plan to provide internet access to all the computers, and we have no idea when we will get access. In ITs defense, it was not communicated to IT when the labs would be ready. The lack of internet access caused a work stoppage as our Lab Manager could not get access to Banner for several weeks. A stop gap solution has been found, but there is no timeline on internet access. KCCD to answer. All of the sinks are way too shallow; this is due to the district's interpretation of ADA. District is requiring all sinks be ADA compliant. If the shallow sinks have to be made deeper it will not be cheap and not easy because the drain has to be re-done. This was not communicated to us and causes a problem when cleaning specialty glassware. Sinks are all 5” deep which basically makes every sink in the lab an ADA compliant sink. Due to epoxy sink availability at time of construction- all sinks were changed to 5” deep. I understand your issue. For consideration- Contractor is looking at what it would take to change one sink in each room to a deeper sink in order to allow for washing of specialty glassware. We feel the project would have come out better if we had been able to meet with the powers that be every few months. There are things we could have seen that they did not. We and others were told to basically ‘keep quiet’ and everything will be okay. KCCD to respond. These items have been communicated to the construction committee. The air compressor and or the vacuum pump appear to run continuously. They need to be put on a duty cycle. I remember seeing an email from the architect in this regard; but I do not know if has been accomplished.

This is complete- Air compressor has been tied to EMS system which will allow you to program start and stop times. The thermostat/temperature contol issue is a bit more complicated--in other words the thermostats in all of the rooms, including the fume hood room do not work yet Here is my understanding: All is installed discuss programming set points and control overrides with CC/KCCD. We will have some issues with programming, but it was understood, and for safety reasons, that the Science Labs should have about 3 degrees F over-ride/thermostat control. CC/KCCD The fume hood room and the chemical storage room should never get above 80 degrees F at any time because of safety issues--mostly due to chemical storage. I am willing to help out/coordinate on whatever needs to be done to get this to work.CC/ KCCD I am willing to take training and act as the laison for other faculty. There is a minor rattle of the grating at the west end of the ceiling in MB330 and a moderate rattling of the grating at the West end of the ceiling in MB 331. Not sure if this is a new item. I will have it verified. There is a significant rattle/grinding sound at the West end of the West corridor of the rotunda area I will have this verified. From: John Stenger-Smith Sent: Thursday, July 29, 2010 4:03 PM To: John Daly; James Fay; Shannon Bliss; Claudia Sellers; Jeremy Horton; Daniel Johnson; Janice Schramm Cc: Shelley Crabtree; Jill Board; Gale Lebsock; Daniel Reed; Todd Coston; JOSE VARGAS; Robert Kinnan; Mark Lathrop Subject: RE: Science Labs Thanks.

I will inform the Physics Adjunct Faculty that August 9th is the absolute rock solid date in which they can begin moving Please keep in mind that the adjuncts are doing this out of the goodness of their respective hearts and any further delays beyond the more than 4-month-delay will, well, I'd rather not say. They may not have keys to the area, so someone needs to open up the labs for them; I will be out of town from August 9-11. I will also enlist aid to restock the cabinets that had to be emptied. How do we ensure that those performing this work get paid? I can live without a TV, as we will have a wired in projector from the instructor station. We probably need some type of computer speakers. I did notice that the old whiteboards were taken down and then put back up again. It was my understanding that the old white boards were unacceptable due to them not being seamless. Is this true? I can't remember whether the +/- 3 degrees over-ride was programmed into the thermostat. Also I'd like another check on the fume hood room temperature and temperature control. This is something we can deal with over time, but I wanted to make sure that this is not forgotten. I would like to see a line by line response to the issues/concerns that we raised in our email a few months ago. I will dig it up and re-send it when I get to my office on Friday.

From: John Daly Sent: Thu 7/29/2010 3:21 PM To: James Fay; John Stenger-Smith; Shannon Bliss; Claudia Sellers; Jeremy Horton; Daniel Johnson; Janice Schramm Cc: Shelley Crabtree; Jill Board; Gale Lebsock; Daniel Reed; Todd Coston; JOSE VARGAS; Robert Kinnan; Mark Lathrop Subject: Science Labs

All, as of today we are still on track to move back into the Science Labs on August 9th as we were promised. Which gives us 2 weeks prior to the semester beginning. We will need to move all of the equipment from rm#207 upstairs into the new space, John we will need your help with this portion of the move if possible? We have equipment and models sitting out in the work room, will you need help from M&O with these items? Items to be completed by M&O and IT Mount large storage cabinets to the walls, clean chairs, floors, make sure dispensers are full of supplies. Mount projectors hook up power and data, make sure computers for instructor stations are in place, install new printer for Janice and faculty, laptops and charging cart are in place.

Last item and it’s more of a question, there are no TV’s in any of the new spaces do we need them, or can you do everything you need to through the instructors stations? If I missed anything please email me. I know this has been a long process for all of us, thanks to all for their patients. John M Daly II Maintenance and Operations Manager Cerro Coso Community College 760-384-6369 office 760-382-0571 mobile 760-384-6361 fax [email protected]


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