SANTA ANA COLLEGE Teaching Learning Committee Minutes March 2, 2015

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1 SANTA ANA COLLEGE Teaching Learning Committee Minutes March 2, 2015 To: Distribution From: Bonnie Jaros, Chair, Teaching Learning Committee Mission: The mission of the Rancho Santiago Community College District is to provide quality educational programs and services that address the needs of our diverse students and communities. The mission of Santa Ana College is to be a leader and partner in meeting the intellectual, cultural, technological and workforce development needs of our diverse community. Santa Ana College provides access and equity in a dynamic learning environment that prepares students for transfer, careers and lifelong intellectual pursuits in a global community. Vision Themes of Santa Ana College: I. Student Achievement; II. Use of Technology; III. Innovation; IV. Community; V. Workforce Development; VI. Emerging American Community Institutional Learning Outcomes: Communication Skills; Thinking and Reasoning; Information Management; Diversity; Civic Responsibility; Life Skills; Careers Members Present: Steve Bautista, Yolanda Garcia, heather Gillette, Gina Giroux, Glen Harding, Mary Huebsch, Shelly Jaffray, Bonnie Jaros, Eve Kikawa, Cherylee Kushida, Melanie Mowrer, Carrie Patton, Kris Ross, Irene Soriano, Brian Sos, John Tashima Guests: Bud Little I. Approval of Minutes of December 8, 2014 The minutes of December 8, 2014 were approved as written. II. Public Comments There were no public comments. III. TLC Work for Today A. 1. PA/PR Capstone Review Presentation: Communications and Media Studies (See Appendix A). The members of the TLC congratulate Professor Little and his students on the recent awards received by the California Colleges Media 1

2 Association: eight First Place; three Second Place and two Third Place awards. 2. Please note: Due to extenuating circumstances, the Business Applications department PA/PR will be deferred to October During spring 2015, the department will revise all course-level SLOs, create PLOs, and develop a timeline for analysis of all. In addition, the presentation of the Medical Assisting Program will be deferred to April 20, B. Accreditation Update 1. Prior to the ACCJC January 7, 2015 meeting, President Martinez sent the following response to the Commission: SAC_Response-to-ACCJC.pdf At the ACCJC meeting, the President gave testimony on behalf of Santa Ana College. The Commission took action to reaffirm accreditation and require the College to submit a Follow-Up report in October The follow-up Report will respond to three recommendations related to: 1. integration, assessment, analysis and use of assessment results and documented dialogue of learning outcomes; 2. a regular cycle of evaluation to include effectiveness of planning processes, training, decision-making, communication, resource allocation, and governance practices; and 3. making public all student learning outcomes for programs, certificates and degrees, and ensuring a regular cycle of assessment of all courses and programs in support of continuous quality improvement. ACCJC Testimony January 2015 Final.pdf dence/santa_ana_college_accjc-letter-of-reaffirmation_02_06_2015.pdf dence/santa_ana_college-external_evaluation_report_nov pdf 2. The college will continue to work on the ACCJC recommendations for continuous improvement. In addition, the Annual Report, which is due March 31, 2015, will reflect the status of the College s Institution-Set Standards. 3. Substantive Change: It is important to note that when a new program is developed, or if a Certificate of Achievement contains 50% or more new course work, a Substantive Change is needed. SAC will need to submit Substantive Change in the Biotechnology Laboratory Technician certificate is the department wishes to keep it as a Certificate of Achievement. In addition, SAC submitted a proposal for a pilot Baccalaureate, BS in 2

3 Occupational Studies in December. The CCCCO has selected this program as one of 15 programs selected in the state. The Board of Governors will be reviewing the 15 programs and taking action on March 16, In the meantime, we are working on a Substantive Change Proposal for this new baccalaureate degree. Congratulations to Michelle Parolise, Coordinator of the OTA Program!!! 4. Annual Report The Annual Report 2015 and Annual Financial Report 2015are due March 31, For the Annual Report, it will be important to demonstrate that the college has increased the percentage of departments conducting PLO analysis as well as ILO analysis. In addition, the Commission wants to see demonstrated increase in attainment of degrees, certificates and transfer rates as per the Institution-Set Standards. (See Update below) C. Blackboard Best Practices Cherylee This item is deferred to the next meeting. D. Student Success and Equity Plan Update Mary reported the following: SAC s share of the SAC s Campus Equity Grant this year is just under $1.2 million dollars. We anticipate that this grant will continue for at least several years. George Sweeney is the Coordinator for the grant and Joshua Dorman is the research analyst. George, Josh and Mary are meeting with departments across campus to explain the state s interpretation of student equity and to introduce the Student Equity Action Tool that Josh has developed. We are also asking departments to share their questions and their perspectives on student equity. According to the State of California, the Student Equity Grant targets inequities based upon foster youth status, disability status, income, veterans, and ethnicity. A plan for spending the grant money was developed last fall and approved by the Board of Trustees. These are the areas targeted: Access, ESL/Basic Skills, Course Completion, Degrees and Certificate Completion, Transfer. Extended hours for SAC instructional and student services on Saturdays and Wednesday nights are being paid for with equity grant funds. AS the Winter Convocation was dedicated to Equity data, Mary will contact Kennethia about posting the PowerPoint presentation. E. Professional Development Update Mary reported the following: The Faculty Professional Development Work Group has these members thus far: Mary Huebsch, Melanie Mowrer, Yolanda Garcia, Suzanne Freeman and Patricia Waterman. We would like to add faculty from STEM areas, Counseling, Kinesiology, Business. We are meeting March 12, March 26, April 23, May 10, May 28 to develop a plan that will meet the needs of SAC credit faculty professional development. A primary theme that was discussed at the first meeting was incentivizing PD. The workgroup is seeking input to increase connectedness of the faculty, students, and administration. At upcoming meetings, we will be discussing the Professional Development webpage, additional priorities and marketing (with Glenn Doolittle). Lastly, they are examining a SCE tracking system 3

4 being developed by Rob Jenkins for PD sharing and accountability. Rob will be showing this tool to a group of administrators and faculty on March 6 th. F. Update Institution-Set Standards This item is deferred to the next meeting. Please review these documents prior. sac institution-set Copy of Institution standards and goals p Set Standards Excel S Convocation 2015-JD Maste G. Success Rate Correlation to English/Math This item is deferred until Nga is able to join the committee. H. Book-of-the-Year Update: I Am Malala: The Girl Who Stood up for Education by Malala Yousafzai 1. Yolanda reported that the Malala did win the Nobel Peace Prize. While bringing the author to campus may be impossible at this point, Marissa Colvier is organizing a forum/workgroup to discuss the BOTY. Yolanda wishes to remind faculty: 1. The goal is to weave BOTY into the curriculum as a campus; 2. Once adopted, please complete assessment forms for detailing the impact on student learning. 2. It is also time to request nominations for the Book-of-the-Year. The TLC discussed the notion of incentivizing faculty participation with regard to the BOTY using a common theme. As part of this conversation, TLC discussed tying BOTY to ILOs; for instance, Thinking and Reasoning Creative Expression ties to the subject matter of Small Parts. The book has been suggested for next year, and it pertains to student creativity and ingenuity. The process book may begin more widespread dialogue about how to promote student creative thinking. Noteworthy is that San Diego City College and Pasadena City College have robust BOTY programs which may be worth investigating. IV. Other A. Please do not forget to remind your deans and department chairs that divisionlevel ILO analysis is due March 30, 2015! Our ILO of the year is Communication Skills. Institutional_ Learning_Outcomes_H Institutional_Learnin g_outcome_assessme B. There will be an SLO Symposium on March 6, All are invited to attend. Please use the following link for information: V. Future Agenda A. ILOs Discussion: Communication Skills (March 30, 2015) B. Accreditation Recommendations (Please see the attached template.) Follow-Up Report Template.docx 4

5 C. PA/PR Capstone Reports Review (CJ, CJA, Family and Consumer Studies, Nutrition-March 16, 2015 ) D. Outcomes Success Rate Correlation to English/Math E. Student Success and Equity Plan Update Proposed Research Agenda_w_Equity Vis F. Professional Development Update G. Book-of-the-Year: I Am Malala: The Girl Who Stood Up for Education by Malala Yousafzai 5

6 Appendix A Fall 2014 PA/PR Quadrennial Capstone Review Summary Communications and Media Studies Professor Charles (Bud) Little presented the Communications and Media Studies capstone report. This is a beautifully presented report demonstrates a great deal of background about the different aspects of the program, student achievement, SLO analysis, numerous awards, and future goals. The very nature of the program is student driven and outcomes oriented from the classroom to the world of employment. LEARNING OUTCOMES / ASSESSMENTS CMSD PROGRAM LEARNING OUTCOMES SUMMARY FINDINGS OF DIRECT SLO ASSESSMENT APPLY THE BASIC PRINCIPLES OF JOURNALISM SUCH AS ACCURACY, FAIRNESS, AND PUBLIC SERVICE. Students are learning the discipline of fact checking, including use of quotes, sourcing, and assessing reliability of online material. They practice balance in reporting by showing different points of view and considering the impact of what they write, as well as the importance of serving the public by bringing news to light and making timely information available. DISCUSS THE LEGAL AND ETHICAL UNDERPINNINGS OF U.S. MASS MEDIA. Students are aware of major legal battles won to protect the First Amendment right of freedom of the press, non-disclosure of sources, and other legal issues such as libel. They become familiar with the ethical challenges media face in areas such as privacy, and learn how cases were resolved and thereby set precedents for future journalists. INTERPRET AND USE THE PRINCIPLES OF DIGITAL, ON-LINE AND PRINT DESIGN. Students learn to apply digitally-based programs across different media, both print and online. A grounding in digital production and design principles enables students to keep current yet remain flexible in a time of rapid change in the delivery of media, whether that involves text, illustration, video, podcast interviews, links to social media, and often all of the above. DISCUSS AND PRACTICE THE PRINCIPLES OF COMMUNICATING CLEARLY THROUGH PRINT, DIGITAL, AND VISUAL MEDIA. Students recognize the power of clear, engaging and effective communication in traditional and emerging forms. These include story structure, headlines, and subordinate elements such as sidebars, as well as 6

7 communicating content in photographs and photo illustrations. They also develop skill in creating shorter forms, such as charts and information graphics, of increasing importance today. EXPLAIN THE FUNCTION AND IMPACT OF JOURNALISM AND MASS COMMUNICATION. Students come to understand how journalism plays an important role in maintaining informed civil participation in local, state and national government, and how mass communication is now merging with new media to reach mass as well as targeted audiences in new ways. CONDUCT RESEARCH FOR NEWS STORIES USING A VARIETY OF SOURCES AND EVALUATE THE ACCURACY OF INFORMATION SOURCES. which are not. Students develop research skills in newswriting through activities including conducting interviews, onthe-spot reporting, obtaining, and analyzing public documents, and conducting surveys. They learn to do background research involving archival material and, increasingly, work with online material and hone their critical judgment to decide which online sources are reliable and MEDIA, RACE AND GENDER Many students lack basic knowledge in usage, style, syntax, and grammar. Students communicate in their vernacular using colloquial expressions in the discussion of specifics. They need more guidance in formal writing and the organization of ideas, particularly when course content is new. To address this we created a departmental participation rubric that helps students in expressing their thoughts, and we have a pre-essay discussion of content and how best to value, organize and edit it. It seems to be working. More students have indicated that they enjoy essay responses and prefer them to tests. Finally, we now require students to read in class whenever the content is brief and we utilize springboards related to the content. INTRODUCTION TO NEWS WRITING AND REPORTING Our greatest challenge is getting our students to under- stand how to analyze, evaluate and interpret information logically and with clarity. Generally, social media has had a great affect on how students view news value. This, no doubt, will continue to challenge how news is consumed, evaluated, presented, and produced. Most of our students come in with little to no background in news writing or reporting. The first half of class is spent generally discussing core values and concepts, followed by writing and style practice. What we have found is that once students begin to understand style and grammar, their confidence soars and they begin to challenge themselves with assignments that are more detailed. Students did well in understanding the content and development of assignments. However, some struggled with the subtle complexities of reporting on a breaking news event. Most students preferred the Internet as their first resource, instead of making personal contact with sources, and witnesses. NEWS PRODUCTION FOR PRINT AND DIGITAL MEDIA Students performed well in developing a sense of reportorial voice. However, most students did have difficulties in breaking down financial and budgetary items. Because of the rise of social media, most of our students were 7

8 able to adapt easily to the multiple software packages we use and operate advanced equipment with aplomb. Time management seems to be their greatest challenge. The students performed well on analyzing, evaluating, and interpreting news value. All but a few did exception- ally well in rapidly processing information and meeting their deadlines. However, most students lacked a cultural understanding or appreciation for the arts, which makes it difficult for them to report on subjects related to those areas. We were surprised at how many had never been to a museum, art show, recital, or theatrical production. Hence, we now send multiple reporters to performances, and shows, requiring them to preview and review the assigned event. VISUAL REPORTING Students do very well in learning the complexities of photo journalism and applying the array of software necessary to shoot, edit and design for visual messages. The greatest difficulty students appear to have is planning shots and learning positioning. Some lack technical skills. This is generally a result of the high cost of advanced cameras and the student s inability to afford one. Students exhibited a strong sense of creativity upon completion of their photojournalism, design, video and informational graphics projects. The main drawback for all of our students is the lack of access to high-level digital equipment away from campus. WRITING ACROSS MEDIA We rarely see students who do not excel in this class. Most are able to write, research, and report complex and detailed articles and complete the assignments on time. Our advanced students performed well in meeting their deadlines and developing idea and story mapping for in-depth articles. We saw a great increase in writing skill and a fundamental understanding of grammar and style. In the last three years a student from this class has won California s Best Writer Award. AREAS OF NEED AND IMPROVEMENTS FACILITIES It is essential that the college improve student media facilities. Students express dissatisfaction about lack of space, availability of basic equipment like telephones and electronic outlets in the C-201 lab/ newsroom. Outdated equipment restricts achievement and reduces the quality of career training for our students. POSITIVE INSTRUCTIONAL ENVIRONMENT Students are concerned about the C Building s temperature control. Unending ventilation problems swing between too warm and freezing cold for no apparent reason. It appears that if it is hot outside, the heater will be on inside, and if it is cold outside the air conditioning will be on full blast inside and with no way to control it. FACULTY SUPPORT One full-time faculty and one (single course) adjunct faculty teach the entire curriculum, while managing all business, administrative, student-advising, and advertising operations. A full-time departmental clerk and district-funded instructional assistants are vital to the future of this department. FINANCIAL SUPPORT Paying for instructional assistants with advertising dollars is an unreliable funding model that is not sustainable. Meeting these expenses is critical to providing students with the opportunity to win the accolades that demonstrate their skills to future employers. RISING COST OF COMPETITION 8

9 The cost of entering state and national competitions continues to rise and there is no budget to support this. For years, student-advertising dollars have funded contest entry fees and competition costs, which have drained already depleted funds. We have reduced entries to state and national competitions by about half since HEALTH RISKS Anyone who has spent time in the C Building quickly becomes familiar with cockroaches. Because roaches can spread bacteria like Salmonella and Shigella from place to place, and their saliva and waste can cause allergies and aggravate asthma, we are concerned for the health of our students and faculty. It is time to finally rid our classrooms and lab of these pests. The TLC thanks Professor Little for coming to present this report and for the beautiful presentation of data and information. Noteworthy is the manner in which Professor Little documents the successes of his students from attendance at prestigious universities to acquisition of positions all over the United States. His mentorship is extraordinary. To read the entire report, please go to: 0Quadrennial%2019QT%20Cap/CMSD%202014%20PA%20PR%20FINAL.pdf 9

10 SANTA ANA COLLEGE Teaching Learning Committee Agenda March 16, 2015; 1:00-3:00 pm; A-112 To: Distribution From: Bonnie Jaros, Chair, Teaching Learning Committee Mission: The mission of the Rancho Santiago Community College District is to provide quality educational programs and services that address the needs of our diverse students and communities. The mission of Santa Ana College is to be a leader and partner in meeting the intellectual, cultural, technological and workforce development needs of our diverse community. Santa Ana College provides access and equity in a dynamic learning environment that prepares students for transfer, careers and lifelong intellectual pursuits in a global community. Vision Themes of Santa Ana College: I. Student Achievement; II. Use of Technology; III. Innovation; IV. Community; V. Workforce Development; VI. Emerging American Community Institutional Learning Outcomes: Communication Skills; Thinking and Reasoning; Information Management; Diversity; Civic Responsibility; Life Skills; Careers I. Approval of Minutes of March 2, 2014 II. Public Comments III. TLC Work for Today A. PA/PR Capstone Review Presentation: CJ, CJA, Family and Consumer Studies, Nutrition B. Accreditation Update C. Blackboard Best Practices--Cherylee D. Student Success and Equity Plan Update Mary E. Professional Development Update Mary F. Update Institution-Set Standards G. Book-of-the-Year Update: I Am Malala: The Girl Who Stood up for Education by Malala Yousafzai--Yolanda IV. Other V. Future Agenda A. ILOs Discussion Cont d B. Accreditation Recommendations and Annual Report 10

11 C. PA/PR Capstone Reports Review (Family and Consumer Studies; Nutrition-March 16, 2015 ) D. Outcomes Success Rate Correlation to English/Math E. Student Success and Equity Plan Update F. Professional Development Update G. Book-of-the-Year: I Am Malala: The Girl Who Stood Up for Education by Malala Yousafzai Members: Steve Bautista Karen Dennis Yolanda Garcia Heather Gillette Gina Giroux Glen Harding Mary Huebsch Shelly Jaffray Bonnie Jaros Crystal Jenkins Eve Kikawa Cherylee Kushida Melanie Mowrer Carrie Patton Nga Pham Kris Ross Irene Soriano Brian Sos John Tashima cc: Avie Bridges Micki Bryant Cher Carrera Susan Gaer Dennis Gilmour Madeline Grant Bart Hoffman Jim Kennedy Sara Lundquist Monica Porter Omar Torres Julia Vercelli John Zarske bnj/