porterville college program review report: …

PORTERVILLE COLLEGE

PROGRAM REVIEW REPORT: INSTRUCTIONAL DIVISIONS Name of Division: Language Arts Contact Person: Ann Marie Wagstaff Submission Date: May 1, 2015

[Note: The information in this area will repeat on all pages.]

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Porterville College Mission Statement: With students as our focus, Porterville College provides our local and diverse communities an excellent educational experience that fosters intellectual curiosity and growth, lifelong learning, and prepares our students for personal and academic success. In support of our values and philosophy, Porterville College will:

1. Provide quality academic programs to all students who are capable of benefiting from community college instruction.

2. Provide comprehensive support services to help students achieve their personal, vocational and academic potential.

3. Prepare students for transfer and success at four-year institutions. 4. Provide courses and training to prepare students for employment or to enhance skills within

their current careers. 5. Provide developmental education to students who need to enhance their knowledge and

understanding of basic skills. 6. Recognize student achievement through awarding degrees, certificates, grants, and

scholarships. Program Mission Statement: The Language Arts Division supports the mission of Porterville College by providing instruction for students at all levels of skills and abilities. We are committed to teaching students to achieve better communication and critical thinking skills in order to become more reflective, productive, and successful citizens in the greater community. Student Learning Outcomes: Please summarize assessments that have been conducted at both the course and program level for your division including changes to the courses or programs made based on those assessments. The Language Arts Division created the SLO evaluation timeline and process in spring 2013. The division assesses all of the course-level SLOs for a particular course throughout the assigned semester. The following semester, we discuss the assessments and evaluate the need to modify the SLOs. Then, in the third semester, we revise the SLOs if we need to do so. Of our 25 English courses, 14 have been or are in the process of being assessed. Of the remaining 11 courses, 6 are scheduled to be assessed in fall 2015 or spring 2016 and 5 of the courses will be assessed when they are taught (or the course will be suspended). All of the SLOs for courses in the composition sequence have been assessed, discussed, and revised.

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The English major program-level student learning outcomes have been approved, assessment timelines have been established, and assessment is ongoing. The program SLOs are as follows: 1 . Implement skills for thinking critically about individual texts. 2 . Relate texts to the social, cultural, and historical contexts in which they were produced. 3 . Extend, deepen, and refine research and writing skills, particularly the ability to write correctly documented essays. 4 . Read literary works from a variety of genres and determine their literary significance. 5 . Identify and utilize the critical approaches that are most likely to illuminate the meaning. 6 . Apply the nuances of language in both reading and expression. The required course for the English major (English P101B) is being assessed this semester. Most of the literature courses, which are electives for the major, have been or are being assessed. By the end of fall 2016, assessments, discussions, and revisions for all of the courses offered for the major will be complete. We plan to assess the program SLOs in spring 2016 because we will have English P101B through the division assessment process and we will be able to assess the program SLOs by reviewing the assessments of the course SLOs. We plan to look at the following course SLOs in our assessment:

1. Implement skills for thinking critically about individual texts. a. English P101B (5)

i. Use close-reading techniques to identify literary elements (such as theme, irony, figurative language, style) and evaluate and write responses to literary texts that reflect an understanding of the difference between summary and analysis.

b. English P119 (2,4,5) i. Analyze a poet’s technique and explain his/her use of poetic elements.

ii. Identify and analyze the effects of prosodic devices, such as the syllabic patterns that create rhythm.

iii. Interpret a poem using as support for analysis the elements used within the poem itself, including imagery, symbolism, diction, figurative language, allusion, rhyme, rhythm.

c. English P112 (1, 2) i. Identify and describe the basic features that make literary writing different

from non-fiction prose. ii. Illustrate the difference between responding and reacting to literature.

d. English P118 (5) i. Discuss the literary critical problems encountered in reading the Bible

including, but not limited to, the following: translation, history of the text, history of interpretation, distinctive qualities of scriptural texts.

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2. Relate texts to the social, cultural, and historical contexts in which they were produced. a. English P101B (3)

i. Critically evaluate complex literary texts from various critical perspectives, such as formalism, reader-response, psychological, historical, Marxist, post-structuralism, feminism, sociological.

b. English P113 (7) i. Explain the significant connections between the literary subject matter and the

historical, geographical, political, and economic contexts. c. English P102 (3,4)

i. Explain the significance of the work in their appropriate socio-historical context.

ii. Explain the significance of the works in their appropriate artistic-intellectual context.

d. English P103 (1, 2) i. Identify the major themes, dramatic elements, historical background,

sociological issues, and literary significance of at least eight Shakespearean plays.

ii. Explain the controversies surrounding authorship of the plays. Discuss important biographical information and Shakespeare’s work and times.

3. Extend, deepen, and refine research and writing skills, particularly the ability to write correctly documented essays.

a. English P101B (1) i. Write argumentative essays from works of major literary genres (fiction,

poetry, drama, creative non-fiction) that support a position with close analysis, evaluation, or interpretation, including the use of library research and documentation of sources.

b. English P113 (4) i. Write a coherent, critical essay analyzing an aspect of theater.

c. English P119 (6) i. Utilize research sources to support analysis of poems.

d. English P118 (3) i. Recognize and interpret how other creative works incorporate, allude to, and

respond to the Bible. 4. Read literary works from a variety of genres and determine their literary significance.

a. English P101B (3,5) i. Critically evaluate complex literary texts from various critical perspectives,

such as formalism, reader-response, psychological, historical, Marxist, post-structuralism, feminism, sociological.

ii. Use close-reading techniques to identify literary elements (such as theme, irony, figurative language, style) and evaluate and write responses to literary

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texts that reflect an understanding of the difference between summary and analysis.

b. English P113 (1) i. Analyze and explain characters, themes, and dramaturgy in plays studied.

c. English P102 (1) i. Identify and explain major works of the period from Beowulf through Swift by

title, author, genre, and theme. d. English P119 (8)

i. Discuss the reasons for and influences of specific poetry movements. e. English P103 (3)

i. Identify major characters and quotations, as well as major devices and techniques associated with Shakespeare’s work, and discuss the way those characters and techniques relate to current times.

f. English P112 (4) i. Identify specific stylistic features of a literary work and relate these to the

major theme(s) of the work in order to evaluate its overall success/impact. g. English P118 (1, 2)

i. Recognize the distinctive literary features of biblical narrative and poetry and make use of these features to interpret biblical texts.

ii. Recognize the genres and forms of literature found in the Bible and make use of genre and form to interpret biblical texts.

5. Identify and utilize the critical approaches that are most likely to illuminate the meaning. a. English P101B (3,4)

i. Critically evaluate complex literary texts from various critical perspectives, such as formalism, reader-response, psychological, historical, Marxist, post-structuralism, feminism, sociological.

ii. Analyze deductive and inductive reasoning, causal arguments, and types of rhetorical persuasion: logos, ethos, and pathos.

b. English P102 (2) i. Analyze these major works according to consistent principles of literary

criticism. c. English P118 (6)

i. Discuss biblical texts from a variety of critical perspectives including, but not limited to, the following: critical historical, literary critical, archetypal, and feminist.

d. English P131 (5) i. Form critical views of the literary value of particular works and argue

thoughtfully about writers who have been excluded from or accepted into the literary canon, especially as evidenced by past textbooks and research resources.

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6. Apply the nuances of language in both reading and expression. a. English P101B (2,5)

i. Compose essays using the stages of the writing process (invention, drafting, revision, editing) that are appropriate for an academic audience, demonstrate an awareness of rhetorical purpose, and exhibit few grammar, usage, mechanics, or punctuation errors.

ii. Use close-reading techniques to identify literary elements (such as theme, irony, figurative language, style) and evaluate and write responses to literary texts that reflect an understanding of the difference between summary and analysis.

b. English P119 (4,7) i. Identify and analyze the effects of prosodic devices such as the syllabic

patterns that create rhythm. ii. Effectively read poems aloud.

c. English P131 (4) i. Write critical analysis demonstrating comprehension and analysis in exams

and essays using MLA style documentation and demonstrating college-level prose.

Attached is the timeline for SLO assessments for the Language Arts Division. Program Analysis and Trends: Trends in the data provided by the Office of Institutional Research for the Language Arts Division are summarized below. The Division At the time of our last program review in 2012, the Language Arts division employed ten full-time faculty and seventeen adjunct faculty. Since 2012, we have lost three full-time faculty to retirement and one to resignation. Currently the division is staffed by seven full-time faculty (six in English and one in Spanish), two full-time temporary faculty in English, and twenty-four adjuncts. Search processes are underway to hire two full-time faculty in English and one in ESL to begin employment in the fall of 2015. In 2013-14 the division enrolled an unduplicated headcount of 2,654 students—50% of all students enrolled at Porterville College. The division’s total enrollment in 2013-14 was 4,380 at time of census—a figure that had dropped to 4, 154 during the 2011-12 budget cuts, but has risen steadily for the past three years. In 2013-14 the division offered 157 sections in English (transfer and developmental), ESL (credit and non-credit), Spanish, and American Sign Language. The overall retention rate for the Language Arts division in 2013-14 was 85 % and the overall success rate was

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67%. Both rates have remained consistent for the past three years. (The retention and success rates for individual programs, including disaggregated data, will be discussed in the analyses of the performance of individual programs below.) Although productivity has declined from 14.8 in 2010-11 to 13.5 in 2013-14, that decline has paralleled the overall decline in productivity across the college as fewer students seek to enroll. Currently in Spring 2015, the Language Arts division is offering a total of 83 sections: 4 sections of ASL, 7 sections of ESL (including 2 piggyback and 2 non-credit), 23 sections of transfer composition, 2 sections of literature, 33 sections of basic skills English (including 4 sections of accelerated reading/writing, and 6 sections of reading), and 9 sections of Spanish (including 2 piggyback classes). English After a dip in census day enrollment in 2011-12 caused by a reduction in number of sections to 105 (from a high of 127 in 2009-10), the number of sections and enrollments have been climbing in English. The number of sections rebounded to 120 in 2013-14 and enrollments have been rising at a rate of approximately 100/year for the past two years. While productivity has declined from 14.0 to 13.1 in the past three years, this decline parallels the decline in productivity in the college as a whole. Retention rates have remained at approximately 85% while success rates are holding steady at approximately 66%--but it is important to note that both rates were significantly lower in 2009-10 (Retention 82% and Success (62%). Overall, these figures show a program that is growing and cohesive. However, to better understand the English program, transfer English and Basic Skills English should be viewed separately. The transfer English program offers two composition courses (English 101A and English 101B as well as fourteen literature courses that are offered on a cycle, with most offered once every two years. Literature courses include American Literature I and II, British Literature I and II, Shakespeare, Bible as Literature, Creative Writing, Chicano Literature, Chicano Drama, Women Writers, Readings in Native American Literature, Introduction to Short Story, Introduction to Poetry, and Magazine Article Writing). The courses in the transfer program include required and elective courses for the newly approved C-ID Transfer Degree in English. (Language Arts has discontinued its AA degree in English.) The Basic Skills English Program includes courses in reading (English 81, 72, and 52) writing (English 83, 71, and 50) and accelerated reading/writing (English 73X). Over the last three years we have developed a new accelerated track through Basic Skills. The origin of this change was an integrated reading and writing course (83R), that was transformed into a 6 unit accelerated course after the English program’s participation in the California Acceleration Project. English 73X enables

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any student who places into remedial English to reach the transfer lever in one semester. The need for this type of intervention has become clear as data shows that the more semesters it takes for a student to reach transfer level English, the less likely he or she is to complete. In addition, the significance of acceleration has been reinforced by Porterville College’s California Student Success Scorecard data. This data reveals that an unacceptably low percentage of students who place into remedial English subsequently complete a transfer-level English course over the next six years. Although that percentage has risen from 26.4% in 2013 to 32.3% in 2014, the data, nonetheless, demonstrates (as it does for community colleges across the country) that the percentage of students who make it from remedial to transfer English is unacceptably low. Another concern brought to light by the California Community Colleges Student Success Scorecard is the disproportionate success of some groups over others. In Basic Skills English the most notable gaps are between females and males. In 2014, while 35.4% of female students who were tracked completed a transfer class in English within six years, only 27.1% of male students did the same. Typically, younger students fare better than older students: in 2014 37.8% of those under 20, but only 27.3 of those 25-39, and 18.4 of those over 40 successfully completed a transfer class African American students succeeded in reaching transfer at the lowest rate in 2014 (10%); however, PC enrolls very few African American students. Another metric that needs additional analysis is the disproportionate number of white students who place into basic skills English and never make it out. While in 2014 the overall percentage of students who were able move from remedial to transfer English in six years was 32.3%, only 23.8 percent of white students succeeded in completing a transfer level English class (and only 20% in 2013). Finally, in both the basic skills and transfer English programs, there is a high number of students who grew up in homes where English is not spoken. Many of these “Generation 1.5” students enter our programs without having fully internalized the patterns of English. This creates an intense challenge when students are required to write academic English. ESL Technically, our ESL program is titled EL-2 (English for Second Language Learners). For the past several semesters the college has offered seven sections of EL-2 (2 piggyback classes covering beginning and intermediate ESL and a non-credit course titled “Introduction to English for Second Language Learners”). For the past two years the classes have been taught by adjunct faculty, one of whom has been acting as our ESL consultant. We will begin Fall 2015 with a new fulltime ESL instructor. On average, twice as many women as men enroll in EL-2 classes, and 95% of the students are Hispanic/Latino. Enrollments have increased over the past 3 years due to the return of non-credit EL-2 P090. Productivity spiked in 2013-13 at 19.1 but dropped to 15.5 in 2012-14. Retention has risen

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from 80% to 88% in the last 3 years, but success has fluctuated considerably over the last 5 years: 71%, 76%, 73%, 79%, 68%. The considerable fluctuation in the data may be explained by the instability of the program since the loss of its fulltime instructor as well as integration of P090 into the program. As with the Basic Skills English Program, data from the PC California Student Success Scorecard reveal that the majority of ESL students never complete a transfer level English class—and, in fact, there was a decline in that success indicator from 36.8% on the 2013 scorecard to 31.9% on the 2014 scorecard. Taken as a total, the data suggest that the ESL program needs to be redesigned in order to accelerate progress and increase success. Spanish Currently, Porterville College offers nine sections of Spanish including three sections of Spanish 101, two sections of Spanish 102, and two sections of Spanish 103 piggybacked with two sections of Spanish 104. Classes are taught by one full-time instructor and two adjunct instructors. Enrollments peaked in 2011-12 and have declined slightly in the last two years, again paralleling the decline in overall college enrollment. During this same period, retention and success have remained stable at approximately 80% and 69%; and productivity has declined slightly from 17.9 to 13.9, again paralleling a decline in college-wide productivity from 17.2 to 15.7. Overall, 60% of the students who enroll in Spanish are women and 40% are male. This mirrors closely the proportion of male and female students enrolled at the college (female: 61%; male: 38%). However, 85% of the students who enroll in Spanish are Hispanic/Latino while only 10% are white. Since 20% of students at the college are white, this suggests that white students are not taking advantage of the opportunity to learn a language that could increase their opportunities for employment and community and civic engagement in the Valley. American Sign Language Budget cutbacks in 2012-13 resulted in a decrease of sections of ASL offered from four to three sections. This resulted in a decline in census day enrollments from 161 in 2011-12 to 117 in 2012-13 and 2013-14. However, beginning in Spring 2015, the ASL program was restored to four sections. The ASL program offers two courses—Beginning and Intermediate ASL—taught by two adjunct instructors. Productivity in the past three years is consistently high (21.6, 20.9, 20.9) as are student retention (89%, 87%, 96%) and success (81%, 83%, 87%). Females (approximately 71%) enroll in the class at a higher rate than males (approximately 28%). Other groups enroll in ASL in proportions that mirror the demographics of students enrolled in the college.

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ASL is a popular program. In the past three years, students have twice submitted petitions requesting that more sections of ASL be taught at the college as well as that higher level courses be included in our curriculum. Analysis of Performance: (Based on the information above and history since previous review, describe the program’s strengths, areas that need improvement, and strategies and actions to make those improvements.) Program Strengths One of the strengths of the Division is the spirit and practice of collaboration fostered by meeting at least once a month (and often twice a month) for two hours throughout most of the academic year. We discuss campus and division matters related to our programs, hear reports of division representatives on campus committees, assess SLOs, troubleshoot problems, and discuss and make decisions related to proposed innovations or policy changes. In the past three years, our collaborative efforts have led to specific changes that we believe will benefit our students:

• We have developed an accelerated basic Skills English class (73X). (All 73X instructors have completed training through the California Acceleration Project and we continue to remain active in that program’s Community of Practice.)

• We have created a new process for students who choose to challenge their placement, with a special one-on-one process for those students who do not place into a Level 4 writing class (students who would otherwise be referred to the Adult School).

• We have changed our assessment policies so that local high school students who receive a high pass on the EAP exam or who receive a low pass and complete an English course in their senior year of high school can place directly into transfer English without completing the college’s placement exam.

• We began offering a concurrent section of English 101A to high school students who demonstrate their readiness

• In 2014 we initiated a Summer Bridge program for students who do not place into Level 4 English taught by both an English and an ESL instructor.

• We have received state approval for a C-ID Transfer Degree in English and have initiated work on a C-ID Transfer Degree in Spanish.

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• We have resumed offering ESL P090, a non-credit ESL course that helps students transition from Adult School and community-based ESL programs into credit-bearing ESL classes.

Another strength is our close relationship with the Learning Center, the Writing Mentors, and the PASS Program. English, Spanish, and ESL instructors hold student contact hours in the Learning Center, and English faculty coordinate, orient, supervise, and hold regular training sessions with the student Writing Mentors who provide drop-in peer assistance for all Porterville College students. In addition, many Language Arts instructors select PASS leaders for their classes, and the PASS program is coordinated by an English professor. These close relationships help us track and respond to the types of writing assignments and writing problems faced by students across the campus. The English, ESL, and Spanish programs collaborate with community college and transfer colleagues in our area in order to strengthen pedagogy and align our curriculum with others statewide. English and ESL faculty participate in the Building Bridges Conference annually, and our Spanish professor attends professional conferences and meetings in the Valley. Finally, as a Division we have become acutely aware of our students’ lack of understanding and experience with academic culture, and that acute awareness informs our curriculum, instructional practices, and faculty engagement expectations. In short, we believe that no matter the size of the class, each Porterville College student deserves some degree of individualized instruction. Areas for Improvement Our collaborative work and discussions have also led to the identification of specific areas for improvement:

• The ESL program has lacked a full-time professor for the past two years. (A full-time professor will be hired for the 2015-16 year.) Review and discussion of the ESL Program by the division’s ESL Work Group has led us to conclude that the ESL program needs to be restructured in order to accelerate student progress and better meet the needs of ESL students.

• ESL and Generation 1.5 students across the campus lack instruction, support services, and tutoring that are specifically designed for the deficits in English that create obstacles to their success.

• The assessment, placement, and challenge processes need further refinement to ensure that the division will neither withhold needed instruction in writing, reading, and/or ESL, nor prolong unnecessarily a student’s progress through basic skills.

• The Division has only recently begun to develop relationships with local high schools and the Porterville Adult School—and sees this as a necessary area for improvement.

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• The Division has only recently begun to recognize the importance of increased collaboration with, and integration of, our English and ESL programs with our Spanish program.

o We have not taken advantage of the fact that most of our ESL and Generation 1.5 students grow up in Spanish-speaking homes—suggesting that language and literacy skills in Spanish are likely to strengthen overall literacy, increase employability, and heighten civic and cultural engagement.

o We have not provided needed classes in conversational Spanish and non-credit career-specific Spanish (Spanish for Healthcare Workers, Spanish for Hospitality Workers, Spanish for Law Enforcement Workers, etc.).

o We have not effectively made the case that students with no background in Spanish are at a disadvantage in the local job market.

• The Division continues to struggle with the best ways to address the substantial deficits in literacy throughout our service area. Porterville College students do not value literacy (including, but not limited to, reading and writing, books, online resources, and the Porterville College Library) to the extent that will be necessary in order to be employed and engaged in civic and cultural activities in the 21st century—whether or not our students remain in the area.

Language Art Division Goals 2015-2018 Goal 1: Coordinate and integrate the teaching of English, ESL, and Spanish in order to better serve the needs of Porterville College students—including Generation 1.5 students, ESL students, Health Careers and other CTE students who would benefit from instruction in Basic Skills English (including ESL) and Spanish. (Generation 1.5 students are those whose parents do not speak English or who have limited literacy skills in English. Their children typically do not learn English until they begin their formal education. At the time they enter college, most can speak English; however, because they did not internalize the patterns of English (and frequently, did not internalize the patterns of any language) they struggle with English grammar and sentence structure. As a result, they are unable to write academic English.) Goal 2: Expand the number of Language Arts majors by launching and promoting our transfer degrees in English and Spanish. Goal 3: Continue to modify and adjust assessment and placement into English classes based on

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collection and analysis of data related to accelerated programs as well as other recent modifications in our assessment and placement processes, including but not limited to the following: 73X, English 83 challenge process, EAP High Pass placement into English 101A, EAP Conditional Pass plus Senior English placement into English 101A. Goal 4—Redesign the ESL program to accelerate progress to transfer in credit classes, increase the number of students who move from non-credit to credit classes, and coordinate and integrate our program with those of other community partners who offer ESL classes in our service area (including, but not limited to, the Porterville Adult School, Proteus, and the Porterville Library). Goal 5—Provide better working conditions for Language Arts adjunct faculty and move toward increased equity by 1) providing quality opportunities for orientation, training, communication, and participation in division and campus activities, and 2) providing access to supplies and office space with computers and telephones. Goal 6—Coordinate and integrate the Division’s programs with those of the Porterville Adult School and area high schools, paying particular attention to accurate and timely assessment, placement, and concurrent enrollment of high school students into Language Arts classes. Goal 7—Lead Porterville College in promoting literacy on our campus and in the community by providing training, programs, and events that promote reading, creative writing, critical thinking, and aesthetic appreciation of the language arts. Goal 8—Expand support for the Student Writing Mentors, Language Arts tutors, and PASS leaders by increasing connectivity and visibility of those students who help support learning and appreciation of the Language Arts at Porterville College. Goal 9—Expand the ASL Program to include the next two levels of ASL.

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Goals (This section is for you to report on progress on previously established goals If your program is addressing more than 2 goals, please duplicate this page)

Goal(s) Timetable for Completion

Needed resources

Person(s) Responsible Obstacles to completion (if any)

1. Integrate

English, ESL,

and Spanish

Spring 2018 1) Time 2) Data 3) Staff Development

All members of the division

1) Inflexible curriculum mandates and requirements

Which of numbered items under the Mission Statement (see page 1 of this document) will be furthered if this goal is completed? (select all that apply) Item 1__x_ Item 2___ Item 3__x_ Item 4__x_ Item 5__x_ Item 6___ Progress on Goal: ____Completed (Date ) ____Revised (Date ) Comments:


Needed resources


2. Launch and promote English and Spanish majors.

English—launched 2015 Spanish 2016 Promotion 2016-2018

English Faculty Spanish faculty

Which of numbered items under the Mission Statement (see page 1 of this document) will be furthered if this goal is completed? (select all that apply) Item 1__x_ Item 2___ Item 3__x_ Item 4__x_ Item 5___ Item 6__x_ Progress on Goal: ____Completed (Date ) ____Revised (Date ) Comments:

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Needed resources


3. Strengthen assessment and placement based on data.

Ongoing 1) Staff Development 2) Institutional Research data

Division Chair and English faculty

1) Lack of IR time

Which of numbered items under the Mission Statement (see page 1 of this document) will be furthered if this goal is completed? (select all that apply) Item 1_x__ Item 2___ Item 3__x_ Item 4___ Item 5_x__ Item 6___ Progress on Goal: ____Completed (Date ) ____Revised (Date ) Comments:


Needed resources


4. Redesign ESL.

Fall 2017 ESL full-time faculty

Division Chair ESL faculty

Inflexible curriculum mandates or requirements

Which of numbered items under the Mission Statement (see page 1 of this document) will be furthered if this goal is completed? (select all that apply) Item 1_x__ Item 2___ Item 3__x_ Item 4_x__ Item 5_x__ Item 6___ Progress on Goal: ____Completed (Date ) ____Revised (Date ) Comments:

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Needed resources


5. Equity for

Adjuncts.

Ongoing 1) Increase in supplies budget 2) telephones

Division Chair and all division faculty

1) State laws 2) KCCD contract 3) Funding

Which of numbered items under the Mission Statement (see page 1 of this document) will be furthered if this goal is completed? (select all that apply) Item 1_x__ Item 2___ Item 3__x_ Item 4__x_ Item 5_x__ Item 6___ Progress on Goal: ____Completed (Date ) ____Revised (Date ) Comments:


Needed resources


6. Coordinate with Adult School and High Schools.

ongoing 1) Funding for liaisons 2) Time

Division Chair and Language Arts Faculty

Lack of funds and time.

Which of numbered items under the Mission Statement (see page 1 of this document) will be furthered if this goal is completed? (select all that apply) Item 1_x__ Item 2___ Item 3_x__ Item 4__x_ Item 5_x__ Item 6___ Progress on Goal: ____Completed (Date ) ____Revised (Date ) Comments:

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Needed resources


7. Promote Literacy.

ongoing 1)Project leaders 2)Campus support 3) Staff development

Division Chair and LAD faculty

Lack of time

Which of numbered items under the Mission Statement (see page 1 of this document) will be furthered if this goal is completed? (select all that apply) Item 1___ Item 2___ Item 3_x__ Item 4__x_ Item 5_x__ Item 6___ Progress on Goal: ____Completed (Date ) ____Revised (Date ) Comments:


Needed resources


8. Expand support for Writing Mentors/Student Workers

Spring 2016 1) Funding 2) Campus Support

Division Chair Mentor Supervisor PASS Leader Supervisor

Funds

Which of numbered items under the Mission Statement (see page 1 of this document) will be furthered if this goal is completed? (select all that apply) Item 1___ Item 2___ Item 3_x__ Item 4__x_ Item 5_x__ Item 6___ Progress on Goal: ____Completed (Date ) ____Revised (Date ) Comments:

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Needed resources


9. Expand ASL two lovels.

Fall 2017 Additional adjunct faculty

Division Chair ASL Adjunct faculty

Which of numbered items under the Mission Statement (see page 1 of this document) will be furthered if this goal is completed? (select all that apply) Item 1_x__ Item 2___ Item 3_x__ Item 4__x_ Item 5___ Item 6___ Progress on Goal: ____Completed (Date ) ____Revised (Date ) Comments:

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STAFFING REQUEST Staff Resources:

Current Staffing Levels Full-time Staff (FTE)

Part-time Staff (FTE)

Faculty 10 Faculty 27 Temporary Temporary Classified Classified Management Management Request for New/Replacement Staff Use one line for each position requested. Justify each position in the space below.

Title of Position Classification (Faculty, Classified, or Management)

Full or Part Time

New or Replacement

Position 1 English Faculty Full Time New Position 2 Spanish Faculty Full Time New Position 3 ASL Faculty Full Time New Justification: (Address each position requested) English—Additional full-time faculty in English would provide support and coherence to the program. It would also support college FTES growth—since we may not always be able to find sufficient adjuncts to staff maximum desired number of sections. Spanish—As we launch the Spanish major, expand course offerings in Spanish, and integrate Spanish with ESL and basic skills, the Division anticipates that we will reach the point where an additional faculty member in Spanish will be needed to meet our goals. ASL—Because ASL classes are extremely popular and it is difficult to find qualified ASL adjunct faculty, relying on adjunct faculty to staff this program may not sustainable.

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TECHNOLOGY REQUEST

Use this section to list any technology needs for your program. It is not necessary to put a price on these items; that will be done by the IT department. If you have more than two technology needs, add rows below. Technology Need

Justification

Item 1 Toner cost removed from LAD budget

It is my understanding that other divisions do not pay for the toner for networked printers.

Item 2 Speakers and Telephones for LAD adjunct offices (3)

Speakers are required for class preparation. Adjuncts should not be required to give out their cell numbers—but do sometimes need telephones in order to contact students or to be contacted by students.

FACILITIES REQUEST Use this section to list any facilities needs for your program. It is not necessary to put a price on these items; that will be done by the Maintenance & Operations department. If you have more than two facilities needs, add rows below.

Facilities Need

Justification

Item 1 Space for PASS Sessions

Many LAD faculty have PASS leaders who work with their students, but it is very difficult for the PASS leasers to find appropriate spaces to lead PASS sessions. This lack of space is detrimental to students who would otherwise take advantage of the program to increase their learning and success.

Item 2

PORTERVILLE COLLEGE



Rev. 11/08

BUDGET REQUEST

Budget Worksheet

Justification: (Include justification for each amount requested)

porterville college program review report: …

Documents