Reading Program Review Evergreen Valley College by ixieshaofang


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                                 EVERGREEN VALLEY COLLEGE
                            PROGRAM REVIEW SELF-STUDY DOCUMENT

In preparing this Program Review, keep the college mission, strategic plan CTAs in mind as a reminder
that Program Review is to ensure that all programs are aligned with the institutional mission.

Evergreen Valley College’s Mission: With equity, opportunity and social justice as our guiding
principles, Evergreen Valley College’s mission is to empower and prepare students from diverse
backgrounds to succeed academically, and to be civically responsible global citizens.

CURRENT YEAR: 2010-2011
AREA DEAN: Keith Aytch

Provide a brief summary of the department/program including brief history (impetus for
department/program initiation if applicable, years of existence, progress made or not made over time,
any other major factors that affected the program and current status)

The Reading Department and courses were initiated when the college opened in 1975. The courses were
needed to meet the needs of underprepared students in the area of English. Over the years, the
department has grown at an appropriate rate to meet the needs of incoming and continuing students.

PART A: Overview of Program

1.    Identify EVC’s CTA for this year.
Strategic Initiatives (

 1.    Student-Centered: We provide access to quality and efficient programs and services to ensure
    student success. Areas of focus are:
            Access
            Curriculum and Program Development
            Student Service Offerings
 2.    Community Engagement: We create a trusting environment where everyone is valued and
    empowered. Areas of focus are:
            Visibility
            Strategic Partnerships
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            College in the Community
 3.    Organizational Transformation: We will transform the college image and enhance partnerships
    with community, business and educational institutions. Areas of focus are:
            Community Building
            Employee Development
            Transparent Infrastructure

2.       Identify your program/department’s CTA for this year.

         Reading CTA’s

         Student Centered CTAs
             Request faculty and classified hours to provide Saturday coverage in the Reading Lab
             Create an online component for English 322L.
             Create an online version of English 1D to serve Nursing students
             Develop a first year/ learning community program to include Reading, Writing and Guidance

         Community Engagement
            Create and offer a non-credit course "How to Read to Children"

         Organizational Transformation
             Request funding for and attend more conferences and activities that are not technology-

3.       How did your program/department meet the overall CTA of the College?

         The reading faculty consistently meets the needs of our students by providing coursework which
         promotes access for all those needing to develop their reading skills.

         Describe how your program/department met the overall CTA of the College.

         We offer classes that meet the needs our students. We continually strive to develop our curriculum
         by infusing new technology and best practices to encourage student success.

         Describe areas where your program/department needs improvement to meet the overall CTA of
         the College. Describe specific plan to achieve this goal.

         Improvements to our department our not possible due to the budget constraints we are currently

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4. Identify
       Analysis of unmet goals
       5 accomplishments
       3 new initiatives

5.       State the goals and focus of this department/program and explain how the program contributes
     to the mission, comprehensive academic offerings, and priorities of the    College and District.

     Goals and Objectives

     I.     Goal: Have students experience success in college and gain the reading ability to compete in the
           global economy and participate in the American democracy.


              A. Offer a comprehensive Reading Program that provides for the needs of students at all
                 instructional levels.
              B. Provide instruction that enables students to progress and gain the reading and the learning
                 skills necessary to achieve their personal, career, and academic goals.
              C. Help students gain the potential to pursue advanced education and professional careers.
              D. Promote student’s ability to read and to respond in ways that reveal an understanding of
                 college reading materials.

     II.    Goal: Address the needs of a diverse and underrepresented student population.


                 A. Create a positive and a supportive environment for a diverse student population.
                 B. Include topics and readings from a variety of resources that will appeal to and are
                    relevant to students of diverse backgrounds.
                 C. Provide opportunities for the students to discover and to evaluate their own learning
                    process i.e. time management, learning styles, success traits, and self-assessment, which
                    provides insight on their own traits as learners.
                 D. Provide a multitude of instructional activities including cooperative learning, various
                    assessment methods, multi-media, mastery learning, criterion-referenced testing,
                    individual and group work, plus a multiplicity of grading measures for student feedback.
                 E. Base course grading on a large number and a variety of work completed.
                 F. Work cooperatively with special programs of the college that promote the success of
                    diverse and underprepared students.

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   III.     Goal: Maintain and develop comprehensive reading, learning, and critical thinking curriculum
          that fosters academic capabilities.


                A. Focus curriculum on content from and directed toward the college reading experience.
                B. Include curriculum that develops students’ competency to interpret text to find relevant
                   information for questions, reports, and other academic needs.
                C. Offer Reading coursework which includes beginning to advanced reading, speed reading,
                   spelling, and individualized lab activities.

   IV.      Goal: Ensure proper placement to provide reading, learning, and thinking skills which
          encompasses all levels of instructional needs of the college.


                A. Monitor proper placement of students into courses.
                B. Monitor prerequisite levels for courses across all disciplines to assure proper placement of
                   students into coursework.
                C. Work cooperatively with counseling to ensure proper placement.
                D. Articulate with the Testing Center

                E. Articulate with the Dean regarding multiple testing opportunities for placement

                F. Ensure that proper procedures are followed for placement test and challenge test

   V.      Goal: Enhance the appreciation of reading and its contribution to lifelong learning.


                A. Provide relevant and current material within the curriculum that reveals life, encourages
                   involvement and fosters curiosity.
                B. Instill appreciation of book length readings by required assignments.
                C. Make connections and relate skill development to other academic coursework and outside
                   readings for career and life.

   VI.      Goal: Incorporate new technology in the classroom and lab curriculum to enhance the learning


                A. Give students additional modes of learning.
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             B. Continue to broaden instructional presentation through the use of technology.
             C. Attempt to increase the number of computers and programs for reading development.

   Explanation of how the program contributes to the mission, comprehensive academic offerings, and
                                priorities of the College and the District

   I.   Quality/Excellence in Education

   A. Coursework is designed to include a wide variety of instructional methodologies. English 321
      (Level 1) is a skill based program with mastery learning. English 322 (Level 2), English 102 (Level 3)
      and English 1D (Level 4) have a lecture format as their basis for instruction; however, actual formal
      lecture time is designed to allow for other student-centered activities which include cooperative
      learning, individualized assignments, and multi-media presentations.
   B. Content at each level is carefully sequenced to build the appropriate skills necessary for effective
      and efficient reading. Content covers a range of skills from literal comprehension to advanced
      critical reading and thinking.
   C. The emphasis in the Reading Program is to help students develop their skills in reading college text
      and materials. In addition, much use is made of current and relevant materials such as traditional
      and electronic sources.
   D. All Reading faculty embrace excellence and provide students with the best possible education. This
      includes such factors as: commitment to student learning, high standards in coursework and
      curriculum, incorporation of varied instructional techniques, inclusion of relevant new materials,
      advancement of a positive learning environment, respect for students’ abilities and potential,
      cooperation in striving to meet the goals of the program, fulfillment of teaching obligations, and
      dedication to the teaching profession.
   E. The Reading faculty’s commitment to the campus is demonstrated by such things as active
      participation in campus committees, availability to students, willingness to assist in screening
      adjunct faculty, and providing those faculty with direct, tangible support and assistance in their
      teaching experience.
   F. Depending on funding availability, the faculty are eager to pursue advancement of their knowledge
      in the field of Reading by attendance at conferences, workshops, and additional coursework. As
      new and proven developments in the teaching of reading have become known, reading professors
      infuse these ideas and methods into the instructional repertoire. In addition, all four full-time
      Reading professors at EVC have excellent academic training in the field of reading.
   G. Classified staff assist the faculty in the Reading Lab and classroom to meet the needs of the
   H. Quality adjunct faculty contribute to the program excellence by first meeting all state required
      standards. The full time is always willing to answer questions and share materials. Materials
      provided included course outlines, textbook requirements, course handbooks, reading faculty
      handbook, course worksheets, quizzes, and tests. The adjunct may attend PD day activities and are
      included and invited to all department and division meetings.
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   II.     Equity and Student Access and Success

   As a large percentage of development students are ethnic minorities reflecting the diversity of the
   college’s demographics, the EVC Reading Program is in a unique position to make a significant,
   positive contribution to the general retention and persistence of minority students through the

          A. Maintain nondiscriminatory testing tools for student access in an effective and equitable manner.
             Since a wide range of student diversity exists in the college, students are tested on a
             standardized measure validated for the college population and deemed free of cultural bias.
             After placement testing, students found to have learning skills below the mandated entry level
             of content area courses are counseled to take courses to upgrade their reading skill level. On-
             going research has consistently shown that approximately two-thirds of entering EVC students
             display a need for this kind of skill work.
          B. Maintain nondiscriminatory testing tools for students within the classroom setting.
          C. Review and analyze student equity data collected by the Dean of Academic Standards to detect
             any disproportionate impact on age, gender, or ethnicity in relation to
             success/retention/persistence rates. Address any problem areas.
          D. Work toward student retention to promote success in all students.
          E. Evaluate Reading curriculum and the role it plays in student success on campus.
          F. Utilize support staff to enhance instruction, efficiency, and student success further.

   III.     Development of Human Resources

   A. Professional development is limited to college resources, and due budget constraints, the district
      and college do not provide funding for off campus professional development.
   B. Use student and faculty evaluations in accordance with district guidelines.
   C. Continue to promote close ties and provide direct assistance with adjunct Reading faculty.

   IV.      Efficiency

                A. Maintain and update all Reading discipline courses according to district guidelines.
                B. Perform all recordkeeping in an efficient and a timely manner.
                C. Coordinate input for the effective and the timely development of class scheduling every
                D. Prioritize and order needed equipment and supplies to make best use of yearly funding
                   when it is available.
                E. Keep adjunct faculty informed by personal contact, memo, discipline meetings, or a
                   periodic newsletter.
                F. Attend division and discipline meetings on a consistent basis.
                G. Adhere to all safety and earthquake procedures established by the district.

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   V.    Equity in Employment

             A.   Adhere to all district affirmative action guidelines in writing.
             B.   Seek the development of an adjunct pool of professors of Reading.
             C.   Participate in the selection process for Reading faculty.
             D.   Continue to provide employment opportunities to students, including work study
                  students with limited English skills.

   VI.   Fiscal Stability

             A. Contribute to fiscal stability by prudent use of college services, such as reprographics,
                duplicating, and office supplies.
             B. Provide thoughtful input into the establishment of the division and the college budget.
             C. Develop priorities for the needs of the division cooperatively with all members of the
             D. Advance goals and objectives of the department by seeking outside sources of funding.
             E. Make use of work study students to augment department needs.

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6.    Identify current student demographics. If there are changes in student demographics, state how
the program is addressing these changes.

As shown by the charts below, the Reading Department annually and consistently serves a group of
students from various backgrounds and walks of life.

In terms of age, there are students as young as high school juniors and seniors (in the 19 or less age range)
and as old as middle-aged students (in the 50 years old and older age range) that the Reading Department
serves. However, about 75% of the student population comes from the three youngest age groups: the 18-
year old and less age group, the 18 to 19 group, and the 20- to 22-year old one.

Chart A

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The students served by the Reading Department from 2005-2010 are categorized into nine groups: seven
are ethnic-specific, one group is for those who declined to state, and another group is identified as
unknown. Of the nine groups, the two biggest are Hispanics and Asians. About 40% of the student
population self-identified as Hispanics while about 25% are Asians.

Chart B

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Then, females (about 55% of the total) outnumber the males in numbers (about 45%) for years 2005-2010.

Chart C

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7.    Identify the enrollment patterns of the department/program in the last 6 years and analyze the

As shown by the chart below, the Reading Department annually and consistently serves a diverse group of
students that number over a couple of thousand for each academic year. Specifically from 2005 through
2010, the department served an average of about 1,000 students each semester, with the enrollment totals
remaining about the same for each term.

Chart D

In terms of demographics, specifically in the areas of age, ethnicity, and gender, there are no significant
changes or variations in the types of students served (please see Charts A, B, and C above). From the years
indicated in all three charts, the department continues to serve a big number of traditionally-aged college
students, averaging 900 in the 22 or less age group. Next, Hispanics and Asians are consistently the top
two largest groups of students served by the department; each scored 40 and 25% respectively on numbers
served. Lastly, females remain to be dominant in numbers as far as the department is concerned; for the
past five years, 62% of students are in that group.

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8.    Identify department/program productivity.

The Reading Department offerings include the following courses: English 102, English 322, English 321,
and English 321L. Both the English 102 and 322 classes are worth 3.50 units each and have a lab
component that meets on a separate day and time from its lecture component. Most of the classes and labs
in the department are offered during the traditional hours (i.e. in the day), but there are also evening
sections available for each Reading lecture and lab courses.

Annually from 2005 to 2010, English 102 has the most sections offered at 20 while the rest have the
following total number of sections available: English 322 (14), English 321 (4), English 102/322L (16/16),
and English 321L (3).

Chart E

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The WSCH per FTEF for the 2009-2010 academic years are 2525.6, 986, 1002.1, and 1576 for English 102,
322, 321, and 321L respectively.

Chart F

As evidenced by the aforementioned numbers, although the Reading Department is small with only two
current full-time faculty members and ten part-time instructors, it has demonstrated a high level of
productivity in the past five years.

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9.     Identify student success rate and patterns within the department/program paying particular
attention to our college’s target groups.

A significant percentage of students in each of the courses in the Reading Department succeed from year to
year. Of the past six years, 2009-2010 has proven to be the best year, when 64.15% of students succeeded in
English 102 while the rest of the courses have success rates as follows: 64% in English 322, 63% in English
321, and 71% in English 321L.

Majority of the students in the English 102, 322, 321, and 321L classes for the past six years, 2005-2010, are
also retained consistently. The Reading Department scores in the mid 70% to the mid 80% ranges, when it
comes to student retention. The past academic year, 2009-2010, is the best one in the lot, when the reading
courses averaged about 85% retention rate.

Chart G

10.    If the department utilizes advisory boards and/or professional organizations, describe            their
This program does not utilize advisory boards.

PART B: Curriculum
1. Identify all courses offered in the program and describe how the courses offered in the program
   meet the needs of the students and the relevant discipline(s).

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    Source: 2010-2011 EVC Catalog (
Course                 Unit(s)  Description/How the Course Meets Students’ Needs
English 321           0.50-3.0  This is a variable unit course, develops fundamental reading
                                skills using an individualized approach. Emphasis is on
                                vocabulary development, comprehension improvement and basic
                                techniques of study.
English 321L          0.5-1.0   This is a lab designed to supplement the reading skill
                                development covered in English 321. The lab is individualized
                                and uses self-instructional materials. Students receive
                                assignments to match class work.
English 322           3.5       This course strengthens and expands reading and study skills
                                using a variety of teaching approaches and materials. It develops
                                vocabulary, complex comprehension, and study/reference skills.
                                All students in English 322 must complete 1.5 hours of lab work
                                per week in the Reading Lab. This counts as 1/7 of the final
                                course grade.
English 102 and 102L 3.5        This enhances college reading skills and study techniques using
                                academic materials in a variety of disciplines such as the natural
                                sciences, social sciences, humanities and business. Instruction
                                includes literal and interpretive comprehension, rate flexibility,
                                vocabulary expansion, and beginning research. All students in
                                English 102 must complete 1.5 hours of lab work per week in the
                                Reading Lab.
English 001D          3.0       In this transfer-level reading course, students will advance their
                                reading effectiveness for academic, career, and personal growth.
                                The course is designed to empower students to read difficult text
                                at an in-depth level. Students will learn to summarize, to
                                paraphrase, to understand descriptive and scientific language, to
                                analyze writers' strategies, and to interpret abstract concepts. It
                                will give them practice with a range of texts, including texts
                                representing other college courses and primary source material
                                relevant to the transfer major.

 2. State how the program has remained current in the discipline(s).

In order to remain current in the discipline, reading faculty members remain involved with a range of
professional developmental activities. Instructors continue to participate in professional organizations
such as the International Reading Association (IRA), the National Council of Teachers of English (NCATE),
and the College Reading & Learning Association (CRLA). These organizations provide traditional (via

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books and journals) and on-line (such as e-newsletters and distance forums) resources that provide
innovative techniques and up-to-date research on the latest trends in the teaching of college reading.
Moreover, members can contact peers from across the nation (NCATE) and the world (IRA) to dialogue
about the latest and the newest in the reading discipline.

Next, instructors attend and take part in classes offered by the college. For example, full-time reading
faculty attended many of the introductory and more advanced classes on virtual classrooms such as
Blackboard and Moodle. Given that this is the 21st century, use of multi-media platforms to enhance and
to complement the learning experiences of students in the reading classes has proven to be appropriate
and effective in reaching today’s students, often quite skilled in anything/everything multi-media.

3. All course outlines in this program should be reviewed and, if appropriate, revised every six years.
   If this has not occurred, please list the courses and present a plan for completing the process.
   (curriculum regency)

   All course outlines have been updated and are current.
   Please see Appendices.

4. Identify and describe innovative pedagogy your department/program developed/offered to
   maximize student learning and success. How did they impact student learning and success?

In order to maximize student learning and success, reading instructors have implemented technology in
their respective classrooms. Faculty use the latest technology (such as Blackboard, Moodle and
MyReadingLab) to introduce and to teach concepts to students. In addition, these virtual classrooms
provide a different venue for students to express their thoughts on various reading topics. Also, students
can now engage in real-time (and delayed via postings) dialogue, discussion, and/or debate on topics
initiated during lecture.

Given that many (if not majority) of today’s college students are very tech savvy, the introduction and the
implementation of virtual classrooms in the reading classes have proven effective in advancing their
learning and success. These virtual classroom advancements have helped bridge the gap between the
“hard copy textbook” focus of the traditional classroom and opened up new learning environments for our

5. Discuss plans for future curricular development and/or program (degrees & certificates included)
   modification. Use the Curriculum Mapping form to lay out your plan.

At this time there are no plans for additional curricular development. The department does hope to revive
the English 1D, Advanced College Reading, when the economic situation improves. English 1D marketed
to the pre-nursing students in the past and could also be marketed to the students interested in taking the

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CBEST, California Basic Educational Skills Test, for earning their teaching credential for credentialing and
employment in the K-12 schools.

In the past, for example, there was an on-line version of the English 102 lab, which was discontinued.
Since the course itself is already available for use, the reading faculty plans to update its design to include
current technology and course materials. Depending on the resources available to reading faculty, it is
possible to “resurrect” the on-line English 102 lab and have it ready for students by Fall 2011. In addition,
students are piloting MyReadingLab for potential adoption as an alternative or addition to the lab

At this time, lecture classes do not incorporate electronic counterparts. At some point in the very near
future, reading instructors plan to reintroduce a former hybrid class for the English 102 course. A target
date of Fall 2012 has been set.

6. Describe how your program is articulated with the High School Districts, CCOC (if applicable),
   and/or other four year institutions. (Include articulation agreements, common course numbering

To begin, the Reading Department is not a program. Secondly, there are currently no articulation
agreements with high school districts, CCOC, and/or other four-year institutions.

7. If external accreditation or certification is required, please state the certifying agency and status of
   the program.

   No external accreditation or certification is required.

PART C: Student Learning Outcomes

1. On the course level, list all the courses that have current student learning outcomes (included in the
   course outline) and provide link to the course outlines for review purpose. Provide a plan and
   timeline to include student outcomes for the courses that do not have one.

English 001D
Student Learning Outcomes
Upon completion of this course, the student will be able to:
   1. Describe theories of the reading process and the interconnectedness of the communication process.
   2. Paraphrase technical or abstract material and non-literal statements.
   3. Interpret text by identifying and assessing author’s purpose, central ideas, problem/issue, point of
      view, visual text, and raw data from a variety of sources.
   4. Translate scholarly text into an example from everyday life.
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   5. Determine implications, consequences, effects, and questions for further research from a variety of
   6. Compare a variety of readings across multiple domains including primary sources.
   7. Analyze selections, their relationships, and organizational principles using unstated assumptions,
      facts from assumptions, facts from hypotheses, implicit features of the text, allusion, argument and
      persuasion, writer’s strategies, rhetorical modes, and patterns of scientific writing.
   8. Synthesize text using social, economic, political, and other influential conditions.
   9. Evaluate text including judging success of argument, credibility of sources, bias, and credibility of

English 102
Student Learning Outcomes
It is the intent of this course to help students develop reading skills. Students will be able to:
1. understand college vocabulary and concept development, including word recognition and analysis, use
     of context clues, dictionary usage, word structure, synonyms and antonyms;
2. use study techniques in content fields, such as SQ3R, margin notes, note-taking, mapping, outlining,
     summarizing, reading graphs and charts;
3. improve comprehension--including literal, interpretive, critical, and creative aspects;
4. find main ideas, both stated and implied, and supporting details in paragraphs and content-area
5. write summaries for a variety of selections
6. find patterns of organization, types of supporting details, and use of transitions.
7. use critical reading skills, such as making inferences; drawing conclusions; detecting bias; recognizing
     author’s point of view and apply these to content area classes
8. use reading-rate flexibility and apply reading-rate techniques to fiction books including skimming and
9. learn test taking strategies
10. increase your desire to read for a variety of reasons--including personal enjoyment
The exams, midterm, final exam and presentation, book analysis will determine masters of these.

English 322
Student Learning Outcomes
It is the intent of this course to help students develop reading skills. Students will be able to:

          1.   Demonstrate how to use the dictionary to improve and develop vocabulary
          2.   Demonstrate knowledge of prefixes, roots and suffixes
          3.   Recognize a wide range of college level vocabulary
          4.   Demonstrate how to use context clues to identify unfamiliar words
          5.   Apply study strategies for learning new words
          6.   Follow directions and locate specific information in a passage or longer selection
          7.   Recognize patterns of organization in a passage or longer selection

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            8.    Identify the stated main idea in a passage or longer selection
            9.    Infer and write the unstated main idea in a passage or longer selection
            10.   Determine the major and minor details in a passage or longer selection
            11.   Recognize figurative language
            12.   Demonstrate the use of inference to identify facts, opinions, purpose and actions
            13.   Determine and write the conclusion in a passage or longer selection
            14.   Write an accurate summary of a passage or longer selection
            15.   Apply a variety of techniques for note-taking, and organization of textbook information
            16.   Demonstrate the ability to use study techniques
            17.   Apply memory techniques to improve academic success

English 321
Student Learning Outcomes
It is the intent of this course to help students develop reading skills. Students will be able to:
       1.                     Learn various ways to study and learn vocabulary.
       2.                     Demonstrate the use of sentence clues to learn vocabulary.
       3.                     Use new vocabulary in writing sentences.
       4.                     Find the main idea, facts and details, comparisons and sequence of ideas when reading.
       5.                     Demonstrate the use of inference, point of view, setting, tone and summarizing when
       6. Find propaganda, fact/opinion, cause-effect, plot, and author's message when reading.

2. On the program level, list all programs (and degrees) that have current student
   learning outcomes and provide the culture of evidence.

This is not a program.

3. List or describe all assessment mechanisms you are using to evaluate SLOs. Provide results of

   We have yet to put in place any formal assessment mechanisms for English 321, English 322, English
   102 or English 1D courses in our department.

PART D: Faculty and Staff

1. List current faculty and staff members in the program, areas of expertise, and how positions
   contribute to the program success.

   All faculty members, full time and adjunct, in the Reading Department met the required qualifications
   for teaching Reading courses at the community college level. Full time faculty are hired to teach all
   course levels in the department and thus share the share skills and expertise in the field of Reading.
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   In addition, the full time faculty have all trained and used online tools to support classroom teaching.
   They regularly upgrade their skills when new software and programs become available. However,
   these types of innovations require some level of training to incorporate these newer innovations in
   teaching provided by the college.

2. List major professional development activities completed by faculty and staff in this
   department/program in the last six years and state proposed development and reasoning by faculty
   in this program.

   While participating in workshops and PDD activities on campus, no funding has been available for
   faculty to take part in off campus conferences or workshops.

3. Identify current schedule for tenure review, regular faculty evaluation, adjunct faculty evaluation,
   and classified staff evaluation.

       a. Tenured Faculty— Tenured faculty must complete one section evaluation each semester.

       b. Tenure-track Faculty—As of the 2010-2011 academic year, there is one full-time reading
          instructor working on her tenure. For semesters one, three, five, and seven, tenure-track
          instructors are required to complete student evaluations for all classes taught, and for even
          numbered terms, they are required to complete at least one set of student evaluations from a
          class taught. Additionally, members of the aforementioned faculty member’s tenure review
          committee complete their respective evaluations during the instructor’s first, third, fifth, and
          seventh semesters.

       c. Adjunct Faculty—They are required to receive a peer evaluation from the discipline every sixth

       d. Classified Staff—N/A

4. Describe the departmental orientation process (or mentoring) for new full-time and adjunct faculty
   and staff (please include student workers such as tutors and aides).

   a. New Full-time Faculty—As part of the orientation process, new full-time faculty members receive
      the Reading Department Handbook, which is designed to answer basic questions about the
      department and includes sample syllabi for the reading classes as well as course descriptions.
      Moreover, tenure track full-time faculty are assigned a mentor for his/her first year as part of the
      tenure review process. This mentor is a seasoned member of the department and serves as a

Reading Department P.R., 12-09-2010, 3:21 p.m.                                               Page 21 of
      resource in a variety of areas ranging from something as simple as how to add students in class to
      complex areas such as how to interpret sections of the faculty union contract.

   b. Adjunct Faculty—New adjunct instructors, just like their full-time counterparts, also receive the
      Reading Department Handbook. Additionally, if they so desire, they can ask a full-time colleague
      to serve as their mentors.

   c. Classified Staff—N/A

   d. Lab Student Assistants—Their orientation to the department is collaborative effort between the
      classified staff and the reading lab instructor of record. For the most part, both the instructor and
      classified staff inform the student workers about lab procedures and policies regarding the daily
      operations of the lab classes. The instructor of record, on the other hand, is responsible for teaching
      the student assistants the nuances of the reading lab materials used by the students enrolled in the
      labs. This may include training in how to use answer keys, correct completed exercises, and
      accessing on-line materials.

PART E: Facilities, Equipment, Materials and Maintenance

1. Identify facilities allocated to the program (including the facilities often used by the

   The Reading Lab is located in SC-125 in newly organized Language Arts Center in the recently
   renovated Student Center. The Reading Lab sections each have 35 students enrolled. Each time slot
   includes two sections of 35 students and this number reaches 70 students in attendance.

   This area is shared primarily with the ESL Lab and
   an English 1A lab. There is a designated area for Reading, which does not entirely meet our current

2. Discuss the quality and accessibility of the facilities, equipment, equipment maintenance, and
   materials available to the program. (Faculty and staff can use the Instructional Equipment Request
   form and process here as part of the information.) Identify facility needs and its rationale.

   Currently because of the lack of sufficient funding, have not been replace or updated to meet the needs
   of the reading student population in the lab. While the quality and accessibility of the facilities,
   equipment, available to the Reading Department do not adequately meet the needs of students. In
   order to increase student success, retention, and persistence, vital changes need to be implemented
   within the next academic year. For instance, the reading lab students need a separate area of their own
   where they can read, understand, and analyze text and materials in a quiet environment.

Reading Department P.R., 12-09-2010, 3:21 p.m.                                                Page 22 of

   Sharing a facility with other departments does not allow for the most favorable learning environment.
   Students in Composition and ESL classes need to dialogue because they are working with tutors,
   instructional assistants, and faculty members to improve their oral and written English skills. On the
   contrary, reading students are only and entirely involved in quiet activities such as reading passages
   and responding in writing to questions. So, in the very near future, a separate and quieter lab
   environment seems needed.

3. Describe the use and currency of technology used to enhance the department/program. Identify
   projected needs and rationale.

   Currently, there are 15 computers in the Reading Lab, four of which are equipped for DSP students
   with visual and perceptual difficulties. We see the use of computers continuing in importance in
   providing variety and assistance to students’ learning.

   Computers assist the program by helping to me the diverse learning needs of our students.
   Opportunity for advancements in computer use, however, is currently restricted by budget constraints
   and limited technical support.

4. If applicable, describe the support the program receives from industry. If the support is not
   adequate, what is necessary to improve that support?

   This department does not receive support from industry. A grant was submitted to
   AT& T for additional computers and software. Unfortunately, the grant was not approved. In the
   future, potential financial support from industry may be needed due to the financial constraints placed
   on the district due to state funding.

PART F: Future Needs

1. What faculty positions will be needed in the next six years in order to maintain or build the

   We need to maintain the four current full time positions to meet the needs of our student population in
   the Reading department course offerings. The number of sections remains steady due to the number of
   students enrolling in the college not ready for college level English classes. If the needs of the
   department change and the number of students and the need for more sections grows, an additional
   full time faculty member may be needed.

Reading Department P.R., 12-09-2010, 3:21 p.m.                                                    Page 23 of
   What staff positions will be needed in the next six years in order to maintain or build the department?
   (staff, facilities, equipment and/or supplies) will be needed in the next six years? Provide rationale.

   Our English 322 and English 102 courses require that students complete ½ unit in the Reading Lab. For
   this reason, we will continue to need the current full time and part time support of Instructional
   Assistants to work with our students in the Reading Lab. In addition, the part time clerical assistant in
   the Reading Lab must also be maintained.

   The English 321 Classroom Assistant must also be maintained. As sections are added, this hourly
   position may need additional hours to meet the needs of the English 321 course curriculum.

2. Identify budget allocated for the department/program through the division budget (fund 10).
   Discuss its adequacy and needs if applicable along with rationale.

3. Identify any external (fund 17) funding the department/program receives and describe its primary

5. What equipment will be needed in the next six years in order to maintain or build the department?
   Provide specific purpose and rationale.

   The department relies on computers to meet the needs of our students in the Reading Lab. As
   computers become dated, the need for replacement computers continues.

6. What facilities will be needed in the next six years in order to maintain or build the department?
   Provide specific purpose and rationale.

   With more use of the Internet as a resource in the classroom, we will need regular and consistent access
   to smart classrooms.

   In addition, the department needs an area designed to allow for individual work as well as computers
   for online actives that is solely dedicated to reading lab students; a quiet place that will provide a
   positive learning environment where students can read, study, and concentrate.

PART G: Additional Information

1. Describe any other pertinent information about the program that these questions did not address?

PART H: Annual Assessment (Program Faculty and PR Committee)

Reading Department P.R., 12-09-2010, 3:21 p.m.                                                      Page 24 of


Age—Chart A
          Fa 2005     Sp 2006    Fa 2006    Sp 2007   Fa 2007   Sp 2008   Fa 2008   Sp 2009   Fa 2009     Sp 2010
<18       21          29         18         27        33        44        31        34        15          20
18-19     635         433        681        501       642       509       734       498       637         478
20-22     266         280        247        263       229       289       267       284       278         316
23-24     46          76         54         44        51        45        44        56        53          66
25-29     69          62         41         35        59        75        60        77        58          69
30-39     57          44         44         49        38        45        45        49        43          53
40-49     32          39         14         16        18        18        21        22        18          24
50>       10          13         10         12        5         4         13        8         7           12

Ethnicity—Chart B
            Fa 2005   Sp 2006    Fa 2006    Sp 2007 Fa 2007     Sp 2008 Fa 2008     Sp 2009 Fa 2009       Sp 2010
African     81        97         88         62      98          80      74          70      60            53
Asian (All 84         70         84         77        87        89        96        102       89          79
Asian/Cam 53          48         70         50        53        48        78        49        43          34
Asian/Chin 23         30         28         39        30        48        43        33        25          17
Asian/India 53        45         51         54        48        55        59        51        37          34
Asian/Vietn 212       218        255        227       243       218       258       201       190         158
Filipino    257       209        298        204       215       162       236       138       148         115
Latina/o    738       675        851        761       932       783       1,047     801       868         679
Native      13        10         4          2         8         3         2         12        3           5
Pacific     19        25         33         18        25        29        34        25        17          11
White       113       93         129        89        132       89        128       63        83          34
Other/Unkn 71         79         76         56        88        72        184       143       440         424

Gender—Chart C
           Fa 2005    Sp 2006    Fa 2006    Sp 2007   Fa 2007   Sp 2008   Fa 2008   Sp 2009   Fa 2009     Sp 2010
Female     648        535        621        490       557       542       638       535       620         560
Male       479        430        483        452       511       483       577       493       489         478
Unreported 9          11         5          5         7         4         0         0         1           0
Reading Department P.R., 12-09-2010, 3:21 p.m.                                             Page 25 of

Enrollment Patterns—Chart D
            Fa 2005 Sp 2006      Fa 2006    Sp 2007 Fa 2007   Sp 2008 Fa 2008   Sp 2009 Fa 2009   Sp 2010
Total       1136     976         1109       947     1075      1029    1215      1028    1110      1038

FTES—Chart E
        Fa 2005       Sp 2006    Fa 2006    Sp 2007 Fa 2007   Sp 2008 Fa 2008   Sp 2009 Fa 2009   Sp 2010
FTES    186.9         164.1      198.3      165.8   189.3     172.2   210.5     146.9   182       153.9

WSH—Chart F
        Fa 2005       Sp 2006    Fa 2006    Sp 2007 Fa 2007   Sp 2008 Fa 2008   Sp 2009 Fa 2009   Sp 2010
WSCH    6192          5375       6547       5520    6101      5613    7088      5156    6156      5208

Success Rates—Chart G
            Fa 2005 Sp 2006      Fa 2006    Sp 2007 Fa 2007   Sp 2008 Fa 2008   Sp 2009 Fa 2009   Sp 2010
African     22%      22%         22%        21%     30%       28%     28%       29%     25%       25%
Asian (All 32%       27%         31%        21%     38%       28%     34%       29%     28%       25%
Asian/Cam 32%        25%         29%        22%     36%       27%     33%       27%     28%       18%
Asian/Chin 22%       17%         14%        28%     33%       27%     16%       27%     28%       18%
Asian/India 32%      33%         29%        24%     31%       25%     32%       29%     24%       21%
Asian/Vietn 34%      26%         29%        27%     35%       22%     32%       28%     27%       27%
Filipino    31%      25%         27%        25%     31%       23%     29%       30%     30%       28%
Latina/o    30%      26%         23%        24%     30%       23%     31%       27%     29%       26%
Native      23%      10%         50%        0%      0%        33%     0%        33%     67%       40%
Pacific     26%      16%         21%        28%     28%       21%     24%       32%     35%       27%
White       35%      20%         24%        24%     33%       24%     29%       32%     25%       21%
Other/Unkn 30%       23%         29%        21%     34%       19%     31%       24%     33%       29%


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