IEPI GOAL / 88
District Average / 86.3
Set Standard / 85
Program Average
BAN
MVC
ONLIN
SJC
TEM
CPR Tables and (Sample) Responses
Here are the tables, populated with the district statistics, that you can complete and then copy and paste into your CPR.
Retention Rate %IEPI GOAL / 86
District Average / 85*
Set Standard / 80
Program Average
BAN
MVC
ONLIN
SJC
TEM
*approximation from graph.
Fill Rate Table: Retention Rate Table:
.
Success Rate Table:
Success Rate %IEPI GOAL / 68.6
District Average / 67.8
Set Standard / 66
Program Average
BAN
MVC
ONLIN
SJC
TEM
Success Rate – Disaggregated Table:
Ethnicity/Race Success / SubPop 1 % / SubPop 2 % / SubPop 3 %Disaggregation
Headcounts
Program
BAN
MVC
ONLIN
SJC
TEM
Two-Year Schedule Table:
Courses / Fall 2017 / Spring 2018 / Fall 2018 / Spring 2019Here are the sample responses (from the CPR instructions):
IA: Awards and Time to Completion
Approximately 390 to 430 AA.SOCB degrees were earned each year over the three year period. Specifically, 433 were earned in 2014-15, 416 in 2015-16 and 396 in 2016-17. While there has been a slight decline, the decrease appears insignificant; the data trend is flat.
The vast majority of students complete the AA.SOCB degree in the spring. Over the past three years, it has taken an average of almost 5 years for these 905 students to earn the degree in spring. The shortest average time was 4.6 years for 128 students in fall 2015. The longest average time was 6.1 years for 102 students in fall 2016.
IB: Fill Rate Analysis
The AA.SOCB average fill rate is a very strong 90%, which is almost 4% above the district average, and even 2% above the IEPI GOAL:
Fill Rate %IEPI GOAL / 88
District Average / 86.3
Set Standard / 85
Program Average / 90.1
BAN / 92.4
MVC / 93.4
ONLIN / 87.1
SJC / 90.6
TEM / 83.0
The average fill rates for BAN, MVC and SJC are all above the program average, but not significantly so, so no commentary is warranted. The TEM average fill rate of 83% is the lowest of the sites. The fill rate here dropped almost 12% from fall 2016 to spring 2017. This may simply be an anomaly.
The scheduled sections at TEM have declined recently as well. It may be that students are simply taking less of the courses required for the degree and that TEM is a site where this trend is pronounced. In any event, further research into the student population earning AA.SOCB degrees will be necessary for accurate analysis. No improvements, such as adjusting the mix of modalities or day v. evening sections or offering additional short-term classes, appear warranted at this time.
Retention Rate Analysis
The program average retention rate (86.1%) is not only above the district average, it is at the IEPI GOAL. The individual site rates are strong and comparable. Here is the data:
Retention Rate %IEPI GOAL / 86
District Average / 85
Set Standard / 80
Program Average / 86.1
BAN / 91.1
MVC / 88.5
ONLIN / 81.4
SJC / 85.3
TEM / 89.4
ONLIN has the lowest retention rate, but 81.4% is pretty good for that environment. There is nothing eye-catching to analyze and no improvements need be suggested.
Success Rate Analysis
The program average success rate (68.2%) is above the district average and approaches the IEPI GOAL.
Here is the data:
Success Rate %IEPI GOAL / 68.6
District Average / 67.8
Set Standard / 66
Program Average / 68.2
BAN / 75.4
MVC / 72.6
ONLIN / 63.2
SJC / 63.6
TEM / 73.2
The BAN and TEM rates are relatively high, but fewer sections are offered there. The bulk of the offerings are at MVC and SJC; their rates offset one another.
The lowest rates (about 63%) occur at SJC and ONLIN. Analysis by experts is needed to explain the SJC data (and it should be included here, along with any improvements to move the SJC AA.SOCB average closer to that of the district!!). The ONLIN rate is not unexpected, given the challenges of that environment.
Success Rate – Disaggregation
For the AA.SOCB program, the rates below the subpopulation average success rates occur at SJC and in ONLIN for all three subpopulations (Hispanic, White and African-American). Here is the data:
Ethnicity/Race Success / Hispanic % / White % / African-American %Disaggregation
Headcounts / 12,231 / 7,895 / 2,019
Program / 66.6 / 72.6 / 55.5
BAN / 72.1 / 83.1 / 60.9
MVC / 70.3 / 75.8 / 63.7
ONLIN / 61.3 / 68.4 / 49.9
SJC / 63.7 / 68.3 / 51.5
TEM / 70.9 / 77.9 / 62.1
For those who teach at SJC and ONLIN, teaching and learning best practices should be shared and attempted on as wide a scale as possible. Further leveraging existing interventions, such as learning communities, tutoring and FYE should occur. Because these populations are large, additional disaggregation of the individual subpopulations at SJC and ONLIN, say with respect to students who took day v. students who took evening classes, or students who have already passed transfer-level math and English, or students who took concurrent remediation v. those who took prerequisite remediation, might yield useful data. Further research is definitely warranted!
IC. Course Learning Outcome (CLO) Data
For the AA.SOCB program, the CLO average ranges from 2.45 (out of 4) in SP 16 up to 2.69 (out of 4) in SP 15. Ethnic/race disaggregation of CLO data yields an average score of 2.54 for Whites, 2.38 for Hispanics and 2.25 for African-Americans.”
ID. Assessment Summary
NOTE: This response is not complete until all fall 2016 courses with CIPs are included (with all eight CIP question responses for each course) AND the courses with CIPs from spring 2017 (with all eight CIP question responses for each course) are included too!
Here is the sample response:
Fall 2016
The DAN courses assessed in fall 2016 were: 108, 123A, 127, 128 and 214. In terms of assessment improvements, the following applies to DAN 108:
- We would like to see one assessment tool utilized that covers all three CLO's
- The rubric is well written and provides clarity and consistency for assessing students across classes and sections.
- It would facilitate the continuity of assessment if all three CLO's were focused on one assignment, either a writing assignment or a performance assignment, but not both. It would be helpful if the CLO's were more specific and pointed for consistency across sections. We will make changes to these CLO's the next time we assess this course.
Here are the teaching/learning improvements to be implemented the next time the course is taught. In terms of PSYC 102:
- Based on the data analysis, it appears that the strongest performance was on the CLOs where students were required to describe and evaluate the components of self-actualization within yourself and others. For this CLO, all students assessed, met or exceeded expectations. Given that this is the primary focus of the class, it seems that the way in which this course is being taught aligns with our desire to empress upon students the importance of self-actualization and the ways in which they can continue to pursue personal growth in their lives. Similar results were found for the CLO requiring students to differentiate between authentic and inauthentic love, which is an essential element of assessing the quality of their relationships and is a fundamental component of one's well-being. Therefore, the result for this outcome also support effective pedagogy and curriculum on this important topic. The only CLO revealing students needing improvement of below expectations was the stress CLO whereby students were expected to examine the various stressors in one’s life, identify how these stressors impact you physically or psychologically and construct an action plan as to how you can effectively manage the stress in your life. Although only 2 students fell into these categories, this is also a critical element of overall wellness, therefore, the department examined what factors may hinder those students from being able to thoroughly assess their own stress levels and the resulting impact on their personal growth and well-being. When reflecting on the approach to this content, we noted that students were afforded the opportunity to do this reflection even if they missed the stress management workshop where these concepts were addressed. However, it seems that attendance for the corresponding workshop is an essential element of truly learning this content, and therefore, attendance for this workshop should be mandatory in order to complete the assessment. An alternative would be to consider doing an online version of the workshop to allow students access to a more thorough lesson on the content before having them apply it to their own personal self-reflections and assessments. Finally, it was noted that a large portion of students were not assessed for one or more of the CLOs. The assessments are currently not built into any mandatory assessments such as an exam, and therefore, participation in such assessments does not have a direct impact on student grades. It may be best to integrate these assessments into the grading structure for the course in order to ensure greater participation in future courses.
- As noted above, students can gain more value through attending the Stress Management workshop which corresponds to the CLO assessment. Therefore, it is essential that all students attend, and/or have access to an online alternative, which would allow them exposure to these important concepts so they can more thoroughly and accurately assess the role of stress in their lives, and implement an effective coping strategy for the stressors most relevant to them.
- Funding for continued professional development is critical to ensure that faculty are educated about sound pedagogy and effective practices, which can optimize student learning and success. Furthermore, access to the most current research within our discipline continues to be critical for relevant and effective instruction to adequately prepare our students for success and transfer.
In terms of curriculum mapping and CLO to PLO/CC alignment for DIG 110:
- Curriculum Mapping: The courses are well ordered and sequencing determined by industry.
- PLO/CC Alignment: The courses are new this Fall. There is insufficient trend data to make decisions at this point. However, the department will review all CLOs in Fall 2017
II Two-Year Schedule
Two-Year Schedule for COMM
Courses / Fall 2017 / Spring 2018 / Fall 2018 / Spring 2019COMM 108 / x / x / x / x
COMM 110 / x / x
COMM 116 / x / x
COMM 117 / x
COMM 120 / x / x
COMM 299 / x / x
IV Budget Allocation: C: RAP Follow Up Reports
NOTE: This is not a complete response! The rest of the RAP Follow-Up Reports for this discipline would need to be included here too!
Here is the sample response:
For RAP 10-117-1516:
Goals, Outcomes and Assessment. Please describe how these funds helped you reach your program goals. What specific improvements were achieved?
The initial goals have been achieved. Equipment and supplies have been ordered and received, and a logic model has been constructed to carry out honors projects. Project initiation is still in the early stages; please see “Identify any challenges or obstacles related to the RAP process” below for further explanation.
2 Institutional Priorities via Strategic Plan Goals If funds from this RAP supported an institutional priority, please check that priority. Check all that apply. 2014-17 Strategic Plan Goals
☒ 1. Reduce time to completion of student educational goals and increase degree, transfer and certificate completion.
☒ 2. Drive institutional decision-making using internal and external data to inform planning and prioritize resources.
☐ 3. Refine staffing plan and process
☐ 4. Improve fiscal responsibility that is sustainable for the long term
☒ 5. Identify sustainability strategies to improve efficiencies in processes district-wide
☒ 6. Expand and improve student involvement in campus life
☒ 7. Promote quality of institution through enhanced communication within the community (internal/external)
☒ 8. Enhance the overall campus life experience
☒ 9. In an effort to serve students build bridges between instructional services, student services and administrative services
☒ 10. Increase the College’s visibility, value and recognition in the service area For each priority checked above, describe improvements provided through this RAP.
Because the RAP is still in the early stages as described below (Identify any challenges or obstacles related to the RAP process), improvements have not yet been assessed. Strategic Plan Goals 7 & 10 have been enhanced due to communications and collaborations between our department and Babcock Laboratories, Elsinore, Valley Municipal Water District, McCrometer Inc., and UC-Riverside to provide students with internships and improved transfer opportunities.
Describe how these funds supported the district’s plans (click here for plans).
Because the RAP is still in the early stages as described below (Identify any challenges or obstacles related to the RAP process), support of the district plans has not yet been entirely assessed. However, a robust selection of structured, research-oriented experiments have been developed for implementation into our program that will meet the technology requirements of the College community as reflected by the Educational Master plan, and the Technology Master Plan. In line with the Facilities Master Plan, a built in sustainability for this project exists in terms of the flexibility for implementation of ongoing research at the local, statewide and national level supported by safe and healthy operations.
Identify any challenges or obstacles related to the RAP process.
This report has a dead line that is truncated for this particular RAP. Chemistry is proposing a project that is essentially redesigning traditional pedagogy to experiential research-based learning methodologies that are coupled with 4- year institutions. Student research is a newly proposed teaching/learning strategy at the community college level, so obtaining and bringing to operation sophisticated equipment and conducting research projects that are supported by EPA approval and collaborative efforts with universities is a process that requires more time.