Action Project

This Action Project has been divided into three components: 1. Online Learning 2. Maximizing Access, and 3. Development Education. Online Learning – During year three, we began implementation of the Online Learning Task Force’s recommendations identified in year two. 1) Redesigned online learning web page as a more user-friendly interface consistent with the college’s web presence; 2) Adopted, implemented and communicated ICCB’s definitions of online/distance learning; 3) Began to develop an online learning technology plan by compiling recommendations; 4) Increase online course management faculty training using the recently updated version of the Blackboard system including online pedagogical principles allowing proactive online student assessment/progress monitoring and course facilitation; 4) Develop timeline for completion of online student services which will be facilitated by the recent kickoff of the Datatel business system infrastructure that can support more online student development functions; 5) Additional activities: a) survey of faculty technology skills and competencies, b) researching current assessments of student readiness for online learning, c) participate in statewide research on student retention in distance learning courses, d) The newly hired Director of Nontraditional Learning will work with the Task Force to continue implementing the recommendations. Maximizing Access - A college-wide team, co-chaired by Academic Affairs and Student Development vice presidents, continues to meet twice annually to debrief on student access and scheduling (SAS) issues. Key staff report on what went well, what needs improvement, and considerations for future planning. In addition, informal debriefings are held after each semester to review how each semester went and identify immediate changes for the next semester. Developmental Education –Developed a plan to pilot recommendations that address needs of English Language Learners from admission through testing and enrollment. These recommendations have been approved by the vice presidents of student development and academic affairs as well as the deans responsible for implementation. Input from the vps and deans has been incorporated into the pilot plan and timeline which will soon be reviewed by the full committee. Pilot components will be implemented this academic year. The pilot includes development of 1) an English Language Learners (ELL) Center, 2) a ELL-targeted marketing and recruitment plan, and 3) an ELL orientation program. Also, the admission process will be revised to ensure early identification and appropriate testing and advising referrals of ELL students; and educational processes in the Intensive English Language program will be reviewed.

Online Learning – The Task Force, including representation of all stakeholders, meets regularly, communicates via email, and conducts various research efforts to inform progress. All members are encouraged to provide continuous input throughout the process. Maximizing Access - Collaboration between academic affairs and student development occurs on a regular basis. People with major responsibility for insuring student access and scheduling meet regularly to discuss issues affecting this project. The Student Access & Scheduling (SAS) Team involves staff members from across all college divisions so communication is widespread, and those with major responsibility for insuring student access and scheduling meet regularly. Also, related access and scheduling issues often are brought before the Enrollment Management and Marketing Team’s monthly meeting. Developmental Education - Involving a variety of people in the project was critical to the success of the project. Committee members, including administrators, faculty, advisors, and support staff, were identified and invited to participate in the initiative based on their contact with English language learners. Because the project crosses two divisions, both vice presidents reviewed and approved it and then deans developed the timeline for implementation.

Online Learning – The Task Force will continue reviewing the status of each recommendation and prioritizing next steps for implementation. We have begun making plans to increase workshop offerings based on faculty needs. We also plan to evaluate the implementations we have already made to determine if adaptations are required. Maximizing Access – 1) Continue the SAS Team fall and spring meetings and the informal debriefing each semester; 2) Training and implementation of the Ad-Astra scheduling software package; 3) Continued scheduling discussions related to building transitions. Developmental Education – 1) Review of the pilot project and timeline by the entire committee; 2) Develop implementation groups for each recommendation; and 3) Groups develop their list of specific tasks, responsibilities, and timelines. Selected components will be implemented this academic year with the hope that the entire project will be implemented within the next two years.

Online Learning – The most effective practice that has resulted from our work is the use of a collaborative approach to decision-making. Engaging a team of stakeholders and gathering their input in the decision-making process helps to boost morale, establish buy-in for policies and procedures, and leads to more satisfied stakeholders. Also, the sharing of diverse perspectives as we explore solutions gives us the opportunity to work toward our common goal of enhancing student success. Maximizing Access – 1) Development, implementation and review of the Monday-Wednesday-Friday scheduling process for A.A. and A.S. offerings; 2) Implementation of student e-mail and campus communication system; 3) Distribution of enrollment reports and minutes to key leaders and stakeholders; 4) Participation in SAS meetings and completing SWOT reports; 5) Collaboration between academic deans and registration to add classes during the enrollment period; 6) Completion of a stronger late-start schedule. Developmental Education –We learned early that many areas interacted with ELL students but we were not addressing these students’ needs holistically. The pilot centralizes programs and services in one area with support from other areas of the college. It also provides programs tailored to ELL students’ needs while remaining consistent with college processes. Throughout the development of the pilot project, we have continuously needed to question historic assumptions including our “open door” philosophy and the need to develop specific programs for specific populations of students. Other institutions may find our collaborative development process valuable as well as our discussion about the “open door” philosophy. As we implement the pilot project, they might also be interested in the programs and services that we have developed.

Online Learning –The complexity of this project’s goals is a major challenge. Much of our progress is contingent upon the progress of other institutional initiatives that are in various stages of completion. For example, in order to develop online student development components, we must work with plans from many other departments before determining a definitive timeline. In addition, our director, Non-Traditional Learning position was vacant for a year. Despite these challenges, we have made progress. However, we still need to evaluate and determine the effectiveness of the newly implemented processes. The issues are multifaceted and complex making it difficult to focus the task group’s discussions on one issue until it is resolved. Maximizing Access - Student access and scheduling will be negatively affected by the space limitations during the campus expansion projects. Implementing scheduling software will change the way access to space is currently assigned to different departments/divisions of the college. Continued collaboration, planning, and meaningful communication must be constantly addressed. Developmental Education – The comprehensive scope of this project, requiring the involvement of a variety of people at all levels and from two divisions of the college, has been a challenge since the project’s inception. In order to secure buy-in, it was vital to include all stakeholders in the process of review and the development of the pilot, which slowed the pace of the project. The recommendations of the group challenge our historic “open door” philosophy of admission and require significant changes to our information systems and student record system. Involving all stakeholders and launching as a pilot initiative will help us garner buy-in and ultimately improve ELL student success.