Program Review Self-Evaluation Form 2013-2019 Student Services

Program Review Self-Evaluation Form 2013- 2019 Student Services

Department Name: Veterans Center Purpose of Program Review The purpose of Program Review is to provide a venue through which the college can evaluate its programs in relationship to the College Mission and its Strategic Goals and priorities. The program review process promotes a self-reflective evaluation of programs in a manner in which faculty can identify programmatic successes within their disciplines, identify areas in need of improvement and establish departmental goals for enhanced programmatic and student success. The values of program review:  Strengthening of programs through faculty led self-evaluation and goal setting;  Fostering inter-departmental cooperation and communication;  Stimulating dialog on student success and programmatic improvements;  Evaluating each programs unique contribution to the College’s Mission and Strategic Goals;  Promotion of long-term planning focused on the use of data;  Ensuring that curriculum and offerings meet student needs and promote student progression;  Providing a venue to justify programmatic augmentation and to connect program needs to resource allocations.  Enhance transparency about college programs to the broader community.

The value of self-evaluation is enhanced with the broad inclusion of individuals contributing to your department or unit. It is recommended that each department or unit make all efforts to include all faculty, staff and administration. Each department or unit may include additional information in their Annual Update Plan as needed to fully describe their department or unit. The Program Review focuses on the identified Programs of Study and Services provided by each department or unit. Each question is identified with P (Program) or D (Department) to denote whether the question should be answered at the program or departmental level. The Office of Institutional Effectiveness is available to assist each department or unit in their efforts to complete their self-evaluation. The office has provided instructions on completing this document and resources to interactive datasets. In addition, to the generic instructions, the Office is available to assist all departments and units by providing individual training sessions, hosting departmental training meetings, and providing desk-side assistance through the Program Review Process. Please submit your completed Program Review Self-Evaluation Form 2013-2019 to the Office of Institutional Effectiveness by email addressed to Maribel Carbajal-Garcia, [email protected] no later

O f f i c e o f I n s t i t u t i o n a l E f f e c t i v e n e s s P a g e 1 | 13 than Tuesday, September 30, 2014. Following submittal, validations teams organized through the college’s existing committee structure will review your document and provide feedback and recommendations for your department’s review. The Program Review and Viability Committee will provide the final recommendations for your review and feedback.

Section I. Program Description

College Mission: East Los Angeles College empowers students to achieve their educational goals, to expand their individual potential, and to successfully pursue their aspirations for a better future for themselves, their community and the world.

1. Based on the information provided by the Learning Assessment Coordinator, the following programs are housed in your department/unit. Please review this list and provide any additional programs not already listed. (D) (LAC to provide list)

Student Services Veterans Resource Center

2. Briefly describe each of your programs and answer the following question for each of your program(s) of study/service. In what ways does the program support the College Mission and its Strategic Goals? (D)

3. Please describe the positions that are budgeted for your department, including the number and function for which they are budgeted.(D)

Total Function(s) Headcount Academic Administrators Classified Managers Classified Supervisors

O f f i c e o f I n s t i t u t i o n a l E f f e c t i v e n e s s P a g e 2 | 13 Regular Faculty Other Faculty (Limited Position/Long- Term Substitute Position) Adjunct Faculty Classified Other (SFP) Unclassified Student Workers Unclassified Tutors Unclassified Professional Expert

a. Please list all faculty members on reassigned or release time.

4. List the district and campus-wide governance and decision-making committees with which your department is involved. (D)

5. Describe the state of your department’s equipment and any unmet equipment need. Please give a specific rationale for these needs. (D)

6. Describe the way your department’s current facilities meet the needs of your programs, including your classroom environment. Detail any unmet facility needs and steps taken to address any persisting issues. (D)

7. Describe any trends, recent events or activities that have impacted your program(s). Please be specific to each program provided in the list above.(P)

a.i.1.a.i.1.a. Which of these changes or trends have most impacted your programs?

a.i.1.a.i.1.b. What efforts have been made to address these changes?

O f f i c e o f I n s t i t u t i o n a l E f f e c t i v e n e s s P a g e 3 | 13 a.i.1.a.i.1.c. What effect have these changes had on student goal attainment?

O f f i c e o f I n s t i t u t i o n a l E f f e c t i v e n e s s P a g e 4 | 13 Section II. Program Assessment

In order to fulfill the College Mission, the college has developed four goals. These goals serve as the broad planning objectives through which all other college planning documents and departmental plans will be based. Together these goals provide a foundation for building a true agenda of student success.

Goal 1: Increasing student success and academic excellence through student-centered instruction, student-centered support services, and dynamic technologies.

1. How has your department evaluated the impact that your program(s) has on student learning and achievement? (D)

2. The college has a goal of increasing first-year persistence and completion of certificate, degree and transfer programs. What efforts are being conducted to improve student academic performance? (D) 2.i.a. What are the results of these efforts to date? (D)

3. Review the provided student demographics. What efforts have been made to ensure that students are able receive services? (P)

4. How have your programs coordinated efforts with other programs of service and programs of study? (P)

O f f i c e o f I n s t i t u t i o n a l E f f e c t i v e n e s s P a g e 5 | 13 Goal 2: Increasing equity in successful outcomes by analyzing gaps in student achievement and using this, to identify and implement effective models and programming to remedy these gaps.

1. Review the following data on student completion. What have your programs done to address the equity gaps depicted in the data? (D)

ELAC All Credit Student Retention by Ethnicity and Gender Ethnicity and Gender Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 African-American F 83.5% 79.0% 84.8% 82.1% 84.1% M 88.3% 87.5% 85.5% 81.4% 82.1% Asian/Pacific Islander F 90.3% 92.3% 91.9% 89.7% 89.9% M 88.9% 89.4% 90.8% 88.4% 87.2% Caucasian F 90.2% 89.8% 88.8% 87.8% 86.6% M 87.4% 89.1% 86.2% 87.5% 83.7% Hispanic/Latino F 84.4% 85.6% 85.9% 84.8% 83.6% M 84.1% 85.5% 85.3% 83.5% 81.8% Multi-Ethnic F 84.7% 89.1% 91.1% 87.0% 84.0% M 87.2% 83.8% 89.8% 86.8% 83.2% Native American F 68.8% 83.3% 77.6% 85.7% 81.3% M 87.1% 89.5% 84.8% 82.9% 95.5% Unknown F 87.5% 86.3% 89.1% 84.1% 84.0% M 85.7% 84.4% 87.3% 85.2% 84.5%

ELAC All Credit Student Persistence to Spring by Gender and Ethnicity Cohort Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 African-American F 40.7% 48.7% 49.5% 54.9% 47.0% M 47.6% 59.0% 53.0% 52.8% 54.8% Asian/Pacific Islander F 64.1% 69.2% 70.1% 70.4% 69.8% M 68.0% 69.0% 71.8% 73.4% 72.3% Caucasian F 42.6% 54.6% 48.5% 51.8% 51.6% M 44.1% 49.4% 53.8% 55.7% 52.8% Hispanic/Latino

O f f i c e o f I n s t i t u t i o n a l E f f e c t i v e n e s s P a g e 6 | 13 ELAC All Credit Student Persistence to Spring by Gender and Ethnicity Cohort Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 F 62.2% 66.2% 65.9% 67.6% 67.7% M 61.5% 66.2% 66.3% 67.5% 66.5% Multi-Ethnic F 61.1% 68.8% 65.8% 72.7% 64.6% M 63.3% 63.0% 73.0% 74.3% 66.5% Native American F 66.7% 66.7% 70.0% 57.1% 66.7% M 61.5% 69.2% 48.1% 66.7% 80.0% Unknown F 63.9% 71.2% 69.3% 72.0% 65.1% M 59.4% 67.2% 70.8% 64.7% 66.1%

ELAC Veteran Credit Student Retention by Ethnicity and Gender Ethnicity and Gender Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 African-American F 75.0% 60.0% 100.0% 100.0% 80.0% M 95.0% 94.7% 85.0% 91.4% 87.5% Asian/Pacific Islander F 92.6% 100.0% 96.4% 90.2% 86.8% M 90.8% 84.1% 90.2% 87.8% 86.0% Caucasian F 86.7% 78.3% 81.3% 90.0% 64.3% M 85.4% 85.3% 89.4% 89.4% 96.2% Hispanic/Latino F 92.3% 82.2% 86.7% 84.6% 87.1% M 87.6% 88.9% 87.6% 83.8% 88.0% Multi-Ethnic F 50.0% 100.0% 100.0% 88.9% 100.0% M 100.0% 63.6% 94.7% 94.1% 66.7% Native American F N/A N/A N/A N/A N/A M N/A N/A N/A N/A 100.0% Unknown F 40.0% 88.9% 100.0% 83.3% 76.9% M 93.0% 88.4% 78.8% 92.3% 88.2%

ELAC Veteran Credit Student Persistence to Spring by Gender and Ethnicity Cohort Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 African-American

O f f i c e o f I n s t i t u t i o n a l E f f e c t i v e n e s s P a g e 7 | 13 ELAC Veteran Credit Student Persistence to Spring by Gender and Ethnicity Cohort Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 F 28.6% 0.0% 0.0% 0.0% 66.7% M 11.1% 83.3% 37.5% 70.0% 62.5% Asian/Pacific Islander F 82.6% 61.5% 70.6% 64.7% 59.1% M 73.8% 68.9% 68.2% 64.0% 65.5% Caucasian F 75.0% 100.0% 60.0% 57.1% 66.7% M 45.0% 58.8% 57.1% 55.0% 61.9% Hispanic/Latino F 65.2% 65.5% 68.1% 61.4% 65.9% M 67.0% 69.5% 67.5% 66.2% 69.5% Multi-Ethnic F 50.0% 100.0% 0.0% 100.0% 100.0% M 66.7% 20.0% 85.7% 71.4% 55.6% Native American F N/A 66.7% N/A N/A N/A M N/A 69.2% N/A N/A 100.0% Unknown F 33.3% 100.0% 100.0% 100.0% 50.0% M 78.6% 68.8% 68.8% 61.5% 66.7%

O f f i c e o f I n s t i t u t i o n a l E f f e c t i v e n e s s P a g e 8 | 13 Goal 3: Sustaining community-centered access, participation, and preparation that improves the college's presence in the community, maximizes access to higher education and provides outlets for artistic, civic, cultural, scientific and social expression as well as environmental awareness.

1. The college strives to reach non-traditional students. What efforts have been planned or have taken place to reach underrepresented student populations? (P)

ELAC All Credit Student Profile: Gender Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Gender N % N % N % N % N % 57.4 F 16,964 59.9% 16,026 58.7% 16,487 58.0% 15,680 58.3% 15,279 % 42.6 M 11,345 40.1% 11,281 41.3% 11,952 42.0% 11,217 41.7% 11,349 % 28,30 27,30 28,43 26,89 26,62 100.0 Total 9 100.0% 7 100.0% 9 100.0% 7 100.0% 8 %

ELAC All Credit Student Profile: Ethnicity Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Ethnicity N % N % N % N % N % African- American 558 2.0% 483 1.8% 542 1.9% 483 1.8% 463 1.7% Asian/Pacific Islander 4,608 16.3% 4,411 16.2% 4,363 15.3% 4,119 15.3% 3,844 14.4% Caucasian 566 2.0% 540 2.0% 629 2.2% 524 1.9% 552 2.1% Hispanic/Lati 21,23 20,71 21,74 20,71 20,73 no 2 75.0% 3 75.9% 3 76.5% 9 77.0% 1 77.9% Multi-Ethnic 198 0.7% 265 1.0% 356 1.3% 381 1.4% 430 1.6% Native American 53 0.2% 50 0.2% 47 0.2% 42 0.2% 39 0.1% Unknown 1,094 3.9% 845 3.1% 759 2.7% 629 2.3% 569 2.1% 28,30 100.0 27,30 100.0 28,43 100.0 26,89 100.0 26,62 100.0 Total 9 % 7 % 9 % 7 % 8 %

ELAC All Credit Student Profile: Age Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Age Group N % N % N % N % N % Under 18 2,061 7.3% 1,481 5.4% 1,750 6.2% 1,283 4.8% 1,262 4.7% 18-21 10,070 35.6% 10,280 37.6% 10,912 38.4% 10,335 38.4% 9,811 36.8%

O f f i c e o f I n s t i t u t i o n a l E f f e c t i v e n e s s P a g e 9 | 13 22-25 6,510 23.0% 6,701 24.5% 6,988 24.6% 7,037 26.2% 7,425 27.9% 26-30 3,864 13.6% 3,770 13.8% 3,726 13.1% 3,594 13.4% 3,581 13.4% 31-35 2,020 7.1% 1,815 6.6% 1,889 6.6% 1,705 6.3% 1,671 6.3% 36-40 1,350 4.8% 1,154 4.2% 1,144 4.0% 1,036 3.9% 997 3.7% 41-50 1,571 5.5% 1,344 4.9% 1,315 4.6% 1,210 4.5% 1,185 4.5% Older than 50 863 3.0% 762 2.8% 715 2.5% 697 2.6% 696 2.6% Total 28,309 100.0% 27,307 100.0% 28,439 100.0% 26,897 100.0% 26,628 100.0%

ELAC Veteran Credit Student Profile: Gender Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Gender N % N % N % N % N % F 105 24.8% 93 21.9% 76 18.7% 76 19.7% 79 18.8% M 318 75.2% 332 78.1% 331 81.3% 310 80.3% 341 81.2% Total 423 100.0% 425 100.0% 407 100.0% 386 100.0% 420 100.0%

ELAC Veteran Credit Student Profile: Ethnicity Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Ethnicity N % N % N % N % N % African- American 16 3.8% 9 2.1% 11 2.7% 11 2.8% 19 4.5% Asian/Pacific Islander 65 15.4% 71 16.7% 61 15.0% 67 17.4% 77 18.3% Caucasian 24 5.7% 22 5.2% 33 8.1% 27 7.0% 27 6.4% Hispanic/Latin o 296 70.0% 298 70.1% 275 67.6% 254 65.8% 274 65.2% Multi-Ethnic 5 1.2% 6 1.4% 8 2.0% 10 2.6% 10 2.4% Native American 0.0% 0.0% 0.0% 0.0% 1 0.2% Unknown 17 4.0% 19 4.5% 19 4.7% 17 4.4% 12 2.9% 100.0 100.0 Total 423 100.0% 425 100.0% 407 % 386 % 420 100.0%

ELAC Veteran Credit Student Profile: Age Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Age Group N % N % N % N % N % Under 18 4 0.9% 4 0.9% 1 0.2% 2 0.5% 5 1.2% 18-21 47 11.1% 26 6.1% 27 6.6% 31 8.0% 36 8.6% 22-25 84 19.9% 82 19.3% 73 17.9% 74 19.2% 70 16.7% 26-30 114 27.0% 140 32.9% 138 33.9% 112 29.0% 104 24.8% 31-35 66 15.6% 78 18.4% 73 17.9% 65 16.8% 86 20.5% 36-40 38 9.0% 34 8.0% 39 9.6% 33 8.5% 30 7.1% 41-50 35 8.3% 29 6.8% 25 6.1% 42 10.9% 50 11.9%

O f f i c e o f I n s t i t u t i o n a l E f f e c t i v e n e s s P a g e 10 | 13 Older than 50 35 8.3% 32 7.5% 31 7.6% 27 7.0% 39 9.3% Total 423 100.0% 425 100.0% 407 100.0% 386 100.0% 420 100.0%

2. What specific efforts have been conducted by your department/program(s) to promote student access? (D)

3. What efforts have been made to improve your program’s presence in the community? (P) 3.i.1.a.i.1.a. What efforts have been made to engage the community or other educational institutions to improve the preparation of all entering students? (D)

O f f i c e o f I n s t i t u t i o n a l E f f e c t i v e n e s s P a g e 11 | 13 Goal 4: Ensuring institutional effectiveness and accountability through data-driven decision-making as well as evaluation and improvement of all college programs and governance structures.

1. What have you learned from the assessment of your Student Service Outcomes? (P)

a. In which areas did you excel? (P)

b. What issues and needs have been revealed? (P)

c. Describe the changes that have taken place. (P)

d. Describe how your department will use program assessment results for program-level improvement.

2. Describe your 4-year assessment plan for each program-outcome. (P)

Program & Spring 2013 Fall Spring 2014 Fall Spring 2015 Fall Outcome # 2013 2014 2015

3. Describe any additional assessment that is needed to more fully understand your outcomes. What requests, if any, for evaluation have been made to OIE? (P)

O f f i c e o f I n s t i t u t i o n a l E f f e c t i v e n e s s P a g e 12 | 13 Section III. Program Plan

Complete Table A by: a. Based on the data provided in the preceding questions, describe your department or unit goals for the next six years and the programs involved. b. Aligning the department/unit goals with the Educational, Facilities and Technology Master Plan objectives. c. Reporting progress on stated goals d. Stating the anticipated outcomes of the stated goals Department/Unit Goal Programs Involved Alignment with Alignment with Tech Master Plan Objectives Educational Master Plan Objectives

Description of goal List of programs involved

1.i.1.a.i.1. Please describe what additional resources are required in order to meet your planning goals.

O f f i c e o f I n s t i t u t i o n a l E f f e c t i v e n e s s P a g e 13 | 13