Table of Contents. Introduction...1. Completion Status...2. Initiative 1: Provide Evidence of Student Learning and Teaching Effectiveness...

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2 Table of Contents Introduction... Completion Status...2 Initiative : Provide Evidence of Student Learning and Teaching Effectiveness...3 Strategy.: Create goals for student learning outcomes that are clearly stated for each education program and make effective assessment possible...3 Strategy.2: Create effective learning environments to ensure student success...4 Strategy.3: Develop and enhance effective educational and business partnerships to increase learning opportunities for students...7 Strategy.4: Value and support effective teaching to develop the community through learning...29 Strategy.5: Develop and enhance learning and educational resources to support student learning and effective teaching...35 Strategy.6: Prepare the College for the North Central Accreditation Self-Study...4 Initiative 2: Improve Student Success in Developmental Education...45 Strategy 2.: Leverage community resources...45 Strategy 2.2: Develop effective strategies to help developmental students successfully complete coursework...56 Strategy 2.3: Design and implement effective instructional models for developmental courses...63 Strategy 2.4: Increase professional development activities for mathematics, reading, writing, and ESL faculty and Learning Center directors...69 Strategy 2.5: Establish an advising system for students who are required to retake a developmental course...72 Strategy 2.6: Establish effective leadership, processes, and resources to support an effective Developmental Education Program...76 Initiative 3: Redesign Student Services...8 Strategy 3.: Reorganize College leadership of student services to be more centralized and coordinated...8 Strategy 3.2: Reconfigure and update technology...83 Strategy 3.3: Configure an employee intranet to address communication and training...86 Strategy 3.4: Implement a student services center approach on all Campuses...90 Strategy 3.5: Improve staff training in student services...96 Strategy 3.6: Conduct a staffing review...99

3 Initiative 4: Create Foundations for Creativity and Innovation...02 Strategy 4.: Expand College access and outreach...02 Strategy 4.2: Create a college-wide wellness program...3 Strategy 4.3: Expand and develop community connections...2 Strategy 4.4: Revitalize College spaces...35 Strategy 4.5: Create an institutional structure of change...4 Initiative 5: Improve the Use of Physical Assets...46 Strategy 5.: Develop and implement an institutional facilities master plan...46 Strategy 5.2: Develop an instructional facilities model...55 Strategy 5.3: Integrate environmentally sustainable design and maintenance practices...6 Strategy 5.4: Develop external partnerships...66 Initiative 6: Master Technology...73 Strategy 6.: Improve technology training...73 Strategy 6.2: Improve use of technology...79 Strategy 6.3: Improve support for technology...87 Strategy 6.4: Improve College communication...9 Strategy 6.5: Protect information...95 Strategy 6.6: Expand access to internal information (Intranet)...99 Initiative 7: Strengthen Administrative Operations Strategy 7.: Increase public information about College operations Strategy 7.2: Systematically assess and address College risk and liability Strategy 7.3: Improve internal operations...24 Strategy 7.4: Expand use of customer feedback tools to improve service delivery Strategy 7.5: Strengthen employee training in operational procedures...227

4 Introduction The College Plan covered the period from July st 2008 through June 30 th 20. It focused efforts on seven initiatives:. Provide Evidence of Student Learning and Teaching Effectiveness 2. Improve Student Success in Developmental Education 3. Redesign Student Services 4. Create Foundations for Creativity and Innovation 5. Improve the Use of Physical Assets 6. Master Technology 7. Strengthen Administrative Operations The Plan included 38 strategies and 200 action items which explored important issues affecting students, employees, and the wider community. This report includes the detailed activities that were carried out in order to complete the strategies and actions. Within each action, activities are organized by District location. Of the 200 action items, 94 were completed within the Plan time period.

5 Completion Status Initiative. Provide Evidence of Student Learning and Teaching Effectiveness 2. Improve Student Success in Developmental Education Strategies Actions Actions Completed Percent Actions Completed ,2 93.5% % 3. Redesign Student Services % 4. Create Foundations for Creativity and Innovation 5. Improve the Use of Physical Assets % % 6. Master Technology % 7. Strengthen Administrative Operations % TOTAL % Action.., Standardize student learning outcomes college-wide, including program and course offerings, was not fully completed during this plan cycle. Although much was accomplished during the Plan time period, the extensive work needed to complete this action has necessitated that it roll over into the next planning cycle. Student learning outcomes will be the focus of Strategy 2.6 within the new College Plan, and college-wide standardization of these outcomes will be addressed specifically in Action Action..7, Incorporate the goals of the Governor s P-20 outcome recommendations into the College s offerings, was not completed during this plan cycle. The Governor s P-20 council was reconstituted in such a way that College involvement was no longer advantageous. 3 Strategy 2.5, Establish an advising system for students who are required to retake a developmental course, was not completed during this plan cycle. After careful consideration by the Developmental Education and Retention Standing Committee, it was recommended to the Chancellor that the actions within this strategy be re-evaluated as part of a broader plan for improving developmental education at the College. These ideas, along with many others, will be considered in the new Developmental Education Initiative in the College Plan. 2

6 Strategy. Create goals for student learning outcomes that are clearly stated for each education program and make effective assessment possible Completion Date: April 30, 200 Provost and Executive Vice Chancellor, Assistant Vice Chancellor for Academic Services and Vice Provost, and Administrative Chair of the Student Learning Outcomes Standing Committee Six Actions Complete Two Actions Incomplete Strategy. was designed to promote the establishment of clearly defined student learning outcomes (SLOs), with emphasis on SLO standardization, dual enrollment and transfer partnership development, alignment with K-2 and universities, math, science and writing subject areas, and workforce and industry needs. Major accomplishments within this strategy include: () Initiation of the standardization process for program outcomes and establishment of outcomes for most of the College s occupational and transfer programs, (2) Student Success (STU) course offerings added at local high schools for increased access, (3) Significant increases in dual enrollment course offerings and the number of students enrolled, and (4) Establishment of new partnerships with universities to increase bachelor degree options for students. 3

7 .. Standardize student learning outcomes college-wide, including program and course offerings. Assistant Vice Chancellor for Academic Services and Vice Provost, and Vice Presidents of Instruction Action.., Standardize student learning outcomes college-wide, including program and course offerings, was not fully completed during this plan cycle. Although much was accomplished during the Plan time period, the extensive work needed to complete this action has necessitated that it roll over into the next planning cycle. Student learning outcomes will be the focus of Strategy 2.6 within the new College Plan, and college-wide standardization of these outcomes will be addressed specifically in Action Course level objectives have been aligned with program outcomes and are consistent across the College. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost) 2 Modified objectives have been entered into the course bank and are therefore available online for students and faculty. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost) 3 Review and update of program objectives has been incorporated into the Program Review process. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost) 4 The process for the development of program outcomes has been standardized. Program outcomes have been developed for most of the College's occupational and transfer programs. The outcomes have been entered into TracDat. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost) 5 TracDat system purchased and operational in Fall of Data entry is ongoing. (All, VPs of Instruction) Community Campus Adult Education has standardized course schedules and course offerings at the three learning centers. (CC, S. Lee) 2 Adult Education Student learning outcomes are standardized and located in the Arizona Adult Education Content and Performance Standards for Adult Basic Education (ABE), Adult Secondary Education (ASE) and English Language Acquisition for Adults (ELLA). The Standards were developed by practitioners from across Arizona and under the supervision of the Arizona Department of Education. (CC, S. Lee) Desert Vista Campus Early Childhood program completely revised their curricula and aligned to the National Association for the Education of Young Children (NAEYC) standards in preparation for national accreditation. (DV, S. Kukla, A. Henderson, C. Yrun-Calenti, D. Cohn) East Campus At the East Campus, SLOs were identified by program faculty and approved for Emergency Medical Technology, Pharmacy Technology and Veterinary Science Technology. (EC, C. Fugett) Northwest Campus Defined student learning outcomes (SLO) for the Clinical Research Coordinator, Direct Care Provider, Student Success and Therapeutic Massage programs. Shelly Dorsey guided the development of SLOs in Clinical Research Coordinator, Therapeutic Massage, Direct Care, and Hotel Restaurant Management programs. In addition, the STU CDAC has developed SLOs, and is continuing to assess SLOs in the STU courses and program. (NW, Ann Shubitz, Dave Padgett, Janet Vizard, Patricia Houston, DeLisa Siddall, Andy Robinson) 4

8 2 Northwest is represented on the District Student Learning Outcomes Standing Committee by the Division Dean and needed information is relayed to the campus. The Campus Student Learning Outcomes (SLO) facilitator, Shelly Dorsey, made a presentation to the campus community in January SLOs were also presented by Patricia Houston as an agenda item at Spring Convocation. Bill Scurrah led a campus meeting regarding Criterion 5, Engagement and Service. The Campus administrator attended the SLO update on 4/30/09. (NW, Patricia Houston) 3 The administrative co-chair of World Languages and Sign Language CDACS, worked closely with faculty to implement Program Review. (NW, Patricia Houston) West Campus In Spring 2009, leveled performance objectives for nursing core courses were revised and approved by the College Curriculum Committee. These new objectives will enhance evidence-based content in the nursing curriculum. (WC, M. Mayhew, Division Dean of Nursing) 2 Math Faculty and SLO facilitator, Roger Werbylo, gave faculty workshops at All Faculty Day and in a Department Chair forum during spring 2009 with the purpose of updating and providing direction for the next level of SLOs. (WC, V. Cook, VP of Instruction) 3 Seven SLOs were identified and approved by the nursing faculty. Measurement of these SLOs will begin in Fall (WC, M. Mayhew, Division Dean of Nursing)..2 Align program offerings with K-2 and university curriculum. Desert Vista Campus Assistant Vice Chancellor for Academic Services and Vice Provost, and Vice Presidents of Instruction Pima's AA in Early Childhood Education to the UA's Bachelors Early Childhood Education program has been finalized. (DV, S. Kukla, S. Gers, Division Dean, T. Roush, VP of Instruction, C. Albrecht, President) 2 Student Success courses are offered for students at the following high schools: a. PPEP TEC HS - STU 00 (College Success Skills), STU 05 (Math Success Skills), STU 09 (Making Career Choices) b. Toltecalli Academy - STU 00 (College Success Skills), STU 09 (Making Career Choices) (DV, M. Sando) Northwest Campus Implemented Perkins Grant for Clinical Research Coordinator. (NW, P. Houston, A. Moraga, A. Robinson) 2 NW Campus hosted and will continue to host regional "Train-the-trainers" sessions for State Certification of Direct Care Provider. (NW, P. Houston) 3 With Joint Technical Education District created a foundational course that will lead high school students into Allied Health fields. (NW, P. Houston) West Campus Perkins Grant awarded for three consecutive years, 06-07, 07-08, and for Medical Laboratory Technology, allowing for purchase of capital equipment, including urinalysis analyzer, electrophoresis, CO2 incubator, funding professional development for faculty, and funding half time lab support position (lead faculty Linda Saavedra). (WC, M. K. Gilliland WC Division Dean Science and Technology) 5

9 2 Perkins Grant awarded for two consecutive years, and 09-0 for Fashion Design, allowing for laptops, software, machines, program staff with each grant at approximately $50,000 and $75,000. Funding allowed staff to visit five high schools, and conduct workshops to train teachers about Fashion Design from around the state. Will do a summer workshop on behalf of the Arizona Department of Education (ADE) in summer Division Dean and VP of Instruction to attend ADE meeting in June 2009 to discuss statewide assessments. (WC, D. Lammers, WC Division Dean Arts Communication and Humanities; T. Felty, Arts Dept (ART) Chair)..3 Increase high school offerings through dual enrollment for transfer. Assistant Vice Chancellor for Academic Services and Vice Provost, and Vice Presidents of Instruction High school offerings through dual enrollment have been increased substantially over the past three years (from to ). The number of locations has increased from 27 to 3 and the number of students has increased from,039 to,57. Total courses offered have increased from 00 to 204 over the same time period. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost) 2 VPs of Instruction met with service area high school and charter school administration to discuss an increase of offerings with a special focus on Tech Prep and JTED. Discussion led by H. Muir. (All, H. Muir, VP of Instruction) Desert Vista Campus Dual Enrollment Status: Fall 2008 (7 classes/6 students), Spring 2009 (2 classes/255 students) Schools: Desert View High School, Sahuarita High School, Sunnyside High School, San Miguel High School, PPEP TEC High School, Aztlan Academy and Toltecalli Academy (DV, Marilynn Sando, Outreach Coordinator) 2 Engaged in meetings with principals, assistant principals, counselors and other pertinent staff at the following high schools regarding the expansion of Dual Enrollment offerings on these dates /29/09, 2/4/09, 2/9/09, 2/6/09, 2/23/09, 3/4/09, 3/9/09, 3/4/09, and 3/6/09: This included Sahuarita HS, San Miguel HS, Alta Vista HS, Desert View HS, Sunnyside HS, Toltecalli Academy, Aztlan Academy, PPEP TEC HS, Pueblo HS, Rio Rico HS, and S.T.A.R. Academy. (DV, T. Roush, VP of Instruction, L. Menchaca, VP Student Development, B. Wheeler, Division Dean, B. Miller, Advanced Program Manager, M. Sando, Outreach Coordinator) 3 The following high schools in the Desert Vista Campus catchment area offer PCC dual enrollment classes for transfer: Desert View HS - WRT 00, WRT 0, MAT 22, MAT 5, SLG 0; Sahuarita HS - MAT 22, MAT 5; San Miguel HS - SPA 0 (two Classes), SPA 02 (two classes); Sunnyside HS - WRT 00, WRT 0; Toltecalli Academy - WRT 00. We are currently collaborating with Pueblo HS and Alta Vista HS for participation in the dual enrollment program in DV held Spring 200 Dual Enrollment School visits to various High Schools in our service area: Alta Vista High School on 2/7/0, Desert View High School on 2//0, PPEP TEC on 2/2/0, Pueblo Magnet High School on 3/5/0, Sahuarita High School on 2/9/0, San Miguel High School on 2//0, STAR Academic on 2//0, Sunnyside High School on 2/5/0, Toltecalli Academy on 2/8/0 (DV, T. Roush, VP of Instruction, B. Miller, M. Sando, J. Soto, VP of Student Development) Northwest Campus Increased occupational and transfer course offerings in Dual Enrollment by 5% in service area high schools and charter schools. Dual enrollment offerings are up from 5 in Spring 2008 to 29 in Spring 2009, a 93% increase in Northwest Campus service area schools. (NW, Aubrey Conover, Dave Padgett) 6

10 West Campus Added JTED courses in Digital Arts and Fashion Design. (WC, V. Cook, VP of Instruction) 2 Offered BIO0 Techniques and Mathematics for the Laboratory dual enrollment classes with Pueblo High School in Spring (WC, M. K. Gilliland WC Division Dean Science and Technology) 3 The WC offered dual enrollment classes at the Luz Academy and Tucson High in Fall 2008 and Spring 2009 semesters. (WC, D. Lammers, WC Division Dean Arts Communication and Humanities, V. Cook, WC VP of Instruction)..4 Increase high school offerings through dual enrollment for occupational/workforce including Tech Prep and the Pima County Joint Technological Educational District (JTED). Assistant Vice Chancellor for Academic Services and Vice Provost, and Vice Presidents of Instruction The Tech Prep Coordinator and Vice Presidents of Instruction continue to work with Pima County Public School Districts, Charter High Schools, the JTED and with Job Corp to create more career and technical education and workforce opportunities for secondary education level students. The results are as follows: Since the academic year to the current academic year ( ): ) the annual number of Occupational Dual Enrollment sections of classes has increased from 20 to 00; 2) the number of students enrolled in Occupational Dual Enrollment classes has increased from 268 ( ) to the current year figure of,39; 3) the number of articulation agreements has increased from 32 to the current year figure of 335; and, 4) the number of students enrolled in articulated credit classes has increased from,794 in to the current year figure of 2,000. JTED enrollments have increased from a low of 0 to the current semester enrollment of 02. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost) Desert Vista Campus DVC dual enrollment for occupational and workforce include culinary arts, aviation and early childhood education. A new JTED program was established at the aviation center and has served over 00 students. (DV, T. Roush, VP of Instruction, B. Miller, M. Sando, J. Soto, VP of Student Development, S. Gers, Division Dean, D. Stogsdill) 2 Engaged in meetings with principals, assistant principals, counselors and other pertinent staff at the following high schools regarding the expansion of Dual Enrollment offerings on these dates /29/09, 2/4/09, 2/9/09, 2/6/09, 2/23/09, 3/4/09, 3/9/09, 3/4/09, and 3/6/09. This included Sahuarita High School, San Miguel HS, Alta Vista HS, Desert View HS, Sunnyside HS, Toltecalli Academy, Aztlan Academy, PPEP TEC HS, Pueblo HS, Rio Rico HS, and S.T.A.R. Academy. (DV, T. Roush, VP of Instruction, L. Menchaca, VP Student Development, B. Wheeler, Division Dean, B. Miller, Advanced Program Manager, M. Sando, Outreach Coordinator) Downtown Campus Downtown Campus continues to provide leadership in Dual Enrollment. As of the date of this report, there were,326 students enrolled in dual enrollment classes. There are currently 349 articulation agreements in place. In ,,897 students received articulated credit and it is estimated that the number in this year will be in the 2,000-2,200 range. (DC, T. Forster, Division Dean) East Campus The East Campus Pharmacy Technology program served and enrolled 35 JTED students focused on this career. (EC, C. Fugett) 7

11 Northwest Campus High School students have had an opportunity to learn about these three programs either on the NW Campus, or as the program faculty traveled to various venues. (NW, A. Robinson, J. Vizard, A. Trujillo, P. Houston) 2 Implemented a JTED cohort for HS juniors at the NW Campus for a year and a half program leading to a certificate in Hotel and Restaurant Management (HRM). (NW, P. Houston, A. Trujillo) 3 Increased occupational and transfer course offerings in Dual Enrollment by 5% in service area high schools and charter schools. Dual enrollment offerings are up from 5 in Spring 2008 to 29 in Spring 2009, a 93% increase in Northwest Campus service area schools. (NW, A. Conover, D. Padgett) West Campus Added JTED courses in Digital Arts and Fashion Design. (WC, V. Cook, VP of Instruction)..5 Strengthen student preparation in mathematics, writing, and science. Assistant Vice Chancellor for Academic Services and Vice Provost, and Vice Presidents of Instruction Advisory Committee for Biotechnology Education includes members from the University of Arizona and Tucson Unified School District. Meets one or two times per semester to discuss, coordinate and promote Biotechnology education in K-2, community college, and 4-year/graduate school. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost) 2 Faculty liaisons to the Learning Center in math and writing. This is a supplemental assignment position with a specific set of responsibilities. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost) 3 In numerous contract training classes offered through the WIRED initiative, embedded contextualized math and science concepts are a part of the classes; Pima County highly supported this approach. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost) 4 Math, science and writing instructors volunteer office hour time in the Learning Center to provide extra tutoring for all students. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost) 5 Math, science, and writing faculty are active in the recruitment of tutors for the Learning Center. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost) 6 Pima Community College Mathematics Competition provides a way to recognize math achievement at the secondary level and provides a mentorship relationship with the community high school mathematics teachers. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost) 7 Science and Engineering Day is an annual event coordinated by Alexander Shayevich, Engineering Lead Faculty, with TUSD. Invitations are sent to 50 students and the event includes hands-on demonstrations and activities in Engineering and other science fields. This year Chemistry, Physics and Optics/TEC were included. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost) 8 Summer 2009 had Summer Bridge Academies in Optics/TEC and Engineering (supported in part by an NSF ATE sub-recipient grant with ASU), and in Biotechnology (supported in part by JTED). Some students also had support through the TUSD CTE program (Career and Technical Education). (All, VPs of Instruction, B. Murphy, AVC and Vice Provost) 9 Use of Accuplacer as a diagnostic tool to assess math, writing and reading readiness at the sophomore and junior level, and prepare individual educational plans for Pima Partnership Charter High School students. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost) 8

12 0 Vice Presidents of Instruction participated in a statewide consortium of educators, business professionals and non-profit organization members to develop a coherent K-20 engineering pathways structure. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost) Community Campus Adult Education increased the number of math classes offered, to include three Saturday Math Express classes at the Community Campus offered in the spring 200. Math Express classes are intensive, short-term reviews of key math skills necessary to pass the GED Math test. (CC, S. Lee) Desert Vista Campus Conducted planning meetings on the following dates: 0/07/08, /4/08 2/0/09, 2/05/08, 2//08, 2/3/08, 0//09, 0/6/09, 2/3/09, 2/7/09, 3/05/09, and 3/3/09 for GEAR UP campus activities and GEAR UP Summer Math Academy. Collaboration continues with West Campus, the University of Arizona, Sunnyside School District and Tucson Unified School District. (DV, M. Sando, Division Dean, B. Miller, Advanced Program Manager, B. Wheeler, Outreach Coordinator, C. Albrecht, President, D. Aguilar and L. Leon, Faculty) 2 DV faculty spend office hours in the learning center tutoring students. (DV, D. Pacheco, T. Roush, VP of Instruction, S. Gers, Division Dean) 3 DV reading and math faculty give common final exams. (DV, D. Pacheco, T. Roush, VP of Instruction, S. Gers, Division Dean) 4 Pima's Center for Early Childhood Studies, working with the Math Department faculty, has designed course sections of MAT 086 and MAT 092 with continuous supplemental instruction for AA Early Childhood transfer students. These courses will be implemented in Fall 200 and Spring 20. (DV, S. Kukla) 5 Upward Bound (UB) provides instruction in Math (SAT/ACT prep and AIMS prep-offering Algebra II this summer), Science (summer program courses in Physics) and Writing (Literature/Composition). Currently, all our UB seniors have met the AIMS requirements for graduation in Math, Reading, and Writing. Models and other scientific materials have been ordered to establish a "Science Corner" study room for students to practice lab skills outside of lab time. (DV, D. Pacheco, T. Roush, VP of Instruction, S. Gers, Division Dean) 6 Upward Bound has created, and hired staff for, a series of enrichment workshops in the following subjects: Literature, Law, Culture, and Science. The workshops occurred on 9/20/08, 0/2/08, 0/8/08, /5/08, 2/3/08, /0/09, 2/7/09, and 3/4/09. (DV, Daniel Pacheco, Upward Bound Program Manager, Rosemary Ortega, Coordinator, Carlos Gonzales, Support Tech, Erin Suelmann, Carolina Sesteaga, Joanne Kingman, Temporary Staff Instructors) East Campus The East Campus Library assisted with the implementation of a student learning outcomes survey for various EC writing classes. (EC, C. Fugett, President) 2 The East Campus Project SOAR, an SSS/Trio grant for students with disabilities, hired and trained 5 tutors in math, reading and writing. In the Spring 20 semester 00 SOAR students received 320 hours of tutoring in these subjects. (EC, C. Fugett) Northwest Campus Capital requests, including new physics equipment, were approved and the equipment purchased. (NW, A. Conover) 2 Created new writing computer classroom utilizing laptop ovens. Laptop oven was purchased via the capital process and is utilized by WRT instructors in A-36. (NW, P. Leverentz, P. Houston, D. Padgett) 3 Exploring the development of a non-credit refresher summary in math (CDAC approved). Proposal to be sent to the Provost. (NW, N. Corson, A. Conover, D. Padgett) 9

13 4 Implemented a new pilot to allow MAT 092 students to utilize the Testing Center which will allow for more time on task in the classroom. The Northwest Assessment Center only has one testing room, thus a limited number of students can be served. In MAT 092 the testing pilot was continued in Fall 2008 and Spring Assessment of the pilot will occur at the end of Spring (NW, D. Morris-Murphy, D. Padgett) 5 Implemented master tutor pilot supplemental instruction for specific mathematics courses at the Northwest Campus. A tutor pilot was continued for MAT 220 in Fall 2008 and Spring (NW, Nina Corson, Ed Gallagher, Diana Morris-Murphy, Dave Padgett) 6 Northwest carried out a realignment of instructional staff to match faculty and student needs. (NW, V. Cook, VP of Instruction) 7 Purchased science program's capital requests to enhance learning. A gas chromatography system was purchased for the Chemistry Department. A media and solutions dispenser was purchased for Biology. (NW, S. Kramer, A. Conover) 8 The Provost approved the pilot project with a math refresher. The program is active and ongoing. (NW, N. Corson, A. Conover, V. Cook, VP of Instruction) 9 Used Perkins funds to support at-risk students in Math and Science with tutoring as needed. (NW, P. Houston, A. Robinson, E. Gallagher) West Campus "Science and Engineering Day" held at WC on March 9, 2009 with outreach to 50 Middle and High School students, in conjunction with GEAR UP (lead faculty, Dr. Alexander Shayevich, Engineering). (WC, M. K. Gilliland WC Division Dean Science and Technology) 2 Added six sections of modularized MAT offerings to allow students to move through refresher material before entering college-level math. (WC, V. Cook, VP of Instruction) 3 Biology Study Lab, only at WC, open 8-8 Monday-Thurs and 8-4 Friday, provides models, microscopes and general study assistance for Anatomy and Physiology course. (WC, VPs of Instruction, B. Murphy, AVC and Vice Provost) 4 Identified Histotechnology (HTP) liaisons and established memorandum of agreement to create a statewide Histotechnology program based in Phoenix College is in process, with the support of local clinical partners originally contracted with the College. (WC, M. K. Gilliland WC Division Dean Science and Technology) 5 National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) Accreditation Progress Report for HTP submitted November NAACLS Accreditation for HTP until 20 was awarded in Spring 2009, which will carry us through the "teach out" phase of the program. (WC, M. K. Gilliland WC Division Dean Science and Technology) 6 National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) Accreditation Site Visit for MLT in September NAACLS Accreditation for MLT until 20 was awarded Spring (WC, M. K. Gilliland WC Division Dean Science and Technology)..6 Strengthen university partnerships to include occupational/workforce and transfer. Assistant Vice Chancellor for Academic Services and Vice Provost, and Vice Presidents of Instruction Harry Muir regularly updated VP of Instruction group on future statewide JTED opportunities with K - 20 implications. Directions were given on how to maintain and expand our JTED offerings. (All, VP of Instruction) 2 Vice Presidents and Carol Hutchinson attended statewide Perkins meeting in Phoenix in June, (All, VP of Instruction) 0

14 3 VPs of Instruction and managers actively pursue opportunities at all levels with University partners to establish more bachelor's degree options for students. The following are new existing or in-work partnerships: a. Pathways grant - Early Childhood Education (ECE) grant to promote transition to universities from Pima ECE programs. b. Early Childhood Education College of Education articulation agreement signing ceremony is scheduled for May 6, 200. c. Eastern New Mexico University articulation agreement is to include an Aviation BAS and Nursing Bachelor's degrees. d. Chamberlain College Nursing BSN. e. Embry-Riddle Aeronautical University articulation agreement is to include an Aviation BAS, with articulation for general education and business degrees also in development. The agreement is scheduled to be completed in Academic Year f. University of Arizona (UA) South collaboration included West Campus and East Campus and involved the renting of space to UA South with the goal of students being able to transfer coursework seamlessly to three UA South BS degrees in Commerce, History and Psychology. g. Post Baccalaureate Teacher Education program working reverse articulation agreement with University of Arizona. h. Arizona Board of Regents allowed universities to accept 75 credits (up from 60) for BAS degrees. i. 90/30 program with interdisciplinary degree options with NAU. j. Tuition Assurance Guarantee (TAG) program with ASU primarily focuses on 2+2 opportunities with the Carey School of Business. Pima's fulltime faculty member Rick Rosen is the faculty representative working with Marie Hesse of ASU. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost) Community Campus An integrated health basic skills class and a general basic skills class were offered at El Pueblo Liberty Learning Center as part of a pilot with the Pima County One Stop. (CC, S. Lee) Desert Vista Campus Desert Vista Campus coordinated a successful GEAR UP Program Summer Math Academy for high school sophomores from Pueblo High School (HS), Desert View HS and Sunnyside HS. Many of those students will be eligible to participate in the PCC dual enrollment program in (DV, B. Miller, M. Sando) 2 DV will sign an articulation agreement with UA for a complete seamless transfer of the AA in Early Childhood Education into University of Arizona's baccalaureate degree program on May 6, 200. (DV, S. Gers, Division Dean, S. Kukla) 3 Served on the University of Arizona President's Diversity Council and attend regular meetings and activities. Served as campus liaison for the PCC/UA Program for Joint Admissions and Enrollment. Served as campus lead person for the UA New Start Summer Program partnership. Attended meetings on these dates: /8/08, 2/06/08 0/23/09, 02/20/09, 03/05/09 and 03/2/09. (DV, M. Sando, Outreach Coordinator) East Campus Working closely with UA South, administrators are working on the articulation of the East Campus Logistics and Supply Chain Management curriculum to a BAS in Logistics from UA. Several meetings have been held with UA South, and it is anticipated that the process will be finalized later in 200. (EC, C. Fugett, President) Northwest Campus 95/33 partnership between Hotel and Restaurant Management program and Eastern New Mexico University to culminate in BAAS degree is being explored at this time. (NW, A. Trujillo, P. Houston, D. Padgett)

15 2 A proposal to increase the AA transfer degree to NAU to 72 credits has been developed, allowing for options in the program that could lead to Casino Management. (NW, D. Padgett, P. Houston, A. Shubitz) 3 Armando Trujillo proposed expanding the number of Hotel and Restaurant Management credits transferred from PCC to NAU to 75. (NW, A. Trujillo, P. Houston) 4 Developed state Direct Caregiver curriculum, devise alternate methods of curriculum delivery, and seek state and grant funds to support training of Direct Caregivers. Dave Padgett and Patricia Houston are working with Ted Roush, the former NWC Division Dean, on the Statewide Direct Care Workforce Committee. Marketing for the statewide program have been received and in the progress of being distributed. (NW, P. Houston, D. Padgett) 5 Increased and developed advisory board membership for all occupational programs. (NW, V. Cook, VP of Instruction, P. Houston) 6 Proposal for Hotel Management courses has been written for Casino del Sol. (NW, D. Padgett, P. Houston, A. Shubitz) 7 Strengthened relationship with new NAU Hotel Restaurant Management administration. Exploring the development of a 2 plus 2 program with University of Nevada Las Vegas in Casino Mgt. (NW, A. Trujillo, D. Padgett, P. Houston, A. Shubitz) 8 The Northwest Campus Curriculum Coordination assisted the University of Arizona College of Medicine's Clinical Research Graduate program in the development of curriculum. (NW, D. Padgett, P. Houston, A. Shubitz) West Campus Joint recruiting meeting held October 5, 2008 for NAU/PCC Health programs at WC. (WC, J. Gillis, WC Division Dean Health Related Science and Fitness)..7 Incorporate the goals of the Governor's P-20 outcome recommendations into the College's offerings. Assistant Vice Chancellor for Academic Services and Vice Provost, and Vice Presidents of Instruction Action..7, Incorporate the goals of the Governor s P-20 outcome recommendations into the College s offerings, was not completed during this plan cycle. The Governor s P-20 council was reconstituted in such a way that College involvement was no longer advantageous. The "Governor's P-20 Council" has not been activated under the current Governor. There have been no outcomes to incorporate. Should such outcomes become available, the VPs of Instruction will review and incorporate as directed. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost) Desert Vista Campus The Pima/UA Early Childhood Education Undergraduate Community of Practice are part of a larger professional development alliance of seven communities of practice that collaborate to address early childhood professional development in central Pima County across the spectrum, from entry-level workshops to master's level graduate program development, using evidence-based curricula and innovative strategies. The tools used to guide this professional development system are a coaching model of instructional support and a developmentally appropriate framework. This meets the P-20 recommendation of providing effective support to teachers and principals. (DV, S. Kukla) 2

16 ..8 Increase enrollment and offerings for Tech Prep, JTED, and workforce students Assistant Vice Chancellor for Academic Services and Vice Provost, and Vice Presidents of Instruction The Tech Prep Coordinator and Vice Presidents of Instruction continue to work with Pima County Public School Districts, Charter High Schools, the JTED and with Job Corp to create more career and technical education and workforce opportunities for secondary education level students. The results are as follows: Since the academic year to the current academic year ( ): ) the annual number of Occupational Dual Enrollment sections of classes has increased from 20 to 00; 2) the number of students enrolled in Occupational Dual Enrollment classes has increased from 268 ( ) to the current year figure of,39; 3) the number of articulation agreements has increased from 32 to the current year figure of 335; and, 4) the number of students enrolled in articulated credit classes has increased from,794 in to the current year figure of 2,000. JTED enrollments have increased from a low of 0 to the current semester enrollment of 02. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost) Desert Vista Campus Engaged in meetings with principals, assistant principals, counselors and other pertinent staff at the following high schools regarding the expansion of Dual Enrollment offerings on these dates /29/09, 2/4/09, 2/9/09, 2/6/09, 2/23/09, 3/4/09, 3/9/09, 3/4/09, and 3/6/09. This included Sahuarita High School, San Miguel HS, Alta Vista HS, Desert View HS, Sunnyside HS, Toltecalli Academy, Aztlan Academy, PPEP TEC HS, Pueblo HS, Rio Rico HS, and S.T.A.R. Academy. (DV, T. Roush, VP of Instruction, L. Menchaca, VP Student Development, B. Wheeler, Division Dean, B. Miller, Advanced Program Manager, M. Sando, Outreach Coordinator) 2 Enrollment in occupational and JTED programs increased 22% from FY 2009 to FY 200 at Desert Vista. (DV, T. Roush, VP of Instruction, S. Gers, Division Dean) West Campus JTED agreement in development with Digital Arts (DAR) program and new Game Design (GAM) program. The goal is for Spring 2009 implementation. Students are to attend at WC. (WC, D. Division Dean Arts Communication and Humanities, D. Landry, WC Digital Arts Chair) 2 Offered WRT0 Writing I dual enrollment classes with Luz Academy and Tucson High in Fall 2008 and Spring 2009 semesters. (WC, D. Lammers, WC Division Dean Arts Communication and Humanities, V. Cook, WC VP of Instruction) 3 Summer Academies for High School "Bridge" students, held in 2008 and 2009, were funded by Joint Technology Education District (JTED), National Science Foundation (NSF) grant and assisted by JobPath in Biotechnology and Technology and Engineering. (WC, M. K. Gilliland WC Division Dean Science and Technology) 3

17 Strategy.2 Create effective learning environments to ensure student success Completion Date: April 30, 200 Assistant Vice Chancellor for Student Services Complete Strategy.2 was designed to promote effective learning environments for students through effective assessment, appropriate placement, and strategic joint admissions programs. Major accomplishments within this strategy framework include: () Establishment and continuation of pilot assessment programs at area high schools and investigation into new partnerships, (2) Enrollment of 68 new students into the PCC-UA Joint Admissions (JA) Program for , (3) Establishment of requirements that students assess and meet prerequisites for each course prior to registration, with some automated checks done in Banner, and (4) Improvement of Carl Perkins grant tracking through Career Services and the new tracking tool, NACElink. 4

18 .2. Support a pilot assessment project in K-2 to include charter, private and public schools. Vice Presidents of Student Development Accuplacer is being piloted at the Pima Partnership Academy and High School (HS), Catalina Magnet High School, and local public high schools within the Desert Vista Campus area, Sahuaro, Sunnyside and Cholla, as well as Northwest Campus High Schools, Mountain View and Marana. Juniors at Marana HS are tested on site to identify basic competencies for the purpose of preparing them for admission to college. Beginning in academic year to date, a total of 2,296 have been assessed using this instrument. (All, Vice Presidents of Student Development) 2 Accuplacer is piloted at the following Charter Schools: Pima Partnership Academy and High School, Alta Vista High School, PPEP Tech and Sonoran Science Academy. (All, L. Menchaca, AVC for Student Services) 3 Sophomores and Juniors are tested on site to identify basic competencies for the purpose of preparing them for admission to college. Overall,,065 students were assessed in ,,03 students were assessed in , and,057 students were assessed in (All, L. Menchaca, AVC for Student Services) 4 The private and public schools include: Immaculate Heart, Catalina Magnet High School, and local public high schools within the Desert Vista Campus area, Sunnyside, Star Academic and Cholla, as well as Northwest Campus High Schools, Mountain View and Marana. The East Campus provides testing services to Sahuaro. (All, L. Menchaca, AVC for Student Services) 5 Use of Accuplacer Pilot in Charter, Private, and Public Schools. (All, L. Menchaca, AVC for Student Services) Northwest Campus Continue effective offerings of special programs for unique student populations, such as Progress and Aztec Middle College. (NW, D. Siddall) 2 Proper placement into high school math has resulted in fewer student failures. Mountain View High School utilizes Accuplacer results to determine course offerings for the year. (NW, L. Menchaca, AVC for Student Services) 3 Received an opportunity for a new pilot at Mountain View High School in Marana, utilizing the Accuplacer instrument. Mountain View has requested the project continue. The Mathematics CDAC has requested the project continue at Mountain View High School and be expanded to Marana High School. (NW, A. Conover, D. Morris-Murphy, J. Worrall, D. Padgett, L. Morales, N. Corson, J. Knapp) West Campus New webcams installed in the Video Relay Service (VRS) laboratory (February, 2009). These webcams benefit the VRS lab and also Interpreter Training and Sign Language students. (WC, Mary Beth Ginter, WC Division Dean Business Computer Social Science Languages) 2 WC requested and was granted an assessment pilot for Tucson High School. (WC, V. Cook, VP of Instruction) 5

19 .2.2 Develop strategic joint program admissions opportunities for students. Vice Presidents of Student Development PCC-UA Joint Admissions (JA) program has accepted 68 new students for the academic year. Student program orientation was held in October. A MyPima Group was created to facilitate communication and post resources. Ongoing marketing efforts include revamped fliers, brochures and signage. Official transcripts for all JA students have been sent to UA, and will continue at the end of each semester. Piloting a dedicated STU 07 section in Spring 200. (All, Vice Presidents of Student Development) 2 Proposal submitted to Chancellor Flores and President Shelton to increase partnerships between UA and Pima. The Joint Admissions program is a key component of the proposal. (All, Vice Presidents of Student Development).2.3 Develop appropriate placement of students in basic skills coursework. Vice Presidents of Student Development Students are required to assess prior to registration and are not allowed to register for classes without pre-requisites. Pre-requisites for math and writing are automated in the Banner system. (All, Vice Presidents of Student Development) Community Campus The Arizona Department of Education requires all Adult Basic Education (ABE) and Adult Secondary Education (ASE) students be placed into classes utilizing the Test of Adult Education (TABE) and all English Learner Acquisition for Adult (ELAA) students be placed using the TABE CLAS-E. The TABE-CLAS E was newly implemented in July (CC, S. Lee).2.4 Expand Perkins Placement tracking college-wide. Vice Presidents of Student Development The Carl Perkins Basic Grant requires that occupational (or Career and Technology) students at the College be reported by their course-taking behavior. The College can track all secondary students taking dual enrollment courses through the College. The College places an attribute code on those identified in our database as a secondary Career and Technology student in an articulated occupational course. This is done manually using hardcopy secondary classroom rosters which are provided to the College and enables tracking. In addition, Career Services is being redesigned through a college-wide work group. It will include a tracking tool (NACELINK), a re-emphasis on internships and a strengthened connection with the Alumni Association. These strategies will be utilized to improve the tracking and placement of occupational students in programs that receive Perkins funding. (All, Vice Presidents of Student Development) 6

20 Strategy.3 Develop and enhance effective educational and business partnerships to increase learning opportunities for students Completion Date: December 5, 200 Provost and Executive Vice Chancellor, Presidents, Assistant Vice Chancellor for Academic Services and Vice Provost, and Vice President of Instruction for Workforce and Business Development Complete Strategy.3 was designed to enhance and develop educational and business partnerships through contract customization and innovation, teacher training projects, and grants development. Major accomplishments within this strategy include: () Development and approval of a new Standard Practice Guide that details the process for contract training at the College, (2) Partnership with Cochise College and Arizona Western College to offer professional development courses for K-8 teachers as part of the WIRED-STEM grant, (3) Establishment of three new articulation agreements directly related to teacher training, (4) Collaboration between Adult Education staff and ESL faculty to improve student success and services, (5) Strengthening of the partnership between the Northwest Campus and the YMCA, and (6) Receipt of a 6.9 million dollar grant from the US Department of Health and Human Services to better serve Temporary Assistance for Needy Family (TANF) clients and eligible participants. 7

21 .3. Increase business and industry customization and innovation through contracts. Vice President of Instruction for Workforce and Business Development The degree of industry customization has steadily increased in the types of contracts with businesses. (All, VPs of Instruction) 2 The number of College contracts has steadily increased. (All, VPs of Instruction) 3 The VPs of Instruction at all campuses are actively engaged in seeking contract training opportunities through their outreach to businesses throughout Pima County. (All, VPs of Instruction) Community Campus Adult Education contracted with Pima County One Stop to provide Adult Basic Education classes to dislocated workers. Some classes were integrated to bridge students into training programs. Classes included Health, Machinist and GREEN Technologies. (CC, S. Lee) 2 Adult Education contracted with the Literacy for Life Coalition to provide workplace education English classes to The Groundskeeper, a landscaping company, Desert Diamond Casino, Arizona Diamondbacks and Raytheon to provide basic education in math, reading, writing and English. (CC, S. Lee) 3 Adult Education partnered with Pima County One Stop to pilot a concurrently offered Adult Education course with a credit logistics class. (CC, S. Lee, President) 4 Community Campus has steadily increased its net income through contract training. (CC, N. Russell, VP of Instruction) 5 Continuing Education offered the first contract on career management and the job search process to Pima Council on Aging Mature Worker Connection clients, thereby establishing a working partnership with an external client. (CC, S. Lee, N. Russell, M. Romance) 6 New Standard Practice Guide developed to detail the process for contract training for the College; presented and approved by Chancellor's Cabinet on November 2, 200. (CC, N. Russell, VP of Instruction) 7 Prison Program initiated a general education program at the Southern Arizona Correctional Release Center women's facility. The Arizona Department of Corrections contract is funding the program through a grant from the Department of Education. The program is aimed at allowing incarcerated students to achieve an Associate of Applied Science degree in Business and Industry. FY funding was increased to allow expansion of this program at the Arizona State Prison -Tucson men's facility. (CC, S. Lee, N. Russell, S. Steinman, M. Treacy) 8 Provided technology support and innovation to all Community Campus departments supporting Workforce and Business Development. (CC, S. Lee, S. Mendoza) 8