Dona Ana Branch Community Colleg - DOC by fjhuangjun


									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 degree-
granting 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
            c. collect, record, analyze and discuss baseline data
            d. make program component design changes based on baseline data and self-
            e. implement action plan and collect, record, analyze and discuss comparative
            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

       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

  General Education Assessment Plan and Timeline
Form General Education         Department chairs in each       Fall 2006 (Done)
Assessment Committee           division will have the
(GEAC) and divide into         responsibility of identifying
subcommittees, one for each    at least one faculty member
of the SLO’s (with the         to serve on each of the four
exception of the last SLO      assessment subcommittees
which is handled at the
program-level). Each
subcommittee will
     have at least one
        representative from
        each academic
     have a rotating
        membership based
        on a three-year
        rotation cycle

Assess SLO’s 1 and 3 in        CAC and MAC                     Fall 2006 (in progress)
select classes
Training for GEAC                    General Education            Professional Development
                                     Assessment Taskforce         Day in October (done
                                                                  October 6, 2006)
Develop components and               Assessment subcommittees,    By Thanksgiving, 2006
assessment tools for General         with the help of the
Education SLO numbers 2              assessment coordinator
and 4 (ethics and critical

Report components and                Assessment subcommittees     December 2006
assessment tools to General
Education Assessment
Committee and get feedback

Revision of assessment tools, Assessment subcommittees            By January, 2007
if needed

Small-scale pilot project for        Assessment subcommittees     February to April, 2007
SLO’s numbers 2 and 4                with help from the
                                     assessment coordinator
Analyze results of pilot             General Education            May 2007
projects and create                  Assessment Committee
improvement plan

NMHEAA Retreat – revisit             Chairs of assessment         June 2007
and revise General                   subcommittees and
Education assessment plans           assessment coordinator
for SLO’s numbers 1-4 and
develop cycle of assessment

Assess SLO’s numbers 2 and           Assessment Subcommittees     Fall 2007
4 in select classes across the
(Assess SLO’s numbers 1 and 3        (Assessment Subcommittees)   (Spring 2008)
in select classes across college –
second cycle)
Structure of General Education Assessment Committee

               CAC                                     MAC
               Subcommittee                            Subcommittee

                                  General Education
                                Assessment Committee

               EAC                                       CTAC
               Subcommittee                              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:       COMMUNICATE EFFECTIVELY

The Communications-across-the-curriculum subcommittee (formerly the Writing-across-the-
curriculum 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

   Ethics Skill         Excellent=3        Acceptable=2        Unacceptable=1           NA
   can identify an    can identify        can identify the    unable to identify
   ethical issue in   ethical issue       ethical issue but   ethical issue
   a problem or       and can explain     unclear
   case               the underlying      elaboration
                      principle being
   can identify       can identify and    can identify        unable to identify
   the                describe            stakeholders but    stakeholders
   stakeholders       potential           unclear on
   involved in an     impacts             impact
   ethical issue
   can identify        clear              can identify but    unable to identify
   risks to            identification     unclear             risks
   participants        and explanation    explanation
   can describe        can describe 3     can describe 2
   the impact of       or more impacts    impacts
                                                              unable to describe
   behavior in an
   can use             thorough and       uses stages but     unable to use
   problem             complete           incomplete or       stages
   solving stages      description of     brief
   to arrive at a      stages to
   resolution for      resolve the
   an ethical issue    issue

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                          PERSON(S)

 JULY 06 -            Prepare and distribute MA Rubric to MAC             Rene Sierra
 AUG. 06              Taskforce members, Math and Physical Science
                      Department Chair, and Dr. Susan Hatfield
                      requesting feedback or suggestions on rubric.
AUG. 06 -               Present MAC rubric to math faculty at first        Rene Sierra
SEP. 06                   department meeting for feedback.
                        Meet with MAC Taskforce to make proper             MAC Taskforce
                          changes to rubric.
                        Present modified rubric to Assessment              Rene Sierra
                          Student Learning Committee and Math
                          Retention Taskforce for approval.
OCT. 06 –             Present MAC Rubric, request feedback and            MAC Taskforce
Professional          Recruit DACC faculty to pilot rubric in Spring
OCT. 06 –             Create a sample assessment tools and pilot rubric   MAC Taskforce.
DEC. 06               amongst members of MAC Taskforce.
JAN. 07 –             Recruit DACC faculty across the college to apply    MAC Taskforce.
Spring                MAC Rubric.
SPRING 07           Apply MAC Rubric at selected courses across the
                    college and collect data.
SUMMER 07           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
    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.

   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

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
      To oversee and implement the mentorship program of new faculty and part-
       time 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
     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,
     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
      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 Aguilera-
         Goerner 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
   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.)
   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
   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 4-
    wk 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
   NCTM (National Council of Teachers of Mathematics)
      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

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: one-
time 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

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         8) C.O.W. (computer on
culture waste                      wheels) - this is in the process
                                   of being replaced by a
                                   dedicated ceiling mounted data
At the Gadsden Center lab:         projector and podium with a
24 compound light microscopes      That's all I can think of right
6 dissecting microscopes           now. Let me know if you need
(stereo, zoom)                     anything else.
1 Flex cam
All supplies needed to perform     Sonography:
animal dissection
Large selection of histological    Ultrasound system - Acuson
slides                             128 xp/10
1 spectrophotometer                Ultrasound system - Toshiba
Anatomical models: human           140
torso, eye, ear, heart, brain,     Vascular testing system –
articulated and disarticulated     IMEXLAB 9100
skeletons.                         Vascular Doppler Flow Phantom
                                   Model 525 and Masterflex
                                   Console drive Pump

Radiology:                         Respiratory Care:
Equipment / Teaching Tools
used in the Radiologic             DATA ARC
Technology Program:                Ventillators
1) Single - phase x-ray            Pulmonary function machine
    -x-ray console / generator
    -Wall bucky (to hold x-ray     Fire Science lab:
2) Digital imaging equipment       Fir alarm panel
    -plate reader                  Fire extinguishers
    -computer                      Sprinkler system Riser
    -workstation (computer
    -printer (for printing on      Dental Lab:
photo paper)
    -internet connection for       Dental treatment chairs
remote service by vendor           Dental treatment units
3) Processor - to develop plain    Suction and compressor (to
x-ray film                         operate units)
4) Darkroom & film bin - for       Radiology equipment –
developing & storing plain x-ray   traditional and digital
film                               Sterilizers
5) Skeleton & phantoms - for       Ultrasonic cleaners
studying anatomy and               Latheo, model trimmers,
producing x-ray images of          vacuum form machines
6) viewboxes for viewing plain     CNA:
x-ray films
7) computer for student use in     Hospital beds
the x-ray lab                      Wheelchairs
Over bed tables
Bed side tables
Phlebotomy chair
Hoyer lift


IV pumps
Suction containers
EKG machine
BP cuffs
Crash cart
Manikins – baby, adults, and
Venipuncture and IV arm


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
Manipulatives (rulers, pattern
blocks, etc.)
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                   04/05              05/06
Technical       $29,550       28,392                  42,259
General         $28,255       $28,549                 $45,055
Business and    $31,707       $24.450                 $27,712
Health and      $34,772       $49,638                 $46,010
Public Services
Other           $5,325        $10,033                 $17,594
Totals          $129,612      $141,063                $178,630           $184,106

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)
          o  WebCT training and WebCT tutorial website (http://dabcc-
    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

Faculty status
B&I:   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

      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
      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

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

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

       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 e-
journals, 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

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

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.

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

      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
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
      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
   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                             Computer Classroom         Computer Lab
 ABE                              1 classroom with 21        1 open lab with 10
                                  computers                  computers
 Health and Public Services       3 classrooms with 15       1 open lab with 21
                                  computers                  computers
 Technical Studies                10 classrooms with 161     1 open lab with 16
                                  computers                  computers
 Business and Info. Systems       8 classrooms with 155      0 open labs
 General Studies                  3 classrooms with 62       0 open labs
 General Use – Central          2 classrooms with 39        1 open lab with 76
 Campus                         computers                   computers
 General Use – East Mesa        0 classrooms                1 open lab with 40
 Campus                                                     computers
 General Use – GEC              2 classrooms with 42        1 open lab with 20
                                computers                   computers
 General Use – SPEC             2 classrooms with 42        1 open lab with 20
                                computers                   computers
 Central Campus Library                                     26 computers
 East Mesa Campus Library                                   16 computers
 Community                      2 classrooms with 49
 Education/Contract Training    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
                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

       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.

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
                              o Creation of Web-based Information Resource
                                  Portal that provides quality e-resources for all
                                  programs and is accessible on or off-campus
                         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 self-

                          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

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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