A. Appendix D: Non-Instructional Program Review Template

A. Appendix D: Non-Instructional Program Review Template

Victor Valley College

Non-Instructional Program Review

Annual Update

Report Date: November 1, 2012Program: Off Site Locations

Program Contact Person: Kelley Johnson Campus Phone Extension: 2754

E-mail Address: ivision: Office of Instruction

A. PROGRAM OVERVIEW (see Accreditation Standard IA4, Mission)

During the past decade, the Victor Valley region has experienced population explosion. In an effort to offer increased access to higher education for the southern and western areas of the
High Desert, Victor Valley College has expanded the course offerings to include Hesperia High School (HPHS) and the VVUHSD campus we will call Silverado High School (SVHS) .

The VVC presence on the HPHS Campus was established in 2009. The location boasts 7 classrooms, which include an office and two computer labs. A wide variety of classes are offered in English, English as a Second Language, Business, Child Development, History, Math, Political Science, Sociology, History, and Psychology. Approximately 30 courses are offered each semester. A full-time faculty member, David Dupree, has 16 hours per week to facilitate the needs of enrolled students and instructors teaching at this site. Daytime, evening and weekend classes are provided.

A Contract with VVUHSD has expanded course offerings on a beautiful campus on the west end of the High Desert, next to SVHS (formerly called Silverado, Early College Campus, and currently called Goodwill High School). Courses are offered in 8 classrooms in Health, Art, Child Development, English, Psychology, Sociology, History and Math, as well as the Certified Nursing Assistant program. Tony Heinzman, adjunct instructor, is the 16-hour-per-week Facilitator.

This Program Overview closely aligns with the VVC Mission Statement and with the VVC Vision and Values Statement of the EMP.

B. PROGRAM ASSESSMENT (see Accreditation Standard IA)

1. Service Area or Level Outcomes - Current Assessments (see Accreditation Standard IIB,C)

? Check here if the program did not assess any service area/level outcomes.

PLEASE RESPOND TO QUESTIONS BELOW FOR EACH ASSESSMENT YOU ARE REPORTING.

What was assessed?

The following SAO's were assessed in FA12:

SAO #1: By having VVC classes available at the Off-Site locations students will be able to lay the foundation for furthering their GE requirements.

SAO #2: Students will be able to conveniently access college courses throughout the High Desert, reducing commute times and transportation costs and increasing retention rates for student success.

SAO #3: The Office of Instruction and Deans will coordinate efforts among VVC Divisions and Departments to create a schedule of class offerings conducive to meeting GE requirements that are student friendly by scheduling complimentary courses back-to-back at the Off Site Locations.

What was learned?

• 91.9% of the 434 students assessed from all sites agreed or strongly agreed that the availability of courses was good for classes offered at Off Site Locations.
• 89.7% of the 426 students surveyed agreed or strongly agreed that the off-site locations are located in areas that are convenient for them to complete college level courses.
• 89.7% of the 426 students surveyed agreed or strongly agreed that the off-site locations are located in areas that are convenient for them to complete college level courses.

What actions will be taken to apply what was learned to program improvements?

• The overall results suggest that the vast majority (91.9%) of students are satisfied with the availability of classes.
• Future scheduling will ensure that this SAO continues to be met.
• The planning that was performed for identifying where to place these locations was successful. Continued services on these Off Site Locations is recommended.
• Compare off site retention rates to on campus averages.
• There is a need to analyze the no opinion/or cannot respond segment of the survey, as it lowers the overall positive ratings. (Note: 15.6% marked the category with no opinion/or cannot respond. In addition, 14.7% either strongly disagreed or disagreed with that statement.)
• The overall results suggest that the vast majority (91.9%) of students are satisfied with the availability of classes.

Additionally, Off-Site location procedures have been evaluated on an on-going basis and several changes have been made. E.G., both Off-Site locations have made progress at securing computer access for VVC students. Further, at SVHS, VVC classrooms were completely relocated from one side of the campus to the other in order to achieve greater cohesiveness of the program on behalf of our students.

2. Progress on Program-Related Accreditation Recommendations (see Accreditation Standard IVA4)

? Check here if the program did directly address any accreditation recommendations.

Which accreditation recommendations were addressed?

a. Accreditation Recommendations Addressed in the Off-Campus Program

Recommendation # 1: (Mission/Educational Master Plan)

Recommendation # 2: (Planning for Continuous Improvement)

What did the program do to address the recommendation(s)?

• Off Site Location EMP was completed on 09-27-12 for 2012.

• 2011-12 Praise update was completed Oct. 2012, including Assessments of each SAO.

What has the impact of those actions been to date?

• Off-Campus Facilitators office hours have been increased approximately 60% at the satellite offices to increase facility availability to students and faculty.

• Closer coordination of class scheduling between Deans, Department Chairs, and Off-Campus Facilitators to enhance general education offerings and the scheduling of “back-back” complimentary courses for student convenience.

What next steps will be taken?

Recommendation # 1: (Mission/Educational Master Plan) and Recommendation # 2: (Planning for Continuous Improvement) will be reviewed at Off Site Location meetings to explore any additional actions that are deemed necessary.

3. Progress on Educational Master Plan Initiatives (see Accreditation Standard IB)

? Check here if the program did not have any Educational Master Plan (EMP) initiatives.

What EMP strategic priority is impacted by the program's EMP initiative?

• College EMP Strategic Priority #1: Meet the needs of all students through a variety of scheduling options, class locations, service delivery methods, and universal access to program and services.
• College EMP Strategic Priority #2: Expand the use of technology to improve instructional programs, student support services, and campus support operations.
• College EMP Strategic Priority #4: Improve institutional performance on measures of student success, institutional effectiveness, and fiscal responsibility.
• College EMP Strategic Priority #6: Provide consistent, high quality customer service to empower students, community members, and fellow employees throughout the campus.

Impacted by:

• Off Site Location EMP Initiative (Goal) #1: Improved student access. Students will be able to conveniently access college courses throughout the High Desert, reducing commute times and transportation costs and increasing retention rates for student success.
• Off Site Location EMP Initiative (Goal) #2: Improved student success. A schedule of classes will be created for offerings conducive to meeting GE requirements that are student friendly by scheduling complimentary courses back-to-back. Additionally, student retention rates will improve due to convenience and proximity.

What did the program do to implement its EMP initiative?

Off Site Location EMP Initiative (Goal) #1: Improved student access.

• Even under tighter budgetary constraints, the number of Fall 2012 class offerings at the off-site locations were maintained at their Fall 2011 levels. By maintaining these levels of class offerings, the Off-Site program assists the college with its priority for fiscal responsibility—the lease fees for the off-campus classes are considerably less than new construction.
• Student access to technology was improved at the Hesperia campus. An additional 30 station student computer lab was added, bringing our total lab count to two classrooms. A higher profile effort has been made to inform students about student computer access in the Facilitator Office and to inform faculty about the opportunity to periodically use the student computer labs for their classes.

Off Site Location EMP Initiative (Goal) #2: Improved student success.

• Off-Site Facilitators have been working more closely with Department Chairs, Deans, and counselors to create a schedule of classes conducive to meeting GE requirements that are student friendly by scheduling complimentary courses back-to-back.

What has the impact of those actions been to date?

1. Fall 2012 Off-site class enrollments at SVHS and HPHS were filled to capacity.

2. Student usage of the computer available in the HPHS Off Site Location Office has increased dramatically. As a result, student registration, research and homework have substantially increased at this location.

3. English teachers, in particular, have been making use of the “open time” available in our two computer lab classrooms. This has enabled “in-class” research and writing activities.

4. An evaluation by students was conducted in the Fall of 2012. Students responded overwhelmingly that Off-site course offerings, scheduling, and the availability of technology was meeting their needs.

5. On a related point, the evaluation by students has prompted the Off-site Facilitators and Director to explore opportunities to increase student access to computers at the SVHS site.

What next steps will be taken?

Our Action Plan for Improvement is:

1. We will reword the survey question to ensure that we are evaluating with precision and clarity.

2. Off Site Facilitators are continuing to work directly with the Deans, Chairpersons, and Counselors to improve the back-to-back scheduling of courses and to continue the variety of GE offerings.

3. The Student Area Outcome #3 will be divided into two distinct SAO’s, to better assess the GE requirement factor. Additionally, the Off Site Location Survey will include a specific question to assess the GE requirement factor.

4. Opportunities to increase student access to computers at the SVHS site are currently being explored. Student access to technology was improved at the Hesperia campus. Access to a student computer and work station in the Facilitator Office will service the needs of students at SVHS.

4. External Factors (see Accreditation Standard IB, IIB)

What was assessed? What was learned? Based on what was learned, what actions will be taken make program improvements?

I. External Economic Factors / Revenue Assumptions

In addition to strategic priorities, the following planning assumptions were established for the 2012-13 fiscal year to guide development of the District budget. These assumptions directly affect VVC students enrolled at the Off-Site locations by enhancing student access to College programs and classes. Student educational progress is furthered by these factors.

• California Controller estimates State revenue shortfall of approximately $15.6 billion for FY 2012/13.
• If the November tax initiative fails, VVC’s share of cuts could be as much as $3 million dollars.
• Funded workload is anticipated at 8,234 FTES.
• Categorical funding may be affected due to the state revenue shortfall.
• The base allocation increase of approximately $1 million will be maintained for medium college status and continue through 2014/15.
• District health benefit premiums will increase by approximately $470,000.
• Employer contribution to PERS will increase from 10.9232% to 11.417%.

III. Community Factors

• Although the 18-22 age range is projected to decline slightly, VVC must continue to serve students who are new to the VVC experience and most likely have aspirations to transfer. However, just as important is making sure that VVC is prepared to serve an increasing population of students who are in need of finding work (22-25, 25-30, 30-35 age ranges). Therefore, efforts to ensure the transfer of students and efforts to provide vocational training to those who need to provide for their families must be balanced. The Off-Site Locations are committed to assisting students with courses that will assist them in transferring.

• Access to our programs and services is available to most residents with a drive of 15 to 20 miles, given increased offerings on the west side and other off-site locations. In addition to physical access to programs and services, virtual access must be enabled through the use of technology. Ensuring a clear, widely distributed message about all that is available is critical—particularly to the Hispanic community as it continues to grow. Campaigns encouraging educational attainment at all levels need to be widely disseminated throughout the High Desert. Demands for technology will likely also grow as VVC’s State-funded revenue decreases. Off-campus locations will have to be outfitted with the technology needed to deliver programs and services. Overall, as students’ reliance on online resources grows, VVC must provide equitable and efficient online support services to meet student matriculation needs. This is aligned with the advancement of the VVC portal outlined in the Technology Master Plan and the accreditation standards for online classes. The Off-Site Locations directly impact students positively by providing access throughout the High Desert Region.

• Technology planning will be impacted with the establishment of new off-campus locations. Technological infrastructure should be provided to faculty in a similar manner regardless of location. Information technology and facilities will work in concert to identify cost effective technological solutions that are beneficial to the students and are in compliance with sustainable practices. The Off-Site Locations computer labs have a positive impact on the students, as technology is readily available.

Based on what was learned, what actions will be taken make program improvements?

5. Internal Factors (see Accreditation Standard IB5, IIB3a)

a. Customer Service Assessment

? Check here if the program did not assess customer service.

Does the program collect customer satisfaction data and use it to improve services? X Yes ?No

Use the space below to explain findings and actions resulting from any customer satisfaction surveys conducted.

Fall 2012 survey is being used to develop class scheduling to provide back to back classes at the off-site locations.

The survey is also being used to determine the need for expanded course offerings.

Does the program schedule activities to meet the needs of its customers (students and/or staff)? X Yes ?No

If 'Yes,' please describe the supporting evidence.

Efforts are under consideration to have college counselors and financial aid officers on off-site locations early each semester / or at the end of the current semester to provide advice and information for students.

Does the program communicate efficiently and effectively with customers (students and/or staff)? X Yes ?No

If 'Yes,' please describe the supporting evidence.

Off-site Facilitators provide email and phone service to all staff members on a regular basis. They also provide the students with the ability to provide the College with feed-back re: the off-site program.

Does the program interact effectively with other programs across campus? X Yes ?No

If 'Yes,' please describe the supporting evidence. Off-site Facilitators provide email and phone service to all staff members on a regular basis. They also provide the students with the ability to provide the College with feed-back regarding the off-site program.

Does the program interact with external agencies, organizations and other constituent groups to communicate matters of quality (see Accreditation Standard IB5)? ?Yes ?No

If 'Yes,' please describe the supporting evidence.

For programs serving students directly: Does the program assure equitable access to all students by providing appropriate, comprehensive, and reliable services regardless of service location or delivery method (see Accreditation Standard IIB3a)? X Yes ?No

If 'Yes,' please describe the supporting evidence.

Yes, all students have equitable access to all College services through on-line registration, access to counselors and other advisors, and to all programs of the College.

b. Quality of Service Assessment

i. Use of Human Resources (see Accreditation Standard IIIA)

Are evaluations of program personnel current? X Yes ?No

If 'No,' please specify which evaluations are yet to be completed, and when they will be completed.

Do program personnel continue to be qualified by appropriate training and professional development experiences? X Yes ?No

If 'No,' please specify which evaluations are yet to be completed, and when they will be completed.

Program personnel continue with appropriate training by monthly meetings with the Program Director and with other personnel from the Office of Instruction.

Is the current staffing adequate to maintain quality service levels in the coming year? ?Yes X No

If 'No,' please specify the staffing required to maintain quality service levels and the standard used to define “quality.”

Clerical support from an Office Assistant or Instructional Assistant continues to be requested. With the large number of courses offered and the varied course times between 7 am to 10 pm, the 16-hour-per-week Facilitator positions are not adequate to meet the needs of VVC students who choose courses at Hesperia High School (HPHS) and Silverado High School (SVHS).

ii. Use of Physical Resources (see Accreditation Standard IIIB)

Are the physical resources, which include facilities, equipment, land, and other assets, adequate to support student learning programs and services? X Yes ?No

If 'No,' please specify the physical resources— facilities, equipment, land, etc.—needed to maintain an environment conducive to learning.

The physical resources at the Off-Site locations are very conducive to favorable learning environments for our VVC students. Each site is basically a restricted, college-level site. Each site has dedicated classrooms and other facilities for our staff and students. Computers are readily available to instructors and will soon be available to students at each site. Restrooms are adequate as is parking for VVC use.

Is physical resource planning integrated with institutional planning and includes projections for total cost of ownership? ?Yes ? No Ownership is not anticipated.

If 'No,' please specify how the facilities plan can better align with institutional planning and provide measures to aid in the review of total cost of ownership projections for all projects campus-wide.