Reading Program Review 2009 by 22AThu

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									 Program Review
Reading Department
Humanities Division
 Fullerton College
     Fall 2009




                      1
Statement of Preparation:
      This program review was prepared by those listed in an open and collaborative
      process. All full-time faculty in the program have had an opportunity to review
      the report, and the report was made available to the division as a whole prior to
      being submitted to the Division Dean and area Vice President.


Participants:

Garcia, Amy
Henderson, Angela
Hughes, Deidre
Piazza, Stephanie
Rodine, Jeff
Shier, Carol




___________________________________________                 _________________
        Signature of Department Coordinator                        Date


___________________________________________                 _________________
        Signature of Dean of Humanities                            Date




                                                                                          2
I. Program Background

   A. Program Description and History:
      Briefly describe the purpose and scope of the program. Your description should mention the
      evolution of the program over time and emphasize the most recent changes and/or additions.

   The Reading Department offers four basic skills courses and one transfer level, critical
   thinking course. The evolution of the program since the last program review in 2001
   includes: moving to a new building, retirement of five full-time faculty, and the addition of
   five new full-time faculty. In addition, the Reading program has lost several sections of
   reading courses due to budget shortfalls, and does not have a full-time Academic Support
   Center aide to facilitate the reading lab.

   B. Program Goals
      List below the program student learning outcomes. (Three to four program SLOs are optimal for
      assessment.)

      1. Use reading skills effectively, in order to improve comprehension, vocabulary, and
         study skills.
      2. Use critical thinking skills to examine information, events, and ideas.
      3. Recognize the significance of reading for personal, cultural, and societal literacy.
      4. Apply principles of academic honesty and integrity.
      5. Work cooperatively and collaboratively with others.

   C. Report on the Status of Previous Program Review Plans
      Highlight significant accomplishments since the previous review and any activities still
      outstanding.

      1. Implemented Supplemental Instruction and provided a Student Facilitator for the
         Transfer Achievement Program: Read 96 course.
      2. New Reading Lab in the1400 Building, in addition to the lab in the 800 Building –
         Skills Center.
      3. Expanded course offerings to Fridays, Saturdays, late afternoons, and late-start
         classes (prior to the state budget crisis).
      4. Increased student access by adding an online 142 course
      5. Through the Basic Skills Initiative, reading basic skills courses were provided with
         the following:
          Direct outreach from the office of Disability Support Services to students by
             participating in the Basic Skills Initiative Program.
          Designation of Read 96 as a Basic Skills course.
          More student access to course information and individualized instruction through
             the Fullerton College Graduate Internship Program.
          Professional development focused on basic skills pedagogy for full-time and
             adjunct instructors.
          Funding for students to have additional reading lab materials and updated
             equipment.
          Direct outreach from the counseling department by participating in the
             Counseling Connections Program.
      6. Initiated a leadership role on campus, creating reading awareness campus-wide in the
         content areas and basic skills courses (Strategic Learning Initiative)
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      7. Created Strategic Literacy Initiative Blog to help facilitate campus-wide discussion of
          study skills strategies and critical thinking skills.
      8. Developed Adjunct Mentoring Program and implemented:
           Hiring workshops
           Curriculum workshops
           Effective teaching strategies to stimulate reluctant learners.
      9. Continued emphasis on outreach, development and continuity with the Counseling
          Department to provide effective student placement in basic skills reading courses.
      10. Reviewed and revised the Reading Department exit exams to include authentic
          assessments and streamlined grading rubrics.
      11. Updated Reading Department website to include an interactive component.
      12. Utilized increased technology in the classroom to enhance student interaction and
          improve learning.
           Advocated for Basic Skills funds to include demonstration stations in all reading
              classrooms.
           Updated software for reading lab.
      13. Participated in the campus Learning Communities Program linking Read 142 with
          Counseling 151, Read 96 with Counseling 101, and Read 56 with English 59.
      14. Developed cross-level tutoring between Read 96 and Read 56.

II. Data and Analysis
      Verbally interpret what the data suggest regarding your program, i.e. “What do the data show”?
      Write a summary statement for each of the five Key Performance Indicators represented in the
      data sheet from institutional research.

   A. Summary of Data

      1. Course Information: The number of sections offered by the Reading Department has
         increased over the last 5 years.
      2. Student Information: The numbers of students enrolled in developmental reading
         courses, as well as transfer level reading courses, have steadily increased over the last
         5 years.
      3. Program Resources: Sections of reading courses offered in the fall and spring have
         been cut back. Fewer reading sections are being offered during the summer session.
      4. Program Efficiency: The Reading Department’s fill rates have increased substantially
         every spring; whereas in fall they have declined. The WSCH per FTEF has reflected
         these developments. Much of this is reflecting the additional sections we have added
         and the growth we have experienced over the last 5 years during the regular semester.
      5. Program Outcomes: The Reading Department’s course retention and success rates
         have remained relatively consistent over the past 5 years.

   B. Identification of Trends
      Briefly identify factors influencing the program. These could include, but are not necessarily
      limited to, college goals and initiatives (e.g. Basic Skills Intitiative), new research in the discipline,
      changes in pedagogy, demographics, employment demands and expectations.

      1. Changes in the reading pedagogy.
          The way information is delivered to students.
          Greater student accessibility to the curriculum outside the classroom
      2. Higher demand for reading courses.
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            4% of FC student population take developmental reading courses
            70-80% of first-time students entering Fullerton College qualify for
             developmental reading classes.
           Moved to new building and Academic Support Center has not provided a full-
             time staff member to cover new location.
       3. Employment demands.
           Since 2004 there has been a steady increase in the number of reading adjunct
             instructors hired in the department.
           The Reading Department has grown from a low of 10 adjunct reading instructors
             in 2004 to a high of 18 adjunct instructors in 2009.
       4. Reading instructors are using technology more and more (YouTube, Clickers, blogs,
          wikis, twitter, WebQuests, Myspace and Facebook) as a tool to deliver curriculum,
          marketing outreach, and keeping students informed.


III. Plans for Future Activities

   A. Immediate Short-Term Plans (1-2 years)

       1. Drawing from analysis identify activities the program needs to engage in to modify
          the program in the short term
           Hire full-time faculty (to replace retirees).
           Continue to assess department goals and SLOs.
           Introducing more project-based curriculum.
           Maintain our liaison with the basic skills group and implementing plans to meet
              the needs of our students (success, retention, etc.).
           Continue to provide professional development opportunities for adjunct faculty.
           Continue to participate in the Graduate Student Intern Program.
           Continue to improve the relevancy and currency of lab materials.
           Research what other local community college reading labs are doing.
           Offer Read 96 as a hybrid course and a completely online course
           Offer more sections of reading courses to meet student demand.

       2. Identify any needed resources
           Full-time faculty
           Full-time lab staff in 1410 reading lab
           Increased access to a second reading lab to accommodate student demand for
             courses.
           Staff development days to connect and dialog with other community college
             reading programs in the area.
           Reading Department retreat.
           Software – research/find/support classroom and lab instruction.
           Greater access to individual student computer stations.
           Continued support for once per semester planning meetings.

   B. Long-Term Goals (3-5 years)

       1. Drawing from analysis of program, identify program needs.
                                                                                               5
      Finish SLO assessments in 5 years.
      Investigate ways to make study skills courses more successful.
      Continue to provide professional development opportunities for adjunct faculty.
      Continue to participate in the Graduate Student Intern Program.
      Continue to participate in the Transfer Achievement Program.
      Reinstate sections of Read 142 online.
      Revamp 127 course.
      Increase our outreach and marketing.
      Develop curriculum in order to offer Read 96 online.

2. Identify any needed resources
    Increased availability of computer lab time
    Continued opportunities to get together as a department for meaningful staff
      development.
    Reinstituted support for staff development opportunities for attendance at national
      conferences and local workshops.




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       Appendix



A. Data Sheets
      (from Institutional Research office)
      1. Division Report
      2. Program Report(s)
B. Courses Offered in Program
      (from College Catalogue)
C. Program Faculty




                                             7
                                                                 Fullerton College
                                               Retention Rates and Success Rates by Division by Year

                                                 2003-04              2004-05               2005-06             2006-07             2007-08
                 Division                   Retentio   Succes    Retentio    Succes    Retentio    Succes   Retentio   Succes   Retentio   Succes
                                             n Rate    s Rate     n Rate     s Rate     n Rate     s Rate    n Rate    s Rate    n Rate    s Rate
Business and Computer Information Systems      78.7%    61.0%       77.1%     59.8%       75.8%     58.2%      77.4%    60.6%      77.0%    59.2%
Counseling                                     87.0%    73.9%       88.3%     71.0%       87.4%     70.3%      85.2%    68.8%      86.5%    68.8%
Fine Arts                                      85.1%    70.3%       82.6%     69.4%       84.0%     69.3%      83.9%    70.1%      83.7%    69.9%
Humanities                                     79.5%    65.6%       77.7%     64.5%       77.8%     63.3%      76.8%    63.1%      77.5%    63.9%
Library Technology                             79.2%    54.2%       60.0%     48.0%       86.7%     80.0%      50.0%    41.7%
Mathematics and Computer Science               77.0%    59.4%       75.2%     57.4%       74.1%     56.2%      73.9%    55.3%     74.1%     54.8%
Natural Science                                79.3%    65.1%       76.1%     63.1%       77.7%     61.8%      74.6%    59.7%     76.0%     61.3%
Physical Education                             84.0%    74.2%       83.5%     74.9%       83.6%     73.9%      83.2%    72.8%     83.1%     73.5%
Social Science                                 80.4%    60.4%       79.5%     60.9%       80.6%     59.9%      80.7%    58.9%     79.7%     58.5%
Student Services                               92.5%    82.5%       91.5%     84.6%       92.1%     77.1%      95.5%    82.5%     86.5%     78.2%
Technology and Engineering                     80.3%    70.5%       80.8%     70.7%       80.7%     69.7%      81.7%    68.1%     80.4%     68.2%
Total                                          80.7%    65.2%       79.3%     64.6%       79.6%     63.6%      79.3%    63.1%     79.2%     63.1%




Appendix A1 Data Sheet Division

                                                                                                                                                    8
      READING               2004-2005                    2005-2006                         2006-2007                        2007-2008                        2008-2009
Key Performance
Indicator             Su    Fa       Sp     An     Su    Fa       Sp       An       Su    Fa       Sp       An       Su    Fa       Sp       An       Su    Fa       Sp       An
Course Information
 Sections Offered      3     50       45     98     4     51       42       97       4     52       48      104       4     58       48       110      3     62       48       113
   Day                 2     38       37     77     3     38       34       75       2     40       39       81       2     45       39        86      1     49       41        91
   Evening/Weekend           10        8     18           10           6    16       1     10           9    20       2     13           9     24      2     13           7     22
   Online              1         2     2      5     1         3        2        6    1         2        0        3    1         2        0        3    1         2        1        4
   Short Term          3                      3     4                  1        5    4         1        4        9    4         4        4     12      3         1        1        5
 Courses Offered       2         6     5      6     3         4        5        5    3         5        5        5    3         5        5        5    2         5        5        5
   Day                 2         6     5      6     3         4        5        5    2         5        5        5    2         5        5        5    1         5        5        5
   Evening/Weekend               4     4      4               4        3        4    1         4        4        4    1         4        4        4    2         4        4        4
   Online              1         1     1      1     1         1        1        1    1         1        2        2    1         1        0        1    1         1        1        1
   Short Term          2                      2     3                  1        4    3         1        4        4    3         4        4        5    2         1        1        3
Student Information
 Majors
 New Majors
 Enrollments                1,21            2,11         1,18              2,02                             2,17
                      58       8     838       4   50       9     785         4     71    1217     883         1     61    1359     974      2,394    61    1383     1036     2,480
 FTES                  7     173      118    298    7     167      110      283      9     178      125      313      8     198      144       350     8     200      150       358
 WSCH                       5,17     3,54   8,92         4,99     3,29     8,49           5,33     3,76     9,37           5,93     4,31     10,48          6,00     4,51     10,74
                      207      8        3      7   206      9        4        9     284      3        1        8     242      3        1         5    226      2        2         0
Program Resources
 FTE Faculty          0.8   12.6     11.4   24.8   1.1   12.5     10.7     24.2     1.1   13.6     12.4     27.1     1.1   15.2     12.2      28.4    0.8   15.7     12.0      28.4
 Personnel
 Supplies
Program Efficiency
 Ave Section Size     19.                          12.                              17.                              15.                              20.
                        3   24.4     18.6   21.6     5   23.3     18.7     20.9       8   23.4     18.4     20.9       3   23.4     20.3      21.8      3   22.3     21.6      21.9
 Fill Rate (Census)    77                           50                               71                               61                               81
                       %    99%      76%    88%     %    95%      77%      85%       %    95%      75%      85%       %    95%      85%       90%      %    94%      92%       93%
 WSCH per FTEF        276   410      311    360    196   402      309      352      270   392      303      347      230   392      353       369     301   382      378       378
 Cost per WSCH
 Cost Per Major
Program Outcomes
 Course Retention     91                           94                               84                               78                               83
                      %     76%      69%    74%    %     75%      70%      73%      %     70%      67%      69%      %     72%      70%       72%     %     76%      71%       74%
 Course Success       78                           70                               75                               57                               73
                      %     59%      53%    57%    %     54%      53%      54%      %     53%      47%      51%      %     50%      53%       51%     %     56%      53%       55%
 New Major
Persistence
 Degrees Awarded

                                                                                                                                                                                   9
    Appendix A2 Data Sheet Reading Program
                                          Office: Bldg 500, Room 522-O
                                                   714.992.7036
                                              Dean: Dan Willoughby
                                        Website: www.humanities.fullcoll.edu


    READ 027 F Basic Study Skills (3)
    Pass/No Pass only
    Three hours lecture and one hour lab per week. This course is designed to help students with limited
    academic backgrounds experience college success by overcoming college anxiety and by taking
    responsibility for their college experience. This course offers intensive practice and guidance in campus
    orientation, organizing, note taking, textbook mastery and test-taking.

    READ 036 F Basic Reading (3)
    Pass/No Pass only
    Three hours lecture and two hours lab per week. This course is designed for native speakers of English
    who require instruction in basic reading. The course includes such areas as word recognition, literal
    comprehension, vocabulary development, and study techniques. The course accommodates the wide
    range of individual adult literacy needs.

    READ 056 F Developmental Reading (3)
    Pass/No Pass only
    Prerequisite: READ 036 F or recommended score on the reading placement test
    Three hours lecture and two hours lab per week. Recommended for students whose reading placement
    test scores indicate a substantial need for reading improvement, This course introduces students to
    several skills in reading such as main idea, relevance of detail, vocabulary in context, and inference
    building to enable greater success in college courses.

    READ 096 F Preparation for College Reading (3)
    Letter Grade or Pass/No Pass option
    Prerequisite: READ 056 F or recommended score on the reading placement test
    Three hours lecture and one hour lab per week. This course will prepare students for the demands of
    college reading and vocabulary in various academic subjects. Content area reading, essays, and journal
    articles will be critically analyzed with an emphasis placed on fundamental comprehension reading skills,
    both general and academic vocabulary enhancement, study skills strategies, and principles of study
    reading. Written summaries and demonstration of organizational structure of reading materials will be
    required.

    READ 127 F College Study Skills (2)
    Letter Grade or Pass/No Pass option
    Prerequisite: READ 096 F or recommended score on the reading placement test
    Two hours lecture and one hour lab per week. The goal of the course is to learn strategies needed to
    succeed in college and in life. Topics include evaluation of goals, motivation, learning styles, diet, nutrition
    and exercise, stress management and time management. Strategies for success will include campus and
    community resources, techniques for active learning, concentration, memory, peak hours of learning and
    collaborative learning. Listening, note-taking, effective textbook reading, test preparation and test-taking
    skills are developed.
    (CSU) (Degree Credit)



Appendix B Courses Offered



                                                                                                                 10
      READ 133 F Rapid Reading (3)
      Letter Grade or Pass/No Pass option
      Prerequisite: READ 096 F with a grade of “C” or better or recommended score on the reading placement
      test
      Three hours lecture per week. Group and individual instruction is designed to improve reading rate and
      flexibility for students reading at college level. Instruction will focus on purposeful, active, efficient
      comprehension at higher reading speeds, and vocabulary development.
      (CSU) (Degree Credit)

      READ 142 F College Reading: Logical Analysis and
      Evaluation (3)
      Letter Grade or Pass/No Pass option
      Prerequisite: READ 096 F with a grade of “C” or better or recommended score on the reading placement
      test
      Three hours lecture and one hour lab per week. This course offers the student the opportunity to increase
      critical reading ability, vocabulary, and reading speed. Emphasis is placed on learning the strategies
      necessary to analyze and evaluate the validity and logic of written communication.
      (CSU) (Degree Credit) AA GE, CSU GE

      READ 165 F Advanced Vocabulary for Power Reading (3)
      Letter Grade or Pass/No Pass option
      Prerequisite: READ 096 F with a grade of “C” or better or recommended score on the reading placement
      test
      Three hours lecture per week. The course improves reading comprehension and communication skills
      through the acquisition of advanced vocabulary. The emphasis will be on receptive and expressive
      language, critical/analytical college reading, etymology, roots, affixes, denotative and connotative
      meanings, appropriate usage and the development of language awareness and appreciation to insure
      lifelong vocabulary growth.
      (CSU) (Degree Credit)




Appendix B Courses Offered
                                                                                                             11
                       READING FACULTY

                     Full time
                     Garcia, Amy
                     Henderson, Angela
                     Hughes, Deidre
                     Piazza, Stephanie
                     Rodine, Jeff
                     Shier, Carol

                     ADJUNCT
                     Bosworth, Heather
                     Botta, Valerie
                     Dalgoff (Mohoff), Mary
                     Dravigne-Lehman, Katrina
                     Hidalgo, Angela
                     Hoover, Leah (Kathy)
                     Kemp, Darnell
                     Lombardi, Deborah
                     Love, Kelly
                     McCully, Jennifer
                     McKinley, Lisa
                     Mundala, Kimberly
                     Parra, Cathy
                     Priest, Daniel
                     Silva, Gwendelyn
                     Takimoto, Nari
                     Taylor, Michelle
                     Wheeler, Daniel




Appendix C Faculty

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