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Glendale Community College
Program Review
Student Support Services
Spring 2009
Learning Center
Study Manager: Andrew Stires
Glendale Community College – Student Support Services Program Review 2008-2009
Job Placement / Student EmploLymentearning Center
Signature Page
We certify that this program review document represents the plans, goals, and critical analysis of
this program.
________________ Student Services Lab Manager, Learning Center _______________
Study Manager / Title Date
___________________Library and Learning Resources Director ________________
Supervisor / Title Date
__________________________________________________________
Upon completion of the Validation Report
Final Review by Area Dean / Vice President
___________________________________________ ________________
Name / Title Date
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Glendale Community College – Student Support Services Program Review 2008-2009
Table of Contents
Page
Overview of Program 5
Organizational Chart 6
Section 1. Functions and Services
1.01 Service Function 7
Section 2. Learning Outcomes
2.01 Student Learning Outcomes 8
Section 3. Influencing Factors
3.01 Categorical Funding 9
3.02 Legal Mandates 9
Section 4. Staff Resources
4.01 A. Staff Preparation and Training 10
B. Professional Activities
4.02 Committee Participation 11
4.03 Special Accomplishments 12
Section 5. Resource Needs 13
Section 6. Plans
5.01 Planning Assessment 16
5.02 Five-Year Educational Plan 17
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Glendale Community College – Student Support Services Program Review 2008-2009
Overview of the Program
Please give an overview of your program and describe the relationship of your program
to the mission of the college.
Glendale College Mission Statement
Glendale Community College welcomes students of all diverse backgrounds, goals, ages,
abilities, and learning styles. As an institution of higher education, we are committed to
student learning and success. Using personal interaction, dynamic and rigorous instruction,
and innovative technologies, we foster the development of critical thinking and lifelong
learning. We provide students with the opportunity and support to gain the knowledge and
skills necessary to meet their educational, career, and personal goals. Our commitment is to
prepare students for their many evolving roles in and responsibilities to our community, our
state, and our society.
Statement of Core Values
which guide implementation of the Mission Statement
Glendale Community College is committed to:
providing a rich and rigorous curriculum that helps students understand and appreciate
the artistic and cultural heritage of this society, the history and development of
civilization, the scientific environment in which they live, and the challenges of their
personal lives;
emphasizing the coherence among disciplines and promotion of openness to the diversity
of the human experience;
helping students to develop important skills that are critical for success in the modern
workplace, such as verbal and written communication, mathematics, the effective use of
technology for work and research, and the ability to work with others and conduct their
lives with responsibility;
providing an extensive array of student services and learning tools, including state of the
art technology, to assist students in all aspects of their college experience;
creating a supportive, non-discriminatory environment which enables students to reach
their educational goals in an efficient and timely manner.
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Glendale Community College – Student Support Services Program Review 2008-2009
Program Overview and relationship to the Mission Statement:
The Glendale Community College Learning Center recognizes the complex needs of our diverse
student population in both academic and occupational programs. In cooperation with faculty and
staff, we support student success by encouraging a variety of learning strategies, elevating students’
confidence, and empowering students to achieve their highest potential.
The Learning Center is comprised of three areas: The Writing Center, Tutorial Center, and the
Computer Assisted Instruction (CAI) Lab.
The Writing Center provides peer tutoring to currently enrolled students who need help with writing
related to class assignments. The Writing Center’s goal is to help students with writing issues
ranging from organization to mechanics and to empower students to become more independent and
confident writers. Writing tutors’ training stresses best practices. Specifically, tutors demonstrate
corrections, recommend strategies for various stages of the writing process, and offer thoughtful
feedback. Tutors will not point out and correct every error within an essay; learning how to
effectively edit and proofread is part of the student’s academic responsibility and learning process.
Tutors and staff will also direct students to writing resources such as handouts and online sites.
Editing and proofreading services are not provided.
The Tutorial Center provides currently enrolled students with free tutoring in most subjects.
Appointments are available for math tutoring. Tutoring in other subjects is arranged by Learning
Center staff. Tutors are students who have been recommended by their instructors and have
completed a tutor training course. Tutoring may take place in small groups or on an individual
basis.
The CAI Lab features Passkey, software designed to help students practice their skills in math,
reading, and writing. Students may work on a series of lessons that specifically address individual
needs as recommended by instructors, or they may use the diagnostic tools to determine which
skills need improvement. Although instructors often assign lab work to reinforce skills taught in
class, any currently enrolled student may drop in to use the lab.
The Learning Center offers writing workshops covering areas of grammar and composition.
The Learning Center supports the mission of the college by providing tutoring services which help
students achieve success in the classroom and workplace. Specifically, through personal interaction
the Center assists with verbal and written communication, mathematics, and various study skills
necessary to succeed in today’s world.
The Learning Center also fulfills the college’s mission to “provide an extensive array of student
services and learning tools including state of the art technology.” The Learning Center’s CAI Lab
allows access to online learning resources as well as specific programs designed to assist students in
math, reading, and writing. The Center also provides students with instructional videos and DVD’s
which further enhance classroom learning.
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Glendale Community College – Student Support Services Program Review 2008-2009
Organizational Chart
Instructions: Develop an organizational chart that describes the internal structure of the program as
well as its overall relationship to the college.
Dr. Rick Perez
V.P. Student Services
Brenda Jones
Library and Learning
Resources Director
Andrew Stires Shant Shahoian
Student Services Lab Faculty Coordinator
Manager 50% Release Time
Learning Center
Maria Shufeldt Mikhail Nouh Sevada Avakian Vacant
Senior Instructional Senior Instructional Instructional Lab Senior Instructional
Computer Lab Computer Lab Technician Computer Lab
Technician Technician Technician
Section 1. Functions and Services
1.01 Service / Function
Instructions: Complete the table below for each service/function of your program (cut and paste
additional tables as needed). You will need to develop instruments for collecting certain data if not
provided by Research and Planning, Human Resources or other pre-existing data sources.
Please copy the table below for each service function as needed.
Short Description
Service/Function Writing Center
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Glendale Community College – Student Support Services Program Review 2008-2009
Contacts We tutor students in writing assignments across the curriculum.
Who are your service recipients?
Maximum In Fall 2008 we provided 1 writing tutor per hour. Appointments
Based on the current resources, what is are 30 minutes, and we were open 62 hours a week which allowed
the maximum number of contacts that us to accommodate 124 students per week.
can be accommodated?
Actual In Fall 2008 we conducted 1173 tutoring sessions.
How many actual contacts have you
made?
Methods We currently use SARS Grid to collect data. We will begin
Indicate the source of your data and how implementing SLO’s during Fall 2009 to measure effectiveness.
you plan to measure effectiveness.
Standards/Comparisons N/A
Indicate comparison standards such as
college-wide, regional, state, or year-to-
year with the program.
Short Description
Service/Function Math Tutoring
Contacts We tutor students in all math classes offered at GCC.
Who are your service recipients?
Maximum In Fall 2008 we provided 1 math tutor per hour. Appointments are
Based on the current resources, what is 30 minutes, and we were open 62 hours a week which allowed us
the maximum number of contacts that to accommodate 124 students per week.
can be accommodated?
Actual In Fall 2008 we conducted 809 tutoring sessions.
How many actual contacts have you
made?
Methods We currently use SARS Grid to collect data. We will begin
Indicate the source of your data and how implementing SLO’s during Fall 2009 to measure effectiveness.
you plan to measure effectiveness.
Standards/Comparisons N/A
Indicate comparison standards such as
college-wide, regional, state, or year-to-
year with the program.
Short Description
Service/Function Other Subject Tutoring
Contacts We tutor students in other subjects across the curriculum provided
Who are your service recipients? we can hire tutors in those areas.
Maximum In Fall 2008 we had 24 tutors providing assistance in other subjects
Based on the current resources, what is including anthropology, chemistry, Chinese, CS/IS, economics,
the maximum number of contacts that French, Japanese, music, philosophy, physics, political science,
can be accommodated?
Russian, sociology, and Spanish. Tutors work on an on-call basis.
Actual In Fall 2008 we conducted 437 tutoring sessions.
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Glendale Community College – Student Support Services Program Review 2008-2009
How many actual contacts have you
made?
Methods We rely on tutors’ record sheets of their sessions to collect data.
Indicate the source of your data and how We will begin implementing SLO’s during Fall 2009 to measure
you plan to measure effectiveness. effectiveness.
Standards/Comparisons N/A
Indicate comparison standards such as
college-wide, regional, state, or year-to-
year with the program.
Short Description
Service/Function Computer Assisted Instruction Lab
Contacts We provide computer access for students wishing to improve their
Who are your service recipients? basic reading, writing, and math skills. We also provide internet
access to all students.
Maximum The lab has 38 computers available to students.
Based on the current resources, what is
the maximum number of contacts that
can be accommodated?
Actual In Fall 2008 we served 6148 students.
How many actual contacts have you
made?
Methods We use SARS Trak to track student use. We also use reports from
Indicate the source of your data and how the Passkey program to measure effectiveness.
you plan to measure effectiveness.
Standards/Comparisons N/A
Indicate comparison standards such as
college-wide, regional, state, or year-to-
year with the program.
Section 2. Learning Outcomes
1. Student Learning Outcome Assessment Cycle (SLOAC) completions to date.
(actual / total # of SLOs)
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Glendale Community College – Student Support Services Program Review 2008-2009
SLO Written Assessment Written Assessment Done Assessment Analyzed
Students attending the Exam scores for Exam scores for From a limited sample
Learning Center seeking Passkey and WebCT Passkey and WebCT of 28 students who
help with specific exercises of exercises of came to the Learning
sentence errors (e.g. increasing difficulty increasing difficulty Center to work on
verb form errors, grammar exercises, 17
fragments, etc.) will
completed a series of
improve their ability to
recognize those errors. lessons and exercises
(between 150 and 175
exercises on WebCT
and 60 exercises on
Passkey) on run-ons,
fragments, verb
forms, spelling,
punctuation, and
organization with a
75% or better.
In addition, verbal
reports from
numerous students
indicate that the
WebCT exercises
improved their
understanding of a
number of writing
skills, including run-
ons, fragments, verb
forms, and outline
organization.
2. Is your program actively using eLumen software for SLOAC reporting?
Yes___ No X
3. Assessment Analysis: Has the program used SLOAC data to implement change or strengthen
what is working well at the program level? Give an example of a service/function where student
assessments resulted in a decision or action taken by the program.
Based on the assessment analysis, the Learning Center will continue to offer both Passkey and
WebCT exercises. Based on assessments and verbal feedback from students more WebCT exercises
should be added in the future and new software may be purchased to offer students more variety.
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Glendale Community College – Student Support Services Program Review 2008-2009
4. Have any of the program’s student assessment data yielded trends? If so, what are these trends,
and do they indicate any ongoing student learning needs? If so, what are the program’s plans to
meet these needs? Use student assessment data to support your answer.
Both qualitative and quantitative data reveal that students benefit from both Passkey and WebCT
lessons, but it is too early in the assessment process to note trends. The Learning Center will
continue to offer these programs, as well as research and request funding for new software which
may benefit students in areas of reading and writing.
5. Does the student assessment data indicate overall program needs that may require support from
the institution? Define these observed needs, using student assessment data to support your
answer.
The Learning Center computers will need to be upgraded every few years if Passkey and WebCT
continue to be offered. Funding for other software will be needed in the future. In addition,
Learning Center staffing will likely need to be increased in order to accommodate more students
utilizing Passkey and WebCT in the future.
1. Student Learning Outcome Assessment Cycle (SLOAC) completions to date.
SLO Written Assessment Written Assessment Done Assessment Analyzed
The Learning Center Survey feedback from Survey feedback from From August 6th
offers workshops on students; feedback students; feedback through Nov. 19th
individualized grammar from instructors. from instructors. 2008 (2 summer
and other writing workshops and 12 fall
lessons to improve workshops), 116
outreach to the GCC
students attended. We
campus, offers a service
to all instructors anticipate that as we
requiring written continue to offer the
assignments and whose workshops, more
students have instructors and
deficiencies in specific students will become
areas, and offers a aware of the
service to students workshops (we have
struggling with a sent out e-mails,
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Glendale Community College – Student Support Services Program Review 2008-2009
specific writing skill. campus-wide
announcements, and
posted flyers, but we
count on word-of-
mouth as well).
Student survey
responses were
positive - the only
problems reported
were wanting more
workshops at a variety
of times - this is being
addressed as the
Learning Center has
put in for funds
through CPS and the
Basic Skills Initiative
fund to hire
instructors so that we
can offer more
workshops during
more times.
2. Is your program actively using eLumen software for SLOAC reporting?
Yes___ No X
3. Assessment Analysis: Has the program used SLOAC data to implement change or strengthen
what is working well at the program level? Give an example of a service/function where student
assessments resulted in a decision or action taken by the program.
Based on the assessment analysis, the Learning Center plans to offer more workshops during the
Fall 2009 semester. Hopefully we will be able to add a variety of workshops and offer more times
as well. We have also contacted faculty in other divisions on campus to see if they are interested in
giving workshops on a variety of subjects related to specific disciplines.
4. Have any of the program’s student assessment data yielded trends? If so, what are these trends,
and do they indicate any ongoing student learning needs? If so, what are the program’s plans to
meet these needs? Use student assessment data to support your answer.
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Glendale Community College – Student Support Services Program Review 2008-2009
Students are happy with the writing workshop series but have requested more workshops at a
variety of times. It is too early in the assessment process to note trends. During the Fall 2009
semester we will offer more workshops at a variety of times which will hopefully accommodate
more students’ schedules.
5. Does the student assessment data indicate overall program needs that may require support from
the institution? Define these observed needs, using student assessment data to support your
answer.
The Learning Center is currently using Basic Skills money to fund the writing workshop series; in
the future it will be necessary for the institution to provide funding to continue the workshops.
Future Learning Center SLOs will include the following:
Assessment Written
SLO Written
Students recognize individual areas in need of improvement Faculty referral forms, student exit surveys
Students solve errors identified by instructors, counselors, or Tutor evaluation forms, student exit surveys
tutors
Students compose assignments independent of a tutor’s help Tutor evaluation forms, student exit surveys
Students explain successful study habits and memory Student exit surveys, tutor evaluation forms
techniques
Students organize large assignments into manageable tasks Tutor evaluation forms, student exit surveys
Students illustrate verbal and written communication and/or Tutor evaluation forms, scheduled observations of
computational skills tutoring sessions by faculty
Section 3. Influencing Factors
3.01 Categorical Funding
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Glendale Community College – Student Support Services Program Review 2008-2009
Instructions: List all categorical funding in the table below. Expand the chart as needed.
Categorical Fund Source of fund Use of Funds
Vocational Funding VTEA Voc Ed/Career Funds pay for student peer tutors
Ed/Work Force and who work with vocational students.
Developmental Program
Federal Work Study Federal Work Study Funds pay for student peer tutors
who meet the Federal Work Study
criteria.
3.02 Legal Mandates
Instructions: List all legal mandates that affect this program in the table below and respond to the
following questions:
Mandate Source of mandate Relationship to program
Apportionment for Learning Assistance The Learning Center must meet various legal
Tutoring Regulations: and Tutoring requirements in order to collect apportionment
Qualified faculty member Guidelines from for tutoring. Without the “immediate
requirement: there must Chancellor’s Office supervision and control” provided by an
be “immediate 2006 academic employee, the college should not be
supervision and control” collecting apportionment for tutoring done in
provided by an academic Education Code, Title the Learning Center. Currently only 15 hours
employee – someone V out of 62 total hours are supervised by an
with a master’s level academic employee.
degree in one of the areas
being tutored.
Apportionment for Learning Assistance The Learning Center must meet various legal
Tutoring Regulations: and Tutoring requirements in order to collect apportionment
All students must be Guidelines from for tutoring. Without a referral process in
referred by a faculty Chancellor’s Office place, the college should not be collecting
member or counselor in 2006 apportionment for tutoring done in the
order to receive tutoring Learning Center. The Learning Center faculty
in the Learning Center Education Code, Title coordinator and manager are working on a
V referral process to be implemented by Fall
2009.
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Glendale Community College – Student Support Services Program Review 2008-2009
1. Is this mandate linked to the source of the funding. If so, how is it linked?
Yes. GCC receives apportionment for students receiving tutoring in the Learning Center and
therefore must work to meet the legal requirements set forth by the Chancellor’s Office. (See notes
in table above.)
2. Is the mandate fully funded through categorical funding? If not, explain.
No this mandate is not fully funded.
According to regulations, tutoring must be supervised by a qualified employee who has a Master’s
Degree in one of the subjects being tutored. The current Learning Center coordinator is a faculty
member with 50% release time who is only in the Center a total of 15 hours a week. The Learning
Center is open 62 hours a week during the Spring and Fall semesters and 56 hours per week during
the Summer and Winter sessions. (See notes in table above.)
3. Does the program currently have adequate resources to meet mandates?
No, the Learning Center does not have adequate resources to meet mandates. Over the years the
Learning Center coordinator position has had hours reduced from 60% release time to 50% release
time.
The Learning Center is working to implement a student referral process, but is unsure how this will
impact services. The Center will need more staff to fulfill the state staffing mandate. Budget
augmentation requests were submitted for 2009-2010 documenting the need for an increase from
50% to 60% release time for the existing faculty coordinator position, plus an additional 60%
faculty coordinator position OR a full-time program manager for the Learning Center. With either
option (two faculty coordinators OR a program manger), additional funding will need to be
provided for adjunct faculty to cover the hours not covered by the faculty coordinators or program
manager.
Section 4. Staff Resources
4.01 A. Staff Preparation and Training
Instructions: Use the completed Staff Surveys provided to complete Section 4. Fill in the data
below using the survey responses to Questions 2, 3, and 5 in the chart below.
Insert more rows to any of the tables if needed.
Program staff Education Service Staff development Skills learned
Level years workshops attended
and courses taken.
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Glendale Community College – Student Support Services Program Review 2008-2009
Mikhail Nouh A.A. 10 Various GCC courses Various skills required for
transfer to university.
CPR Standard CPR for Adults
Dealing with Difficult Techniques for handling
People difficult people with skills to
de-stress difficult situations
Disability Awareness Awareness of people
w/disabilities around you
Conflict in the Managing difficult situations
Classroom in the classroom
Behavior Intervention Behavior management ideas
Learning Disabilities in Skills needed to work with
the Classroom disabled students in the
classroom
Research Strategies How to use ProQuest and
other database guides
Creating E-Text How to create E-Text for the
blind
Introduction to How to navigate Blackboard
Blackboard
Personal safety How to be safe and spot
unsafe conditions
UCLA Extension To earn a degree in teaching
Classes
Maria Shufeldt M.A. 14 Courses in clinical Context and issues involved
M.P.A psychology in working in a public
(marriage/family agency: budgeting,
therapy) and public collective bargaining, civil
administration service code, etc.
Multicultural awareness,
increased sensitivity and
competence. Developing
modes of cultural inquiry
and competency
Group dynamics and
facilitation
Interpersonal and dialogic
skills, including effective
listening, reflecting,
perception-checking and
summation
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Glendale Community College – Student Support Services Program Review 2008-2009
An understanding of the
socio-economic and political
context for underserved
populations and their issues
in accessing services
Legal and Ethical standards
and requirements
Basic diagnostic and
assessment skills for mental
health issues
Certification courses in Of immediate use to student
Horticultural Therapy population in understanding
disabilities and limitations
from physical/mental
injuries. Of potential future
use here since GCC will
hopefully have an organic
garden in the future
Andy Stires B.A. 13 Conflict Resolution Resolving workplace
conflicts
Performance Learned how to conduct
Management: employee evolutions and
Evaluation and how to follow specific
Discipline for disciplinary procedures
Community College
Districts
Preventing Harassment Strategies for preventing
in the Academic harassment in the workplace
Setting/Workplace
SLO Assessment Panel Ideas for implementing
SLO’s in Student Services
Content Management
System
Screenwriting Introduction to
Screenwriting
Advanced Continuation of introductory
Screenwriting course utilizing advanced
techniques
Sevada Avakian B.A. 2 Continuing Learning
education/MPA management/research skills
program
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Glendale Community College – Student Support Services Program Review 2008-2009
Shant Shahoian M.A. 3 Level One Adult Adult Education Theory
Education Credential
Courses
Level Two Adult Adult Education Theory,
Education Credential Practical Teaching Tools
Courses
Literature from Literary Interpretation
Prizewinning Authors
2004 Writer’s Creative Writing Instruction
Workshop (Pomona Theory
College)
2005 English Council Technology in Education
of California TwoYear
Colleges Conference
2007 ECCTYC Composition Theory
Conference
2008 Young Visuals in Composition
Rhetorician’s Classes
Conference
4.01 B. Professional Activities
Instructions: Use the completed survey responses to Questions 6 to fill in the data below.
Program Staff Grants Scholarly Projects/ Research/ Presentations
Sabbaticals Publications
Maria Shufeldt Master’s thesis Organized and
hosted conference
for student peer
tutors throughout
Southern
California at GCC
Published article in
journal for clinicians
Andy Stires Made a
presentation about
communication
and collaboration
as part of the
Student Services
Roundtable Team
Shant Shahoian Expanded “The Four “Brainwarmers:
English Horsemen” Article What Is Critical
Project for ECCTYC Thinking and How
(2009 Can You Make
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Glendale Community College – Student Support Services Program Review 2008-2009
Extension Students Better
of Critical Thinkers
Previous in Just 15 Minutes
Grant) a Day” ECCTYC,
2007, San
Francisco
4.01 C Special Accomplishments
Instructions: Use the completed survey responses to Question 8 to fill in the data below. Insert
more rows to the table if needed.
Program Staff Professional New Programs Staff Development Leadership Roles
Assignments Developed Workshops Taught Advisory Groups/
Committees
Maria Shufeldt Wrote Student Compiled facility CSEA Executive
Worker learning resources Board Officer: 2nd
Employment for tutor and Vice President
Manual for LC student use
CSEA Job Steward
CSEA Negotiations
team member
Andy Stires Helped re-design
Learning Center
website
Helped re-design
SD 150:Tutor
Training course
Shant Shahoian Learning Center Best Practices Regional Director
Coordinator (2008) ECCTYC
Using the information from 4.01 A, B and C:
1. How are the strengths and experiences of staff being used effectively to improve student
outcomes?
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Glendale Community College – Student Support Services Program Review 2008-2009
The Learning Center staff and faculty coordinator possess a variety of skills which allow us to meet
the needs of a diverse student population. Our educational backgrounds specifically lend
themselves to working with student peer tutors to assist students in subjects across the curriculum.
2. How have these skills improved services that you provide?
The Learning Center staff and faculty coordinator have a strong background in interpersonal skills
which lends itself to running a tutoring program. The majority of our work is one-on-one student
interaction and our various skills allow us to provide quality service to students using our center.
We all have a keen eye for detail and are always looking for ways to make our services run more
smoothly and efficiently. We work closely with both students, tutors, and faculty to make sure we
are meeting the needs of students and the goals of the college.
3. What else (if anything) is indicated by the program data? Please comment.
The Learning Center staff and faculty coordinator are very well-rounded in areas which help with
running a tutorial program. We will continue to educate ourselves through workshops and classes.
4.01 D Committee Participation
Instructions: Use the completed survey responses to Question 7 to fill in the data below. Insert
more rows to the table if needed.
Program Staff Governance Other Campus Other Campus
Committees Committees Participation
Maria Shufeldt Staff Development Joint Employee-
Management
Committee (JEMC)
Program Review
Master Planning
CSEA Exec.
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Glendale Community College – Student Support Services Program Review 2008-2009
Sustainability “Green
Team”
Mikhail Nouh Library & Information CSEA Exec. Classified Employee
Competency Week organizer
Safety
Evacuation Marshal
Program
Andy Stires Student Affairs Program Review
Several Hiring
Committees
Contract Negotiations
Student Services
Roundtable Team
Accreditation
Sevada Avakian Leadership Taskforce
Committee
Accreditation
Shant Shahoian Academic Senate Achieving College Scholar’s Lecture
Excellence Series (Oxnard)
Library and Info IHAC Designed Web Site for
Comp. Letters Division at
Oxnard College
Community Relations Professors for Quality
Education
Chaparral
Total staff Total governance com Total other coll. com Do not include this
____5________ ___6___ ____19___ column in CPF below.
CPF index (Committees per full-time staff in the program) (most recent year)
[Total Committees divided by Total number of full-time staff]: #____4_____
1. Given the data, discuss the staff involvement in campus activities.
Learning Center staff and the faculty coordinator participate in a variety of campus committees
which expose us to many other areas of the campus and further educate us on how to better serve
our students. A lot of our work in the Center requires that we communicate with other departments
on campus so further staff involvement in different committees will be invaluable.
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Glendale Community College – Student Support Services Program Review 2008-2009
Section 5: Resource Needs
If any part of the program is funded by sources other than GCC budget, it should be stated in
Section 3.01 Categorical Funding.
Instructions: After reviewing and analyzing the data in this report, please describe and provide
rationale for any of your projected resource needs using the appropriate boxes below. Your requests
should be based on student need (which includes student achievement data from Section 1 and
student learning outcome assessments in Section 2).
1. Faculty / Staff
The college has never approved funding to refill the Learning Center’s Sr. Instructional Computer
Lab Technician, a position vacant for several years. With the implementation of the referral process,
the addition of workshops, and a Basic Skills focus on tutoring, the need to fill this Lab Tech
position in the near future is likely. As enrollment at the college continues to increase and various
SLOs are implemented, the LC will need adequate staff to continue to provide excellent service to
students. Staff trained in basic skills areas of English and math will prove very valuable.
We will need to increase the number of tutors available to students as enrollment continues to
increase and we conduct more outreach. We need to be able to meet demand as more teachers refer
students to our services.
As already mentioned, there is a current need (based on state Education Code) for additional faculty
coordination of the Learning Center OR a program manager to provide oversight. The college needs
to make a commitment to academic staffing in the Learning Center in order to continue to receive
state apportionment for tutoring.
2. Facilities/space needs
As the Learning Center continues to expand its services, it is necessary to remodel the space to
provide a better environment for students. In 2007 a consultant designed a new floor plan for the
LC. This remodel/reconfiguration of space would allow for better traffic flow, reduce noise by
providing individual tutoring cubicles, and include a break room for tutors. We have also discussed
expanding into the classrooms on either side of the LC which could provide a study area for
students as well as a separate space for the Writing Center and dedicated classroom space to teach
workshops.
The Learning Center redesign/reconfiguration was approved by the Campus Development
Committee in May 2007 and was added to the 2007-2008 Campus Development Priority Project
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Glendale Community College – Student Support Services Program Review 2008-2009
List. In Fall 2007, the project was ranked number 6 out of 11 requests as evaluated by the Campus
Development Committee, but funding has not yet been available to actually do the work. The cost
has been estimated to be between $60,000 and $100,000
3. Equipment
As our facilities expand and our staff increases we will need various equipment for staff and
students such as desks, tables, bookcases, storage, office supplies etc. The cost of furniture, tables,
and bookcases for the redesign/reconfiguration was estimated at $58,000 (this is part of the
estimated total mentioned above).
4. Technology
Computers will need to be upgraded every few years to meet the specifications of new operating
systems/software.
We also plan to purchase laptops and software for our tutors which will assist them and their
students in a variety of ways. During a tutoring session, a tutor may need to show students where to
access information online that will assist them in the subject area with which they are having
trouble. With a laptop, tutors will not have to interrupt their session to take the student to the
computer lab. The information can be accessed immediately on our wireless network.
In the Writing Center, some students do not have a hard copy of their essays, but instead a saved
copy in their email or on a USB stick. Laptops will allow tutors to access essays electronically and
show students how to use various features in word processing programs to improve their writing.
Notes and comments can be added to papers, and online writing resources can also be accessed
during the session.
In the future, the Learning Center plans to have tutors record their session notes electronically, and
laptops will make this easier, as tutors can input notes immediately following a session.
5. Software
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Currently we use Passkey to provide computer assisted instruction for basic reading, writing, and
math skills. We are researching other types of software that will offer more variety to students and
provide more effective outcome measures.
6. Other (Supplies, Program specific materials, Training, etc.)
In order to continue to improve our services, staff will benefit from examining tutoring programs at
other colleges and attending conferences related to learning resource centers. Travel funds will need
to be available.
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Section 6. Program Plans
STRATEGIC MASTER PLAN IN SHORTEST FORM
2008-2014
Student Access, Retention and Success
I. Provide access for students, including under-represented groups in the communities
that Glendale Community College serves, who can benefit from any one of the several
instructional paths the college offers (transfer, career and technical education,
personal development).
II. Develop and implement Student Learning Outcomes and Assessments at the campus,
the program, and course levels in our effort to see all of our students achieve success.
III. Increase and improve the quantity, quality, and variety of learning opportunities that
promote student success.
IV. Increase student retention and success by strengthening student connections with the
college and responding to student needs.
V. Streamline and enhance the delivery of Student Services by focusing on proactive
services.
Partnerships and Work /Force Development
VI. Expand the educational programs and services through academic, career and technical
education programs offered on the main and the Garfield Campuses.
Institutional Effectiveness
VII. Increase faculty and staff excellence in all aspects of college operations.
VIII. Improve administrative efficiency and effectiveness and fiscal stability.
IX. Improve the integration of the planning process.
X. Upgrade the college’s information technology infrastructure and its management
information system.
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5.01. Planning Assessment
Reflect on your previous plans, which could include your 2005 Educational Master Plan (EMP) or
last program review report.
List the program goals that were previously identified and have been accomplished to date. How
did the implementation of these plans improve your program?
Since the last program review we have made improvements to the Writing Center. The service used
to function on a drop-in basis which resulted in a type of triage center for last minute quick fixing of
student essays. The Writing Center now operates by appointment which has helped alleviate this
triage atmosphere and also allowed us collect better data about the types of students we serve.
The Tutorial Center has significantly changed since the last program review. All tutors used to work
on an on-call basis which proved very difficult to manage and track. We now offer math tutoring by
appointment and we have consolidated all English/ESL tutors into the Writing Center. While we
still have on-call tutors for other subjects, the number has been drastically reduced which makes the
program easier to manage. These changes also allow us to collect more accurate data and better
serve students.
We recently purchased 39 new computers and 2 servers with Basic Skills and Instructional
Equipment money for the CAI Lab which has dramatically improved the stability of the lab and will
allow us to offer more software choices in the future.
We also installed a projector in the CAI Lab which makes it easier to conduct lab orientations and
could allow us to expand our instructional offerings in the future.
The Learning Center began offering one-shot workshops on various writing topics starting Summer
2008. So far feedback from students and faculty has been positive, and we plan on expanding the
program in the future by encouraging faculty from a variety of disciplines to create and present
workshops.
We completely redesigned the Learning Center website to make it more user-friendly. Our site
provides many different links to a variety of online learning resources. The Learning Center’s
website will adapt the format of the college’s new website, which is estimated to go live in Fall
2009.
SD 150: Tutor Training has been completely redesigned and all tutors are required to complete this
.5 unit course during their first semester of employment.
We hired a consultant to design a new floor plan of the Learning Center for a future remodel. This
remodel would allow for better traffic flow, reduce noise by adding individual cubicles for tutoring,
and provide a break room for our tutors.
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6.02. Three Year Educational Plan
Please develop program plans for the next 3 Years which should include program improvement. Use the SAMPLE
template* below as a guideline and your answers to Section 5: Resource Needs. Fill in the Year 1, 2 and 3 Plans below
and be specific about what you hope to accomplish, what resources are needed, and the tasks involved to accomplish
your plans. Reference your plans to the SMP Goals at the beginning of this section.
*SAMPLE TEMPLATE SMP
You may use all or part of the template below in your planning for each year. Supported
GOAL#/
Growth / Fill in, see
page 15
Programmatic
Changes
Staffing (this may include certificated and/or classified staff)
Facilities/ .
Space needs
Equipment
Technology,
Learning
Resources,
Software
Other
Year 1 (2009-2010)
GOAL#/
Growth / Hire an additional faculty coordinator OR a program manager, and also VII,
Programmatic hire faculty supervisors to fully staff the center to meet requirements to VIII
Changes
receive apportionment.
Staffing The Learning Center should be under the “immediate supervision and
control” of an academic employee during all of its open hours. The
college is out of compliance with these Educational Code and Title V
regulations because supervision by an academic employee (faculty
member with release time) is only provided 15 hours per week. Budget
augmentation requests were submitted for 2009-2010 documenting the
need for an increase from 50% to 60% release time for the existing
faculty coordinator position, plus an additional 60% faculty coordinator
position OR a full-time program manager for the Learning Center. With
either option, additional funding will need to be provided for adjunct
faculty to cover the hours not covered by the faculty coordinators or
program manager. This need impacts all areas/functions of the Learning
Center.
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Facilities/ May need additional office space/work area for faculty supervisors
Space needs
Equipment N/A
Technology, Additional computers for faculty supervisors.
Learning
Resources,
Software
Other
GOAL#
Growth / Expand the workshop series, encouraging faculty from across the I, III,IV,
Programmatic curriculum to offer workshops on a variety of topics. V, VI,
Changes
VII
Staffing Funding will be needed for the additional faculty needed to teach
workshops.
Facilities/ Continue to use the English Lab and expand to the CAI Lab and other
Space needs classrooms depending on how large the program gets.
Equipment The workshop series requires the use of a computer lab with a projector.
Technology, Various software and handouts will be needed, depending on the
Learning workshop offered i.e. Powerpoint, WebCT, etc.
Resources,
Software
Other
GOAL#/
Growth / Begin implementing new SLO’s for the tutoring programs in the Learning I, II, III,
Programmatic Center. IV, V
Changes
Staffing Depending on the SLO’s developed, additional staff may be needed to record,
track, and analyze data.
Facilities/ The Learning Center remodel/reconfiguration has already been approved
Space needs by the Campus Development Committee and is awaiting funding. If
SLO’s lead to increased tutoring demand or a change in operations, the
remodel/reconfiguration will need to be completed to accommodate those
needs.
Equipment The Learning Center remodel/reconfiguration requires an estimated
$58,000 in system furniture, bookcases, tables, and chairs.
Technology, Laptops for tutors/students to record session notes, complete learning
Learning surveys.
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Resources,
Software
Other
GOAL#/
Growth / Implement a tutoring referral process to comply with the state I, II, III,
Programmatic Educational Code and Title V regulations. IV, V
Changes
Staffing Additional staffing may be required, depending on how much time is
necessary to educate faculty, staff, and students on how the referral
process works. The referral process may increase the demand for tutoring,
which may also require additional staffing.
Facilities/ The Learning Center remodel/reconfiguration needs to be implemented in
Space needs order to facilitate the tutoring process. The remodel/reconfiguration
includes cubicles designed to provide privacy for tutoring sessions.
Equipment N/A
Technology, An online version of the referral form will need to be created to more
Learning easily track student use and progress. This requires programming time in
Resources, Information Technology Services and planning time for Learning Center
Software staff.
Other
GOAL#/
Growth / Develop new tutorial session forms so tutors can better track student I, II, III,
Programmatic progress and improve tutoring techniques. IV, V
Changes
Staffing May need additional staff for training, data collection and analysis.
Facilities/ N/A
Space needs
Equipment N/A
Technology, Laptops for tutors to record information in the master database.
Learning
Resources,
Software
Other
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Year 2 (2010-2011)
GOAL#/
Growth / Continue to develop and assess SLO’s. I, II, III,
Programmatic IV, V
Changes
Staffing Depending on SLO’s developed, additional staff may be needed to record, track,
and analyze data.
Facilities/ If SLO’s lead to increased tutoring demand or a change in operations, the
Space needs need to remodel/expand the Learning Center will become a priority.
Equipment N/A
Technology, Laptops for tutors/students to record session notes, complete learning
Learning surveys.
Resources,
Software
Other
GOAL#/
Growth / Create mechanism to track students in specific courses who receive I, II, III,
Programmatic tutoring vs. students who do not, to measure impact of tutoring on student IV, V
Changes
success.
Staffing N/A
Facilities/ N/A
Space needs
Equipment N/A
Technology, Surveys will need to be developed to collect/analyze data.
Learning
Resources,
Software
Other
GOAL#/
Growth / Develop new tutorial session forms for students to help them evaluate I, II, III,
Programmatic success of a session IV, V Formatted: Font color: Auto
Changes
Staffing May need additional staff for training, data collection and analysis.
Facilities/
Space needs
Equipment
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Technology, Laptops for students to enter information into master database.
Learning
Resources,
Software
Other
Year 3 (2011-2012)
GOAL#/
Growth / Develop a three step intake process to better measure student progress in I, II, III,
Programmatic tutorial sessions. IV, V
Changes
Staffing Additional staff may be necessary to educate students about the process and
collect data.
Facilities/ N/A
Space needs
Equipment
Technology, Surveys will need to be developed. Laptops will be necessary for
Learning electronic submission of forms.
Resources,
Software
Other
GOAL#/
Growth / Research the College Reading and Learning Association (CRLA) tutor I, II, III,
Programmatic certification course and its possible implementation. IV, V,
Changes
VI
Staffing Qualified instructors will be needed to teach the course.
Facilities/ Classroom space will be needed.
Space needs
Equipment
Technology, The use of computer labs may be required.
Learning
Resources,
Software
Other
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