Dona Ana Branch Community Colleg by fjzhxb

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									component 3a

Dona Ana Community College Assessment

In response to DACC’s commitment to becoming a Learning College and to the HLC’s feedback on the Preliminary Information Form submitted by DACC in February of 2006, DACC is in the process of developing, implementing and maintaining an institution-wide culture that promotes the assessment of student learning across the DACC curriculum. In the spring of 2005 department chairs and program directors were asked to develop and submit to the ACAO’s office a list of student learning outcomes from their respective programs, and how those student learning outcomes connected with the institutions instructional priorities. Each department chair and program director received help from Susan Hatfield, DACC’s HLC mentor and consultant. By November of 2005 each degreegranting program at DACC had submitted a list of student learning outcomes. Since then, DACC has converted a full-time faculty person’s workload to include the duties and responsibilities of an assessment coordinator. With this position, DACC has been able to make gains in creating and implementing assessment plans within each career-technical program, as well as an assessment plan of General Education student learning outcomes. There are three tiers to Dona Ana Community College’s assessment plan. They are: 1. Developmental Studies Assessment Faculty in the General Studies Division who teach Developmental Reading, Math and English are seeking NADE Certification of our Developmental Studies Program. In this process, DACC will assess its developmental studies courses by conducting a self-study. To date, two faculty, Amy Garcia and Victoria Gonzalez, have attended NADE Certification Training. A third faculty, Lucy Gurrola, will attend the certification training in the 2006/2007 academic year. These three faculty are the lead faculty for this certification process. The goal of the self-study is to a. develop an overview of program components including theoretical foundations, mission and goals, history and organization structure b. conduct a self-study of the components of DACC’s Developmental Studies Program c. collect, record, analyze and discuss baseline data d. make program component design changes based on baseline data and selfstudy e. implement action plan and collect, record, analyze and discuss comparative data f. gather and organize materials for submission to NADE 2. Career-technical Programs Assessment DACC Department Chairs/Program Directors have, in conjunction with their faculty, identified student learning outcomes for each of their career-technical programs, and have developed manageable assessment plans for the 2006/2007 academic year. Assessment plan focus on one or two of student learning outcomes. Each program will submit a year-end report which will include an action plan for the 2007/2008 academic year that is data driven.

3. General Education Assessment The following philosophy of General Education has been developed as a result of campus-wide dialogues PHILOSOPHY OF GENERAL EDUCATION AT DACC DACC values creative, flexible thinking and the ability to appreciate and respect diverse viewpoints. General Education at DACC provides a broad foundation of knowledge, preparing students for an ever-changing global society. Students in career-technical fields and those transferring to four-year institutions learn and develop skills that transcend disciplines. Students will be able to: 1. communicate effectively 2. identify ethical behavior 3. apply numerical information appropriately 4. problem solve effectively 5. demonstrate appropriate technical skills

Plan to assess Student Learning Outcomes

The following table is a graphic representation of DACC’s assessment plan of General Education. It accounts for the assessment of first four student learning outcomes listed in the DACC philosophy of General Education. Each degree-granting program has created its own assessment plan, as described in the previous section. These assessment plans account for the last student learning outcome, “demonstrate appropriate technical skills.” General Education Assessment Plan and Timeline ACTION TO BE TAKEN PERSON(S) RESPONSIBLE Form General Education Assessment Committee (GEAC) and divide into subcommittees, one for each of the SLO’s (with the exception of the last SLO which is handled at the program-level). Each subcommittee will  have at least one representative from each academic division  have a rotating membership based on a three-year rotation cycle Assess SLO’s 1 and 3 in select classes Department chairs in each division will have the responsibility of identifying at least one faculty member to serve on each of the four assessment subcommittees TIMELINE Fall 2006 (Done)


Fall 2006 (in progress)

Training for GEAC Develop components and assessment tools for General Education SLO numbers 2 and 4 (ethics and critical thinking) Report components and assessment tools to General Education Assessment Committee and get feedback

General Education Assessment Taskforce Assessment subcommittees, with the help of the assessment coordinator

Professional Development Day in October (done October 6, 2006) By Thanksgiving, 2006

Assessment subcommittees

December 2006

Revision of assessment tools, Assessment subcommittees if needed Small-scale pilot project for SLO’s numbers 2 and 4 Analyze results of pilot projects and create improvement plan NMHEAA Retreat – revisit and revise General Education assessment plans for SLO’s numbers 1-4 and develop cycle of assessment Assess SLO’s numbers 2 and 4 in select classes across the college (Assess SLO’s numbers 1 and 3 in select classes across college – second cycle) Assessment subcommittees with help from the assessment coordinator General Education Assessment Committee Chairs of assessment subcommittees and assessment coordinator

By January, 2007 February to April, 2007 May 2007

June 2007

Assessment Subcommittees (Assessment Subcommittees)

Fall 2007 (Spring 2008)

Structure of General Education Assessment Committee

CAC Subcommittee

MAC Subcommittee

General Education Assessment Committee (GEAC)

EAC Subcommittee

CTAC Subcommittee

Explanatory notes: GEAC – General Education Assessment Committee, chaired by the assessment coordinator and comprised of members of the following subcommittees:  CAC – Communication-Across-the-Curriculum (SLO #1)  EAC – Ethics-Across-the-Curriculum (SLO #2)  MAC – Math-Across-the-Curriculum (SLO #3)  CTAC – Critical Thinking-Across-the-Curriculum (SLO #4) It is important to understand that membership on the GEAC will require a significant time commitment, which should release a faculty member from serving on other time-intensive committees/taskforces.

Student Learning Outcome 1:


The Communications-across-the-curriculum subcommittee (formerly the Writing-across-thecurriculum taskforce) has been working on the Communications Student Learning Outcome since the NHMEAA retreat in the summer of 2004. A pilot assessment project was conducted during spring 2006 semester based on the Johnson Community College model, which was introduced to DACC by Jeff Sybert in February 2006. The assessment coordinator, with the help of the English and Communications Department Chair, Greg Hammond, asked instructors teaching CCDE 110, a developmental English composition course, to submit student writing samples to be used as artifacts in the pilot project. The essays in this pilot study were written by students who: 1. had not taken CCDE 105 (a lower-level developmental English class) 2. had not transferred from another school 3. were taking CCDE 110 for the first time A total of 165 students at DACC fit these criteria and six CCDE 110 instructors submitted essays written by students in their courses. A random sample of 23 essays was chosen from this group to read in the assessment session. Five faculty, all of whom belong to the General Studies Division, three of who were English instructors, met to assess the artifacts against the DACC Writing Standards using a common rubric (see appendix for rubric). Some of the conclusions were discipline specific, but two of the conclusion have implications for our general education assessment plan, which assess student learning outcomes across disciplines (for full report, see appendix). They are: 1. Inter-reader reliability is fairly good without much norming, but in order to get better results (75% or better for each component) additional norming needs to take place. 2. Getting instructors to provide artifacts will take direct intervention; it won’t happen just by asking instructors to provide the artifacts. A person will need to personally pick up the artifacts from instructors who agree to participate. Student Learning Outcome 2: IDENTIFY ETHICAL BEHAVIOR The Ethics-across-the-curriculum subcommittee met on Friday, October 6, 2006 to begin developing a rubric to assess the ethics student learning outcome. Below is a draft of their work: Ethics Skill can identify an ethical issue in a problem or case Excellent=3 can identify ethical issue and can explain the underlying principle being violated can identify and describe potential impacts Acceptable=2 can identify the ethical issue but unclear elaboration Unacceptable=1 unable to identify ethical issue NA

can identify the stakeholders involved in an ethical issue

can identify stakeholders but unclear on impact

unable to identify stakeholders

can identify risks to participants can describe the impact of unethical behavior in an organization can use problem solving stages to arrive at a resolution for an ethical issue

clear identification and explanation can describe 3 or more impacts

can identify but unclear explanation can describe 2 impacts

unable to identify risks

unable to describe impact unable to use stages

thorough and complete description of stages to resolve the issue

uses stages but incomplete or brief

Student Learning Outcome 3: APPLY NUMERICAL INFORMATION APPROPRIATELY The Math-across-the-curriculum (MAC) subcommittee has been working on the Numeracy Student Learning Outcome since fall 2005 and has created a MAC rubric to help assess math-across-the-curriculum. (see appendix for rubric) The timeline set by this subcommittee is represented in the following table: TIMELINE ACTION TO BE TAKEN Prepare and distribute MA Rubric to MAC Taskforce members, Math and Physical Science Department Chair, and Dr. Susan Hatfield requesting feedback or suggestions on rubric.  Present MAC rubric to math faculty at first department meeting for feedback.  Meet with MAC Taskforce to make proper changes to rubric.  Present modified rubric to Assessment Student Learning Committee and Math Retention Taskforce for approval. Present MAC Rubric, request feedback and Recruit DACC faculty to pilot rubric in Spring 07. Create a sample assessment tools and pilot rubric amongst members of MAC Taskforce. Recruit DACC faculty across the college to apply MAC Rubric. PERSON(S)

JULY 06 AUG. 06 AUG. 06 SEP. 06

Rene Sierra

 Rene Sierra  MAC Taskforce  Rene Sierra MAC Taskforce

OCT. 06 – Professional Development Day OCT. 06 – DEC. 06 JAN. 07 – Spring

MAC Taskforce. MAC Taskforce.

Convocation SPRING 07 SUMMER 07

Apply MAC Rubric at selected courses across the college and collect data. Make necessary modification to MAC Rubric

MAC Taskforce.

Student Learning Outcome 4: problem solve effectively The Critical Thinking-across-the-curriculum subcommittee met on October 6, 2006 to begin working on this SLO. Student Learning Outcome 5: demonstrate appropriate technical skills Each career-technical program has developed an assessment plan that addresses technical skills and is implementing the plan as outlined in the previous section. Other strengths:  ASL  COMPASS/ESL  Mathematics departmental exams for 103, 114 and 120  Discuss accreditation and/or certification of programs in this section?  Assessment Luncheons The first assessment luncheon, held October 19, 2006, was co-sponsored by the Assessment of Student Learning Committee and the DACC HLC Steering Committee. Two units presented their work in assessment. o Joyce Bradley presented on the process that the EMS program has undergone as they have moved from assessing using skills lists to assessing student learning outcomes using rubrics. o Sylvia Nickerson and Susana Rodriguez presented on the assessment process in Adult Basic Education. They explained how their process of assessment is linked to state mandates and measures student learning gains. This information is used to advise students and keep track of progress. The entire campus community was invited to the luncheon; 17 people attended. Of those 17, 12 were full-time faculty and five were administrators. Weaknesses:  What are we going to do about the Nursing Program?

Component 3b
DACC values and supports effective teaching in a number of ways. Evidence for this commitment can be seen through various DACC organizational structures

Faculty Council
Part of the organizational structure at DACC is a Faculty Council. The preamble to the DACC Faculty Council Constitution states:

We, the full-time faculty of Doña Ana Community College (DACC), support the DACC mission statement by providing quality educational opportunities and a supportive atmosphere that emphasizes success and the need for continued learning for our students. It is our belief that the rights and responsibilities of this endeavor can be best preserved through a formal organization.

The Faculty Affairs Committee is a standing DACC Faculty Council Committee, and the one of the committee’s charged with supporting effective teaching. This committee’s responsibilities are:     To develop, facilitate, and publicize faculty awards, such as the Rousch Award and the Faculty Service Recognition Award; To provide opportunity for personal and professional growth in concurrence with institutional goals; To integrate professional development and award calendar in to DACC master calendar; To oversee and implement the mentorship program of new faculty and parttime instructors and to plan and present mentorship seminars for the new faculty and part-time faculty;

This committee’s main purpose is to support effective teaching at DACC. That one of DACC Faculty Council’s standing committees focuses on helping teachers develop professionally, specifically in becoming more effective teachers, is evidence that DACC values effective teaching as well.

Distance/Virtual Learning Committee
The Distance/Virtual Learning Committee also supports effective teaching and is to be credited with securing a stipend of $500.00 to faculty who create an online course. Faculty receive a $125.00 per credit (up to six credits) stipend for each online course they teach.

Library and Learning Technology Division
DACC’s Library and Learning Technology Division supports effective teaching in the following ways  Provides online instruction certification modules (WebCT, copyright, etc.)  Insert info on TRC here  Has a budget to order books faculty request  Access to searchable databases on and off campus

DACC’s Institutional Effectiveness and Planning Office
Faculty have access to data that can support their teaching through the DACC Institutional Effectiveness and Planning Office. The IR office hired Mary Beth Worley in April 2001 to assist faculty with research questions. Faculty who have research questions ask Ms. Worley, who then works her magic and finds the numbers that drive can decisions. Ms. Worley provides technical support to:  the Student Success Center  the Achieving the Dream Initiative  DACC faculty and staff  the DACC Assessment Coordinator  the DACC Placement Committee

NMSU’s Library System
DACC faculty has access to NMSU’s library system, which supports effective teaching by providing help with research to faculty. For example, PEGASUS is a system to that allows faculty to request materials from any of the libraries within NMSU system and have them delivered hard copy (books or copies of articles) to their office or electronically (pdf’s of journal articles) to their computer.

Professional Development
DACC schedules a yearly professional development day to which all faculty are invited. DACC typically brings in a consultant who provides a keynote address about an academic issue. Below is a list of the consultants of the past five years:  2006 – Dr. Grace Ann Roslie ”Re-Storying Cheating: From Crime and Punishment to Academic Integrity”  2005 – Dr. Susan Hatfield ”Assessing Academic and Support Units” ”Assessing Student learning at the Course Level” (offered specifically to part-time faculty)  2004 – juggling?  2003 – John Irvin, Lifestyle Enhancement Services, Inc What was the theme on this one?  2002 – Dr. Michael Zeilik Something about assessment, no? In additional to DACC’s yearly Professional Development day, DACC brings in speakers and consultants for each semester’s convocation/opening program, as well other special events. Below is a list from Spring 2001: (I still need to organize this and find some missing info)  Spring 2001 Opening Program: Ms. Denise Chavez, Author  Professional Dev. Activity: Dr. Hunter Boylan, Dir., National Center for Developmental Education, Appalachian State University  Summer 2001 Prof. Dev. Activity: Dr. John Roueche, Director, Community College Leadership Development Program, Univ. of Texas at Austin  Fall 2001 Opening Program: Dr. William Flores, Provost, NMSU  Branch Round-Up: Dr. J. D. Ross, President, Joliet Community College, Illinois  Spring 2002 Opening Program: Dr. Ramon Dominguez, former Vice President, Interim President, EPCC  Summer 2002 Prof. Dev. Activity: Dr. Robert M. Sherfield, Consultant/Trainer, Henderson, Nevada  Prof. Dev. Activity: Dr. Joseph B. Cuseo, Marymount College, California  Fall 2002 Opening Program: Dr. Robert H. McCabe, President Emeritus, Miami-Dade Community College  Spring 2003 Opening Program: Dr. Laura Rendon, California State University, Long Beach, College of Education  Summer 2003 Prof. Dev. Activity: Dr. Claire Weinstein, Professor, Univ, of Texas at Austin  Spring 2004 Opening Program: Dr. Margot Perez-Green, Director, NISOD  Summer 2004: Carter Campbell, ACCE Facililator  Summer 2004: Carlton Williams, ACCE Presenter

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Spring 2005 Professional Development Activity: Dr. Jeff Sybert, Consultant, Johnson County Community College, someplace in Kansas… ?? John Taylor Fall 2005 Opening Program: Lady Branham, HLC Summer 2005 Professional Development Activity: John Gardner (from?) Spring 2005 Opening Program: Irving Pressley McPhail (from?)

Totals spent Fall 2003 through Spring 2006 on Professional Development Day and Professional Development Activity Speakers Funding source Total amount spent  CAO’s budget  $32,840.00  Title V funds  $11,602.00 Grand total $44,442.00

Faculty Travel Budget for Professional Development
All full-time faculty have a yearly travel budget of $1,375. This money is spent on professional development, all of which must be tied to the faculty’s yearly goals. Faculty members typically create goals around four categories: instruction, student development and advising, professional development and service. The first three categories include goals that directly relate to teaching; the last category indirectly relates to teaching. The following is a list of conferences related to teaching attended by DACC faculty in the past five years: (Faculty are required to submit a travel report in which they discuss how they might apply information to the classroom. This information is also usually presented in annual notebooks and applications for promotion or tenure portfolios.) (I need to organize this list and add names for those involved on boards and planning committees)  CRLA – College Reading and Learning Association  CWC – Computers and Writing Conference  Research in Developmental Education  Kellogg Institute for Developmental Education  American Association of Community Colleges  Community College Service Learning  International Critical Thinking Conference  League of Innovations Conference  Leagues of Innovations Technology Conference  The Border Learning Conference (Steve Ludington, Olga Viramontes, Kathleen Baca, Pierre Laroche, Joaquin Tadeo, Paul Vonnahme, Carmen AguileraGoerner and Corina Gardea have all served on steering committee. Many faculty from DACC have presented and attended.)  New Mexico Higher Learning and Assessment Conference (Pierre Laroche and Susan Wood have both served as President of NMHEAA and on steering committee. Fred Lillibridge is Conference Director. Many faculty from DACC have presented and attended. DACC supports NHMEAR technically.)  The Sun Conference  NADE  NISOD  AMATYC  NMMATYC (Get names of math faculty who have served as president, conference planners and on boards)  League of Innovations

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Distance Teaching and Learning Conference (Susan Wood, Richard Deroeun and Carolyn Coffin conducted pre-conference workshop in 2004) Chairs Academy (Pierre Laroche has gone through additional training) SWADE (Donna Alden, Lucy Gurrola have served as President and on board) ACS Branch Campus Roundup (We have combined BCR with our Professional Development day in past.) TESOL Title V Boot Camp for Nurse Educators Boot camps for Professors HAPS- humans anatomy and physiology society ASM- American society of microbiology AAAS- American association of advancement science NABT- national association of biological teachers APHA – American public health association SOPHE- society of public health education ACS – American Chemical Society AARC – American association of respiratory care FESHE - fire and emergency services for higher education IFSAC – International fire service accreditation congress NFSCC – National fire science curriculum committee ADA – American dental association CODA – commission on dental program accreditation ADAA – American dental assistants association AGD – academy of general dentistry OSAP – organization for safety and prevention control NAEYC national association for education of young children AAFCS American association of family and consumer sciences NACCTEP – national association of community college teacher education programs ANA- American nurses association NMNA – new mexico nurses association NANN – national association of neonatal nurses AWHONN- association of woman’s health, obstetrics and neonatal nurses STTI – sigma theta tan international SDMS society of diagnostic medical sonography Clinical Instructors' Seminar JRCERT--Joint Review Committee on Education in Radiologic Technology AERS--Association of Educators in Radiologic Sciences AHEC--Allied Health Education Center NMACC – New Mexico Association of Community Colleges WSCAAC – Western States Communication Association Annual Convention NCAAC – National Communication Association Annual Convention NMSTA/NMCTM (New Mexico Council of Teachers of Mathematics/New Mexico Science Teachers Association) KELLOGG Summer Institute (National Center for Developmental Education 4wk summer institute for certification of developmental educators) NABE (National Association of Bilingual Education) RASEM2 (Regional Alliance for Science, Engineering & Mathematics-Squared) EMELI (Equity in Mathematics Education Leadership Institute) (sponsored by NSF) NCTM (National Council of Teachers of Mathematics)

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MAA (Mathematical Association of America) League of Innovation Technology National Title III Conference Lumina Grant Conference (Ford Foundation)

ACCE—Academy on Community College Excellence
Ran first during summer of 2001; last run summer of 2004 Topics of workshops focus on teaching and learning 12 to 15 participants each summer (need to write more on this one – maybe move ACCE speakers down to this section.)

Teaching Academy
Many teaching enhancement programs are available to the entire NMSU system through the Teaching Academy. Expanded from its predecessor in 2003, the Teaching Academy, housed at NMSU, is the central training unit for teaching ( This training includes three main initiatives: onetime workshops; trips to teaching conferences and institutes; and, short courses that meet for 10-30 hours. The workshops, trips, and three of the short courses support improved pedagogies. Frequent topics include assessment, student learning objectives, course design, active learning, teaching to diversity, and the scholarship of teaching. The trips include the annual trip to Sun Conference for Teaching and Learning, Boot Camp for Profs, and the Madison Distance Learning Conference. Las Cruces, Dona Ana, and Grants campuses all participate by sponsoring participants to these conferences. An example of a short course would be Writing Across the Curriculum, a summer course for 10 to 15 students that lasts 30 hours. Another example would be Peer Coaching, a short course that is offered to about 20 faculty and graduate students every other year. This course includes microteaching in which four teachers teach a 10 minute slice of class to each other and then receive comments and criticism. This is followed by making class visits to each other’s classes for observation and discussion. During the class visits, many pairs decide to have the visitor interview the students about their experience, i.e. what is helping them learn and what is interfering with their learning. In all, the Teaching Academy provides 8,400 hours of training per year, which is the equivalent to the contact hours of eleven three-credit hour courses with 20 participants per course. 737 of these hours were earned by Dona Ana Community College faculty who attended at a higher rate (8.47 training hours per faculty) than Las Cruces campus faculty (6.43 training hours per faculty). We also support teaching in varied learning environments, including distance education, internships, coops, labs, field placements, and so on. For example, each year we offer ITAL, a 50-hour introduction to online teaching that serves 15-20 teachers on all five campuses per year. The ITAL workshops are also offered individually throughout the year. Each month, the Office of Distance Education offers a workshop on some aspect of online teaching. For example, “Using asynchronous discussion in your course.” Each summer, they offer 20 hours of technology integration training with an average attendance of ten. They also

specifically provide training to small groups of educators who are “going online” such as Criminal Justice or the College of Health & Social Services.

  Certification Training (CISCO, etc.) GRASP – Gaining Retention and Achievement for Students Program. This is a semester-long faculty development program. The desired outcome of GRASP is to increase student retention and achievement. The intent of the program is to bring about a change in faculty teaching practices which are proven to increase student retention and achievement. Two DACC faculty have been invited to participate – Abby Osborne and ____??. Part-time Evaluations in CMI Past year’s new faculty training Sporadic full-time faculty orientation

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Teaching Awards
(we should write descriptions of each)  Regents Professor Master Teacher Award  Roush Award  Stars of Excellence Award  NISOD Award

Technology Support
 DACC Computer Support Department also supports effective teaching by providing IT support to faculty in their offices and in classrooms/labs. They install and maintain the PC’s, software, printers and projectors for DACC classrooms and offices on all four DACC campuses. This maintains five Novell file and print servers, a GroupWise email server, and several Windows servers providing SQL database services, and an Active Directory environment. (see ACANS website for evidence) Technology in the technical classrooms and labs (also get info on numbers of computers in labs, software, computer labs, etc.) Health Occupations: eye, articulated and disarticulated skeletons. 49 compound light microscopes 6 Respirometers 6 dissecting microscopes 8 Blood pressure cuffs (stereo, zoom) 8 Stethoscopes 1 Flex cam 3 Autoclaves 2 Spectrophotometers Large selection of histological 2 centrifuges slides 2 constant temperature water Large selection of instructional baths, 1 shaker water bath videos Anatomical models: 2 digital projectors human torso, heart, functional 2 digital microscopes (on order) heart, brain, respiratory All supplies needed to perform organs, upper abdominal animal dissection organs, eye, ear, functional All supplies needed to prepare microbial media, and the


means to safely dispose of culture waste At the Gadsden Center lab: 24 compound light microscopes 6 dissecting microscopes (stereo, zoom) 1 Flex cam All supplies needed to perform animal dissection Large selection of histological slides 1 spectrophotometer Anatomical models: human torso, eye, ear, heart, brain, articulated and disarticulated skeletons.

8) C.O.W. (computer on wheels) - this is in the process of being replaced by a dedicated ceiling mounted data projector and podium with a computer. That's all I can think of right now. Let me know if you need anything else. Sonography: Ultrasound system - Acuson 128 xp/10 Ultrasound system - Toshiba 140 Vascular testing system – IMEXLAB 9100 Vascular Doppler Flow Phantom Model 525 and Masterflex Console drive Pump Respiratory Care: DATA ARC Ventillators Pulmonary function machine Fire Science lab: Fir alarm panel Fire extinguishers Sprinkler system Riser Dental Lab: Dental treatment chairs Dental treatment units Suction and compressor (to operate units) Radiology equipment – traditional and digital Sterilizers Ultrasonic cleaners Latheo, model trimmers, vacuum form machines CNA: Hospital beds Wheelchairs

Radiology: Equipment / Teaching Tools used in the Radiologic Technology Program: 1) Single - phase x-ray machine -x-ray console / generator -Wall bucky (to hold x-ray cassettes) 2) Digital imaging equipment -plate reader -computer -workstation (computer screen) -printer (for printing on photo paper) -internet connection for remote service by vendor 3) Processor - to develop plain x-ray film 4) Darkroom & film bin - for developing & storing plain x-ray film 5) Skeleton & phantoms - for studying anatomy and producing x-ray images of anatomy 6) viewboxes for viewing plain x-ray films 7) computer for student use in the x-ray lab

Over bed tables Bed side tables Phlebotomy chair Hoyer lift Nursing: IV pumps Suction containers EKG machine BP cuffs Stethoscope Crash cart Manikins – baby, adults, and parts Venipuncture and IV arm Dopplers Math: Teaching Resources: TI-83 calculators (one set) Web-ct training and access TI 83 view screens Computer Lab (Rm. 271) Course Management Tool: “My Math Lab” Lab for Disabled students (cosponsored by RASEM2 and DACC) Manipulatives (rulers, pattern blocks, etc.)

Sabbaticals DACC also supports faculty sabbaticals. Three faculty have taken sabbaticals to work on issues surrounding effective teaching. They are: (get info from each person)  Ellen Schneider – focus on math classes  Garlene Petersen – focus on technology and educational materials  Kathleen Baca – focus on basic writing curriculum Money spent on Professional Development Division 02/03 03/04 Technical $29,550 28,392 Studies General $28,255 $28,549 Studies Business and $31,707 $24.450 Information Systems Health and $34,772 $49,638 Public Services Other $5,325 $10,033 (Community Education) Totals $129,612 $141,063 04/05 42,259 $45,055 $27,712 $46,010 $17,594 $178,630 $184,106 05/06

With the exception of Health and Public Services, DACC has increased money spent on professional development each year.

Title V Grant
From October 2000 through September 2005 – (explain Title V Grant here?) Activity Two: Faculty/Staff Development: To contribute to student success by significantly increasing the professional development activities for all faculty and staff, and by increasing the support of part-time faculty. The objectives all had to do with creating space and place for professional development. The primary objectives were: 1. Establish a faculty Development Coordinator Position. 2. Establish a professional development program for all faculty and staff. 3. Establish a full-time technology coordinator position and a part-time technology assistant position. 4. Expand DACC’s faculty resource center. What we accomplished:  DACC established the Teaching Resource Center, which is a small computer lab dedicated to faculty, full and part-time, for training and as-needed computer use. It provides: o educational technology training sessions and workshops o training sessions in new or alternative teaching techniques o computer access to faculty outside of the classroom (computers in the Technology Resource Center and laptops through the library)


WebCT training and WebCT tutorial website ( for support o skill-building workshops (WebCT, GroupWise, Frontpage, etc.) o access to an ITV system employed to provide training sessions o access to wireless flex-lab for training and instruction o ongoing support for instructional media development o support for student survey of instruction for all online courses TRC has o 8 desktop computers, a stand-alone scanner, two-specialized workstations equipped with digital video editing hardware/DVD mastering and digital graphics applications for faculty use o printers and workspaces available for classroom preparation o a meeting space for part-time faculty to hold office hours or students o a wireless flex-lab, consisting of 18 laptops, computer vault and wireless access point. o Maintain Interative Television Network o

Faculty status
22 full-time faculty as of 10/24/06 20 masters (full-time) 2 doctorate (full-time) 51 adjunct faculty 33 masters (adjunct) 9 doctorate (adjunct) 5 bachelors (adjunct) 3 associates (adjunct) 1 IRS Certificate (adjunct) Percentage taught by masters or doctorate – 76.02% General Studies Technical Studies Health and Public Services B&I:

       Feedback to part-time faculty (evaluations) Comprehensive and ongoing professional development for part-time faculty Mentoring program in most divisions for full and part-time faculty (B&I has a functioning mentoring program) Consistent new faculty training Computer labs available (availability and quality) to classes in general studies No central testing center (only one available for math – and only one day a week) No current faculty handbook (full or part-time)

Criteria 3 – Components c and d Self Study Draft 1

Criterion Three: Student Learning and Effective Teaching. The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.

DACC recognizes that in order for students to learn, they must have a solid support system that includes access to learning resources and access to effective learning environments. The following is a description and of the learning resources, learning environments and DACC and learning environments that integrate learning resources. The evidence will show that each entity supports students’ learning and effective teaching.

Learning Resources

DACC provides a wide-array of learning resources to support students in their course work. The following is a description of the student services available to DACC’s diverse student body:

Financial Aid: Students at DACC can apply for grants, loans, scholarships and work-study programs through the Financial Aid office. According to the most recent IPEDS report, 78% of reported students (first time, full-time, degree seeking) received some financial aid. During the 2004-2005 aid year, the DACC Financial Aid Office awarded a total of $14,802,824. This is an increase of about 2 million from the previous year. Students can access financial aid information online through the DACC website.

Veterans Services: This office helps eligible individuals find and receive VA educational benefits. Counseling: Counseling Services staff provides counseling services as an integral part of the mission of DACC. Students can find support from licensed counselors with both personal and career concerns. Counselors also conduct seminars and workshops to help students learn how to cope with life demands. In additional to counseling, counselors are involved in advocating for student needs and supporting the efforts of faculty and staff in improving the DACC environment. Services are available to both ABE students and students taking credit classes. Information on these services can be accessed online through the DACC website. Professional development opportunities are available for faculty and staff to provide information about related referral services for students.

Services for Students with Disabilities: Students with disabilities can find support through the Services for Students with Disabilities Office. This office provides resources, services and assistance to ensure educational opportunities and personal development for persons with disabilities. The program is designed to assist students with disabilities to function as independently as possible in an integrative environment and ensure that students with disabilities have full access to programs and services in the campus community. Consultation by staff through workshops, seminars and individual meetings are designed to educate faculty and staff about responding to students with disabilities. Students can access information about services for students with disabilities online through the DACC website.

Career Counseling: Career counseling is available to all DACC students. Counselors help students understand themselves, their interests, perceived attitudes and character traits by using the new online 2005 versions of the CHOICES planner published by BRIDGES, Explore-Plan-Achieve and the Keirsey Temperament Sorter II, a personality instrument for career planning and personal development. In addition, an abridged paper and pencil exercise of the

Personality Style Inventory is used for class presentations to help students begin self exploration of personality traits and possible career areas. As with the tutoring center, students can self-refer or instructors may refer a student to the office of career counseling.

Career Placement Services: The Career Placement Services Office facilitates the search for employment. The Placement Office provides many resources, all of which are available to all DACC students. A few of them are:     Part-time employment assistance while completing degree requirements Access to a career library Assistance with resume development An annual career fair where students and employers can discuss careers

Cooperative Education: DACC students have the opportunity to earn credit by participating in cooperative education. They can gain valuable experience through work assignments that are specifically related to their degree or certificate program. Work assignments are structured to correspond to a student’s interests, abilities, and aptitudes, while at the same time meeting the needs of the employer who has a cooperative agreement with a given program at DACC. Bookstore: Students can buy course textbooks at all five campus locations. The DACC Central Campus has a well-equipped bookstore at which students can purchase educational supplies in addition to textbooks. Escort Service: The Escort Service was established for the benefit of those taking evening classes. Escorts are available to meet students at their classroom or laboratory and accompany them to the parking lot where their cars are parked.

Library and Learning Technology Division Information Resource Portal: DACC’s library has a robust Information Resource Portal that provides access to online ejournals, databases, books and other resources for students and faculty.

Academic Advising: The Advising Center specializes in helping students who have not declared a major or who have not yet been accepted into a program to formulate their educational plans. Students with declared majors are advised by division faculty or by a division advisor. Advisors are knowledgeable about institutional policies, procedures, programs and resources and help students make use of them. DACC students see advisors by setting up appointments, attending orientations or on a walk-in basis. The Advising Center staff also work with NMSU’s Orientation Office and the Admissions Office to plan and implement the NMSU Orientations to assist University Transition Program (UTP) students with academic advising and registration. In 2004, approximately 173 students came through an NMSU New Student Orientation. The UTP students, who come through an NMSU orientation, continue to be an important segment of our student population. Advising Center staff work collaboratively with NMSU staff to support this special group of students. Advisors help students gain the necessary skills to navigate through the DACC and NMSU systems. The skills and knowledge they acquire while participants in the UTP program enable them to experience a smooth transition to the main campus to pursue their intended degrees. English-as-a-Second Language (ESL) Advising: The Advising Center and the ESL advisor provide advising for DACC ESL students. ESL students at DACC can take developmental language courses to work on basic skills in listening, speaking, reading and writing. DACC also offers a section of prealgebra for ESL students. Student Services Testing Center: DACC has a central testing center in the student services area at the DACC Central Campus. There are a number of tests that students can take at this location: 

TEAS Test-Nursing Entrance Test Students are referred by the department or advisors to take this test when they begin to investigate the nursing program at DACC.


HOBET - Health Occupations Basic Entrance Test Students applying to any other health program except nursing take this exam. Students are referred by the appropriate department or advisors.


KEYBOARDING ASSESSMENT Students seeking a major in the Business & Information Systems Division take this assessment to determine their keyboarding speed. They are referred by their advisor.

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COMPASS Any student applying to the college that has not taken the ACT or SAT in the past year are referred by Admissions to take the COMPASS. Also, any transfer student who did not take math, reading, or English at the previous college(s) attended, are referred to take the COMPASS. Students applying to Electrical Apprenticeship are referred to take the COMPASS even if they have completed a Bachelor's degree or higher. Also, this test is used for dual-credit students, but is administered on-site at area high schools.


Double Check Test This test is used to test students who are not happy with the math class in which they are placed, or for any other reason determined by the Math Department. Students are referred by Math and Physical Sciences Department Chair.

The Student Services Testing Center is also a VUE Testing Center. Students taking certain classes sponsored by technology-related products (e.g. Microsoft, Adobe) can choose to take a certified exam at the completion of the class. These students are referred to the testing center by their instructors.

Snack Bar: A snack bar is available to students at the LCC campus and the EM campus.

Program-specific Advising: Each division has advisors who help students with scheduling and coordination of cooperative experiences and/or clinicals.  Specialized software in the health and career-technical programs: All degree granting programs at DACC provide access to specialized software in computer classroom and labs. Programs such as MS Visual Basic for Computer Science students, AutoDesk2006 for students in computer-aided drafting classes, Adobe Illustrator and Photoshop for digital graphics students, etc., are available. Students also have access to computer-aided tutorials. For example, Radiologic Technology students have access to multiple radiology test banks and challenge tests that are loaded into the computers in two open labs. A complete listing of all specialized software can be found in the documentation.

Math Testing Center: The Math Program provides a room for a testing center at which students can retake or take make-up math exams. The Math Testing Center is staffed by a work-study student and is open from 8 to 5 Mondays through Fridays and on Saturdays from 9 to 12 noon.

Services at NMSU available to DACC students As a branch of NMSU, DACC students have access to a variety of services and programs housed at the Central NMSU campus. Some of these services are: 

Main Campus Activities: The Office of Student Organizations and programs advises and assists in the coordination of activities and events sponsored by students or student organizations.


Ethnic Programs: There are three ethnic offices on the main campus of NMSU: American Indian Programs, Black Programs, and Chicano Programs.


International Students: A full range of services for foreign students is offered through the Center for International Programs.


Identification Cards: Students are encouraged to obtain an NMSU I.D. card for personal identification, privileges at NMSU and DACC libraries, and student discounts in the community.


Student Health Center: NMSU maintains a well-equipped health clinic on campus with hospitalization available in the community. All DACC students enrolled in six or more credit hours have the option to purchase this service at the time of registration.

  

Housing: Housing is available to DACC students on the same basis as for NMSU students. Eating Facilities and Meal Plan: NMSU offers a number of meal plans and has a wide selection of eateries. Free on-campus transportation (Aggie Shuttle Bus): The Aggie Shuttle is primarily funded and operated by the Associate Students of NMSU. The shuttle service consists of two buses with routes that travel into and out of the center of the NMSU campus.

Learning Environments

In addition to offering classes at the central DACC campus located at 3400 S. Espina Street, Las Cruces, NM, DACC has four satellite campuses. They are:

1. The East Mesa Campus located at 2800 N. Sonoma Blvd. This campus houses a library, a computer lab, and the administrative and faculty offices of the Business and Information Systems Division. The first phase of this campus completed in 2003 is a 50,000 square-foot, two-story facility located on a 66-acre site one mile south of US Highway 70. Construction of the second phase of this campus began in 2005. Additional phases of the campus will built over the next 20 years. 2. Gadsden Education Center, 1700 E. O’Hara Road, Anthony, NM. This campus and the Sunland Park Education Center listed below offer freshman- and sophomore-level coursework in career-technical and professional, developmental, and general education. Students can complete all necessary coursework for Associate of Arts, Associate of

Criminal Justice, and the Associate of Pre-Business degrees at these locations. Both centers also provide concurrent enrollment programming for the Gadsden School District and Customized Training and Community Education courses. ESL, GED and citizenship classes for the border area are available through the ABE program, also housed at both centers. Classes are offered in the afternoon and evening to meet the needs of the community. 3. Sunland Park Education Center, 3365 McNutt Road, Sunland Park, NM. See description above in number 2. 4. White Sands Education Center, White Sands Missile Range, NM. NMSU has provided educational opportunities to military and civilian personnel and their family members at White Sands Missile Range since 1950. In 1989, responsibility for the operation of the White Sands Center was transferred to DACC. The center offers freshman- and sophomore-level coursework in general education, career-technical and professional and developmental studies. Students can complete all necessary coursework for several associate degree programs. DACC programs offered at the White Sands Center are open to service members, civilians, and those living in surrounding communities. Only U.S. citizens and permanent residents can attend this center. Computer Laboratories and Classrooms: Each of the five DACC campuses at which academic courses are offered houses computer classrooms and open computer labs for student use. Numbers of computers available for student use by division are listed below by unit:

Unit ABE Health and Public Services Technical Studies Business and Info. Systems General Studies

Computer Classroom 1 classroom with 21 computers 3 classrooms with 15 computers 10 classrooms with 161 computers 8 classrooms with 155 computers 3 classrooms with 62 computers

Computer Lab 1 open lab with 10 computers 1 open lab with 21 computers 1 open lab with 16 computers 0 open labs 0 open labs

General Use – Central Campus General Use – East Mesa Campus General Use – GEC General Use – SPEC Central Campus Library East Mesa Campus Library Community Education/Contract Training

2 classrooms with 39 computers 0 classrooms 2 classrooms with 42 computers 2 classrooms with 42 computers

1 open lab with 76 computers 1 open lab with 40 computers 1 open lab with 20 computers 1 open lab with 20 computers 26 computers 16 computers

2 classrooms with 49 computers

The number of computers available for student use totaled 836 at the end of the 2005 fiscal year.

Math Adaptive Technology for Disabled Students: During May of 2004, DACC established the Math Adoptive Technology for Students with Disability Lab (MATSD lab) for disabled students. The mission of the lab is to help students from DACC, NMSU and the community who have difficulties in mathematics use adaptive computer software and hardware. RASEM2 (Regional Alliance for Science, Engineering and Mathematics) has funded the development of math computer software for the visually impaired and/or blind students. The software incorporates speech technology that can be adaptive to assist any student who has difficulties in Prealgebra, Beginning Algebra and Intermediate Algebra. The computer, printing, and binding hardware donated by MAVIS (Mathematics Accessible to Visually Impaired Students) includes the Tactile Image Enhancer, a device that takes a blank piece of paper and creates a raised print and sensory image, four desktop computers, Tiger Advantage Embosser, Juliet Braille printer, Scanner, Desktop projector, and DEC Talk Express. DACC and RASEM2 support the extension of services for all disabled students, especially in the education of mathematics.


ESL advising and courses: The Advising Center and an ESL advisor provide advising for degree and non-degree students who speak English as a second language. Students who take the COMPASS placement exam and whose COMPASS scores identify them as ESL students are given the option of seeing the ESL advisor. The ESL advisor may recommend that the student take the ESL/COMPASS test, which is a subset of the regular COMPASS. The ESL advisor can then help the student register for specific sections of reading, writing and mathematics classes taught by ESL professionals. Following is a list of courses available at DACC that support the ESL student:  CCDL 101N and 103N: Basic Skills in English as a Second Language I Developmental studies courses for ESL students. Development of basic skills in speaking, listening, reading, and writing English as a second language with emphasis on speaking and listening.  CCDL 105N and 107N Intermediate Skills in English as a Second Language II Continuation of CCDL 101N and 103N. Course intended for U.S. citizens and residents who are nonnative speakers of English.


CCDM 103N Prealgebra section for ESL students.


Specialized technology labs in the health and career-technical programs: The following career programs have their own specialized technology labs:  Automotive Technology  Building Contractor Technology  Computer and Information Technology  Diagnostic Medical Sonography  Dental Assistant  Emergency Medical Services  Automation and Manufacturing Technology  Drafting and Design Technologies  Electronics Technology

 Heating, Ventilation, Air Conditioning and Refrigeration  Nursing  Radiologic Technology  Respiratory Care  Water Technology  Welding Technology 

Dual Credit Program: Through the Dual Credit Program, qualified high school juniors and seniors in Doña Ana County high schools can take college-level, occupational-training courses that will count toward high school graduation and toward a certificate or associate degree an DACC.


Next-step program (Gadsden): Through an on-going collaboration between DACC and Gadsden Independent School District, high school students from two high schools are transported by bus to and from either the Gadsden or Sunland Park Centers Monday through Fridays to take dual credit courses.


Computer labs at all campuses: There are open computer labs at each of the DACC campuses. Software is available on the computers to serve courses taught at specific locations.

Distance Education

Since 1997, DACC has been pursuing the idea of implementing a formal distance learning process. In October of 2004, an Executive Branch Summit was held to examine two key initiatives for the branch campuses associated with NMSU.

1. Distance Education Initiatives 2. Preparing students for success in a higher education environment

Participants in the summit included the executive teams from each of the branch campuses, the NMSU Provost, and the Assistant Provost for Academic Affairs.

The summit focused primarily on distance education and development of collaborative processes between the branch campuses and NMSU-main.

The timing of this summit also coincided with the entrance of a new DACC CEO, Dr. Margie Huerta, who is interested in implementing a distance education process. The goal has been to place two complete degree programs online. One program would support an Associate of Arts degree and the other would support an Associate of Arts in Applied Sciences. Collectively this effort has been termed the “DACC Distance Learning Initiative.” The technical requirements, which constitute a certificate of the Library and Information Services Program, have been offered through distance courses since 1998. With the support of the Distance Education Task Force lead by the LLT Dean, Molly Morris, a total of 20 distance sections of Library Science classes were offered in fall 2005.

The following is list of preliminary actions in moving the DACC Distance Learning Initiative forward:       

The Library and Learning Technology Division was identified as the key group for organizing and managing the Distance Learning initiative. The Technology Resource Center (TRC) was tasked with coordinating Distance Learning. The Director of Strategic Relations, ICT-NMSU, was enlisted to assist with development of faculty training to support distance learning. An additional staff position for the TRC was identified, budgeted and filled to specifically support faculty involved with distance learning. A determination of what courses would be offered and a timetable for implementation was developed. A Distance Education Committee was developed to assess and provide input into the process. An instrument was developed to assess student need for, perception of and technological readiness to participate in distance education. This instrument was distributed to approximately 400 students representing a balanced cross-section of the DACC student population.

To manage the growth of distance courses, DACC has developed:

workshops on instructional technology to train faculty in the use of instructional technologies


a Distance Learning Course Request form to formalize identification of courses using distance technologies

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a consistent policy to identify distance courses in the course schedule a clear policy on faculty compensation for those who develop distance courses and those who present distance courses

 

a proctoring policy and process to support testing of distance students a multi-modal student assessment process

A website is being developed to support distance education students. Although still under development and review, the ―working‖ portions of the site have been made available to students and faculty.

DACC has become a formal member of the New Mexico Virtual College (NMVC). The NMVC provides a marketing portal for distance courses offered at DACC.

Integrated Learning Environments and Resources

DACC organization has divisions that provide both a learning environment and learning resources.

Student Success Center (Tutoring): The Student Success Center provides tutorial services to DACC students free of charge one-on-one or in groups. Tutoring is available at the DACC Central, East Mesa, Gadsden and Sunland Park campuses. Tutoring is available on a drop-in and appointment basis. The tutorial staff is made up entirely of peer tutors who are studying at DACC and/or NMSU at both the undergraduate and graduate levels. Tutors are selected based on knowledge of subject areas for which they tutor and are required to have and maintain a 3.0 GPA or better. Many of the tutors on staff are referred to the Student Success Center for employment by faculty or staff members who

know of their abilities to tutor particular subjects. Students can receive tutoring in the following subjects: mathematics and writing courses (across the curriculum), chemistry, anatomy & physiology, medical terminology, biology, micro-biology, physics, accounting, electronics, water technology, computers, computer-aided drafting, digital graphics, psychology, sociology, communications, history and study skills. Resources available for students in the Student Success Center include computers and study guides. Computer-animated math reviews developed by one of our tutors are available on the Student Success Center computers allowing students the option to work independently with the tutorial software. In fall 2004, there were 700 students (i.e. unduplicated head count) who visited the tutor center at least one time. Of those 700, 411 (or 58%) returned to DACC fall 2005, 22 (or 3%) graduated, 85 or (or 12%) transferred to NMSU main campus or other NMSU campus. Students can self-refer, or instructors may refer students to the tutoring center.

ABE DACC’s ABE program offers adults the opportunity to begin and/or complete a basic education through the twelfth grade. It also provides a variety of educational programs that help students achieve other goals. Included in the adult basic education instruction programs are basic literacy, English as a second language, GED (High School Equivalency Diploma), U.S. citizenship, computer literacy, practical living skills and work readiness. ABE’s student-support services, which promote educational success, include assessment, student orientations, self-paced studies, advising and referral services, and help from tutors on an individual and small-group basis. There are no charges or fees for ABE classes, services or textbooks. Students can take ABE classes at several locations. There are four learning centers located in the county:

1. Las Cruces: DACC, Quintana Learning Center, room 160 3400 South Espina St. Las Cruces, NM 88003 2. Anthony area: DACC Gadsden Center 1700 E. O’Hara Rd. Anthony, NM 88021

3. Chaparral: Chaparral Adult Learning Center 625 Paseo Real Chaparral, NM 88021 4. Sunland Park: DACC Sunland Park Center 3365 McNutt Road and Santo Domingo Road Sunland Park, NM 88063

The Doña Ana Community College Library and Learning Technology Division fosters lifelong learning by providing a supportive environment in which innovative ideas and leading edge technologies flourish. The global information hub serves the DACC community and the people of Doña Ana County by providing research assistance, media services, technology support and training, and leadership in the development and promotion of Virtual Learning and information literacy instruction. With an emphasis on

Web-based learning resources that are accessible without limits of time or place, the Library & Learning Technology Division offers a rich collection of materials in multiple formats that supports DACC’s mission as a student-centered Learning College. The LLT Division provides a global information hub, with an emphasis on electronic resources and leading edge technologies. It has two libraries, one at the DACC Central Campus and one at the East Mesa Campus. From the division's homepage, library users can access thousands of electronic books and journals in over 50 online databases, as well as a collection of audio-books that can be downloaded. Distance students can access these online resources from their home computers through the Roadrunner Portal, which is a link on the LLT Division homepage. In addition, the division's two libraries house collections of print and audiovisual materials that support the programs and courses taught at DACC. Computer workstations that provide internet access and a variety of software programs are also available, as well as audiovisual viewing rooms, photocopiers, and printers. DACC’s Library and Learning Technology Division supports effective teaching in the following ways: Provides online instruction certification modules (WebCT, copyright, etc.) Assists in the development of multi-media teaching tools and provides training and support to facilitate the integration of instructional technology into the classroom

Develops library collections in multiple formats that support DACC’s programs, both credit and non-credit. Provides access to a variety of Web-based resources (e.g., databases, e-books, audio-books) that are searchable on and off campus.

3c. The organization creates effective learning environments.  Supportive Evidence o Sharing and modeling of best practices is facilitated through TRC training** o Library environment provides for student needs and is flexible (e.g., food and children are allowed) o Creation of Web-based Information Resource Portal that provides quality e-resources for all programs and is accessible on or off-campus 24/7**  Needs and Action Steps o More library space, with provision for both individual study and group work 3d. The organization’s learning resources support student learning and effective teaching.  Supportive Evidence o Availability of diverse, comprehensive online resources via portal that are organized by academic programs o Physical collection that supports and complements instruction o Ongoing information literacy instruction and outreach activities o Student orientation sessions o Computers and other media and equipment o Libraries and Technology Resource Center are hubs of learning and engaged in ongoing selfevaluation  Needs and Action Steps o Provide Web CT training for students
Continuing Education Division: The division has three programs that provide learning resources and have learning environments: Customized Training, Small Business, and Community Education. DACC established a Workforce Development Center located at 2345 E. Nevada in Las Cruces. The Workforce Development Center currently is occupied by DACC’s Customized Training and Workforce Development Unit, the Small Business Development Center, the

DACC Truck Driving Academy, and the One-Stop Career Center. The Workforce Development Center is designed to provide services ranging from the start-up needs of a small business to the larger training needs of an established growing business.

DACC has also established the Mesquite Neighborhood Learning Center located at 890 N. Tornillo St., also in Las Cruces. This center was initially funded through a grant from the U.S. Department of Housing and Urban Development in 2000, and is now funded through a second HUD Hispanic Serving Institutions— Assisting Communities Grant. It is located in the oldest part of Las Cruces and is in a federally designated Weed and Seed District. This designation means that there is a high police profile along with intense, ongoing efforts to weed out drugs and crime while incorporating safety and positive influences. The Mesquite Center brings education to those who otherwise might not have access to it. The Center focuses on providing low-income students with the knowledge necessary to obtain a higher education, while developing work-related skills. GED and ESL classes are offered on site through DACC’s ABE Division.

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