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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 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
Program
c. collect, record, analyze and discuss baseline data
d. make program component design changes based on baseline data and self-
study
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 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
division
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
thinking)
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
college
(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
(GEAC)
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
work:
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
violated
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
unethical
impact
behavior in an
organization
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
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 PERSON(S)
RESPONSIBLE
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
07.
Development
Day
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.
Convocation
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
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 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
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
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.)
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 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
NSF)
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
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
(http://www.teaching.nmsu.edu). 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.
Misc
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
computer.
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
machine
-x-ray console / generator
-Wall bucky (to hold x-ray Fire Science lab:
cassettes)
2) Digital imaging equipment Fir alarm panel
-plate reader Fire extinguishers
-computer Sprinkler system Riser
-workstation (computer
screen)
-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
anatomy
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
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 04/05 05/06
Technical $29,550 28,392 42,259
Studies
General $28,255 $28,549 $45,055
Studies
Business and $31,707 $24.450 $27,712
Information
Systems
Health and $34,772 $49,638 $46,010
Public Services
Other $5,325 $10,033 $17,594
(Community
Education)
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-
www.nmsu.edu/info/webcthelp/) 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
Weaknesses
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.
teaching.
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 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
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.
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 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
computers
General Studies 3 classrooms with 62 0 open labs
computers
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
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 self-
evaluation
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.
