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SCC Academic Program Review for the _English__ Department

Date: ___3/1/11__

List the full-time and part-time faculty that worked on this academic program review document:

Rick Adams Lynnette Beers-McCormickLisa Dela Cusack Elizabeth ElchleppCorinna Evett Jim IsbellWill Lennertz Maureen RoeRoberta Tragarz

Part I: Overview of Academic Program Information

The following information is based on the: _spring, 2010 semester. (fall/spring)

1. FTES generated: _233.8 2. LHE taught: _363.8

a. LHE taught by full-time faculty: _295.3 ( 81.2 %)b. LHE taught by part-time faculty: _68.5 ( 18.8 %)

3. Number of full-time faculty: _10_4. Number of part-time faculty: _14_5. Number of FTE classified staff: _0_6. Number of student instructional assistants: _1_7. Number of office spaces used exclusively by program faculty and staff: __4_8. Number of office spaces shared with other programs’ faculty and staff: _4_9. Number of conference rooms and collaborative spaces used exclusively by program faculty and staff: _0_10. Number of conference rooms and collaborative spaces shared with other programs’ faculty and staff: _1_11. Number of classrooms used exclusively by the program: _0_12. Number of classrooms shared with other programs: _indeterminate_13. Number of labs or other learning spaces used exclusively by the program: _1_14. Number of labs or other learning spaces shared with other programs: _1 (Writing Center, A-210)_____ 15. List and describe any specialized equipment or resources that are used exclusively by the program: computers

and software in the Writing Center (A-210)16. List the degrees and certificates offered by this program: English AA degree (2010-2011 Catalog)

Part II: Goals and Objectives

1. Does your department consider the RSCCD Board Goals, SCC’s Mission, Goals, and Objectives, and SCC’s Educational Vision when it sets goals? A list of the RSCCD Board goals is included as an appendix to this document. Using the table below, indicate which Board goals your department’s goals support. Explain briefly.

The English department considers SCC’s Mission, Goals and Objectives and SCC’s Educational Vision when it sets its goals. Henceforth, we will consider the RSCCD Board Goals.

Continued…

RSCCD Goal Supporting Department Goals From DPP1

1. Promote a learning community environment that is innovative, student-centered, and celebrates student achievement.

Increase interest in department offerings within the college and the community

Differentiate and expand instructional offerings

Expand instructional modes and offerings for English

Plan for instructionally-friendly indoor/outdoor environment

2. Provide access and retention for completion of programs, including transfer, vocational, and high school diploma programs; and prepare students for success in their academic, career, and personal endeavors.



Implement the proposed Writing Center plan for future permanent space


3. Update and implement facilities master plans, maximize college and community use of facilities, and incorporate “green” efforts into facilities development and other efforts when cost-effective.




4. Promote flexible, cost-effective educational programs and services including the use of cutting-edge technology and educational program delivery via technology.




Develop and maintain departmental cohesiveness


5. Pursue alternative public and private funding sources to increase the district’s fiscal sustainability and to implement the district’s vision and goals, and encourage the foundations and district to create plans for capital and program campaigns and alumni association development.


6. Maintain a positive, productive working environment for employees, recognizing and embracing diversity and enhancing staff development opportunities that address innovation and technology.




Develop and maintain departmental cohesiveness

Implement the proposed Writing Center

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plan for future permanent space Plan for instructionally-friendly

indoor/outdoor environment7. Expand partnerships with business, labor, community groups, universities, schools, and other public and private agencies in order to enhance the district’s resource development; ensure student access and success; ensure robust economic development programs; and be responsive to workforce development needs and high demand career fields.

NONE

8. Assess the educational needs of the communities we serve, and enhance awareness of the colleges and community involvement through outreach and advocacy among community constituencies and leaders.

NONE

2. How does the department evaluate progress toward the program’s goals and objectives? How does this evaluation inform the creation and updating of goals and objectives?

As a department, department members discuss SLO assessments and review our Department Planning Portfolio and Educational Master Plan at regularly scheduled meetings and by email. When necessary, the department also has extra meetings to evaluate the progress and update goals and objectives.

3. Upon consideration of the information you have presented in this section, what areas or issues will need attention from the program in the next three years?

Currently, items one, two, three, and four will require the most attention in the next three years.

PART III: Program Data Analysis

1. The following information was accessed from the RSCC District Research Department reports posted on the district website as well as from the 2010 Accountability Reporting for Community Colleges (ARCC) report.

a. Successful course completion rates (grades A, B, or C)—From Fall 2007-Fall 2010

# of Grades Given % of Success

All Basic Skills Courses (N50, N60, 061): 3571 62.26

English 101: Freshman Composition 7336 59.7

English 102: Introduction to Lit 310 72

English 103: Intro to Critical Thinking 1797 70.2

All literature classes 878 69.97

All Honors Classes (101H, 103H, 102H) 256 89.5

English N90/91/91: Writing Center 437 40.7

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Summary and Analysis

According to the 2010 ARCC report, the annual successful course completion rate for credit courses, annual successful course completion rate (credit basic skills), and the improvement rates for ACE and credit basic skills courses have remained constant and/or increased over the three time periods AND exceeded that of our peer groups.

Although some of our numbers are below passing, we are higher than the national average, particularly in the basic skills area where less than 50% of students complete recommended remedial courses. Appropriately, our honors courses reflect a population typically familiar with previous academic success. The Writing Center rate is lower most likely due to the reduced number of hours we have available to students during the week (typically three total), offering only morning and early afternoon times, three days per week. In future analyses, it might help to unbundle the “Basic Skills Courses” to check for discrete success rates within each.

b. Number of students earning degrees or certificates

From 2003-04 to 2009-2010, we have awarded three AA Degrees for English majors.


Although this is a low number, it is not a surprising one. The new CA senate bill (SB 1440), signed by the governor in 2010, requires that SCC specifies the composition of its degrees and that CSUs accept students who complete “associate degrees for transfer.” Once the transfer-model curriculum is in place for the English degree, students will be guaranteed admission with junior standing and cannot be required to take more than 60 units at the CSU. With these new policies in place, more students may choose the English major. To the point, anecdotal information among students planning on transferring (and who are interested in English as a major) suggests that many would declare English as a major were it not for the unit restrictions they perceive.

Additionally, a more visible English department on campus may encourage majors, with such activities as the English Club, poetry readings, writing contests, theater outings, and inter-disciplinary workshops in the Writing Center. As well, campus-wide efforts to encourage transfer students with sufficient units to petition for graduation might increase their desire to declare a major and work toward that goal while at SCC.

c. Faculty load information (FTES)

Summer 2009: 36.17

Fall 2009: 304.57

Spring 2010: 233.56


The English Department (along with math) continues to produce a greater proportion of FTES than other disciplines. Current student demand indicates that the department could support greater numbers, especially in the summer and with additional core course offerings such as English 101 and 103.

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d. Rates of Progress through Course Sequences, Fall 2008-Spring 2010

Data reflect students enrolled for the first time at each level and those who continue in the sequence without breaks. These numbers were requested of the RSCCD Research Department for a study by the Basic Skills Task Force on how well students work their way through our basic skills sequence.

Student’s Initial

Placement

# of students

in Fall 2008

Pass Enroll Sp ‘09

Pass Enroll Sum/Fall

‘09

Pass Enroll Sp’10

Pass Success Rate

English 061 238 121 102 67 28%

English N60 97 48 37 23 16 13 13%

English N50 41 23 18 14 12 9 6 3 7%


Although this was a small sample and does not take into account those students who may be repeating the course or who may take a semester off before returning to the sequence, these numbers are just slightly lower than nationwide data. Also, our results are in line with nationwide data for math when 256,672 first-time degree-seeking students from 57 colleges were followed. The percentages of students who successfully completed the math college-level gatekeeper course were

1 level below—27%

2 levels below—20%

3 levels below—10%

According to the 2010 ARCC Report, SCC’s Annual Successful Course Completion rates for Credit Basic Skills Courses were 58.4% (2006-2007); 61.8% (2007-2008); 63.8% (2008-2009) respectively; the statewide average is 61.1%.

The overall statewide trends we have identified:

Many students don’t return after their first semester Others fade and discontinue within long course sequences in ACE or developmental English and Math Others establish a foothold at the college but may not continue through to transfer

The SCC English Department has discussed the statewide initiative to increase completion with Accelerated learning models as possible options. One of the fundamental explanations for dismal completion percentages is that the longer the sequence, the more likely that students will not complete transfer-level courses in a timely

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manner. Instead of attributing this problem solely to students’ low skills or low motivation, we will examine the vitality of our curricular sequences.

2. What areas or issues will need attention from the program in the next three years?

o More accurate placement testing procedures, which are currently being addressed through writing samples assessment pilot

o More course offerings, especially with the core courses

o Strong administrative and campus support for the more robust courses such as the Honors program, especially considering the high success rate associated with those students

o Expansion of the Writing Center availability for all students seeking extra assistance

o Evaluation of which Writing Center services might be expanded/added to increase scope and sequence for student success in the short-run and transfer likelihood in the long-run

o Re-assessment of our course sequencing/improvement of our completion and persistence rates

o Increase in AA degrees for English Majors

Part IV: Program Student Learning Outcomes Assessment

1. How does the program systematically assess its program student learning outcomes using specific and measurable performance criteria? How is this assessment carried out and who is involved in the assessment process?

This year, the English Department is beginning the process of program student learning outcome assessment. The department changed its program SLOs this last academic year. It reduced them to two so that program and course SLOs are in line with each other. The department has begun collecting data for all composition and literature courses through the course SLO assessment process. Data from our lowest to our highest level courses will be used collectively. The assessment will be conducted by full- and part-time faculty and analyzed by the department as a whole.

2. Upon its review of program student learning outcomes assessment data, what patterns, trends, or anomalies did the department identify?

The department has just begun the process and can identify no patterns or trends yet.

3. What changes has the department made based on its assessment of program student learning outcomes?

The department has made no changes yet. It has insufficient data for program SLOs at this time.


In the next three years, the English Department hopes to have a large enough collection of data to see trends and patterns and to respond to these trends and patterns as necessary.

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Part V: Course Student Learning Outcomes Assessment

1. What is the total number of courses that the program offers and how many of these courses have clearly defined student learning outcomes?

English offers a total of 28 courses. All of our courses have clearly defined student learning outcomes as seen in the course overviews. The course SLOs are placed on department syllabi so that students are aware of them.

2. How does the program systematically assess its course student learning outcomes using specific and measurable performance criteria? How is this assessment carried out and who is involved in the assessment process?

The English Department assesses course student learning outcomes through pre-tests and post-tests in composition courses. We measure success by the difference between pre-test and post-test results.

For English N60 and 061 courses, the department uses a tool built into an online writing lab used in the Writing Center. For English 101, 101H, 102, 102H, 103 and 103H, pre-tests and post tests using multiple choice questions are used.

All literature courses use embedded questions in exams during the semester.

All course sections are given assessments. Full-time and part-time faculty are involved in administering the assessment. The department discusses semester results at department meetings.

3. Upon its review of course student learning outcomes assessment data, what patterns, trends, or anomalies did the department identify?

The department has been working on refining the assessment tools. We have found questions that required refinement or elimination. The first few semesters of assessment showed us problems with our process. We have streamlined our tools as well as our process after reviewing the SLO data.

4. What changes has the department made based on its assessment of course student learning outcomes?

The department has found the assessment tools themselves required some changes. With these changes, we hope to collect data which will allow us to make other changes as necessary.


In the next three years, the department will have enough SLO data to begin seeing patterns and trends that may require changes. We are just at the start of this process. Changes made based on SLO assessments will be made cautiously and thoughtfully.

Part VI: Curriculum & Program Management

1. How does your program meet the academic, developmental, and vocational needs of SCC’s diverse student population? Does your program offer learning opportunities that extend beyond the traditional classroom experience?

Rigorous college reading, writing, speaking, and critical thinking components in all college-level English courses

Cross-curricular and applied learning opportunities for students

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Encouragement in specialized conferences (e.g. annual Honors conference) or community engagement as part of the extended learning experience

Writing Center (one-on-one conferencing) English Department Writing Contest Outdoor learning Theater/Library/Museum outings Poetry Readings Fiction Nights

2. Does your program offer sufficient courses with sufficient frequency and at appropriate times and through appropriate delivery modes to meet the major requirements, transfer goals, and general education and elective needs of the student body?Our courses are offered at a variety of times, once or twice per week, to meet the needs of a diverse student body. In a typical spring semester, twelve basic skills courses are offered, Monday through Thursday, with morning sections beginning at 7 a.m. and 10:15 a.m.; afternoon sections at 12:30 a.m. and 1:30 a.m.; and evening sections at 5 p.m. or 6 p.m. Only one English N50 is offered; however, that is a course the department may delete because it affects so few students, and those students may be better served in an accelerated model. Twenty-eight sections of English 101 are offered in spring, with early morning, afternoon, and evening options. Seven sections begin at or after 5 p.m. to accommodate non-traditional and working students. More sections are offered each fall. The department also offers a weekend English 101 on Saturday mornings. No “Gr8 Weeks” sections are offered in English; however, the department might consider implementing some sections under the previously mentioned accelerated learning model. No online English courses are available because the department continues to examine some of the key pedagogical concerns of this type of learning for courses requiring so much writing, discussion, dialogue, one-on-one conferencing, and oral presentations; there are also issues related to academic honesty and online courses. Due to budgetary constraints, the summer schedule does not provide many English courses, including as few as one English 061 and English 103. We do not offer English 102 or any honors courses in the summer.

3. How does the faculty review the processes it uses to manage the curriculum and program, including the process of introducing new courses, the process of conducting quadrennial reviews, and the process of creating new programs?

All curriculum matters are discussed at monthly department meetings. With the introduction to CurricUNET, the department now examines courses up for quadrennial review, makes suggestions for revisions, or votes for approval all through the online system. The faculty members who most often teach the courses up for review are assigned to the quadrennial review process. Almost half of department members have been trained to use CurricUNET, which means they can launch individual courses for review after having made necessary changes. Other department members will be trained in the spring or fall. Given the current budget crisis, no new courses or programs are likely to be proposed in the next three years. In addition, due to difficulties discussed earlier with transfer unit limitations for English majors, some courses are infrequently offered, such as The Bible as Literature, because they are perceived to be subordinate to those that transfer institutions accept toward major.

4. How does the faculty coordinate the program with other academic programs, including the Library, and with student services? How does the faculty maintain currency in their knowledge of other programs and services offered at SCC? If applicable, what contact does the program have with outside advisory groups?

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Library:

We arrange bibliographic instruction sessions for our English 101 and literature courses. Librarians typically support department research requirements by assisting students who need support from them as research professionals.

We have identified on CurricUNET specific library materials for student research.

We post upcoming events/activities such as poetry readings, Writing Center workshops, and essay contests on the library’s announcement board.

Instructors put their course textbooks and other relevant materials on reserve for students.

EOPS:

EOPS counselors are informed of Writing Center procedures and material changes, and EOPS students enrolled in English N60 and 061 are provided with complimentary Writing Center Workbooks.

DSPS:

English department faculty work with Disabled Students and Programs Services. English department faculty provide accommodations for DSPS students. Materials are routinely reviewed to be sure that they satisfy the special needs of DSPS students.

Writing Center:

Faculty in other departments are encouraged to have their students use the Writing Center services to assist them in essay writing and research. All faculty members are given information about English N92 at the beginning of each semester to pass along to their students.

Writing Center workshops are offered throughout the semester, focusing on several key writing concepts that meet cross-curricular needs. Students from any discipline are invited to attend.

Tutoring Center:

English Department faculty may recommend that a student go to the Tutoring Center for extra help with writing if that student is unable to use the Writing Center due to scheduling conflicts.

Academic Success Center:

Students in English N60 and 061 who need extra time to complete some of their online requirements for the Writing Center curriculum are referred to the Academic Success Center.

Most English 061 and 101 classes advise students to use any of several online resources for supporting students’ progress in writing and researching (e.g. My Writing Lab); these resources may be accessed in the Tutoring Center, Writing Center, Library, and Academic Success Center.

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Transfer Center

Program directors are invited to present information regarding transfer and the Transfer Center; students are encouraged to seek individual help for the purpose of improving their chances for transfer and the likelihood of being accepted by the college of their choice.


Expansion of CurricUNET use among all department members Expansion of offerings for the summer schedule Possible introduction of Accelerated Courses under the 8-week instructional model Increased focus on English Club and the encouragement of those students interested in majoring in

English Support of efforts to increase placement validity Advocacy for programs that already succeed: Honors, Writing Center, Basic Skills, etc.

Part VII: Resources

1. How well do the facilities (classrooms, labs, offices, meeting rooms, storage) used by the program meet its needs? Do facilities and equipment meet appropriate safety criteria?English courses are scheduled in classrooms located in the B, D, E and U Buildings. All classrooms are shared with other disciplines. Most classrooms are mediated, but the media is not consistent. For example, some classrooms have document cameras, and some do not. Some mediation centers do not have remote controls which makes it difficult to show clips from DVDs. The mediation centers are located in the corner of the room with insufficient lighting that makes it difficult to see the controls. Some classrooms have 35 to 40 chairs in order to meet class size needs of other departments. These extra chairs crowd the space, making it problematic to monitor group work and maintain proximity with students during lectures because of backpacks and books in the aisle.

The Writing Center is located in A-210. Tables and chairs are sufficient for class sizes but do not allow ample space for monitoring student work. Fourteen computers are available for student work, which is not enough for each student. An attached office allows for the coordinator and teaching assistant to access a computer and printer and for the instructor to conduct one-on-one conferences with students but is too crowded to work efficiently.

Faculty office space is located in the D and E Buildings. Most offices have sufficient work and storage space and additional chairs and a table for student conferencing. Part-time faculty do not have designated office space.

Other than leaky ceilings in the D-Building, non-instructional workspace appears to meet safety standards. The department does not engage in activities that would require specific safety standards.

2. How sufficient are the program’s equipment, supplies, and materials? Does the program have a budget and timeline for the purchase of needed equipment and supplies?Individuals in the department have to take responsibility to carry various supplies with them because the classrooms lack storage space for supplies. The excessive number of desks prevent faculty from reaching the additional chalkboards. Faculty cannot adequately utilize the whiteboards because of screen placement. The available copiers need to be replaced with more modern, high-capacity, reliable color copiers.

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3. How well do technology resources (i.e., computers, software, media and presentation equipment) meet the instructional (classroom and laboratory) needs of the program?Mediated classrooms, for the most part, meet the department’s needs. Some classrooms do not have document cameras or are missing remote controls for the DVD player. Remote controls that advance PowerPoint slides would assist in more efficient classroom presentations. Most instructors do not allow laptop computer use in classrooms because of the inability for instructors to limit website access. Installing software or hardware that allows instructors to designate specific websites that can be accessed during class time would also allow students to productively use their laptops. Software updates need to keep pace with the market.

4. How well do technology resources (i.e., faculty computers and software), training, and technical support meet the administrative (i.e., faculty office work) needs of the program?Faculty office computers are adequate but old. Work completed on faculty computers is slow. Faculty who use MAC computers at home would prefer to use MAC computers in their offices. Printers are unreliable. Color printers should be available. Word processing software is insufficient and out-of-date.

5. How adequate is staff support (provided by secretaries, lab assistants, learning facilitators, and instructional assistants, and other classified staff) to meet the instructional and administrative needs of the program? Division office support staff is excellent, especially considering the doubling, tripling, and quadrupling of their work load because of budget cuts and reduction in classified staff. The Writing Center teaching assistant does an outstanding job of monitoring students and maintaining clerical records.

6. Upon consideration of the information you have presented in this section, what areas or issues will need attention from the program in the next three years?Within the next three years, the English department will focus on the opening of the Humanities Building to ensure that our classrooms address the above concerns.

Part VIII: Faculty

1. What are faculty members doing to remain current in knowledge of learning theory, instructional strategies, and content? In which professional organizations and conferences do faculty members participate?Faculty members attend and present at various conferences focused on the discipline of English, such as the English for California Teachers of Two-Year Colleges, the Young Rhetoricians’ Conference, the Conference on College Composition and Communication, and the California Association of Teachers of English. In addition, faculty members attend literature-oriented conferences focused on Virginia Woolf, William Shakespeare, and Charles Dickens to name a few. Department members also attend, present, and/or lead trainings held by publishers, such as Pearson and McGraw-Hill. Some faculty members participate in the National Council of Teachers of English and the English Council of California Two-Year Colleges.

2. How do faculty members participate in college-wide programs, shared governance bodies, and leadership activities? In what ways do faculty and staff serve as resources for the community?The English Department faculty are definitely involved in a number of activities on campus. A number of faculty members chair and co-chair a number of committees and task forces on campus, such as the Basic Skills Task Force, the Educational Vision Task Force, the Faculty Development Committee, and the Educational Master Plan Committee. Furthermore, the English department faculty work as coordinators on campus, such as the Writing Center Coordinator as well as the Honors Program Coordinator. Due to budgetary cuts, the latter position has recently been dissolved. Moreover, members of the department serve on SCC’s Academic

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Senate with one member serving as the Senate’s Vice President. Three department members serve on College Council. In addition to the aforementioned leadership roles, faculty also participate in groups like Safe Space and AB-540, where faculty serve as resources to the college as well as to the community. A number of faculty volunteer to work at the college’s Science Night activity, which is open to the community. Some faculty facilitate and/or participate in Poetry Readings and Evenings of Fiction that are open to the public, which provides another example of how faculty serve as resources for the community. Finally, faculty also serve as advisors for student clubs.

3. Are adequate numbers of qualified faculty available to teach all sections in a program’s offerings?Even though faculty are well qualified to teach the variety of sections offered within the program, due to various circumstances, the department might need an additional qualified full-time faculty member to assist with meeting the teaching needs of the program’s offerings.

4. Are adequate and appropriate mentoring and faculty development opportunities available and do department faculty regularly utilize these opportunities?The department has adequate and appropriate mentoring opportunities for full-time, tenure-track faculty where newly hired faculty have the opportunity to glean from a mentor’s experience and advice. Furthermore, the department has retreats where faculty participate in professional development and mentoring activities. A number of department members also participate in and sometimes lead faculty development sessions during flex week as well as throughout the semester such as the Basic Skills Workshops and paper norming sessions.

5. To what extent are part-time faculty members knowledgeable about the program’s practices and standards? What opportunities are provided for part time faculty members to become engaged in department activities and communication? Faculty implemented an email newsletter for part-time faculty to assist them with staying abreast of changes in the department or at the college. A number of faculty also hold a meeting at the start of every semester where the full-time faculty can meet with part-time faculty and provide them with information about the English Program’s practices and standards. Full-time also invite part-time faculty to participate in Basic Skills Workshops, Department Meetings, and any Poetry Reading/Evening of Fiction events that are held on campus. The department is also looking into additional mentorship models to further assist adjunct faculty in the department.

6. Upon consideration of the information you have presented in this section, what areas or issues will need attention from the program in the next three years?The following are areas in need of address in the next three years: The department needs to hire at least one full-time faculty member. The department will also want to continue to review additional ways in which members can prove a resource for the community, and finally, the department will want to continue to consider improvements in communication between part-and full-time faculty in our department.

Part IX: Internal and External Communication

1. When were the program’s Departmental Planning Portfolio (DPP), catalog, and Educational Master Plan (EMP) entries last updated to ensure currency and accuracy?Spring 2010.

2. How does the program keep its website comprehensive and current? Does the website contain the department’s mission? Does the website contain current contact information (telephone numbers, email

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addresses, and office hours and locations) for program faculty and staff? Are program and course Student Learning Outcomes (SLOs) posted? Are outcomes assessment results posted?The department does not currently maintain its website due to lack of resources.

3. How does the program keep counselors, advisors, and student service personnel informed about the program’s courses, their sequencing, and the criteria for placement?Department chair communications and SLO development and assessment committees.

4. How well do faculty communicate about and coordinate the work of the program?Internal communication is excellent, and external communication happens on an “as needed” basis.

5. Upon consideration of the information you have presented in this section, what areas or issues will need attention from the program in the next three years?Seek resources to further develop and maintain English department website. Continue to pursue and encourage interdisciplinary communications.

Part X: Planning Agenda

1. Upon consideration of the information you have presented in the previous eight sections, what areas or issues will need attention from the program in the next six years?Consideration of board goals when setting department goals. Plan for instruction-friendly indoor/outdoor environment. Expand and evaluate Writing Center services. Make the English department more visible on campus and in the community. Expand support for Honors Program. Engage in campus-wide efforts to encourage students to declare a major (especially in English) and work toward that goal while at SCC. Continue to refine placement testing procedures, offer more courses, and evaluate course sequencing to maximize success. Continue to review and revise SLOs and their assessment as necessary. Work on obtaining college and district funding for professional development activities. Reinstate the Honors Program Coordinator position in addition to the appropriate release time, and increase the amount of release time for the Writing Center Coordinator as the program and services expand. Implement a more comprehensive evaluation procedure for hiring new adjunct faculty as well as for continuing employment. Establish a meaningful mentor process for adjunct faculty.

2. List any measurable goals that will be added to your program’s DPP.None to date.

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Program Review Summary Report – DRAFT

This “executive summary” report is intended to be shared with College Council and other areas of the college that may not see your department’s entire program review document. This report allows you to provide an update of your department’s plans, needs, accomplishments, and concerns to a collegial governance body consisting of representatives from all areas of the college.

Department: ____English_________________________ Date: __May 12, 2011________

Briefly describe and explain what is working well in your department.

Faculty members exhibit a passion for teaching as illustrated through positive student evaluations. The English Department works well to accommodate a diverse population of students. The faculty members also work well to represent the department on a number of college, district, and state groups, task forces, committees, and councils. In addition, faculty members maintain a collegial and supportive environment within the department as well as with other college staff, faculty, and administration. The systematic review of program and course student learning outcomes is another area of the department that works well. Strong representation of excellence is evidenced by the number of faculty members having been nominated for or earning college and county awards.

Briefly describe and explain what is not working well or needs attention in your department.

The English Department seeks to expand honors and literature courses, Writing Center services and class offerings. The department struggles to maintain the highest quality of instruction among adjunct faculty. The lack of college and district funding makes it difficult to pursue professional development opportunities. The department website needs attention and maintenance. Each faculty member will use TurnItIn for relevant assignments.

List and briefly explain the plans your department has in the areas of facilities, technology, and personnel in the next 3 years. Please provide an expected date for each item.

Facilities: New Humanities Building with indoor/outdoor teaching space, properly configured classrooms, expanded Writing Center area, adequately furnished and equipped office spaces and faculty lounge area. Before moving into the new building. See English Department Building Request Document.

Technology: See English Department Building Request Document.

Personnel: Fall 2011: The department will seek to hire one to two full-time faculty. When the English Department moves into the new building, either one full-time Instructional Assistant or two nineteen hour Instructional Assistants need to be hired. The department will investigate the possibility of hiring two to three Graduate Assistants to act as tutors in the Writing Center.

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Summarize any other findings from your program review and planning process that you would like to share with the college community.

The English Department is committed to nurturing and to refining students’ understanding and use of the written word through curriculum that connects reading, writing, thinking, and living. “The quieter I am/the more I see”—Dr. Karl Rosenquist. “To read, write, think, and be” celebrates humanity and engenders reflection and active participation in academic and social intercourse.

The English Department is dedicated to imparting the values and power of language and literature, teaching the process of writing, and helping students to develop cognitive and affective tools that lead to success and wisdom. The department arms students with knowledge, communication skills, and self-awareness to participate creatively and confidently in an ever-changing world. As educators, the faculty remains life-long learners– people who grow, change, and share new knowledge and perspectives with the college community.

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Appendix A

Writing Center Equipment and Furniture Requests

Classrooms (2): Rooms 220A and 220B

2 clocks 30 computer stations per room (60) Attendance Computer and desk Four Filing Cabinets (for N60, 061, 101 and N90/91/92 materials) 2 Bulletin boards per room (4) 1 Large White Board (for instruction) per room (2) 1 Medium-sized White Board (for agenda) per room (2) 1 Small White Board (for conference sign-ups) per room (2) 2 Tall Book shelves (5-6 shelves each) per room (4) 1 long, rectangular cabinet (for supply station, with storage) 1 eight-foot round, oval, or rectangular table for computer corner in 220B Student Printer (on supply cabinet) 8 Round Tables for 4 chairs at each (we will need 15 round tables and 60 chairs when we expand with English

101 students) 35 chairs with swivels for round tables per room (70 total) 30 chairs for computer stations per room (30 total) 1 Retractable Screen per room (2) 1 Nova Station per room (2 total) 1 LadyBug Document Reader per room (2 total) 1 Remote/Wireless Clicker per room (2 total) Retractable window Coverings

Faculty Workroom/Lounge: Room 219

Sink Refrigerator Microwave Upper storage cabinets Bulletin board Clock Round Table with 4 chairs 2 sofas End Table Reading Lamp 2 Large Book Shelves (5 shelves each) for shared, cross-curricular library Color copier

Conference Rooms (2): Rooms 222 and 221

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2 drop-leaf round tables for 4 chairs per room (4 total) 8 chairs with swivels per room (16 total) 1 white board per room (2 total) 2 clocks Window Coverings 1 small filing cabinet per room (2 total) 1 bulletin board per room (2 total)

Instrutional Assistant’s Room: Room 223

Computer Station/Desk with swivel chair Small sofa Copier Printer with scanner Scantron machine Small filing cabinet Window coverings Clock Bulletin board

Coordinator’s Office: Room 224

Instructor’s Desk/Computer and Swivel Chair Printer Small White Board Small filing cabinet 2 chairs Printer Small book shelf

Appendix B

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Honors Program Furniture and Equipment Request

Space in Humanities Building (850 sq. feet)

Classrooms (2 rooms each with the following) Rooms 233, 234)

Oval (or two rectangular + two half-rounds) table to seat 23-25

25 chairs with swivels/rollers

Lectern and stool

Retractable Screen (corner diagonally opposite vestibule door)

White boards—one on front and 2 on side opposite doors

Cabinets on back wall

One printer (between cabinets and whiteboard on wall opposite doors)

Bulletin board above cabinets

Outlets above cabinets

Outlets on all walls

“Nova” Station equipped with the following: Lumen DC265 “Ladybug” (or latest document projector), Computer, DVD, VHS, Stereo, remote control/clicker

Clock at back of room (hallway door end)

Space heater (2)

Seminar Rooms (4 rooms each with the following) (Rooms 229, 230, 231, 232)

Two computer work stations (diagonally opposite door wall)

Two computers with large flat screens (networked to printer in adjoining classroom)

Two whiteboards on long wall opposite door

One bulletin board on shared wall

One/oval round table to seat 8



Clock on end wall by door

Space heater (4)

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Honors Reading/Study Room (Room 228)

2 rectangular library tables to seat 6-8


1 white board on outside wall

2 large bookshelves on outside wall

Clock on door wall


Space heater

Coordinator’s Office (Room 227)

Large desk in corner diagonally opposite door from vestibule

Desk chair with swivel/rollers

Desk and credenza on wall behind main desk for computer, printer, storage

Large flat screen computer on wall desk behind main desk

Printer

2 locking file cabinets on door wall

Storage cabinets on door wall

2 bookshelves wrap corner opposite desk

1 round table to seat 4-6

4 chairs

Clock on end wall by door


Space heater

Counselor’s Office (Room 226)

Desk in corner diagonally opposite door

Desk on wall behind main desk for computer and printer

Desk chair

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Computer

Printer

Locking file cabinets on shared wall (door)

Cabinets with bookshelves above in corner of wall shared with vestibule

Clock on wall cabinet wall


Honors Program Vestibule (Room 225A)

“J” desk for clerical/staff on shared interior wall

Desk chair

Two sofas

Corner table

Coffee table

File cabinet

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Appendix C: Honors Program Main Vestibule, Room 225A

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Appendix D: Counselor’s Office, Room 226

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Appendix E: English Classroom Diagram, Rooms 233/234

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Appendix F: Coordinator’s Office, Room 227

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Appendix G: Writing Center Diagram, Room 220A/220B

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Documents

Web viewOnce the transfer-model curriculum is ... Faculty members exhibit a passion for teaching as ... understanding and use of the written word through