1. education

Annual Update Plan 2015-2016 for Academic Departments
Department Name: CHEMISTRY
Purpose of the Program Review and Annual Update Process
The purpose of Program Review is to provide a venue through which the college can evaluate its programs in relationship to the College Mission
and its Strategic Goals and priorities. The program review process promotes a self-reflective evaluation of programs in a manner in which faculty
can identify programmatic successes within their disciplines, identify areas in need of improvement and establish departmental goals for
enhanced programmatic and student success. Each department and unit completes an annual update of their efforts. This update is used to
provide the college with an indication of improvement in student learning and the resources needs for each program. The Annual Update serves
as the central planning document for requesting and prioritizing resources.
The values of program review:

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Strengthening of programs through faculty led self-evaluation and goal setting;
Fostering inter-departmental cooperation and communication;
Stimulating dialog on student success and programmatic improvements;
Evaluating each programs unique contribution to the College’s Mission and Strategic Goals;
Promotion of long-term planning focused on the use of data;
Ensuring that curriculum and offerings meet student needs and promote student progression;
Providing a venue to justify programmatic augmentation and to connect program needs to resource allocations.
Enhance transparency about college programs to the broader community.
The value of self-evaluation is enhanced with the broad inclusion of individuals contributing to your department or unit. It is recommended that
each department or unit make all efforts to include all faculty, staff and administration. Each department or unit may include additional
information in their Annual Update Plan as needed to fully describe their department or unit.
The Office of Institutional Effectiveness is available to assist each department or unit in their efforts to complete their self-evaluation.
The completed Annual Update Plan is due by email to [email protected] on September 30, 2014. Following submittal, the Program Review and
Viability Committee will review your document and provide feedback for your department’s review. Departments will be notified regarding
budget and resource requests in the spring, following receipt of budget projections from the District Office.
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Section I. Program Review Response
Complete Table by:
a. Reporting progress on program review recommendations
b. Stating the anticipated outcomes and progress to date
Recommendation
1. It is recommended that the
Progress to Date
Continue to communicate with
articulation officer and science
departments directly impacted by
curricula changes.
In Progress
Integrate technology in laboratory
classes.
Laptops, projector and projector
screen in each laboratory
classroom.
In Progress
Offer variety of classes
throughout the day and week.
Additional hours to open more
classes to meet student demand.
department upgrade its
program plan to include
department goals to address
deficiencies in effective
teaching practices noted in the
PRSE.
3. It is recommended that the
department further analyze
problems with equity and
access and develop strategies
for improvement.
Additional Resources Required in
2014-2015
Completed
department communicates
with other departments and
the articulation officer when
making decisions about
archiving courses or
restructuring curriculum.
2. It is recommended that the
Anticipated Outcome of
Department/ Unit Goal
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4. It is recommended that
In Progress
Review success and retention data Budget increase to ensure
periodically to develop plan for
adequate resources for student
improvement.
learning and student success.
Completed
Maintain involvement in the PLO
process.
department must utilize the
program review process to
keep track of trends in their
discipline and develop plans
for improvement as needed.
5. It is recommended that the
department increase
involvement in the PLO
process as they are currently
at the “development” level for
the Chemistry program.
Student worker to enter and
update Learning Outcomes data.
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Section II.
Program Description
College Mission:
East Los Angeles College empowers students to achieve their educational goals, to expand their
individual potential, and to successfully pursue their aspirations for a better future for themselves, their
community and the world.
1. Please provide any changes to your programs of study or programs of service,
since the completion of the Program Review Self-Evaluation.
Chemistry 221 (Biochemistry for Science Majors) has been successfully taken out of
the archives. This course is now UC transferrable and awaiting articulation
agreements with the universities. We are currently offering this course, and we plan
to offer it every semester from now on.
Current with Program Learning Outcomes, PLO.
2. Describe any trends, recent events or activities that have impacted your program(s), since the
completion of the Program Review Self-Evaluation. Please be specific to each program provided
in the list above.(P)
a. Which of these changes or trends have most impacted your programs?
b. What efforts have been made to address these changes?
c. What effect have these changes had on student goal attainment?
Recent evaluations show department laptops need to be replaced. Department laptops were
purchased through a grant about 7 years ago. Our students use these laptops to analyze data, plot
graphs, and perform literature search during our lab classes. However, these laptops are outdated,
while some of them are mechanically worn (wear and tear) to no longer connect with the internet via
wi-fi, and some are simply non-functional. Students are impacted by their inability to use laptops to
support their learning through the use of technology. We would like to address this by requesting a
one-time funding to purchase 40 laptops to replace the old ones.
Recent analysis of unreplenished broken glassware and equipment from the many years of
insufficient budget shows a need to replenish these items. In order for students to learn lab techniques
and concepts, students must have available resources (glassware and equipment). Students are
impacted by the lack of resources availabe and had to share the resources available between multiple
students. This does not give all students an equal chance to learn the lab techniques. We would like to
address this by requesting a one-time funding to replenish these items.
Recent allocation of hours from the Enrollment Management Committee, EMC, and with
recommendations from the Counseling department have allowed our department to add 5 sections in
the Fall 2014 semester and 6 sections in the Spring 2015 semester. Although this supports student
equity, access, and demand, lab funding must be taken into account. We are in need of purchasing
additional chemicals, glassware, and equipment, as lack of these items impact student learning directly.
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We are also in need of student workers to help the department in various areas such as handing out
chemicals/equipment from the stockroom, maintain lab classrooms, input Learning Outcomes data onto
TracDat.
As stated on the revised May 5, 2014 Transfer Model Curriculum, TMC, for the AS-T degree in
Chemistry, "One of the primary concerns of CSU faculty is the instrumentation experience expected
from students completing the organic chemistry sequence". Traditionally, community colleges use
Nuclear Magnetic Resonance, NMR, data to help students learn about the instrumentation and data
produced by an NMR machine. However, community colleges typically do not own such an instrument
due to the cost of purchasing one and maintenance involved. This has affected students transferring to
the CSUs, especially when they are asked to re-take Organic Chemistry. Recent advances in technology
have made it more affordable to own table-top Nuclear Magnetic Resonance (NMR) machines. This
allows students to analyze chemical compounds with a technology that would seem impossible at any
community college. We would like to address this deficiency by a one-time funding to secure two tabletop NMR machines.
Recent changes in personnel has occurred. We now have two new laboratory technicians, one of
which is on a 12-month contract while the other is on a 10-month contract. In order for us to better
serve our students, we would like our 10-month employee to be funded to work during the Summer. He
would be able to assist in the maintenance of laboratory equipment, lockers, classrooms, and as well as
support the needs of the students taking Summer classes. We would also like to request an air
conditioning system to be installed in the laboratory stockroom, as it is not safe working in an
environment that is extremely hot and not well-ventilated.
3. Use the following tables to describe any new courses or programs that you anticipate
developing and offering over the next six years. (P)
Proposed
Program
A.S.-T degree
in Chemistry
A.S. degree
in
Biochemistry
Type
Estimated Time
to Completion
New Program end of Spring
2016
New Program end of Spring
2015
Existing Courses
Required for Program
New Courses Required
for Program (Also list
in the next table)
Chemistry 101, 102,
211, 212
Chemistry 101, 102,
211, 212, 221
Select item
Select item
Select item
Proposed Course
Type
Expected
Semester of First
5
Offer
Select item
Select item
Select item
Select item
Select item
Select item
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Section III.
Program Assessment
In order to fulfill the College Mission, the college has developed four goals. These goals serve as the
broad planning objectives through which all other college planning documents and departmental plans
will be based. Together these goals provide a foundation for building a true agenda of student success.
Goal 1: Increasing student success and academic excellence through student-centered instruction,
student-centered support services, and dynamic technologies.
a. The college has the following institutional set standards. In setting these standards, the college
acknowledges that each program serves a unique population and provides curriculum that leads
to varied anticipated outcomes. Please provide the program set standards for each of your
programs of study/service. These standards indicate the level of success, below which would
cause concern and indicate a need for programmatic improvement. The institution set standards
may serve as a guideline in your discussions.
Course-level standards of retention and success are important indicators of student success.
Please indicate your standard for these indicators. You may provide a break-down in any way
you feel appropriate, such as setting standards for each discipline. The Office of Institutional
Effectiveness is available to train faculty and staff on ways to use the new interactive datasystem to disaggregate in this manner.
Course level standards by discipline (If you elect to set standards for separate courses within the
same discipline, contact OIE about inserting an attachment.)
Course standard
College
College
Discipline(s)
Discipline
Discipline
Standard
Goal
Standard
Goal
In-Course Retention
84%
90%
Chemistry
84%
90%
In-Course Success
63%
70%
Chemistry
63%
70%
Program-level standards for completion exist for programs of study with degrees and/or
certificates. For each degree and certificate, list the standard and target.
Program
Completion Standard Completion Target
Licensure pass rate and employment rate standards should be provided for all appropriate CTE
programs. The college is in the process of developing effective methods for tracking job
placement. Until such time that college specific data is available, data from the Launch Board
can be used.
Program
Licensure pass rate
Employment rate
standard, if applicable
standard
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b. Using the following link oiedata.elac.edu, evaluate your efforts to improve student achievement
(retention, success, program completion). What plans have been put in place to improve these
outcomes, since the completion of the Program Review Self-Evaluation? (D)
Retention:
Fall 2012 - 86.69%
Fall 2013 - 84.65%
Success:
Fall 2012 - 69.41%
Fall 2013 - 71.09%
The data from Fall 2012 and Fall 2013 shows we have met the college and discipline standard for
both retention and success. Although we have essentially met the success goal of 70%, we have not
met the retention goal of 90%. Our department plans to increase retention and success by offering
online learning resources through the department website.
Goal 2: Increasing equity in successful outcomes by analyzing gaps in student achievement and using
this, to identify and implement effective models and programming to remedy these gaps.
1. Evaluate the success and retention rates by demographics oiedata.elac.edu. Please describe any
follow-up discussions that have taken place regarding these retention and success rates. What
efforts have been planned or have taken place to address any inequities, since the completion of
the Program Review Self-Evaluation? (D)
Data analyzed at Opening Day shows no equity gaps in student success and retention
rates. Our department will continue to monitor equity data periodically.
Goal 3: Sustaining community-centered access, participation, and preparation that improves the
college's presence in the community, maximizes access to higher education and provides outlets for
artistic, civic, cultural, scientific and social expression as well as environmental awareness.
1. The college strives to reach non-traditional students. Each discipline may have a different nontraditional student base. Based on the following enrollment data, please describe any findings
regarding your enrollment as compared to the college and/or community. Please describe what
efforts have been planned or have taken place to increase access to your programs for these
underrepresented groups, since the completion of the Program Review Self-Evaluation? (P)
Enrollment data in Chemistry based on age for Fall 2012 and Fall 2013 combined:
18-21: 40.66%
22-25: 32.53%
26-30: 15.10%
31-35: 6.43%
36-40: 2.41%
41-50: 1.88%
>50: 0.80%
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We will define a non-traditional student as someone after the age of 21. Enrollment data shows a decrease in
enrollment as the age increases. As expected, we will have fewer career changers for most individuals after the age
of 35. They will most likely not return to a community college to take classes to begin a new career. However,
younger individuals between the ages of 22 and 35 may decide to make a career change by taking classes at a
community college. Our data shows similar enrollment percentages between traditional (ages 18-21) students and
the non-traditional (ages 22-25) group. Dramatic decreases in enrollment occurs between the ages of 26 and 35. We
expect these students to be working part-time to full-time while trying to take classes, but we would like to provide
the possibility to enroll into our courses with their busy schedule. In order for us to provide greater access to these
students, our department requests additional hours to allow us to schedule classes throughout the day and the week.
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Goal 4: Ensuring institutional effectiveness and accountability through data-driven decision-making as well as evaluation and improvement of all
college programs and governance structures.
1. Please share with us two or three success stories about the impacts of Course Learning Outcome practices on student learning and
achievement within your department. Describe the practices which led to the success.
In Chem 51, our CLO assessments have commonly showed that many students who enter this class lack basic algebra skills. Historically at ELAC,
there was no math prerequisite for Chemistry 51. As we recognize this deficiency, we ask our faculty to spend more time reviewing math in the
laboratory, and as well as lecture. This has been demonstrated in our most recent CLO assessment. There was a 9% increase in the number of students
meeting our benchmark for CLO #2: Students will be able to demonstrate proficiency in solving problems that require identifying important data, and
using correct units, significant digits and conversions.
Also in Chemistry 51, we had been using a textbook focused on an "Integrated Approach Method". After feedback from students and instructors, it was
found that the previous textbook was ridden with errors, and was difficult to read and understand. The department decided to adopt a more traditional
General, Organic, and Biochemistry (GOB) textbook, one that did not focu on the aforementioned "Integrated Approach Method". We have been using
this textbook for a year now. The most recent CLO data shows that there has not been any dropoff in number of students meeting the benchmark. In
fact, assessment data shows that we have maintained or improved upon previous years.
2. As an attachment, please include the 4-column, Program Learning Outcome report from TracDat for each Program of Study. If you have
not completed an assessment for a Program of Study, please complete and include the Program Assessment Plan. The following tables
will help you to identify the different components in the Program Learning Outcomes (PLOs), which is useful for connecting to CLOs in
the program. PLOs will help you investigate problems students may encounter, and lead you to a meaningful assessment method that
will stimulate dialog and change.
Program Learning Outcome
1. Students will
relate the significance
of chemical
principles to their
respective
educational field of
study.
What aspects of the outcome
are critical to measure?
For each aspect, list the courses in
which that aspect will be assessed.
We wish to get a sense of how
students feel their chemistry
coursework relates to an outside
field of study. The point is that
chemistry propagates throughout
their lives.
101, 102, 211, 212
We want to see if students are
101, 102, 211, 212
What do you hope to learn from the assessment
of this outcome? What challenges or problems
do you think you will uncover?
We hope to see that students develop an
appreciation for chemistry and how the sciences
are all really related to each other. The challenge
is that not all students have taken 101 through 212,
and so we are not getting all that accurate a
picture.
We want students to really apply their critical-
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2. Students will
apply major concepts
and theories in
chemistry to describe
or explain chemical
phenomena.
able to connect learned material
from chemistry coursework to
real-life situations observed in
the natural and physical world.
thinking skills, using material learned from
chemistry coursework. The challenge is that not
all students have taken 101 through 212, and so we
are not getting all that accurate a picture.
3.
Program Learning Outcome
1. Students will relate the
significance of chemical
principles to their
respective educational field
of study.
2. Students will apply major
concepts and theories in
chemistry to describe or
explain chemical phenomena.
How will you directly assess
student performance of this
outcome?
No direct assessments are being
considered at this time.
An online quiz/exam type of
assessment will be given at the
end of the course.
If Necessary, how will you
indirectly assess student
performance of this outcome?
Who is responsible for
what?
Timeline for completion of
assessment
An online survey was
conducted at the end of the
course.
All instructors in 101,
102, 211 and 212.
Completed.
All instructors in 101,
102, 211 and 212.
End of Fall 2014.
3.
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Section IV.
Program Plan
Complete Table A by:
a. Based on the data provided in the preceding questions, review your department or unit goals for the next six years and the
programs involved. Additional goals may be added if necessary.
b. Reporting progress on stated goals
c. Stating the anticipated outcomes of the stated goals
Department/Unit
Goal
Programs
Involved
Alignment
with
Education
al Master
Plan
Objectives
Alignment
with Tech
Master
Plan
Objectives
Alignment
with
Facilities
Master
Plan
Objectives
None
None
Progress to date
Anticipated Outcome of
Department/ Unit Goal
Description of
goal
List of
programs
involved
None
Develop A.S.-T
degree in
Chemistry
Chemistry
Goal 2: Improve
Goalthe
1: transfer
Increase
Goal
rate
student
1:for
Complete
underreprese
success
the
through
Science
smart
Career
and Mathematics
Greater STEM transfer
Ongoing
rates
Develop A.S.
degree in
Chemistry
Description of an
previous or ongoing
activities
Description of
anticipated
improvements on
measures
Goal 2: Improve
Goalthe
1: transfer
Increase
Goal
rate
student
1:for
Complete
underreprese
success
the
through
Science
smart
Career
and Mathematics
Greater STEM transfer
Ongoing
rates
Additional Resources
Required in 2014-2015?
Description of resources
required to accomplish
department goals
Larger department
budget for maintenance
of equipment, replace
broken equipment, and
to ensure sufficient
chemical supplies.
Additional hours to offer
more courses for
program.
Larger department
budget for maintenance
of equipment, replace
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broken equipment, and
to ensure sufficient
chemical supplies.
Biochemistry
Develop to offer
hybrid (face-toface/online)
instruction for
Chemistry 65.
Chemistry
Goal 3: Utilize
Goal
the1:
college’s
Increase
Goal
online
student
4: Enhance
offerings
success
efficient
and
through
use
smart
of alland
sites Greater
and bui STEM transfer
Ongoing
rates
Additional hours to offer
courses for program.
Larger department
budget for maintenance
of equipment, replace
broken equipment, and
to ensure sufficient
chemical supplies.
Additional hours to offer
courses for program.
None
None
None
None
None
None
None
None
None
None
None
None
1. Please describe what additional resources are required in order to meet your planning goals.
One-time funding for lab classroom student laptops, lab classroom projector and screen, lab classroom instructor laptop,
replenishing broken glassware, table-top NMR machines, air conditioning system in lab stockroom.
Funding Summer work for 10-month lab technician.
Funding to hire student workers.
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Section V. Department Evaluation Rubrics
The College seeks to continually improve its processes and enhance student achievement and institutional effectiveness. Below you will find two
rubrics with descriptors of effectiveness standards for student learning outcomes and for program review and planning. Please complete the rubrics
to indicate whether your department meets each standard. Be mindful that your responses will be validated by the Office of Institutional
Effectiveness (OIE). Below each rubric, please provide a brief narrative on your department’s level of implementation.
1. Please evaluate your department’s effectiveness in Student Learning Outcomes.
a. Complete the third column of the rubric by indicating whether your department meets the standard by inserting “Y” for yes and “N” for
no in the third column.
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Student Learning Outcomes Rubric
Levels of
Implementation
Awareness
Development
Proficiency
Sustainable
Continuous
Quality
Improvement
Characteristics of Department Effectiveness in
Student Learning Outcomes
Y/N
The department has defined outcomes for some courses and
programs.
The department has established authentic assessment strategies for
assessing course and program learning outcomes.
Department allocates appropriate time and resources to support
student learning outcomes and assessment.
Faculty and staff in your department are fully engaged in student
learning outcome development.
Student learning outcomes and authentic assessments are in place for
all course and program learning outcomes, and all courses and
programs have implemented assessments.
Departmental decision-making includes a dialog on the assessment
of course and program learning outcomes.
The department completes comprehensive assessment reports that
include planned improvement efforts.
The department uses its resources and, when appropriate, requests
budget augmentation to support improvements identified and
planned through the student learning outcomes assessment process.
Course and program learning outcomes are aligned with Institutional
and General Education Learning Outcomes.
Course and program learning outcomes and assessments are ongoing,
systematic and used for continuous quality improvement.
Dialog about student learning in ongoing, pervasive and robust.
Student learning improvement is a visible priority in department
goals and practices.
Results of the learning outcomes assessment process are a
fundamental data component in department program review and
planning.
Y
To be
completed
by OIE.
Y
Y
Y
N
Y
Y
Y
Y
Y
Y
Y
Y
c. Provide a brief narrative assessing your department’s overall effectiveness on student
learning outcomes (awareness, development, proficiency, or sustainable continuous
quality improvement).
The Chemistry department is well positioned for fulfilling all of its learning outcomes
and assessment cycles. The majority of CLOs have "closed the loop" and have gone
through an entire cycle that includes assessment, analysis of results, implementation of
a plan, and reassessment. Only Chemistry 211 and 212 need to have a reassessment,
which will occur at the end of Fall 2014. Chemistry 221 is being offered this semester
for the first time in more than 5 years (is now unarchived). Because of this, it needs to
be noted that it will be impossible to complete a cycle this year. The earliest will be by
the end of Spring 2015.
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As for PLOs, the department's PLO #1 has gone through a complete cycle. PLO #2 will be
assessed at the end of Fall 2014, and reassessed at the end of Spring 2015 after the
assessment results have been analyzed and a plan implemented.
For the above reasons, the department is not proficient in the category concerning
assessment of all courses and programs.
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2. Please evaluate your department’s effectiveness in Program Review and Planning.
a. Complete the third column of the rubric by indicating whether your department meets the
standard by inserting “Y” for yes and “N” for no in the third column.
Program Review and Planning Rubric
Levels of
Implementation
Awareness
Developmental
Proficiency
Sustainable
Continuous Quality
Improvement
Characteristics of Department Effectiveness in
Program Review and Planning
Y/N
Department program review self-evaluation/annual update plan is
completed in full and submitted on time.
Department planning includes broad participation, use of
quantitative and qualitative data, and alignment of department
goals with college mission and strategic planning goals.
The program review self-evaluation/annual update plan includes
effective measures for evaluating progress in completing
department goals, and desired outcomes reflect improvements in
department effectiveness and student learning. Requested
resources are thereby justified.
The department effectively uses its resources to achieve its goals,
support the College goals and support improvement.
The department ensures that its goals, and measures toward
completing those goals, are known throughout the department.
The department assesses the progress toward meetings its planned
goals and program review recommendations.
The department planning effectively incorporates program review
results into improvements in instruction and service delivery.
Program review processes and department planning are ongoing,
incorporating systematic evaluation, and used to continually refine
and improve program practices resulting in improvements in
student achievement and learning.
Dialog about program effectiveness is ongoing, robust, and
pervasive. Data and analysis are widely distributed and used
throughout the department.
Consistent and continuous commitment to improving student
learning and educational effectiveness is a demonstrable priority in
the department.
Y
To be
completed
by OIE.
Y
Y
Y
Y
Y
Y
Y
Y
Y
b. Provide a brief narrative assessing your department’s overall effectiveness on program review and
planning (awareness, development, proficiency, or sustainable continuous quality improvement).
Our department meets to analyze, evaluate, and discuss plans and goals. This allows us to
maintain effectiveness on program review and planning.
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EAST LOS ANGELES COLLEGE
For Academic Year 2015-2016
USE A SEPARATE FORM FOR EACH POSITION REQUESTED
If you are requesting more than one position in this discipline, prioritize each position by #
Hiring requests will only be considered when they are submitted by the department chair. For Counselor requests,
please identify any additional Program Reviews that should be considered:
Discipline or Program:
Department:
Replacement
Is this a replacement request for a full-time position
that has not been filled during the last five years?
Yes
No
____________________________
_______________
Name
_______________________________
Name
Date
__________________
Date
If yes, provide the name(s) and dates of separation.
In addition to the information provided by OIE, please address the following questions.
A. Staffing Hours
1.
_______/50 pts possible
Hours (30 points maximum)
Do you currently have the standard hours to offer an additional full-time faculty during the spring and fall
terms?
In fall 2013, how many total hours were offered in this discipline?
How many hours were taught/worked* by all regular/contract faculty? (Include ONLY those
hours that are necessary as part of their full-time load.)
How many hours were taught/worked by all hourly faculty? (Include hours for hourly
assignments taught/worked by full-time faculty)
In spring 2014, how many total hours were offered in this discipline?
How many hours were taught/worked by all regular/contract faculty? (Include ONLY those
hours that are necessary as part of their full-time load.)
How many hours were taught/worked by all hourly faculty? (Include hours for hourly
assignments taught/worked by full-time faculty)
* “worked” applies to non-teaching counselor and librarian assignments
List the faculty member, reassignment position, the reassignment (0.2, .04, 0.6) and the reassignment dates. Do
not include positions that are permanently assigned to the department (ex: Department Chair, Department
Centers)
Example: John Smith, Curriculum Chair, 0.6, Fall 2012-Spring 2014; Michele Ramos, Senate President, 0.8, Fall 2013-Spring 2015
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2.
Trends (20 points maximum)
Please justify the replacement of the position or need for growth:
a.
For instructional departments, include enrollment trends and any factors that may increase or limit WSCH or
enrollment.
b.
For non-instructional departments (Counseling and Library), include an assessment of faculty/student ratios and
any other factors that may affect these ratios.
OR
B. Educational Program
_______/50 pts possible
Please reference your most recent Annual Update and Program Review Self-Evaluation (PRSE) to answer the
following questions:
1.
How does filling this position align with the Program Plan and/or recommendations of your department’s
PRSE? (25 points maximum)
2. In what ways will filling this position further departmental efforts to develop or enhance new or existing
programs and/or curriculum in ways that cannot be done by current faculty? (25 points maximum)
Oral Response (Optional): TBD
Please be on time and note that no additional or updated paperwork will be accepted.
Originator _________________________________________________________
Department Chair _________________________________________________________
Designated Dean’s Signature _______________________________________________
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For questions regarding the Program Review Self-Evaluation process, please contact Maribel Carbajal-Garcia at the
Office of Institutional Effectiveness: (323) 415-4152 OR [email protected]
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Perkins Funds Proposal
2015-2016
Guidelines
1.
Proposals will be assigned up to 85 points. Extra points may be given for interdepartmental proposals,
proposals that are project related, and proposals that tie in with the non-credit basic skills program.
2.
You must complete the “Program Improvement and Permissive Activities” form and the “Perkins Required
Use” table on the next pages. You need to complete these forms for EACH TOP CODE you are submitting
a proposal for. In the Perkins Required Use table you must identify activities your program/dept. is
developing/implementing with or without Perkins funds. Activities may not necessarily relate to this
funding request. However, all sections must be answered. If you are not able to identify an activity for each
“Required Use” then your funding request(s) must address the required activity.
3.
Handwritten proposals will not be accepted. Proposals must be submitted by Thursday, March 19th,
2015 by 4:00 p.m. NO EXCEPTIONS.
4.
There is no limit to the number of proposals that a department can submit. However, if you are on the
proposal ranking committee, you cannot vote on proposal(s) that involves your department. Please rank
your proposals collectively, staffing and projects, by department. If ranking is not identified correctly the
committee will rank proposals for the department.
5.
Proposals must include a budget summary reflecting the exact amount requested and an expected timeline
for completion/implementation of the proposal. The person directing the project must be prepared to
submit a completed purchase order with quotes if requesting equipment or supplies by or before Thursday,
September 24, 2015. Include exact specifications: vendor, make, model, etc. Remember, if prices go
down after the quote has been submitted, you will not be able to use the extra funds. These funds will
be swept to the general pot for future use.
6.
All questions on the application must be answered in the space provided. Failure to do so will result in
automatic elimination. Be specific and clear in your responses. The committee will be judging your
proposal solely on what they read.
7.
100% of funds for equipment must be spent or encumbered by January 30, 2016 that have not been spent
or/encumbered by the deadline will be swept to the general pot for future use.
8.
An electronic copy (email) of the proposal and the cover page with the original signatures are due by
Thursday, March 19, 2015 by 4:00 p.m.
9.
ANY QUESTIONS about the Perkins Proposal please contact Laureano Flores or Laura E. Ramirez ext.
4173.
21
Perkins Proposal
2015-2016
Program Improvement and Permissive Activities Form
(10 points)
Briefly describe program improvement issue(s) concerning this TOP code and include specific examples. (Limited to 2,000 characters, or
approximately ½ page of text.) For sample narrative responses, click here.
Briefly describe how the issue(s) will be addressed. (Limited to 2,000 characters, or approximately ½ page of text.) For sample narrative
responses, click here.
Below are the nine §135(b) Requirements for Uses of Funds. Programs receiving these funds must meet these
requirements. Indicate with a check mark those requirements that the program currently meets (met). Any remaining
unmet requirement(s) must be addressed with completed or ongoing activities by the time of submission of the final
report by August 30, 2015. Note: If all nine required uses of funds have been met, funds may be used for the permissive
activities specified in number 10.
Requirements for Uses of Funds
1.
Strengthening the academic, and career and technical skills of students participating in CTE programs through the integration of
academics with CTE programs. [§135(b)(1)]
2.
Link CTE at the secondary and the postsecondary levels, including by offering elements of not less than one program of study
described in §122(c)(1)(A). [§135(b)(2)]
3.
Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning
experiences. [§135(b)(3)]
4.
Develop, improve, or expand the use of technology in CTE, which may include training to use technology, providing students with
the skills needed to enter technology fields, and encouraging schools to collaborate with technology industries to offer internships
and mentoring programs. [§135(b)(4)]
5.
Provide in-service and pre-service professional development programs to faculty, administrators, and career guidance and
academic counselors involved in integrated CTE programs, on topics including effective integration of academics and CTE,
effective teaching skills based on research, effective practices to improve parental and community involvement, effective use of
scientifically based research and data to improve instruction. Professional development should also ensure that faculty and
personnel stay current with all aspects of an industry; involve internship programs that provide relevant business experience; and
train faculty in the effective use and application of technology. [§135(b)(5)]
6.
Develop and implement evaluations of the CTE programs carried out with Perkins funds, including an assessment of how the needs
of special populations are being met. [§135(b)(6)]
7.
Initiate, improve, expand and modernize quality CTE programs, including relevant technology. [§135(b)(7)]
8.
Provide services and activities that are of sufficient size, scope and quality to be effective. [§135(b)(8)]
9.
Provide activities to prepare special populations, including single parents and displaced homemakers enrolled in CTE programs,
for high-skill, high-wage or high-demand occupations that will lead to self-sufficiency. [§135(b)(9)]
Indicate with a check
mark which
requirements have been
met, below.
MET
UNMET
FOR THOSE REQUIREMENT(S) LISTED ABOVE AS “UNMET:”
Describe specific activity(ies) intended to address the unmet requirement(s). (Limited to 2,000 characters, or approximately ½ page of text.)
For sample narrative responses, click here.
22
10. Permissive Uses Per Section 135(c) (check activities to be funded with CTE funds)
1.
Involve parents, businesses, and labor organizations, in the design, implementation and evaluation of CTE programs. [§135(c)(1)]
2.
4.
Provide career guidance and academic counseling for students participating in CTE programs, that improves graduation rates and provides information
on postsecondary and career options, and provides assistance for postsecondary students and adults, [§135(c)(2)]
Local education and business partnerships, including work-related experiences for students, adjunct faculty arrangements for qualified industry
professionals and industry experience for teachers and faculty. [§135(c)(3)]
Provide programs for special populations. [§135(c)(4)]
5.
Assisting career and technical student organizations. [§135(c)(5)]
3.
6.
Mentoring and support services. [§135(c)(6)]
7.
Leasing, purchasing, upgrading or adapting equipment, including instructional aides and publications (including support for library resources) designed
to strengthen and support academic and technical skill achievement. [§135(c)(7)]
Teacher preparation programs that address the integration of academic and CTE and that assist individuals who are interested in becoming CTE faculty,
including individuals with experience in business and industry. [§135(c)(8)]
Developing and expanding postsecondary program offerings at times and in formats that are accessible for all students, including through the use of
distance education. [§135(c)(9)]
Developing initiatives that facilitate the transition of sub-baccalaureate CTE students into baccalaureate degree programs, including articulation
agreements, dual enrollment programs, academic and financial aid counseling and other initiatives to overcome barriers and encourage enrollment and
completion. [§135(c)(10)]
Providing activities to support entrepreneurship education and training. [§135(c)(11)]
8.
9.
10.
11.
12.
13.
Improving or developing new CTE courses, including the development of programs of study for consideration by the state and courses that prepare
individuals academically and technically for high-skill, high-wage or high-demand occupations and dual or concurrent enrollment opportunities.
[§135(c)(12)]
Developing and supporting small, personalized career-themed learning communities. [§135(c)(13)]
14.
Providing support for family and consumer sciences programs. [§135(c)(14)]
15.
17.
Providing CTE programs for adults and school dropouts to complete secondary education or dropouts to complete secondary education or upgrade
technical skills. [§135(c)(15)]
Providing assistance to individuals who have participated in services and activities under this Act in continuing their education or training or finding an
appropriate job. [§135(c)(16)]
Supporting training and activities (such as mentoring and outreach) in nontraditional fields. [§135(c)(17)]
18.
Providing support for training programs in automotive technologies. [§135(c)(18)]
19.
Pooling a portion of such funds with a portion of funds available to other recipients for innovative initiatives. [§135(c)(19)]
20.
Supporting other CTE activities consistent with the purposes of the Act. [§135(c)(20)]
16.
Check all types of activities to be funded with Perkins Funds:
[ ] Professional Dev. (including stipends)
[ ] Instructional Equipment Purchase/Replacement
[ ] Facility Rental/Lease (off-campus location)
[ ] Curriculum Development
[ ] Program Marketing and Outreach
[ ] Other (specify)________________
Check one: UNMET REQUIREMENTS WILL BE ADDRESSED:
[ ] Entirely with Perkins Funds
[ ] Entirely with Other Funding Sources
[ ] Using Both Perkins and Other Funding Sources
[
[
[
[
] Instructional Materials Purchase/Replacement (including software)
] Project Administration
] Programs/Services for Special Populations
] Consultants or Other Contracted Services
23
APPLICATION FOR PERKINS 2015-2016 FUNDS
Perkins Required Use
(20 points)
Perkins
Required Use
Strengthen academic & technical
skills of students
Link secondary and postsecondary
CTE programs (at least one program
of study)
Provide students with strong
experience and understanding all
aspects of an industry (WBL)
Develop, improve, and expand use of
technology
Professional Development
Evaluate programs with emphasis in
meeting needs of spec. pops.
Initiate, improve, expand and
modernize quality programs
Current Activities
Core Indicator
Status
One: Technical Skill Attainment
Two: Completions
Three: Persistence & Transfer
Four: Placement
Five: Equity Non-Traditional Emp.
New Activity
Continuing Activity
Planned
Completed
One: Technical Skill Attainment
Two: Completions
Three: Persistence & Transfer
Four: Placement
Five: Equity Non Traditional Emp.
New Activity
Continuing Activity
Planned
Completed
One: Technical Skill Attainment
Two: Completions
Three: Persistence & Transfer
Four: Placement
Five: Equity Non Traditional Emp.
New Activity
Continuing Activity
Planned
Completed
One: Technical Skill Attainment
Two: Completions
Three: Persistence & Transfer
Four: Placement
Five: Equity Non Traditional Emp.
One: Technical Skill Attainment
Two: Completions
Three: Persistence & Transfer
Four: Placement
Five: Equity Non Traditional Emp.
One: Technical Skill Attainment
Two: Completions
Three: Persistence & Transfer
Four: Placement
Five: Equity Non Traditional Emp.
One: Technical Skill Attainment
Two: Completions
Three: Persistence & Transfer
Four: Placement
New Activity
Continuing Activity
Planned
Completed
New Activity
Continuing Activity
Planned
Completed
New Activity
Continuing Activity
Planned
Completed
New Activity
Continuing Activity
Planned
24
Five: Equity Non Traditional Emp.
Completed
Provide services & activities of
sufficient, size, scope and quality.
One: Technical Skill Attainment
Two: Completions
Three: Persistence & Transfer
Four: Placement
Five: Equity Non Traditional Emp.
New Activity
Continuing Activity
Planned
Completed
Provide activities to prepare special
pops. For high skill, high wage, or
high demand occupations leading to
self-sufficiency
One: Technical Skill Attainment
Two: Completions
Three: Persistence & Transfer
Four: Placement
Five: Equity Non Traditional Emp.
New Activity
Continuing Activity
Planned
Completed
25
Application for Perkins Funds
Staffing Proposal
2015-2016
75 points
Rank if multiple proposals being favored by discipline (
Please note that you must have also completed the “Program Improvement and Permissive Activities” form and the
“Perkins Required Use” table. You only need to complete each of those forms once regardless of the number of
proposals submitted.
Program
TOP Code
Initiator/Contact Person
Signature
Department Chair
Signature
Department
Phone #
Supervising Dean
Signature
Student Employee Position and Rate:
Program Assistant $11.04
Career Guidance Counselor $15.46
Total Funds Requested
Student Worker $9.20
Student Tutor I-$9.20, II-$11.04, III-$13.25
Unclassified Non Student Worker
Professional Expert (rate TBD)
$
Budget Preparation
Hours per week
Number of weeks
Subtotal Hours
Fall
Winter
Spring
Summer (3 weeks)
Total Hours
Hourly Rate
X
Total Cost
$
SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014
SENATE ADOPTED—February 11, 2014
)
1.
Describe the typical duties, support, or expected activities the employee will complete. (10 points)
2.
How will staffing this position support
a.) the required uses of funds(10 points):
b.) core indicators (10points):
c.) program review (10 points):
d.) annual goals( 5 points):
SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014
SENATE ADOPTED—February 11, 2014
Application for Perkins Funds
2015-2016
Project Proposal
Must be a CTE approved TOP Code program
NOTE: Core indicator data must be reviewed every year.
Contact Laura E. Ramirez for current data.
85 POINTS Possible
Rank if multiple proposals being favored by discipline (
)
Please note that you must have also completed the “Program Improvement and Permissive Activities” form and the
“Perkins Required Use” table. You only need to complete each of those forms once regardless of the number of
proposals submitted.
Program
TOP Code
Initiator/Contact Person
Signature
Department Chair
Signature
Total Funds Requested
1.
Department
Supervising Dean
Phone #
Signature
Title of Proposal
Is your Proposal interdepartmental?
Please have the chair of the departments involved sign below.
Print Name
Signature_____________________________
Department
2.
What is nature of this project request? The project must be more than an equipment/supplies request? Indicate
how- for example are you revising curriculum, developing a certificate, conducting an event, etc. (10
POINTS) (5 sentences)
3.
Please provide a brief description of your proposal idea and state how it supports the
a.) Requirement for Uses of Funds: (5 POINTS)
b.) Core Indicator Data for your discipline: (5 points)
c.) Unmet Requirements/Permissive Uses: (5 points)
SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014
SENATE ADOPTED—February 11, 2014
4.
Please write a few sentences indicating how this project relates to goals stated in the program review (please
reference) or operational plan of your department. (5 POINTS)
5.
Attach most recent advisory committee meeting minutes/attendance. Identify, if applicable, where the advisory
committee supported this project.
(5 POINTS)
6.
What are the expected outcomes of your project and how will you evaluate the success? Identify how many
students will be impacted by this project.
(10 Points)
Number of Participating Students
Number of Participating Faculty
Perkins Funds
Budget Summary (10 points)
(Not required for Staffing Proposal)
Proposal Title
Proposal Director/Designee
Date
SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014
SENATE ADOPTED—February 11, 2014
Department/Area
(Each participating Department/Area must complete a separate form)
Anticipated
Completion
Date
Object code:
Amount
1000 Certificated Salaries (hourly instruction)
Subtotal
$
$
$
$
2000 Classified Salaries (professional expert, instructional aides, tutors,
clerical/ student help)
$
$
$
$
3000 Benefits for permanent certificated and classified employees
$
$
$
4000 Materials & Supplies (books, media, software1, printing)
$
$
$
$
5000 Operating Expenses (contract consultants, lecturers, conferences,
postage, mileage, travel, advertising)
$
$
$
$
6000 Capital Outlay (facilities modifications, equipment, computers)
$
$
$
$
7000 Other (student grants, student travel)
1
Less than $200, considered supply; otherwise considered equipment
$
$
$
$
Total Requested
Total
$
$
SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014
SENATE ADOPTED—February 11, 2014
SAMPLE RESPONSES
Briefly describe program improvement issue(s) concerning this TOP code and include
specific examples.
Example A:
Student achievement is below state level. Program attrition is below state level.
Increasingly there is limited access to clinical training sites. Increasingly there is limited
access to clinical faculty. There is a need to maintain employment rates of completing
students and involvement of non-traditional students.
Example B:
A) Facilities for EMT’s & Paramedics need to be improved. The classroom, restrooms,
lab and storage space provided are extremely inadequate. B) Old outdated equipment
needs to be replaced with industry standard equipment. C) EMT and Paramedic staff
needs to stay current in the field. D) Female enrollment in the program has decreased.
Bringing female numbers up needs to be a priority. E) Program and course SLOs and
assessments need to be developed.
Briefly describe how the issue(s) will be addressed.
Example A:
Provide support materials to enhance student success. Expand student proficiency in
computer use and test taking. Promote online practice of state board reviews. Provide
faculty training in BVNPT test plan and curriculum coordination. Integrate technology
across curriculum and provide for integrated academics. Provide exposure to industry
through observation and work experience. Expand industry contacts to increase clinical
training opportunities.
Example B:
A) Funding from the recently approved bond measure will provide funding for new
construction. B) New industry standard equipment will be identified and purchased with
a combination of Perkins and District funds. C) Professional development opportunities
will be made available with Perkins, District and other sources of funding. D)
EMT/Paramedic staff will participate in non-traditional career fairs. Female staff will
serve as role models and mentors for female students.
FOR THOSE REQUIREMENT(S) LISTED AS "UNMET”-- Describe specific activity(ies)
intended to address the unmet requirement(s).
Example A:
Provide faculty training in test plan preparation and curriculum.
SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014
SENATE ADOPTED—February 11, 2014
Example B:
No unmet requirements, therefore no response required.
SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014
SENATE ADOPTED—February 11, 2014