digital management career prep instructional planning ......in college and beyond. the ace/dmcp...

Digital Management Career Prep

Instructional Planning Report Spring 2020

Contents Background, Evaluation and Analysis ............................................................................................................... 1

Department and Program Description ......................................................................................................... 1

Relationships ................................................................................................................................................ 2

Costs ............................................................................................................................................................. 4

Student Learning Outcomes ......................................................................................................................... 5

Student Success ............................................................................................................................................ 7

Results of Student Surveys ........................................................................................................................... 9

Curriculum Review ..................................................................................................................................... 10

Goals and Recommendations ......................................................................................................................... 11

Progress on Previous Goals and Recommendations ................................................................................... 11

New Directions ........................................................................................................................................... 12

Relevance to Other College Plans ............................................................................................................... 13

Summary of Current Goals and Recommendations.................................................................................... 13

Required Attachments ................................................................................................................................... 15

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Digital Management and Career Prep Instructional Planning Report

Spring 2020

Background, Evaluation and Analysis

Department and Program Descript ion

“When I came to Cabrillo, I was overwhelmed with how to manage working, going to school and juggling my children’s needs too. The ACE program gave me the support and resources to make my dream to finish school a reality.” ~ ACE Student, Fall 2018

Digital Management and Career Prep (DMCP) plays an important role in serving Cabrillo College students. DMCP is home to the Academy for College Excellence (ACE), a learning community model devised to address the unique needs of first generation college students and ensure a successful first semester experience. As one student describes it, “ACE makes going through the first semester of college really easy, you just have to do the work.” The courses offered by the program emphasize communication, leadership skills and social justice. Since the inception of the program, three Student Senate Presidents have been ACE alumni, and we recently asked our current Student Body President how ACE helped develop her leadership skills. She told us, “I knew I was a leader, but I didn’t realize how much of a leader I could be. I had tried to go to college at Hartnell, but dropped out. Through the ACE program I had mentors throughout the entire semester, and I needed that. The ACE social justice class made me realize just how deep these issues were and how they affected our community. I got more involved because I thought I could be an advocate.”

The department strives to deeply connect students to Cabrillo College and foster their nascent identity as college students. In addition to providing an intellectually engaging environment where students develop communication, leadership and critical thinking skills, DMCP courses provide an environment for students to master student skills and successful habits that will aid them in their academic and professional lives. ACE supports student completion of transfer level coursework in their first year of college and provide students with the academic qualifications, professional skills and personal attributes necessary to succeed in college and beyond. The ACE/DMCP program teaches teamwork, personal responsibility, self-reflection, and persistence, providing a highly supportive network for the rigors of higher education. One student described ACE as a “truly great way to start your educational journey through college. With its outstanding amount of support, the ACE program assists people at becoming really successful in perceiving their dreams of graduating college.”

DMCP currently offers the following three courses as part of an ACE learning community cohort:

DMCP 401 – Foundation Course (noncredit)

DMCP 10 – Foundations of Leadership (UC transferable)

DMCP 20 – Social Justice Issues (UC transferable)

DMCP 10 and DMCP 20 are approved for the College’s A.A./A.S. degrees and provide students with transfer unit credit. When students participate in the ACE program, in addition to taking the three DMCP courses listed above, students also enroll in English 1A Plus, Library 10 and a Counseling and Guidance (CG) course. These five courses provide students with 12 units of coursework during their first semester, and after the completion of these courses, students are awarded the Foundations in Leadership and Management Certificate.

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The DMCP department also includes DMCP 411, Team Self-Management, a non-credit course that when taken with DMCP 401 provides students with a Certificate of Competency. DMCP does not currently offer 411, but this course may be utilized in the future.

In Fall 2019 the following non-credit courses and certificates were approved by our local Curriculum Committee and represent DMCP collaboration with Cabrillo’s Internship and Work Experience Program, Student Employment, and Career and Technical Education (CTE) activities (see list below). The development of additional employability skills/soft skills modules is planned and there will be input from industry.

DMCP 402 – Preparing for the Next Great Job

DMCP 403 – Landing the Next Great Job

Certificate of Completion in Strategic Job Preparation (DMCP 402 and 403)

DMCP 404 – Success at Work

DMCP 405 – Creating Career Satisfaction

Certificate of Workplace Success (DMCP 404 and 405)

Since the retirement in 2017 of a faculty member, there is currently no 100% full-time contract faculty member in the department. The department relies heavily on a talented group of interdisciplinary adjunct faculty, the majority of which are also master teachers and mentors for the national level ACE Center. Because the ACE program is interdisciplinary, faculty from across the campus have taught CABT, Dance, English, and CG courses as part of the ACE learning community.

Relationships

The DMCP department is comprised of an interdisciplinary group of instructors who offer a unique blend of courses linked to non-DMCP course through ACE learning communities. We work closely with the English and Counseling departments to create a group of courses that students take together as a cohort. In addition to the three DMCP courses, ACE learning communities are embedded with English 1A Plus, Library 10 and CG54. As English 1A Plus (transfer level English with co-requisite support) is designated as additional support for students with lower high school GPAs, DMCP courses provide an additional layer of support and skill building for students to successfully complete transfer level English in their first semester of college. As one student described it, “you work in a small community the whole semester so you become really comfortable and don’t worry about asking the ‘stupid question.’ You become really comfortable with all your peers which is priceless! I’ve seriously taken at least four different English classes and withdrew from them all” before participating in the ACE program.

The power of the ACE model lies in its experiential coursework to “light the fire” from within and create a deep sense of belonging for students in the cohort. One of the guiding visions in DMCP pedagogy is the quote “Education is not the filling of a pail, but the lighting of the fire.” The ACE model consists of the Foundation Course (DMCP 401), the Foundations of Leadership Course (DMCP 10), and a series of professional development institutes and workshops that help empower faculty to teach experientially, focus on the affective domain, and prioritize culturally responsive teaching strategies.

A student described ACE in the following way: “The program is a combination of classes which equip you to succeed. The intensive foundation week creates a safe space to gain a new perspective about your life, explore your personal goals and get to know your cohort classmates. It gives you access to the latest information and resources about how your brain works, best practices on stress reduction, memory techniques and classwork management and how to turn regrets about past choices into strengths.”

The program is designed to spark the internal motivation and the will to struggle through the changes in mindsets and habits required to become a successful student. To this end, the Foundation Course and

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Foundations of Leadership courses enable students from minoritized backgrounds to, 1) become more aware of their unique strengths that have helped them survive and persist to this point; 2) learn fundamental professional skills around teamwork and communication; 3) learn how to apply their own unique strengths to academic and professional success; and, 4) form a peer network that reinforces team-building and communications skills while creating a community of fellow students for academic support throughout the college experience. As one student with an incarceration background said, “most of all what I am really taking with me will be the overall experiences with each of the instructors, classmates and staff. I never felt like I was being judged or looked at any different than the other students in the class. I went into ACE with a little fear, and I will be leaving with some much confidence, determination and willingness to apply everything in my life and career.”

Since 2001, the ACE program has provided Cabrillo College faculty with many opportunities for professional development. The National ACE Center’s Five-Day Experiential Learning Institute (FELI) is designed to inspire reflection and personal and professional transformation in FELI participants just as the Foundation Course is designed to do in students. Many Cabrillo faculty and staff have participated in FELIs, and it is common for faculty who have participated in a FELI to implement pedagogical strategies in non-DMCP courses. In recent years, DMCP faculty have facilitated FELI-inspired workshops for the counseling and math departments focused on teaching to the affective domain and engaging in culturally responsive teaching strategies. The expertise of DMCP faculty to provide professional development activities and workshops for Cabrillo faculty and staff has been a rich resource for the college that has expanded well beyond the DMCP department over the nearly twenty years since the development of the ACE program.

Cabrillo College’s Learning Communities Center (LCC) is an integral component of the ACE program and the work of the DMCP department. The LCC is highly relevant to the DMCP department because a majority of its enrollments are facilitated and managed through it. Due to the work of LCC staff, DMCP is well connected with the Alternative High Schools in our area, and many of our enrolling students attended Alternative High Schools. These students, coming from smaller learning environments, are seeking a “small school” within the larger college environment that focuses on community building and deeper relationships with faculty and staff. LCC staff members and interns provide critical support for ACE students (and other LC students, such as Puente, STARS and BIW). In addition to recruitment and enrollment activities, LCC staff provide a high-touch, high-support model for ACE students throughout the semester. LCC staff bring student services resources directly to students through scheduling counseling appointments and financial aid, Ed Plan, and scholarship workshops directly in DMCP courses. The LCCs wrap-around support combined with weekly ACE student support meetings (led by DMCP faculty) embed support into the student experience and create a network of resources that are more easily accessible for students in their first semester at Cabrillo. One ACE student said, “when I came to Cabrillo, I was overwhelmed with how to manage working, going to school and juggling my children’s needs too. The ACE program gave me the support and resources to make my dream to create a new career path possible.”

In recent semesters, the department has endeavored to further develop the relationship between ACE and Student Services. For example, we have now embedded Library, Student Services and the Office of Student Equity orientations and workshops during the first week of the semester, so that students are connected to the wide array of resources that Cabrillo College has to offer right away. Nurturing these relationships at the institutional level creates a critical web of support at the student level. One student explained “my teachers showed me time management and helped me push through the last part of the semester… I was directed to several other programs that also helped me with my anxiety and in the end, I was able to get the help that I needed to manage my problem.”

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Costs

As is demonstrated in the graph below, the section fill rates for DMCP tend to underperform the college average. Recruitment and registration has been difficult for the ACE program throughout the previous course cycle. Outreach and recruitment is managed by the Learning Community Center, and changes in outreach strategies, and assessment and placement practices manifest in section fill rates. Filling the spring semester cohort has been a challenge, as there are fewer “first time” students entering during the spring semester. However, it is important for the college to offer at least one learning community program for entering students during the spring semester, and ACE is currently the only program that provides this service. Current outreach practices by the LCC specialist have solidified relationships with Alternative Ed high schools, and many DMCP students come from local Alternative Ed high schools. With changes in assessment and placement that began in 2018-19, students are also receiving more internal referrals to learning communities (including PUENTE and STARS) to as a means to receive additional support post AB-705.

The graph below mirrors the information for fill rates, showing a significant dip in the 2016/2017 year.

79% 76% 80%90%

61% 59%

78%

90% 89% 86% 85% 83% 81% 80%

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2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19

Fill

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e

Academic Year

Section Fill Rates

DMCP College

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Reviewing the department’s income and expense over the previous cycle, the program averages less than one percent (0.54%) of the college expense and less than half a percent (0.35%) of the college income. In a cost benefit analysis, this is a small investment for the returns in success and completion for the URM population primarily served by ACE/DMCP.

Student Learning Outcomes

In addition to the Core 4, the department also assessed the following course SLOs:

DMCP 401 Foundation Course

DMCP 10 Foundations of Leadership

DMCP 111 Team Self Management (now replaced with DMCP 10)

DMCP 112 Social Justice Research Methods and Team Management (now replaced with DMCP 20)

DMCP 113 Field Study in Research Methods and Team Work (no longer offered as of Fall 2018)

Identify and articulate models of dynamic leadership and principals of team self-management

Analyze, synthesize, and apply models and stages of dynamic leadership and principles of team self-management

Core Competency II

Investigate and analyze a social justice topic using a scientific method-based research methodology

As a member of a team, produce an interview survey instrument for the purpose of community data collection.

Demonstrate the four stages of team development with

Analyze and critique the industrial model of

Present results of social justice research and

Present research findings using presentation

396 388

478 489

87

251

323

590555 543 543 530 531 523

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300

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500

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700

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19

Loa

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Load (WSCH/FTEF)

DMCP College

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the working styles required at each stage

education and its effects on students' performance in US public schools

resulting action plans to others

software and visual aids.

Develop communication skills for workforce preparation

Student Strengths: Students in the ACE program bring an incredible wealth of knowledge and lived experiences that DMCP instructors capitalize on in the classroom. Many of our students have overcome great obstacles to arrive in our courses, and it is their perseverance and strength that faculty tap into to help them build student identities and habits for college success. Our students excel at:

Transformation and reclaiming an educational space that for many of them was one of negative experiences and failure.

Storytelling in a way that redefines their own historical narrative and vision for their future.

Empathy with one another (across the many intersections of race, class, gender, sexual identity, income, abilities, and backgrounds) that develops a deep appreciation of diversity and cultivates a community of inclusion.

Providing high quality connection and support for one another.

Persevering through the semester despite difficult life obstacles.

Building relationships with faculty that demystifies higher education and utilizes their support.

Relating lived experiences to the theoretical framework of social justice.

Developing leadership and communication skills needed to culminate the semester with social justice research presentations in a public venue and providing solutions to complex issues.

Continuing the work of social justice activism long after their completion of the ACE program. Activities throughout the semester that contribute to student success:

ACE pedagogy and activities specifically designed to address the affective domain (building community, experiential activities, etc).

Social justice curriculum that builds on students’ lived experiences.

Weekly student support meetings where all faculty meet together as a team with each student to address their academic work across all courses, discuss external pressures, and recommend student support services that meet each student’s individual needs.

Student Challenges: Students face a myriad of challenges in their lives, including food insecurity, homelessness, under-preparedness for transfer level curriculum, immigration status, trauma, mental health (anxiety/depression), disabilities, system-impacted (including youth incarceration, parole/probation, family members with incarceration background, etc.), and the economic demands of living in one of the most expensive areas in the country. All of these challenges provide obstacles for academic success, most notably the time needed to focus and accomplish college-level reading and writing homework assignments. Our students have the capacity to do to do the work, but are often challenged by lack of resources (laptops, quiet space, etc.) and complex schedules (family obligations, work, etc.).

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The SLO process has provided the department with the framework to hold critical conversations regarding improvements to DMCP courses and the overall ACE program. Through these discussions, the department determined key reforms during this course cycle, including:

1. To turn the original Foundation Course (DMCP 110) into a non-credit course (now DMCP 401) and reduce the length of course time from 8 days to 5 days, and move from a late-starting program to begin on the first day of the semester.

2. To reduce the number of courses included in the ACE program so that it still is a full-time program that focuses the students’ energy on successfully completing transfer level English, the new transfer level DMCP courses (DMCP 20 Social Justice Issues and DMCP 10 Foundations of Leadership). Though the program is now fewer units (12 compared with 16+), students are able to focus their efforts on courses that count toward degree/transfer and create a high-velocity first semester experience.

3. To intertwine college resources in the DMCP 401 Foundation Course so that students are better connected to broader campus resources and begin building relationships external to ACE from the very beginning (ASC, Student Services presentation by the Vice President of Student Services, and the Office of Student Equity).

4. To have Library 10 instructors provide an introduction to Canvas and the fully-online Library 10 course during DMCP 401. Beginning in Fall 2019, the ACE program began including Library 10 (as a co-req with English 1A), and it became apparent that many students were struggling with navigating a fully online course without in-person contact with the instructor.

5. To incorporate student services workshops throughout the semester into DMCP 10 coursework, based on the specific needs of the cohort. These include financial aid, Ed Planning, and registration workshops provided by student services staff and counselors.

6. To address financial challenges and provide a class set of textbooks for each class in the ACE program (including non-DMCP courses).

These reforms have been recently implemented, and we have not had enough time to measure impact.

Student Success

Throughout the planning cycle the department has outperformed College rates of completion and success. As illustrated below, the five-year overall completion average for the department is in in the 90th percentile.

94.99% 95.67%91.08% 94.50% 93.68% 97.57%

88.32% 87.74% 88.60% 88.91% 88.69% 88.40%

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120.00%

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

Completion Rate

DMCP College

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As represented in the chart below, the department’s overall success rates are also higher than the college average over the past five-year planning cycle.

Equity:

Courses within our department enroll significantly more URM than the College’s overall rate. The chart below demonstrates that, on average, the DMCP enrollment rate has been 75% compared to the college average of 51%.

The department’s URM success and completion rates are also higher than the college average, as demonstrated in the two charts below.

77.36%85.34%

80.47% 80.04% 81.05%88.35%

73.73% 74.22% 74.77% 75.32% 75.58% 75.39%

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2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

Success Rate

DMCP College

70.49%

79.33%

70.49%78.82%

70.18%

81.07%

46.22% 48.70% 49.93% 51.77% 53.37% 54.64%

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2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

URM Participation Rate

DMCP College

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In addition to serving a higher percentage of URM students than the Cabrillo average, students in ACE cohorts tend to have multiple layers of obstacles that they must navigate, for example: students with a system-impacted (including youth incarceration, parole/probation, family members with incarceration background, etc.), in recovery, currently homeless or have a background of homelessness, currently or formerly in foster care, gang involvement, trans and non-binary students, LGBTQ identified students, and students with disabilities and/or mental health issues.

Results of Student Surveys

During the Fall 2019 semester PRO administered a survey of students in DMCP courses on both the Aptos and Watsonville campuses. The number of participants was 36. We included questions related to student engagement, similar to the questions included in the Survey of Entering Students Engagement (SENSE), as there is ample evidence regarding student engagement at the beginning of the semester as a critical indicator of student success.

76.42%

85.15%81.02% 79.33% 79.00%

88.02%

70.15% 70.52% 71.08% 72.07% 72.54% 72.12%

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2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

URM Success Rate

DMCP College

95.33% 95.45% 92.47% 93.80% 94.00% 97.01%

87.90% 87.09% 87.76% 88.09% 88.03% 87.51%

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2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

URM Completion Rate

DMCP College

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97% of respondents agreed that DMCP instructors want them to succeed in college; that participating in a DMCP course made them feel welcome at college, and that they learned about academic and student support courses through their DMCP course. These are very strong measures of early connections in student engagement.

82% said they were satisfied or very satisfied with their DMCP courses, and the following are some representative comments from the student survey:

“Personal growth for students of every age.”

“You get to connect to people you wouldn’t think you would get along with.”

“Being able to connect to people and getting to meet others.”

“The strengths of DMCP classes are the community for students, and lots of help for students and our communication skills.”

“They are very helpful, it helps you feel comfortable around others. You gain confidence.”

Most common suggestion to improve DMCP courses would be to shorten the length of day during the Foundation Course to be less than eight hours per day.

Curr iculum Review

During this course cycle we assessed the currency and relevancy of our courses and developed multiple new courses to better meet student needs within the context of Guided Pathways, AB705 regulations, Equity and best practices for student completion. These include: DMCP 10 – replacing remedial course with transfer level course. DMCP 20 – replacing remedial course with transfer level course.

DMCP 401 – replaced remedial course with non-credit course.

We updated the Foundations in Leadership and Management certificate language to be more student friendly and re-designed the learning outcomes to incorporate 21st Century Skills. Student representatives from the Equity Office reviewed the language and provided feedback and suggestions, which were incorporated into the final version.

As mentioned earlier, we also created soft-skills non-credit courses and certificates in collaboration with Cabrillo’s Internship and Work Experience Program, Student Employment, and Career and Technical Education (CTE): DMCP 402, 403, 404, and 405.

We also deactivated the following courses:

DMCP 111 Introduction to Team Self-Management (replaced with transfer level course DMCP 10)

DMCP 112 Social justice Research Methods (replaced with transfer level course DMCP 20)

DMCP 113 Field Study in Research Methods and Team Work (co-req with DMCP 112, no longer relevant)

DMCP 160A-ZZ Special Topics for the Academy for College Excellence Program (remedial courses no longer a best practice for first year students)

DMCP 510A-D Foundation Leadership Course Module A-D (replaced with DMCP 401 enhanced non-credit)

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DMCP 511A-D Team Self-Management Module A-D (replaced with DMCP 402 enhanced non-credit)

Goals and Recommendations

Progress on Previous Goals and Recommendations

Priority 1: Staffing for Guided Enrollment and Student Intake. At the writing of the previous Program Plan, the creation of the LCC was a relatively new development and was not adequately staffed. The LCC now has a 100% LCC coordinator position that alleviates the enrollment and student intake issues. However, it is imperative that the LCC staff continue to dedicate adequate time and resources to ACE program recruitment, enrollment and providing student support throughout the semester. As the LCC takes on new initiatives and program support, the college needs to ensure that adequate staffing (including student interns) is provided to accomplish those efforts and remain open during its posted hours (9am-4pm).

Priority 2: Curriculum Development and Improvement. This was accomplished in the past two years by replacing the remedial-level DMCP courses (DMCP 111, 112 and 113) with transfer level courses (DMCP 10 and DMCP 20) and moving the Foundation Course (DMCP 110) to non-credit (DMCP 401). All the semester-long DMCP courses are now UC/CSU transferable.

Priority 3: Faculty Development. The previous program plan made the following recommendations:

To support faculty who first begin teaching in ACE we recommend that the DMCP Department creates a mentoring program similar to the Math department’s faculty mentoring program. All new adjunct faculty that have been hired into DMCP have been partnered with senior DMCP faculty for one-on-one mentoring opportunities.

We recommend that interdisciplinary faculty who teach DMCP Department courses (e.g., DMCP 1110, 111, 112, 113) be evaluated in DMCP courses during their regular evaluation cycles scheduled by their primary department and that other ACE faculty are included on the evaluation team. To support the DMCP interdisciplinary department we recommend that this issue be addressed in the faculty union contract negotiations. The Division Deans will need to determine how best to implement this interdisciplinary faculty support structure. This was implemented sporadically, at the request of the faculty being evaluated.

We recommend that faculty who teach interdisciplinary courses (not DMCP courses, as suggested in the previous bulleted item, but courses like English, computer science, movement, taught as part of an ACE cohort) in the ACE cohort are evaluated during their regular cycle of evaluations in the ACE cohort section and that the evaluation team include other ACE faculty from their discipline when possible. To support the DMCP interdisciplinary department we recommend that this issue be addressed in the faculty union contract negotiations. The Division Deans will need to determine how best to implement this interdisciplinary faculty support structure. This was implemented sporadically, at the request of the faculty being evaluated.

Faculty in the department will participate in bringing presenters to the college to present to the larger community college faculty and staff on issues that help foster a healthy student culture. No funding was provided by the college to implement this plan.

We recommend that DMCP/ACE faculty attend ACE Center’s Bay Area Community of Practice meetings each semester as professional development. When the national ACE Center organized Community of Practice meetings, these meetings were well attended by Cabrillo DMCP faculty. The ACE Center no longer organizes CoPs.

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Priority 4: Facilities. This was accomplished by the designation of two rooms within the 500 building (512 and 513) designated as ACE specific classrooms. Now that the ACE program only runs one Aptos cohort per semester, the department has only required one designated classroom. Having a designated room for the ACE program has been very beneficial for students and faculty.

New Directions

The DMCP department and faculty are an incredible resource for Cabrillo College. With nearly twenty years of experience providing a cohort-model for incoming students, the department has critical knowledge and experience to share for the further development of Guided Pathways. Not only does the department serve an elevated number of URM students, our students tend to be some of the most under-served and minoritized student populations. Since its inception, ACE pedagogy has focused on teaching to the affective domain and building strong community for students – both of which are clearly identified as Culturally Responsive Teaching Strategies. Much has been learned over the past two decades regarding “basic skills students,” and as recommended practices have shifted based on research and evidence – high support models have emerged as a critical need in the post AB-705 environment.

During the next program cycle, the department will focus on collaborating inter-departmentally and cross-divisionally to support students to successfully complete transfer level coursework during their first year at Cabrillo. The department will seek to collaborate with other departments/programs and with Student Services to deepen Guided Pathways principals to provide a web of support for students during their first year at Cabrillo. DMCP can function as a strategic support for Guided Pathways endeavors; through our experience with cohort models, in-depth outreach to students to keep them attending college throughout the program (despite major life obstacles), and professional development workshops regarding community building, teaching to the affective domain, and project-based experiential education. Structurally, the department was designed to be inter-disciplinary and to collaborate across silos – a design that was forward thinking when it was created, and while it may not have settled easily into Cabrillo’s mechanisms in the past, it is highly adept to a Guided Pathways vision.

The department will seek to deepen key relationships across campus, including the following: 1) collaboration with the Office of Equity and its corresponding programs to better serve first generation college students and the student populations targeted by Equity. 2) Collaboration across current learning communities (Puente, STARS, and BIW) to integrate our existing first year programs with Guided Pathways. 3) Deepen our relationships with the English and math departments to support students in transfer level math and English during their first year at Cabrillo. 4) Further the department’s nascent work with CTE programs and CWEE efforts to develop students’ soft-skills and employability skills. Future collaboration includes the development of additional employability/soft skills modules with input from industry, and the work of integrating the soft skills modules into CTE/Work-based learning. Early planning has also begun for integrating DMCP courses in CTE summer programs to build cohorts and develop communication skills. 5) Collaborate with other programs across campus to create a jail to college pipeline and structured support for system-impacted students.

With the new directions of the department, it is an excellent time to rename the department from “Digital Management Career Prep” to “Career and Leadership Development.” When the original program, “Digital Bridge Academy” was founded in 2001 and was focused on bridging the digital divide, the department was aptly named “Digital Management Career Prep.” Nearly twenty years later, the new department name will better describe both the focus of the ACE program and the new collaborations with CTE programs and the employability/soft skills courses. When current DMCP students were asked for feedback regarding the new name, one student replied “it sounds like you are going to set me up for my future.” The new name will go into effect during the next course cycle.

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Relevance to Other College Plans

Because the ACE program is a first-year experience program for under-served students, it resides squarely at the intersection of Guided Pathway and Equity. All of the goals and recommendations included in this program plan are based on departmental SLO discussions and aimed at working collaboratively with colleagues across campus to institutionalize these initiatives.

Summary of Current Goals and Recommendations

The goals and recommendations listed below require collaboration across departments, divisions, and programs to work together to better support Cabrillo students. Through ACE trainings on pedagogy and curriculum, DMCP faculty are highly trained in high-value communication and facilitation skills, making us valuable team players for college wide initiatives.

The goals for the next instructional planning cycle are the following:

Goal 1: Integration with Guided Pathways and the five Career and Academic Pathways (CAPs).

Recommendation: Collaborate with CAPs to integrate learning communities within the Guided Pathways model. Our existing learning communities (STARS, ACE, PUENTE and BIW) should be integrated into CAPs, provide contextualized supports and courses and support Cabrillo’s new CAP model. No additional cost.

Goal 2: Develop a second semester cohort for ACE students. Recommendation: Utilizing Guided Pathways program maps, collaborate cross-departmentally to

create second semester cohort options for ACE students. We have done this successful in the past with the Communications Department, and are currently working with the Math department to designate Math 12 statistics course with co-req support for ACE alumni. During the next program cycle, the goal would be to institutionalize and automate this practice, so that it is built into the student experience and optimizes their potential for a high-velocity first year. No additional cost.

Goal 3: Provide professional development opportunities for our Cabrillo colleagues. Recommendation: Since its inception the DMCP department has been a professional development

resource for Cabrillo College. Over the next planning cycle, the department would aim to provide one Flex Workshop annually focused on community building, Culturally Responsive Teaching strategies, teaching to the affective domain, and/or experiential learning. At the College’s request, the department could also offer more in-depth workshops, such as the week-long FELI and the FELI-adapted 2-3 day workshops offered in 2018 and 2019 by DMCP faculty for counseling, math, and English faculty. No additional cost.

Goal 4: Support professional development opportunities for DMCP faculty.

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Recommendation: The CCCC system is currently undergoing major change and innovation across the state. Attending professional development workshops and conferences is a critical component for all faculty, particularly at this time. Because DMCP faculty have historically provided professional development workshops for Cabrillo staff and faculty, external learning has great capacity for being returned to Cabrillo and relayed to our colleagues through FLEX workshops. Because DMCP faculty are currently all adjunct, it is imperative that funding for attending conferences and other workshops is extended to adjunct faculty in addition to full-time faculty. Cost: Attend two conferences annually, estimated at $500 each ($1,000 annual cost)

Goal 5: Continued LCC staffing to provide wrap-around support for ACE students. Recommendation: It is imperative that the LCC staff continue to dedicate adequate time and resources

to ACE program recruitment, enrollment and providing student support throughout the semester. The support of the LCC staff has become a hallmark experience for ACE students. Student feedback of LCC staff has been consistently positive, and many students have provided the feedback that the individualized support provided by LCC staff made the difference between staying and leaving. As the LCC takes on new initiatives and program support, the college needs to ensure that adequate staffing (including student interns) is provided to accomplish those efforts. The LCC office should receive support to further create a welcoming space for students and provide student resources (tables for studying, snacks, etc). In Fall 2019 the LCC provided textbook loaning services to ACE students, and based on the Fall 2019 DMCP SLO department meeting, this service should continue and expand to a laptop loaning program as well. Continued LCC staffing: no additional cost Laptop loan program: Purchase 4 laptops, $500/each = $2,000 one time cost

Goal 6: Provide adequate faculty time to manage the ACE program and department chair responsibilities.

Recommendation: In order to support the work outlined in the program plan, the department should have a replacement hire for the retirement of the full-time faculty member in June 2017, and increase the units assigned to the Program Director role. The collaboration with CTE programs and the development of soft skills courses is a significant expansion of the work of the department, along with the collaborations required across multiple departments and offices (English, math, counseling, and the Office of Student Equity, among others) to accomplish the work of fully integrating DMCP courses into the fabric of the college. These collaborative relationships are necessary to ensure student success and support our mostly First Generation college students in successfully navigating beyond their first semester at Cabrillo.

Goal 7: Recommendation:

Go to the link below to submit goals and recommendations (resource requests) identified by the department,

in priority order: http://www.cabrillo.edu/services/pro/programPlanning/ResourceRequests.html

http://www.cabrillo.edu/services/pro/programPlanning/ResourceRequests.html

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Required Attachments

Course SLO Departmental Assessment Analysis Form

Department

DMCP

Meeting Date

1/25/2019

Course SLOs measured List the courses SLOs whose assessment results were discussed in this meeting

DMCP 10 – SLO 3

DMCP 401 – SLO 3

MDCP 112 – SLO 1 and SLO 2

Summarize the participation of your full-time faculty in this process (check one)

□ Robust participation

□ Satisfactory participation

□ Unsatisfactory participation N/A – DMCP has no full-time faculty

Summarize the participation of your adjunct faculty in this process (check one)



□ Unsatisfactory participation

If unsatisfactory, how will you improve participation next time?

N/A

Date of last assessment of these SLOs

Interventions tried after last assessment

Faculty that teach the same course met shared

effective teaching strategies and brainstormed

strategies for improving activities.

Faculty researched new materials to integrate into

courses and redesigned sections of courses to

have more recent materials (articles, videos, etc)

Faculty have worked to increase their clarity

around objectives for activities.

Assessment Tools (Give examples of major assignments your faculty used to measure the course SLOs)

Student presentations

Homework assignments

Essays

Group discussion

General Assessment Results (Summarize the overall results of your department ) Numerical results (average scores on pre and post tests, scores on rubrics evaluating major assignments or scores on test questions) What student needs and issues were revealed as a result of these scores?

Much of the coursework in DMCP courses is group

work. All of the faculty reported a range in the quality of

group work, with some teams producing excellent work

and others needing significant improvement. A common

theme was faculty recognizing that they needed to

provide more clarity in the objectives and do circulate

and provide more feedback in the moment, particularly

to the teams that struggled with the activities. One of the

issues that was revealed is that DMCP 112 coursework

may require too much team work and not enough

individual work for some students that are in low-

performing teams or those who may work better with

individual assignments rather than a large group project.

Students have many needs that arise throughout the

semester, and would benefit from connection to Cabrillo

resources from the very first week of the semester.

Rate the Results (circle the appropriate rating for the department overall)

4. Almost all have mastered the competency 3. Most have mastered the competency 2. Some have mastered the competency 1. Few have mastered the competency

Next Step in the Classroom to Improve Student Learning How might student performance be improved? Go through list. Highlight what items faculty felt would help them address the needs and issues that were revealed by the assessment. Delete the rest.

o State goals or objectives of assignment/activity

more explicitly

o Revise content of assignment/activities

o Revise the amount of writing/oral/visual/clinical or

similar work

o Revise activities leading up to and/or supporting

assignment/activities

o Increase in-class discussions and activities

o Increase student collaboration and/or peer review

o Provide more frequent or more comprehensive

feedback on student progress

o Increase guidance for students as they work on

assignments

o Use methods of questioning that encourage the

competency you measured

o State criteria for grading more explicitly

o As an instructor, increase your interaction with

students outside of class

o Ask a colleague to critique assignments/activities

o Collect more data

o Nothing; assessment indicates no improvement

necessary

o Other (please describe)

Next Step in the Department to Improve Student Learning Go through list. Highlight what items faculty felt would help them address the needs and issues that were revealed by the assessment. Delete the rest.

o Offer/encourage attendance at seminars,

workshops or discussion groups about teaching

methods

o Consult teaching and learning experts about teaching

methods

o Encourage faculty to share activities that foster

competency

o Write collaborative grants to fund departmental

projects to improve teaching

o Purchase articles/books on teaching about

competency

o Visit classrooms to provide feedback (mentoring)

o Create bibliography of resource material

o Have binder available for rubrics and results

o Analyze course curriculum,, so that the department

can build a progression of skills as students advance

through courses

o Nothing; assessments indicate no improvements

necessary


Priorities to Improve Student Learning (List the top 3-6 things faculty/staff felt would most improve student learning)

1. Review all the curriculum for DMCP 401 and

create time during the course to invite Cabrillo

resources to present and provide orientations

during the one-week course.

2. Revise DMCP 401 curriculum to include new

leadership development materials and activities.

3. Develop a transfer level social justice issues

course to replace DMCP 112 that would include

group projects, but not a group project that

spanned the entire semester.

Timeline for Implementation (List the steps you will take to implement these priorities, along with a timeline)

All of the priorities listed above should be implemented

during the spring semester to launch the changes to

curriculum and the introduction of resources for Fall

2019.

How do you believe this will impact departmental budget requests and other types of resources?

It should not have an impact.

Next Assessment- in how many years will you assess this competency again (1-6)

In 3 terms.

Course SLO Departmental Assessment Analysis Form

Department

DMCP

Meeting Date

August 25, 2017

Course SLOs measured List the courses SLOs whose assessment results were discussed in this meeting

The following ACE course SLO’s were all assessed during the Fall 2017 semester: DMCP 110: SLO # 1. Analyze and apply models of dynamic leadership SLO #3 Synthesize the 4 stages of team development with the working styles required at each stage. DMCP 112 SLO# 2 Present results of social justice research and resulting action plans to others DMCP 113 SLO #2 Present results of research findings using presentation software and visual aids. For purposes of this DepartmentAnalysis DMCP 10 SLO’s were reported on DMCP 10 SLO#1 Analyze, synthesize and apply models and stages of dynamic leadership and principles of team self-management.


Robust participation X Satisfactory participation □ Unsatisfactory participation


Robust participation X Satisfactory participation



Date of last assessment of these SLOs

DMCP 10 new course this is the first time it has been assessed. The SLO’s for the other courses were last assessed in 2013


Increased collaboration and coordination between ACE instructors to help students apply the concepts of team leadership in all ACE courses

Assessment Tools (Give examples of major assignments your faculty used to measure the course SLOs)

DMCP 10 Instructor assigned students a reflective analysis (essay) of the student’s working styles and the application of the working styles to their learning as well as to other areas of their lives. Prior to the assignment student participated in readings, lectures, class discussions and class activities to demonstrate the application of the concepts of dynamic leadership and team self- management.


The students’ essays were evaluated on a Grading Rubric that included letters grades A through F. For the Working Style portion of the essay The results were as follows 38% of the students received “A” s 19 % of the students received “B”s 14 % of the student received “C”s 10 % of the students received “D”s 19% of the students did not address the writing prompt for the working styles For the Conversation Meter portion of the essay the results were as follows 19% of the students received “A”s 19% of the students received “B”s 19% of the students received “C”s 10 % of the students received “D”s 33% of the students did not address the Conversation Meter writing prompts The students who wrote about their understanding and use of these concepts demonstrated their ability to apply the concepts. Only 10% of the students did not understand the concepts or how to apply them well. 19-30 % of the students did not respond to the writing prompts related to SLO so it is difficult to assess whether it is due to their lack of understanding and applying the concepts or to other factors including writing skills, inadequate time to fully complete the assignment and affective issues related to intimidation around academic assignments

RatetheResults(circletheappropriateratingforthedepartmentoverall)

4.Almostallhavemasteredthecompetency3.Mosthavemasteredthecompetency

2.Somehavemasteredthecompetency1.Fewhavemasteredthecompetency


o State goals or objectives of assignment/activity more explicitly

o Revise content of assignment/activities o Revise the amount of writing/oral/visual/clinical or

similar work o Revise activities leading up to and/or supporting

assignment/activities o Increase in-class discussions and activities o Increase student collaboration and/or peer review o Provide more frequent or more comprehensive

feedback on student progress o Increase guidance for students as they work on

assignments o Use methods of questioning that encourage the

competency you measured o State criteria for grading more explicitly o As an instructor, increase your interaction with

students outside of class o Ask a colleague to critique assignments/activities o Collect more data o Nothing; assessment indicates no improvement

necessary o Other (please describe)Provide more scaffolding

in the development of the essay

Next Step in the Department to Improve Student Learning Go through list. Highlight what items faculty felt would help them address the needs and issues that were revealed by the assessment. Delete the rest.

o Offer/encourage attendance at seminars, workshops or discussion groups about teaching methods

o Consult teaching and learning experts about teaching methods

o Encourage faculty to share activities that foster competency

o Write collaborative grants to fund departmental projects to improve teaching

o Purchase articles/books on teaching about competency

o Visit classrooms to provide feedback (mentoring) o Create bibliography of resource material o Have binder available for rubrics and results o Analyze course curriculum,, so that the department

can build a progression of skills as students advance through courses

o Nothing; assessments indicate no improvements

necessary o Other (please describe)Attend workshop,

seminars or discussion groups on how to better scaffold a writing assignment

o Collaborate with ACE English Faculty to support a combined English/DMCP 10 assignment


1. Increase the application and practice of dynamic leadership and team-self management throughout the semester in each ACE course

2. We continued to discuss incorporating a review by ACE English Instructors into the social justice research team’s development of their slide presentation in order to provide feedback on the written content of the students presentations and action plans.

3. Explore ways to update the Conversation Meter curriculum including the development of a new video that provides examples of each part of the Conversation meter


Discuss and brainstorm additional ideas at next ACE Department Meeting Fall, 2018

Faculty Attend Best Practice Trainings Explore funding options for the creating of an

updated Conversation Meter video will follow up during Fall 2018 semester

Initiate the possibility of collaboration with the Cabrillo Theatre Arts Department or with the

Digital Nest Program in Watsonville to produce video will followup during Fall 2018 semester.


The ideas that were generated would include requests for funding for faculty to attend Best Practice Trainings and conferences To generate funding to produce new Conversation Meter video.


3 years

Revised 4/13/14

Core 4 Departmental Assessment Analysis Form

Department

DMCP

Meeting Date

11-28-16

Core Competency measured

I Communication



X Satisfactory participation □ Unsatisfactory participation

Our Department has one full time faculty Diego Navarro who was present at the meeting


□ Robust participation X Satisfactory participation

□ Unsatisfactory participation Nearly all the faculty who teach in the ACE cohorts are adjunct faculty, and they usually feel very committed and dedicated to the ACE program, even if it is not their home department.


Date of last assessment of this competency

Spring Semester, 2015


Foundation Course Paper assignment has been adapted to provide students with more support and resources. Currently during the second week of DMCP 110, students are provided with a “mini” workshop on outlining and mind mapping as an introduction to beginning their paper. They turn in their outline as a requirement for DMCP 110 and they work on developing their outline into an essay during the beginning weeks of their English Course

Assessment Tools (Give examples of major assignments or tools used to measure the competency)

Students were given an in class assignment to assess their understanding of the “Conversation Meter” a communication tool that students are introduced to in

Revised 4/13/14

DMCP 110. This communication strategy is discussed again in DMCP 111, particularly in small group activities and in DMC 112 where student are working in Social Justice Teams.


In general the results indicate that students are able to identify patterns of effective communication with friends and family. The students who received lower scores seemed to understand the concepts but were still challenged to apply the concepts in their daily live. Of the 15 students who completed the assignment: 9 received 30 points (full credit) 1 received 28 points 4 received 25 points 1 received 15 point Students need consistent practice and re-enforcement to support their changing their communication patterns. Part of this practice involves reflection and awareness of their own and others reaction to stress triggers and how to minimize the effect of this. The conversation meter and communication strategies that are introduced in DMCP 110 need to be addressed both formally and informally for students to be able to consistently apply.

RatetheResults(circletheappropriateratingforthedepartmentoverall)Whatdotheseresultstellyouabouthowwellstudentsaremasteringtheseskillsfor:

Departmentaldegree:4.Almostallhavemasteredthecompetency3.Mosthavemasteredthecompetency2.Somehavemasteredthecompetency1.Fewhavemasteredthecompetency

TheGeneralEducationProgram:4.Almostallhavemasteredthecompetency3.Mosthavemasteredthecompetency2.Somehavemasteredthecompetency1.Fewhavemasteredthecompetency

Thecorecompetency:4.Almostallhavemasteredthecompetency3.Mosthavemasteredthecompetency

Revised 4/13/14

2.Somehavemasteredthecompetency1.Fewhavemasteredthecompetency


o State goals or objectives of assignment/activity more explicitly

o Revise content of assignment/activities o Revise the amount of writing/oral/visual/clinical or

similar work o Revise activities leading up to and/or supporting

assignment/activities o Increase in-class discussions and activities o Increase student collaboration and/or peer review o Provide more frequent or more comprehensive

feedback on student progress o Increase guidance for students as they work on

assignments o Use methods of questioning that encourage the

competency you measured o State criteria for grading more explicitly o As an instructor, increase your interaction with

students outside of class o Ask a colleague to critique assignments/activities o Collect more data o Nothing; assessment indicates no improvement

necessary o Other (please describe)

Next Step in the Department to Improve Student Learning Go through list. Highlight in bold what items faculty felt would help them address the needs and issues that were revealed by the assessment. Delete the rest.

o Offer/encourage attendance at seminars, workshops or discussion groups about teaching methods

o Consult teaching and learning experts about teaching methods

o Encourage faculty to share activities that foster competency

o Write collaborative grants to fund departmental projects to improve teaching

o Purchase articles/books on teaching about competency

o Visit classrooms to provide feedback (mentoring) o Create bibliography of resource material o Have binder available for rubrics and results o Analyze course curriculum,, so that the department

can build a progression of skills as students advance through courses

o Nothing; assessments indicate no improvements necessary


Revised 4/13/14

Priorities to Improve Student Learning (List the top 3-6 things faculty felt would most improve student learning)

1. Have faculty consistently refer to Conversation Meter in each of our classes. 2.Have faculty model effective communication 3. Explore the cost and feasibility of creating a new video to replace the out dated Conversant Solutions Video used in DMCP 110 to illustrate the Conversation Meter.


Items 1 and 2: Discuss with faculty and students at weekly Student Support meetings ongoing Item 3: Contact Conversant Solutions Organization to explore this option. By the end of Spring, 2017 semester


Items 1 and 2 will have no new budget implications as long as Weekly Student Support Meetings continue to be funded.

Revised 4/13/14

Item 3 would involve video production costs. DMCP Program Directors will contact Conversant Solutions to discuss their interest in developing this video or pursue other funding options


2 years

Revised 4/13/14

Core 4 Departmental Assessment Analysis Form Prepared by Ann Endris and Gail West

Department

DMCP

Meeting Date

12/17/15

Core Competency measured

Global Awareness III




□ Unsatisfactory participation N/A DMCP has one full time instructor, who was on

sabatical






N/A

Date of last assessment of this competency


DMCP has recently transitioned to new program

directors and do not have historical data. DMCPs one

full time faculty member is on sabbatical this year.

Assessment Tools (Give examples of major assignments or tools used to measure the competency)

DMCP 110:

After a lecture and power point demonstration about the Industrialization of Education students were asked to journal about their understanding of the effects of the current education system in general and in their own lives. After a written journal reflection the instructor facilitated a class discussion. DMCP 111: Hero’s Journey Paper: describing the universality

of the 12 steps of the hero’s journey in relationship to the

personal life experience.

Revised 4/13/14

DMCP 113 is a one-week intensive course, M-F from 9am to 3pm. Students administer 120-150 surveys (30-35 questions each), input the date into an excel spreadsheet, and calculate percentages of responses for each question. The week culminates in a team presentation of their “preliminary findings.” Each team must prepare a power point presentation that includes: 1. The team’s research questions. 2. The number of people surveyed. 3. Who you surveyed. Include demographic

information such as age, ethnicity, income—any variables that help you describe WHO filled out your surveys.

4. Five findings that you think are interesting,

thought provoking, or surprising. Explain WHY you think the data is interesting. Findings are the percentages you calculated for each survey question: “30% of survey respondents reported they eat fast food 3-4 times per week.”

5. Five findings that you team thinks are not very

interesting. Explain WHY you don’t find the data interesting (this could be fewer than five, depending on what you think about your data).

Your team’s “preliminary observations.” Preliminary observations are your first step in interpreting the data. How do your findings answer your research questions? What thoughts come to mind as you look over your findings? Try to take a step back and take in the larger picture the data is painting for you, try to make connections. What is the data telling you?


DMCP 110: Of the 26 students present, all were able to write about the basic concepts of the Industrialization of Education. 19 students understood the concept of the Industrialization of Education and could point out ways that this system created unequal access to education for many students of color, or who were growing up dealing with the effects of poverty and other conditions that prevented their having full access to educational opportunities. 10 Students also wrote about the effects of unequal access to educational resources in their own lives. The class discussion further addressed feelings of anger,

Revised 4/13/14

surprise, relief, and a renewed sense of purpose as they realized they have some control over their current educational experience. DMCP 111: In general the students understood the relevancy of the hero’s journey in the development of the collective and personal aspects of the psyche. 90% completed a paper with clear understanding of the steps and continuum of the hero’s journey. The students need more English grammar, and tutoring in writing. In general they had deep and difficult life challenges to deal with. DMCP 113: For the Preliminary Findings presentations, one team produced A level work, two produced B level work, and a fourth team produced C level work. All teams excelled with points 1-5 (see above), but struggled with points 6-8. This is common at this point at the semester, especially since this is the first day they have had a chance to review their data and think about what it means. We spend the rest of the semester (in DMCP 112) analyzing the data and digging into what the percentages mean for the community, how the numbers answer the team’s research questions, etc. This class also represented a typical spread in my courses, with one team excelling, two teams with B level work, and one team struggling to complete the work and develop sophisticated analysis. The A level team always creates a model for the other teams to strive toward, and by the end of the semester most of the teams have improved by emulating the A level team. Students who did not perform well had: -Disabilities -Poor communication skills -Poor learning habits (cell phone distractions, difficulty remaining on task, etc). Teams that did not perform as well had: -Communication problems and team conflict.

Rate the Results (circle the appropriate rating for the department overall)

Departmental degree: 4. Almost all have mastered the competency

Revised 4/13/14

What do these results tell you about how well students are mastering these skills for:

3. Most have mastered the competency 2. Some have mastered the competency 1. Few have mastered the competency N/A

The General Education Program: 4. Almost all have mastered the competency 3. Most have mastered the competency 2. Some have mastered the competency 1. Few have mastered the competency N/A

The core competency: 4. Almost all have mastered the competency 3. Most have mastered the competency 2. Some have mastered the competency 1. Few have mastered the competency


o Increase guidance for students as they work on

the assignment

o Other:

o Improve the measurement tool o Include more team communication activities

earlier in the week to build team consensus and conflict resolution skills.

Next Step in the Department to Improve Student Learning Go through list. Highlight in bold what items faculty felt would help them address the needs and issues that were revealed by the assessment. Delete the rest.

o Offer/encourage attendance at seminars,

workshops or discussion groups about teaching

methods


competency

o Other (please describe) -Social Justice Research Instructors (DMCP 112 and 113) discussed sharing activities and providing peer reflection and mentoring for each other. -Instructors suggested sharing reading materials regarding teaching methodologies and best practices. The article “Respect Differences? Challenging the Common Guidelines in Social Justice Education” was distributed to all DMCP instructors. -Social Justice Research (DMCP 112) instructors and TSM instructors (DMCP 11) discussed TSM instructors providing more team communication

Revised 4/13/14

activities and materials in TSM to support the team projects in the Social Justice Research course. -English instructors (non-DMCP courses, but part of the learning community) were encouraged to engage students in a social justice research curriculum and ideally assign a research paper on the same topic as the team project in the Social Justice Research course. Research papers in the English class would help students develop their analytic abilities regarding the data they collected in the Social Justice Research class, which would in turn improve the students’ team presentations in the Social Justice Research Course.

Priorities to Improve Student Learning (List the top 3-6 things faculty felt would most improve student learning)


competency

o TSM instructors providing team communication

curriculum to support SJRC curriculum.

o English instructors to assign research papers

about the social justice research topics.


Discuss at department meetings and set individual

goals for each semester.

Revised 4/13/14


It will not impact budget requests.


In three years.

Transfer and Basic Skills Departmental Assessment Analysis Form

Note: Individual Assessment Form precedes this form.

Use the form below to summarize the results of the department meeting in which you discussed the core competency assessment process or the assessment of course SLOs. Append this form to your Instructional Plan and incorporate the results into the narrative of your plan.

Department

Academy for College Excellence

Meeting Date

05/18/15

Number of Faculty/Staff participating in dialogue Number of Faculty/Staff sharing Assessment Results Total number of faculty/staff in department

FULLTIME ADJUNCT 2 7 1

Core Competency or Course SLOs measured

Core Competency II: Critical Measured in DMCP 110, 111, 112, 113

Assessment Tools (Give examples of major assignments your faculty/staff used to measure the competency or course SLOs)

Assessment Results (Summarize the overall results of your department

What student needs and issues were revealed? Were there any areas where student performance was outstanding? Any areas where it can be improved? NextStepintheClassroomtoImproveStudentLearningHowwillyouaddresstheneedsandissuesthatwererevealedbyyourassessment?Gothroughlist.Highlightwhatitemsyoufeelwouldhelpimprovestudentlearningandyourteaching.Deletetherest.

o State goals or objectives of assignment/activitymoreexplicitly

o Revisecontentofassignment/activitieso Revise the amount of writing/oral/visual/clinical or

similarworko Revise activities leading up to and/or supporting

assignment/activitieso Increasein-classdiscussionsandactivitieso Increasestudentcollaborationand/orpeerreviewo Provide more frequent or fuller feedback on student

progresso Increase guidance for students as they work on

assignmentso Usemethodsofquestionsthatencouragecompetencyo Statecriteriaforgradingmoreexplicitlyo Increaseinteractionwithstudentsoutsideofclasso Askacolleaguetocritiqueassignments/activitieso Collectmoredatao Nothing; assessment indicates no improvement

necessaryo Other(pleasedescribe)

NextStepintheDepartmenttoImproveStudentLearningGothroughlist.Highlightwhatitemsyoufeelthedepartmentcantaketohelpimprovestudentlearningoryourteaching.Deletetherest

o Offer/encourageattendanceatseminars,workshopsordiscussiongroupsaboutteachingmethods

o Consult teaching and learning experts about teachingmethods

o Encourage faculty to share activities that fostercompetency

o Write collaborative grants to fund departmentalprojectstoimproveteaching

o Provearticles/booksonteachingaboutcompetencyo Visitclassroomstoprovidefeedback(mentoring)o Createbibliographyofresourcematerialo Havebinderavailableforrubricsandresultso Analyze course curriculum to determine that

competency skills are taught, so that the departmentcan build a progression of skills as students advancethroughcourses

o Nothing; assessments indicate no improvementsnecessary

o Other(pleasedescribe)


110: use the foundation course paper to assess each student at the end (this time we did the eif vignettes) (starting the FC paper on Th am using outline/mindmapping) Prestats class for 112/113 Bring back 115 B tie it to sociology Interview a person with critical questions (or expand the style assessment of friend , to write a paragraph asking critical questions)

Implementation (List the departmental plans to implement these priorities)

Timeline for Implementation (Make a timeline for implementation of your top priorities)

digital management career prep instructional planning ......in college and beyond. the ace/dmcp...

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