Literature and Language Arts / Library & Learning Center

Literature and Language Arts / Library & Learning Center Program Review

2017

Program Review 2017 [Top] Page | 1

Literature and Language Arts / Library & Learning Center Program Review 2017 Contents Executive Summary ................................................................................................................................................................................................. 2

Administrative Area Overview ............................................................................................................................................................................ 3

The Mission of Modesto Junior College ................................................................................................................................................... 3

Program Overview ............................................................................................................................................................................................. 4

Student Achievement and Completion .......................................................................................................................................................... 5

College Goal for Student Achievement Increase Scorecard Completion Rate for Degree and Transfer ...................... 5

Success ................................................................................................................................................................................................................... 5

Fill Rate and Success Data: ....................................................................................................................................................................... 5

Equity Success Rate and Award Data: .................................................................................................................................................. 6

Face-to Face v. Online Success and Equity Data: ............................................................................................................................ 7

College Profile .................................................................................................................................................................................................. 12

Remedial / ESL .................................................................................................................................................................................................. 12

Transfer Level Achievement ........................................................................................................................................................................ 13

Completion ........................................................................................................................................................................................................ 14

Student Learning and Outcomes Assessment .......................................................................................................................................... 15

Administrative Unit Outcomes (AUO) .................................................................................................................................................... 15

Institutional Learning Outcomes (ILO) ................................................................................................................................................... 17

Analysis, Planning and Continuous Quality Improvement: AUOs and ILOs ........................................................................... 17

Program Analysis .................................................................................................................................................................................................. 18

Program Personnel ......................................................................................................................................................................................... 18

Division Productivity Measurements ...................................................................................................................................................... 19

Long Term Planning and Resource Needs ................................................................................................................................................. 20

Long Term Planning ....................................................................................................................................................................................... 20

Resource Request and Action Plan: Literature and Language Arts ........................................................................................... 21

Resource Request and Action Plan: Library & Learning Center .................................................................................................. 21

Evaluation of Previous Resource Allocations....................................................................................................................................... 22

Developmental Education Questions ........................................................................................................................................................... 23

Achievement Rate for time to complete transfer level ................................................................................................................... 23

Appendix .................................................................................................................................................................................................................. 24

Optional Questions ........................................................................................................................................................................................ 24


Executive Summary

Provide an executive summary of the findings of this program review. Your audience will be your Division Program

Review Group, the MJC Program Review Workgroup, and the various councils of MJC.

I continue to be proud of the work being done in Literature and Language Arts and in the Library &

Learning Centers. Both areas are supported with faculty and staff who continue to care about students,

equity, and student success, and who are open to change and exploring data. Much of this is due to the

opportunities we have had in both areas to hire new full-time faculty. Two of five librarians are first-year

probationary and twelve of thirty-seven faculty in Literature and Language Arts are probationary, or 32%,

in fall 2017. These new faces bring with them new ideas, new energy, new pedagogical training and have

helped to create transformational change. I think all the areas above speak to specific areas of focus for

continual improvement, especially in Long-Term Planning above.


Administrative Area Overview

The Mission of Modesto Junior College

MJC is committed to transforming lives through programs and services informed by the latest scholarship of

teaching and learning. We provide a dynamic, innovative, undergraduate educational environment for the

ever-changing populations and workforce needs of our regional community. We facilitate lifelong learning

through the development of intellect, creativity, character, and abilities that shape students into thoughtful,

culturally aware, engaged citizens.

Provide a brief overview of the administrative area and how it contributes to accomplishing the Mission of

Modesto Junior College. (Overview Suggestions: How consistent is the administrative area with the institutional

mission, vision, core values and/or goals? How are aspects of the institutional mission addressed within the

administrative area? Is the administrative area critical to the pursuit of the institutional mission?)

Literature and Language Arts:

Literature and Language Arts Mission Statement:

To encourage students to improve their writing and verbal skills to develop a better understanding of

themselves, their own culture, and the cultures and languages of other non-English speaking peoples.

LLA Division Core Values:

Providing creative, quality instruction in a supportive environment;

• Empowering students to grow as individuals and engage as citizens;

• Respecting everyone in our work environment;

• Fostering the integrity of students and faculty;

• Cultivating joy in our everyday work interactions.

The Literature and Language Arts (LLA) division is comprised of the following programs: English (ENGL),

English Language Learning (ELL), Reading (READ), and Foreign Languages (Spanish-SPAN, German-

GERM, Italian-ITAL, and American Sign Language-ASL). The programs are synergistic, with the ELL

sequence leading directly into the ENGL sequence, and the READ program aligned with ENGL. ENGL 49

and READ 40 serve as co-requisite courses. All programs in LLA support the college mission through the

division’s focus on reading, writing, critical thinking, and language acquisition. Both the division’s AA-T

degrees (ENGL and SPAN) have recently created four-semester pathways to clarify a two-year pathway to

degree completion. The ENGL and ELL programs have especially focused on creating new, innovative

curriculum to better meet the needs of our culturally diverse students and moving them more quickly

into transfer-level courses and towards degree completion. To complete a degree or certificate at MJC,

every student must pass through the doors of Literature and Language Arts.

Library & Learning Center:

Our Vision: To touch the life of every student.

Our Values: The Library & Learning Center is committed to the following Core Values:

· Empowerment

· Equity

· Engagement

· Empathy

· Excellent Service


Our Strategic Goals 2016-2019: To help achieve its mission, the Library and Learning Center, guided by

its strategic goals, strives to do the following:

· Embed the L & LC into the student learning experience both face-to-face and online.

· Integrate the L & LC into instructors’ academic routines.

· Work collaboratively with student services departments to promote L & LC services.

· Use its unique college-wide interdisciplinary position to impact student equity and success initiatives.

· Continue to document, assess, and improve L & LC Services.

Overview of the Program:

The focus of the Modesto Junior College Library and Learning Centers is to support student success and

the academic mission of the college by conducting information literacy instruction, providing a full range

of library, tutoring, and computer services and assistance to MJC students, staff and faculty, and

facilitating access to a broad range of information resources. Our Centers are places for patrons to learn,

study, read and reflect, and to work together or individually. Our faculty and staff work to create an

inviting, respectful atmosphere that facilitates access to resources and services and provides a successful

learning environment.

The Library and Learning Centers (East and West) are responsible for a variety of instruction, services, and

programs which support student learning, impact student equity and success and support the greater

institutional mission of Modesto Junior College:

· Information Literacy Instruction provided by Librarians

· Library Skills Course taught by Instructional Librarian

· Academic Support Services and Resources provided by Learning Center staff (Tutoring, Supplemental

Instruction, Computer Labs, Collaboration Rooms)

· Academic Support Services and Resources provided by library staff (Circulation, Textbooks on Reserve)

Program Overview

Please list program awards that are under this department according to the college catalog.

Program Awards Include in Review (yes/no) External Regulations (yes/no)

• AA-T English

• AA-T Spanish

• AA Language Studies

• English for Life and Work

Certificates of Completion:

Elementary, Proficient

No


Student Achievement and Completion

College Goal for Student Achievement Increase Scorecard Completion Rate for Degree and Transfer

The College has a primary aspirational goal of increasing the Completion rate from 43% to 53% on the CCCCO

Scorecard Completion Rate for Degree and Transfer [view] by 2022. The completion rates in the Scorecard

refers to the percentage of degree, certificate and/or transfer-seeking students tracked for six years who

completed a degree, certificate, or transfer-related outcomes (60 transfer units).

As you answer the questions below, please consider how your administrative area is helping the college complete

this aspirational goal of increasing the MJC Degree, Certificate, and Transfer Completion rate by 10% on the

CCCCO Scorecard by 2022.

Success

The following questions refer to data from the Success Rate Data Dashboard, the CCCCO scorecard, and the

Program Awards Dashboard.

Use the filters in the Success Rate Dashboard to examine departmental course level and degree attainment data in

your area over the last two years. In the equity tab, examine disaggregated success rates by ethnicity, modality

and gender. Finally, examine degree and certificate attainment rates at the college and department level on the

program awards dashboard.

Use the CCCCO Scorecard to examine disaggregated Math and English/ESL Metrics, Completion Metrics, and CTE

Metrics.

Review the Program Awards Dashboard, using the drop-down filters to focus the analysis on your division.

After examining the above data, are these rates what you expected? Are there any large gaps? Is there anything

surprising about the data? What do you see in the data?

Fill Rate and Success Data:


Overall division fill rates remain high in comparison to the college and has been improving since fall

2014. Comparing fall to fall and spring to spring semesters in the past two years, Literature and Language

Arts went from a 100% fill rate (fall 2015) to 103% (fall 2016), and from a 94% fill rate (spring 2016) to

97% (spring 2017). Overall success rates have also improved in the last two years in fall to fall (66% to

69%) and spring to spring (64% to 66%); however, looking at the last five years holistically, Literature and

Language Arts success rates have flattened at about 66%. This is lower than the college average of 69%.

The high fill rates do not surprise me, and in fact, waitlist numbers continue to increase, with 1627

students waitlisted in fall 2016 and 1965 students waitlisted in fall 2017 despite offering more sections.

Also, productivity in the ELW program has increased by 119% since eliminating the stacked ESL 1-6

courses, thus reducing course load and enabling adjunct to teach more sections.

The unfortunately consistent division success rate of 66% needs focus and discussion, and indicates that

there is still much Equity work and training to be done. However, it should be noted that this data does

not reflect “true” student success rates in the developmental courses as it only compares course data and

not throughput data, which is needed to analyze the success of ENGL accelerated courses. Next year, it is

hoped that the Remedial Score Card rates will increase as the division’s accelerated courses will greatly

increase the rate at which students will be able to complete a transfer-level course in the sequence.

In regards to the Remedial percent data on our MJC Scorecard (ENGL = 46.7%; ESL = 22.7%), these have

continued to increase in the past several years, and with the new ELIC sequence and the English

Acceleration courses, we expect to increase these rates moving forward even more as students will be

http://scorecard.cccco.edu/scorecardrates.aspx?CollegeID=592#home

http://www.mjc.edu/instruction/outcomesassessment/programreview/prdashboard/success.php

http://scorecard.cccco.edu/scorecardrates.aspx?CollegeID=592

http://mjc.edu/general/research/dashboards/drilldown/awards_drilldown.php

http://mjc.edu/general/research/dashboards/drilldown/awards_drilldown.php


able to more quickly move from developmental courses into transfer-level courses with these curriculum

changes.

Library & Learning Center (LIBR 100):

While fill rates and success rates have increased in the last two years over in Literature and Language

Arts, the same is not true for the one informational literacy course offered in the L & LCs—LIBR 100.

While the fill rate was well above the college average in spring 2015 at 103%, since then they have

decreased to a low of 61% in spring 2017. The same is true for LIBR 100 success rates, which matched the

college average of 69% in spring 2015 but has steadily declined to 41% in spring 2017. This data is

startling and will need to be further discussed with the five college librarians. The departmental goal

should be to at least improve success rates to match the college average and then to improve from there.

Equity Success Rate and Award Data:


Literature and Language Art’s Equity data overall is slightly lower than the college data, which aligns with

the division’s overall lower success rate. Black/A.A. success rates are 59%, higher than the college

average, but Hispanic success rates are 65%, 1% lower than the college average. White/N.H. success rates

are 68%, 3% lower that the college. However, the disproportionate impact gaps are less than the college’s

with a 9% success rate gap between Black/A.A. students and White/N.H. students (v. 16% for the college)

and a 3% gap for our LLA Hispanic students. However, the division has a greater success rate gender gap

of 5% (v. 3% for the college overall). The gender gap is even more dramatic when one reviews our Award

data. Of the 72 awards students received from Literature and Language Arts during the past two years,

women received 58, men received 12, and unlisted received 2. The English and Spanish departments

need to reflect on what that indicates and whether some thought or outreach needs to occur to make the

majors more equitable for both sexes.

In terms of improving the division’s equity gaps, a lot of discussion and training has occurred and the

division will have a retreat on October 20, 2017 at Columbia College in order to have faculty review their

own individual success rate and equity data and undergo some equity training. We will discuss goals and

how improvement will happen.


LIBR 100: In comparison to the college, the Library’s Research and Concepts class has lower success rates

for our A.A./Black and Hispanic students and a larger disproportionate impact. A.A./Black students

succeed at 44% (College = 55%), Hispanic students at 49% (College = 66%). Disproportionate impact is

18% and 13% accordingly. Obviously, these rates must improve.

Tutoring: In fall 2015, a total of 2,174 students were enrolled in TUTOR 850. Of those, 4% were A.A./Black,

51% were Hispanic, and 34% were White/N.H. In spring 2017, 2547 students were enrolled in TUTOR 850,

and of those, 5% were A.A./Black, 53% were Hispanic, and 30% were White/N.H. I believe, therefore, we

are doing a good job attracting our Hispanic and A.A./Black students for tutoring on par (or even better)

with their representation in the MJC student body. We do, however, have a gender gap for our tutoring

appointments with a steady 62% of all students enrolled in TUTOR 850 female and 34-37% male. I know

that several of the ENGL 45 instructors are focusing on male success rates in their classes this semester

(fall 2017) and similar consideration and strategy should take place in the Learning Centers.


If distance education is offered, consider any gaps between distance education and face-to-face courses. Do these

rates differ? If so, how do you plan on closing the achievement gaps between distance education and face-to-face

courses?

Face-to Face v. Online Success and Equity Data:

Data between face-to-face and online instruction in Literature and Language Arts shows sharp

differences. While fill rates for face-to-face remain high at 101-105%, fill rates are lower for online

instruction at 89-94%. This is primarily due to the sharp drop in retention between the beginning of

classes and census date. On average, English composition online courses, for instance, have up to a 30%

drop in retention in the first two weeks. Continued discussion on strategies for building community up

front in online courses is needed.

Success rates are also lower for online instruction when compared to face-to-face modality with an

average rate of 59% for online and 67.2% for face-to-face. Online success rates would increase if

retention would increase.

If there are differences in success across groups, how will your administrative area help to close achievement gaps

across student populations, and how will it contribute to overall success? In other words, how do you plan on

closing achievement gaps across student populations and raise completion/degree rates? How will your area help

to increase the CCCCO Scorecard Completion rate to 53%?

On October 20th, the division will have a retreat at Columbia College to review personal and departmental

disaggregated success rate and equity data, and to have a day long discussion along with professional

development to learn strategies for improving student success. I hope this will be the beginning of a

year-long project in creating and tracking specific goals for increasing equity and overall success for our

students. This project has had a strong foundation through previous year-long projects that included

reading both A Faculty Guide to Dangerous and Disruptive Behavior and Redesigning America’s

Community Colleges.

2016-2017 was the first year of the ENGL 45 acceleration pilot, moving students assessed at the lowest

English composition level to transfer-level ready in one semester. During the first year of the pilot,

success rates improved from 56% in fall 2016 to 64% in spring 2017. The course, however, has a larger

equity gap than ENGL 49. The goal for 2017-2018 is to focus on equity and gender, as well as overall

success rates, in order to decrease disproportionate impact for the course.






College Profile

Remedial / ESL


Transfer Level Achievement


Completion


Student Learning and Outcomes Assessment

Please review your Learning Outcomes data located on the MJC Student Learning Outcomes

Assessment website in regards to any applicable Program, Institutional, and General Education Learning

Outcomes. After you have examined your rates and disaggregated data, reflect on the data you encountered.

Please address your Administrative Unit Outcomes (AUO) and the College Institutional Learning Outcomes (ILO) in

your analysis.

Administrative Unit Outcomes (AUO)

Examine your disaggregated Administrative Unit Outcomes and provide a brief synopsis of the data.

In reviewing our Literature and Language Arts AUO data, there are areas and times when the division falls

a bit short of the college averages. Every student at the college comes through our division classrooms,

hence many through our division office, which processes hundreds of Course Equivalency and

Prerequisite challenges. Often bad news can be displaced onto office staff who give the bad news. I know

that I have excellent, patient, and incredibly cheerful administrative staff in our East campus office.

Data is lower for evenings and West campus, which makes sense as we have no Literature and Language

Arts staff on West campus or after 5:30pm on East campus, except for the first week of each semester,

when division offices are open to 7:00pm. We have no immediate plans to change that.

http://www.mjc.edu/instruction/outcomesassessment/programreview/prdashboard/lo_data.php

http://www.mjc.edu/instruction/outcomesassessment/programreview/prdashboard/lo_data.php



Institutional Learning Outcomes (ILO)

Examine the overall College disaggregated Institutional Learning Outcomes and provide a brief synopsis of the

data.

The success rates of students in Literature and Language Arts about 3-4% lower that the ILO success

rates for the college. Black/A.A. students passed all ILOs with success rates between 72-78%; Hispanics

passed with rates between 75-77%; White/N.H. students passed across the five ILOs at 84%. Our

White/N.H. students, therefore, pass the ILOs at a higher rate than the college (+2-3%) and our students

of color at a slightly lower rate (-4-10% for Black/A.A. and -5-7% for Hispanic/N.H.). All these success

rates are higher than individual course success rates and the overall division success rate of 66%, hence

indicating a disconnect between CLO success rates and ILO success rates.

Analysis, Planning and Continuous Quality Improvement: AUOs and ILOs

After analyzing the above data, provide plans for improvement. How you does your administrative area plan on

addressing issues of equity and success in AUOs and ILOs? How does your area plan on closing learning gaps

across student populations?

As all programs in the Literature and Language Arts division directly serve the success of all the ILOs at

the college, improving our overall success and equity rates will positively impact our ILO success rates.


Program Analysis

Program Personnel

Provide a narrative or diagram of your division and personnel. Report any recent changes and any future

personnel planning.

I have four main personnel issues to report:

1. Over the past five years, the number of full-time English faculty has increased by one. This is

problematic for the college due to the bottle-neck created as students struggle to be enrolled in

English composition courses for AA and AA-T completion. As seen below, the number of sections

begin taught by full-time faculty v. part-time faculty has reversed, mostly in part to English

department numbers.

2. In order to maintain and to scale up the English Acceleration Project, faculty training (especially

adjunct faculty) and bi-weekly community of practice meetings must take place in order to maintain

success rates for this unique California acceleration model that takes a full class of students through

completion of its courses without breaking up into smaller 2-3 unit supplemental modules. The

department is asking for one full-time faculty member with advanced acceleration training to be

reassigned for up to 25% load to take on this coordination, as well as the continued coordination

needed for ENGL 49. The English Acceleration Project is a model for the college of how faculty

receiving professional development can agree to, create, follow through, and continually improve

curricular transformation that has fundamentally improved student success and self- esteem at the

college. I support replacing the current ENGL 49 Coordinator position with a new Acceleration/ENGL

49 position on 25% re-assigned time.

3. Gabrielle Steiner will be retiring at the end of the 2017-2018 academic year, creating a challenge for

the foreign language departments. A straight replacement position will be unlikely as her load

(German/Italian/ESL) mostly likely cannot be duplicated. In the meantime, the ASL department is

growing and has no full-time faculty member. Further, per #1 above, the English department has

great need for more full-time faculty. Difficult conversation with the division will be needed.

4. L & LC staff member Cheryl Chavez continues with a Library Technician job description though she

works about 50% with Mike Smedshammer fielding Canvas calls from faculty. Reclassification is in

discussion. Further, she is fully funded with DE money, though her position as Library Technician is

needed to maintain services to students and keep the L & LCs open through the evening and on

Saturdays. Discussion must continue to find a solution that serves students in both the L & LC and in

our online courses.


Division Productivity Measurements

Examine your division rates in the Productivity Dashboard. A picture of this dashboard will be supplied by

Research and Planning. Provide an analysis of the rates over the last two years. Include future goals, areas for

improvement, and strategies the division will employ to improve productivity.

College FTES/FTEF have fallen between 2015-2016 and 2016-2017, with 17.1 productivity rate in fall 2015

and 16.9 in fall 2016. Spring and summer productivity rates for the college held steady at 16.3 and 15.0,

respectively, over the two-year period. Total FTES for the college decreased by 62.3 FTES between 2015-

2016 and 2016-2017.

Literature and Language Arts

Literature and Language Arts numbers, in comparison, have increased. Overall FTES between the last two

academic years increased by 82.9. At the same time, productivity also increased with fall 2015 FTES/FTEF

at 14.3 and fall 2016 at 14.4. Spring productivity overall increased by .2 (13.4 v. 13.6) and summer by .4

(11.0 v. 11.4).

While these numbers show that Literature and Language Arts has become more efficient, our numbers

will continue to be lower than the college rates due to lower class sizes for all programs in the division. I

continue to search for ways to increase productivity while increasing FTES for the college. For instance,

productivity in the ELL non-credit program increased dramatically (+119%) when I stopped scheduling

the unused/low-enrolled ESL 2-6 credit courses connected to each ELW course. This lowered the load

factor for each course, thus allowing our adjunct to teach more courses each semester. As a result, we

have been able to grow that program and dramatically increase offerings in the community without

increasing our FTEF. The growth and efficiency in this area, I will add, would not be possible without

releasing a full-time ELL faculty from 26.67% load and reassigned her to coordinate the ELW program.

Library & Learning Center

FTES and decreased and productivity diminished (about 2.3 and 3.3 respectively between fall and spring

2015-2016 and 2016-2017) for our LIBR 100 course. Part of this is due to the decision to offer only one

section rather than two in the last academic year. We are planning to increase offering and moving to

online modality beginning spring 2018, and hopefully this will bring up both FTES and productivity

measures.

With the district’s move to Colleague, links were broken that enabled the datatel system to track tutoring

hours in TUTOR 850 during the 2016-2017 academic year. Though the link has been fixed, we are still

tracking less hours from the previous year. We believe that part of this is due to the loss of STEM money

to fund Supplemental Instruction (SI), resulting in a 50% cut to that program, despite stronger success

rates of students who attend SI sessions. Moving forward, Equity funds is helping to pay for SI Leader

hours in the classroom, which is helping us to bring SI back to previous levels. We should see a climb in

FTES as a result. Further, the division now supervises the BBSS Accounting Lab in FH 114, which will help

increase FTES. We continue to seek opportunities to fold tutoring under the supervision of the L & LC

Manager in order to increase FTES—for instance, discussion has begun to seek ways to gain

apportionment in the BBSS Magic Lab.

http://www.mjc.edu/instruction/outcomesassessment/programreview/prdashboard/program_productivity.php


Long Term Planning and Resource Needs

Long Term Planning

Provide a long-term outlook for your division, including any goals addressing equity, success, enrollment, or any

additional information that hasn't been addressed elsewhere in this program review. You may include

environmental scans for opportunities or threats to your program, or an analysis of important subgroups of the

college population you serve. Taking into account the trends within this division and the college, describe what

you realistically believe your program will look like in three to five years, including such things as staffing, facilities,

enrollments, breadth and locations of offerings, etc.


Transformation continues and goals include the following for focus:

• Scale up ENGL 45 and ENGL 100. This will include the continual need to train faculty to teach in

this new modality. I am currently maxed out in my use of all trained full-time and adjunct faculty

with 15 ENGL 45 courses and 20 ENGL 100 courses for spring 2018. This will result in dropped

numbers for ENGL 49 and ENGL 50, so I will need to facilitate discussion for long-term plans for

those two courses.

• Decrease the equity gap in ENGL 45 and continue to monitor and decrease the gaps in other

courses. Discover opportunities to bring equity training to adjunct.

• Increase English AA-T majors to support the literature sequence by supporting English

department discussions for marketing and streamlining the pathway.

• Continue to facilitate discussion in the Spanish department to develop a lower division

composition course and align their degree with other lower-division focused AA-Ts in the

system.

• Continue to support foreign languages and discover new ways to meet the needs of our

community in this area.

• Continue to push for needed success rate and transition data for our ELW program, particularly

as the legislature begins to push for data to keep the AEBG Consortiums accountable for Block

Grant funding. The ELW program has doubled its section offerings in the past five years and

increased by 20% from spring 2017 to fall 2018. This area will grow more in up-coming years as

the department has created a new Citizenship course to begin summer 2018 and a 6 module

non-credit workshop sequence connected to two CDCPs to also begin summer 2018. The

community has asked for the former, and the department offered the new CDCP workshops in

2016-2017 with high attendance.

• Continue to encourage the Reading department to experiment in new modalities and to

participate in acceleration and Reading Apprenticeship training. Due to the large drop in section

offerings of ENGL 49 (which has a mandatory co-requisite of READ 40), enrollment has dropped

in this program.


Integration continues to firm, and goals include the following in this area:

• Increased focus on assessment and marketing and how to translate how our services increase

student learning and success.

• Increased focus on consistent FTES tracking for Supplemental Instruction and tutoring.

• More experimental use of Supplemental Instruction, for instance in the basic skills areas.

• Increased opportunities to create non-credit informational literacy modules connected with

CDCPs. The librarians have already created three non-credit modules combined into one CDCP

and have plans to create an additional 3 modules and certificate.

• Focus on the tutoring gender gap and experiment on ways to increase our outreach and

services to male students.


Resource Request and Action Plan: Literature and Language Arts

Priority Name Resource

Type

Estimated

Cost

Objective

Critical 200 licenses to

update Smart Sync

Software for LLA

Computer Labs

Instructional

Material

$4000.00

initial cost;

after year 2,

annual cost

of $666.00

for

maintenance

Software allows instructors in computer labs

to monitor student work and allows students

to share monitor screens for classroom

instruction and modeling. Highly important

software to maintain writing pedagogy.

Critical Smart Class upgrade

for ELEC 108, 114,

and 116 (3

Computers)

Equipment $3000.00 Due to their odd unit configuration (6 units)

ENGL 45 classes are all scheduled in this

building and the Smart Class capabilities are

very poor.

Critical 2 Laserjet Printers Equipment $1,180.15 Shared printers in faculty areas are biting the

dust.

Critical 30 Headsets Equipment $7,500.00 Last year’s Program Review requested

headsets to maintain current headset

availability. We need replacement headsets

for our Computer Labs.

Critical 6 Classroom Screens Equipment $15,240.00 New screens are needed to replace

classroom screens that are torn or wonky.

Critical 6 Lady Bugs Equipment $3,600.00 New Lady Bugs (document cameras) are

needed to replace cameras that are faulty.

Needed 179 Computer

upgrades for 4

division computer

labs, division smart

classrooms, and for 2

faculty who currently

have 620 computers

Equipment $177,000.00 Continual maintenance of division equipment

and to support updates to Window software.

Two faculty have old 620 computers and

need updated computers to adequately work

at school.

Needed 28 22” Monitors for

classrooms

Equipment $4,400.00 New monitors are needed to upgrade our

Smart Classrooms and five are needed to

replace old monitors in our division

computer labs, for a total of 28 monitors.

Needed 38 22” Monitors for

faculty

Equipment $8,800.00 Monitors are needed to upgrade faculty

offices from 17” monitors to 22” monitors.

This is especially needed as all faculty move

to using Canvas shells and we increase online

instruction.

Resource Request and Action Plan: Library & Learning Center

Priority Name Resource

Type

Cost Objective

Critical Replace 4

Circulation

Computer Work

Stations

Equipment $5,000.00 Workstations will not be supported soon; IT

recommends replacement ASAP. West

Campus using a reserve laptop instead of its

10-year-old workstation.

Critical Replace 5 Staff

Work Stations

Equipment $7,000.00 Update all pre-2009 computers on a rotating

basis, maintain standard of staff workstation

age not to exceed 10 years. Support Student

Success by allowing library materials to be

processed and deployed efficiently and

quickly.


Evaluation of Previous Resource Allocations

Below is a list of resource allocations received in previous Program Reviews. Please evaluate the effectiveness of

the resources utilized for your program. How did these resources help student success and completion?

(https://www.mjc.edu/governance/rac/documents/ielmallocationsummary20142015.pdf)

The Evaluation / Measured Effectiveness can be typed in another program and pasted here, or typed directly in to

the box below. The box will expand with additional text, and paragraphs (hard returns) can be added by using

Ctrl+Enter.

Resource Allocated PR Year Evaluation / Measured Effectiveness

L & LC: $13,674.85

to replace and

update Anatomical

Models in L & LC

STEM Center

2015-2016 7 out of 16 ordered have arrived and are in circulation.

Circulation numbers are being calculated to address

effectiveness.

L & LC: $15,000 to

purchase textbooks

for highest

impacted courses

2015-2016 Textbooks have been purchased, catalogued and are ready

for check-out in Reserves as of two weeks ago.

L & LC: $25,000 for

Baffling the

Tutoring area for

Noise Reduction

2015-2016 We are in the architectural stages and hop to complete the

project in early spring 2018.

LLA: $31,381.60 to

Replace Computers

in Computer Lab FH

234

2015-2016 Computers are still in process of being programmed and are

not yet installed.

https://www.mjc.edu/governance/rac/documents/ielmallocationsummary20142015.pdf


Developmental Education Questions

For our programs that address developmental education (Math/English), please review the CCCCO Scorecard data

on Transfer Level Achievements, then answer below.

Achievement Rate for time to complete transfer level

Using the data from the CCCCO Scorecard,(Transfer Level Achievement Tab) what is your achievement rate for

time to complete transfer-level course work (one year and two year)?

Discuss support and strategies for equity and success in developmental education in your division.

Please see above. Strategies were discussed in Success Rate and Equity sections of this document.

Source: CCCCO. (2017). Scorecard: Transfer Level Achievement [Dashboard Graphic],

Retrieved from http://scorecard.cccco.edu/scorecardrates.aspx?CollegeID=592#home




http://scorecard.cccco.edu/fiveyear.aspx?CollegeID=592


Appendix

Optional Questions

Please consider providing answers to the following questions. While these are optional, they provide crucial

information about your equity efforts, training, classified professional support, and recruitment.

Does your division (or program) provide any training/mentoring for faculty to support the success of students at

risk of academic failure?

• Literature and Language Arts has an Adjunct Mentoring and Support Committee as one of our five

division Standing Committees. This committee will begin incorporation Equity training at all future

Adjunct Faculty Orientations beginning spring 2018.

• We will have an all-day division retreat in fall 2017 to discuss equity. Faculty will review personal

equity data and be trained on equity-based classroom strategies. My goal is to have the division

team up and go through the CUE classroom observation protocol in 2017-2018.

• Five faculty members have gone through the CUE cohort training in 2016-2017.

What factors serve as barriers to recruiting active faculty to your program(s)?

It is difficult to find qualified MQs for the foreign languages in our geographical area. Maintaining and

scaling up English offerings remains difficult also.

Documents

Literature and Language Arts / Library & Learning Center