Student Affairs Program Review Update TUTORING [email protected] ITTPC certifies tutor training programs in postsecondary educational institutions. Once certified, the tutor

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Student Affairs Program Review Update TUTORING & ACADEMIC SKILLS CENTER 2016-2017 Academic Year

Program/Service Description: Include Description/Mission Statement/Number of Years at COD/Benefits/Contact (source: Faculty/Dir/Coord/Dean) Description: The Tutoring and Academic Skills Center (TASC) provides free tutoring and academic support services to all College of the Desert students. Tutoring and affiliated services are provided at all three, primary campuses, including: Palm Desert, Indio, and Mecca-Thermal. Online, virtual tutoring is available in various subjects. Students use TASC for study and coursework support. Mission Statement: Tutoring and Academic Skills Center (TASC) supports independent study and sustainable learning for College of the Desert students by providing critical academic support.

Vision Statement: TASC builds student self-confidence and promotes holistic academic preparation for success in academia and life.

Philosophy: TASC employs learner-centered policies, recognizing that students need a variety of approaches or modalities (i.e. Bloom’s Taxonomy) for effective learning to take place and remain.

Number of Years at COD: Since 1980 (Previously divided as Academic Skills Center/ASC and Tutoring) Participants in program receive the following benefits, but are not limited to:

• Certified peer tutoring and academic support for the following subjects: Accounting, American Sign Language, business basics, English, several foreign languages, biology, chemistry, mathematics, statistics, applied and physical sciences, and other courses/subjects as requested or needed.

• Access to online, virtual tutoring via Smarthinking by Pearson. • One-on-one tutoring for special programs, contracted out every semester as needed. • Use of hardware, software, specialized learning programs and a limited degree of free

printing. Contact Persons/Titles: Daniel W. Aucutt - Director, Tutoring and Academic Skills Center (TASC) Phone: 760-862-1376 Carlos A. Maldonado - Interim Dean, Enrollment Services Phone: 760-773-2566

Population Served: Include Number/Eligibility (source: Faculty/Dir/Coord/Dean) Number of Students Served: 10,292 unique student users 2015-2016 academic year 9,048 unique student users 2014-2015 academic year 13% increased usage of unique students from last year Eligibility Requirements: All enrolled COD students.

FTES Generated: Non-applicable

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

Mission of College of the Desert: College of the Desert provides excellent educational programs and services that contribute to the success of our students and the vitality of the communities we serve.

Mission Statement for TASC: Tutoring and Academic Skills Center (TASC) supports independent study and sustainable learning for College of the Desert students by providing critical academic support.

TASC is one of the services that supports the college’s excellent educational programs with a variety of thoughtful and strategic supports. TASC collaborates with faculty and staff alike to strive for student success, enriching the vitality of the greater Palm Desert – Coachella Valley region, as a value-added outcome.

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

1. Apply principles of logic to problem solve and reason with a fair and open mind. 2. Compose and present structured texts in a variety of oral and written forms according to

purpose, audience, and occasion with implementation of thesis, supporting details and idea development.

3. Apply standard conventions in grammar, mechanics, usage and punctuation. 4. Appreciate diversity as it is expressed in multiple disciplines and across various cultures

through reading, speaking and writing. 5. Conduct research, gather and evaluate appropriate information, organize evidence into oral

and written presentation, using proper MLA, APA, and other discipline-specific formats to cite sources.

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

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

Scientific Inquiry 1. Identify components of the scientific method. 2. Collect and analyze data. Skills of data collection include an understanding of the notion of

hypothesis testing and specific methods of inquiry such as experimentation and systematic observation.

3. Predict outcomes utilizing scientific inquiry: using evidence and assertions determine which conclusions logically follow from a body of quantitative and qualitative data.

4. Analyze quantitative and qualitative information to make decisions, judgments, and pose questions.

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5. Recognize the utility of the scientific method and its application to real life situations and natural phenomena.

Global Citizenship Scientific & Technological Literacy

1. Synthesize, interpret, and infer, utilizing information, data, and experience to solve problems, innovate, and explore solutions.

2. Utilize quantitative expression in a variety of contexts. These would include units of measurement, visual representations, and scales and distributions.

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

Ethical Behavior 1. Integrate universally accepted values such as honesty, responsibility, respect, fairness,

courage and compassion into judgments and decision-making. 2. Apply ethical reasoning to contemporary issues and moral dilemmas. 3. Appreciate the complexity of global relationships between self and others, as well as self and

the environment. 4. Exhibit respect for self and others.

Aesthetics 1. Apply and relate theories of aesthetics to everyday life. 2. Utilize the creative process to explain universal values such as beauty and truth. 3. Apply imagination to artistic expression. 4. Value appearance in terms of how pleasing it is in movement, form, and function.

Personal and Professional Development 1. Self-evaluate knowledge, skills and abilities. 2. Develop realistic goals. 3. Display habits of intellectual exploration, personal responsibility, and physical well-being. 4. Demonstrate an understanding of ethical issues to make sound judgments and decisions. 5. Value diverse cultures and populations. 6. Value the feedback of others.

Program/Service Outcomes (source: Faculty/Dir/Coord/Dean – from OAC Coordinator)

OVERARCHING PROGRAM LEVEL OUTCOMES DIVISION OF STUDENT SUCCESS

1 - PERSONAL DEVELOPMENT AND RESPONSIBILITY

Students utilizing this program/service will demonstrate an ability to: • Display habits of intellectual exploration, personal responsibility, and physical well being. • develop individual responsibility, personal integrity, and respect for diverse people and

cultures. • Value and accept people with different cultural and linguistic backgrounds and abilities. • Understand ethical issues to make sound judgments and decisions.

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2 – SELF-AWARENESS, SELF-UNDERSTANDING, AND SELF-ADVOCACY

Students utilizing this program/service will demonstrate an ability to: • Evaluate their own knowledge, skills, and abilities. • display three components of an effective self-advocate:

1. Self knowledge. 2. Define their own needs. 3. The ability to get what they need.

• Develop realistic goals. • Appreciate the value of feedback. • Adapt to challenging situations. • Recognize that knowledge is the key to self-advocacy. • Teach the people around them.

3 – SELF-SUFFICIENCY AND INDEPENDENT LEARNING

Students utilizing this program/service will demonstrate an ability to: • identify and utilize services, programs, and resources to become life-long learners

including, but not limited to:

1. Study/Learning Labs 2. Supplemental Instruction 3. Computer-aided tutorials/instruction 4. Learning Communities 5. Student Development Courses 6. Tutorial Assistance 7. Counseling Services 8. Special Programs for Student Success 9. Admissions and Records 10. Business Services 11. Financial Aid 12. Scholarship information 13. Career/Transfer Services Resources

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

The TASC Peer Tutoring program is certified by the College Reading & Learning Association (CRLA) for International Tutor Training Program Certification (ITTPC). [email protected]

ITTPC certifies tutor training programs in postsecondary educational institutions. Once certified, the tutor training programs each have the authority to certify their tutors who have met the approved ITTPC tutor training program requirements.

mailto:[email protected]

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Program / Service Specific Outcomes

PROGRAM/SERVICE SPECIFIC OUTCOMES Tutoring and Academic Skills Center (TASC)

Student Learning Outcomes (SLOs)/Student Services Outcomes (SSOs)

1. Students will gain effective awareness and understanding of how to use TASC facilities and services at any College of the Desert campus (kinesthetic)

2. Students will have access to TASC tutors and resources that promote measurable academic success (cognitive)

3. Students will have a satisfactory experience at a TASC Lab and would recommend using TASC to a peer (affective)

1.) Student Learning Outcomes Student Service Outcomes (SLOs/SSOs)

1. Students will gain effective awareness and

understanding of how to use TASC facilities and services at any College of the Desert campus (kinesthetic)

2. Students will have access to TASC tutors and resources that promote measurable academic success (cognitive)

3. Students will have a satisfactory experience at a TASC Lab and would recommend using TASC to a peer (affective)

2.) Identify assessment tools to implement

• Survey Monkey Online (Term by Term Assessments) • CI Track (Student Usage Statistics) • Bi-Annual Office of Institutional Research Student

Success Data Analysis

3a.) Expected Level of Achievement

At least 70% of students using TASC Labs will indicate that they received helpful directions and instructions for accessing or using TASC services. At least 70% of students using TASC Labs will indicate that TASC tutors enhanced their academic success. At least 90% of students using TASC Labs will indicate favorable interactions with staff, tutors, and student workers at a TASC Lab.

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3b.) Actual Results

Survey Monkey Student Assessment Results (Spring 2016 Term) Q7 How helpful were the TASC staff and student workers in the following areas? (Choose N/A if you did NOT receive this service.) (Somewhat/Strongly Agree) Favorable Average over 70%

Q9 How helpful were TASC tutors in the following areas? (Somewhat/Strongly Agree)

Favorable Average over 70%

Q18 Would you recommend TASC services to other students? (Yes / No)

Favorable Average at 98%

4.) Explain how colleted date was analyzed and evaluated

Students are surveyed and the assessment results are tabulated by our vendor in a number of formats.

5.) Identify gaps between expected and actual results

N/A

6.) Document results and outline needed changes

TASC strives for 100% success in all areas of service. No significant changes needed.

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

2016-2017 Funding/Budget Level:

Salaries & Benefits $ 788,000.00 Discretionary Costs $ 12,000.00 Total General Funds $ 800,000.00 Categorical/Restricted Funds VTEA Funds $ 50,000.00 TOTAL $ 850.000.00

Position # FT/PT Funding Source

TASC Director 1 FT 100% District TASC Assistant 1 FT 100% District Instructional Support Specialist

1 FT 100% District

Instructional Lab Technician

1 FT 100% District

Assistant Tutorial Coordinators (Faculty)

3 PT 100% District

Instructional Support Assistants

4 FT/PT 100% District

Faculty Lab Liaisons 5 PT 100% District

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

1) List of all facilit ies (Please indicate if any of these were added last year): Tutoring and Academic Skills Center has a comprehensive lab at the main campus (PDC), labs at two centers, and a representative at the DHS Student Services Center. Palm Desert Campus (PDC) TASC is made up of four labs housed in the ASC building, ASC 4, 5, 6 & 7. ASC 4 is the language lab, ASC 5 is the general computer room, and ASC 6/7 is where tutoring services take place. Indio / East Valley Campus (EVC) TASC lab is located on the second floor in room 205. Tutoring and general computer use all take place in the same room. Mecca-Thermal Campus (MTC) TASC lab is in one large room, C3 and C4. This where tutoring and general computer use take place. Desert Hot Springs (DHS) This location is new and was added last year. Thus far, DHS features a Student Services Center with a TASC representative. This is not an exclusive TASC Lab.

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2) Assessment of adequacy of current facilit ies: All TASC Labs have adequate space and equipment to meet the needs of current enrollment. More facility space will be needed in the future to accommodate student growth.

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

Palm Desert TASC: ASC 4 has 30 student computers and 2 staff computers. ASC 5 has 30 student computers and 3 staff computers. ASC 6 has 12 student computers and 1 staff computers. ASC 7 has 20 student computers and 1 staff computer.

Indio TASC: Room 205 has 21 student computers, 1 staff computer.

Mecca TASC: C3 & C4 has 30 student computers and 1 staff computer.

Supplies:

TASC supplies are purchased through General Funds.

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

TASC facilities are adequate for all three campus locations, amd the anticipated move of the PDC lab to the HILB in 2019 is welcome news. The TASC Lab at Indio EVC overflows with students on a regular basis, and additional space is always welcome. MTC and DHS spaces are adequate for now.

COURSE INFORMATION (Non-Applicable for TASC)

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

Cycle I Comments Assessment Report & Discuss Implement Changes

Cycle II Comments Assessment Report & Discuss Implement Changes

Cycle III Comments Assessment Report & Discuss Implement Changes

Cycle IV Comments Assessment Report & Discuss Implement Changes

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

Student Success Data for Academic Courses if applicable (source: Office of Institutional Research)

Note: Retention is the percentage of students who remain in the course after the census date until the end of the term. Success rate is the percentage of students who earned a grade of A, B, C, or Cr in the class.

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

GOALS/ACHIEVEMENTS/CHALLENGES

Program/Service Objectives/Goals for current year: 2016-2017 (source: Faculty/Dir/Coord/Dean)

Expand student success and learning workshops taught by TASC faculty liaisons. Progress: Fast. New faculty liaisons for TASC have been hired. They have developed and are promoting academic survival oriented workshops.

Continue outreach and advertising services to students and faculty. Progress: Immediate and sustained. All faculty are invited to take class tours of TASC labs conducted by TASC staff, or request an in-class visit by faculty liaisons. In addition, the director gives multiple presentations about TASC to new faculty during FLEX week.

Staffing for courses if applicable (source: Office of Institutional Research) Subject =

FT Headcount

PT Headcount

FTEFac FT

FTEFac PT

Total FTEFac FT and PT

% PT/FTEFac Total

FTEFac OL

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Expand hours in the Mecca-Thermal Center. Progress: Done. Now open Monday through Thursday until 5:00 pm. (Previously closed at 3:00 pm) Implement pay to print printers to reduce costs on the department. Progress: Gradual. The pervious PRU for TASC requested a card dispensing system to regulate high volume student printing operations, but that has not materialized yet. Promote Smarthinking online tutoring Progress: Done Smarthinking is being promoted. Significantly Increase number of math tutors, with faculty support, providing the requisite recommendations. Progress: Persistent with faculty support. Refresh the Language Lab software that was lost to a necessary hardware upgrade. Progress: Gradual. Soliciting financial support from a relevant grant or affiliated departments is still in progress. Explore options for expanding services to the West Valley region, and more immediately, Desert Hot Springs. Progress: Done. We have an Instructional Support Assistant representing TASC at the Student Services Center. Exploring more options. Building bridges with faculty and other departments. Progress: Ongoing. Instructional Support Specialist and Lab Liaisons meeting with faculty and deans.

Program/Service Accomplishments 2015-2016 (source: Faculty/Dir/Coord/Dean) Expanded peer tutoring hours on Fridays at TASC in PDC on Fridays. Progress: Immediate. We feature tutoring on Fridays in PDC from 9:00 am to 2:00 pm. Promting TASC more effectively. Progress: Immediate and sustained. At the beginning of each semester, all faculty are invited to take a class tour of TASC labs conducted by TASC staff, or request an in-class visit by faculty liaisons. The director gives multiple presentations about TASC to new faculty during FLEX week.

Upgraded tutor training content and materials that exceed requirements for CRLA program certification. Progress: Immediate. Tutor training requirements for certification by the College Reading and Learning Association (CRLA) are designed to be general for a national constituency, but TASC Coordinators have fine-tuned curriculum to be specific for College of the Desert students and their needs.

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Student Success Data -Program/Service (source: Office of Institutional Research) Office of Institutional Research Tutoring & Academic Skills Centers Services (F13 & S14)* Carlos Carballo, MS August 27, 2014 Tutoring & Academic Skills Center (TASC) Services The Tutoring & Academic Skills Center (TASC) supports independent study by providing tutorial services and instructional technologies to improve student success. TASC services are offered at the Palm Desert Campus, the Indio Campus, and at the Mecca Campus. This study is an analysis of the success rates for students who utilized TASC services versus those students that do not utilize TASC services for the Fall 2013 semester (F13) and the Spring 2014 semester (S14). Data was provided for the F13 and S14 semesters that included information from the location where students received TASC services (i.e. Palm Desert Campus, Indio Campus, Mecca Campus and the Language Lab), the course for which a student requested tutoring (i.e. PHIL-014), the date on which tutoring was administered, and the amount of time (in minutes) that was credited for each visit to the TASC.1 TASC data was matched with the F13 and the S14 California Community Colleges Chancellor’s Office (CCCCO) Management Information Systems (MIS) data. Matching was done via student identification numbers and course information. Every section of courses in which a TASC student were enrolled was identified. Then, all students in those sections were divided into two (2) groups: TASC students and Non-TASC students. Results In F13, there were 10,408 enrolled students, of which 3,037 (29.2%) were TASC students. In S14, there were 9,716 enrolled students, of which 2,984 (30.7%) were TASC students. Success Rates for All Enrollments The success rate for all classes for both the F13 and S14 semesters combined was 70.2%. For the F13 semester, the success rate was 70.0% while the success rate for S14 was 70.5%. Success Rates for TASC vs. Non-TASC Students Overall Success Rates. For both the F13 and S14 semesters combined, the success rate for TASC students (76.5%) was significantly higher than for Non-TASC students (67.3%; (t = -20.94, p<0.05). When the semesters were separated, TASC students were more successful in both F13 (76.2% vs. 67.2%; t = -14.54, p<0.05) and S14 (76.8% vs. 67.5%; t-value = -15.02, p<0.05) than Non-TASC students. Success Rates by Course. Success rates were also compared between TASC and Non-TASC students for both semesters at the course level. Significant differences were found for 39 courses in

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F13 and 43 courses in S14 when success rates were compared between TASC and Non-TASC students. Among these courses, there were 17 courses where differences were found in both the F13 and S14 semesters. In each of the 17 courses, success rates were higher for TASC students compared to Non-TASC students. A list of the 17 courses can be found in Appendix A. ___________________________________ 1 For the rest of the document, students who received TASC services are referred to as “TASC students” and student who did not seek TASC services are referred to as “Non-TASC students.” *Note that more current statistical analysis for TASC student usage and success correlations will be conducted during summer 2017.

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Program/Service Challenges (source: Faculty/Dir/Coord/Dean) Refresh the Language Lab software that was lost to a hardware upgrade. The older programs ran for years without licensing costs for COD, and now those programs are incompatible with new PCs and operating systems. Progress: Gradual. Pay-to-print device / card dispenser for printers to reduce costs on the department. Progress: Gradual. COD students currently get FREE printing (up to 10 pages, two sided) at TASC. The previous PRU for TASC requested an effective card dispensing system to regulate high volume student printing operations, but that has not materialized yet. Budgeting the costs of supplemental textbooks for courses offered at College of the Desert. Progress: Gradual. TASC keeps a library of currently used textbooks for many courses offered at the college. Staff is striving to collaborate with disciplines/departments to share the cost.

Program/Service Objectives/Goals for 2015-16 (source: Faculty/Dir/Coord/Dean)

1. Promote services to increase student use. 2. Offer tutoring in more subject areas. 3. Increase in-class presentations of TASC services. 4. Expand services in the East Valley. 5. Increase faculty involvement/referrals to the TASC.

Program/Service Objectives/Goals for 2016-17 (source: Faculty/Dir/Coord/Dean) Explore options for expanding TASC services in the West Valley region. A full-time Instructional Support Assistant will help facilitate additional services. Significantly Increase number of qualified math and science tutors, with faculty support, providing the requisite recommendations. Progress: Persistent. Expand student success and learning workshops taught by our faculty liaisons. Progress: Fast. New faculty liaisons for TASC have been hired. They have developed workshops are in the process of promoting them. Promote Smarthinking online tutoring usage. Progress: Ongoing. Smarthinking is generally appreciated by students when used the first time.

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PROGRAM REVIEW UPDATE Program Name: _Tutoring and Academic Skills Center (TASC)__ 1. Staff Needs NEW OR REPLACEMENT STAFF (Administrator, Faculty or Classified) 2

* TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New positions (not replacement positions) also require space and equipment. Please speak with your college Business Officer to obtain accurate cost estimates. Please be sure to add related office space, equipment and other needs for new positions to the appropriate form and mention the link to the position. Please complete this form for “New” Classified Staff only. All replacement staff must be filled per Article I, Section C of the California School Employees Association (CSEA) contract.

2 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.

List Staff Positions Needed for the upcoming Academic Year. Please justify and explain each faculty request based on rubric criteria for your college. Place titles on list in order (rank) or importance.

Indicate (N) = New or (R) = Replacement

Annual TCP*

R = Updated Status

$56,250 x 3 =$168,750

annual salary 2. Position Reason:

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Program Name: _Tutoring and Academic Skills Center (TASC)_ 2. Equipment (excluding technology) Needs Not Covered by Current Budget 3 List Equipment or Equipment Repair Needed for the upcoming academic year. Please list/summarize the needs of your unit on your college below. Please be as specific and as brief as possible. Place/rank for importance.

*Indicate whether Equipment is for (I) = Instructional or (N) =

Non-Instructional purposes

Annual TCO**

Cost per item Number Requested

Total Cost of Request

1. NEC Display NP-P401W LCD Projector – 720P – HDTV – 16.9 Reason: In house and external presentations promoting TASC and services to students, faculty, staff. Currently borrows projector from IT. Institutional Outcome: Utilizing various communication modalities, display creative expression, original thinking, and symbolic discourse.

Instructional $1399.99 One $1399.99

2. Adjustable Height Black Audio-Visual (AV) Cart w/ keyboard shelf and drop leaf shelves. Luxor / H. Wilson AVJ42KBDL Reason: This cart is a perfect companion to the NEC Display Projector requested in the first box above. Both items work as a unit.


3. AmazonBasics Lightweight On-Ear Headphones – Black Reason: Basic headphones are needed for students to help mask the noise level of very busy labs. Headphones can also be beneficial for students/tutors accessing learning websites.

Instructional $14.99

Twenty for

PDC/EVC/MTC

$299.80

4. Periodic Table, Multicolored, Wall Chart with Spring Roller Reason: This is a vital and engaging resource for explaining and studying the Periodic Table of the Elements. This is a portable unit, so we can take it with us when we eventually move to the Hilb.



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5. Organic Chemistry Molecular Model Set ISBN # 9780205081363 Reason: Utilize quantitative expression in a variety of contexts. These would include units of measurement, visual representations, and scales and distributions.


6. Skeleton, Half-Size, Economy Choice Reason: Utilize quantitative expression in a variety of contexts. These would include units of measurement, visual representations, and scales and distributions.


7. X-Y Coordinate Grid Dry Erase Boards 11” x 16” Double Sided Set of 10 Reason: Utilize quantitative expression in a variety of contexts. These would include units of measurement, visual representations, and scales and distributions.


8. Texas Instruments TI-89 Titanium Graphing Calculator Reason: 1. Synthesize, interpret, and infer, utilizing information, data, and experience to solve problems, innovate, and explore solutions. Our lab has very outdated calculators. The tutors could benefit from having a more versatile calculator that could be used for all levels of math – algebra through calculus.

Instructional $130.77 Four $523.08

9. Brain Model, Nine-Part Reason: 2. Collect and analyze data. Skills of data collection include an understanding of the notion of hypothesis testing and specific methods of inquiry such as experimentation and systematic observation.


10. Kidney Model, Two-Part Reason: 2. Collect and analyze data. Skills of data collection include an understanding of the notion of hypothesis testing and specific methods of inquiry such as experimentation and systematic observation.


11. Urinary System Model Reason: 2. Collect and analyze data. Skills of data collection include an understanding of the notion of hypothesis testing and specific methods of inquiry such as experimentation and systematic observation.


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12. Prioritized list of new textbooks Reason: These texts will provide a needed resource for both tutors and students to reference and review material on a daily basis. Prices listed below were provided by the College of the Desert Bookstore manager early summer 2016. ISBN’s are included. *SEE BELOW

Instructional 19 Different Variable

Prices

One Each of 19

Collectively $4927.95*

A. Math 5/12 Precalculus: Mathematics for Calculus 7th Edition (or newest edition) 1305071751 $268.25 We sell a loose-leaf edition with access code for $126.00


B. Math 14 Elementary Statistics 12th Edition (or newest edition) 0321836960 $245.00


C. Chem 4 General, Organic, and Biological Chemistry: Structures of Life 3rd edition (or newest edition) 0136054544 $217.00 The custom book we sell here is $180.25


D. Math 10 College Algebra 7th Edition (or newest edition) 1305115546 $333.25 We sell a loose-leaf edition with access code for $126.00


E. Chem 3 Introductory Chemistry: A Foundation 8th edition (or newest edition) 1285199030 $280.50 We sell it for $228.00


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F. Bio 15 Microbiology Introduction 12th edition (or newest edition) 0321929152 $235.25


G. Math 2B Elementary Linear Algebra - Applications Version 11th Edition (or newest edition) 1118434412 $229.75 We sell a loose-leaf edition with an access code for $150.00


H. Math 2C Elementary Differential Equations 10th Edition (or newest edition) 0470458321 $261.25 We sell a loose-leaf edition with access code for $155.50.


I. Phys 1 Physics: Concepts and Connections 5th edition (or newest edition) 0321661133 $173.25


J. Phys 2 Physics Fundamentals 0971313458 $98.00


K. Phys 3A/3B/3C University Physics with Modern Physics 13th edition (or newest edition) 0321696867 $332.00 We sell a loose-leaf version with an e-text for $242.00


L. Chem 1A/1B Chemistry: The Molecular Nature of Matter 7th edition (or newest


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edition) 111851646X $308.00 M. Chem 5 Fundamentals of General, Organic, and Biological Chemistry 7th edition (or newest edition) 0321750837 $274.25


N. Bio 13/14 Human Anatomy & Physiology 10th edition (or newest edition) 0321927044 $299.50 We sell a package that has an atlas of the bones and an access code for $257.50


O. Math 60/70 Basic College Mathematics with Early Integers 3rd Edition (or newest edition) 0133864715 $223.75 We sell an edition with an access code for $181.50


P. Math 54 Elementary Algebra 9th Edition (or newest edition) 0840064217 $321.75 We sell a loose-leaf edition with access code for $135.25


Q. Math 13 Mathematics All Around 5th Edition (or newest edition) 0321836995 $215.75


R. Math 40 Intermediate Algebra 3rd Edition 0321880129 $272.25


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S. Math 1A/1B/2A Calculus, Early Transcendentals 8th Edition 1285741552 $339.25


13. Focus on Grammar / Side by Side Reason: Superior software for second language acquisition and mastering grammar in English for ESL / ESLN / Modern Languages

Instructional $200.00 Recurring

Annual Expense

One $200.00 Recurring

Annual Expense

14. Foundations for Higher Education (Language Software Package) from Rosetta Stone Reason: Superior software for second language acquisition and mastering grammar in English for ESL / ESLN / Modern Languages

Instructional $9,950.00 Recurring

Annual Expense

Multiple Licenses & Installatio

ns

$9,950.00 Recurring

Annual Expense

* Instructional Equipment is defined as equipment purchased for instructional activities involving presentation and/or hands-on experience to enhance student learning and skills development (i.e. desk for student or faculty use). Non-Instructional Equipment is defined as tangible district property of a more or less permanent nature that cannot be easily lost, stolen or destroyed; but which replaces, modernizes, or expands an existing instructional program. Furniture and computer software, which is an integral and necessary component for the use of other specific instructional equipment, may be included (i.e. desk for office staff). ** TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your college Business Officer to obtain accurate cost estimates. Please be sure to check with your department chair to clarify what you current budget allotment are. If equipment needs are linked to a position please be sure to mention that linkage.

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Program Name: _Tutoring and Academic Skills Center (TASC)__ 3. Technology (Computers and equipment attached to them) ++

Needs Not Covered by Current Budget: 4 NOTE: Technology: excludes software, network infrastructure, furniture, and consumables (toner, cartridges, etc.)

Annual TCO* EQUIPMENT REQUESTED

Place items on list in order (rank) or importance.

New (N) or

Replacement (R)?

Program: New (N) or Continuing

(C) ?

Location (i.e. Office,

Classroom, etc.)

Is there existing

Infrastruc-ture?

How many users

served?

Has it been repaired

frequently?

Cost per item

Number Requested Total Cost of Request

1. Samsung Galaxy Tab A 8-inch Tablet (Wi-Fi) 16 GB, Smoky Titanium Peer tutors and students could benefit from using learning apps directly on a tablet, accessing virtually any discipline, including but not limited to: biology, music, geology, and foreign language. Foster learning in multiple modalities, engaging multiple learning styles per SLO outcomes. N C

TASC Labs @ PDC, EVC, MTC Yes

Potential 10,000+ No

$175.24 5 $876.20

2. Usage / Justification

* TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your college Business Officer to obtain accurate cost estimates. Please be sure to check with your department chair to clarify what you current budget allotment are. If equipment needs are linked to a position please be sure to mention that linkage. Please speak with your Microsupport Computer Supervisor to obtain accurate cost estimates. ++ Technology is a computer, equipment that attaches to a computer, or equipment that is driven by a computer. Remember to keep in mind your college’s prioritization rubrics when justifying your request.

4 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “justification” section of this form.

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Program Name: _______________________________ 4. Facilities Needs Not Covered by Current Building or Remodeling Projects*5

List Facility Needs for the upcoming academic year. (Remodels, Renovations or added new facilities) Place items on list in order (rank) or importance.

Annual TCO* Total Cost of Request

1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:

* Please contact your college VP of Business or your Director of Facilities, Operations and Maintenance to obtain an accurate cost estimate and to learn if the facilities you need are already in the planning stages.


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Program Name: _______________________________

5. Professional or Organizational Development Needs Not Covered by Current Budget*6

List Professional Development Needs for the upcoming academic year. Reasons might include in response to assessment findings or the need to update skills to comply with state, federal, professional organization requirements or the need to update skills/competencies. Please be as specific and as brief as possible. Some items may not have a cost per se, but reflect the need to spend current staff time differently. Place items on list in order (rank) or importance.

Annual TCO*

Cost per item

Number Requested


1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:

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


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Program Name: _______________________________ 6. Student Support Services (see definition below**)

Services needed by your Program over and above what is currently provided by student services at your college. These needs will be communicated to Student Services at your college7

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

1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason: **Student Support Services include for example: tutoring, counseling, international students, EOPS, job placement, admissions and records, student assessment (placement), health services, student activities, college safety and police, food services, student financial aid, and matriculation.


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Program Name: _______________________________ 7. Library Needs Not Covered by Current Library Holdings 8 Needed by the Program over and above what is currently provided. These needs will be communicated to the Library

List Library Needs for the upcoming academic year. Please list/summarize the needs of your unit on your college below. Please be as specific and as brief as possible. Place items on list in order (rank) or importance.

1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:


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Program Name: _______________________________

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

List Learning Support Center Services Needs If your unit is responsible for running a learning support center such as the Writing and Reading Center, the Math Learning Center, Computer lab or similar learning support center please address those needs here. These do not include laboratory components that are required of a course. Place items on list in order (rank) or importance.

Total Cost of Requests If the cost is the responsibility of an administrative unit you do

not need to list it here.

Cost per item

Number

Requested Total Cost

Ongoing (O) or one-time (OT)

cost

1. Prioritized list of new textbooks Reason: These texts will provide a needed resource for both tutors and students to reference and review material on a daily basis. Prices listed below were provided by the College of the Desert Bookstore manager early summer 2016. ISBN’s are included. *Noted Earlier in Equipment (Non-Technology)

Instructional

19 Different Variable

Prices

One Each of 19

Collectively $4927.95*

2. Reason:

3. Reason:

4. Reason:

5. Reason:

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

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Program Name: _______________________________ 9. OTHER NEEDS not covered by current budget 9

List Other Needs that do not fit elsewhere. Please be as specific and as brief as possible. Not all needs will have a cost, but may require a reallocation of current staff time. Place items on list in order (rank) or importance.

Annual TCO*

Cost per item

Number Requested


1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:

Completed by: Daniel Aucutt, Director, Tutoring and Academic Skills Center (TASC) Date: October 6, 2016


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Documents

Student Affairs Program Review Update TUTORING [email protected] ITTPC certifies tutor training programs in postsecondary educational institutions. Once certified, the tutor