Action Project

This Action Project has been divided into three components: Online Learning, Maximizing Access, and Developmental Education. Online Learning – The Director of Nontraditional Learning and the Online Learning Task Force continued implementing recommendations identified in Year Two. 1) Fully adopted and implemented IL Community College Board definitions for online/distance learning in all publications; 2) Extended faculty workshops on Internet Course Management by: a) re-vamping, piloting, and evaluating training about developing and facilitating Internet and Internet Hybrid courses. Expanded training to provide more in-depth exploration and hands-on applications of best practices for Internet course design, development and facilitation. b) Expanded and evaluated training about Blackboard Learning Management System, including covering more software features, offering more sessions and an online workshop; c) Launched pilot training for experienced faculty focused on the latest technology tools, best practices, and exploring solutions to common obstacles faced by online teachers. 3) Updating online learning website to provide accessible and useful faculty and student resources by adding new and reorganizing existing resources based on user feedback; 4) Explored options for assessing students prior to enrollment in online courses and launched a one-semester pilot of a commercial tool. The feedback from a pilot group of faculty, staff, and students resulted in a decision to not use this tool and in plans for another pilot; 5) Several campus teams are collaboratively developing a strategic plan and policy document for online learning and related technologies. Faculty are providing feedback on desired features for the Learning Management System, and best practices are being used to draft policy statements that govern learning technologies. 6) Performed preliminary environmental scan documenting the current status, and challenges, of our online student services. A new Business System, currently being implemented, will ideally alleviate many of these challenges. 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 - Several initiatives from the Year Three plan were initiated. English Language Learner (ELL) Center committee was created, including Multicultural Student Affairs, Admissions and Recruitment, International Student Affairs, Testing Center, and Enrichment Programs. Determined that the Center would be housed in the Multicultural Student Affairs (MSA) Office as a centralized location for recruitment and general information, assessment referral, orientation, and advising of English language learners. Six subcommittees are addressing key areas: ELL Center, marketing and recruitment, admission process, orientation program, assessment and placement, and curriculum. Additional English language competency questions have been added to the enrollment form, resulting in ELL students referred to the Center. Two part-time ELL Specialists were hired to work with the increasing ELL student population.

Online Learning – The Task Force meets regularly, communicates through the Director, Non-traditional Learning and via e-mail, collects stakeholder feedback and provides progress updates to stakeholders. Maximizing Access - Collaboration between academic affairs and student development occurs on a regular basis. People with major responsibility for facilitating 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. Developmental Education - Extensive marketing of the Intensive English Language Program (IELP) evening program was implemented to increase enrollment and support the new English Language Learners Center. Information was provided to all college departments that have direct student contact, admissions included information in community presentations, adjunct IELP instructors promoted the evening classes with current students. Additionally, math instructors, Academic Skills Center staff and librarians help coordinate activities that support ELL needs. Community libraries received program literature, letters were mailed to MVCC students indicating English was their second language, a news release was published in the local paper, and businesses in Blue Island (community with large Hispanic population) were personally contacted.

Online Learning - The Online Learning Task Force is partnering with other related campus teams under the guidance of a college-wide Strategic Technology Committee. The Task Force will reconvene with some additional members and revise tasks based on progress made on original six recommendations. 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) Developing a comprehensive, proactive/intensive recruitment and marketing plan for all 26 district communities with marketing materials that explain learning opportunities for ELL students. 2) Improving ELL assessment and placement by requiring students to meet with staff prior to assessment to determine appropriate placement test. 3) Implementing mandatory orientation for ELL students to provide information on the college experience, policies, procedures, interpretation of placement test scores, class requirements and registration. 4) Reviewing the IEL program to determine if the current curriculum, course scheduling and number of sections is meeting student needs. 5) Further investigation on potential workshops, support resources, and the needs of ELL subgroups.

Online Learning – A definite strength is our collaborative decision-making process which allows opinions and perspectives to flow across and within departments results in for improved outcomes supporting our overall college mission and values. 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 - Two beneficial initiatives resulting from the ELL pilot are mandatory orientation and evening classes.

Online Learning - The greatest challenge results from the systemic change taking place at our institution. Several campus-wide initiatives are taking place at once and much of our work is dependent upon the decisions and outcomes of other projects. Additionally, many of our team members serve on several other project teams, so the workload is heavy and discussions can be long and intense. Further, it can be difficult for people to accept and embrace a new way of working—even if it may yield improved processes and outcomes. Strategies to manage and cope with change at an institutional and individual level would be beneficial. 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 ELL population faces the challenge of finding money to pay for their education. With the economic downtown, many of these students have lost jobs which may not have required any specific education. They now need to improve their written English, but they often lack tuition money. Another challenge is identifying space to work with small groups of students and to provide computers for student use.