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Mr. Farley Herzek College President Mr. Luis Rosas Vice President Academic Affairs

Los Angeles Harbor College Institutional Effectiveness Report presented to the LACCD Board of Trustees July 24, 2013. Mr. Farley Herzek College President Mr. Luis Rosas Vice President Academic Affairs Dr. Kristi V. Blackburn Dean of Institutional Effectiveness

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Mr. Farley Herzek College President Mr. Luis Rosas Vice President Academic Affairs

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  1. Los Angeles Harbor CollegeInstitutional Effectiveness Reportpresented to the LACCD Board of TrusteesJuly 24, 2013 Mr. Farley Herzek College President Mr. Luis Rosas Vice President Academic Affairs Dr. Kristi V. Blackburn Dean of Institutional Effectiveness Dr. Bobbi Villalobos Dean of Academic Affairs

  2. College Strategic Plan: Priorities & OutcomesLAHC Educational Master Plan 2013-17 • FTES growth plan • 4%+ • Deans/Faculty developed plan to reach 7300 FTEs • Increase retention/persistence/ transfer/degree and certificate completion • Student Success (implementation of SB1456) • Continue Infrastructure Support • 3 years of balanced budget (including surplus 2013) • SLOs and Accreditation

  3. District Strategic Plan: 2011-12 Baseline DataPercentage of eligible students receiving financial aid

  4. Percentage of new students completing assessment in English Percentage of new students completing assessment in MATH

  5. Percentage of new students successfully completing at least one math & English class in first year Persistence: Fall to Spring & Fall to Fall

  6. Goal 2 continued: 6 YEAR OUTCOMES 1. New students completing 30 units within 6 years (%)2. New students completing 60 units within 6 years (%)3. Complete Engl 101 & Math 125 (or above) within 6 years4. Completion rate (cert., degree, transfer) within 6 years

  7. Goal 2 continued: 3 YEAR OUTCOMES 1. New students completing 30 units within 3 years (%)2. New students completing 60 units within 3 years (%)3. Complete Engl 101 & Math 125 (or above) within 3 years4. Completion rate (cert., degree, transfer) within 3 years

  8. ACCJC Student Success Targets Set • ACCJC Annual Report 2013 • Joint meeting of Assessment Committee and Achieving the Dream Data Team • Std for course completion: 70% • Std for retention: 53% • Std for degree completion (#): 539 • Std for transfer to 4-year (#): 350 • Std for certificate completion (#): 102 You never change things by fighting the existing reality. To change something, build a new model that makes the existing model obsolete. --Buckminster Fuller

  9. Alignment of College Plan to the DSP Goal 1. Access and Preparation for Success: Improve equitable access; help students attain important early educational momentum points. • Achieving the Dream year 2 interventions. Discussed further in presentation Goal 2. Teaching & Learning for Success: Strengthen effective teaching and learning by providing a learner-centered educational environment; help students attain their goals of certificate and degree completion, transfer, and job training and career placement; increase equity in the achievement of these outcomes. • Career Technical Education: Certificate development and completion • SLO Assessment: Complete integration of SLOs with Planning • Curriculum Development: TMC AA-T degrees • LAHC Technology Annual Plan • Distance Ed Plan: Expand offerings and increase degree pathways

  10. Alignment of College Plan to the DSP Goal 4. Resources and Collaboration: Increase and diversify sources of revenue in order to achieve and maintain fiscal stability and to support District initiatives. Enhance and maintain mutually beneficial external partnerships with business, labor, and industry and other community and civic organizations in the greater Los Angeles area. • Financial Sustainability • The college has now embarked on a path to invest the new reserves in program growth so we can become self sustaining while fulfilling accreditation and district requirements. • EWD • Increase grant funding sources • Increase industry partnerships in community • Human Resources Plan • Use data to determine staffing needs of all constituencies of the campus • Very positive feedback on the 2 plans completed thus far from ACCJC visiting teams, citing it as a “best practice” Goal 3. Organizational Effectiveness: Improve organizational effectiveness through data-informed planning and decision-making, process assessment, and professional development. • Analysis and development of FTES growth plan: • Improve college funding base while growing efficiency in order to develop additional funding to improve student success. • Planning Process • Educational Master Plan as a guiding document in the planning process • SLOs (next slide)

  11. Student Learning Outcomes Update Fall 2012Spring 2013 • Course 81% 85% • Program 55% 55% • Institutional 60% 60% • SAOs 100% 100% • ISLOs are up to date within 5 year assessment plan • 3 of the college’s 5 ISLOs have been measured; 4th in progress. Final ISLO planned for 2013-14 • ISLOs will be at 100% in 2013-14 • By spring of 2014 : • Course level SLOs have been written (defined) • The college MUST have completed 100% of course level SLOs complete a full cycle: defined/measured/results used and refined definitions • Program level SLOs must also be 100% assessed • SLO Coordinator working with Deans, VP Academic Affairs to accomplish SLO plan in effect for 2013-14 to achieve goal of 100% • The knowledge accumulated from these assessments must be incorporated in 2013-14 Program Reviews & results be reflected in Unit plans for 2014-2015 planning cycle

  12. Accreditation Update

  13. Accreditation Update College Recommendation 1: As previously stated in Recommendation 2 by the 2006 Comprehensive Evaluation Team and in order to meet Standards, the planning process needs to reflect an ongoing and systematic cycle of evaluation, integrated planning, resource allocation, implementation, and re-evaluation that uses data as the central focus to inform decisions. The process needs to be made clear to the college constituencies so they understand the steps, as well as which plan informs which plan. In addition, human resource planning for classified personnel and administrators needs to be evidence- based and integrated with institutional planning and program review. An evaluation of the effectiveness of the planning process as well as the effectiveness of programs and services needs to be included. (I.B.2, I.B.3, I.B.6, I.B.7, III.A.6). Feedback provided from the Visiting Team: Number of actions taken to address the recommendation. Most notably, breaking down the recommendation into the workable pieces, the college was able to address each facet thoroughly. • Infrastructure creation (shared governance calendar, planning documents calendar) has streamlined planning activities to the betterment of college planning. • Evidence included qualitative and quantitative methods in the evaluation of planning (process and product) • Data present and used in planning and budgeting activities. • College more closely following the Planning Policy and Procedure Manual; encouraged to reflect on Program Review Manual and adhere to it more closely. • HR Plan 2012-13 reflected planning and budgeting activities was very data driven and tied to planning documents (unit plans and program reviews). Transparency of the data and process was noted in its role for helping the college employees understand decision making at the college regarding “staffing”. “As a result of various policy and procedural improvements implemented since the 2012 visit, the college’s planning processes for program review and resource allocation were dramatically improved and are now considered examples of good practices.”

  14. Accreditation Update College Recommendation 2: In order to meet the Standard, and to adequately monitor salary and benefit expenditures and insure the institution practices effective oversight of finances, the team recommends that salary actions should first be reviewed for available and adequate funding prior to initiating the employment process. (III.D.2.d). Feedback provided from the Visiting Team: Provided an increase of infrastructure necessary for oversight and monitoring: creation of forms which are derived from planning documents. Change to Centralized model increased the oversight and monitoring. Quarterly budget meetings resulting in better alignment of units to the budget requests to spending/priorities. Better oversight. “The college is commended for its extensive use of integrated, data driven, and decision-making planning resulting in a multiple voices representation for each Cluster.” The visiting team believed that the college has fully met the accreditation standard recommendations listed above. It is anticipated at the June 2013 convening of the ACCJC for the college’s probationary sanction to be removed and the college be “fully accredited”.

  15. Achieving the Dream • 3 Interventions • Front Door--FYE • Math Progression • Cultural Equity and Awareness • Outcomes measurements are still in progress. • Spring 2013 grades will be included in analysis. • All interventions are being leveraged with grant activities such as Title V, STEM grant, Bank of America financial literacy grant, Learning Works grant.

  16. FRONT DOOR INTERVENTION: First Year Experience • Orientation • Summer Bridge Retreat • Small Learning Communities • Learning Coaches • Sophomore year guidance • Student Success Society • Service Learning

  17. Fall 2012 FYE Retention and Completion

  18. FYE End of Semester Survey/Results n=62 • Close to 80% indicated using faculty office hours. • 85% interacted with Counselors. 30% seeing them once/week or more • 40% experience interference from work in meeting academic deadlines • 98% indicated that feedback from instructors helps them determine their status in the class • 96% felt the contributions they make in class are valued • 55% took advantage of Study Skills Enhancement workshops • 77% use the Math Learning Center • 58% never use the Writing Center (area for further exploration) • 46% use the Learning Assistance Center • 65% indicate it has been hard to learn to manage time effectively • 90% had volunteered in community • 85% have asked an instructor for assistance after class • 98% have social interactions with someone of a different race/ethnicity

  19. Math Progression Curriculum Re-Design • California Acceleration Project (3CSN) 2012-13 • STEM Pathway • Summer Bootcamp prep for students • 4 semester sequence Pre-Algebra to Calculus • Imbedded tutoring • Non-Stem Pathway • Pre-req of Pre-Algebra leading into Math 227 Stats Fast Track • Began before joining Achieving the Dream in 2011 • Increased with Achieving the Dream momentum • Housed in the Learning Assistance Center

  20. Curriculum Re-Design: STEM • Fall 2012 STEM: Math 123A • The STEM cohort had a higher retention rate (88.6%) compared to all Math 123A and all other Math students. • The STEM cohort also had a significantly higher completion rate (80.0%) compared to all Math 123A (56.2%) and all other Math students (59.4%). • Course alignment with Math 227 • All STEM students (28) who successfully completed the course in Fall 2012 enrolled the following semester. • Of the 28 STEM students who successfully completed the course in Fall 2012, 92.9% enrolled in Math 123B the following semester. Grades in this course will be tracked.

  21. Math Fast Track N= 1215 • 37.6% took first math class before Fast Track • Higher retention rate after FT: 84.3% (compared to 77.7%) • 22.1% after or concurrent with FT • Higher completion rate after FT: 57.8% (compared to 52.7%) • 40.3% no math enrmt

  22. Cultural Equity and Awareness Addressing Poverty • Financial Literacy • Bank of America grant and Title V grant • CGCA (Counseling Guidance Career Assistant) role • Outreach to high schools and continuation schools • Martin Luther King, Jr. “Days of Service” Multicultural Center • Cultural Literacy • Planning, implementation, and evaluation in years 2, 3,and 4, respectively Grant opportunities • Seed money to establish Multicultural Center • $40,000 Learning Works grant • Culturally responsive training for faculty, staff, students

  23. Martin Luther King, Jr. Days of Service Pre-Test/Post-Test Survey Design n= 60 Students reflected improvement in knowledge of financial literacy.

  24. Year 3: Scaling Up & Institutionalizing • Including initiatives in the College Educational Master Plan and College Annual Plan • Integrating Achieving the Dream work into existing shared governance committees on the campus • Creating and implementing Face-to-Face Orientation involving the campus community • Continuing data examination and discussion • ACCJC Data Reporting changes expected to include disaggregation of data and how we are attempting to overcome inequities

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