“Creating an Urban Oasis of Learning”(Strategic Implementation Grid)
Strategy
/Unit of Primary
/ Time FrameResponsibility / 2002 / 2003 / 2004 / 2005 / 2006 / 2007
Priority 1
1.1 / Develop and implement a new educational master plan that focuses on enhancing the academic enterprise of the core campus. / Subcommittee of Educational Planning Committee
M. DesVignes
DesVignes: An Educational Master Plan was drafted by sub-committee of EPC. The draft was reviewed by appropriate campus groups and was approved by EPC and the Shared Governance Committee in October 2002. Review in spring 2005 will include program viability and Department biennial review, and 6-year outlook for new programs.
1.2 / Develop new programs that are responsive to student, industry, and four-year institution needs. / EPC – Viability Subcommittees
Reports-M. Des Vignes
Six-year program review provides the impetus for this strategy as does the Educational Master Plan. Implementation of these efforts will occur throughout the strategic planning cycle. (Rev 5.10.02)
DesVignes: With the completion of the departmental biennial program review cycle and annual budget planning process, the EPC will encourage departments to submit prospective proposals regarding new programs and services during the Spring, 2005 semester, and after evaluation, the EPC will conduct mini-viability studies with recommendations for future consideration and funding for 2006-2007 academic year.
1.3 / Develop, implement, and communicate a comprehensive matrix of sequential courses to satisfy transfer requirements. / K. Bimber, A. Jones
This strategy involves scheduling issues of an administrative nature. The subcommittee should include (or designee): Curriculum Dean, Curriculum Committee Chair, Articulation Coordinator, Chair of Counseling, Chair of Chairs. (Look to Southwest for best practice) (Rev 5.10.02).
Ireland: Class Tracks,a program for scheduling and tracking degree, transfer, and certificate programs has been adapted by LACCD.
1.4 / Investigate the key factors associated with excellence in teaching and learning; identify a philosophy, implement an approach, and deploy a series of “best practices.” / Academic Senate-
G. Colombo
A broad-based task force will be appointed by SGC to (1) study the research on teaching and learning, (2) develop a philosophy and practices that reflect the uniqueness of LACC, and (3) propose an implementation plan that includes a unit of primary responsibility to ensure ownership and continuous improvement. Members include: IR, Academic Senate, Staff Development, T & L Center, ASBG, and perhaps external consultant. May want to include shepherds. Also detailed in Goal 2 of the Ed master Plan—“Enhance the quality of teaching (pedagogy) in all academic programs to help students achieve their personal educational goals” (Rev 1.23.03).
Colombo: A broad-based Student Learning Outcomes task force was appointed by the SGC in 2003 to (1) study the research on teaching and student learning, (2) develop a set of College-wide “Core Competencies,” (3) assist the faculty in the implementation of these competencies at the course, program, and degree level, and (4) explore best practices in student-centered curricula and pedagogies. Members of this SLO Taskforce include IR, Academic Senate faculty representatives, Staff Development, the T & L Center, and the ASO. Since its creation, the SLO Taskforce has met regularly twice a month to explore issues related to teaching and learning. Taskforce members and other key faculty have attended several Student Learning Outcomes and Assessment workshops both inside and outside the State. In Fall ’03, Key faculty participated in a day-long workshop led by the Director of CSU’s “Center for Teaching and Learning.” In Fall ’04, the Taskforce held a special College-wide “Town Hall Meeting” on “Defining Core Competencies” that involved nearly 100 faculty, students, and staff. Since then, the Senate, EPC, ASO and other representative groups have refined the proposed competencies, which will be reviewed by all constituencies and approved in Spring ’05. The SLO Taskforce has also planned follow-up workshops on Student Learning and course and program outcomes for Spring ’05. In addition, the Senate will hold a series of College-wide discussions in the Spring ’05 on the topic of teaching and learning best practices.
1.5 / Advance the use of technology in instruction with a specific focus on improved student learning outcomes. / ITC Committee-
P. Schmolze
Schmolze. Faculty has been given assistants in usage of Etudes, the district online management system. As of Fall 2004, LACC has offered 141 distinct courses utilizing the Etudes Course Management system; additional courses are due being added daily for spring 2005. The @one winter 2004 and summer 2004 technology institute provided weeklong training for in skills to assist students for over 100 faculty and staff. CVC web site trainings have been made available to faculty. Over 100 faculty and staff signed up for a year long skills soft training offered through the Foundation for Community Colleges. There have been almost 100 faculty who have used the online professional development 4faculty.org. Trainings in using district online resources and CCC Confer office hours have been a regular part of TLC offerings.
Again, identified in Goal 3 of the Ed Master Plan, “Integrate educational technologies with classroom instruction across the curriculum” (Rev 1.23.03).
“Creating an Urban Oasis of Learning”(Strategic Implementation Grid)
Strategy
/Unit of Primary
/ Time FrameResponsibility / 2002 / 2003 / 2004 / 2005 / 2006 / 2007
Priority 2
2.1 / Create a new facilities master plan that directs improvements over the next ten years. / 6-Pac Com – D. Cohen
Prop A/AA – J. Ireland
Jackie thinks she and Dana aren’t responsible here.
The college’s Facilities Master Plan was approved by LACCD Board of Trustees in June 2002.
2.2 / Develop a series of plans: capital improvement plan, hazardous substance removal plan, scheduled maintenance, Title 9 compliance, ADA compliance plan, safety plan, & emergency plan. / Adm Srv-
W. Richmond
Capital improvement plan, hazardous substance removal plan, scheduled maintenance, and Title 9 compliance must be conducted every year; ADA compliance, safety, and emergency plans are reviewed every year. Work environment committee should be consulted where appropriate (Rev 5.10.02).
2.3 / Create opportunities for increased social interaction, especially food service, events, and college-wide gathering places. / Task Force--
P. Schmolze, M. Siegel,
M. Eastcott,
F. Pigoenski,
M. Long-Cofree
This strategy is focused on physical spaces. Several initiatives have taken place: (1) the Student Admissions Center has been designed to include a 1,000 s. ft. grab-and-go food element along with significant seating overlooking the Communications Quad, (2) the Physical Plant Department under the leadership of Thomas Lee has undertaken an effort to create landscaped rest areas on campus (three areas have been converted with each featuring seating) (Rev 11.20.02).
Eastcott: A project underway creates a temporary student lounge area to replace the lost lounge in CH; that area is being used by EOPs. $200,000 budget has been committed to the construction of the lounge on the patio of the old cafeteria building. To date the project has been designed with the help of student input along the way and is currently at the State Architecture Department for approval by the end of April 2005. (End of Spring break).
Schmolze: Creative uses of space for community gatherings have been planned and implemented during the interim period between present and new construction. Opening day lunch on the theatre portico, the quad lawn for the 75th birthday presentations, and outdoor venues using tents for campus community gatherings.
Siegel: Draft: The new student admissions building will have a small 'grab and go' facility. The ellipse, which was to house the facility, was eliminated to reduce the cost prior to going to bid.
2.4 / Provide a cleaner work environment, especially in rest room areas. / Adm Srv –W. Richmond
Prop A/AA – L. Yamoka
Neiman Group has been selected for the restroom modernization project. Construction is scheduled to begin April 2003 on Clausen, Holmes, Da Vinci, and the Administration Building. Schedule completion is September 2003. Other restrooms are part of each buildings modernization package. AVP needs to pilot a revised custodial schedule to maintain cleanliness (Rev 11.25.02).
Yamoka: Overall, a cleaner work environment has been sporadic in the past two years. The Math Department was creative by establishing a weekly report of problem areas in the classroom, buildings FH, JH and restroom facilities. The Plant Facilities staff take great efforts in responding to ‘direct’ work order requests. Without the proposed MP2.5 system (2002) effectively functioning with the ability to report and track work orders, it has caused a source of frustration to building users and management to follow-through and complete requests with responsive communication.
Restrooms: Clearer restrooms continue to be problematic. The Physical Plant/Operations replaced the “C” shift schedule with an overlapping “B” shift. Efforts for efficiency included the purchase of large operating equipment to clean and sanitize restrooms and another to clean and polish floors in the buildings. The units are shared with crews in each building. Results have been mostly ineffective in all but a few specific restrooms and buildings. The Prop A/AA restroom modernization project completion has had several completion dates and all Phase I restrooms remain closed due to various issues of non-compliance construction and questions of functional usage architectural designs, i.e. motion-sensored lighting system (all changed in December and an incompatible fire alarm system). The priority of providing a cleaner work environment is a complex issue that involves budget, personnel, inventory/supplies, maintenance schedules and supervision. The systemic problem has been recognized by the Administrative Services departments.
Creating an Urban Oasis of Learning”(Strategic Implementation Grid)
Strategy
/Unit of Primary
/ Time FrameResponsibility / 2002 / 2003 / 2004 / 2005 / 2006 / 2007
Priority 3
3.1 / Convene a summit of elected officials and community leaders to identify unmet needs and develop collaborative responses to those needs. / Pres Office –
D. Givens,
J. Ireland
Develop as part of the 75th year celebration (Rev 5.10.02).
Givens and Ireland: As ground work that may lead to a summit type-meeting, a number of community-based relationships have been established including the following: The President and Vice President of Academic Affairs meet with the Hollywood Chamber of Commerce each month to hear the needs of the business community first-hand and to better understand the role the college can play in meeting those needs. The President and Vice-President also serve on the Health Advisory subcommittee, strengthening ties to health-care personnel in the area; A Van de Kamps advisory committee meets regularly to address concerns, make recommendations and suggest solutions that contribute to establishment of the Northwest satellite campus; the 75th anniversary of the college is being used as a focal point to celebrate with community stakeholders, and these events serve as opportunities to reconnect with alumni and to establish new relationships with community leaders that strengthen ties and improve communication. Other areas of community involvement include numerous educational outreach locations, community partnerships, collaborations, and forums with agenda designed to better serve students and the community by improving programs and conditions such as transportation with practical solutions such as providing bus passes to students.
3.2 / Improve and extend the use of advisory boards as a means to revitalize academic programs, ensure currency, and facilitate resources development efforts. / Instr Rsrch –
R. Tillberg
Develop a handbook and workshop that targets Voc. Ed. programs and then extends beyond them to other programs. The Title V Cooperative grant is in a position to fund the development of a handbook and a series of workshops for Voc. Ed. chairs (under the grant guidelines that target business partnerships) in the spring of 2003 (Rev 11.20.02).
3.3 / Create a series of satellite campuses that bring the college’s entry-level programs and services to communities within our service areas. /
EPC – M. Des Vignes
Adm Srv – M. EastcottA Steering Committee for Van de Kamp’s was appointed in October 2002. It was formed to advise the Site Administrator (Executive Dean). Senior Staff needs to review organizational structure and consult with Shared Governance regarding a coordinated effort for curriculum development and class scheduling at satellite campuses (Rev 11.20.02).
Des Vignes: The EPC created a Satellite Campus Subcommittee that established general academic guidelines for future satellite campuses, developed a prospective academic programming plan for the Vandekamp site, and proposed recommendations regarding the discontinuance of Wilshire Center (formerly known as Koreatown Campus).
Eastcott: To handle classes that are currently being held at the Wilshire center and to overflow as we close portions of building for renovations, we are actively pursuing leasing space within walking distance of the main campus. We are closing the Wilshire Center effective June 30, 2005. The major effort is to continue planning and start construction at the Atwater District (Northeast Campus) with the renovation of the old Van de Kamp building as the central building. Major ground preparation will start in April 2005, and major construction will start beginning of fall 2005; first educational programs should be in place in fall 2007. Current discussions could lead to LACCD’s first university center being located at this center
“Creating an Urban Oasis of Learning”(Strategic Implementation Grid)
Strategy
/Unit of Primary
/ Time FrameResponsibility / 2002 / 2003 / 2004 / 2005 / 2006 / 2007
Priority 4
4.1 / Reevaluate the effective and efficient delivery of counseling services in support of student success. /
Std. Srv –
M. Siegel
The Counseling Dept. had an “advance” in April that was facilitated by a Title V grant consultant. The result was four initiatives: (1) address relationship building, (2) enhance efficiency and effectiveness of services, (3) collect and use data, and (4) create aesthetically-pleasing environment. As of November, 2002, the following actions have been taken: departments were invited to present to the counseling faculty (Music, Library, Computer Sciences, Learning Skills, Family and Consumer Studies have done so; Rad. Tech, Dental Tech, Theatre, Math, and Business are scheduled; (2) requested 4 CGCA’s to cover front counter and learn SARS while reassigning a counselor as assessment coordinator; (3) trained everyone on SARS (the appt system) and upgraded their computer skills while installing new information kiosks, and (4) purchased new display materials. (Rev 11.20.02)4.2 / Design a comprehensive system that includes a widespread, early intervention strategy that focuses on student success skills. /
Std. Srv –
M. Siegel
The Asst. Dean for Matriculation Services will be charged with this responsibility. An FSS grant was successfully submitted but the funding was cut this year. The current plan is to use Title V funds to help initiate the planning for an “Introduction to Higher Education course” that reinvigorates the Personal Development course. Enrollment in this class (and the number of sections offered) has steadily decreased over the last decade. The revised start date for this strategy is January 2003. (Rev 11.20.02)Siegel: The Student Success Task Force was established in April 2003 and met for 16 months to design a learning strategies course to assist students in improving their approach to learning. The course was designed in a lecture/lab format to provide students with opportunities to practice the skills outlined in the course. As designed, the lecture portion of the class is taught by a counselor, and the lab portion of the class is taught by a faculty member from one of the academic disciplines. A pilot section of the course was offered in Fall 2004. More sections of the class will be offered in Spring 2005. UC transferability is being sought for this course.
4.3 / Develop and implement a new, comprehensive approach to addressing the needs of students who are unable to perform college-level work. /
Learning Skills Center
M. Des Vignes
A proposal has been developed. We need to review and facilitate its implementation.DesVignes: Described in its 6-year and biennial program review document, the Learning Skills Center piloted a basic skills workshop series during the Fall ’04 semester to assist students who demonstrated difficulty in matriculating through the college’s programs and courses. These workshops, offered at three different intervals within the semester, provided students with basic skills instruction in target study skills—test-taking strategies, notetaking methods, vocabulary development, and basic math computations. Analysis of its success will be evaluated during the 2005-2006 academic year after a full year of implementation.
4.4 / Identify critical student services work processes and redesign them to be simple, effective, and both student and staff friendly. /
Std. Srv -
M. Siegel
As part of the Title V “Seamless Entry” project, matriculation work processes have been redesigned in parallel with the automation of various services (kiosks, Cub Card, document imaging, and a student information system) and the architectural design of a new Student Admissions Center. Additional efforts need to be rolled out. (Rev 5.10.02)“Creating an Urban Oasis of Learning”(Strategic Implementation Grid)
Strategy
/Unit of Primary
/ Time FrameResponsibility / 2002 / 2003 / 2004 / 2005 / 2006 / 2007
4.5 / Investigate and identify the causes of “unsuccessful” course completion and implement a comprehensive series of remedies. / Inst Effectiveness –
R. Tillberg
The college (Institutional Effectiveness) is a member of the Irvine Foundation funded Diversity Scorecard Project that is managed by USC. That project has led to collaboration with the Math Department. In addition, several individuals in Student Services and Academic Affairs have been involved in research in this area. A follow-up task force is being chaired by the Research Analyst in IE. A report to the college president is due in December 2002. (Rev 11.20.02)
Longcoffee/Tillberg: The college (Institutional Effectiveness and a Math department faculty) is a member of the Equity Scorecard project that was originally funded by the James Irvine Foundation and is managed by USC’s Center for Urban Education. The LACC team was expanded during 2004 to include participation from various departments. The plans for 2004-2005 include forming a core team within the math department to explore issues related to student success, incorporating the project into the learning outcomes process and to initiate other Equity Scorecard related projects throughout the college. A report to the college president is due January 2005. (Rev. 11.22.04)
“Creating an Urban Oasis of Learning”(Strategic Implementation Grid)