Appendix D: Non-Instructional Program Review Template
Victor Valley College
Non-Instructional Program Review
(Planning Year = 2012-13)
(Budget Year = 2013-14)
Report Date: Program:
Program Contact Person: Campus Phone Extension:
E-mail Address: Division:
A. PROGRAM OVERVIEW (Make parallels to VVC Mission: Accreditation Standard IA)
Information Technology supports campus computers, networks and infrastructure. This support provides the technical functional resources needed for Instructional and Non-Instructional programs throughout the campus.
B. PROGRAM ASSESSMENT (Make parallels to VVC Mission: Accreditation Standard IA)
1. Service Area Outcomes (SAOs) - Current Assessments (see Accreditation Standard IB)
PLEASE RESPOND TO QUESTIONS BELOW FOR EACH ASSESSMENT YOU ARE REPORTING.
What was assessed? What was learned? What actions will be taken to apply what was learned to program improvements?
What was assessed?
SAO#1
What was learned?
Made adjustments to the SAO to provide more specific review of department level outcomes. Previous SAO was based on an overall review of data for first the fiscal year. This previous SAO will be moved to the Dean level (Executive Dean, Technology and Information Resources) and renamed to SAO: DTECH1. Previous year assessment included the following:
1. Create projects instead of tasks: This will be review this year for inclusion into the next review.
2. Reduce categories: This is currently being reviewed but may not be corrected by the time this is review is turned in.
3. Simplified incident request form: This is currently being reviewed but may not be corrected by the time this is review is turned in.
4. Proper use of on-hold status: This has been discussed and reviewed and is an ongoing issue.
5. Establish policy for non-responsive customers: This has been discussed and reviewed and is an ongoing issue.
What actions will be taken to apply what was learned to program improvements?
SAO #1 (This SAO will no longer be part of the Technical Services, but will be moved to the Dean level to assess over all support by IT, IMS, and MIS. A new SAO called TECH1 (see below) will be created
• Service Area Outcome #1: Maintain a “Mean Open Time by Item Type” within Livetime incident to less than 3 hours per incident during a year time period. (Consolidated – all departments)
• Means of Assessment: Compare to previous years (January – December)
• Criteria: No higher than 3 hours. Mean Time/Requests = Hours Per Request
• Summary of Evidence: Data collected from Livetime (Mean Open Time by Item Type)
• Use of Results: Identify personnel, training, and other resource requirements.
Notes:
1. Mean = Average
2. Reporting period changed from calendar year to fiscal year to allow more time for evaluation of data. Therefore Cal 2012 and FY 2012 has a 12 month overlap which will only occur once.
The new SAO (TECH1) will now be used to more closely monitor individual departments due to differences is task time frames acceptable response times. An overall SAO (DTECH1) will be used to monitor and assess the Technology and Information Resources (TIR) outcomes, and is now located within the DTECH (Dean, Technology and Information Resources) SAO.
The new SAO called TECH1 follows:
SAO # TECH1
• Service Area Outcome #TECH1: Maintain an “Mean Open Time by Item Type” within Livetime incident to less than 5 hours per incident during a FY year time period.
• Means of Assessment: Compare to previous years (Previous Fiscal year: July through June)
• Criteria: No higher than 5 hours. Mean Time/Requests = Hours Per Request
• Summary of Evidence: Data collected from Livetime (Mean Open Time by Item Type)
• Use of Results: Identify personnel, training, and other resource requirements.
Below is the results of the data collected from 1 July 2011 to 30 June 2012
Average Open Time by Item Type (hours)
Summary:
Based on the data collected for the period of FY 2012, the average time per incident (IT Only) has lowered from 5.8 to 4.7 hours per incident. While the linear trend is increasing, this may be due to the change from using data based on a calendar year to a fiscal year (6 month crossover of data). We will continue to monitor recommended changes and evaluate again next year. The criteria for consolidated overall average (all departments)) is no higher than 3 hours per incident. The overall consolidated average has lowered from 2.7 to 2.4 hours per incident.
2. Progress on Standards or Program-Related Accreditation Recommendations (see Accreditation Standard IVA4)
Which accreditation standards / recommendations were addressed?
What did the program do to address the standards / recommendation(s)?
What has the impact of those actions been to date?
What next steps will be taken?
There were no direct recommendations for accreditation identified.
We do support the campus in-directly in many areas that effect other department with their accreditation recommendations, such as establishing systems that provide efficiencies in communication and collaboration. One example is the support and management of the SharePoint/Portal.
3. Progress on Educational Master Plan Initiatives (see Accreditation Standard IB)
What EMP strategic planning priorities are impacted by the program's EMP initiative/goal?
What did the program do to implement its EMP initiative/goal?
What has the impact of those actions been to date?
What next steps will be taken?
EMP Strategic Planning 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. (Supports District goals of Accreditation Recommendations and Image).
We are monitoring the average time open to close time of incidents. Exceptions that are not included are wait time for parts and responses back from customers. This should closely approximate the actual time the incident is open, while eliminating external factors that are beyond our control.
This review have provided the Information Technology Staff insight into the time taken to complete LiveTime incident requests, and develop solutions what will help lower the overall time for repairs and/or restoration of services.
We will continue to monitor the data and annually review and adjust our services to help inprove customer service.
4. External Factors (see Accreditation Standards IB, IIB)
What was assessed? What was learned? Based on what was learned, what actions will be taken to 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.
• 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%.
II. External Legislative Factors / SB 1456 – The Student Success Act
• SB 1456 provides a “policy framework”
• Re-purpose and re-focus Matriculation on core services of orientation, assessment, and counseling/advising to assist students in developing education plans
• Leveraging technology to reach a greater number of students
• Requiring Board of Governors to adopt policies to mandate orientation, assessment, and student ed. plans, along with an exemption and appeals process.
Education Code Revisions
EC 78211:
Delineates the Legislature’s intent for the Student Success Act:
• Aligns matriculation language to SSTF recommendations regarding services needed to support students in developing an “informed” ed goal, develping ed plans and declaration of course of study.
• Shared responsibility between instruction and student services, based on “evidenced-based” practices of what works.
• Targets funding on core services, such as counseling and advising, through a broad array of service delivery mechanisms.
EC 78212:
• Delineates the student’s and the institution’s responsibility for the purpose of achieving the student's educational goals and completing the student’s course of study.
• To ensure students are not unfairly impacted, requires the BOG to establish a reasonable, phased-in implementation period based on resources available to serve students
EC 78212:
• Student Success & Support Program funding targeted to core matriculation services for the following:
– Orientation services
– Assessment
– Counseling, advising, and other educational planning services
– Provision of services through broad array of delivery mechanisms, guided by sound counseling practices and principles
– Development of education plans leading to a course of study and guidance on course selection.
EC 78215:
• Defines role of BOG in developing policies and processes for:
1. Requiring student participation in core services;
2. Exempting specific student groups; and,
3. Requiring an appeals process.
EC 78216(b)(4):
• As a condition of receipt of funds, requires districts to implement common assessment (if using an assessment instrument for placement) and student success scorecard, once these are established by the BOG.
EC 76300:
• Places conditions on eligibility for BOG Fee Waiver. Students must meet academic and progress standards, as defined by the BOG;
• The academic conditions would be phased in over a reasonable period of time as determined by the BOG.
• Requires adequate and reasonable notification to students
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 Race and Ethnicity data indicate that there is stronger growth in population groups that have traditionally been under-represented in higher education. In addition, a continuance of outreach efforts and effective student services are vital to serving this growing population.
• Given the high occupancy rate, our residents are invested in the area. Though the economic downturn has dramatically impacted the housing industry and few new homes are being built, the sale of existing homes has been very high due to the attractiveness of the area in terms of housing affordability. Therefore, the population has remained constant in the last couple years with expected increases in the near future (135,651 new residents (27%) in the next 10 years). Even though housing affordability aids economic stability and the relative capacity of households to afford college costs, demand for financial aid will remain a factor.
• As demand for skilled labor increases in the High Desert, VVC will continue to play a key role in the training needs of these individuals. Campaigns geared towards educational attainment at all levels need to be widely disseminated throughout the study area.
• 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.
• VVC has grown exponentially in the recent past and with that comes the challenge of serving a more diverse population. Fall enrollment increased 21.2% from 2007 to 2009. However, due to the economic condition of the state, funding has decreased substantially causing workload reductions which equate to a decrease in sections (e.g. winter intersession has not been offered since 2009). Consequently, FTES has also decreased in the last year. VVC continues to underrepresent males in the study area. However, most race/ethnicity categories mirror that of the study area aside for Blacks (14.5%) which are overrepresented at VVC.
• It is noteworthy that VVC’s proportion of 31 to 40 year olds closely resembles that of the study area. This may be due to the poor economy and that many people have lost their jobs requiring them to look to VVC for re-training and skill improvement. Over one-third of VVC students are attempting 12 or more units which could also be an indicator that students are feeling the need to complete their education more quickly in order to enter the workforce.
• 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.
Based on what was learned, what actions will be taken make program improvements?
Strategic Planning Priorities
Based on the external and internal scans, the following sets forth the priorities that will provide focus to institutional planning efforts. These strategic priorities provide a unified, actionable direction to be followed over the next 3 to 5 planning cycles. As proposals and requests are submitted, these priorities must be used to guide decisions about how District resources will be allocated.
Through several sessions with EMP Task Force members, various campus committees, and department meetings across campus, discussions were held to analyze and evaluate the impact of environmental scan and internal scan data on possible strategic priorities for VVC. In addition, community focus groups were conducted to further solidify our strategic direction over the life of this Educational Master Plan. The priorities presented below are not ranked, but they are aligned to each District goal stated in Board Policy 1200.