Program Review Comprehensive Report

Program Review - Instructional: Accounting

Mission: Vision:

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB Entered Attachments: 2014_17_ACCT_CurriculumRPT.pdf 2014_17_ACCT_SuccessEfficiencyRetentionRPT.pdf 2014-17_ACC_CAT_SLO_DISCIPLINE.pdf 2014-17_ACC_PLO_INSTRUCTIONAL.pdf 2014-17_ACC_SLO_DISCIPLINE.pdf 2014-17_INSTRUCTION_ACCTG_ResourceRequests.xlsx

Program Trends and Updates 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: Not in the past year but this year we started the transition process from disciplines / departments into four "schools." - School of Business and Management Do you anticipate your unit will shift departments in the NEXT 4 years?: Yes, we will become the School of Business and Management, one of the largest student populated schools. New certificates programs created by your unit in the PAST 4 years?: Three accounting certificates: • Registered Individual & Small Business Income Tax Preparer • Small Business Accounting • Small Business Payroll Accounting New certificate programs anticipated by your unit in the NEXT 4 years?: Exploring the possibility of adding the following courses: • Intermediate Accounting to meet the growing need for CPA testing students • Financial Statement Analysis • Auditing • Corporate Taxation to expand on our tax course offerings. Enrolled Agents preparation certification. Substantial modifications made to certificates/degrees in the PAST 4 years.: None. Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: None. Activities in other units that impacted your unit in the PAST 4 years.: None. Activities in other units that impacted your unit in the NEXT 4 years.: It's possible that with the basic skills course in Math and English being eliminated that the level of readiness of out students may decrease. Previous Program Review Resource Requests Resource Requests Received: Requested a full-time accounting instructor How did the resources received impact student learning?: Unknown yet, just hired this spring 2018 If you requested resources but did not receive them, how did that impact student learning?:

10/29/2019 Generated by Nuventive Improve Page 1 of 3

Program Data Highlights Section COR Review: COR's are current and up to date. Only one class was sitting in the draft mode. Through the process I caught the problem and got it moving through the curriculum process. Program Metric Highlights: Success, Retention, and Efficiency have an overall positive trend. Assessment Report Highlights: Course SLO's are being assessed and adjustments to pedagogy are being made as deemed necessary. 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: There have been no changes in the status of this unit, other than the addition of three new certificated pathways. Do you anticipate your unit will shift departments in the NEXT 4 years?: Yes, we are currently reorganization into four schools. Once this change takes place this discipline will belong to the School of Business and Management and the department of Business, Engineering, and Information Technology will be going away. We are also exploring the possibility of adding the following courses: • Intermediate Accounting • Financial Statement Analysis • Auditing • Corporate Taxation New certificates programs created by your unit in the PAST 4 years?: Three accounting certificates: • Registered Individual & Small Business Income Tax Preparer • Small Business Accounting • Small Business Payroll Accounting New certificate programs anticipated by your unit in the NEXT 4 years?: With the addition of the above classes, an advanced accounting certificate may developed and offered. Substantial modifications made to certificates/degrees in the PAST 4 years.: No changes have been made to current our current certificate in terms of units required. Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: None anticipated. Activities in other units that impacted your unit in the PAST 4 years.: None. Activities in other units that impacted your unit in the NEXT 4 years.: None. Previous Program Review Resource Requests Resource Requests Received: We have received some designated line item funds as requested from our Annual Program Review. We now have money to attend an annual and mandatory CTEC (tax) conference as well as a designated color printer and supplies to support the printing of certificates for our income tax student completers. As a result of this funding we are able to stay in compliance with this state certifying program and maintain the viability of this program at Norco College. Norco College is the only college in the district to offer this California Tax Preparer program. How did the resources received impact student learning?: Because we have been remain in compliance with our CTEC certification by attending the annual tax meeting and providing students with required course certificates, we have about 50 students per year who successfully pass our course and are able to apply for their state tax license and thereby can earn a living being a paid income tax preparer. If you requested resources but did not receive them, how did that impact student learning?: N/A Program Data Highlights Section COR Review: Program Metric Highlights: Assessment Report Highlights:

Program Goal: Increase retention in online classes. Bring faculty together who teach online courses in a particular area to discuss ways to increase retention and student success in online courses. Faculty have convened at least twice to discuss online success rates and other issues for ACC 1A which is the largest gateway course that we have in the Accounting area. Goal Status: In Progress Goal Year(s): 2014 - 2017 Start Date: 08/30/2014 Completion Date: How do your goals support the Educational Master Plan?: Goal will help persistence, success and retention rates. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 5:

10/29/2019 Generated by Nuventive Improve Page 2 of 3

Program Review - Instructional: Accounting

Program Goal: Industry Advisory As a result of meeting with industry advisory leaders, work to develop small business accounting curriculum that could be offered to small business and entrepreneurship start- ups. These would be not- for-credit courses and would be offered as one- day courses through Community Education. Develop some “boot camp” curriculum with industry partners to ensure that we are building 1-3 hour courses that meet the needs of the our local community. Goal Status: In Progress Goal Year(s): 2014 - 2017 Start Date: Completion Date: How do your goals support the Educational Master Plan?: Goal 4: Create Effective Community Partnerships 2. Increase the number of industry partners who participate in industry advisory council activities. 4. Increase institutional awareness of partnership, internships, and job opportunities established with business and industry. 6. Increase community partnerships 7. Increase institutional awareness of community partnerships. This goal relates to Goal 4- by reaching out to our local Chambers of Commerce and identifying needs of small business owners in our community to help design and deliver courses that will help group their companies. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 4 Objective 2: , Goal 4 Objective 3: , Goal 4 Objective 4: , Goal 4 Objective 5: , Goal 4 Objective 6: , Goal 4 Objective 7: Program Goal: Certificates Review certificates, revise or delete as deemed necessary. 1. Review and revise certificates based on industry needs and number of completers. 2. Delete or view as necessary for certificates that are not current with industry. Goal Status: In Progress Goal Year(s): 2014 - 2017 Start Date: Completion Date: How do your goals support the Educational Master Plan?: This goal relates to Goal 1- increase student achievement and success. By marketing the accounting certificate this will assist with an increase in students and certificates in these areas and thus increase the same overall college numbers.

Goal 1: Increase Student Achievement and Success: Objectives: 4. Improve persistence rate by 5% over 5 years (fall-spring; fall-fall). 5. Increase completing rate of degrees and certificates over 6 years. 7. Increase percentage of students who complete 15 units, 30 units, 60 units. 10. Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum., Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 8: , Goal 1 Objective 9: , Goal 1 Objective 10:

10/29/2019 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Instructional: Administration of Justice

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014-17_ADMIN_JUSTICE_PLO_INSTRUCTIONAL.pdf 2014-17_ADMIN_JUSTICE_SLO_DISCIPLINE.pdf 2014-17_INSTRUCTION_ADMIN_OF_JUSTICE_ResourceRequests.xlsx 2014_17_ADMINJustice_CurriculumRPT.pdf 2014_17_ADMINJustice_SuccessEfficiencyRetentionRPT.pdf

Program Trends and Updates 2018 - 2021 Program Update Section Has your unit shifted departments in the PAST 4 years?: No. Do you anticipate your unit will shift departments in the NEXT 4 years?: No. New certificates programs created by your unit in the PAST 4 years?: Yes. Reinstatement of a Crime Scene Investigation Certificate program. New certificate programs anticipated by your unit in the NEXT 4 years?: Yes. We are envisioning a partnership certificate with local law enforcement and local high schools. New full-time faculty in ADJ is investigating through discipline advisory boards what programs and certificates should be offered for this industry. Substantial modifications made to certificates/degrees in the PAST 4 years.: Changes in the CSI certificate was modified to include less enforcement and more investigation. Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: Yes. Dependent upon the input from industry professionals and advisers, there may be substantial modifications which would include class inclusions, new certificates and modifications of current ADT and CSI certificate. Administration of Justice is undergoing dramatic changes at all levels of government, for example, the Bureau of Labor Statistics outlines that more than 12,400 jobs will become available in this state by 2026. This creates an overwhelming need to educate, train and professionally develop students that want to enter into a career in public safety. There are currently thousands of positions available in law enforcement, the legal field, corrections, probation, parole, juvenile justice, crime scene investigation, and forensics. Activities in other units that impacted your unit in the PAST 4 years.: This program was inactive and not offered for a period of time because of other programs that were instituted because of grants within other disciplines. Activities in other units that impacted your unit in the NEXT 4 years.: With dual enrollment, prison partnerships, and veterans programs, this will require additional courses, faculty, and instructional resources to meet the demands of the college and students enrolled in ADJ classes. Previous Program Review Resource Requests Resource Requests Received: A new full-time faculty member was hired to build the ADJ program. How did the resources received impact student learning?: Additional classes have been offered which has allowed more students to enroll in the discipline to meet the ADT and lead others to earn their CSI certificate. Classes increased from two offerings to 5 offerings in the Fall and Spring, one class during winter session. Five classes have had their SLO's assessed and another three classes will have their SLO's assessed after the spring semester. If you requested resources but did not receive them, how did that impact student learning?: Nothing was requested other

05/10/2018 Generated by Nuventive Improve Page 1 of 3

than full time faculty. Program Data Highlights Section COR Review: Major modifications were completed in Spring 2018 on ADJ-2, ADJ-3, ADJ-8, ADJ-9, ADJ-13, ADJ-14 and ADJ-20. Major modifications included updating textbooks and including course objectives to meet Title V requirements. ADJ-? (7) Introduction to Policing will be added to eventually replace ADJ-6 Patrol Procedures. The course will fit better within the ADT. The ADJ discipline representatives at all three colleges agreed to the modifications. C-ID was checked to ensure that the modifications would not affect the current certificates or degrees. ADJ-1major modification was re-launched in April, 2018. Program Metric Highlights: The overall retention rates of ADJ are very high (90.7%) and approx. 3% above the college's average retention rates of 86.3%.

Program Goal: Strengthen the academic, career and technical skills of students participating in the ADJ program Administration of Justice is undergoing dramatic changes at all levels of government, for example, the Bureau of Labor Statistics outlines that more than 12,400 jobs will become available in this state by 2026. This creates an overwhelming need to educate, train and professionally develop students that want to enter into a career in public safety. There are currently thousands of positions available in law enforcement, the legal field, corrections, probation, parole, juvenile justice, crime scene investigation, and forensics. With Norco College’s prison partnership, our ADT, and Certificate program in Crime Scene Investigation, it is imperative that our program grow at Norco College which will require additional course sections. Courses will need to be offered in the mornings and in the evenings to accommodate student schedules. Additional part-time faculty will also need to be hired. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 04/01/2018 Completion Date: 06/30/2021 How do your goals support the Educational Master Plan?: The growth of the program will attract more students into the field of criminal justice. It is will also help the expansion of offerings to more students. These offerings would include online courses offered online, at night or during the day format. A wider net of opportunity should hopefully increase the number of students enrolling and completing courses in a faster time line to increase a better transfer rates and certificate completion. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. Activities 2018 - 2019 - Create a rotation schedule that will clearly show the number of sections needed in ADJ to support a day and night cohort in completing the ADJ ADT in two years and CSI certificate in 8-9 months. (Active) Lead: Dr. Sigrid Williams Program Goal: Assess all SLO/PLO's by 2020 To assess all student learning outcomes and program learning outcomes by 2020. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 08/22/2017 Completion Date: 02/17/2020 How do your goals support the Educational Master Plan?: To ensure students have attained the necessary skills to transfer, all SLO's and PLO's must be assessed in order to identify areas of growth and development in each course. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Activities 2018 - 2019 - To follow the existing spreadsheet already created of current SLO's and PLO's. To help part-time faculty assess their courses and student learning. (Active) Lead: Dr. Sigrid Williams Program Goal: Dual Enrollment

05/10/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Instructional: Administration of Justice

Monitor the effectiveness of Dual Enrollment programs in ADJ. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 02/01/2018 Completion Date: 06/01/2020 How do your goals support the Educational Master Plan?: Offering dual enrollment classes at the high school prepare students to enroll and continue their education at Norco College and complete a certificate program or ADT in a timely manner. Monitoring the effectiveness of these programs will ensure success in the ADJ program. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Activities 2018 - 2019 - Collaborate with the Dean of Institutional Effectiveness Office to track success retention at ERHS. To compare assignment scores at ERHS verses Norco College campus classes. (Active) Lead: Dr. Sigrid Williams

05/10/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Instructional: Anatomy and Physiology

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014_17_Anatomy_Physiology_CurriculumRPT.pdf 2014_17_Anatomy_Physiology_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_ANATOMY_PHYSIOLOGY_ResourceRequests.xlsx 2014-17_ANATOMY_SLO_DISCIPLINE.pdf

Program Trends and Updates 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: Yes. We separated from Mathematics and continue as The Department of Science and Kinesiology. Do you anticipate your unit will shift departments in the NEXT 4 years?: No New certificates programs created by your unit in the PAST 4 years?: No New certificate programs anticipated by your unit in the NEXT 4 years?: No Substantial modifications made to certificates/degrees in the PAST 4 years.: No Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: Possibly create an AS-T for our students to transfer with the first two years completed of their BS-Nursing from CSU-San Bernardino. Activities in other units that impacted your unit in the PAST 4 years.: No Activities in other units that impacted your unit in the NEXT 4 years.: Yes, the creation of the AS-T Kinesiology will increase the demand for 2 semester Anatomy and Physiology courses. Previous Program Review Resource Requests Resource Requests Received: Upgrade of ST 211 lab: Removal of non-functional fume hood and replace with a table-high storage/display cabinet. Upgrade of ST 211 lab: Addition of two additional in-ceiling light fixtures over two lab tables closest to the doors. Upgrade of ST 211 lab: Replacement of the 24 desks on the floor with a more stationary and wheel-less variety. Safety issue concerning autoclave in ST 202 Prep Storage room Upgrade of ST 211 lab: Filled Specimen Display Case with hominoid skeletal models

ST207 Addition of wireless printer for Campo lab ST 207 Six additional laptop computers to replace missing laptops. ST 207 addition of display model of intestinal villi for instructional purposes

05/10/2018 Generated by Nuventive Improve Page 1 of 3

How did the resources received impact student learning?: We have upgraded the two classrooms dedicated to instruction in Anatomy and Physiology. In ST211, we have removed and ancient, un-necessary, non-functional fume hood and replaced it with a tall glass display case filled with instructional anatomical models used for Human Anatomy and Biology 1 Labs.

ST211: Aging desk furniture was replaced with more comfortable ergonomic desks.

In ST 207, we have upgraded the instructional computer hardware and added a new selection of instructional anatomical models. If you requested resources but did not receive them, how did that impact student learning?: We requested new microscopes to upgrade from the old ones in ST211. This request is still in progress. We have been sampling potential brands for update, and plan to carry over the request to this Program Review. Program Data Highlights Section COR Review: CORs for AMY 2A, AMY 2B and AMY 10 are updated and filed

Program Goal: Increaseing Full time faculty and staff for AMY. First: Since 2014, one goal for Anatomy and Physiology at Norco has been the addition of a third full time faculty member to accommodate the increasing demand for the 2A and 2B classes. We are actively interviewing candidates for this position and we will be sending our choices forward to the administration on May 5th for consideration. So, while this goal has not yet been completed, completion is imminent and we should achieve this goal

Second: Also, since 2014, one of our goals (for Anatomy and Physiology as well as for other science labs) at Norco has been the addition of another full time staff member to prep the labs for the ever increasing sections that we will be offering. With the increasing demand for the 2A and 2B classes the current laboratory staff is stretched to their maximum effort but we, so far have not been able to approve a new hire to accommodate the drastically increasing student demand for these classes. So, while this goal has not yet been completed.

Third: From the 2014 program review, “For the four faculty at Norco College that teach Anatomy and Physiology either AMY 10 or the AMY 2A-2B sequence (two are full time and two are part time), ongoing professional development is part of our professional nature. Professor Standen is active in the American Association of Physical Anthropologists, which is a subject that has profound and interesting relevance to human anatomy. I personally (Prof. Sternburg) am associated with the Society of Integrative and Comparative Biologists and I am a lifetime member of the Sigma XI Society for Distinguished Research. We all support the American Association for the Advancement of Science through our journal subscriptions. I have been a reviewer of Human Anatomy and Physiology Textbooks published by McGraw Hill Co. I am also the author of most of the books used in my AMY 2A and, 2B classes. We engage in ongoing dialogue concerning the subjects we teach and constantly inform each other of new developments in the field, relevant books and publications and new ideas that put an interesting spin on old concepts for our courses. We associate with the other faculty in the science department as well and there is an ongoing collegiate dialogue that benefits us all and the students are rewarded by this. Physiology is a dynamic field and it is currently in a period of important development new insights abound in the field and, for the most part, have not made their way into the textbooks. Keeping up with the field and bringing new information to the group is in our nature as scientists and reflective of the interest and dedication that all of us bring to this small group in our biology department (this goes beyond just AMY into Microbiology, Genetics, Bio 11 and 12, Ecology and Botany as well). All of our science faculty are top notch scientists in their own right. It is in our nature to collaborate and we have not felt as a group that we require any support or funding from the college to support what we do naturally anyway.” However! (and this is the key point) The laboratory science faculty group as a whole has a goal of achieving online access to a larger source of updated scientific literature that our campus library has to offer. Currently we must physically go and visit the local university science libraries. UCR alumni among our faculty have this access, but the rest of us do not. We are aware that there are open access journals that anyone can find online, but this is only marginal access to the complete online literature. We would like to see an effort put forth to achieve this kind of access for Norco's faculty.

Fourth. The college itself has the goal of achieving greater diversity among our faculty to more accurately reflect the diversity of our student population. We are currently engaged in hiring a new full time faculty member for AMY. The results are pending.

Goal Status: In Progress Goal Year(s): 2014 - 2017

05/10/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Instructional: Anatomy and Physiology

Start Date: 05/01/2018 Completion Date: 05/01/2018 How do your goals support the Educational Master Plan?: By providing increased faculty, staff and access to information, the faculty keeps up with changing trends in science that affect changing information if the classroom thus better serving our students. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 8:

05/10/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Instructional: Anthropology

Mission: Norco College serves our students, our community, and its workforce by providing educational opportunities, celebrating diversity, and promoting collaboration. We encourage an inclusive, innovative approach to learning and the creative application of emerging technologies. We provide foundational skills and pathways to transfer, career and technical education, certificates and degrees. Vision: Norco – creating opportunities to transform our students and community for the dynamic challenges of tomorrow.

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014-17_ANTHROPOLOGY_PLO_INSTRUCTIONAL.pdf 2014-17_ANTHROPOLOGY_SLO_DISCIPLINE.pdf 2014_17_Anthropology_CurriculumRPT.pdf 2014_17_Anthropology_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_ANTHROPOLOGY_ResourceRequests.xlsx

Program Trends and Updates 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: No Do you anticipate your unit will shift departments in the NEXT 4 years?: No New certificates programs created by your unit in the PAST 4 years?: Yes. We launched an ADT since our last comprehensive Program Review New certificate programs anticipated by your unit in the NEXT 4 years?: No Substantial modifications made to certificates/degrees in the PAST 4 years.: No. N/A Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: No Activities in other units that impacted your unit in the PAST 4 years.: With the inclusion of Math12 in most of the Social Science ADT’s, it creates a bottleneck that keeps our Anthropology majors waiting for open sections Activities in other units that impacted your unit in the NEXT 4 years.: Unless we offer more Math 12, we will continue to see this issue. Previous Program Review Resource Requests Resource Requests Received: Anthropology received a new faculty member as a result of consistent program review requests. How did the resources received impact student learning?: So far, although it is early yet as we only received the faculty member last Fall, we know that Goal 2, 1&2 are being met (1.Increase student engagement faculty and student interaction, active learning, student effort, support for learners 2. Increase frequency of student participation in co-curricular activities.) as the students have better access to faculty and the new Faculty member has taken over the anthropology club. A new faculty member also helps with Goal 5: 2&3 Increase the percentage of student learning and service area outcomes assessments that utilize authentic methods and Increase the percentage of programs that conduct program level outcomes assessment that closes the loop. Anthropology also received three fossil hominid models through program review. We saw a 5% increase in student learning in the section on fossil hominids. It was particularly important for the tactile/kinetic learners which is where we think that jump

05/10/2018 Generated by Nuventive Improve Page 1 of 4

came from. Those additions were also vitally important for the creation of the new Anthropology lab course which will be offered in the next coming cycle. If you requested resources but did not receive them, how did that impact student learning?: N/A Program Data Highlights Section COR Review: Our COR's are up to date, with equal participation across the district. Program Metric Highlights: Retention is up. Success is strong and steady. Efficiency could be improved. Assessment Report Highlights: Several things were changed in Anth 2 including changing the text, and this last year, removing the clickers. More discussion was added and the reflective component has changed. This change was as a result of recognizing that many of the learning gains in the classroom were short term and did not result in overall learning gains. Also in Anth 2, in the last four years, we standardized the delivery of instructions across learning platforms to ensure equity between online and face to face students. We found that having video lectures that were filmed in an actual classroom as opposed to a studio or a narrated powerpoint had a positive impact on the student. They need the life that a professor brings to a real classroom and the impression that they are among their peers instead of learning by themselves. In Anth 1, we updated the material and changed the learning style to include more hands on material. We had hands on activities in the past but they needed updating. In Anth 7, we added more material on Islam, as the instructor herself received more instruction on the subject. It has resulted in more lively discussion than have been seen in several years. In Anth 8, we hired a specialist in Linguistics which has resulted in learning gains and better student evaluations.

Program Goal: Anthropology Instructor Hire a new full time Faculty Member Goal Status: Completed Goal Year(s): 2014 - 2017 Start Date: 02/01/2015 Completion Date: 08/29/2016 How do your goals support the Educational Master Plan?: This addition gives better opportunity for student engagement and as the new hire has the responsibility of the club, we also can engage more students in co-curricular activities This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 4 Objective 2: Program Goal: Joint Certificate Program Develop a certificate program for Administration of Justice that would include heavy Anthropological Discipline involvement Goal Status: Completed Goal Year(s): 2014 - 2017 Start Date: 09/01/2015 Completion Date: 09/01/2016 How do your goals support the Educational Master Plan?: we increased the certificates to include a high demand area This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 5: Program Goal: New Course creation Bring three new courses through curriculum process (Anthropology 1H, Anthropology 1 with a Lab, and Women in Cross Cultural Perspectives). Goal Status: Completed Goal Year(s): 2014 - 2017 How do your goals support the Educational Master Plan?: Anth 1L is important to transfer preparedness as they needed to take this course remedially after they transferred and now they can transfer without having to backtrack This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Activities 2014 - 2015 - Anth 1H and Anth 1L are ready to be taught. Anth 1H was offered for the first time in Fall of 16.

05/10/2018 Generated by Nuventive Improve Page 2 of 4

Program Review - Instructional: Anthropology

Women in Cross Cultural perspectives has been tabled temporarily (Active)

Program Goal: PLO Establishment Establish firm PLO’s for all of our courses that fulfill a GE or Area of Interest. Goal Status: Completed Goal Year(s): 2014 - 2017 How do your goals support the Educational Master Plan?: This was necessary in order to properly complete another goal This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 5 Objective 3: Program Goal: Aseesment of PLO/SLO for all Anthropology courses Begin assessing these courses for overall effectiveness within the framework of the GE revamping. Goal Status: In Progress Goal Year(s): 2014 - 2017, 2018 - 2021 How do your goals support the Educational Master Plan?: 5:3 The loop was closed. We also completed an extensive assessment for Anth 2 in 2015 to complete goal 5:4, to reduce the differences between online and face to face instruction. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 5 Objective 3: , Goal 5 Objective 4: Program Goal: Create Anth 16 Create new Archaeology Field Methods Course, ANT 16 Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 02/01/2017 How do your goals support the Educational Master Plan?: 1:1 Students are expected to transfer to an undergraduate anthropology program with at least 4 weeks intensive field experience, this class will provide that. 2:1 and 2:2 Students will engage closely with both faculty and fellow students, as well as engage in active learning and service learning through the fieldwork and community partnerships. 4:4 and 4:6 The course will partner with local archaeological units and government bodies (i.e. State Parks and National Park Service) in order to conduct authentic archaeological field work, at the same time growing and benefiting the selected partners.

This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 2 Objective 1: , Goal 2 Objective 2: , Goal 4 Objective 4: , Goal 4 Objective 6: Activities 2018 - 2019 - Procure necessary equipment to offer a field course (see requests below in item 9). Finalize the Course Outline of Record and the Student Learning Outcomes in CurricuNET META. Submit proposed course to Curriculum Committee (Active) Target: Submit the proposed course to Curriculum Committee in AY 2017-2018, with the goal of offering it in AY 2018-2019

Lead: Courtney Buchanan Program Goal: Begin Offering Anth 1L Begin Offering Anth 1L. We now have it in our catalog and it must be offered Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 02/12/2018 Completion Date: 06/06/2018

05/10/2018 Generated by Nuventive Improve Page 3 of 4

Program Review - Instructional: Anthropology

How do your goals support the Educational Master Plan?: 1:1 This will improve transfer preparedness as the CSU and UC system want the lab to be attached to this course. If they transfer without it, they are required to do the lab remedially. 3:5 Currently the only other class with lab that fills the same requirement is Geography and it puts too much pressure and requires more classes than we offer, thereby impacting the students negatively

This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Activities We brought the course through curriculum and it is now in our catalog. However, we have a stumbling block of scheduling for two reasons, the first is space. We expect that to resolve after the room utilization project is completed. The second problem is that the lab is not coded as a high intensity lab so creates issues with contract scheduling. We are working through possible solution with our discipline partners across the district (Active) Lead: Alexis Gray Program Goal: Begin Offering Anth 2H Begin offering Anth2H It is in our catalog but has not yet been offered. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 08/27/2018 Completion Date: 12/14/2018 How do your goals support the Educational Master Plan?: The honors program gives those students an advantage in transfer This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Activities 2018 - 2019 - Anth 2H has made it through the curriculum process and we now have a faculty member who can teach the course. The chair will put the course in rotation and the faculty member will teach it. (Active) Lead: Courtney Buchanan. Program Goal: Expand our course offerings In order to garner more majors, we need more diverse course offerings Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 02/12/2018 How do your goals support the Educational Master Plan?: To have more majors would by its definition have students declare an educational goal. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 3 Objective 1:

05/10/2018 Generated by Nuventive Improve Page 4 of 4

Program Review Comprehensive Report

Program Review - Instructional: Art

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014_17_ART_CurriculumRPT.pdf 2014_17_ART_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_ART_ResourceRequests.xlsx 2014-17_ART_PLO_INSTRUCTIONAL.pdf 2014-17_ART_SLO_DISCIPLINE.pdf

Program Trends and Updates 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: No Do you anticipate your unit will shift departments in the NEXT 4 years?: No New certificates programs created by your unit in the PAST 4 years?: No New certificate programs anticipated by your unit in the NEXT 4 years?: Yes: Gallery Studies Certificate New Art History ADT is being approved Substantial modifications made to certificates/degrees in the PAST 4 years.: No Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: Potential revision of the Studio Arts ADT Possible adoption of a Graphic Design ADT Activities in other units that impacted your unit in the PAST 4 years.: For a period of time, Game Art required their students to take the Studio Art Beginning Drawing course. Game Art periodically needs to offer figure drawing or perspective drawing in our Studio Art Lab, which decreases the number of courses we can offer in Studio Art, because of space limitations. Activities in other units that impacted your unit in the NEXT 4 years.: There is the possibility of the Graphic Design certificate and the art-related CIS courses (Photoshop, Adobe Illustrator) moving from BEIT to AHWL. A new discipline may be created, and that new discipline should probably be housed in AHWL, not in BEIT. A full-time graphic design professor/multi-media professor with multiple skill sets should be hired to replace retiring faculty in BEIT, and that new professor should be in AHWL. Studio Art is also having discussions with Game Art about potentially have some shared courses, which will impact the Studio Art program. Previous Program Review Resource Requests Resource Requests Received: Hired new tenure-track art professor, Fall 2017. How did the resources received impact student learning?: Support of Art Club/student life, more engagement with students outside of class, office hours, continuity of instruction, planning of art program. If you requested resources but did not receive them, how did that impact student learning?: N/A Program Data Highlights Section

Program Goal: Art History ADT (AA-T) An Art History ADT will be available to Norco College students. It has gone through curriculum and is pending state approval. Goal Status: In Progress Goal Year(s): 2018 - 2021

05/10/2018 Generated by Nuventive Improve Page 1 of 2

Program Review - Instructional: Art

How do your goals support the Educational Master Plan?: Goal 1: Increase Student Achievement and Success Objectives: 1. Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). 2. Improve transfer rate by 10% over 5 years. Goal 3: Increase Student Access Objectives: 1. Increase percentage of students who declare an educational goal.

This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher).

05/10/2018 Generated by Nuventive Improve Page 2 of 2

Program Review Comprehensive Report

Program Review - Instructional: Biology

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014-17_BIOLOGY_SLO_DISCIPLINE.pdf 2014-17_MIRCOBIOLOGY_SLO_DISCIPLINE.pdf 2014-17_HES_SLO_DISCIPLINE.pdf

Program Trends and Updates 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: Yes, the old college department included math, science (physical and life) and kinesiology. After going through the shared governance process Math is now its own department and Science and Kinesiology is a separate department. Do you anticipate your unit will shift departments in the NEXT 4 years?: No New certificates programs created by your unit in the PAST 4 years?: Biology A.S.-T. New certificate programs anticipated by your unit in the NEXT 4 years?: California Naturalist state certification, Environmental Science A.S.-T. Substantial modifications made to certificates/degrees in the PAST 4 years.: None Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: Change of numbering in Biology ADT for BIO- 11 to BIO-60 and BIO-12 to BIO-61 Activities in other units that impacted your unit in the PAST 4 years.: STEM grant has provided SI assistance and equipment Activities in other units that impacted your unit in the NEXT 4 years.: ADT in Biology increases the need for Chemistry and Physics classes. Increases in lab courses require additional support from laboratory technicians, which require a new hire of another full-time laboratory technician. Previous Program Review Resource Requests Resource Requests Received: Our unit has been able to purchase the following vital equipment to enhance student learning: shades, new tables and a watering system for the greenhouse, plant presses and storage cases, a cell counter, and mammalian tissue culture supplies and equipment, safety hood for Bio prep area, some biology and microbiology replacement slides, new anatomy models for majors BIO-12, storage shed for plant press cases, and cork boards for ST 201 suite. How did the resources received impact student learning?: Resources impact student learning by providing more relevant biotechnology for improved laboratory experiences. If you requested resources but did not receive them, how did that impact student learning?: CONCERN: The district and the college have not responsibly or transparently decided which entity is responsible for vendor payments. Several vendors in biology and anatomy have had substantial delays in receiving payment. Furthermore, extensive delays occur between authorization and approval and actual funds dispersal. This was clearly evident when one of our colleges attempted to purchase the supplies at Home Depot and the card was rejected due to lack of funds. All of these payment issues to science vendors needs to be resolved. BIOLOGY 5, BIOLOGY 8, BIOLOGY 12: Did not receive three tiered seed sprouter which reduces ability to conduct plant growth experiments. BIOLOGY 11 AND MICROBIOLOGY: Did not receive ELISA plate reader upgraded software package, new computer to run

05/09/2018 Generated by Nuventive Improve Page 1 of 3

software, and updated ELISA plate reader. ELISA is one of the most well know diagnostic techniques used in cell and molecular biology, microbiology, and applied laboratory diagnostics. Currently, Norco College's ELISA plate reader is approximately 11 years old and no longer properly reads absorbances. Furthermore, the computer which runs the software is approximately 12 years old and at this point no longer even starts the software without error messages. ELISA is one of the most critical techniques which many industry partners and medical labs expect graduates to understand. FOR BIOLOGY 11, BIOLOGY 1, AND MICROBIOLOGY: Fortunately the autoclave which is 11 years old had no issues during the 2017-2018 academic year. We can not rely on luck in the future and absolutely need an autoclave service contract. If the autoclave is not maintained and does not work, the interruption is student learning can not be overstated. Microbiology would simply NOT be able to run the lab sections without sterile cultures and supplies. Furthermore, the autoclave is used in one essential biology 1 experiment and three biology 11 experiments. If funding for a new autoclave is not available it is essential that our college obtain a service contract for our currant autoclave. FOR ALL BIOLOGY COURSES HELD IN IT 128: This lab currently outfitted with 30 laptop computers. These computers are 7 years old and used in all biology labs held in this lab room. Software is so out of date that Norco Colleges IT department will not update some of the programs and systems because the hardware does not support the update. Many of the batteries no longer hold the change and do not work even when plugged into sockets. These computers are used for the following tasks: - Laboratory testing including biological pictures and specimens for laboratory exams - Teaching students how to make excel graphs which accurately represent the data these students collect during labs. - Several virtual labs in biology 1 and biology 8 FOR ALL BIOLOGY COURSES : Many of the slides through years of use have been broken and additionally our department needs several new slide trays for several organisms including, but not limited to: - Infectious disease slides - Organismal slides (tissues, etc.) - Botany slides - Cell specimens slides for biodiversity labs FOR BIOLOGY HONORS, BIOLOGY 17 AND BIOLOGY 12: The fundamental lack of human anatomical specimens in lab rooms ST 203 and IT 128 makes teaching several important human systems inadequate and ineffective. Models are currently in the anatomy labs. However, these models can not be moved over into ST 203 and IT 128 because several of these classes overlap with the models in use when needed in the biology labs. FOR BIOLOGY 8 AND BIOLOGY 12: Replacement of 4 oxygen meters was approved during the last program review cycle. However, 8 meters were requested. Therefore, only the 4 new probes work accurately and the other 4 older probes continually give inaccurate readings or do not work at all. Four additional probes are still needed (usually for 8 groups of students) so conduct ecological experiments concerning energy flow and net primary productivity Program Data Highlights Section COR Review: Courses reviewed and updated with the same number: BIO 1, BIO 1H, BIO 3, BIO 5, BIO 7, BIO 8, BIO 10 Courses reviewed and number changed (in process): BIO 11 to BIO 60, BIO 12 to BIO 61, BIO 17 to BIO 4, BIO 30 to BIO 16, BIO 34 to BIO 18, BIO 36 to BIO 19, AMY 10 to BIO 45, AMY 2A to BIO 50A, AMY 2B to BIO 50B, MIC 1 to BIO 55 Health Science HES 1 is to be cross-listed with BIO 35 Program Metric Highlights: The goal that has been met is the offering of BIO 11 both semesters and BIO 12 both semesters, to better meet the needs of biology majors, whether they are getting an A.S.-T. or not. Assessment Report Highlights: Fully assessed and reported: BIO 1, BIO 3, BIO 5, BIO 7, BIO 10, BIO 12, BIO 34, BIO 36 Partially reported: BIO 1H (should be completed in June 2018), BIO 17, HES 1 Not reported: BIO 8 (only taught once every 2 years, should be completed December 2018), BIO 11 (assessed, should be completed in June 2018), BIO 30 (assessed, adjunct instructor has had difficulty accessing the system to enter the data)

Program Goal: Increase availability of Biology majors' courses Offer BIO 11 in both Spring and Fall terms. Offer BIO 12 in both Spring and Fall terms. Goal Status: Completed Goal Year(s): 2014 - 2017 Start Date: 04/01/2016 Completion Date: 12/13/2017 How do your goals support the Educational Master Plan?: Provide educational opportunities by increasing transfer preparedness This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher).

05/09/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Instructional: Biology

Program Goal: Lab manual for Microbiology Develop a tailored local lab manual for Microbiology. Develop labs and write an appropriately leveled lab manual. Goal Status: In Progress Goal Year(s): 2014 - 2017, 2018 - 2021 Start Date: 04/01/2017 How do your goals support the Educational Master Plan?: Provide an innovative approach to learning as stated in the mission. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Program Goal: California Naturalist certificate Develop a California Naturalist state certificate. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 02/03/2018 How do your goals support the Educational Master Plan?: A California Naturalist state certificate will increase student engagement by providing an excellent component to their curriculum vitae and allow them to act as citizen scientists in a more engaged manner. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 3 Objective 1: Program Goal: Environmental Science A.S.-T. Develop an Environmental Science A.S.-T. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 02/12/2018 How do your goals support the Educational Master Plan?: Improve transfer preparedness This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher).

05/09/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Instructional: Business Administration, Management, and Marketing

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: ncb entered Attachments: 2014_17_BusMGTMarketing_CurriculumRPT.pdf 2014_17_BusMGTMarketing_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_BUSINESS_MGMT_MARKETING_ResourceRequests.xlsx 2014-17_BUSINESS-MANAGEMENT_SLO_DISCIPLINE.pdf 2014-17_BUSINESS_SLO_DISCIPLINE.pdf 2014-17_BUS_BUS_ADMIN_MANAGEMENT_PLO_INSTRUCTIONAL.pdf

Program Trends and Updates 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: No Do you anticipate your unit will shift departments in the NEXT 4 years?: Yes New certificates programs created by your unit in the PAST 4 years?: We have added two certificates: Entrepreneurship: Getting Started and Entrepreneurship: Marketing New certificate programs anticipated by your unit in the NEXT 4 years?: Non-credit certificates to be determined. We will also offer Entrepreneurship: Finance Substantial modifications made to certificates/degrees in the PAST 4 years.: None Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: None Activities in other units that impacted your unit in the PAST 4 years.: None Activities in other units that impacted your unit in the NEXT 4 years.: The change to "schools" will be a change in how the department is viewed college wide. As the School and Business and Management continues to evolve the need for more full time faculty to cover all aspects of the change will be needed. There is anticipated that the "schools" will increase enrollment and visibility of the areas. Previous Program Review Resource Requests Resource Requests Received: None How did the resources received impact student learning?: We requested a full time business/entrepreneurship faculty member. Because we currently do not have an expert in this field it impacts students learning by not providing relevant, up to date information, along with a champion to move this program forward. If you requested resources but did not receive them, how did that impact student learning?: We requested a full time business/entrepreneurship faculty member. Because we currently do not have an expert in this field it impacts students learning by not providing relevant, up to date information, along with a champion to move this program forward. Program Data Highlights Section COR Review: All COR's have been updated with the exception of MKT 41 and 42. Norco no longer has a marketing certificate or concentration and does not offer these courses very often. Typically the Riverside City College faculty update these as they are offered regularly on the Riverside campus.

05/10/2018 Generated by Nuventive Improve Page 1 of 2

Program Metric Highlights: The only area that was significantly down was efficiency. The Department Chair may want to review the number of each courses we offer and tighten up the offerings. Assessment Report Highlights: Assessment is ongoing. A majority of our courses have been assessed. Overall the program review report is generally positive and the programs discussed are healthy. There is a downward trend in enrollment, but this is normal when the economy is surging.

Program Goal: Marketing To increase marketing of all business, management and marketing programs to both the high schools and local business community. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 08/27/2018 Completion Date: 06/01/2021 How do your goals support the Educational Master Plan?: Goal 1: 7 - increase percentage of students who complete 15,30 and 60 unit certificates and degrees. Goal 1:5 Increase completion rate of degrees and certificates over six years Goal 1: 10 Increase course completion, certificate and degree completion This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum., Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 8: , Goal 1 Objective 9: , Goal 1 Objective 10: , Goal 2 Objective 1: , Goal 2 Objective 2: , Goal 2 Objective 3: , Goal 2 Objective 4: , Goal 2 Objective 5: , Goal 2 Objective 6: Program Goal: Increase the number of completion, certificate and degree completions Increase the number of students who apply for certificates and degrees by promoting applications, using part time and full time faculty. Work with Admin to create an easier process for students to apply for their degrees and certificates. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 08/23/2018 Completion Date: 06/01/2021 How do your goals support the Educational Master Plan?: Goal 1:10 Increase course completion, certificates and degree completion Program Goal: Market Business ADT Develop a one page flyer and a course rotation to hand out to students in class. Work with counseling to market the ADT to current and prospective students Meet with PT faculty to inform them about the new ADT and encourage them to talk to students and hand out one page flyers Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 08/27/2018 Completion Date: 06/01/2021 How do your goals support the Educational Master Plan?: Goal 3: Increase student access 1. Increase percentage of students who declare an educational goal 2. Increase percentage of new students who develop an educational plan 3. Increase percentage of continuing students who develop an educational plan

05/10/2018 Generated by Nuventive Improve Page 2 of 2

Program Review Comprehensive Report

Program Review - Instructional: Chemistry

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB Attachments: 2014-17_CHEMISTRY_SLO_DISCIPLINE.pdf 2014_17_CHEMISTRY_CurriculumRPT.pdf 2014_17_CHEMISTRY_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_CHEMISTRY_ResourceRequests.xlsx

Program Trends and Updates 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: The Chemistry discipline had been in the Department of Math, Sciences, and Kinesiology until 2017. However, it became the Department of Sciences and Kinesiology after Math split off to form its own department in January 2017. Do you anticipate your unit will shift departments in the NEXT 4 years?: No New certificates programs created by your unit in the PAST 4 years?: The Chemistry discipline established an Associates Degree for Transfer (ADT) agreement with all the Cal State University campuses in 2016, which remains in effect. New certificate programs anticipated by your unit in the NEXT 4 years?: None Substantial modifications made to certificates/degrees in the PAST 4 years.: None Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: None Activities in other units that impacted your unit in the PAST 4 years.: The increased number of total science classes offered in succeeding years and the growth in other departments has made it increasingly difficult to get properly equipped lecture rooms (e.g., rooms with periodic tables, adequate white board space, adequate projector space, etc.). This has forced the Chemistry faculty to teach lectures in both ill-equipped lecture rooms and labs where students have to work around chemicals. Activities in other units that impacted your unit in the NEXT 4 years.: The Chemistry discipline looks forward to the administration providing better teaching facilities for chemistry classes. Improvement of instruction includes having proper lecture room design and equipment in a comfortable viewing platform that enhances student learning. Previous Program Review Resource Requests Resource Requests Received: (1) Supplies to maintain the Chemistry discipline's deionized/reverse osmosis (DI/RO) water system including: • PreSystem PAK filters • Progard TL1 CL2 W/O • PE Tank Millipak Filter These filtration packs are required for the proper functioning of the DI/RO water system, which is used in all chemistry lab courses taught at Norco College.

(2) Six visible (VIS) spectrophotometers for General Chemistry (CHE-1A/1B) that allow for sweep mode or single wavelength absorbance/transmittance determinations.

05/09/2018 Generated by Nuventive Improve Page 1 of 5

(3) A set of microscale glassware for the second semester Organic Chemistry (CHE-12B) lab drawers for each student.

(4) Replacement and repair equipment for the Introductory and General Chemistry (CHE-1A/1B) curricula

(5) Corrosive storage cabinet

(6) Overall budget increase from $7,600 to $20,341 in Fall 2015

(7) Third set of equipment to supply General Chemistry (CHE-1A/1B) lab drawers

(8) SPARTAN software site license

(9) New balances for Introductory Chemistry (CHE-2A) in room HUM 204

(10) A set of microscale glassware to supply second semester Organic Chemistry lab drawers How did the resources received impact student learning?: (1) Having a steady supply of DI/RO water for all chemistry labs is one of the backbones of any experimental chemistry program. Without DI/RO water, aqueous standard solutions and other reagent solutions for chemical reactions cannot be made, which would be crippling problem for the Chemistry program since these solutions are required in nearly every Introductory, General, and Organic Chemistry lab experiment conducted each semester. Upgrading the filtration system with this purchase increased the rate at which our tap water can be purified for use in chemical experiments.

(2) Visible spectrometry is routinely used in General Chemistry (CHE-1A/1B) classes. These new spectrophotometers replaced the very old Spec20 model instruments, many of which were in need of repair. Also, these new instruments have sweep modes for running multiple wavelengths in an automated manner, unlike the the Spec20 instruments.

(3) Purchased in time to launch the second semester of Organic Chemistry (CHE-12B) in the Spring 2016 semester at Norco College.

(4) This item involved the replacement/repair of routine equipment that was needed for the operation of General Chemistry (CHE-1A/1B) courses to ensure that students had the proper equipment for a safe and enhanced learning lab environment.

(5) This cabinet allows for the safe storage of corrosive chemicals and provides Chemistry faculty access to a greater variety of chemicals for expanding our experimental offerings to our students.

(6) This budgetary increase allowed more than a doubling of Chemistry course offerings in just a few years.

(7) Allowed General Chemistry (CHE-1A/1B) students to have their own glassware for lab courses instead of sharing their glassware with other students.

(8) Chemical modeling software is used to predict the three dimensional structures of compounds and is now routinely in Chemistry curricula. This software was used in the first semester of Organic Chemistry (CHE-12A).

(9) Modern balances with greater precision were purchased to labs replaced older lower precision instruments (including some in need of repair) for the Introductory Chemistry (CHE-2A) lab.

(10) Purchased in time to launch second semester of Organic Chemistry (CHE-12B) in Spring 2016 semester. If you requested resources but did not receive them, how did that impact student learning?: ??? Program Data Highlights Section

Program Goal: Improve CHE-2A Lab Curriculum Improve the CHE-2A lab curriculum to increase success rates for the course and enhance the student learning experience. This will include introducing more Green Chemistry principles and modifying or changing existing lab experiments. It will also allow key concepts to be better reinforced and practiced and make the lab environment safer and healthier for our students. Some specific tasks linked to this goal include: • updating and altering current 1st semester Introductory Chemistry (CHE-2A) experiments to increase clarity and minimize

05/09/2018 Generated by Nuventive Improve Page 2 of 5

Program Review - Instructional: Chemistry waste and hazardous chemicals, • incorporating pre-lab and post-lab questions so that students are better prepared for the lab (safety, conceptual, and procedural questions). • aligning the lab content with lecture content to increase student understanding and success.

Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: Goal 1 Objective 1 Goal 1 Objective 6 Goal 2 Objective 1 This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Program Goal: Improve CHE-1A Lab Curriculum Improve the CHE-1A lab curriculum to increase success rates for the course and enhance the student learning experience. This will include introducing more Green Chemistry principles and modifying or changing existing lab experiments. It will also allow key concepts to be better reinforced and practiced and make the lab environment safer and healthier for our students. Specific activities in this area include: • updating and altering the current 1st semester General Chemistry (CHE-1A) experiments to increase clarity and to minimize wastes and hazardous chemicals. • incorporating pre-lab and post-lab questions so that students are better prepared for the lab (safety, conceptual, and procedural questions). • aligning the lab content with lecture content to increase student understanding and success.

Goal Status: In Progress How do your goals support the Educational Master Plan?: Goal 1 Objective 1 Goal 1 Objective 6 Goal 2 Objective 1 Program Goal: Improve CHE-1B Lab Curriculum Improve the CHE-1B lab curriculum to increase success rates for the course and enhance the student learning experience. This will include introducing more Green Chemistry principles and modifying or changing existing lab experiments. It will also allow key concepts to be better reinforced and practiced and make the lab environment will also be safer and healthier for our students. Specific activies in this area include: • updating and alter current 2nd semester General Chemistry (CHE-1B) experiments to increase clarity and to minimize wastes and hazardous chemicals, • incorporating pre-lab and post-lab questions so that students are better prepared for the lab (safety, conceptual, and procedural questions), and • aligning the lab content with lecture content to increase student understanding and success.

Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: Goal 1 Objective 1 Goal 1 Objective 6 Goal 2 Objective 1 This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 4 Objective 1: Program Goal: Begin Offering CHE-3 at Norco College Offer the CHE-3 lecture and lab course for the first time at Norco College and continue offering it in succeeding years. This means developing both lecture and lab curricula appropriate for science majors in need of a one-semester Chemistry Fundamentals course to prepare them for the 1st semester of General Chemistry (CHE-1A). The lab will include Green Chemistry principles whenever possible to save costs and provide a safer and healthier environment for students. This activity is on hold until more full-time Chemistry faculty are hired.

05/09/2018 Generated by Nuventive Improve Page 3 of 5

Program Review - Instructional: Chemistry

Goal Status: On Hold Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: Goal 1 Objective 1 Goal 1 Objective 6 Goal 2 Objective 1 Program Goal: Begin Offering CHE-2B at Norco College Offer CHE-2B at Norco College. (While CHE-2B is currently taught in RCCD, it is not offered at Norco College.) This means developing both lecture and lab curricula appropriate for Allied Health students in need of the second semester of Organic Chemistry and Biochemistry Fundamentals (CHE-2B) for their career paths. The lab will include Green Chemistry principles whenever possible to save costs and provide a safer and healthier environment for our students. This activity is on hold until new full-time Chemistry faculty are hired. Goal Status: On Hold Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: Goal 1 Objective 1 Goal 1 Objective 6 Goal 2 Objective 1 Program Goal: Begin Offering General Chemistry As An Honors Course (CHE-1AH) At Norco College Offer the 1st semester General Chemistry as an honors course (CHE-1AH) within the next few years. (While CHE-1AH is currently taught in RCCD, it is not offered at Norco College.) This course will include advanced lecture and lab content relative to CHE-1A. The Chemistry discipline anticipates offering one section of this course per semester. This activity is on hold until new full-time Chemistry faculty are hired. Goal Status: On Hold Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: Goal 1 Objective 1 Goal 1 Objective 6 Goal 2 Objective 1 Program Goal: Develop Videos to Teach Lab Techniques Develop a series of videos that teach lab techniques to enhance the student learning experience and provide increased instruction in key aspects of experimental chemistry. These videos will span a range of difficulty to accommodate students with different levels of lab experience and expertise. They will also stress safety, lab techniques, and experimental methodology. It is anticipated that the videos will be made available to all Norco College chemistry instructors for their use and will also be posted to a secured site for more wide-spread viewing outside of classes. This activity is on hold until new full-time Chemistry faculty are hired. Goal Status: On Hold Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: Goal 1 Objective 1 Goal 1 Objective 6 Goal 2 Objective 1 Goal 7 Objective 5 Program Goal: Reducing Class-Size Caps for General and Introductory Chemistry Courses at Norco College The Chemistry Discipline at Norco College is seeking to lower the lab capacities (lab caps) of its Introductory Chemistry and General Chemistry courses from 32 to 24 students citing safety concerns for faculty and students. Chemistry lab classes are unique in that faculty have to be constantly vigilant and available to all students to create a safe and optimal learning environment. However, it is very difficult to ensure that safety and effective learning take place in lab class environments of 32 students. Thus, the Norco College Chemistry faculty have two major safety concerns with regard to the college’s current lab caps: 1) the ability of instructors to oversee and manage the number of students in a lab class and 2) the amount of individual workspace provided to each student.

05/09/2018 Generated by Nuventive Improve Page 4 of 5

Program Review - Instructional: Chemistry

The American Chemical Society (ACS) provides guidelines for lab safety. The ACS is the largest scientific society in the world and the largest professional society for those who work in the chemistry field worldwide. Thus, the ACS is viewed as the authority for all chemistry-related things. In this regard, the “ACS Guidelines for Chemistry for Two-Year College Programs” recommends that academic laboratory classes have no more than 25 students to provide an optimal educational experience that minimizes overcrowding and maintains a safe working environment.

The National Fire Protection Association (NFPA) also provides guidelines for optimal workspace for students in lab classes. The NFPA is a leader in knowledge and resources regarding fire- and hazard-related issues and prevention. In its "Life Safety Code 101-2012 Occupant Load Factor" for educational science labs, the NFPA recommends that each student in an educational lab environment have at least 50 square feet of net work space (net work space is work space that excludes lab tables and benches). We estimate that each student in our Introductory Chemistry lab room has about 24 square feet of net work space and each student in the General Chemistry lab room has about 35 square feet of net work space, which are far below the NFPA safety guidelines.

There is strong evidence that lower lab caps are correlated with a safe lab environment. For example, the National Science Teachers Association published “Overcrowding in the Instructional Space” with data collected from 199 secondary public schools in 2001 on overcrowding in academic lab classes.4 While this study used data from middle and high school lab classes, it’s likely that the trends can be extended to any academic laboratory environment. This study found that accidents and incidents 1) increased by 82% (from 11% to 20%) when the high school lab class enrollments went from 14-19 students to 20-24 and 2) increased by an astonishing 320% (from 20% to 64%) when the high school lab class enrollments were above 24 high school students.

Moreover, incidents and mishaps increased 473% (from 15% to 71%) as the classroom space per student decreased from greater than 45-60 square feet to less than 45 square feet of net space per student. These data strongly support the concept that lab class sizes of more 24 students and less than 45 square feet of net space per student are not conducive to a safe and effective learning environment for students and faculty.

Several community colleges have adopted lower lab cap standards set by the ACS and the NFPA. In Introductory Chemistry and General Chemistry courses, for example, Golden West Community College has lab caps of 25 students while both Mt. San Antonio and Santiago Canyon Community Colleges have lab caps of 24-26 students. Decreasing lab caps from 32 to 24 students will limit the college’s liability by decreasing lab accidents. We are asking that the administration of both the District and Norco College support the reduction of the student lab caps to 24 in all Introductory and General Chemistry lab courses to maintain a workplace that is safe and supports effective learning. Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: Goal 2 Objective 1 Goal 7 Objective 5

05/09/2018 Generated by Nuventive Improve Page 5 of 5

Program Review Comprehensive Report

Program Review - Instructional: Communication Studies

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: ncb entered Attachments: 2014-17_COMMUNICATION_SLO_DISCIPLINE.pdf 2014-17_COMMUNICATIONS_PLO_INSTRUCTIONAL.pdf 2014_17_COMMSTUDIES_CurriculumRPT.pdf 2014_17_COMMSTUDIES_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_COMMUNICATION_STUDIES_ResourceRequests.xlsx

Program Goal: Communication Studies Instructor Hire a new full-time faculty member Goal Status: In Progress Goal Year(s): 2014 - 2017 Start Date: 04/30/2018 How do your goals support the Educational Master Plan?: It meets the the needs of Goals 1 and 2 This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 10: , Goal 2 Objective 1: , Goal 2 Objective 2:

05/09/2018 Generated by Nuventive Improve Page 1 of 2

Program Review - Instructional: Communication Studies

Program Goal: Sufficient Number of COM Sections Ensure that a sufficient number of COM sections are offered to meet the needs of students moving through the COM ADT, transfer, GE, and certification pathways. Goal Status: In Progress Goal Year(s): 2014 - 2017 Start Date: 01/01/2018 Completion Date: 12/31/2020 How do your goals support the Educational Master Plan?: This program goal is supports Goals 1 & 5 of the EMP. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 5: Program Goal: COM Club Create a COM Club to support students with an interest in the field of Communication Studies to connect with COM related career and transfer resources, engage in community service, and to build relationships with students of common interest. Goal Status: In Progress Goal Year(s): 2014 - 2017 Start Date: 01/01/2018 Completion Date: 05/31/2018 How do your goals support the Educational Master Plan?: This program goal supports Goal 2 of the EMP. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 2 Objective 1: , Goal 2 Objective 2: Activities 2016 - 2017 - Formation meeting 5/1/2017 (Active) Target: Meet with students who have a Communication Studies interest to assess interest level in forming a club; establish interest in leadership core. Program Goal: ADT Alignment Ensure that the courses included in the COM ADT will transfer to local UC and CSU Communication Studies programs. Goal Status: In Progress Goal Year(s): 2014 - 2017 Start Date: 06/15/2018 Completion Date: 11/30/2018 How do your goals support the Educational Master Plan?: This program goal supports Goal 1 of the EMP. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 5: Program Goal: COM Associate Faculty Support Build ties with and between COM faculty (associate and full-time) to support assessment and professional development. Goal Status: In Progress Goal Year(s): 2014 - 2017 Start Date: 06/15/2018 Completion Date: 08/01/2018 How do your goals support the Educational Master Plan?: This program goal supports Goal 5 and 7 of the EMP. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 5 Objective 2: , Goal 7 Objective 2:

05/09/2018 Generated by Nuventive Improve Page 2 of 2

Program Review Comprehensive Report

Program Review - Instructional: Computer Information Systems & Computer Science

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014-17_CIS_C++_PLO_INSTRUCTIONAL.pdf 2014-17_CIS_COMPUTER_AIDED_PROD_TECH_PLO_INSTRUCTIONAL.pdf 2014-17_CIS_COMPUTER_PROGRAMING_PLO_INSTRUCTIONAL.pdf 2014-17_CIS_COMPUTER-NUM_CTRL_PRGM_PLO_INSTRUCTIONAL.pdf 2014-17_CIS_DESKTOP_PUBLISHING_PLO_INSTRUCTIONAL.pdf 2014-17_CIS_GRAPHIC DESIGN_PLO_INSTRUCTIONAL.pdf 2014-17_CIS_JAVA_PROGRAMMING_PLO_INSTRUCTIONAL.pdf 2014-17_CIS_MOBILE_APPLICATIONS_PLO_INSTRUCTIONAL.pdf 2014-17_CIS_SLO_DISCIPLINE.pdf 2014-17_CSC_COMPUTER_SCIENCE_PLO_INSTRUCTIONAL.pdf 2014-17_CSC_SLO_DISCIPLINE.pdf 2014_17_CIS_CSC_CurriculumRPT.pdf 2014_17_CIS_CSC_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_CIS_CSC_ResourceRequests.xlsx

Program Trends and Updates 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: No. CIS/CSC has been part of the Business, Engineering and Information Technology (BEIT) department. Do you anticipate your unit will shift departments in the NEXT 4 years?: Norco College is shifting disciplines to Schools. It is unclear if we will continue to work within the BEIT department. Most of our programs are within the STEM school. One is part of the Art and Humanities school, Graphic Design. This program is being moved from Computer Information Systems to the discipline of Digital Media. This will require courses be cross-listed for a couple of years so that current students will be able to find them in CIS and the new discipline.

There is not a clear plan yet, but with the restructuring occurring at Norco College to facilitate the new organization around our "Schools" there may be a shift in the organization of our departments. Already there is a change in the responsibilities of our deans of instruction. No longer, will there be a dean of Career and Technical Education. The main motivation for reorganization is improving student achievement; implementation is a major piece of the Completion Initiative. New certificates programs created by your unit in the PAST 4 years?: Last year we introduced a new program and revitalized the CAT discipline at Norco. It had been discontinued but due to increased demand for secretarial workers, a new program named Business Information Worker was adopted. In addition in March 2017 we discontinued a low-enrollment program under CIS; Mobile Applications Development. A new Full Stack Web Development certificate was added with plans to offer it in a summer ACE format.

05/09/2018 Generated by Nuventive Improve Page 1 of 4

New certificate programs anticipated by your unit in the NEXT 4 years?: We are in the process of moving Graphic Design to a new discipline Digital Media. It is a better fit for this design program than in the Computer Information Systems discipline.

CIS is part of several programs that will offer dual enrollment with local high schools. The purpose of the dual enrollment patterns is to increase student interest in several of our programs. This folds into the completion initiative with moving students faster through their program of study to completion of a certificate, degree or transfer.

The current CIS and CSC programs are continually reevaluated to determine whether they correctly prepare our students for the careers in computer we currently teach. Substantial modifications made to certificates/degrees in the PAST 4 years.: As a discipline we are constantly in the mode of reviewing and evaluating our curriculum. In spring 2017 college faculty along with RCC and Moreno Valley, reviewed and updated all of the courses in the CIS discipline. Seventeen courses no longer offered and one program was discontinued. This was done in an effort to clean up our catalog and to eliminate confusion for students who take our courses. In spring 2018 we will again look at the offerings and with the help of our advisory committee that meets each spring determine if we need to modify any of our programs.

Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: This will be something that we discuss at our yearly Industry Summit, advisory meeting. Each year, we hold an industry breakfast where we share our programs and goals with local business owners and educators. They, in turn, have been instrumental in providing suggestions on our curriculum and our teaching strategies. In past years, the industry feedback has had significant impact on our offerings. We value our business partners and their expertise.

The move of Graphic Design program means that we will need to cross list the courses in CIS with Digital Media for a while. We will need to create the cross-listed courses in the next year to accommodate existing students and allow for the new students to select the Digital Medial course identification.

Activities in other units that impacted your unit in the PAST 4 years.: “Increase campus and program awareness of our CIS/CSC offerings.” As a department, we know that we want to attract more student into our programs. We need to promote and inform high school and the local community of the programs we offer and to do more advertising on campus.

The Strong Workforce Program grant is being embedded into many programs across our college. The Strong Workforce grant has several components that will impact our unit. With the addition of two major roles, Dean of Community Partnerships & Workforce Development and a Career Center Director we feel that they can help us strengthen programs throughout the CTE. Both of these positions will move us toward achieving the above mentioned goal.

We are in a constant state of change in the field of computers. Along with changes in our courses, certificates and programs, Norco College is undergoing some substantial changes to the organization. Last year there were major changes to tutoring and how it is delivered to our students. We had embedded tutors in many of our classes. This is not something we have at this time. This has required us to look to other grant funding to provide this valuable service inside our our lecture classrooms.

The CS ADT is experiencing rapid growth. Data supplied by Greg Aycock's office indicates the number of students who are majoring in Computer Science has doubled in the 2 year period from Fall 2015 (96 students) though Fall 2017 (190 students). The CS ADT includes 2 calculus based physics classes and 2 calculus classes in the 2 year rotation. It's important to coordinated scheduling CS courses with Physics and Math to ensure students do not have scheduling conflicts in the 2 year published sequence.

Activities in other units that impacted your unit in the NEXT 4 years.: Guided Pathways -- Provides all students with a set of clear course-taking patterns that promotes better enrollment decisions and prepares students for future success. This will integrate support services in ways that make it easier for students to get the help they need during every step of their community college experience.

CIS and GAM are going to move their programs to the STEM building beginning fall 2018. This will provide a cohesive learning environment. Students will be able to find support in and out of the classroom and have the opportunity to collaborate with fellow classmates in a location where students are in courses related to their major. Previous Program Review Resource Requests Resource Requests Received: Lynda.com is a tool we use in our courses for students. Faculty also use this to stay abreast of

05/09/2018 Generated by Nuventive Improve Page 2 of 4

software changes in the constantly changing field of computers. In 2015 Norco College purchased this for all staff and students.

Dean of Career and Technical position is now fully funded by the college.

Two desktop computers for CIS faculty offices.

Software licenses for Adobe software suite, Camtasia, and and SchoolVue are now provided by our college.

Upgrades to LRC computers funded both by the college general funds and Perkins grant funds.

Lab aides and CAT student support has been funded during the past three years by college general funds and Title V grant funds.

How did the resources received impact student learning?: Lynda.com is a wonderful resource and it has improved students' access to industry standard videos on many programs that we teach. Our instructors have used it as a lab component and some as the course materials for their courses.

The Dean of CTE has a positive impact on student learning at Norco College. Kevin Fleming served as a champion for student success. He lead, inspired and facilitated changes both in the college and within our disciplines that allowed us to offer programs that provide opportunities for our students to be competitive in the field of computers.

Faculty computers in CIS is important so that we can stay ahead of the changes in our industry. Student learning is why we continue to train on current and new software.

Software licenses - To provide our students with the latest software is essential in the fields we prepare our students for. We are thankful that many of the programs we use in our classroom are now district or college funded. We still have some that we do not have automatically updated but the ability to provide the current versions of all of our software programs is critical to our student's success.

We are very thankful for the computer upgrades in our Learning Resource Center. It is very important that we provide both current software and computes that will allow us to use the software and keep pace with the needs of the technology demands.

Student support both in our classrooms and in our learning resource lab is a critical piece for student success. We are thankful that the college and our grant funds have allowed us to use this as a way to improve student achievement. If you requested resources but did not receive them, how did that impact student learning?: We rarely are awarded college resources. We depend on funding through Lottery Funds, Title V, STEM and Perkins grants to keep our technology up to date. Program Data Highlights Section COR Review: Our discipline met in spring of 2017 and we reviewed every course. Some that were Riverside or Moreno Valley, only courses show up in the courses not updated but shouldn't be listed for Norco College. Program Metric Highlights: According to data provided by Greg Aycock's office, the number of students who declared Computer Science as their major has increased from 96 in Fall 2015 to 169 in Fall 2016 to 190 in Fall 2017. It has doubled in 2 years and we believe the number is still increasing. Assessment Report Highlights: Here is a place that we are still struggling to improve. Currently we show that 72% have been assessed. We are aware that we are deficient in assessment and will work to bring the number of courses assessed each year to 100%.

One note I want to make is that we still have several courses in the assessment section that are not taught at Norco College. Last spring we began a process to delete old classes and clean up our catalog. Riverside and Moreno Valley colleges still offer the courses. We will follow through with the curriculum committee to delete this removed courses.

Program Goal: Increase articulation with high schools and 4-year colleges Increase the number of courses articulated with high school and universities in Computer Science and Computer Information Systems. The purpose of increasing articulation agreements is to create pathways and increase completers. Goal Status: In Progress

05/09/2018 Generated by Nuventive Improve Page 3 of 4

Program Review - Instructional: Computer Information Systems & Computer Science

Goal Year(s): 2018 - 2021 Start Date: 08/27/2018 How do your goals support the Educational Master Plan?: By working with the local high schools we will be able to encourage these students to continue at Norco to complete programs of study that they began during their high school years. This will increase success and retention. It will increase the amount of units they complete and move them closer to attaining the program award. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 8: , Goal 1 Objective 9: , Goal 1 Objective 10: , Goal 2 Objective 1: , Goal 2 Objective 2: , Goal 2 Objective 3: , Goal 2 Objective 4: , Goal 2 Objective 5: , Goal 2 Objective 6: , Goal 3 Objective 1: , Goal 3 Objective 2: , Goal 3 Objective 3: , Goal 3 Objective 4: , Goal 3 Objective 5: , Goal 4 Objective 1: , Goal 4 Objective 2: , Goal 4 Objective 3: , Goal 4 Objective 4: Program Goal: CIS: Increase Student Success and Retention Student retention in CIS is 77% overall compared to 82% for Norco College. Student success in CIS is 68% overall compared to 70% overall for Norco College. The online success rate for CIS is 63% compared to the online success rate of 64% for Norco College. The goal is to improve retention rates to 82% and success rates to 75%. An additional goal is to improve online success rates to 75%.

We plan to improve these rates by providing additional student support in the Open Lab area of STEM and by recreating the vibrant learning community that evolved when the CIS and Game Labs were functioning as Open Labs. Peer to peer mentoring, additional faculty support in the lab, and the implementation of a new asynchronous online delivery mode are some of the methods we will employ to improve the retention and success rates. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 04/20/2018 How do your goals support the Educational Master Plan?: Improving student success and retention is a goal in the Master Plan. Transfer rates will improve as success and retention improve. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 4: Program Goal: Create Graphic Design Discipline Move the current CIS graphic design program into a digital media discipline, align the curriculum with the Graphic Design ADT, and hire a full-time Graphic Design Faculty member Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 04/20/2018 How do your goals support the Educational Master Plan?: Improve transfer rates. Improve student preparation for industry. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. Program Goal: Hire a full-time tenure track faculty member to support the Graphic Design program Hire a full-time tenure track faculty member to support the Graphic Design program Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 08/27/2018 Completion Date: 06/30/2019 How do your goals support the Educational Master Plan?: A full time faculty member will improve the strength of the program, improve transfer preparedness, and increase transfer rates.

05/09/2018 Generated by Nuventive Improve Page 4 of 4

Program Review Comprehensive Report

Program Review - Instructional: Computer Information Systems & Computer Science

05/09/2018 Generated by Nuventive Improve Page 1 of 4

05/09/2018 Generated by Nuventive Improve Page 2 of 4

software changes in the constantly changing field of computers. In 2015 Norco College purchased this for all staff and students.

Dean of Career and Technical position is now fully funded by the college.

Two desktop computers for CIS faculty offices.

Software licenses for Adobe software suite, Camtasia, and and SchoolVue are now provided by our college.

Upgrades to LRC computers funded both by the college general funds and Perkins grant funds.

Lab aides and CAT student support has been funded during the past three years by college general funds and Title V grant funds.

Faculty computers in CIS is important so that we can stay ahead of the changes in our industry. Student learning is why we continue to train on current and new software.

05/09/2018 Generated by Nuventive Improve Page 3 of 4

Program Review - Instructional: Computer Information Systems & Computer Science

05/09/2018 Generated by Nuventive Improve Page 4 of 4

Program Review Comprehensive Report

Program Review - Instructional: Construction Technology

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014_17_CONSTRUCTIONTECH_CurriculumRPT.pdf 2014_17_CONSTRUCTIONTECH_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_CONSTRUCTION_TECH_ResourceRequests.xlsx 2014-17_CON_SLO_DISCIPLINE.pdf 2014-17_CONTRUCTION_TECH_PLO_INSTRUCTIONAL.pdf

Program Trends and Updates 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: No Do you anticipate your unit will shift departments in the NEXT 4 years?: Maybe with the realignment of the Discipline under Schools New certificates programs created by your unit in the PAST 4 years?: None. New certificate programs anticipated by your unit in the NEXT 4 years?: None. Substantial modifications made to certificates/degrees in the PAST 4 years.: None. Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: None. Activities in other units that impacted your unit in the PAST 4 years.: Residential Electrician Program has had some impact on our Con 66 enrollment (lowering it) Activities in other units that impacted your unit in the NEXT 4 years.: None Previous Program Review Resource Requests Resource Requests Received: N/A How did the resources received impact student learning?: N/A If you requested resources but did not receive them, how did that impact student learning?: Request for additional IDS support. Has made some of the scheduling and purchasing, and coordinating more difficult since the IDS staff are overworked. Program Data Highlights Section COR Review: 12 of our courses need updating since the last time in 2012. This is difficult since we are having to change each COR to include objectives. Program Metric Highlights: Each of our instructors does an informal assessment of our effectiveness each year and we discuss general trends. Assessment Report Highlights: Most of the Construction Classes have at least one assessment.

No Program Goal were returned for this Assessment Unit based upon the selected parameters.

05/09/2018 Generated by Nuventive Improve Page 1 of 1

Program Review Comprehensive Report

Program Review - Instructional: Early Childhood Education

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014_17_EARLY_CHILD_ED_CurriculumRPT.pdf 2014_17_EARLY_CHILD_ED_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_EARLY_CHILDHOOD_ED_ResourceRequests.xlsx 2014-17_EAR_SLO_DISCIPLINE.pdf 2014-17_EARLY_CHILDHOOD_ED_PLO_INSTRUCTIONAL.pdf 2018 - 2021 Attachments: Degrees and Certs in ECE 2012-2018.docx ECE Efficiency Data 2017.docx ECE Success Data 2017.docx Retention Data ECE 2017-18 PR.docx

Program Trends and Updates 2018 - 2021 Program Update Section Has your unit shifted departments in the PAST 4 years?: No Do you anticipate your unit will shift departments in the NEXT 4 years?: No New certificates programs created by your unit in the PAST 4 years?: ADT in Child Development New certificate programs anticipated by your unit in the NEXT 4 years?: ADT in Elementary Education 15 unit certificate in Administration, mentoring and coaching in ECE to align to new competencies from the state. Substantial modifications made to certificates/degrees in the PAST 4 years.: All ECE courses underwent major modifications as part of the California Alignment Project CAP). We aligned our courses with ECE programs throughout the state. All SLOs were modified, course names, some content. Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: The CAP is due for a revision this fall and so we anticipate that SLOs will be modified after feedback is gained from ECE programs throughout the state. We also anticipate adding Objectives to all courses. Activities in other units that impacted your unit in the PAST 4 years.: ECE at RCC has increased its offerings by 20% in the past 2 years. They are offering substantially more sections than the past, especially in the elective classes. Where we are offering a single section they are offering four. Where we can only offer a face to face or an on-line they have both offerings plus a hybrid. This is impacting our program as students want to complete as quickly as they can and will travel to RCC to do this. Also, RCC offered EAR 30 (ECE practicum) this spring for the first time since 2004. The discipline agreed in 2004 to share semesters for this class; RCC has summer and fall, NC spring, MVC will probably also offer during spring when they run their inaugural class next year. RCC's 30 class was offered at a different time block (early morning hours) than ours which drew students away from the NC section, they also went way over the CAP of 20 to accommodate 45 students. Activities in other units that impacted your unit in the NEXT 4 years.: RCC's offerings in ECE, if they continue to expand, could continue to impact our courses. Also, per the Chancellor, RCC is considering reopening the Stokoe Learning Center (A child

05/09/2018 Generated by Nuventive Improve Page 1 of 5

development center at Stokoe Elementary School), which would effectively mean that RCC has two fully functioning child development centers, MVC has one, and Norco has zero. Conversations are being held as to how the ECE discipline across the district could use this site, but this conversation is also considering how to collaborate with 4 year universities to use this site also and build pathways for transfer. NC has requested that we be involved in this conversation. Previous Program Review Resource Requests Resource Requests Received: All resource requests that were on the previous CPR were met by Perkins funding. How did the resources received impact student learning?: Students were able to utilize resource supplies (pens, paper, scissors, glue etc) to effectively engage in group based learning activities. This serves as a "lab" portion to our classes. We ask our students to engage in collaborative learning to develop the "soft skills" they'll need in the workplace, to practice assignments in a team before they have to do them as individuals, and to engage in simulations of skill application that takes place in a child development center. Students that get to practice prior to completing individual assignments indicate that it reassures them, gives them insight into what is expected, and supports their ability to achieve the outcomes identified in their assignments. Students in the EAR 30 class also show through their hands on application of skills learning in the classroom how important it is for them to have the opportunity to practice with colleagues before working with children. If you requested resources but did not receive them, how did that impact student learning?: n/a Program Data Highlights Section COR Review: EAR 28DE and EAR 42DE are due for minor modification updates (textbook editions mainly). Discipline input was requested from across the district and NC discipline has approved the changes, SBS department has also approved the changes. Minor Mod's in both have been launched as of 5/1 and have been reviewed by Discipline Facilitator.

Program Metric Highlights: Norco College Overall Retention has remained steady over the past 5 years, with Lecture face to face class showing the greatest opportunity for retention (87%). Hybrid and online are very close in retention (82.9% and 82% respectively. ECE retention is higher across all modes of instruction. Face to face is extremely high at 90.3%, with Online very close at 88.6%, while hybrids do not do as well at 83.1%. Our overall retention is 90%. Retention is not a concern in ECE at this time.

Success in ECE remains steady across the board at a 75.6% average, and is higher than the college as a whole at 70.6%. Overall success is highest in face to face classes averaging around 71%. Students in on-line classes are not succeeding at the same rate with an average of 64%, and hybrid classes are doing even worse at 61%. In some pivotal classes, EAR 19, 24 and 30 the expectations have been raised for earning certain letter grades, this is due to the low quality of work witnessed in EAR 30 in the last couple of years. Efficiency in ECE has diminished since 2012 as the full time faculty member took on the role of the Norco Assessment Coordinator. This reassign time facilitated the need to hire more part time faculty to cover the range of courses offered in the program. The faculty member has now stepped down as the NAC and will be teaching more courses, which will impact efficiency in a positive way. In 2017 an additional full time faculty member was hired and so the data in 2018-19 will show the impact of this hire, with an anticipation that efficiency Assessment Report Highlights: All PLOs in all AS degrees in ECE have been completed (ECE, ECEI, and ADT). A rotation cycle has been created to ensure that all SLOs will be assessed by fall 2019. Many courses have already completed all SLO assessment and with the new hire of Maria we should be able to capture courses that haven't ever been assessed in the past.

Program Goal: ADT Elementary Education To collaborate with other disciplines at NC to design and launch the ADT in Elementary Education Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 04/16/2018 Completion Date: 06/06/2019 How do your goals support the Educational Master Plan?: This ADT will attract more students into the field of teaching at the TK-5th grade level. It is also hoped it will attract more males into the field of education as this is historically an age group where more males teach or move from teaching into positions of administration. More students completing this ADT will improve the transfer rate. It will also prepare students to understand what is required of a TK-12 teacher prior to their transfer into a teacher preparation program at the CSU system. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. Activities

05/09/2018 Generated by Nuventive Improve Page 2 of 5

Program Review - Instructional: Early Childhood Education

2017 - 2018 - Coordinate a meeting with all possible disciplines that would be interested in offering this degree. INvite guidance to help with planning how to create the ADT (Active) Target: To meet at least once this semester Lead: Dr. Sarah Burnett

Mapping to EMP and Strategic Plan Goals & Objectives Program Review Data: Curriculum Review Curriculum - Curriculum/COR Review

Program Review Data: Success, Efficiency, and Retention Retention - Retention Metric Graduates and Certificates - Graduates and Certificates Metric Program Goal: Males in Education To increase the number of males taking classes leading towards a career in education. This will be achieved by creating the ADT in Elementary ED, promoting the existing SPED degree we offer, and by increased marketing of our program. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 01/01/2018 How do your goals support the Educational Master Plan?: To increase the number of opportunities that males have to complete a degree in education will lead to a higher transfer rate. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. Activities 2017 - 2018 - Design a marketing video to encourage males to come to information sessions to learn about professional opportunities in education. Hold the information session to share current degrees, including hopefully the new ADT in EE (Active) Target: To complete this by December 2018 Lead: Dr. Sarah Burnett Program Goal: Dual Enrollment at the High Schools ECE will explore the effectiveness of offering ECE courses in the dual enrollment program. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 01/01/2018 How do your goals support the Educational Master Plan?: If the dual enrollment program works, it will create a pathway from the HS for students to complete their degrees and subsequently transfer. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. Activities 2018 - 2019 - EAR 20 will be taught at 2 local High Schools this coming fall. (Active) Target: Students will achieve 70% average in the classes. Lead: Dr. Sarah Burnett in collaboration with Assoc. Faculty Lynne Vazquez

Mapping to EMP and Strategic Plan Goals & Objectives

05/09/2018 Generated by Nuventive Improve Page 3 of 5

Program Review - Instructional: Early Childhood Education

Program Review Data: Success, Efficiency, and Retention Retention - Retention Metric Success - Student Success Metric Graduates and Certificates - Graduates and Certificates Metric Program Goal: Offer EAR 41 Practicum for children with special needs The ECE discipline want to offer EAR 41 for the first time so that we can fully support the AS in ECEI. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 01/01/2018 Completion Date: 12/13/2018 How do your goals support the Educational Master Plan?: This course supports student's ability to complete the AS in ECEI - students currently take this class at RCC and we are losing the ability to hold onto the students and ensure they are prepared for transfer and encourage them to complete. Right now this class is only offered once a year at RCC and so students across our district have to compete for access. NC offering this course will increase access for NC students to complete their AS in ECEI. This course will also boost our community partnerships and provide students with hands-on experience that will prepare them for higher level courses when they transfer. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. Activities 2017 - 2018 - Finalize placements with CNUSD and JUSD for all practicum class. (Active) Target: July 2018 Lead: Maria Adams

2017 - 2018 - Write the course/syllabus for EAR 41 in preparation for fall offering (Active) Target: August 2018 Lead: Maria Adams

Mapping to EMP and Strategic Plan Goals & Objectives Program Review Data: Curriculum Review Curriculum - Curriculum/COR Review

Program Review Data: Success, Efficiency, and Retention Retention - Retention Metric Success - Student Success Metric Efficiency - Efficiency Metric Graduates and Certificates - Graduates and Certificates Metric Program Goal: Not for credit courses in ECE To research and consider offering some not for credit courses for our local community in-home child care providers. These courses could provide exposure to the type of content we teach in ECE, but at a lower level of academic rigor. This might encourage members of this population to then enroll at NC to take for credit courses. Many of these providers are nervous to come to the campus, ELLs, and not ready for the full rigor of a credit class. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 04/16/2018

05/09/2018 Generated by Nuventive Improve Page 4 of 5

Program Review - Instructional: Early Childhood Education

Completion Date: 06/06/2019 How do your goals support the Educational Master Plan?: By encouraging a simple way to on-board members of the in-home childcare profession we will also give support and advice on how to improve their basic student skills in preparation for taking a for credit class. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum. Activities 2017 - 2018 - Meet with Dean to discuss the possibilities of offering not-for credit classes for in-home child care providers or for professional development opportunities. (Active) Target: To meet by the end of the semester Lead: Dr. Sarah Burnett

Mapping to EMP and Strategic Plan Goals & Objectives Program Review Data: Curriculum Review Curriculum - Curriculum/COR Review

Program Review Data: Success, Efficiency, and Retention Graduates and Certificates - Graduates and Certificates Metric

05/09/2018 Generated by Nuventive Improve Page 5 of 5

Program Review Comprehensive Report

Program Review - Instructional: Economics

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014_17_ECON_CurriculumRPT.pdf 2014_17_ECON_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_ECONOMICS_ResourceRequests.xlsx 2014-17_ECON_SLO_DISCIPLINE.pdf

Program Goal: ADT Economics ADT Economics Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 05/11/2018 Completion Date: 11/08/2018 How do your goals support the Educational Master Plan?: Helps transfer and completion goals This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years.

05/09/2018 Generated by Nuventive Improve Page 1 of 1

Program Review Comprehensive Report

Program Review - Instructional: Electronics (ELE) and Electrician (ELC)

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014-17_ELE_ELECTRONICS_DIGITAL_PLO_INSTRUCTIONAL.pdf 2014-17_ELE_ELECTRONICS_GREEN_TECH_PLO_INSTRUCTIONAL.pdf 2014-17_ELE_SLO_DISCIPLINE.pdf 2014-17_INSTRUCTION_ELE_ELC_ResourceRequests.xlsx 2014_17_ELE_ELC_CurriculumRPT.pdf 2014_17_ELE_ELC_SuccessEfficiencyRetentionRPT.pdf 2014 - 2017 Comments or Notes: This is for the unit of ELE/ELC & SCT within BEIT. It does not include shared resources, such as multiple IDS's, and others.

Program Trends and Updates 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: No--we are still in the BEIT Dept. But, we are going to follow the Schools model of organization, for the benefit of students. Do you anticipate your unit will shift departments in the NEXT 4 years?: No, but my unit (discipline has been split into ELE and ELC, operationally). I was told we will remain in BEIT even after the change to Schools, and will also be a member of the School of STEM, where Electronics Technology falls under the "T" in STEM. It sounds like we will then be in a matrix management system, where we will attend meetings for each. New certificates programs created by your unit in the PAST 4 years?: Yes. Many of our courses are cross-listed with MAN, ENE, or SCT. However, these cross-listed courses do not alter the fact that the certificates still belong to their parent disciplines. The ELE Digital Electronics and Green Technician certificates are older than 4 years. However, SCT had changed its name to SCA, where Supply Chain Technology has been renamed as Supply Chain Automation, per industry advice. In the recent past, SCT followed the Automated Systems Technician certificate pattern. And, Industrial Automation is owned by Manufacturing, and is only a year or two old, but includes many ELE courses. Also, ELE has been split into ELE and ELC. This change was approved last year. Since the split, ELC now has the residential, as well as the commercial/industrial Electrician certificate within that new discipline. Those were previously under ELE. And, for the IBEW union apprenticeship program, a sound technician specialty was recently added. The IBEW courses are taught at the union training center, rather than at Norco College, and by their instructors. New certificate programs anticipated by your unit in the NEXT 4 years?: Yes, "Photonics" would be new to ELE and would probably cross-list with PHY. Physics would cover the math and science of photonics, while ELE and/or ELC would cover the power, control, measurement, sensing (metrology), and applications side of photonics. Substantial modifications made to certificates/degrees in the PAST 4 years.: Yes. In 2017, I delivered over 38 course revisions, and some program revisions, to the Curriculum Committee, many of which were major course revisions, while some were minor (updated textbooks); and, others were to cross-list with the 2017 initiation of new ELC discipline (also requiring updates). Some

05/09/2018 Generated by Nuventive Improve Page 1 of 5

of these affected the number of units in existing certificate/degrees, which then required re-approval. Some of these course revisions even required other disciplines to get their programs re-approved, due to unit changes, or course substitutions. One such program was Industrial Automation. And, the name of Supply Chain Technology was officially changed to Supply Chain Automation. I also made a change to the Electrician training program, by writing a new ENE-62 Math course, as an alternate requirement to the Trigonometry course. I did this in order to comply with industry advisors who said that Trig was not needed by their Electrician--only Algebra and Geometry were needed. Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: Yes. I plan to rewrite most of our course SLOs to be harmonious with the new definition of SLOs that we received from the State Chancellor's Office, and remap them to the PLOs, which may also require substantial modification. In the new guidelines, it appears that what we were calling Outcomes are actually Objectives. So, we need to re-write many Course Outlines of Record to harmonize with the new guidelines, which should also be less onerous for student and faculty during assessments. Activities in other units that impacted your unit in the PAST 4 years.: Yes, OSHA changed from the 30-hour card format, over to the 10-hour card format, which required a change in the total number of units in our pre-apprenticeship Electrician training certificate program. A new 3-unit ENE-62 engineering math course was written to replace trigonometry, per industry advice. So, changes in these courses affected certificates that included those modified or replaced courses. Also, it was suggested that we include GE specifications in several of our courses, so that some of our courses could satisfy GE requirement for transfer students, such as ELE-11 and ELE-13. Activities in other units that impacted your unit in the NEXT 4 years.: Other than those mentioned above, there are none of which I am currently aware. Previous Program Review Resource Requests Resource Requests Received: This is only my second year of full-time work. So, I am aware of some, but not the previous funding sources, and requests. What I can say is that last year, we received everything for which we asked in program review, in the way of money: to replenish our expendable materials used in labs in four different teaching venues (STEM 302, IT-124, ATEC- 119, and CACT-2); money for analog/digital trainers to replace many of our out-of-date Heath Zenith trainers for labs; and Fluke digital multimeters (DMMs) to upgrade our equipment, and allow us to teach in one additional classroom, without need to transport the DMMs back and forth across campus each week. We also were helped by additional funds from the TAACCCT and Perkins grants. All these sources combined to allow us to replenish many expendables, while replacing and upgrading equipment quality and quantity to meet our students' needs for continued and improved high quality education in Electronics (ELE) and Electrician (ELC) training. Because we are about to hire a full-time ELC instructor, I imagine that he/she will take over many of the responsibilities that I was handling before this, as we divide those task areas. How did the resources received impact student learning?: All equipment and materials received, from all sources, have been utilized in such a manner as to enhance student learning and update our technology stance with respect to instruction. Some of these enabled instruction and demonstrations that would have otherwise been impossible with respect to hands-on lab opportunities. These additions/replacements brought real-world-like activities into the classroom to demonstrate greater relevance to our students and positioned them for better jobs. Hands-on opportunities were increased for students as we acquired more equipment upon which they could work, rather than needing to time-share so much as before this. If you requested resources but did not receive them, how did that impact student learning?: One of my requests from last year was $10K for outreach and marketing effort, to get more women to enroll in Electronics. While $1K was granted through Perkins, I did not feel that was enough to create anything near parity between males and females in Electronics courses. But, it was a good start. We also need to have faculty trained to new female friendly modes of teaching, as through iWitts.com training. It is more than what we teach, and how we teach, that repels women--both internal and external issues. These include the delivery modes, group-work parameters, and the classroom environment. It can also be scheduling and childcare issues. There are multiple considerations that need to be addresses, beyond the desire for gender enrollment parity. We also need to be able to retain women in Electronics. For that, I feel we need in-class, as well as outside support systems, like those that are available to all ACE students--to help to enable them to be successful and feel supported in substantial and nurturing ways. We also need external programs to support women outside of the classroom.

IMPACT ON STUDENT LEARNING was more of an opportunity cost here. At a time when our enrollments are down (due to an improving economy), we have a unique opportunity to bring in women to both increase our total head-count, while striving for a 50/50 mix of men and women in Electronics. There is no good reason for women to be relegated to low-income jobs, when they are mentally and physically as capable as men in performing high technology Electronics jobs that are in such high demand in this strengthened economy. We can consider this an opportunity cost that was at least partially missed. Usually, females in Electronics classes are less than 5% of total enrollments. So, we had the opportunity to give those missing women training toward high paying, in-demand careers, but missed that opportunity. Program Data Highlights Section COR Review: In the process of cross-listing ELE courses with the newly approved ELC courses, I had to update and revise all 38 of them to get them approved through the Curriculum Committee, or they would not pass. So, I can safely say that they were all

05/09/2018 Generated by Nuventive Improve Page 2 of 5

updated in 2017, except for Work Experience. I was told to do nothing with that one, because there were major issues that needed to be worked out at pay-grades above mine. I was told to wait until the dust settled on those Work Experience decisions.

Courses and programs in ELE, ELC, and SCT (now SCA), are as up-to-date as possible. Program Metric Highlights: I have established the metrics for measuring our ELE/ELC discipline performance to be equal to those of the 2014-17 Norco College average for all programs, where retention averages 86%; success averages 70%; and, efficiency averages 572. Keep in mind that that last parameter of efficiency varies wildly, even within the same school year. During this reporting period, we were in a valley, while the college was on a peak. But, our retention and success were well above the college averages for this reporting period.

Assessment Report Highlights: I am the only full-time faculty, leading three separate disciplines (ELE, ELC, and SCT), with many adjuncts working to cover courses in the ACE day-program, and our regular night and weekend courses in these different areas. For over two years, I have assessed 100% of all SLOs in every course I have taught. I have put those documents into the document repository inside TracDat. Also, I have made every adjunct aware of the vital importance of SLO assessment and reporting (SLO-A&R) needs. I have sent many emails to my associate faculty to get them to report 100% of all SLOs for each course they teach, and to send me copies when they turn-in grades and submit SLO reports through TracDat/Nuventive: Improve (TD/NI). I have done this for the first two years of my full-time work. Nobody has ever sent me a copy of their SLO assessment results since I was hired full-time; and, I began requesting copies, almost two years ago. That being said--I continue to email them seeking copies of their SLO results/reports. And, I have finally gotten two of my adjuncts to comply for the last 3 semesters.

I perceive my adjuncts as feeling pestered by this process that occurs infrequently in their teaching lives. They are mostly freeway fliers, who assess and report differently at each institution where they work. Some ask me each semester how to perform SLO A&R, even though they have supposedly done it here before. I believe we need expert-system software that will ask each teacher a series of questions to get the answers needed for reporting SLO assessment results in the proper format. Then, the process could be streamlined so that it would be effortless for teachers to comply. I wrote such an expert-system software package for a previous company. It reduced the complexity and time-involvement of that job so that virtually anyone in the company could easily perform those tasks in 12% of the original time, obtain correct answers within 15 minutes, instead of needing an expert to perform the same tasks over a much longer time. My expert-system software application saved 88% of the former time, allowed non-experts to perform the tasks that formerly required the expert, and saved much frustration.

I have been told that I can induce the adjuncts into submitting SLOs with promise of payment for a few hours per year. But, that has not been enough incentive to get them to comply. Only two of my adjuncts have entered data into TD/NI, according to the data. And, it has been entered in an incorrect format, or incompletely.

At an assessment meeting, where a person from the union was present, I asked if we could threaten adjuncts with the loss of their jobs if they did not comply with SLO assessment and reporting (SLO-A&R). The response was that I could not do that--it would be a union contract violation. I told the committee that unless we could put teeth in the request, such as to pre-pay everyone to comply with SLO-A&R, then we would very likely be out of compliance when it came to accreditation. I was told that it was against policy to pay instructors for work they had not already done. But, I responded that we would then have cause to fire them if they did not do what they had been paid to do (fraud). I said that something more than the current system needed to be established, even if through union negotiations, to force SLO-A&R compliance requirements into the teaching contract. Aside from that, all I can do is threaten them with not having them teach for us in the future if they do not comply. And, I was told that doing so would also be a point of contention with the union.

Program Goal: Increase enrollments, retention, and certificate and degree completions Increase enrollments, retention, and completions in all ELE and ELC courses, and programs. Goal Status: Completed Goal Year(s): 2014 - 2017 Start Date: 02/17/2014

05/09/2018 Generated by Nuventive Improve Page 3 of 5

Program Review - Instructional: Electronics (ELE) and Electrician (ELC)

Completion Date: 12/31/2017 How do your goals support the Educational Master Plan?: Through the implementation of the ACE program, we were able to increase enrollments, retention, and completions in ELE and ELC. I feel that any losses were primarily due to a greatly improved economy luring students away with the promise of high wages. But, even with these losses, the gains outstripped them, leaving us with a high net gains in enrollments, retention, and completions in ELE and ELC. SCT remained pretty flat. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 10: , Goal 2 Objective 1: , Goal 3 Objective 1: , Goal 3 Objective 2: , Goal 4 Objective 2: , Goal 4 Objective 4: , Goal 4 Objective 6: , Goal 4 Objective 7: , Goal 5 Objective 1:

Activities 2017 - 2018 - Channel Perkins funds allotted for recruitment of women into ELE/ELC and hire independent contractor to perform outreach to women. (Active) Target: increase enrollment of women into ELE & ELC from under 5% to 15%, or better, within 1.5 years Lead: High School juniors and seniors in Corona and Norco will be recruited by our independent contractor Updates on Goals Reporting Year: 2018 - 2021 04/22/2018 Conclusion: Activity Partially Completed An independent contractor has been hired (a successful female ELE/ELC student) who will be speaking at high schools to recruit women, and others. Action Plan Action Plan: Our contractor is going to local high schools is speaking about our ELE/ELC course and program offerings. She will have interested people fill out an interest form, and get contact information for follow up by our staff. (04/22/2018) Program Goal: Increase enrollments, retention, and success of underrepresented populations Increase ELE, ELC, and SCA (formerly SCT) enrollments, retention, and success of under-represented populations, including women, blacks, Hispanics, Asians, and Native Americans, to name just a few. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 07/02/2018 How do your goals support the Educational Master Plan?: They are harmonious with serving those who have felt discrimination and disenfranchisement. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 10: , Goal 3 Objective 4: Program Goal: Course and Program Modernization Modernize our courses and programs to have greater relevance in industry, to better prepare our students for an ever-evolving industrial workplace, with higher technical skills, and add hybrid courses that may increase enrollments by offering flexibility of scheduling through online lectures that only require college attendance in a F2F classroom for perhaps half the time (for labs) as compared to fully F2F coursework. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 07/02/2018 How do your goals support the Educational Master Plan?: It is likely to help Goal 1, objectives 4, 5, an 6; Goal 3, objectives 1, 2, 3, & 5. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1

05/09/2018 Generated by Nuventive Improve Page 4 of 5

Program Review - Instructional: Electronics (ELE) and Electrician (ELC)

Objective 6: , Goal 1 Objective 10: , Goal 3 Objective 1: , Goal 3 Objective 2: , Goal 3 Objective 3: , Goal 3 Objective 5:

05/09/2018 Generated by Nuventive Improve Page 5 of 5

Program Review Comprehensive Report

Program Review - Instructional: Engineering

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014_17_ENGINEERING_CurriculumRPT.pdf 2014_17_ENGINEERING_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_ENGINEERING_ResourceRequests.xlsx 2014-17_ENE_DRAFTING_TECH_PLO_INSTRUCTIONAL.pdf 2014-17_ENE_ENGINEERING_GRAPHICS_PLO_INSTRUCTIONAL.pdf 2014-17_ENE_PRE-ENGINEERING_PLO_INSTRUCTIONAL.pdf 2014-17_ENE_SLO_DISCIPLINE.pdf

No Program Goal were returned for this Assessment Unit based upon the selected parameters.

05/09/2018 Generated by Nuventive Improve Page 1 of 1

Program Review Comprehensive Report

Program Review - Instructional: English

Mission: Program: The Associate in Arts in English for Transfer degree is a curricular pattern designed specifically to transfer students as English majors with junior status to the CSU system. Though the Associate in Arts in English for Transfer also provides broad general preparation for English majors entering any four-year university, students must consult the specific requirements of any non-CSU campus to which they are applying. Students earning the Associate in Arts in English for Transfer will analyze, interpret, and synthesize diverse texts in order to construct well-supported academic arguments and literary analyses, and they will encounter interpretive questions to which there are multiple plausible answers. Students earning this degree will also have exposure to a variety of literary genres and periods and will be able to illustrate a basic understanding of the ways that literature can embody cultural, intellectual, and artistic trends.

General Education: Students who complete English 1A will to provide (1) a basic competence with the English language in its written and spoken form; and support the General Education Outcome: Critical Thinking Students will be able to demonstrate higher order thinking skills about issues, problems, and explanations for which multiple solutions are possible. Students will be able to explore problems and, where possible, solve them. Students will be able to develop, test, and evaluate rival hypotheses. Students will be able to construct sound arguments and evaluate the arguments of others; and, Information Competency & Technology Literacy Students will be able to use technology to locate, organize, and evaluate information. They will be able to locate relevant information, judge the reliability of sources, and evaluate the evidence contained in those sources as they construct arguments, make decisions, and solve problems.

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014-17_ENGLISH_PLO_INSTRUCTIONAL.pdf 2014-17_ENGLISH_SLO_DISCIPLINE.pdf 2014-17_INSTRUCTION_ENGLISH_ResourceRequests.xlsx 2014_17_ENGLISH_CurriculumRPT.pdf 2014_17_ENGLISH_SuccessEfficiencyRetentionRPT.pdf 2014 - 2017 Comments or Notes: Official Documents/Reports from NCD Attachments: 2014-2017 English - Program PLO Report.pdf 2014-2017 English - Success, Efficiency, and Retention.pdf 2014-2017 English - Curriculum Review.pdf 2018 - 2021 Comments or Notes: Resource Requests for 2018-2021 cycle Attachments: English Faculty Request.pdf IDS .pdf AB 705 Coordinator.pdf 2014 - 2017

05/09/2018 Generated by Nuventive Improve Page 1 of 4

Comments or Notes: Current Human Resource List Attachments: Current Human Resource Status English.docx 2014 - 2017 Comments or Notes: Resource Request Attachments: Resource Request Adjunct Office.pdf 2014 English Request.pdf 2014 - 2017 Comments or Notes: Data Reports from Impact Attachments: Assessment_ Program Trends and Updates 2017.pdf CSU and UC.pdf Efficiency English 2012-2017.pdf CURR.pdf English Retention 2012-2017.pdf Students in Program of Study.pdf 2014 - 2017 Comments or Notes: Assessment Reports Attachments: Assessment_ Course Four Column Part II.pdf Assessment_ Course Four Column part 1.pdf

Program Trends and Updates 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: no Do you anticipate your unit will shift departments in the NEXT 4 years?: perhaps with the shift to schools New certificates programs created by your unit in the PAST 4 years?: no New certificate programs anticipated by your unit in the NEXT 4 years?: no Substantial modifications made to certificates/degrees in the PAST 4 years.: MMAP placement Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: AB 705 Activities in other units that impacted your unit in the PAST 4 years.: BSSOT Grant—This has been helpful in establishing particular goals for our basic skills students, coursework and rotation. However, while the additional resources are good, the organization and facilitation of this has taken resources in itself. We now dedicate .2000 for facilitation and take that person out of the classroom. Overall, it we hope to see improvements in success and retention, but we need to weigh those types of hidden costs. Acceleration and Summer Advantage have created an increased demand for college-level English classes (ENG 1A & ENG 1B) MMAP assessment will increase the need for college-level dramatically. We have already begun to see a shift in number of course offerings necessary. More research is necessary to create trend maps and flow patterns. There will be a significant reduction in success in our basic skills courses. ENG 60A and ENG 60B will not be offered, nor will ENG 70 in fall. This may impact students moving through the pipeline until full implementation of AB 705.

Activities in other units that impacted your unit in the NEXT 4 years.: AB 705 MMAP

Summer Advantage reorganization has the potential to change the enrollments in English. We still have the guarantee of an English class, but it remains to be seen if there will be any significant change in enrollments or success. Summer Advantage has been a significant force in English. There is the potential to move Summer Advantage back to a "bootcamp" type program to ready students for transfer. Previous Program Review Resource Requests Resource Requests Received: n/a

05/09/2018 Generated by Nuventive Improve Page 2 of 4

How did the resources received impact student learning?: n/a If you requested resources but did not receive them, how did that impact student learning?: Every year we ask for an associate faculty office space. Our faculty cannot create meaningful relationships with our students at picnic tables. Program Data Highlights Section COR Review: Our COR are up to date and are in the process of getting objectives listed with SLOs. Program Metric Highlights: We have been able to offer four literature/ADT core courses consistently for the last two years. We have seen an increase in students declaring English as their program of study. Assessment Report Highlights: English 1A assessment. Phase one (entry skills) was completed. Final assessment report is in progress. English 70 assessment.

Attachments: CURR.pdf Students in Program of Study.pdf ADT ENG.pdf Efficiency English 2012-2017.pdf Success 2012-2017.pdf English Retention 2012-2017.pdf

Program Goal: Assessment Rotation Implementation Establish Course Level College-based Assessments and a Rotation for Continued Dialogueand Implementation Goal Status: In Progress Goal Year(s): 2014 - 2017 Start Date: 04/03/2017 Completion Date: 04/01/2020 How do your goals support the Educational Master Plan?: Strategic Goal 1: Increase Student Achievement and Success, and Goal 5: Strengthen Student Learning --The goal of assessment is more effective instruction so that students can achieve the SLOs This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Activities 2017 - 2018 - 1A Assessment Project (Active) Target: Identify Student preparedness baseline with full implementation of MMAP Lead: Nicole Capps and Kris Anderson Program Goal: AB705 Discipline Facilitator As a result of recognizing the need for a discipline leader focused on pedagogy, assessment, and district wide curriculum who will facilitate regular meetings and projects specifically related to discipline needs. The discipline continues to work on defining the role of a Norco College Discipline Facilitator as it pertains to the district discipline, the college, and our colleagues at the other two campuses. Goal Status: In Progress Goal Year(s): 2014 - 2017, 2018 - 2021 Start Date: 04/03/2017 Completion Date: 04/01/2020 How do your goals support the Educational Master Plan?: Strategic Goal 7: Strengthen Our Commitment to Our Employees --A facilitator supports the work of faculty through coordination of discipline efforts and bringing to the discipline important college, district, and statewide developments This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 8: , Goal 1 Objective 9: , Goal 1 Objective 10:

05/09/2018 Generated by Nuventive Improve Page 3 of 4

Program Review - Instructional: English

2017 - 2018 - Request made in Program Review for Discipline Facilitator: Role and responsibliities defined. (Active) Target: Outline role and responsibilities of Discipline Facilitator Lead: Melissa Bader Attachments: AB 705 Coordinator.pdf Program Goal: Assess Course Rotation Assess and revise course rotation for ADT. Verify with ASSIST courses for CSU and UCs. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 04/16/2018 How do your goals support the Educational Master Plan?: Goal 1 Objective 1 and 2 This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. Program Goal: Connect & Celebrate English Majors Provide better connections and celebrations for English majors at Norco College. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 05/01/2018 Completion Date: 06/07/2019 How do your goals support the Educational Master Plan?: Increase the number of students declaring a major and increase the number of completions. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 8: , Goal 1 Objective 9: , Goal 1 Objective 10:

05/09/2018 Generated by Nuventive Improve Page 4 of 4

Program Review Comprehensive Report

Program Review - Instructional: Game Development

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014-17_GAM_GAME_Art_CharacterModeling_PLO_INSTRUCTIONAL.pdf 2014-17_GAM_GAME_Art_EnvironmentVehicles_PLO_INSTRUCTIONAL.pdf 2014-17_GAM_GAME_Art_GameAudio_PLO_INSTRUCTIONAL.pdf 2014-17_GAM_GAME_Art_GameDesign_PLO_INSTRUCTIONAL.pdf 2014-17_GAM_GAME_Art_GameProgramming_PLO_INSTRUCTIONAL.pdf 2014-17_GAM_SLO_DISCIPLINE.pdf 2014-17_INSTRUCTION_GAMING_ResourceRequests.xlsx 2014_17_GAMING_SuccessEfficiencyRetentionRPT.pdf 2014_17_GAMING_CurriculumRPT.pdf

Program Trends and Updates 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: No the unit has remained in the BEIT department. Do you anticipate your unit will shift departments in the NEXT 4 years?: Yes, GAM will move to the STEM school and likely to a STEM department. GAM is physcially moving to the STEM Center in Fall 2018. New certificates programs created by your unit in the PAST 4 years?: Revised and consolidated 3 Game Art certificates into 2 Game Art Certificates. Game Art: Environments and Vehicles Game Art: Character Modeling New certificate programs anticipated by your unit in the NEXT 4 years?: Yes, the entire GAM discipline is being rewritten and will step through the curriculum approval process beginning in Fall 2018. Substantial modifications made to certificates/degrees in the PAST 4 years.: Game Art was revised and consolidated into 2 certificates and AS degress. Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: Revise GAM curriculum to create one general Game Development certificate with optional emphasis in the areas of 2D Digital Art, 3D Modeling, Game Design and Game Programming. Activities in other units that impacted your unit in the PAST 4 years.: Loss of the instructional open Game Lab negatively impacted the Game Dev Learning Community . Student use of the lab dropped significantly and ultimately negatively impacted student enrollments, success and retention. Activities in other units that impacted your unit in the NEXT 4 years.: Graphic Design moving to digital media may increase demand for digital art classrooms. Previous Program Review Resource Requests Resource Requests Received: Not aware of what was provided to GAM through the college funding vs grants or lottery funds. Please provide that information for future program reviews. How did the resources received impact student learning?: GAM depends heavily on grant funding to keep the technology up to date and facilities current with industry needs. So far GAM is able to obtain the necessary resources for technology through

05/09/2018 Generated by Nuventive Improve Page 1 of 3

grants. If you requested resources but did not receive them, how did that impact student learning?: A full-time Game Art faculty member has been requested continuously for 9 years. Without the expertise and leadership that a full-time faculty member provides, the Game Art programs have struggled resulting in cancelled classes, low efficiency, and low number of completers due to cancellation of the advanced classes. Program Data Highlights Section COR Review: Two years ago GAM completed a Comprehensive Program Review at which time all CORs were updated. As of now, 10 CORs appear on the report as outdated. Four of these CORs are in the process of deletion from the catalog. The remaining six will be deleted next year after the revised Game Dev curriculum is approved. Program Metric Highlights: All Game Dev programs have completed at least 2 rounds of Program Review. Significant changes to the program were implemented based on portfolio review, capstone review, industry input and transfer institution input. Assessment Report Highlights: Great strides have been made in GAM SLO assessment. GAM course SLOs are at approximately 75%. Faculty are striving to reach 100% ASAP.

Program Goal: Hire a full-time Game Art Faculty member Hire a full-time Game Art Faculty member Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 08/27/2018 Completion Date: 06/06/2019 How do your goals support the Educational Master Plan?: A full-time Game Art faculty member will support increased student success, student persistence, transfers to universities and certificate completers. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 10: Program Goal: Move Game Dev to STEM Move Game Dev to STEM Goal Status: In Progress Goal Year(s): 2014 - 2017 Start Date: 02/19/2018 Completion Date: 08/27/2018 How do your goals support the Educational Master Plan?: The purpose of moving classrooms and faculty offices to STEM, and utilizing the STEM open lab facility, is to recreate the vibrant Game Dev learning community where students provide peer to peer mentoring with faculty advise and guidance. This will increase student success, retention, transfers and completions. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 9: , Goal 1 Objective 10: Program Goal: Increase articulation agreements with high schools and universities Increase articulation agreements with high schools and universities Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 07/02/2018 Completion Date: 06/30/2021 How do your goals support the Educational Master Plan?: Several agreements are already in place with Eleanor Roosevelt High School, Centennial HS, and Riverside Virtual High School. Maintaining the agreements as the curriculum changes is critical. Increasing the number of agreements to provide more options for students will increase transfer rates.

In addition, university articulation agreements include CSUSB (game programming), LCAD (Game Art), The Art Institute (Game Art), LCAD (Game Design). This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 2: Improve transfer rate by 10% over 5

05/09/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Instructional: Game Development years. , Goal 1 Objective 5: Program Goal: Update Game Dev Curriculum Update Game Dev Curriculum Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 04/02/2018 Completion Date: 11/19/2018 How do your goals support the Educational Master Plan?: Revising the Game Dev curriculum to keep it current and to simplify the 2 year rotation will remove blocks which have impeded students from completing. The new Game Dev curriculum will increase transfer rates and the number of certificate completers as well as increase efficiency. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 5: , Goal 1 Objective 7: Program Goal: Improve Online Success Rates Increase Online Success Rates to 80% by offering Student Aide assistance in the STEM Open Lab and by piloting synchronous remote online/hybrid delivery method Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 08/27/2018 Completion Date: 06/06/2021 How do your goals support the Educational Master Plan?: This directly support EMP Goal 1, Objective 9: is to improve the online success rates This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum.

05/09/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Instructional: Geography

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014_17_GEOGRAPHY_CurriculumRPT.pdf 2014_17_GEOGRAPHY_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_GEOGRAPHY_ResourceRequests.xlsx 2014-17_GEG_SLO_DISCIPLINE.pdf

Program Trends and Updates 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: Yes. From Math & Science to Sciences & Kinesiology Do you anticipate your unit will shift departments in the NEXT 4 years?: No New certificates programs created by your unit in the PAST 4 years?: No New certificate programs anticipated by your unit in the NEXT 4 years?: No Substantial modifications made to certificates/degrees in the PAST 4 years.: No Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: No Activities in other units that impacted your unit in the PAST 4 years.: No Activities in other units that impacted your unit in the NEXT 4 years.: No Previous Program Review Resource Requests Resource Requests Received: Full time instructor hired How did the resources received impact student learning?: Success and retention rates rose. If you requested resources but did not receive them, how did that impact student learning?: N/A Program Data Highlights Section COR Review: Virtually all the courses in the GEG discipline need to be updated. There are major course mods in progress for several of the courses (GEG 1, 1L, 1H, 2) in cooperation with the other colleges in the district. I have tried to do minor mods (like updating textbooks) on several other courses and keep hitting roadblocks. (Not using META right? Need to literally have documentation of meetings within the department and discipline in order to update a TEXTBOOK? This cannot be right...but the program in META won't let me move forward without these items). (Again...refer to my first possible problem: not using META right???)

Program Goal: SLO update To update all SLOs in GEG courses in collaboration with RCC and MVC. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 04/20/2018 How do your goals support the Educational Master Plan?: Goal 1, objective 6 Goal 5, objectives 2 & 3

05/09/2018 Generated by Nuventive Improve Page 1 of 2

Program Review - Instructional: Geography

This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 6: Activities 2017 - 2018 - Update SLOs for GEG 1, 1L, 1H and 2 (Active)

Program Goal: 100% assessment compliance Assess all SLOs in all courses over the next 3 years Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 11/30/2017 How do your goals support the Educational Master Plan?: Goal 1, objectives 6 & 8 Goal 5, objective 2 Activities 2016 - 2017 - Determined which SLOs would be assessed in which semester over the next 3 years. (Active)

05/09/2018 Generated by Nuventive Improve Page 2 of 2

Program Review Comprehensive Report

Program Review - Instructional: Guidance

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014_17_GUIDANCE_CurriculumRPT.pdf 2014_17_GUIDANCE_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_GUIDANCE_ResourceRequests.xlsx 2014-17_GUI_SLO_DISCIPLINE.pdf

Career Center- the hiring of the Career Center director has increased the awareness of the counselors to modify their counseling strategies to focus on career goals just as they do with academic goals.

Basic Skills Outreach - Counselors conduct outreach/workshops in Basic Skills classes to provide an overview of educational requirements and promote counseling services.

JFK Middle College - JFK will be introducing 9th grade and counseling will be responding with a GUI-47 class that is tailored for the high school freshmen.

Next Phase - the relationship with the Norco detention center has presented opportunities for counseling faculty to instruct GUI courses to the inmates. Activities in other units that impacted your unit in the NEXT 4 years.: Due to increased Strong workforce monies, counseling faculty, staff, and CTE staff will undergo training in the Strong Interest Inventory in order to help with advisement of our students into degrees of choice that will lead to meaningful employment. Previous Program Review Resource Requests Resource Requests Received: Counseling faculty: Career, EOPS, Umoja. Equipment: Wireless Presentation Laser pointer. How did the resources received impact student learning?: Guidance classes were offered that were taught by all new FT faculty members. Assessment of GUI 47 classes will be posted at end of SPR 18 to measure the impact of new faculty on student

05/09/2018 Generated by Nuventive Improve Page 1 of 3

learning. Laser pointer assisted with the instruction in classrooms. If you requested resources but did not receive them, how did that impact student learning?: n/a Program Data Highlights Section

Program Goal: Promote student services offered Develop effective pathways for student success by encouraging all students to use student services, and promoting the completion of a student educational plan (SEP) Goal Status: In Progress Goal Year(s): 2014 - 2017 How do your goals support the Educational Master Plan?: Student services are designed to assist students in their educational pursuits. Many students do not take advantage of the services that they qualify for simply because they do not know about them. This goal is designed to educate all students on what services are in place to assist them to complete their goal. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum., Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 8: , Goal 1 Objective 9: , Goal 1 Objective 10: , Goal 2 Objective 1: , Goal 2 Objective 2: , Goal 2 Objective 3: , Goal 2 Objective 4: , Goal 2 Objective 5: , Goal 2 Objective 6: , Goal 3 Objective 1: , Goal 3 Objective 2: , Goal 3 Objective 3: , Goal 3 Objective 4: , Goal 3 Objective 5: Program Goal: transfer knowledge increase Increase transfer awareness, readiness, and transfer rates. Development of student accessible electron version of SEP. Hire a director of the Transfer Center to promote and increase the knowledge and language that we use to educate students about transfer

Goal Status: In Progress How do your goals support the Educational Master Plan?: Many students are programmed to think that transfer for a bachelors degree is the only way to succeed. For some students it is a necessary step to success but for others it is not need for their career goal. This confusion is partly due to information dissemination from external sources that are not the college. This goal would be to assist students with their understanding in order to make an educated decision on what their need to transfer is. In turn, raising success rates and knowledge of transfer. Also, assisting Counselors in development of an SEP that is truly comprehensive and individualized for the student. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum., Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 8: , Goal 1 Objective 9: , Goal 1 Objective 10: , Goal 2 Objective 1: , Goal 2 Objective 2: , Goal 2 Objective 3: , Goal 2 Objective 4: , Goal 2 Objective 5: , Goal 2 Objective 6: , Goal 3 Objective 1: , Goal 3 Objective 2: , Goal 3 Objective 3: , Goal 3 Objective 4: , Goal 3 Objective 5: Program Goal: Career Counseling services Increase Career Counseling Services via career assessments based on personality, interest, work values etc. Work with teaching faculty in the "schools" in order to give presentations in class regarding the importance of career and services that are offered. By individualizing the students educational goal based on them, success rates and retention should be increased due to the students making a connection between school, career, and themselves. Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: educating students about their career possibilities and goals will assist the students motivation to do well in classes thus, increasing success rates, retention rates, and persistence rates. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum., Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 8: , Goal 1 Objective 9: , Goal 1 Objective 10: , Goal 2 Objective 1: , Goal 2 Objective 2: , Goal 2 Objective 3: , Goal 2 Objective 4: , Goal 2 Objective 5: , Goal 2 Objective 6: , Goal 3 Objective 1: , Goal 3 Objective 2: , Goal 3 Objective 3: , Goal 3 Objective 4: , Goal 3 Objective 5:

05/09/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Instructional: Guidance

Program Goal: Guidance Teaching Provide quality counseling and instructional services to all students including follow up and referral of additional services based on student need. Hold professional development meetings about effective pedagogy strategies in the classroom and services that are offered through the college. Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: provide uniformity in the message that is relayed to students in the classroom without critiquing the way the message is delivered. Involve the college faculty and staff and increase the success of students by avoiding different messages being delivered and the confusion of students. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum., Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 8: , Goal 1 Objective 9: , Goal 1 Objective 10: , Goal 2 Objective 1: , Goal 2 Objective 2: , Goal 2 Objective 3: , Goal 2 Objective 4: , Goal 2 Objective 5: , Goal 2 Objective 6: , Goal 3 Objective 1: , Goal 3 Objective 2: , Goal 3 Objective 3: , Goal 3 Objective 4: , Goal 3 Objective 5: , Goal 7 Objective 1: , Goal 7 Objective 2: , Goal 7 Objective 3: , Goal 7 Objective 4: Program Goal: Educational Technologies Refine and stay abreast in current technologies to improve effectiveness of instruction, services, and counseling practices. Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: Utilize technologies to make learning more fun, easy, and understandable, thereby, increasing success of students based on better comprehension of materials. Utilizing technologies such as Zoom, Canvas, and online student education planning platforms, will assist additional distance educational students and student that are unable to come to see us in person. Technologies such as Nuventive Improve (tracdat), and Sharepoint will assist instructors in assessment management and program review. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum., Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 8: , Goal 1 Objective 9: , Goal 1 Objective 10: , Goal 2 Objective 1: , Goal 2 Objective 2: , Goal 2 Objective 3: , Goal 2 Objective 4: , Goal 2 Objective 5: , Goal 2 Objective 6: , Goal 3 Objective 1: , Goal 3 Objective 2: , Goal 3 Objective 3: , Goal 3 Objective 4: , Goal 3 Objective 5: , Goal 5 Objective 1: , Goal 5 Objective 2: , Goal 5 Objective 3: , Goal 5 Objective 4: , Goal 5 Objective 5: , Goal 7 Objective 1: , Goal 7 Objective 2: , Goal 7 Objective 3: , Goal 7 Objective 4:

05/09/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Instructional: History

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014-17_HIS_SLO_DISCIPLINE.pdf 2014-17_HISTORY_PLO_INSTRUCTIONAL.pdf 2014-17_INSTRUCTION_HISTORY_ResourceRequests.xlsx 2014_17_HISTORY_CurriculumRPT.pdf 2014_17_HISTORY_SuccessEfficiencyRetentionRPT.pdf

Program Goal: Map SLOs to PLOs Map SLOs to PLOs. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 04/01/2018 Completion Date: 04/30/2018 How do your goals support the Educational Master Plan?: Goal 1 Increase student achievement and success. Objective 6. Increase student achievement and success. Improving assessment will increase student achievement. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 6:

05/09/2018 Generated by Nuventive Improve Page 1 of 2

Program Review - Instructional: History

2018 - 2019 - Map SLOs to PLOs using Nuventive. (Active) Target: August 31, 2018. Program Goal: implement ADT assessment Implement ADT assessment. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 04/30/2018 Completion Date: 04/30/2018 How do your goals support the Educational Master Plan?: Goal 1 Increase Student Achievement and Success. Objective 6. Increase student success and retention rate. Ongoing ADT assessments will improve student success. Activities 2018 - 2019 - Make questions appropriate for SLOs and PLOs. (Active) Target: Ongoing.

05/09/2018 Generated by Nuventive Improve Page 2 of 2

Program Review Comprehensive Report

Program Review - Instructional: Honors

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014_17_HONORS_CurriculumRPT.pdf 2014_17_HONORS_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_HONORS_ResourceRequests.xlsx

Program Trends and Updates 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: No. Do you anticipate your unit will shift departments in the NEXT 4 years?: No. New certificates programs created by your unit in the PAST 4 years?: No. New certificate programs anticipated by your unit in the NEXT 4 years?: No. Substantial modifications made to certificates/degrees in the PAST 4 years.: No. Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: No. Activities in other units that impacted your unit in the PAST 4 years.: No. Activities in other units that impacted your unit in the NEXT 4 years.: No. Previous Program Review Resource Requests Resource Requests Received: Counselor now has a .2 reassign. How did the resources received impact student learning?: Honors students now have a counselor that has dedicated hours to helping them. Program Data Highlights Section COR Review: CORs are updated by the individual disciplines. Program Metric Highlights: The Program highlights are: more course offerings have been added to our rotation; more Honors classes have been offered these past consecutive semesters, UCLA affirmed our TAP certification, and our Program completion rates have increased as well as our TAP certifications. Assessment Report Highlights: Course assessments are completed at the discipline level.

No Program Goal were returned for this Assessment Unit based upon the selected parameters.

05/10/2018 Generated by Nuventive Improve Page 1 of 1

Program Review Comprehensive Report

Program Review - Instructional: Humanities

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014-17_HUM_SLO_DISCIPLINE.pdf 2014-17_INSTRUCTION_HUMANITIES_ResourceRequests.xlsx 2014_17_HUMANITIES_CurriculumRPT.pdf 2014_17_HUMANITIES_SuccessEfficiencyRetentionRPT.pdf 2014 - 2017 Comments or Notes: As a new faculty member, I have tried my best to communicate the history of this program based upon my researches. Also, I tried to follow every step in Nuventive. Any omission is admittedly due to my own ignorance of Norco's process of Program Review. I have vision for the growth and enrichment of Humanities at Norco. The podcast project is just one way to better engage students in the many expressions of our culture and creativity as a community. Thank you for considering this resource request and the data included. I will be working with District faculty to address our COR issues. This has been a slow process since they are just recently coming around to the realization we need a District wide effort to make these changes in CurricuNet Meta. Attachments: Program Review Comprehensive Report.pdf COR Summary.png Program of Study.png Awards related to Humanities AOE.png Efficiency Rate.png Success Rate.png Retention Rate.png Instruction Resource Requests - Digital Audio Recorder.pdf Humanities Rotation.pdf Assessment_ Program Trends and Updates .pdf

05/09/2018 Generated by Nuventive Improve Page 1 of 5

management of ADT in Social Justice Studies. This may increase enrollment in Humanities sections that meet the requirements in Area C2 of IGETC. Previous Program Review Resource Requests Resource Requests Received: PC upgrade in ATEC 211 from 2016 request by Diane Palmer. PC upgraded in Fall 2017. How did the resources received impact student learning?: EMP Goals 1 Student Achievement and Success and 5 Strengthen Student Learning. If you requested resources but did not receive them, how did that impact student learning?: Library Course Reserve and Online Digital Subscription requests have been pending since 2014 as seen in Program Reviews by Dr. Hitchcock (2014) and Prof. Palmer (2015-2016). Students have to watch videos from YouTube or free channels which may suffer from academic integrity or accuracy. The major problem of Humanities texts on Reserve should be addressed in future Library budgets for all courses offered. Faculty may also implement OER but computer access becomes an issue for students since our Library PCs have been over utilized due to the limited space. Program Data Highlights Section COR Review: Dr. Richard Mahon provided the last Major Modifications in 2014 before he retired. Since then, 3 of 4 DIstrict Humanities full-time faculty have been hired in Fall 2017. As such, we have just established communication lines to discuss these Major Modifications. As a single District vote, I have been hampered so far. I cannot make Major Modifications without their consent which has been very difficult at this point. There are 11 courses that require Major Modifications in the Humanities. I am well aware of this, but I need the support of my District colleagues. We have agreed to meet and work on these details, but it will not meet the May 1, 2018 deadline made by Norco. Program Metric Highlights: I have been the first faculty to enter goals and report progress in this area. I will continue to report each year. However, this is just the beginning so there is little room to compare or analyze. Assessment Report Highlights: Humanities has not been assessed well prior to my arrival in Fall 2017. By the end of Spring 2018, I will have assessed all SLOs in the following courses I taught this AY: HUM 4, HUM 5, HUM 9, HUM 10, HUM 18, and HUM 23. The Program will continue to assess and report each AY from here forward in the combined efforts of Associate Faculty and myself. I created a 2-year Assessment schedule in response to Norco Assessment Committee which has been kept so far in Fall and Winter 2017. I realize this is a major area of improvement in Curriculum and Assessment but I am determined to lead and to report all necessary information to make this a stellar discipline in the District. Attachments: Program Review Comprehensive Report.pdf Program of Study.png Humanities Rotation.pdf

Program Goal: Integrity of Discipline To maintain the integrity of the discipline by ensuring that HUM courses in NC catalog are offered based on a course rotation that supports student graduation and transfer needs as well as interest. Goal Status: In Progress Goal Year(s): 2014 - 2017, 2018 - 2021 Start Date: 04/29/2014 Completion Date: 12/13/2019 How do your goals support the Educational Master Plan?: Goal aligns with College Mission to "provide foundational skills and pathways to transfer" and with EMPs 1 and 3. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 10: , Goal 3 Objective 5: Activities 2017 - 2018 - Michael Bobo developed a 2 year rotation to meet the needs of the English, Philosophy and Humanities disciplines as well as the Honors Program. He created this in response to both student interest and to maintain the full 12 course rotation including 9 courses and 3 Honors courses. (Active) Target: Met in Fall 2017 with review by Prof. Bader, Prof. Bemiller and Prof. Sentmanat. Lead: Michael Bobo Attachments: Humanities Rotation.pdf Updates on Goals Reporting Year: 2017-18 (Spring 2018) 04/27/2018

05/09/2018 Generated by Nuventive Improve Page 2 of 5

Program Review - Instructional: Humanities

Conclusion: Activity Completed AY 2017-2018 teaching rotation. Attachments: Humanities Rotation.pdf Action Plan Action Plan: Taught 6 courses in AY 2017-2018: HUM 4, HUM 5, HUM 9, HUM 10, HUM 18, ENG/HUM 23 (04/27/2018) Reporting Year: 2017-18 (Spring 2018) 04/27/2018 Conclusion: Activity Not Started AY 2018-2019 teaching schedule Attachments: Humanities Rotation.pdf Action Plan Action Plan: English, Philosophy and Humanities faculty will teach in AY 2018-2019: HUM 4H, HUM 5H, ENG/HUM 8, HUM 11, HUM/PHIL 35 (04/27/2018) (04/27/2018) Program Goal: SLO Assessment Assessment of all 9 HUM and 3 Honors HUM courses taught each AY. Goal Status: In Progress Goal Year(s): 2014 - 2017 Start Date: 08/28/2017 Completion Date: 04/30/2018 How do your goals support the Educational Master Plan?: Goal aligns with College mission to "provide educational opportunities" and "encourage collaboration," and with EMP Goals 1 and 5. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 4: , Goal 1 Objective 6: , Goal 5 Objective 3: , Goal 5 Objective 4: Activities 2017 - 2018 - SLO Assessment (Active) Target: Assess all courses taught on 2-year rotation. Lead: Michael Bobo Attachments: Humanities Rotation.pdf Updates on Goals Reporting Year: 2017-18 (Spring 2018) 04/27/2018 Conclusion: Activity Completed By end of AY 2017-2018 Assessed 6 courses: HUM 4, HUM 5, HUM 9, HUM 10, HUM 18, ENG/HUM 23 Attachments: Humanities Rotation.pdf Action Plan Action Plan: HUM 4, HUM 5, HUM 10 completed in Fall 17 and Winter 18. HUM 9, HUM 18 and HUM 23 completed in Spring 18. (04/27/2018) Program Goal: Retention & Success Ensure continued improvement of retention and success in all courses including LEC, WE, and OL. Goal Status: In Progress Goal Year(s): 2014 - 2017, 2018 - 2021 Start Date: 08/25/2014

05/09/2018 Generated by Nuventive Improve Page 3 of 5

Program Review - Instructional: Humanities

Completion Date: 06/10/2021 How do your goals support the Educational Master Plan?: Goal aligns with College Mission to "provide educational opportunities" and "pathways to transfer." EMP Goals 1, 5 and 6. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 6: , Goal 1 Objective 9: , Goal 1 Objective 10: , Goal 5 Objective 4: , Goal 6 Objective 1: Activities 2017 - 2018 - Canvas as the standard for WE and OL courses in Humanities. (Active) Target: Fall 2018 Lead: Michael Bobo Attachments: Grades for Michael Bobo_ Online Canvas Academy.pdf Updates on Goals Reporting Year: 2017-18 (Spring 2018) 04/27/2018 Conclusion: Activity Partially Completed Completed Canvas Academy. Will require Associate Faculty to complete training in Fall. Attachments: Grades for Michael Bobo_ Online Canvas Academy.pdf Action Plan Action Plan: Correspondence with Diane Palmer, Derek Ketcham and Jon Gill. Provided all materials to enroll in OCA. Email reminders to complete training. Set up One Drive shared folder for all Associate Faculty to have access to College resources to improve course planning, course content, College information access and collegiality in the Humanities Program. (04/27/2018) Program Goal: Honors Program Recruit students who apply to Honors program and enroll HUM Honors classes. Participate in Honors program events to support program growth. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 08/27/2018 Completion Date: 12/13/2019 How do your goals support the Educational Master Plan?: Goal aligns with College mission to "provide educational opportunities," "promote collaboration" and "provide pathways to transfer." EMP 1, 2 and 5. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 10: , Goal 2 Objective 1: , Goal 2 Objective 2: , Goal 2 Objective 4: , Goal 2 Objective 5: , Goal 2 Objective 6: , Goal 5 Objective 2: , Goal 5 Objective 3: Activities 2018 - 2019 - Participate in Honors Program Fall 2018 through Fall 2019 by teaching HUM 4H, 5H and 10H as well as supporting the Honors Advisory Council and all Honors Activities. (Active) Target: Continual participation. Lead: Michael Bobo Attachments: Humanities Rotation.pdf Updates on Goals Reporting Year: 2017-18 (Spring 2018) 04/27/2018 Conclusion: Activity Partially Completed Visited HAC in Fall 2017 and Spring 2018 to establish initial contact with Dr. Olaerts and fellow council members. Began recruiting for Fall 2018 HUM 4H in Spring 2018.

05/09/2018 Generated by Nuventive Improve Page 4 of 5

Program Review - Instructional: Humanities

Action Plan Action Plan: Continue meeting with students, promoting the program and participating in the HAC. (04/27/2018) Program Goal: Degree Options Create a transferable Associate Degree in Interdisciplinary Studies, Religious Studies and/or Social Justice Studies in conjunction with College faculty in appropriate Schools for each program of study. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 04/26/2018 Completion Date: 12/13/2019 How do your goals support the Educational Master Plan?: Goal aligns with College mission to "serve our students,"providing educational opportunities," "celebrating diversity" and "promoting collaboration" through "pathways to transfer" and "degrees." EMP Goals 1, 2, 3, 4 and 7. This is a very inclusive degree which engages our student population well in their interests, religious affiliations and their pathways to success at CSUs and UCs in the Arts and Humanities at large. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 9: , Goal 1 Objective 10: , Goal 2 Objective 1: , Goal 2 Objective 2: , Goal 2 Objective 4: , Goal 2 Objective 5: , Goal 3 Objective 1: , Goal 3 Objective 2: , Goal 3 Objective 3: , Goal 3 Objective 4: , Goal 3 Objective 5: , Goal 4 Objective 5: , Goal 7 Objective 5:

Activities 2017 - 2018 - Social Justice Studies Meeting 04/26/18 (Active) Target: Support Sociology Faculty with HUM courses that map to this vital ADT in Area 3 of the IGETC. Lead: Marshall Fullbright Attachments: AA18-10_ADT_Advisory.pdf Updates on Goals Reporting Year: 2017-18 (Spring 2018) 04/27/2018 Conclusion: Activity Partially Completed Met with Dean Fullbright, Prof. Hitchcock, Nick Franco and I to discuss the possibility. Since SOC faculty were not present, we have more research and coordination to establish this ADT since it would fall under SOC for Program Reviews. Attachments: AA18-10_ADT_Advisory.pdf Action Plan Action Plan: Need to recruit Dr. Janet Hill or another SBS faculty to lead. (04/27/2018)

05/09/2018 Generated by Nuventive Improve Page 5 of 5

Program Review Comprehensive Report

Program Review - Instructional: Kinesiology

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014_17_KINESIOLOGY_CurriculumRPT.pdf 2014_17_KINESIOLOGY_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_KINESIOLOGY_ResourceRequests.xlsx 2014-17_KIN_SLO_DISCIPLINE.pdf

Program Trends and Updates 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: Yes. Kinesiology is now a part of the Science and Kinesiology Department. This department previously included Math. Do you anticipate your unit will shift departments in the NEXT 4 years?: NO New certificates programs created by your unit in the PAST 4 years?: NO New certificate programs anticipated by your unit in the NEXT 4 years?: Yes. The KIN ADT was completed at the college level in the Spring of 2016. We have been awaiting state approval since that time. We have been in contact with the point person at the district and she is investigating the status of our ADT and when we can anticipate a response from the state. Substantial modifications made to certificates/degrees in the PAST 4 years.: NO Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: Because of the more lengthy process involved with the state approval, we do anticipate making some minor adjustments to our ADT. In general, this may involve the addition of new courses that were not offered at the time of college level approval. Activities in other units that impacted your unit in the PAST 4 years.: NO Activities in other units that impacted your unit in the NEXT 4 years.: Potentially. There is more discussion occurring about the expansion of Athletics. If this occurs, KIN will need to add sections to accommodate the necessary varsity sport offerings. The additions could include an increase in both in/out of season sport conditioning classes, varsity athletic classes, and general activity classes that "mirror" athletic offerings. For example, if the college does add Varsity Cross-Country, the KIN discipline will be asked to include a "Long Distance Running" class. We will need to remain attentive to these changes and their impact on Kinesiology and course offerings for the general student population. It will not be advantageous to the general student population if Varsity Sport classes negatively impact the number of sections offered to the general student population. Previous Program Review Resource Requests Resource Requests Received: Instructional Supplies - Athletic Training - Fall 2017, Storage Shelves - Fall 2016; Desks for WEQ 3 - Fall 2016; Manikins for First Aid and CPR - Spring 2015; Wall Fans for Fitness Center - Fall 2016; Desktop Computer (Faculty) - Fall 2016 How did the resources received impact student learning?: The above listed resources have had numerous positive impacts on student learning and the classroom environments. For example: Instructional supplies for Athletic Training have allowed students to adequately practice various treatment techniques with regard to injuries and rehabilitation. The storage shelves and new desks have dramatically improved the classroom environment in WEQ 3. Both have allowed for improved access to instructional supplies and the ability to reorganize the classroom to allow for the practice of First Aid and CPR skills. New

05/10/2018 Generated by Nuventive Improve Page 1 of 4

Manikins have provided students the opportunity to practice CPR more efficiently and with equipment that is more hygienically safe. The wall fans in the fitness center have improved the air circulation in WEQ 8 and assist in maintaining a more reasonable room temperature. The desktop computer has allowed a faculty member to access online technology that is utilized in class preparation and incorporated into active learning within the courses that she teaches. If you requested resources but did not receive them, how did that impact student learning?: Resources that have been requested, yet not received include: Instructional Supplies - First Aid and CPR (masks, face shields, lungs, alcohol prep pads, gloves, & AED), Instructional Supplies - Yoga (blocks and Straps) , Instructional Supplies - Soccer (balls), Instructional Supplies - Physical Fitness (various equipment). With regard to these supplies, they are necessities! Students are being short-changed when we are unable to provide them with necessary teaching tools and basic equipment that is necessary to perform the required classroom activities. At times, our instructors have purchased items out of pocket to lessen the impact on student learning. In other cases, students are using outdated modes of training or utilizing equipment that does not "function" properly. We desperately need an operational budget for instructional supplies as these are yearly expenses. We also have one faculty member who has not yet received a new desktop computer. This severely impedes his ability to perform work related tasks in an efficient and productive manner. Maintenance of the equipment in our fitness center has been irregular (due to inconsistency in funding) and we are paying a "price". We are incurring the expense of equipment repair that may have been avoided if regular maintenance had been performed. This also impacts student learning in that machines are not operational and students are unable to utilize them. This also creates disruption in the flow of the class and interrupts their ability to meet student learning outcomes. We have not yet received the equipment necessary to institute a softball class. At the time, there has not been a severe impact, however when our ADT is approved, we will need a second team sport class to assist majors in their ability to move through the program in a timely fashion. At the time, soccer is the only team sport class that is offered. We not yet received what is called a Bod Pod. This item allows for the accurate assessment of body composition. The Bod Pod would be an asset for numerous classes allowing students to better grasp the concepts of body composition and accurately track what is a highly important aspect of health-related fitness. Program Data Highlights Section COR Review: All courses have been updated. Program Metric Highlights: Kinesiology continues to perform above the college level in success, retention, and efficiency. Assessment Report Highlights: Tim Wallstrom is now a member of the Assessment Committee and is assuming responsibility for insuring that Kinesiology consistently performs assessment of all SLO's.

Program Goal: Organizational Strategies Implement Organizational Strategies Within the Discipline through Bi-Annual Meetings and the assignment of a "point person" for various discipline related tasks and responsibilities such as assessment, curriculum, program review, facility inspections & repairs, etc. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 08/25/2017 Completion Date: 02/28/2019 How do your goals support the Educational Master Plan?: 1 - The introduction of bi-annual discipline meetings will facilitate improved communication within the unit and provide opportunities to both assess and clarify yearly responsibilities (such as assessment). It will also provide opportunities to build cohesiveness within the discipline.

2 - Assigning full-time faculty to specific discipline responsibilities will improve our focus as a discipline and ensure that all aspects of curriculum, assessment, and communication are managed in a timely fashion. Adopting this procedure will also encourage more manageable workloads, improved time management, and communication with colleagues both within and outside the unit. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 6: , Goal 2 Objective 1: , Goal 3 Objective 5: , Goal 5 Objective 1: , Goal 5 Objective 2: , Goal 5 Objective 3: Activities 2017 - 2018 - Discipline Meeting - Full-Time Faculty - Lead Assignments were made as follows: 1 - Curriculum - Suzie Witmer 2 - Assessment - Tim Wallstrom 3 - Program Review - Beverly Wimer (Active) Lead: Beverly Wimer

05/10/2018 Generated by Nuventive Improve Page 2 of 4

Program Review - Instructional: Kinesiology

Program Goal: Assessment Implement four year assessment plan/rotation Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 08/24/2018 Completion Date: 08/24/2022 How do your goals support the Educational Master Plan?: Implementing a four-year assessment plan/rotation is directly related to the mission of the college in terms of “encouraging an innovative approach to learning”. Through assessment we can discover new strategies for improving student success, and retention. Through assessment, we can strengthen student learning by examining the current effectiveness of pedagogy and how adjustments may result in improved learning opportunities for students. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 6: , Goal 1 Objective 10: , Goal 5 Objective 1: , Goal 5 Objective 2: Program Goal: Associate Degree Transfer (ADT) Institute the Associate Degree Transfer for Kinesiology Goal Status: On Hold Goal Year(s): 2018 - 2021 Start Date: 09/01/2016 Completion Date: 08/25/2022 How do your goals support the Educational Master Plan?: Instituting the ADT for Kinesiology is directly related to the mission of the college in terms of providing “…foundational skills and pathways to transfer, career and technical education, certificates and degrees”. It will improve transfer preparedness for our Kinesiology majors and assist students in identifying educational goals. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 10: , Goal 3 Objective 1: , Goal 3 Objective 2: , Goal 3 Objective 3: Activities 2017 - 2018 - Contact was made with both counseling and district lead with regard to the progress toward state approval. It was explained that the delay was related to a new state-wide platform. The district lead will update as when further information can be provided. (Active) Lead: Beverly Wimer Program Goal: Kinesiology Club To foster teamwork, cooperation and friendship among students through experiences and responsibilities for a clear view of a future career in the area of Kinesiology. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 01/31/2018 Completion Date: 08/26/2021 How do your goals support the Educational Master Plan?: This discipline goal specifically supports EMP goal # 3 - Improve the Quality of Student Life. A Kinesiology Club will provide opportunities for students to participate in co-curricular activities and support their educational journey in terms of degree completion and transfer. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 10: , Goal 2 Objective 1: , Goal 2 Objective 2: , Goal 2 Objective 3: , Goal 2 Objective 4: , Goal 2 Objective 5: , Goal 2 Objective 6: , Goal 3 Objective 1: , Goal 3 Objective 2: , Goal 3 Objective 3: Activities 2017 - 2018 - Formation of Kinesiology Club - Club charter was created and first meeting occurred in March, 2018 (Active)

05/10/2018 Generated by Nuventive Improve Page 3 of 4

Program Review - Instructional: Kinesiology

Lead: Suzie Witmer Program Goal: Curriculum Create and adopt new courses so that we will continue to meet the needs of our student population. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 08/24/2018 Completion Date: 12/31/2021 How do your goals support the Educational Master Plan?: This goal is specifically related to EMP Goal 1 - "Increase Student Retention and Success". In offering a wider range of courses we hope to attract more students to our discipline through providing opportunities that specifically meet their needs. For example, adopting a course called "Foundations of Coaching" will provide a great opportunity for students who may be interested in pursuing a coaching career. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 10: Activities 2017 - 2018 - Departmental approval for the addition of activity classes that will support the development of Athletics (Active) Lead: Suzie Witmer

05/10/2018 Generated by Nuventive Improve Page 4 of 4

Program Review Comprehensive Report

Program Review - Instructional: Library

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014-17_LIB_SLO_DISCIPLINE.pdf 2014-17_INSTRUCTION_LIBRARY_ResourceRequests.xlsx 2014_17_LIBRARY_CurriculumRPT.pdf 2014_17_LIBRARY_SuccessEfficiencyRetentionRPT.pdf Current Human Resource Status.docx 2014 - 2017 Attachments: Current Human Resource Status.docx

Program Trends and Updates 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: N/A Do you anticipate your unit will shift departments in the NEXT 4 years?: N/A New certificates programs created by your unit in the PAST 4 years?: N/A New certificate programs anticipated by your unit in the NEXT 4 years?: N/A Substantial modifications made to certificates/degrees in the PAST 4 years.: N/A Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: N/A Activities in other units that impacted your unit in the PAST 4 years.: Summer Advantage Program, Student Equity Plan, Norco College Grants, Completion Initiative, Dual Enrollment, Next Phase (California Rehabilitation Center), and Textbook Contract with Barnes and Noble Activities in other units that impacted your unit in the NEXT 4 years.: California Guided Pathways, Reorganization of Norco College into Schools, Zero Cost Textbooks (OER) , and Yearly Requests from all Unit Program Reviews. Previous Program Review Resource Requests Resource Requests Received: No resources received from requests How did the resources received impact student learning?: No resources received If you requested resources but did not receive them, how did that impact student learning?: 1. The library had to discontinue the following databases: Biography in Context, Mergent, Oxford Art Online, Oxford Music Online, NoodleTools, and Literary Reference Center. 2. The lack of additional funding for adjunct hours continues to prevent the library from remaining open until 4:00pm on Fridays and providing coverage by a librarian each day from 7:30AM-8AM. 3. No additional funding for print materials or general education reserve textbooks. Program Data Highlights Section COR Review: Currently in Review Program Metric Highlights: N/A

05/09/2018 Generated by Nuventive Improve Page 1 of 3

Assessment Report Highlights: LIB 1 (Online) Benchmark assessment for SLOs set at 70% of students enrolled in the class passing. LIB 1 (Hybrid) The students improved overall after revision of specific lesson plans, including hands-on exercises in the library.

Program Goal: Reserve Textbook Collection Secure permanent funding for Reserve texbook collection Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 03/22/2018 Completion Date: 03/01/2021 How do your goals support the Educational Master Plan?: The reserve textbook collection increases student achievement, success, access and learning. Reserve textbooks also help to meet the needs of students who are financially challenged. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 6: , Goal 2 Objective 3: , Goal 2 Objective 6: Activities 2018 - 2019 - Request a line item in the library's budget for the purchase of reserve textbooks. (Active) Target: TBD Lead: TBD Program Goal: New Library Building Increase Library space Goal Status: On Hold Goal Year(s): 2018 - 2021 Start Date: 03/22/2018 Completion Date: 04/16/2025 How do your goals support the Educational Master Plan?: A new library will improve the quality of student life, increase student achievement and success, increase student access, & strengthen student learning. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 6: , Goal 2 Objective 3: , Goal 2 Objective 4: , Goal 2 Objective 5: , Goal 2 Objective 6: Activities 2018 - 2019 - Continue to demonstrate the need for a new library building as stated in the Facilities Master Plan (FMP). (Active) Target: TBD Lead: Library Dean, Librarians and Staff. Program Goal: Year round offering of LIB 1 Offer LIB 1 during summer and winter in addition to fall and spring Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 03/27/2018 Completion Date: 06/01/2019 How do your goals support the Educational Master Plan?: The year round offering of LIB 1 increases a students' opportunity for achievement and success in all of their classes This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 7: , Goal 1 Objective 8: Activities 2018 - 2019 - Continue to demonstrate the need for additional offerings of year round LIB 1 (Active) Target: Communications Department

05/09/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Instructional: Library

Lead: Librarians

05/09/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Instructional: Manufacturing, Machine Shop Technology, Supply Chain Technology, Electronics

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014_17_MANUFACTURING_MACHINEShopTech_SupplyChain_ELECTRONICS_CurriculumRPT.pdf 2014_17_MANUFACTURING_MACHINEShopTech_SupplyChain_ELECTRONICS_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_MANUFACTURING_MACHINEShop_SupplyChain_ELECTRONICS_ResourceRequests.xlsx 2014-17_MAN_CNC_PLO_INSTRUCTIONAL.pdf 2014-17_MAN_ComputerAided_Production_Tech_PLO_INSTRUCTIONAL.pdf 2014-17_MANUFACTURING_SLO_DISCIPLINE.pdf

Activities in other units that impacted your unit in the PAST 4 years.: None Activities in other units that impacted your unit in the NEXT 4 years.: None Previous Program Review Resource Requests Resource Requests Received: • Purchase a 5th axis milling table • Software for the cmm machine • Replace computers in CACT 2 • Battery set for RV-2a1 robot in IT-124. • Purchase Surface Grinder for the CACT • Mitutoyo - 0.03 Inch Range, 0.0005 Inch Dial Graduation, Horizontal Dial Test Indicator - 1.5748 Inch White Dial, 0- 15- 0 Dial Reading, Accurate to 0.0005 Inch

05/09/2018 Generated by Nuventive Improve Page 1 of 2

• Floppy emulator for Haas machine • Fluid sim software

How did the resources received impact student learning?: The purchase of the 5th axis milling table will make MAN35 and MAN 56 more relevant because students will be able to practice setting up and programming CNC machines that they will find in industry.

The software for the CMM machine will allow the students to use the machine to practice advanced measurement that they would be required to understand in industry. This will make the ENE 52, MAN 39 and MAN 56 class more relevant and more hands on.

Replace computers in CACT 2: Computers are very slow right now. I am told that they will be replaced Summer 2018

Purchase surface grinder for the CACT. MAN 38 and MAN 39 will use the surface grinder. NIMs certification requires that the students understand how to use the machine.

Many of the indicators are broken. Having new ones will allow the students to measure vise and work placement and straightness.

Floppy emulator will allow the students to use a USB drive on the two older machines. Floppy disks are very outdated.

Fluid sim software needs to be updated since it is as old as IT-124

If you requested resources but did not receive them, how did that impact student learning?: Need to purchase another chemical drum storage bin for the side of the cact building. This is a safety concern for the college. Program Data Highlights Section COR Review: 8 courses need to be updated or deleted. Program Metric Highlights: More work needs to be done to convince/help students complete certificates More advertising to the community needs to be done.

Assessment Report Highlights: Lab manuals need to be created for the new lab aid. Need to learn how to program and operated the new five axis machine Need to develop curriculum for teaching the grinder. Need to purchase another chemical drum storage bin for the side of the cact building.

No Program Goal were returned for this Assessment Unit based upon the selected parameters.

05/09/2018 Generated by Nuventive Improve Page 2 of 2

Program Review Comprehensive Report

Program Review - Instructional: Mathematics

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: ncb entered Attachments: 2014-17_MATH_PLO_INSTRUCTIONAL.pdf 2014-17_MATH_SLO_DISCIPLINE.pdf 2014-17_INSTRUCTION_MATH_ResourceRequests.xlsx 2014_17_MATH_CurriculumRPT.pdf 2014_17_MATH_SuccessEfficiencyRetentionRPT.pdf

Program Trends and Updates 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: Yes. Starting Spring 2017, the Norco Math Discipline became its own department. We currently have 10 F/T faculty. We have two co-chairs, Jeff Mulari and Bob Prior Do you anticipate your unit will shift departments in the NEXT 4 years?: No. New certificates programs created by your unit in the PAST 4 years?: We have not created any new certificates or programs within our discipline or department. New certificate programs anticipated by your unit in the NEXT 4 years?: None. Substantial modifications made to certificates/degrees in the PAST 4 years.: N/A Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: Substantial changes to course offerings but not to certificates or degrees. Activities in other units that impacted your unit in the PAST 4 years.: N/A Activities in other units that impacted your unit in the NEXT 4 years.: N/A Previous Program Review Resource Requests Resource Requests Received: A. New Faculty to replace (1) retired faculty, and (2) member who moved to Dean of Instruction position. B. Reconfiguration of LIB 108 classroom. How did the resources received impact student learning?: A. It allowed us to offer more higher-level math courses. B. Room is not yet reconfigured ... in process. If you requested resources but did not receive them, how did that impact student learning?: N/A Program Data Highlights Section COR Review: We have a 3rd RCCD Math Discipline Meeting scheduled for April 27th to discuss updating CORs and new course offerings and pathways to become AB 705 compliant by Fall 2019. We will be reviewing the CORs at this meeting and pushing the majority of courses further along the process in the weeks afterward. As we learn more from the state on what is required of us to be compliant, we will need to continue addressing our entire math curriculum. It is possible that every course outline will be updated each year for the next two years.

Program Metric Highlights: With the advent of AB 705 implementation, we foresee an increase in all of our metrics -- retention, success, and efficiency -- due in part to (a) a reduction in both online and hybrid offerings of remedial classes, and (b) the extra

05/09/2018 Generated by Nuventive Improve Page 1 of 4

support students will be receiving through our co-requisite support classes as well as the reestablishment of the Math Success Center. Assessment Report Highlights: Currently the Math discipline has assessed 104 out of 158 total SLOs, which is 65.8%. This may not sound like a great number, but since the beginning of Fall 2016, we have assessed 89 different SLOs, which is just over 56.3% of all of our SLOs in the last 3 semesters. As for the 54 missing SLO assessments, we have current plans in place to have most, if not all, of these assessed by the end of the Spring 2018 semester. The Math discipline has also completed 50% of the PLOs for the Math ADT and will be looking to complete the remaining before Spring 2020.

Program Goal: Math Success Center Establish a new Math Success Center that caters primarily to students placed into introductory transfer-level courses (or their co- requisite support courses) by offering drop-in tutoring, math success workshops, etc. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 07/01/2018 Completion Date: 02/01/2019 How do your goals support the Educational Master Plan?: Achieving this goal will allow the Math Department to support a greater number of students than are currently being served. We anticipate being the hub for study groups and drop in math tutoring. The Math Success Center will address students' needs/concerns that are peripheral to math class, such as math phobia, math anxiety, and math study skills. All of this is designed to have more students being successful in math, thereby increasing persistence rates, success and retention rates, course completion, transfer preparedness, and transfer rates. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum., Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 8: , Goal 1 Objective 10: , Goal 2 Objective 1: , Goal 2 Objective 2: , Goal 2 Objective 3: , Goal 2 Objective 4: , Goal 2 Objective 5: , Goal 2 Objective 6: Program Goal: Dedicated classrooms for Math Add two dedicated classrooms for Math Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 06/08/2018 Completion Date: 01/31/2019 How do your goals support the Educational Master Plan?: It is our hope to have dedicated math classrooms that are near the Math Success Center, thereby increasing student engagement with a direct flow from class to Success center. We believe this will also increase students' satisfaction with the support they are receiving. Furthermore, having dedicated classrooms will allow us to decorate and design classrooms that facilitate new teaching strategies, including group activity-based learning. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 2 Objective 1: , Goal 2 Objective 2: , Goal 2 Objective 3: , Goal 2 Objective 4: Program Goal: Centralize Math Faculty Offices Create a space for all full-time math faculty to have offices in one area of the campus so as to have daily faculty engagement and collaboration with respect to AB 705 implementation and other ongoing math issues. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 07/01/2018 Completion Date: 06/30/2019 How do your goals support the Educational Master Plan?: With the advent of AB 705, the math curriculum will be undergoing some major changes, and it will take a dedicated effort by the full-time Math faculty to be continually engaged in discussion of best practices and course redesign. Having a centralized location for our offices will help facilitate the discussion and our collaborative efforts. We believe these student-centered efforts will spur success in the math classroom and lead to greater preparation for transfer and higher transfer rates overall. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal

05/09/2018 Generated by Nuventive Improve Page 2 of 4

Program Review - Instructional: Mathematics

1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum., Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 8: , Goal 1 Objective 10: , Goal 2 Objective 1: , Goal 2 Objective 2: , Goal 2 Objective 3: , Goal 2 Objective 4: , Goal 2 Objective 5: , Goal 2 Objective 6: Program Goal: Increase Faculty Participation in Professional Development and Training To have every full time math faculty trained in best practices as they relate to the co-requisite support classes a la AB705. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 07/01/2018 Completion Date: 06/30/2020 How do your goals support the Educational Master Plan?: With the advent of AB 705, we anticipate major changes in the classroom as to the ways we teach today’s students. We expect there will need to be massive amounts of faculty training through workshops and conferences. We believe students will also benefit from this as we bring back to the classroom that which we have learned. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum., Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 8: , Goal 1 Objective 10: , Goal 5 Objective 5: Program Goal: Establish Community of Practice Meetings Support all faculty who teach co-requisite support classes, a la AB705, by offering continual (weekly) discussion and planning meetings. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 07/01/2019 Completion Date: 06/30/2020 How do your goals support the Educational Master Plan?: We expect to continually update what is happening in the co- requisite support classes fostered by AB 705. This will occur through weekly faculty dialog about what is working/not working in the classroom and what can be done to enhance or altered to provide the desired learning environment. Students will benefit from the interactive group work as well as from other innovative approaches.

Faculty benefit from having support for trying new teaching techniques and creating/assessing their own best practices in the student-centered classroom. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum., Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 8: , Goal 1 Objective 10: , Goal 2 Objective 1: , Goal 5 Objective 5: Program Goal: AB 705 Math Coordinator Create the position of an AB 705 Math Coordinator to oversee all aspects of AB 705 Math implementation, including, but not limited to, • Oversight of the creation of new Course Outlines of Record. • Acting as the liaison between Norco College and the Math Discipline throughout RCCD. • Acting as the liaison between Norco College and the State Chancellor’s Office. • Acting as the AB705 Mathematics compliance resource for the Norco College community at large. • Keeping up to date with the latest pedagogy and best practices for student-centered learning environment • Coordinating the Community of Practice Meetings for the co-requisite support classes. • Coordinating the faculty development trainings for best practices of presenting the co-requisite support classes.

05/09/2018 Generated by Nuventive Improve Page 3 of 4

Program Review - Instructional: Mathematics

• Coordinating on-going (weekly) training of faculty through Community of Practice workshops (for the co-requisite support classes). • Interfacing with Norco’s Institutional Research to conduct studies of success rates, effectiveness of in-class activities, and to determine which remedial math classes should be re-implemented to foster student success. • Liaison with Norco counselors for proper student placement (guided placement) and MMAP interpretations. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 05/15/2018 Completion Date: 07/31/2018 How do your goals support the Educational Master Plan?: We believe everyone will benefit from having one person oversee the operation and implementation of the math portion of the AB 705 mandates. Faculty benefit from having an organized system in place and ready to go in time for Fall 2019 implementation, including professional development for utilizing best practices in the student-centered classroom.

Students benefit from more support in and out of the classroom; we should expect to see increased persistence rates, success and retention rates, course completion, transfer preparedness, and transfer rates.

The college as a whole will benefit because the math faculty are dedicated to being a model school for this state-mandated program. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum., Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 8: , Goal 1 Objective 10: , Goal 5 Objective 5: , Goal 6 Objective 1:

05/09/2018 Generated by Nuventive Improve Page 4 of 4

Program Review Comprehensive Report

Program Review - Instructional: MIS - Music Industry Studies

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014_17_MusicIndustriesStudiesMIS_CurriculumRPT.pdf 2014_17_MusicIndustriesStudiesMIS_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_MUSIC_INDUSTRIES_STUDIES_MIS_ResourceRequests.xlsx 2014-17_MIS_AUDIO_PRODUCTION_PLO_INSTRUCTIONAL.pdf 2014-17_MIS_MUS_SLO_DISCIPLINE.pdf 2014-17_MIS_PERFORMANCE_PLO_INSTRUCTIONAL.pdf 2018 - 2021 Comments or Notes: 2 full-time IDS. TCO = $204,517

Program Trends and Updates 2018 - 2021 Program Update Section Has your unit shifted departments in the PAST 4 years?: No Do you anticipate your unit will shift departments in the NEXT 4 years?: No New certificates programs created by your unit in the PAST 4 years?: Yes New certificate programs anticipated by your unit in the NEXT 4 years?: No Substantial modifications made to certificates/degrees in the PAST 4 years.: Yes Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: No Activities in other units that impacted your unit in the PAST 4 years.: No Activities in other units that impacted your unit in the NEXT 4 years.: No Previous Program Review Resource Requests Resource Requests Received: Equipment and software for recording studio: MIS-1, MIS-3, MIS-4, MIS-7, MIS-11, MIS-12, MIS-13 How did the resources received impact student learning?: Maintaining software currency and industry standards gives students real world experience, and prepares them for jobs in the music industry, as well as furthering their education. Four students from MIS have received Audio Production jobs in the industry within the last year. If you requested resources but did not receive them, how did that impact student learning?: Did not receive acoustic treatment for the Little Theater, which impacts the way that sound behaves in that type of space. Students were not able to mix live sound as effectively as would be in a professional environment. Program Data Highlights Section COR Review: All MIS CORs are current. Program Metric Highlights: Retention and success are at an all-time high (see screenshots attached in PR). Assessment Report Highlights: Students are understanding and applying course material. They feel well-prepared as they move on from the MIS discipline at Norco College to their future endeavors.

Program Goal: Improve Transfer Rate

05/10/2018 Generated by Nuventive Improve Page 1 of 2

Program Review - Instructional: MIS - Music Industry Studies

Goal 1 Objective 2 Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 04/01/2018 Completion Date: 04/01/2021 How do your goals support the Educational Master Plan?: In the transition from MUC to MIS, courses were updated and made more robust, thus improving the efficacy of the degrees: Performance and Audio Production. Students now completing MIS degrees are better prepared for transfer. Program Goal: Improve Transfer Preparedness Goal 1 Objective 1 Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 04/01/2018 Completion Date: 04/01/2020 How do your goals support the Educational Master Plan?: In the transition from MUC to MIS, courses were updated and made more robust, thus improving the efficacy of the degrees: Performance and Audio Production. Students now completing MIS degrees are better prepared for transfer.

05/10/2018 Generated by Nuventive Improve Page 2 of 2

Program Review Comprehensive Report

Program Review - Instructional: MUS - Music

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014_17_MusicMUS_CurriculumRPT.pdf 2014_17_MusicMUS_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_MUSIC_MUS_ResourceRequests.xlsx 2014-17_MUS_COMMERICAL_MUSIC_PLO_INSTRUCTIONAL.pdf 2014-17_MUS_COMMERICAL_MUSIC_SLO_INSTRUCTIONAL.pdf

Program Trends and Updates 2018 - 2021 Program Update Section Has your unit shifted departments in the PAST 4 years?: No Do you anticipate your unit will shift departments in the NEXT 4 years?: No New certificates programs created by your unit in the PAST 4 years?: No New certificate programs anticipated by your unit in the NEXT 4 years?: 2 new degrees are moving through committee: a Music ADT and a local AA. If all goes well, students will be able to graduate with a Music degree by Spring 2019. Substantial modifications made to certificates/degrees in the PAST 4 years.: No Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: No Activities in other units that impacted your unit in the PAST 4 years.: MIS and MUS have student and curriculum crossover. MUS 3 and MUS 93 are required for the two MIS Certificate/Degree pathways, and depending upon whether students choose the Performance or Audio Technology Degree, MUS 4, MUS 38 and MUS 39 could all be optional courses. Activities in other units that impacted your unit in the NEXT 4 years.: MUS and MIS will continue to interact. All other disciplines that use the theater impact MUS. The theater is our primary performance space, so the more it is used for lectures or other special events, the more it cuts into the use of the space by MUS. Previous Program Review Resource Requests Resource Requests Received: Color Printer and Drum equipment. The Color Printer is still in the process of being purchased, but should be available for programs and flyers for the Music Department Showcase and Choir Concerts at the end of the year. The drum equipment is still in the process of being purchased as well. How did the resources received impact student learning?: The drum equipment will be a positive improvement for students taking Applied Music drum lessons and students in MIS 1abc and MIS 11ab. If you requested resources but did not receive them, how did that impact student learning?: The acoustic paneling affects the sound in the theater: rehearsals, reference recordings and performances are all impacted. Program Data Highlights Section COR Review: Several MUS CORs are due for review. I've reached out to the Curriculum Chair at City Campus and we will coordinate review and updates.

Program Goal: Degrees

05/10/2018 Generated by Nuventive Improve Page 1 of 3

Program Review - Instructional: MUS - Music

Finish process of adding Music ADT and local AA degrees respectively Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: Goal 1: Objectives 1, 2, 5, 6, 7, 10 Goal 3: Objectives 1, 2, 3,

This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 5: , Goal 1 Objective 7: , Goal 1 Objective 10: , Goal 3 Objective 1: , Goal 3 Objective 2: , Goal 3 Objective 3: , Goal 7 Objective 5: Activities 2018 - 2019 - Move Degree proposals through committees and submit to state (Active)

Program Goal: Increase MUS course offerings Increase offerings in the following areas: Appreciation, Choir and Guitar. Increase online offerings. Increase intersession offerings for Music Majors. Goal Status: In Progress How do your goals support the Educational Master Plan?: Goal 1: Objectives 1, 5, 6, 7, 10 This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 10: Activities 2018 - 2019 - Work with Dean's and Chairs to increase MUS course offerings. (Active)

Program Goal: Technology Increase the use of computer technology in Music Theory courses Goal Status: In Progress How do your goals support the Educational Master Plan?: Goal 1: Objectives 1, 4, 5, 6 This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: Activities 2018 - 2019 - Work with Deans and Chairs to schedule IT106 in conjunction with Music Theory courses. Find online resources for ear training and find a funding source to purchase for Music Theory students. (Active)

Program Goal: Efficiency Increase MUS efficiency through recruitment and on campus advertisement of MUS courses. Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: Goal 4: Objective 6 This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 4 Objective 6: Activities 2018 - 2019 - Work on recruitment and scheduling to increase efficiency of MUS discipline. Schedule more appreciation and online classes. (Active)

05/10/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Instructional: MUS - Music

Program Goal: Student Music Major Cohorts Create a cohort of students to meet for additional instruction and master classes, possibly in conjunction with creating a student chapter of ACDA or CCDA, to improve success and degree completion and move interested students in the direction of music education. Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: Goal 1: Objectives 1, 2, 4, 5, 6, 7, 10 This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 10: Activities 2018 - 2019 - Identify Music major candidates (Active)

2018 - 2019 - Engage in team building, master classes, and additional instruction with Music Major cohort (Active)

2018 - 2019 - Research possibility of creating Norco College student chapters of American Choral Directors Association and/or California Choral Directors Association (Active)

Program Goal: Community Outreach Increase community outreach including recruiting at high schools and community performances Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: Loosely correlated to Goal 4 Activities 2018 - 2019 - Visit local high schools alone, with students or with performance ensembles. (Active)

2018 - 2019 - Research local churches for possible performances. (Active)

2018 - 2019 - Increase the number of performances at local retirement communities. (Active)

05/10/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Instructional: Philosophy

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014_17_Philosophy_CurriculumRPT.pdf 2014_17_Philosophy_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_PHILOSOPHY_ResourceRequests.xlsx 2014-17_PHI_SLO_DISCIPLINE.pdf 2014-17_PHILOSOPHY_PLO_INSTRUCTIONAL.pdf

Program Goal: Maintain adequate section offerings for students Maintain adequate section offerings to ensure that students have options for their general education requirements for the AA and AS. This is an ongoing goal and has no completion date. Goal Status: In Progress Goal Year(s): 2014 - 2017 Start Date: 08/01/2017 How do your goals support the Educational Master Plan?: Adequate section offerings help further a number of goals in the Ed Master Plan: student transfer preparedness (1.1), increasing student completion of basic skills (1.3), completion rate for the ADT (1.5), increasing the number of students who complete 15+ units (1.7), and reducing scheduling conflicts for students (3.5),. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum., Goal 1

05/09/2018 Generated by Nuventive Improve Page 1 of 4

Program Review - Instructional: Philosophy

Objective 5: , Goal 1 Objective 7: , Goal 3 Objective 5:

Activities 2017 - 2018 - Working with my department chair and Dean of Instruction to ensure adequate sections are offered each semester. (Active) Target: Ongoing Lead: Jose Sentmanat Updates on Goals Reporting Year: 2017-18 (Spring 2018) 04/29/2018 Conclusion: Activity Partially Completed Course rotation is proceeding as per the rotation schedule (see attachment). Attachments: Philosophy Course rotation.docx J. Sentmanat Action Plan Action Plan: Please see the attachment. (04/29/2018) Program Goal: Philosophy ADT To explore the question of whether it serves students to offer a transfer degree following the AB 1440 Transfer Degree pattern. Goal Status: Completed Goal Year(s): 2014 - 2017 Start Date: 08/01/2013 Completion Date: 08/01/2014 How do your goals support the Educational Master Plan?: This goal has furthered objectives 1-3 under Goal 3: Increase Student Access. It has also contributed overall to Goal 1: Increase Student Achievement and Success. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum. Activities 2014 - 2015 - Establishment of the philosophy ADT. (Active) Lead: Sharon Crasnow. Program Goal: Student Retention Continue to improve student retention and success rates in all philosophy courses. This is an ongoing goal with no ocmpletion date. Goal Status: In Progress Goal Year(s): 2014 - 2017 Start Date: 08/01/2017 How do your goals support the Educational Master Plan?: This is identical to Goal1.6 in the EMP. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 6: Activities 2017 - 2018 - Monitor student success and retention, and maintain regular assessment of student SLOs. (Active) Target: Ongoing Lead: Jose Sentmanat Program Goal: Student Philosophy Club

05/09/2018 Generated by Nuventive Improve Page 2 of 4

Program Review - Instructional: Philosophy

Establish a student philosophy club Goal Status: Completed Goal Year(s): 2014 - 2017 Start Date: 06/01/2017 Completion Date: 08/17/2017 How do your goals support the Educational Master Plan?: A student philosophy club would help promote student retention and success (Goal 1.6 above). It would also help promote student learning and interest in philosophy, and help build stronger ties of community among students with interests in philosophy and the humanities. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 6:

Activities 2017 - 2018 - Working with students to create a philosophy club at Norco. (Active) Target: Receive ASNC recognition by the 2017-2018 academic year. (Target met.) Lead: Jose Sentmanat Updates on Goals Reporting Year: 2017-18 (Spring 2018) 04/29/2018 Conclusion: Activity Completed A philosophy club has been created at Norco College (the Philosophical Affairs Club, or PAC) effective Fall 2017.

Program Goal: Philosophy Course Rotation Ensure that the course rotation for the ADT in philosophy is followed. This is an ongoing goal and has no completion date. I have updated the philosophy course rotation and had it implemented in the 2018-2019 academic year. Goal Status: In Progress Goal Year(s): 2014 - 2017 How do your goals support the Educational Master Plan?: Goal 1.5: Increase completion rate of degrees and certificates over 6 years. Students will be ensured access to the courses they need to graduate in a timely manner. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 5:

Activities 2017 - 2018 - Work with my department chair and Dean of Instruction to make sure the proper course rotation for philosophy is being met. (Active) Target: Ongoing. Lead: Jose Sentmanat Updates on Goals Reporting Year: 2017-18 (Spring 2018) 04/29/2018 Conclusion: Activity Completed Course rotation proceeding as planned.

Program Goal: Assessment Ensure the SLO and PLO assessment schedule I have developed is followed. This is an ongoing goal and has no completion date. Goal Status: In Progress Goal Year(s): 2014 - 2017 Start Date: 01/01/2017 How do your goals support the Educational Master Plan?: This will directly impact Goal 5.2: Increase the percentage of student learning and service area outcomes assessments that utilize authentic methods. Regular assessment can also result in better teaching, leading to better student retention and success rates (Goal 1.6). This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 6: , Goal 5 Objective 2:

05/09/2018 Generated by Nuventive Improve Page 3 of 4

Program Review - Instructional: Philosophy

2017 - 2018 - Undertake regularly scheduled SLO and PLO assessments for my program. (Active) Target: Ongoing Lead: Jose Sentmanat Updates on Goals Reporting Year: 2017-18 (Spring 2018) 04/29/2018 Conclusion: Activity Partially Completed Assessment proceeding as planned and on track for completion (all SLOs and PLOs assessed) in time for the ACCJC visit in spring 2020.

Reporting Year: 2017-18 (Spring 2018) 04/29/2018 Conclusion: Activity Partially Completed Assessment proceeding as planned and on track for completion (i.e., all SLOs and PLOs assessed) by Spring 2020 visit by ACCJC. Attachments: PHI—PLO Assessment Schedule--EMERGENCY VERSION copy J. Sentmanat

05/09/2018 Generated by Nuventive Improve Page 4 of 4

Program Review Comprehensive Report

Program Review - Instructional: Physics

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014-17_PHS_SLO_DISCIPLINE.pdf 2014-17_PHY_SLO_DISCIPLINE.pdf 2014-17_PHYSICS_PLO_INSTRUCTIONAL.pdf 2014-17_INSTRUCTION_PHYSICS_ResourceRequests.xlsx 2014_17_PHYSICS_CurriculumRPT.pdf 2014_17_PHYSICS_SuccessEfficiencyRetentionRPT.pdf

Program Trends and Updates 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: No, our unit have not shifted departments in the past 4 years. Do you anticipate your unit will shift departments in the NEXT 4 years?: No, I do not anticipate that our unit will shift departments in the next 4 years. New certificates programs created by your unit in the PAST 4 years?: Physics have developed the Physics ADT in the past 4 year. New certificate programs anticipated by your unit in the NEXT 4 years?: No, unit does not anticipate any new certificate program in the next 4 years. Substantial modifications made to certificates/degrees in the PAST 4 years.: There has been no substantial modification made to the certificates/degree in the past 4 years. Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: There is no substantial modification anticipated to certificates/degrees in the next 4 year. Activities in other units that impacted your unit in the PAST 4 years.: The Biology ADT was approved and we have started to offer the Physics 2A and Physics 2B that is required for the Biology ADT. Data on Computer Science majors indicates the number of students majoring in Computer Science has doubled in the two year period of Fall 2015 to Fall 2017 (from 96 to 190 students) This means that we will need to offer more Physics 4A, 4B and 4C in the near future as these course are core requirement for computer science majors. Activities in other units that impacted your unit in the NEXT 4 years.: Physics 2A and Physics 4A will be a part of the elective requirement for the new Kinesiology ADT. There will be a larger demand for Physics 2A and Physics 4A coming from the kinesiology students. Previous Program Review Resource Requests Resource Requests Received: We received all the equipment that we requested in the 2011 annual program review for physics How did the resources received impact student learning?: From the STEM grant, we received all the equipment that we requested in the 2011 annual program review for physics during the following years which has greatly enhanced our physics labs. We no long need to borrow the scales (balance) from chemistry lab for our physics labs. We have added two more setups to our e/m (electron charge to mass ratio) lab so that each student within the lab is able to make measurement of the radius of the circular path that the electron beam takes. All other labs have 8 or 10 setups so that the groups in the physics labs are now

05/09/2018 Generated by Nuventive Improve Page 1 of 3

down to two or three people per group instead of the 4-5 students that we have in the past. We were also able to add new experiments to our labs like the thermal expansion lab, Coulomb Law Lab, the Michelson Interferometer Lab, Heat Engine Lab, and Nuclear lab. Students learning have definitely increase during the lab with all the new experimental equipment as they were able to test more physical concepts and laws as well as have more hand on experience in the lab with less lab partners.

Program Data Highlights Section COR Review: All of the physics courses (PHY 4A, 4B, 4C, 2A, 2B, 10 and 11) were last updated on 7/1/2014 with major modification. We will start a new round of updating the COR for physics in this coming year. Program Metric Highlights: The unit consist of 1 associate professor with 4 associate faculty. In the 2013-2014 academic year, our unit offered 14 sections of Physics and Physical Science classes and in the 2017-2018 academic year, we have increased our offering to 20 sections of Physics and Physical Science classes. This is a 42.8% increase. The increase is due trying to meet our long term goals by offering more Physics 4A and expanding our offering to include Physics 2A and Physics 2B. We also started to offer more physics 10 during the summer and winter intersession. We hope to continue to increase our offering to have Physics 2A and Physics 2B be offer every Fall and Spring semesters.

In terms of the Physics ADT, we saw and increase to 8 students receiving the Physics ADT in 2016-2017 academic year compare to only 1 students getting the physics ADT in 2015-2016 and 2 students get the Physics ADT in 2014-2015 academic year when the degree first became available. Assessment Report Highlights: All course in physics have been assessed at least once with results inputted and related document uploaded.

Program Goal: Increase our offering of Physics 4A Increase of offering of Physics 4A to meet the need of students on waitlists to be able to enroll in the course Goal Status: In Progress Goal Year(s): 2014 - 2017 Start Date: 04/27/2016 Completion Date: 08/27/2017 How do your goals support the Educational Master Plan?: Enhanced our program to give more access to students trying to add the class. Increase our efficiency in Physics 4B and Physics 4C class. Due to the difficulty of the physics 4A subject matter, the success rate of Physics 4A is low. So by only having one class of physics 4A students, where half the class pass, the Physics 4B and Physics 4C will only be half fill. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 5: , Goal 1 Objective 10: , Goal 3 Objective 5: Activities 2016 - 2017 - Start from Spring 2016 semester, we have been offer two sections of Physics 4A instead of one. (Active)

Program Goal: Increase our course offering of Physics 2A and Physics 2B To be able to offer Physics 2A and Physics 2B every Fall and Spring term. Goal Status: In Progress Goal Year(s): 2014 - 2017 Start Date: 05/01/2015 How do your goals support the Educational Master Plan?: Enhance Academic Program to have a more complete program. So far our physics course offered here at Norco only serve the general education physics or the engineering students, but does not serve students who are biology major or pre-med. These students have to go to riverside to take physics. These courses will also be needed as part of the Biology ADT degree. The Physics 2A will also be a requirement of the Kinesiology ADT. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 5: , Goal 1 Objective 10: , Goal 3 Objective 5: Activities

05/09/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Instructional: Physics

2015 - 2016 - We have started to offer the Physics 2A every Spring semester since spring 2016 and have tried to offer Physics 2B in the Fall, but they were cancel due to low enrollment. Will try to offer the Physics 2B for this coming Fall 2018 semester. (Active) Target: Our target is to be able to offer Physics 2A and Physics 2B for every Fall and Spring semesters and not only Physics 2A in the Spring and Physics 2B in the Fall.

05/09/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Instructional: Political Science

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014_17_POLITICAL_SCIENCE_CurriculumRPT.pdf 2014_17_POLITICAL_SCIENCE_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_POLITICAL_SCIENCE_ResourceRequests.xlsx 2014-17_POL_SLO_DISCIPLINE.pdf 2014-17_POLITICAL_SCIENCE_PLO_INSTRUCTIONAL.pdf

Program Trends and Updates 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: N/A Do you anticipate your unit will shift departments in the NEXT 4 years?: Political Science will remain within the Social and Behavioral Sciences for the upcoming academic years as part of the emerging META major / schools initiative to create more student friendly pathways to transfer and degree completion. New certificates programs created by your unit in the PAST 4 years?: Yes, Political Science did develop an ADT in 2015 and students now have a clearer pathway to attend the UC campuses. New certificate programs anticipated by your unit in the NEXT 4 years?: The plan is to increase student knowledge and faculty advising of the ADT. Focus will be on the implementation of the ADT and the established routine of course rotations scheduled in accordance with the ADT. POLS faculty from across the district have been meeting and discussing (and have met with CSUSB), to discuss articulation agreements with the CSU campuses. However, each CSU has their own (and quite different) curriculum requirements and accept different courses for transfer. Much more analysis of each individual program in the CSU level is needed to determine what courses can be altered, created, and offered to allow for easier pathways to the various CSU campuses. Substantial modifications made to certificates/degrees in the PAST 4 years.: N/A Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: N/A Activities in other units that impacted your unit in the PAST 4 years.: N/A Activities in other units that impacted your unit in the NEXT 4 years.: N/A Previous Program Review Resource Requests Resource Requests Received: The POLS discipline did benefit from the campus wide upgrade to the computer and projector systems in Fall 2017. This has remedied a large obstacle that was faced in fostering the effective use of technology in the classroom.

In February 2015 and June 2016, both of the two full-time faculty members in POLS retired. The Political Science discipline at Norco College is thus currently in a transitional period. In Fall 2016 a full-time replacement hire took place for the first faculty retirement. How did the resources received impact student learning?: Content on the projector is now clearly visible and the computer systems can now play media resources and no longer crash. Students' and faculty interactions are improved as less time is spent

05/09/2018 Generated by Nuventive Improve Page 1 of 3

dealing with malfunctioning equipment. Students are now able to clearly view the content of the screen and can take better notes and retain more information from the class.

The one full-time replacement hire that did take place for the first (of the two full-time) faculty retirements allowed for continuity of course offerings required of our ADT, assessment, and active involvement in campus service. If you requested resources but did not receive them, how did that impact student learning?: As of the 2016 – 2017 academic year, there is currently only one full-time tenure-track faculty member. The POLS discipline has been impacted by only being able to teach the core courses required by the ADT and cannot offer other courses. It is also a major limitation on the ability to offer new courses, which is highly likely to be required in order for more of our students to have transferable units for the CSU campuses. With the high number of POL 1 sections required for all students, and the current rotation requirements of our UC ADT, it is currently not possible to expand our course offerings. This is an obstacle to the creation and offering of additional classes that would contribute to the guided pathways and number of transferable units to the various CSU schools, which each have different classes that they accept for transfer.

The Political Science discipline has requested and is currently waiting for another line to open for a future replacement hire. It remains a high priority that the discipline moves to become more in line with the 75/25 expectations of Title V.

Hiring another full-time replacement faculty position is also vital to advancing Norco’s Education Master Plan and Strategic Goals. For example, POL 1 - American Government must continue to be the discipline’s largest course offering because it is required to fulfill the American Institutions requisite for a number of the Associates of Arts degree programs in our district. POL 1 is also a Graduation Requirement in U.S. History, Constitution, and American Ideals for the California State University system, and the American History and American Institutions requirement for the University of California.

In sum, two full-time faculty members are needed in order to ensuring that our current course offerings are consistently staffed and assessed. It is also important for the reliability of course offerings involving our ADT. Moreover, it is vital to the efforts of the POLS discipline to continue to expand in terms of both our majors and our course offerings. This is also a pressing need in order for our discipline to be successful in our efforts to create guided pathways for students transferring to the CSU system. We simply cannot consistently staff courses and expand beyond our existing UC ADT without a second full-time faculty member.

Program Data Highlights Section COR Review: In examining the COR, the information is current and up to date. Program Metric Highlights: The POLS discipline currently continues to meet our established metrics. Assessment Report Highlights: The POLS discipline has made great progress in increasing our assessment of all SLOs in all courses. We are currently working on assessing courses that have not been taught in years or have not been assessed comprehensively in years (such as Constitutional Law and Political Theory respectively). We expect to have all SLOs assessed for every class scheduled to be offered in the near future.

Program Goal: Hire Full Time Faculty Member Improve our full- time to part-time teaching ratio by hiring a replacement faculty member for the one who retired in spring 2016. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 09/01/2018 Completion Date: 09/01/2019 How do your goals support the Educational Master Plan?: An additional full-time faculty member would allow students to have increased contact and to access their instructors during office hours etc. (Goal 3) It would also improve student learning and success by ensuring a greater variety and consistency of course offerings (Goals 1 & 5). Moreover, it would aid in institutional planning, advising, and reliable assessment for the discipline as a whole (Goal 6). Finally, it would allow for the advancement of our students ability to transfer to the CSU system by offering more new courses that would be accepted as transfer units (Goal 1).

This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum., Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 8: , Goal 1 Objective 9: , Goal 1 Objective 10: , Goal 2 Objective 1: , Goal 2 Objective 2: ,

05/09/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Instructional: Political Science

Goal 2 Objective 3: , Goal 3 Objective 1: , Goal 3 Objective 2: , Goal 3 Objective 3: , Goal 4 Objective 4: , Goal 4 Objective 5: , Goal 4 Objective 6: , Goal 5 Objective 1: , Goal 5 Objective 2: , Goal 5 Objective 3: , Goal 5 Objective 4: , Goal 5 Objective 5: , Goal 7 Objective 1: , Goal 7 Objective 4: , Goal 7 Objective 5: Program Goal: Assessment SLOs for all POLS Classes Taught Improve the discipline’s assessment of learning outcomes Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 02/01/2018 Completion Date: 07/01/2021 How do your goals support the Educational Master Plan?: These assessment efforts allow the discipline to track important statistics on Goals 1 (Student Achievement) and 5 – (Strengthening Student Success), by advancing student learning through assessment and collaboration. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum., Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 8: , Goal 1 Objective 9: , Goal 1 Objective 10: , Goal 5 Objective 1: , Goal 5 Objective 2: , Goal 5 Objective 3: , Goal 5 Objective 4: , Goal 5 Objective 5: Program Goal: Implement UC ADT, Teach Courses Haven't Been Taught in Years, and Explore the Creation of New POLS Courses Implement the new UC ADT. Teach courses such as POL 5 (Constitutional Law that haven't been taught in years). Upon resolving the full-time staffing issues, POL 7 needs to be taught, it hasn't been taught since fall 2013, since it is not part of the UC ADT. Finally, the discipline across the district is engaged in conversations exploring the development of additional courses in the program tailored to transfer to particular CSU schools. For Norco College, the consistent offering of any new courses is contingent on hiring a new full time faculty member with the relevant area expertise and complementary specialization. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 02/01/2018 Completion Date: 07/01/2021 How do your goals support the Educational Master Plan?: These efforts to diversify the coursework offered at Norco College, are tied to the first Strategic Planning Goal 1– Increase Student Achievement and Success. POLS is interested in advancing civic engagement of students in their community.

This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum., Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 8: , Goal 1 Objective 9: , Goal 1 Objective 10: , Goal 3 Objective 1: , Goal 3 Objective 2: , Goal 3 Objective 3: , Goal 4 Objective 3:

05/09/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Instructional: Psychology

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: ncb entered Attachments: 2014-17_PSY_SLO_DISCIPLINE.pdf 2014-17_PSYCHOLOGY_PLO_INSTRUCTIONAL.pdf 2014-17_INSTRUCTION_PSYCHOLOGY_ResourceRequests.xlsx 2014_17_PSYCHOLOGY_CurriculumRPT.pdf 2014_17_PSYCHOLOGY_SuccessEfficiencyRetentionRPT.pdf

Program Trends and Updates 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: No Do you anticipate your unit will shift departments in the NEXT 4 years?: No New certificates programs created by your unit in the PAST 4 years?: No New certificate programs anticipated by your unit in the NEXT 4 years?: No Substantial modifications made to certificates/degrees in the PAST 4 years.: Yes. Within the last four years, two new required courses were created for the AA-t: PSY-48: Behavioral Science Statistics and PSY-50: Research Methods in Psychology. Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: Yes. We will be reviewing and revising our Program Learning Outcomes (ProLOs) for the Psychology AA-t. These modifications will allow us to create fully assessable, meaningful ProLOs that are fully aligned to our SLOs and ISLOs/GELOs. We will also align these ProLOs with with the Student Learning Goals of the American Psychological Association. The APA learning goals are recognized by institutions of higher education throughout the nation. This alignment will allow students to better understand what they achieved as a result of completing the program and will help transfer institutions understand the skills, knowledge, and abilities our graduates have mastered. Activities in other units that impacted your unit in the PAST 4 years.: As the number of associate degrees for transfer has increased, so has the demand for psychology courses. Many of these new programs (ADJ, COMM, SOC) list psychology courses as components of the degree requirements. This has increased demand for psychology courses, in particular for PSY-1. Activities in other units that impacted your unit in the NEXT 4 years.: The new course PSY-48: Behavioral Science Statistics will fulfill a requirement for students seeking the Psychology AA-t. However, several other programs currently including MAT-12 will likely modify their curriculum to also accept PSY/SOC-48, including Anthropology, Business Administration, Communication Studies, Political Science, and Sociology. We do not currently have appropriate staffing to offer PSY-48, but the course will have significant demand not only from the Psychology program, but also from other degrees within the behavioral sciences. We will likely need to offer a minimum of two sections of PSY-48 every fall and spring semester. Previous Program Review Resource Requests Resource Requests Received: 2nd Assistant Professor of Psychology How did the resources received impact student learning?: Kara Zamiska was hired in fulfillment of this resource request. Adding her as our second FT psychology faculty member is linked to improvements in success & retention over the time period of this program review cycle. We have been able to offer a greater percentage of our courses through full-time faculty and have been

05/09/2018 Generated by Nuventive Improve Page 1 of 8

able to successfully add PSY-50 to our course rotation. This has allowed our program to grow, although the growth in student demand has lead to need for a third full-time psychologist. Kara has also directly spear-headed increases communication with our associate faculty members and facilitated the process of ensuring assessment in all learning outcomes for all courses and programs. If you requested resources but did not receive them, how did that impact student learning?: 3rd Assistant Professor Psychology. The addition of a 2nd FT psychologist greatly improved our ability to serve students. However, the growth in our program has created a need for a third FT psychologist. We are unable to staff all of our "major" courses with FT psychologists and as a result have been unable to offer enough sections of PSY-50 to meet student demand. A significant number of students were unable to find a seat in PSY-50 during the Spring 2018 semester. As a result many were unable to complete their AA-t degrees in psychology and were unable to transfer. We are also currently unable to offer the newly developed PSY-48: Behavioral Science Statistics because we do not have enough staff. This course is specifically designed to increase student success rates in PSY-50, which will in turn increase the number of students who are able to complete the Psychology AA-t. Program Data Highlights Section COR Review: All courses have been updated in the last four years, except PSY-9 and PSY-33. Major course modifications are currently underway for PSY-9 and PSY-33 and should be launched and in review before the end of the Spring 2018 semester. Over the next program review cycle, as CORs come up for update and revision we will add course objectives to ensure compliance with Title V. Assessment Report Highlights: All courses, all programs, all SLOs, all ProLOs are currently up to date on assessment. We will be working over the next cycle of program review to create an assessment cycle that maps onto the new 6-year institutional assessment cycle. Our most recent ProLO assessment revealed that some of our ProLOs are not assessable. We will be working to revise these over the next three years.

Program Goal: Success & Retention Rates Maintain success & retention rates in web-enhanced classes while also improving those rates in online classes. Achieve parity in success and retention for distance education classes. Goal Status: In Progress Goal Year(s): 2014 - 2017 How do your goals support the Educational Master Plan?: The Norco College mission includes a commitment to providing “… foundational skills and pathways to transfer, career and technical education, certificates and degrees.”. By maintaining the success & retention rates seen in web-enhanced classes and improving success & retention in distance education classes, the PSY discipline will continue to support the major of EMP Goal 1 and its objectives. We offer many courses that directly relate to transfer, particularly PSY-1, PSY-9, PSY-2, and PSY-48. If success & retention are high in these courses, we can directly contribute to transfer preparedness, transfer rate, persistence rates, overall success & retention rates, and completion rates. In achieving this goal we will emphasize maintaining high academic rigor. We not only want students to succeed in our courses, but we also want to help them develop skills that will help them succeed in other courses at Norco College and ultimately at their transfer institution. T

This goal is also particularly linked to EMP Goal 1 Objective 10: "Decrease the success gap of students in online courses as compared to face-to-face instruction." We are actively researching and testing ways to achieve parity for students in our distance education courses. In service of this component of our goal, we also want to increase engagement in our distance education courses, which is directly linked to EMP Goal 2 Objective 1: "Increase student engagement (faculty & student interaction)." One possible reason distance education courses lag behind web-enhanced courses is the reduction in direct interaction with the instructor.

This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 9: , Goal 2 Objective 1: Activities 2018 - 2019 - Hire a new FT psychologist. Over the last program review cycle, we saw a noticeable upward trend for both success & retention in PSY courses. This trend was in sync with the addition of two FT Psychology faculty members. To maintain this upward trend, we need to ensure that all of our required classes for the major are taught by FT psychologists with expertise in that subject matter.

05/09/2018 Generated by Nuventive Improve Page 2 of 8

Program Review - Instructional: Psychology

Many of the required courses for our program must be taught by someone with specialized knowledge in a particular subfield of psychology. We have historically had a hard time finding coverage for those classes, including PSY-50, PSY-2, PSY-8, PSY-33, PSY-35. This problem will get worse once we begin to offer PSY-48 Behavioral Statistics, which will attract students from other SBS majors in addition to psychology majors. PSY-48 is particularly designed to increase success rates for students majoring in social science programs. We are currently unable to offer this class because we cannot find associate faculty members with the appropriate training to offer the class and we do not currently have enough full-time faculty members to cover the "upper level" PSY covers we offer, even before the addition of PSY-48. (Active)

2017 - 2018 - Training in distance education pedagogy and technology (Active) Target: The PSY discipline has been actively involved in training and development for distance education courses. For example, we were one of only three disciplines on campus that participated in the initial Canvas pilot project. In order to achieve parity in success & retention rates for our distance education courses, we need to seek additional training opportunities related to distance education. Possible opportunities include attending the Online Teaching Conference, Canvas Con, and training webinars/courses offered by @ONE. In particular, trainings should focus on increasing student engagement and humanizing distance education. Lead: Laura Adams Program Goal: Improve the Assessment Process for PSY Prior to the 2014-2015 academic year, Norco College had gone for several years without a full time psychologist. Admirable efforts were made by both associate faculty and the department chair to complete assessments of SLOs, but without leadership within the discipline, the assessment process was badly out of date. Over the course of the current program review cycle (2014-2017), two full- time psychologists were hired. We've spent this three year period of time playing catch-up on assessment. We are very pleased to say that all courses, all SLOs, all ProLos have now been assessed at least once. We are currently in compliance with the campus movement to ensure assessments in advance of the 2020 ACCJC Accreditation visit.

In the meantime, Norco College has dramatically shifted cycles and procedures for both assessment and program review. In addition, the Completion Initiative and the Guided Pathways project has cemented the importance of SLOs and assessment on ensuring student completion. We firmly believe that these changes are a significant improvement and are excited to see how it will impact assessment and program review for our discipline. In response, there are a number of actions we need to take to revise our assessment cycle and to bring our assessment procedures to the next level.

Goal Status: In Progress Goal Year(s): 2014 - 2017, 2018 - 2021 How do your goals support the Educational Master Plan?: This goal is designed to target EMP goal #5: "Strengthen Student Learning." More specifically, by improving our assessment procedures, we will contribute to the following Goal 5 objectives: 2. Increase the percentage of student learning and service area outcomes assessments that utilize authentic methods. 3. Increase the percentage of programs that conduct program level outcomes assessment that closes the loop. 4.Increase assessment of student learning in online courses to ensure that it is consistent with student learning in face-to-face courses.

This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 5 Objective 2: , Goal 5 Objective 3: , Goal 5 Objective 4: Activities 2018 - 2019 - Develop an assessment cycle for all PSY SLOs, ProLOs, and GELOs. This cycle should map onto the 6-year cycle for assessment and the 3-year cycle for program review, Such that all courses can go through initial and loop-closing assessments during that window of time. We must also be mindful that our discipline heavily contributes to GELOs and the SBS Area of Emphasis degree. Our map needs to include participation in assessment of those higher order learning outcomes. (Active) Lead: Laura Adams

05/09/2018 Generated by Nuventive Improve Page 3 of 8

Program Review - Instructional: Psychology

2019 - 2020 - Complete authentic assessments in all online classes, ideally linked to an identical assessment in hybrid or face-to-face classes, as appropriate. (Active)

2019 - 2020 - Create opportunities to discuss assessment results across associate and FT faculty in the PSY discipline and the SBS department. Likewise, collaborate across discipline and department to brainstorm possible course improvements based on SLO and ProLO assessment data. (Active)

2018 - 2019 - HIre a new FT psychology faculty member. Meaningful assessment within a program as large as psychology will take time and energy. During the last program review cycle, we have added two new courses to our program, PSY-48 and PSY-50. This task can only be effectively coordinated with the addition of a third full-time faculty member. (Active)

Program Goal: Revise PSY ADT Program Learning Outcomes During the most recent PSY program ProLO assessment, we undertook a curriculum mapping project to link our course SLOs to the ProLOs. A few concerns emerged as a result of this process.

1. The current ProLos are not an accurate representation of the skills & knowledge our graduates develop. Similarly, they do not communicate the skills our students would bring to a transfer institution. 2. As written, some ProLOs are not assessable. This makes it impossible to complete authentic program assessment. 3. Some of our existing SLOs don’t cleanly fit into these ProLOs, because we don’t have any mention of research or communication skills. 4. We don’t have any explicit connections between our ProLos and the SLOs in our courses. This complicates the process of program assessment and may leave students confused about how the course learning outcomes link to our ProLos.

As a result, we want to revise the ProLOs so that they can be assessed, accurately reflect the skills developed by our graduates, and are meaningfully linked to all of our current SLOs. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 04/29/2018 How do your goals support the Educational Master Plan?: This program goal is directly linked to Goal 5 (Strengthen Student Learning) Objective #3 (Increase the percentage of programs that conduct program level outcomes assessment that closes the loop). Our current ProLOs are not assessable. By improving them, we directly increase the percentage of loop closing assessments for program level outcomes. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 5 Objective 3: Activities 2017 - 2018 - Create a new set of ProLOs inspired by the American Psychological Association Learning Goals for the Undergraduate Major. Propose the revision to discipline colleagues at our next district wide meeting. (Active) Lead: Laura Adams

2018 - 2019 - Launch a major modification to the Psychology AA-t degree so that the ProLOs can be revised to reflect the new goals workshopped by the discipline.

Proposed ProLOs: 1. Understand and describe key concepts, principles, and applications in the field of psychology and its content domains. 2. Apply information literacy and use scientific reasoning to understand psychological phenomena; Interpret, design, and conduct basic psychological research. 3. Use APA style to communicate the results of research in written reports and oral presentations. (Active)

Program Goal: Increase Course Offerings and Access Psychology is the second largest and second fastest growing program at Norco College. The psychology discipline has worked very hard across the district to create a rigorous program that prepares students for transfer. Our capstone courses, PSY-48: Behavioral

05/09/2018 Generated by Nuventive Improve Page 4 of 8

Program Review - Instructional: Psychology

Science Statistics and PSY-50: Research Methods in Psychology are intense and challenging courses capped at 35 and 24, respectively. Over the last three years we have not been able to offer enough sections of PSY-50 to meet student demand. Indeed, significant numbers of students have not been able to graduate and transfer in a timely fashion because of our inability to offer more sections of PSY-50. More recently, PSY-48 was created to best prepare students for the statistical skills needed in PSY-50. Both Moreno Valley and Riverside City College are currently offering this course to their students. Norco has been unable to allocate space, equipment, and staffing necessary to offer this course. We project a need for at least two sections of PSY-48 and PSY-50 every fall and spring semester.

Beyond service to our majors, many of our courses fulfill general education requirements for social science courses, natural science courses (PSY-2), and quantitative skills courses (PSY-48). Our courses have very high fill rates and our faculty frequently over enroll in an effort to meet student demand. Unfortunately, we are simply at capacity despite adding sections nearly every semester. In particular, we have full wait lists for every online section we offer. We need to consider increasing the number of PSY-1 and PSY-9 sections, particularly in the online format. At least two online sections of PSY-1 and PSY-9 should be offered every semester (Fall, Winter, Spring, Summer). The addition of online sections is particularly important because online courses serve traditionally underrepresented student populations, including active duty military members, students who are primary caregivers for family members, students who have disabilities that prevent them from attending classes in person, and a wide variety of nontraditional students.

Increasing our course offerings, particularly for PSY-48, PSY-50, PSY-1, PSY-9 and online formats will increase transfer, persistence, completion, success, and retention rates. Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: This program goal is directly linked to EMP Goal #1 (Increase Student Achievement and Success) and the following Goal #1 Objectives: jectives: 1. Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). 2. Improve transfer rate by 10% over 5 years. 4. Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). 5. Increase completion rate of degrees and certificates over 6 years. 6. Increase success and retention rates. 7. Increase percentage of students who complete 15 units, 30 units, 60 units. 10. Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 8: , Goal 1 Objective 10: Activities 2018 - 2019 - Hire a new FT Psychologist. We cannot offer additional sections, courses, and delivery formats to meet the growth within our program unless we hire an additional FT psychologist. We cannot currently staff our "specialty" courses with our current staffing levels. We already need to increase offerings of those courses so we can successfully move students through our program. (Active)

2018 - 2019 - Offer at least two sections of PSY-48: Behavioral Science Statistics during every Fall and Spring semester. Our ability to offer this class depends on hiring a third FT psychologist. We also need to find classroom space to offer the course, preferably equipped with computers. (Active)

2018 - 2019 - Offer a minimum of two online sections of both PSY-1 and PSY-9 during every semester and intersession. (Active)

2018 - 2019 - Offer at least two sections of PSY-50: Research Methods in Psychology every Fall and Spring semester. Meeting this goal depends on our ability to hire a third FT psychologist and to secure lecture and lab space. (Active)

05/09/2018 Generated by Nuventive Improve Page 5 of 8

Program Review - Instructional: Psychology

Program Goal: Increase Student Engagement Increase student engagement by creating opportunities for Norco College students to gain experience in and exposure to psychological science. In particular, we want to start a chapter of Psi Beta (the National Honor Society for Psychology at 2-year colleges), support the creation of a Psychology Club, begin a mini-conference for PSY-50: Research Methods students, and encourage participation at regional and national research conferences. Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: This program goal supports EMP Goal 1("Increase Student Achievement and Success") for the following Objectives: 1. Improve transfer preparedness. 2. Improve transfer rate. 5. Increase completion rate of degrees and certificates. 6. Increase success and retention rates 7. Increase percentage of students who complete 15 units, 30 units, 60 units. By increasing student engagement and supporting student organizations, we believe we can help students improve transfer, completion, success, and retention rates.

More directly, this program goal is in support of Goal 2 j("Improve the Quality of Student Life") 1. Increase student engagement (faculty & student interaction).

This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 2 Objective 1: Activities 2019 - 2020 - Establish a chapter of Psi Beta (the national honor society for psychology students at the community college level). A Psi Beta chapter will allow Norco College students to compete for scholarships and grants. This honor society is nationally recognized – membership will increase the competitiveness of student transfer applications. (Active)

2020 - 2021 - Work with interested students to create Psychology Club. This will increase the ability of psychology students to collaborate, network, and create a schedule of outings and events that are related to psychological science. A Psychology Club will also increase the visibility of the Psychology Program on campus. This should attract more students to the program. Finally, a club would allow PT and FT faculty members to work with students on issues related to career options and transfer opportunities – information that is of high value to student success. (Active)

2019 - 2020 - Create an annual mini-conference or poster session to showcase the work of PSY-50 students. PSY-50 is a core component of the Psychology ADT and serves as a capstone course for the degree. Students will complete research projects during the semester and will benefit from the opportunity to present their work publicly. This event can also serve as recruitment tool for the ADT, by increasing the visibility of the skills developed by students. (Active)

2020 - 2021 - Encourage PSY-50 students to attend and present at regional and national conferences for both undergraduate research and for professional organizations. (Active)

2017 - 2018 - Participate in the Faculty Advisement Model by serving as Faculty Advisors within the School of Social & Behavioral Sciences (Active)

2018 - 2019 - Hire a third full-time faculty member. Every other activity listed in relation to this goal is time intensive. With only two full-time faculty members responsible for administering the Psychology Program (including assessment, committee work, program review, etc.), it will be unrealistic to offer these opportunities, which will be of great benefit to our students. (Active)

Program Goal: Hire a Third FT Psychologist.

05/09/2018 Generated by Nuventive Improve Page 6 of 8

Program Review - Instructional: Psychology

Our ability to maintain and grow our program, along with our ability to achieve every other listed program goal depends on the addition of a third FT psychologist to the Norco College faculty.

Although a second full-time psychologist was recently hired, we remain understaffed, particularly relative to our large and growing ADT program. It is not possible for current full-time staff to provide course coverage for the large number of psychology-specific course preps (PSY 35, PSY 33, PSY 8, PSY-48, & PSY 50) offered by this discipline while also contributing to courses offerings more typically found as general education transfer options (PSY 1, PSY 2 & PSY 9). Additionally, PSY-48 Behavioral Statistics, once introduced, will attract students from all majors in SBS, not just psychology. A third full-time faculty member who is able to teach PSY48/PSY50 would allow course preps to be divided up, resulting in more equitable and reasonable workloads. These are the courses which are typically taken by students who are planning to pursue the ADT in psychology and must be covered by someone with experience and expertise in the special topics. These characteristics are typically not found in the PT faculty pool, which primarily consists of non-research degrees such as the MFT (Masters in Marriage and Family Therapy).

Another factor that has significantly contributed to our need for another FT faculty member is the incredible growth of the Psychology ADT program. In the 2014-2015 academic year, only 2 students graduated with this degree. In the 2015-2016 academic year that number increased to 29. Our best projection for this academic year is tremendous growth, based on the need to increase our offerings of PSY-50, often at the last minute, to meet student demand. Because PSY-48 is a prerequisite for PSY-50, increased demand is expected over time for this course, as well. The majority of our classes have waiting lists and we have typically overenrolled our classes by as many 10-15 students, when space is available. During the 2015-2016 academic year, 50% of our total course offerings were taught by PT faculty. In the Fall 2017 semester, that number will rise to nearly 60%. In the 2015-2016 academic year, there were 46 sections of psychology taught, which is a ratio of 11.5 classes per 1 full-time instructor per semester. If another instructor were added, the ratio would still be 7.67 per 1 full-time instructor per semester.

In addition, a new Full Time psychology faculty member is necessary for the Psychology Program to meet the program goals set forth in this document, and to contribute to the Mission, Vision, EMP, and Strategic Goals of Norco College. Finally, this new hire would help to assure compliance with SB 1440 and Transfer Model Curriculum requirements.

During the last Program Review cycle, we requested this position and were ranked eighth, which was unfortunately not high enough to be funded. In the interim, our colleagues at Moreno Valley have added two full-time psychology positions to their staff, despite having a smaller total program than we do. We are very happy that our colleagues have been able to successfully lobby for those much needed positions. However, this does put our students in a position of inequity. Norco College PSY students must frequently travel to either RCC or Moreno Valley to access much needed courses for the major. Students at those campuses enjoy classes that are primarily taught by FT faculty and are more able to move through the curriculum in a more timely fashion. Students at Norco College deserve the same.

Goal Status: In Progress Goal Year(s): 2014 - 2017, 2018 - 2021 How do your goals support the Educational Master Plan?: Our ability to offer courses needed for our program and to staff the needed number of general education courses offered in PSY depends on this new hire. As a result, this program goal contributes to EMP Goal 1 ("Increase Student Achievement & Success") Objectives: 1. Improve transfer preparedness. 2. Improve transfer rate. 5. Increase completion rate of degrees and certificates. 6. Increase success and retention rates 7. Increase percentage of students who complete 15 units, 30 units, 60 units.

FT faculty members have the luxury of holding office hours and actively participating in advisement, committee work, and student organizations. This position will therefore also contribute to EMP Goal 5 Objective 1 (Increase student engagement (faculty & student interaction).).

Finally, adding a third member to the psychology FT faculty will allow the current FT faculty members to decrease their total number of course preps, avoid unwanted overloads, more equitably distribute assessment and program review responsibilities, and allow all faculty members to continue to participate in campus leadership and professional development opportunities. This

05/09/2018 Generated by Nuventive Improve Page 7 of 8

Program Review - Instructional: Psychology supports EMP Goal # 7 (Strengthen Our Commitment to Our Employees), Objectives 1 & 7. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 5 Objective 1: , Goal 7 Objective 1: , Goal 7 Objective 5:

05/09/2018 Generated by Nuventive Improve Page 8 of 8

Program Review Comprehensive Report

Program Review - Instructional: Reading

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014_17_READING_CurriculumRPT.pdf 2014_17_READING_SuccessEfficiencyRetentionRPT.pdf Reading Study 12-13-16.docx 2014-17_INSTRUCTION_READING_ResourceRequests.xlsx 2014-17_READ_SLO_DISCIPLINE.pdf 2014 - 2017 Comments or Notes: Reading Study fall 2016

Program Trends and Updates 2014 - 2017 Program Update Section Has your unit shifted departments in the PAST 4 years?: No. Do you anticipate your unit will shift departments in the NEXT 4 years?: Possibly, due to the re-organization of the college into Pathways. As of now, Reading remains part of the Communications Department. New certificates programs created by your unit in the PAST 4 years?: NA New certificate programs anticipated by your unit in the NEXT 4 years?: NA Substantial modifications made to certificates/degrees in the PAST 4 years.: NA Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: There is no certificate or degree for the Reading/Literacy Discipline at the community college level. Reading/Literacy classes exist at the early post-secondary level in order to better prepare students for the rigors of college academics with particular attention to individual study and critical thinking via reading independently. Quite simply, a college degree or certificate traditionally signifies that the bearer of such an achievement has demonstrated the ability to learn, and succeed, on one's own merit. Discipline specific college professors should be able to expect students to rise to the course demands. Therefore, it has long been the role of college Reading courses to bridge the gaps that under prepared students have in reading (and study skills) in order to maintain the integrity of rigorous college coursework across disciples.

Primary students are learning to read; College students are reading to learn.

Activities in other units that impacted your unit in the PAST 4 years.: MMAP has greatly affected the number of students being recommended into developmental Reading classes. Which is actually good news. The Norco College Reading Discipline has long contended that the RCCD (district-wide) Accuplacer cut-off levels were too high. Unfortunately, the district's policy of a shared curriculum (including common assessment measures) has stifled the potential for real change for years. Nonetheless, there was, and still is, a population of students that can benefit from Reading/Literacy classes.

Data gathered by Institutional Research three years ago indicates that students who take their suggested Reading courses do

05/09/2018 Generated by Nuventive Improve Page 1 of 3

significantly better ( in terms of success, retention and units completed) than students who opt not to enroll.

Activities in other units that impacted your unit in the NEXT 4 years.: The effects of Assembly Bill 705 remain to be seen. The language of the law does not include "Reading" and therefore leaves a nebulous future for the discipline of Reading/Literacy at the California community college level.

However, the ASCCC Spring 2018 Resolutions in Light of Anticipated AB 705 states that "AB 705 does not restrict colleges from offering courses below transfer-level but it does restrict a college from placing students into these courses."

RCCD still has a Reading Graduation Requirement.

The discipline is planing on continuing to offer REA 83 for students who self-place and students who fail to meet the Graduation Requirement by "a minimum grade of “C” in each general education course."

Additionally, the discipline will be offering REA 4 and REA 2 classes.

Beginning fall 2018, REA 81 and 82 will no longer be offered in order to comply with AB 705.

Worst case scenario: all developmental Reading courses are cut and a population of students are not served, left to "sink or swim." With the eminent probability of state funding based on "success", it is also quite possible that excellence, rigor, and collegiate standards may be (unwittingly) lowered in disciplines across the college in order to meet funding goals. Unfortunately, if this hypothetical possibility comes to fruition then there will be data that suggests that the latest trend is serving our students well. Yet, in truth, the value of a degree or certificate depreciates because the college may eventually be graduating students who do not meet the professional expectations of a "college graduate."

Previous Program Review Resource Requests Resource Requests Received: N/A How did the resources received impact student learning?: N/A If you requested resources but did not receive them, how did that impact student learning?: Requested new computer for full- time faculty office. Not received. Program Data Highlights Section COR Review: Assembly Bill 705 is having an onging, very current affect on the courses offered by Norco College and the District as a whole.

In the fall of 2017 the RCCD Full-time Reading Discipline members divided up all Reading Courses offered among the three colleges in order to comply with both Title V and ACCJC standards by including both Course Objectives and Course Student Learning Outcomes. Norco College's full-time faculty was specifically tasked with updating REA 81, 82 and 2. The updates were completed in CurricuNet META on 2/2/2018.

However, both REA 81 and REA 82 remain in draft form in the META system due to the interpretation of AB 705 which was released in March 2018. The discipline has chosen not to move forward in the curriculum process with regards to these two courses with the understanding that the new law would prohibit the college from offering them. It should be noted, however, that the language of AB 705 does NOT specifically mention the discipline of Reading which is recognized by the California Community College system.

REA 2 - last update was approved by the Board on Jan., 2016. Latest revision was posted in draft form on Feb. 2, 2018

REA 4 - last update was approved by the Board on Dec. 2015. Latest revision was posted in draft form on 3/23/2018

REA 83 - last update was approved by the Board on 1/20/2015. Latest revision was assigned, but no viable progress has been made. The District Reading Discipline meets again in early May, 2018.

No other currently active REA classes will be offered next year.

05/09/2018 Generated by Nuventive Improve Page 2 of 3

Assessment Report Highlights: The ongoing assessment of REA 81 and 82 seems to be a moot point since the passing of AB 705.

The assessment of REA 83, heretofore taught by a rotating list of adjunct faculty, shows no revealing "truths" about the course. The District wide full-time Reading faculty agreed two years ago to scrap the current assessment tool, determining that the instrument was not appropriate for the course. Nevertheless, the assessment was given a few more semesters with the hopes that there would be some revealing information, some difference in the data, contrasting Pre-MMAP classes and Post-MMAP classes. The data is inconsistent, most likely due to the ever changing adjunct faculty. The only thing truly conclusive (as this is true of the data from the other two college in the district that have given the same assessment test over the years) is that there are certain test questions that, regardless of who is teaching the course, students do not do well on. It is the discipline's conclusion that after all we have tried, the instrument isn't valid.

Moving forward and beginning in the fall of 2018 all REA 83 sections (except one online class) will be taught by full-time faculty. That is NOT to suggest that full-time faculty is in any way better. The point is that real assessment should be easier, and hopefully more meaningful, because multiple sections will be taught by the same instructor. Additionally, new assessment measures must be developed. Moving forward the course will have to change, to evolve, as the impact of MMAP and AB 705 are analyzed.

Most importantly, a research study was conducted in the fall of 2016 which concluded that students who took the lowest level Reading classes (REA 81 & 82 - which are now being excluded due to AB 705) did SIGNIFICANTLY better in success, retention, and GE units completed. It is the Reading Discipline's contention that the college must not only guide students to "success", but we should be guiding students towards excellence. WE MUST NOT ALLOW ANY SLIPPAGE IN EXPECTATIONS, DEMANDS, AND RIGORS OF A COLLEGE EDUCATION.

Program Goal: Reform Reading/Literacy options for under prepared students. The Reading Discipline would like develop a Reading/Writing Lab in order to offer a greater variety of means to assist students who struggle with reading their college texts. The discipline will also have to re-invent itself by offering a greater variety of "paired" or "supplemental" courses. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 04/30/2018 How do your goals support the Educational Master Plan?: The district is still going to have students who are under prepared for the rigors of college level reading. AB 705 doesn't change that. What the law is changing is how we help those students. Helping students become better readers increases the probability of successful completion of college goals. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum.

05/09/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Instructional: Real Estate

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: AssessmentImpact AssessmentImpact 2014_17_REAL_ESTATE_CurriculumRPT.pdf 2014_17_REAL_ESTATE_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_REAL_ESTATE_ResourceRequests.xlsx 2014-17_REAL_ESTATE_SLO_DISCIPLINE.pdf

Program Trends and Updates 2018 - 2021 Program Update Section Has your unit shifted departments in the PAST 4 years?: No Do you anticipate your unit will shift departments in the NEXT 4 years?: No New certificates programs created by your unit in the PAST 4 years?: None New certificate programs anticipated by your unit in the NEXT 4 years?: None Substantial modifications made to certificates/degrees in the PAST 4 years.: None Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: None Activities in other units that impacted your unit in the PAST 4 years.: None Activities in other units that impacted your unit in the NEXT 4 years.: None Previous Program Review Resource Requests Resource Requests Received: None How did the resources received impact student learning?: N'A If you requested resources but did not receive them, how did that impact student learning?: N/a Program Data Highlights Section COR Review: We are working to make slight changes to the COR's at the Curriculum Committee's suggestion 2018 - 2021 Program Update Section Has your unit shifted departments in the PAST 4 years?: No Do you anticipate your unit will shift departments in the NEXT 4 years?: No New certificates programs created by your unit in the PAST 4 years?: No New certificate programs anticipated by your unit in the NEXT 4 years?: None Substantial modifications made to certificates/degrees in the PAST 4 years.: None Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: None Activities in other units that impacted your unit in the PAST 4 years.: None Activities in other units that impacted your unit in the NEXT 4 years.: None Previous Program Review Resource Requests

05/09/2018 Generated by Nuventive Improve Page 1 of 2

Resource Requests Received: N/A How did the resources received impact student learning?: N/A If you requested resources but did not receive them, how did that impact student learning?: N/A Program Data Highlights Section

Program Goal: Real Estate Newsletter and non-credit courses With the support of Saddleback College and the California Community College Real Estate Education Center we are creating a realestate newsletter for our students and graduates. With the support of the ass ociation of Realtors that covers Norco and Corona, we are creating non-creait classes to help our students after they graduate and other real estate agents in the community. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 03/30/2018 Completion Date: 06/30/2019 How do your goals support the Educational Master Plan?: The newsletter increases student engagement and increase community partnerships. The non-credit courses will create effective community partnerships This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 7: Activities 2017 - 2018 - Created first newsletter and are drafting the second newsletter Prepared draft list of non-credit courses for the association of Realtors to review (Active) Target: May 15 for the second newsletter Lead: Tom Wagner

05/09/2018 Generated by Nuventive Improve Page 2 of 2

Program Review Comprehensive Report

Program Review - Instructional: Retail Management

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014_17_RETAIL_MGMT_CurriculumRPT.pdf 2014_17_RETAIL_MGMT_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_RETAIL_MGMT_ResourceRequests.xlsx

Program Trends and Updates 2018 - 2021 Program Update Section Has your unit shifted departments in the PAST 4 years?: No Do you anticipate your unit will shift departments in the NEXT 4 years?: No New certificates programs created by your unit in the PAST 4 years?: None New certificate programs anticipated by your unit in the NEXT 4 years?: None Substantial modifications made to certificates/degrees in the PAST 4 years.: None Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: This program is supported by the Western Association of Food Chains ("WAFC"), which sets its standards and involes students taking our standard courses. Several years ago the WAFC decided to reduce the number of corses needed from ten to eight but require community colleges to chage two of the remaining classes to cover some of the topics in the dropped classes. Our BEIT Departement refused to change its classes. Now the WAFC has determined our program no longer qualifies. Recently, the BEIT Department agreed to the eight class program but it must be approved by the curriculum Committee. Activities in other units that impacted your unit in the PAST 4 years.: None Activities in other units that impacted your unit in the NEXT 4 years.: None Previous Program Review Resource Requests Resource Requests Received: N/A How did the resources received impact student learning?: N/A If you requested resources but did not receive them, how did that impact student learning?: N'A Program Data Highlights Section COR Review: COR's are being reviewed by the disciplines responsible for them. 2018 - 2021 Program Update Section Has your unit shifted departments in the PAST 4 years?: No Do you anticipate your unit will shift departments in the NEXT 4 years?: No New certificates programs created by your unit in the PAST 4 years?: None New certificate programs anticipated by your unit in the NEXT 4 years?: This program is supported by the Western Association of Food Chains ("WAFC"), which sets the standards and in the past required students to take ten of our standard classes involving several disciplines and two departments. Several years ago the WAFC changed its standards and required community colleges to reduce the number of classes for the program to eight, but change two of the remaining courses to include topics

05/09/2018 Generated by Nuventive Improve Page 1 of 2

covered by the two dropped courses. Our depatment, BEIT, refused to changed the courses and the WAFC has now determined we no longer qualify for the program. Recently, the BEIT department changed its mind but now the eight course program needs to go tothe crriculum committee. Substantial modifications made to certificates/degrees in the PAST 4 years.: None Substantial modifications anticipated to certificates/degrees in the NEXT 4 years.: To go from a ten course program to an eight course program. Activities in other units that impacted your unit in the PAST 4 years.: None Activities in other units that impacted your unit in the NEXT 4 years.: None Previous Program Review Resource Requests Resource Requests Received: None How did the resources received impact student learning?: N'A If you requested resources but did not receive them, how did that impact student learning?: N/A Program Data Highlights Section COR Review: These are being reviewd by the disciplines responsible for the courses.

Program Goal: Curriculum Committee approval Ask the Curriculum committee for approval of the eight course configuration reqired by the WAFC or drop the program Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 05/01/2018 Completion Date: 11/01/2018 How do your goals support the Educational Master Plan?: Goal 4, Objectives 3 and 6 This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 4 Objective 3: , Goal 4 Objective 6:

05/09/2018 Generated by Nuventive Improve Page 2 of 2

Program Review Comprehensive Report

Program Review - Instructional: Sociology

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: NCB ENTERED Attachments: 2014_17_SOCIOLOGY_CurriculumRPT.pdf 2014_17_SOCIOLOGY_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_SOCIOLOGY_ResourceRequests.xlsx 2014-17_SOCIOLOGY_PLO_INSTRUCTIONAL.pdf 2014-17_SOCIOLOGY_SLO_DISCIPLINE.pdf

No Program Goal were returned for this Assessment Unit based upon the selected parameters.

05/09/2018 Generated by Nuventive Improve Page 1 of 1

Program Review Comprehensive Report

Program Review - Instructional: Theater

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: ncb entered Attachments: 2014_17_THEATER_CurriculumRPT.pdf 2014_17_THEATER_SuccessEfficiencyRetentionRPT.pdf 2014-17_INSTRUCTION_THEATER_ARTS_ResourceRequests.xlsx 2014-17_THEATER_ARTS_SLO_DISCIPLINE.pdf

No Program Goal were returned for this Assessment Unit based upon the selected parameters.

05/09/2018 Generated by Nuventive Improve Page 1 of 1

Program Review Comprehensive Report

Program Review - Instructional: World Languages

Supplemental Reports and Attachments 2014 - 2017 Comments or Notes: ncb entered Attachments: 2014-17_WOR-FRENCH_SLO_DISCIPLINE.pdf 2014-17_WOR-JAPANESE_SLO_DISCIPLINE.pdf 2014-17_WORLD_LANGUAGES_SPANISH_PLO_INSTRUCTIONAL.pdf 2014-17_INSTRUCTION_WORLD_LANGUAGES_ResourceRequests.xlsx 2014_17_WORLD_LANGUAGES_CurriculumRPT.pdf 2014_17_WORLD_LANGUAGES_SuccessEfficiencyRetentionRPT.pdf

How did the resources received impact student learning?: 1. As a result of a new full-time hire, we have been able to promote the discipline, encourage ADT in Spanish as a major, support students via advising in their transfer process. Throughout ongoing assessment as a discipline, we have enhanced the quality of the program and over all students' positive outcomes.

2. New laptops have allowed for students to complete their lab assignments more efficiently. If you requested resources but did not receive them, how did that impact student learning?: N/A Program Data Highlights Section COR Review: All COR for Spanish were last reviewed in 2014 by the district discipline. Starting fall 2017, the discipline decided to revise all CORs to include course objectives and to make all other necessary updates. The discipline aims to complete COR revisions by fall 2018. Program Metric Highlights: We have met all program metrics. Assessment Report Highlights: Spanish 1 and 2 assessments exceed benchmark yearly with only slight fluctuations. In response, we commit to changes in teaching methodology, lab assignments and testing materials in order to meet the needs of each

05/09/2018 Generated by Nuventive Improve Page 1 of 3

individual class. These changes have been made in the areas of culture, reading, writing, speaking and listening. In addition, we have kept ongoing dialog among Spanish 1 and 2 instructors to ensure that our results continue to meet our expectations.

Spanish 3 and 4 have produced great results over several semesters. In the area of Reading, the addition of authentic literary texts has generated higher scores in reading and has given students the opportunity to improve their vocabulary development. Students have also continued to meet expectations in the area of writing due to extensive development of grammar and punctuation activities through multiple essay drafts.

Spanish 8, an Intermediate Conversation course has also met department’s established benchmark. This course will continue to be assessed yearly in order to identify areas of improvement.

French 1 and 2 assessment has experienced some modifications due to adoption of new textbooks. With the change of text, there has been change in methodology. Detailed attention has been given to the areas of writing and culture in order to enhance learning. In addition to changes in teaching methodology, changes have also occurred on mid-term and final exams. Results are expected to continue to increase and meet benchmark.

Japanese will not be offered effective fall 2018. Assessment from 2014-2017 has been uploaded and it is available for view under Nuventive.

Program Goal: Annual Transfer Workshops for AA-T students Continue to offer annual transfer workshops lead by an academic counselor. Goal Status: In Progress Goal Year(s): 2014 - 2017 Start Date: 10/20/2016 Completion Date: 10/26/2017 How do your goals support the Educational Master Plan?: Our goal promotes students success and helps completion rates. This goal also supports students' awareness of university requirements. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 2 Objective 1: , Goal 3 Objective 1: , Goal 4 Objective 1: Program Goal: Annual Transfer Celebration for AA-T Students Continue to offer annual transfer celebration for AA-T in Spanish transfer students. Students benefit from this celebration as they get to meet and establish bonds with students who are already in the process of earning a bachelors in Spanish. Goal Status: In Progress Goal Year(s): 2014 - 2017 Start Date: 12/19/2014 Completion Date: 12/15/2017 How do your goals support the Educational Master Plan?: This goal supports students awareness of university requirements. It also creates effective community partnerships. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 4: Program Goal: Increase Number of Classes Offered The goal is to offer Friday and Saturday classes in order to serve working students. Goal Status: In Progress Goal Year(s): 2014 - 2017 Start Date: 08/21/2017 Completion Date: 12/20/2019 How do your goals support the Educational Master Plan?: We will increase student access by offering more courses and offering weekend classes for students who work during the week.

05/09/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Instructional: World Languages

This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 3 Objective 1: Program Goal: Offer French Conversation course To grow French program Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 08/13/2018 Completion Date: 12/20/2019 How do your goals support the Educational Master Plan?: Offering more courses will enable students to enhance language acquisition. It will also strengthen student learning and student success. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 5 Objective 1: Program Goal: Continue to conduct annual assessment of all classes The discipline will continue to hold annual meetings with full-time and adjunct faculty to examine assessment results and modify teaching methodologies.

Goal Status: In Progress Goal Year(s): 2014 - 2017 Start Date: 08/11/2014 Completion Date: 12/14/2018 How do your goals support the Educational Master Plan?: Ongoing assessment and data analysis ensures that faculty focuses on providing student with authentic and effective resources; these combined strengthen student learning and success. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 5 Objective 1: Program Goal: Promotion of World Languages at local high schools Establish contact, conversation and collaboration with world language faculty at our feeder high schools. Goal Status: In Progress Goal Year(s): 2018 - 2021 Start Date: 08/01/2018 Completion Date: 12/18/2020 How do your goals support the Educational Master Plan?: Connecting with local high schools at CNUSD to inform student about our ADT in Spanish. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 2 Objective 1: , Goal 3 Objective 1:

05/09/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Student Services: Admissions and Records

Area Overview 2017 - 2018 Mission: Admissions and Records is committed to maintaining the integrity of student records as we provide effective and efficient enrollment services to the community with sensitivity and respect. Guided by policies and procedures, staff members promote student success by utilizing technology to deliver individualized and accurate enrollment information while enhancing the services available online in areas of enrollment services, admissions, registration, cashiering, evaluation, and records maintenance. (Revised 4/2014) Philosophy Statement: Admissions and Records is the central hub of Enrollment Services that welcomes current and prospective students to begin or continue their educational journey from their college admission to the point of graduation. (Revised 4/2014)

Summary: • Facilitates the college admissions process including application, registration, college ID, and welcome emails. • Complete all course enrollment activities including add, drop, pass/no pass and audit options, reinstatements, credit- by-exams, work experience enrollment adjustments, record retention, document imaging, and archiving of documents. • Creates college registration timeline including deadlines and enrollment priorities for various student groups. • Collaborates with Information Services to ensure appropriate online services for students, staff, and faculty. • Provides official transcripts, enrollment verifications, loan deferments, and scans all incoming transcripts from other institutions. • Processes all payments including enrollment fees, student services and health fees, parking permit requests including citations, other miscellaneous payments, and deposits into college funds including payroll disbursements for all faculty, staff, and students. • Facilitates enrollment for the Norco College athletes by providing ongoing eligibility verifications as outlined by the CA Community College Athletic Association, Constitution, and Bylaws. • Leads the college Registration Workgroup/Committee to determine registration priorities.

Strengths: • Facilitated enrollment services to 10,734 students (09/03/16 in Fall 2016). • Over 93% of students are enrolling in courses using the online system every term. • Implemented the Mustang Stampede to Enrollment, allowing students to complete all enrollment steps in one day versus waiting for 8 days of processing time. • Implemented a comprehensive official transcript solution including electronic transcript delivery option through the use of Credentials Solutions. • Facilitated the implementation of MyPortal by participating in the governance team as well as leading the campus- wide launch. • Participated in various campus-wide initiatives including Summer Advantage, Completion Initiative, CTE partnerships, and Dual Enrollment initiatives.

Students Served: See attached document Attachments: 2014-17_STUDENT_SERVICES_ADMIN_Records_ResourceRequests.xlsx 2014-17_STUDENT_SERVICES_ADMIN_Records_ResourceRequests.xlsx

SLO/SAO: Athletes enrollment during priority registration period

05/09/2018 Generated by Nuventive Improve Page 1 of 6

Program Review - Student Services: Admissions and Records

Student athletes will learn to access WebAdvisor to view their priority registration date and enroll in classes during priority registration period. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 04/16/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Term based report of students who have accessed WebAdvisor and enrolled in classes during priority registration period after receiving email information from Athletic Eligibility specialist in A&R. (Active) Criteria: 80% of Norco College student athletes will access WebAdvisor to enroll in classes during priority registration period. Findings/Analysis Reporting Period: 2017 - 2018 04/26/2018 Conclusion: Criteria Not Met Completion: Spring 2017

Findings: GOAL WAS NOT MET Percentage is based on students who utilized priority registration access. 16SUM- (15 of 43 or 34.9%) 16FAL- (43 of 76 or 56.6%) 17WIN- (21 of 40 or 52.5%) 17SPR- (36 of 58 or 62.1%)

Data reported is from : Spring Improvement Recommendations Improvement Recommendation: Ensure that “Athletic Day” is scheduled before Priority Registration period. This year, the event was held after priority registration period and as a result, students miss the opportunity to enroll in Early Registration Group II. (04/26/2018) Enrollment (Active)

GPA (Active)

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.2 - Increase frequency of student participation in co-curricular activities. Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 5 - Objective 5.1 - 100% of units (disciplines, Student Support Service areas, administrative units) will conduct systematic program reviews.

05/09/2018 Generated by Nuventive Improve Page 2 of 6

Program Review - Student Services: Admissions and Records

Goal 5 - Objective 5.2 - Increase the percentage of student learning and service area outcomes assessments that utilize authentic methods. Goal 5 - Objective 5.3 - Increase the percentage of programs that conduct program level outcomes assessment that closes the loop. Goal 6 - Objective 6.1 - Increase the use of data to enhance effective enrollment management strategies. Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community. SLO/SAO: Enrollment with registration reminders Students will learn their registration appointment and enroll in classes as a result of registration email reminder from A&R sent to both personal and student email accounts. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 04/16/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Term based report of enrolled students who were able to add courses after receiving reminder emails. (Active) Criteria: Establish baseline and increase 5% every year. Findings/Analysis Reporting Period: 2017 - 2018 04/26/2018 Conclusion: Criteria Met Completion: Spring 2017

Findings: GOAL IS MET in 16SUM/17WIN, but goal was not met in 16FAL/17SPR.

Email reminders were sent weekly for a period of 4-5 weeks before the start of term. Below are average percentage of enrollment (+/-) as a result of email reminders. 16SUM- 15.94% 16FAL- .2% 17WIN- 19.14% 17SPR- -4.62%

Improvement Recommendations Improvement Recommendation: There may be a general decline in enrollment or a much fewer number of courses offered in previous years to warrant a significant growth from email reminders. Perhaps adjustment in assessment criteria is necessary in times of declining enrollment trends. (04/26/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services.

05/09/2018 Generated by Nuventive Improve Page 3 of 6

Program Review - Student Services: Admissions and Records

Goal 3 - Objective 3.4 - Ensure the distribution of our student population is reflective of the communities we serve. Goal 3 - Objective 3.5 - Reduce scheduling conflicts that negatively impact student completion of degrees and programs. Goal 5 - Objective 5.1 - 100% of units (disciplines, Student Support Service areas, administrative units) will conduct systematic program reviews. Goal 5 - Objective 5.2 - Increase the percentage of student learning and service area outcomes assessments that utilize authentic methods. Goal 5 - Objective 5.3 - Increase the percentage of programs that conduct program level outcomes assessment that closes the loop. Goal 6 - Objective 6.1 - Increase the use of data to enhance effective enrollment management strategies. SLO/SAO: Transcript request using Credentials Solutions Students will learn to request electronic official transcripts using Credentials Solution. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 04/16/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Term based report of students who have accessed Credentials Solution to send electronic transcripts. (Active) Criteria: 50% of all transcript requests will be electronically transmitted by Credentials Solution. Findings/Analysis Reporting Period: 2017 - 2018 04/26/2018 Conclusion: Criteria Not Met Completion: Spring 2017

Findings: GOAL WAS NOT MET

Report for 17SPR is based on activity in April and May 2017 only.

239 (34%) electronic transcripts produced out of 696.

Data reported is from : Spring Improvement Recommendations Improvement Recommendation: Great start, but will need to continue assessment to determine trend. (04/26/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 5 - Objective 5.1 - 100% of units (disciplines, Student Support Service areas, administrative units) will conduct systematic program reviews. Goal 5 - Objective 5.2 - Increase the percentage of student learning and service area outcomes assessments that utilize authentic methods.

05/09/2018 Generated by Nuventive Improve Page 4 of 6

Program Review - Student Services: Admissions and Records

Goal 5 - Objective 5.3 - Increase the percentage of programs that conduct program level outcomes assessment that closes the loop. SLO/SAO: Payment deadline reminders Students will be reminded of the payment deadline as a result of email reminders sent by A&R. SLO/SAO Status: Completed SLO/SAO Year(s): 2014 - 2017 Date Entered: 04/16/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Indirect - Annual satisfaction survey (Active) Criteria: 80% of students will benefit from email reminders to avoid being dropped for non-payment. Findings/Analysis Reporting Period: 2017 - 2018 04/26/2018 Conclusion: Criteria Met Completion: Spring 2017

Findings: GOAL IS MET 176 (94.6%) students appreciated the comprehensive email reminders out of 186 surveyed.

Data reported is from : Spring

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 5 - Objective 5.1 - 100% of units (disciplines, Student Support Service areas, administrative units) will conduct systematic program reviews. Goal 5 - Objective 5.2 - Increase the percentage of student learning and service area outcomes assessments that utilize authentic methods. Goal 5 - Objective 5.3 - Increase the percentage of programs that conduct program level outcomes assessment that closes the loop. Goal 6 - Objective 6.1 - Increase the use of data to enhance effective enrollment management strategies. SLO/SAO: Improve quality of services in A&R. A&R will determine whether students prefer in-person services, whether these services are only available in person, and if students had difficulty receiving these services online. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 04/26/2018 SLO/SAO Type: SAO – Satisfaction Survey

05/09/2018 Generated by Nuventive Improve Page 5 of 6

Program Review - Student Services: Admissions and Records

Indirect - Annual survey (Active) Criteria: 80% of students prefer to receive service in-person as a result of difficulties online or services that are only offered in person. Findings/Analysis Reporting Period: 2017 - 2018 04/26/2018 Conclusion: Criteria Met Completion: Spring 2016

Findings: GOAL IS MET

Of the 186 surveyed students, 165 (88%) preferred in-person services, 70 (37%) had difficulties online, and 123 (66%) utilized services that were offered in person only.

Data reported is from : Spring

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services.

05/09/2018 Generated by Nuventive Improve Page 6 of 6

Program Review Comprehensive Report

Program Review - Student Services: Assessment

Area Overview 2017 - 2018 Mission: It is the goal of the Assessment Center to provide frontline, pertinent information about the assessment process and promote student success. Incoming and current students are placed in the appropriate level of courses for English, reading, math, or ESL allowing them to move forward in their academic journey here at Norco College. (revised 2016) Philosophy Statement: The Assessment Center strives to provide a positive and instructive assessment experience. With the aim to make available clear and accurate information to all incoming and current students, we provide guidance through the assessment process and direction towards student success. (revised 2016) Summary: Assist students in scheduling their assessment appointment in person, over the phone and via email. • Verify students’ eligibility to test and need for a full or partial placement test. Inform student of ineligibility to re-test and direct him/her towards their next step based on their option(s). • Assist students with the login process for WebAdvisor and ensure completion of Online Orientation to successfully schedule an assessment appointment. • Increase efforts in engaging students by providing a warm welcome, information about the importance of the test, the goal of the test, and brief testing rules. • Administer and proctor the following placement test to students: Accuplacer, PTESL, Spanish and the Chemistry Diagnostic test. • Inform students of their placement results; identify the courses they are eligible for in the course sequence for English, reading, math and/or ESL and identify the AA degree courses and college level/transferable courses on the course sequence. • Direct students to the next step(s) that must be completed with respect to their admission status. • Process matriculation appeals to allow students to retest based on the retest policy. • Process outside placement evaluations for students who can provide an Accuplacer score report (raw scores) from a higher Ed. institution outside of RCCD. • Work closely with the Summer Advantage program to provide convenient, test sessions for CNUSD high school seniors. • Work with the Outreach Specialist and CNUSD high schools to provide site testing for eligible general & Foster Youth high school seniors. • Process the daily upload of placement results and trouble shoot any issues that prevent placement results from not being entered into the Colleague Strengths: 1. Provide a variety of placement tests to incoming students, returning students, ESL students and current students who met the eligibility criteria. 2. Provide students with an easy to read information sheet that: identifies the required next steps, the course sequence, and illustrates their starting point in English, reading, math and/or ESL. 3. Provide expanded test sessions Monday through Friday with morning and late afternoon, four days a week to accommodate as many incoming and current students as possible. 4. Inform students about completing the OAC (Orientation, Assessment & First SEP (Counseling)) process to ensure clearance for enrollment into courses. 5. Work closely with the Counseling Department to provide an “ESL What’s Next Workshop” immediately after the PTESL test session where students get general college information and complete the First SEP.

05/09/2018 Generated by Nuventive Improve Page 1 of 6

6. Established more effective working relationships with CNUSD high school Counselors and or Career Technicians to increase test session available to high school seniors. Students Served: The Assessment Center provides assessment services to a diverse population of first time college students, returning students, transferring students, continuing students and concurrent enrolled students.

Assessment Center services rendered to students from July 1 – present Completed the following tests:

Accuplacer placement test (includes 432 placements proctored at the CNUSD high schools) 2731 Chemistry Diagnostic test 32 PTESL placement test 179 Spanish placement test 92 Reading-Competency test 0

Total number of placements 2943

Assessment presentations to HS seniors through Outreach. Including ESL and Foster Youth seniors (January – May) 250+- Total ESL students who attended the “What’s Next Workshop” 160 Attachments: Program Review_2016-17.docx 2014-17_STUDENT_SERVICES_ASSESSMENT_CTR_ResourceRequests.xlsx

SLO/SAO: Retest Criteria Students will be aware of the criteria for a retest SLO/SAO Status: Completed SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/22/2018 Date Completed: 03/23/2018 SLO/SAO Type: SLO – Student Success Measure

Assessment Measures Direct - Pre & Post survey will be administered to measure students understanding of the retest option. (Active) Criteria: 80% of students will understand that a retest is available one of two ways: If they successfully complete the RCCD subject approved course with in a year or if they wait a year and a day to retest as long as they haven’t begun the course progression. Findings/Analysis Reporting Period: 2017 - 2018 03/23/2018 Conclusion: Criteria Met To measure students’ increase in understanding of the two retest policies, students answered the following true/false question in a pre and post survey: “I am allowed one retest if: My test record is over a year and a day and I have not begun an English or math class OR, I passed an English or math course with a C or better.

Post survey shows that 82% of students understood the two retest policies. Providing this information in a verbal and written format proved to be more effective in relaying the message to the students.

Improvement Recommendations Improvement Recommendation: Assessment Center staff will continue this practice and keep other departments up to date on any changes that may occur. (03/23/2018)

05/09/2018 Generated by Nuventive Improve Page 2 of 6

Program Review - Student Services: Assessment

Mission 1a. Service to students, community, and workforce by providing educational opportunities SLO/SAO: Identify associate degree & transferable courses related to placement Students will be able to identify the courses needed to satisfy the requirements for an associate’s degree and or transfer requirement. SLO/SAO Status: Active SLO/SAO Year(s): 2014 - 2017 Date Entered: 03/22/2018 Date Completed: 03/23/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Pre & Post-survey will be administered to determine students understanding of associate degree requirement and transfer levels for English and math. (Active) Criteria: 80% of students will identify the correct English and math courses that will satisfy an associate’s degree and/or transferable requirement. Findings/Analysis Reporting Period: 2017 - 2018 03/23/2018 Conclusion: Criteria Met Students were surveyed with three questions in a pre and post survey to capture their understanding of the Associate Degree requirement and transfer level courses for English and math. The pre survey captured the students’ understanding without receiving information from an Assessment Center staff. Soon after the pre-survey was complete, an Assessment staff member provided an in-person introduction to what the test means and how it plays a role in their academic goals. The proctor also guided the students in identifying the required courses.

Post survey shows that 82% of students understood that English 1A is the course that would satisfy the associate degree requirement and the transfer level requirement.

Post survey shows there was a 23% increase in student learning of MAT-35 and or MAT-53 being an associate degree requirement.

Post survey shows nearly a 30% increase in student learning that MAT-36, 4, 5, 11, 12, 25, 10 & 1A are transfer level courses. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: The Assessment staff will continue to engage students and increase efforts in presenting the math information in a more direct and clear manner. Survey questions will be modified to reduce confusion. (03/23/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.6 - Increase success and retention rates.

05/09/2018 Generated by Nuventive Improve Page 3 of 6

Program Review - Student Services: Assessment

Mission 3a. Provides foundational skills and pathways to transfer students SLO/SAO: Increase Off-site testing Capture more students through placement tests offered at their high schools. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/22/2018 Date Completed: 03/23/2018 SLO/SAO Type: SAO – General

Assessment Measures Direct - Report of total number of seniors from feeder high schools who completed the test February through April will be compared to last year’s total. (Active) Criteria: Number of high school students tested at a CNUSD high school will increase by 10% from the previous year. Findings/Analysis Reporting Period: 2017 - 2018 03/23/2018 Conclusion: Criteria Met There was a huge increase in participation from the high school Career Technicians and Counselors from 2016 to 2017. In the spring of 2016, only 3 local high schools offered at least one test session allowing a total of 199 students to take advantage of the placement test at their high school. Spring of 2017 saw a huge increase of students who tested at their high school. Almost all feeder high schools, 8 in total, offered at least one test session on site. A total of 432 students were able to take advantage and complete the placement test at their high school. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: Continue to build on established relationships with the local high school staff to effectively improve the communication between the Assessment Center, Outreach and high school staff. Promote test dates that do not conflict with state testing and Summer Advantage deadline dates. (03/23/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 4 - Objective 4.1 - Increase the number of students who participate in summer bridge programs or boot camps. Goal 4 - Objective 4.6 - Increase community partnerships.

Mission 1a. Service to students, community, and workforce by providing educational opportunities SLO/SAO: In-person orientation for ESL students ESL students will attend an “ESL What’s Next workshop” led by a counselor immediately after completing their placement test. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/22/2018 Date Completed: 03/23/2018 SLO/SAO Type: SLO – Direct

05/09/2018 Generated by Nuventive Improve Page 4 of 6

Program Review - Student Services: Assessment

Direct - Pre & post survey will be administered to determine students increase in familiarity with WebAdvisor and the online registration process. (Active) Criteria: 80% of ESL students will increase their confidence level in navigating WebAdvisor, especially in the area of registering for courses. Findings/Analysis Reporting Period: 2017 - 2018 03/23/2018 Conclusion: Criteria Met The pre-survey question asked “What is your experience with WebAdvisor?” About 21% of all students surveyed stated that they knew how to use the application by themselves. The remaining 79 % of students either needed assistance with or didn’t know how to use WebAdvisor. After the workshop students were asked to answer the following statement “The workshop helped me get more familiar with WebAdvisor” with a yes or no. Findings clearly show that all students, 100%, who completed the post-survey benefited from the workshop and felt more familiar with WebAdvisor. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: To increase student’s ability to navigate through WebAdvisor and the new My Portal, the Assessment Center staff will revise the navigation process to more efficiently assist all students regardless of their individual login status. This service will continue to be assessed with modified questions to gauge a more effective workshop, especially with the new My Portal (03/23/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.3 - Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum.

Mission 2a. Provide support and encouragement through innovative approach to learning SLO/SAO: Increase awareness of other tests offered. Students will learn about the PTESL, Spanish and Chemistry Diagnostic tests that can be completed and related requirements. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/22/2018 Date Completed: 03/23/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Pre & post survey will be administered to evaluate students awareness of the different tests offered in the Assessment Center (Active) Criteria: 80% of students will be able to identify the PTESL, Spanish and Chemistry Diagnostic tests that are offered in the Assessment Center Findings/Analysis Reporting Period: 2017 - 2018 03/23/2018 Conclusion: Criteria Met Pre-survey shows that Post survey shows that about 50% of incoming students were aware of Spanish and Chemistry test. After the information was verbally relayed to the students, post survey demonstrate an 18% increase is student’s awareness of all four tests that are offered in the Assessment Center. Data reported is from : Spring

05/09/2018 Generated by Nuventive Improve Page 5 of 6

Program Review - Student Services: Assessment

Improvement Recommendations Improvement Recommendation: The Assessment Center staff will increase efforts in advertising the Spanish and Chemistry test via flyers and verbal announcements before the test sessions, during the Norco College Welcome Day and via GradGuru. (03/23/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.6 - Increase success and retention rates.

Mission 3a. Provides foundational skills and pathways to transfer students

05/09/2018 Generated by Nuventive Improve Page 6 of 6

Program Review Comprehensive Report

Program Review - Student Services: Athletics

Area Overview 2017 - 2018 Mission: Norco College’s Athletic Department transforms ordinary student-athletes into competitive leaders who possess strength of mind and character through their unquestioned resilience and true grit both academically and athletically. (Created, Fall 2017) Philosophy Statement: Norco College’s Athletic Department seeks to become a premiere athletic program. (Created, Spring 2017) Summary: • Student success is the main goal for everything done at Norco College; Athletics is no different. • Our service area provides opportunities for student athletes succeed both in the classroom and on the field. • We provide information and services to students pertaining to Guided Pathways and help them develop a "path" which is right for them. • The Athletic Department works closely with the Kinesiology Department to advance a vital program and facilities for student achievement. • Through a strong partnership with the Kinesiology Department, Athletics seeks to grow its sports programs and facilities for student achievement.

Strengths: • Offer a superior athletic experience by providing fair and competitive opportunities. EXCELLENCE • Maintain the highest quality facilities, coaching staffs, medical care, and support for all of our athletic teams. VIRTUOSITY • Offer Coaches all available resources to recruit and train high quality Student-Athletes. SUPPORTIVE • Continue to expand and adjust to the always-changing school environment, as well as conference, state and federal legislation. VERSATILE • Contribute significantly to Norco College in the areas of enrollment, retention, publicity, alumni relations, community relations, and fundraising by encouraging academic and athletic excellence. ENGAGEMENT • Recognize the time spent at Norco College is short in comparison to a lifetime and therefore we have developed a program determined to cultivate individuals who are functional for professional and personal life post-graduation. HOLISTIC

Students Served: The athletic department had more than 4,500 student contacts during the 2017-18 academic year. Events such as Home Competitions (approximate 45 spectators per game, 26 games), Harvest Festival (approx.3,500 attendees), and Club Rush (approx. 50) have helped to spread the word about the athletic programs offered at Norco College. The launch of Women's Cross Country has increased our student outreach by almost 25 just from student-athletes alone. Attachments: 2014-17_STUDENT_SERVICES_ATHLETICS_ResourceRequests.xlsx

SLO/SAO: Transfer Ready Preparation Student-athletes will meet with their academic counselor at the beginning of the Fall and Spring semesters to develop a comprehensive student educational plan (SEP). SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 05/01/2018 SLO/SAO Type: SLO – Direct

05/09/2018 Generated by Nuventive Improve Page 1 of 4

Program Review - Student Services: Athletics

Direct - The Athletic Academic Counselor and Athletic Eligibility Clerk will track the percentage of Student-Athletes who complete their SEPs during the 2018-19 academic year. (Active) Criteria: 90% of student-athletes at Norco College will have a updated SEP on file. Findings/Analysis Reporting Period: 2018 - 2019 05/01/2018 Conclusion: Inconclusive Athletic academic counselor in conjunction with eligibility specialist will track and report final number of completed SEP's for Fall 2018 academic semester by October 15, 2018. Our overall sense is that the student-athletes are leaders with equal to or higher possibility of completing SEPs and becoming transfer ready than that of the general population. Improvement Recommendations Improvement Recommendation: The Athletic Department will make academics and continued success a top priority among the leadership of all athletic programs by stressing its importance during Fall 2018 Athletic Orientation. In addition, the Athletic Department will enforce SLO #2 to further emphasize academic success, persistence, and transferability. (05/01/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.3 - Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum. Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 1 - Objective 1.8 - Increase the percentage of students who begin addressing basic skills needs in their first year. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 2 - Objective 2.4 - Increase the percentage of students who consider the college environment to be inclusive. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan. Goal 3 - Objective 3.3 - Increase percentage of continuing students who develop an educational plan. Goal 3 - Objective 3.5 - Reduce scheduling conflicts that negatively impact student completion of degrees and programs. SLO/SAO: Student-athlete educational support Each Student-Athletic will participate in one-hour of tutoring per week and meet at least once with their academic counselor during season of competition and once during out of season. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 05/01/2018 SLO/SAO Type: SLO – Indirect

Assessment Measures Direct - Attendance will be tracked daily at tutoring sessions and study halls. Similarly, we will track reports from the

05/09/2018 Generated by Nuventive Improve Page 2 of 4

Program Review - Student Services: Athletics

Academic Counselors to confirm attendance. The student-athletes will also be given exit surveys to rate the level of satisfaction from their visits with the counselors. (Active) Criteria: 90% of student-athletes at Norco College will attend a weekly tutoring and or study hall session for one hour. In addition, student-athletes will make and attend an academic counseling session during the fall and spring semesters. Findings/Analysis Reporting Period: 2018 - 2019 05/01/2018 Conclusion: Inconclusive By being held accountable to utilizing tutoring on campus, student-athletes are encouraged to complete their academic units successfully, earn higher GPAs and become transfer-ready in approximately a two year time. Improvement Recommendations Improvement Recommendation: Based on exit surveys, the Athletic Department will review time requirements and structure of tutoring sessions to further improve academic support for student-athletes in the following years. (05/01/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.3 - Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum. Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 1 - Objective 1.8 - Increase the percentage of students who begin addressing basic skills needs in their first year. Goal 1 - Objective 1.9 - Decrease the success gap of students in online courses as compared to face-to-face instruction. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). Goal 2 - Objective 2.2 - Increase frequency of student participation in co-curricular activities. Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 2 - Objective 2.4 - Increase the percentage of students who consider the college environment to be inclusive. Goal 2 - Objective 2.5 - Decrease the percentage of students who experience unfair treatment based on diversity-related characteristics. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan. Goal 3 - Objective 3.3 - Increase percentage of continuing students who develop an educational plan. SLO/SAO: Collaboration with Kinesiology Department The departments of Athletics and Kinesiology will collaborate on the expansion of sports programs and class offerings for students interested in participating in women's cross country, women's beach volleyball, women's lacrosse and/or the kinesiology discipline. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 05/01/2018

05/09/2018 Generated by Nuventive Improve Page 3 of 4

Program Review - Student Services: Athletics

SLO/SAO Type: SAO – General

Assessment Measures Direct - The California Community College Athletic Association (CCCAA) will recognize Norco College's new athletic teams. (Active) Criteria: At least two of the new athletic programs will be operational during the 2018-19 academic year. Notes: Although not exclusively, the addition of sports programs increases the number of students interested in the Kinesiology discipline. Findings/Analysis Reporting Period: 2018 - 2019 05/01/2018 Conclusion: Inconclusive By collaborating, the Athletic and Kinesiology departments will more successfully be able to provide space for students to explore their fitness goals and maintain good health and wellness states. The two departments will also be able to provide a facility that can house conferences, large meetings, and ASNC ran events for student involvement. Improvement Recommendations Improvement Recommendation: As each new program is added, the Athletic Department will continue to work with Kinesiology to further both departments' goals and promote successful programs. Program reviews can be completed internally to highlight strengths and weakness for further progression. (05/01/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 4 - Objective 4.4 - Increase institutional awareness of partnerships, internships, and job opportunities established with business and industry. Goal 4 - Objective 4.7 - Increase institutional awareness of community partnerships. Goal 4 - Objective 4.8 - Increase external funding sources which support college programs and initiatives. Goal 5 - Objective 5.2 - Increase the percentage of student learning and service area outcomes assessments that utilize authentic methods. Goal 6 - Objective 6.1 - Increase the use of data to enhance effective enrollment management strategies. Goal 6 - Objective 6.5 - Revise the Facilities Master Plan Goal 7 - Objective 7.1 - Provide professional development activities for all employees. Goal 7 - Objective 7.2 - Increase the percentage of employees who consider the college environment to be inclusive. Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community.

05/09/2018 Generated by Nuventive Improve Page 4 of 4

Program Review Comprehensive Report

Program Review - Student Services: CalWORKs

Area Overview 2017 - 2018 Mission: In collaboration with on and off-campus partners, the Norco College CalWORKs Program is committed to providing CalWORKs students with educational opportunities to overcome barriers and achieve self-sufficiency. (Revised 2018) Philosophy Statement: The CalWORKs Program at Norco College is committed to serving and educating CalWORKs students and their families by providing education and career opportunities combined with quality support services that enable students to complete their educational goals, find meaningful employment and successfully transition into the workforce. (Revised 2018) Summary: •Norco CalWORKs coordinates with the Department of Public and Social Services (DPSS) to assist students with Welfare-to-Work objectives and activities. •Norco CalWORKs staff works collaboratively with other college services including EOPS/CARE, Financial Services, Disability Resource Center, Student Employment and Counseling. •Our goal is to provide CalWORKs students with the necessary tools to make informed decisions about current and future opportunities available to them in order to achieve their academic goals. •Provide CalWORKs students with work-study opportunities both on and off campus. •Provide day to day case management and direct services to students in support of achieving their requirements for the county. •Serve as advocates for our students with our county partners in order to ensure contracted services are upheld. •Facilitate Self Development activities and workshops to promote job search and college success. •Work in collaboration with Counseling to ensure students develop two year SEPs and update them as needed. •Work with counseling to provide intrusive academic check-ins and advisement every semester.

Strengths: 1. Served 112 students in the program during the 16-17 FY with over 1,400 visits to our office for services. 2. Over 70% of our students attended a voluntary Self Development Workshop during fall and spring terms. 3. Hosted our fifth annual End of Year CalWORKs Celebration honoring 17 degree recipients. 4. CalWORKs students maintained an average of a 2.68 GPA in Fall 2016. 5. Facilitated 93 new CalWORKs student intakes during the 16-17 FY. 6. Placed 16 CalWORKs students into employment positions on campus this year. 7. A Norco CalWORKs student was honored as the 16-17 FY Region 9 CalWORKs $500 Scholarship recipient. 8. CalWORKs program maintained over 100% SEP completion during the 16-17 FY. 9. 96% of the CalWORKs students who completed the satisfaction survey reported that they are satisfied with the quality of services offered in the CalWORKs office.

Students Served: Norco CalWORKs serves students who are currently receiving cash aid support services and are actively participating in GAIN activities making them eligible for the CalWORKs program at Norco College. Attachments: 2014-17_STUDENT_SERVICES_CalWORKS_ResourceRequests.xlsx

SLO/SAO: Understanding of program responsibilities Students will demonstrate understanding of program responsibilities as a result of attending the CalWORKs orientation. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/19/2018

05/09/2018 Generated by Nuventive Improve Page 1 of 4

Program Review - Student Services: CalWORKs

Date Completed: 03/23/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Utilize pre/post questionnaire at the orientation to gauge understanding. (Active) Criteria: 85% of the new CalWORKs students will demonstrate understanding of program requirements. Findings/Analysis Reporting Period: 2017 - 2018 03/23/2018 Conclusion: Criteria Met -Students were given a pre/post to determine program understanding and the average pre-test indicated that 76% understood program responsibilities while the average post-test indicated that 86% understanding. Met intended goal and exceeded by 1%. Data reported is from : Fall Improvement Recommendations Improvement Recommendation: Continue to host orientations with pre/post assessments to gauge learning at orientations. Implement a spring orientation for new students who enrolled anytime after the fall orientation date. (03/23/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan.

Mission 2a. Provide support and encouragement through innovative approach to learning SLO/SAO: Demonstrate higher GPA success rates CalWORKs students will demonstrate higher GPA success rates compared to the general student population. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/19/2018 Date Completed: 03/23/2018 SLO/SAO Type: SLO – Student Success Measure

Assessment Measures Direct - Use institutional research data to compare GPA success rates of the general student population to the success of CalWORKs students for fall 2018. (Active) Criteria: CalWORKs students will achieve higher GPA success rates compared to the overall college student population. Findings/Analysis Reporting Period: 2017 - 2018 03/23/2018 Conclusion: Criteria Met CalWORKs average GPA Success for Fall 2018: ____ -General NC Average GPA Success for Fall 2018: ____

05/09/2018 Generated by Nuventive Improve Page 2 of 4

Program Review - Student Services: CalWORKs

Met intended goal and exceeded it by ____% Data reported is from : Fall Improvement Recommendations Improvement Recommendation: Counselor intervention; referrals to tutoring; check GPA in Ellucian after each term for course completion and success. (04/27/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.6 - Increase success and retention rates.

Mission 2b. Provide support and encouragement through application of emerging technologies 3c. Provides foundational skills and pathways to certificate and degree students SLO/SAO: Term to term persistence CalWORKs students will demonstrate higher term-to-term persistence compared to the general student population. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/19/2018 Date Completed: 03/23/2018 SLO/SAO Type: SLO – Student Success Measure

Assessment Measures Indirect - Institutional research data to compare term-to-term persistence rates of CalWORKs to general student populations. (Active) Criteria: CalWORKs students will persist at a higher rate (min. 50%) than the general student population. Findings/Analysis Reporting Period: 2017 - 2018 04/27/2018 Conclusion: Criteria Met CalWORKs students persisted at ___% compared to the general student population. Data reported is from : Fall Improvement Recommendations Improvement Recommendation: Continue to offer orientations, meetings with counselors for check-in sessions each term along with self development workshops. (04/27/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units.

Mission 2b. Provide support and encouragement through application of emerging technologies 3c. Provides foundational skills and pathways to certificate and degree students

05/09/2018 Generated by Nuventive Improve Page 3 of 4

05/09/2018 Generated by Nuventive Improve Page 4 of 4

Program Review Comprehensive Report

Program Review - Student Services: Career Center

Area Overview 2017 - 2018 Mission: The Norco College Career Center serves students and alumni through career planning and employment services that connect them to tools, resources, people, and organizations which support their paths to success in the workforce. (Revised, Spring 2018) Philosophy Statement: The Career and Job Placement Center (CJPC) is dedicated to helping students achieve their career aspiration and dreams by offering self-assessment tests to help determine which occupations are best suited for their skill sets. Our committed staff and resources provide guidance to help students decide not only what they want to be, but also what they need to do to get there. (Revised, Spring 2017) Summary: The Career & Job Placement Center (CJPC) is responsible for assisting Norco College students with understanding career exploration and preparation, while assisting students with job placement with local employers. CJPC staff works with students to utilize electronic resources including Eureka and ONET for career exploration and related information to ensure students are on track with life after Norco College. CJPC offers workstations to access the electronic resources, as well as a collection of printed materials students can peruse or take with them. Students looking for a part-time or full-time job while pursuing their academic goals are encouraged to stop by the center to receive help creating, or updating, their resume. Career development workshops and activities include interview skill building, career exploration assessments, tips in updating their social media sites, and ongoing Job Fairs with college partners and local employers. Through a combination of trained staff, onsite and online resources, and a multitude of programs and activities, the CJPC helps Norco College Students map out their future. (Revised, Spring 2017) Strengths: 1. Assisted the general student population with a broad range of guidance, including career exploration, job leads, resume assistance, connection with Career and Technical Education (CTE) workshops, and student employment opportunities. 2. Collaborated with the campus to host Norco College’s fall and spring Job Fairs, in which more than 50 employers attended each semester. 3. Regularly updated the jobs directory both in hard copy and electronic format for students to research job availability in the local area. During this past academic year, more than 1,000 jobs were posted electronically. 4. Promoted Eureka, ONET, Mustang Career Connection, and Resume Builder software with students to encourage use of these resources at the CJPC. Students Served: During the 2014-2015 Academic Year, Student Activities Based on the office sign-in tally, more than 800 students visited the Career & Job Placement Center (CJPC) with most students seeking personality assessments to match their interests with future career options. Attachments: 2014-17_STUDENT_SERVICES_CAREER_JOB_PLACEMENT_ResourceRequests.xlsx

SLO/SAO: Interview Skills Workshop Students who attend the Interview Skills workshop will be better prepared for an interview process. SLO/SAO Status: Completed SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/23/2018 Date Completed: 03/23/2018 SLO/SAO Type: SLO – Direct

05/09/2018 Generated by Nuventive Improve Page 1 of 4

Program Review - Student Services: Career Center

Direct - Pre-Post Questionnaire. Ask questions about attire, preparation (resume and cover letter), communication, and how to articulate responses and anticipate questions. (Active) Criteria: 80% of students who attend this workshop will enhance their knowledge in the interview process. Findings/Analysis Reporting Period: 2017 - 2018 03/23/2018 Conclusion: Criteria Met Goal was set to have 80% of students who attended a workshop enhance their knowledge in the interview process. 63 students attended the three workshops hosted. Over 95% stated they enhanced their knowledge of the interview process. Achieved intended goal and surpassed it by 15%. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: Continue to host interview workshops during the Fall, Winter and Spring Semesters at Norco College. In an effort to continuously get better, we can seek out collaboration with CTE to strategically invite their students as well. (03/23/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 4 - Objective 4.4 - Increase institutional awareness of partnerships, internships, and job opportunities established with business and industry.

Mission 1a. Service to students, community, and workforce by providing educational opportunities 3a. Provides foundational skills and pathways to transfer students 3b. Provides foundational skills and pathways to career and technical education students 3c. Provides foundational skills and pathways to certificate and degree students SLO/SAO: Resume Workshop Students who attend a resume workshop will produce a quality resume. SLO/SAO Status: Completed SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/23/2018 Date Completed: 03/23/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Facilitator will review resumes completed at the end of the workshop for quality. (Active) Criteria: 80% of students will produce a resume including all of the components of a quality resume (objective; education; career history; skills; references). Findings/Analysis Reporting Period: 2017 - 2018 03/23/2018 Conclusion: Criteria Met The goal was to have 80% of students produce a resume which included all of the components of a quality resume (objective; education; career history; skills; references). Three workshops were hosted on this topic and 77 student attended. All students (100%) created “quality” resumes which included having the career objective, their current education, career history, their additional skills, as well as three references with names, titles, email addresses, and work phone numbers.

05/09/2018 Generated by Nuventive Improve Page 2 of 4

Program Review - Student Services: Career Center

Data reported is from : Spring Improvement Recommendations Improvement Recommendation: We want to promote these workshops across all academic disciplines. We want to find a way to incorporate these workshops as part of the Completion Initiative. (03/23/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 4 - Objective 4.4 - Increase institutional awareness of partnerships, internships, and job opportunities established with business and industry.

Mission 1a. Service to students, community, and workforce by providing educational opportunities 3a. Provides foundational skills and pathways to transfer students 3b. Provides foundational skills and pathways to career and technical education students 3c. Provides foundational skills and pathways to certificate and degree students SLO/SAO: Strong Interest Inventory (Career Assessment) As a result of attending the Strong Inventory workshop, students will learn about their career paths. SLO/SAO Status: Completed SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/23/2018 Date Completed: 03/23/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Completion of the Strong Interest Inventory assessment, as well as post survey. (Active) Criteria: 80% of the students who attended this workshop will be able to identify a career path. Findings/Analysis Reporting Period: 2017 - 2018 03/23/2018 Conclusion: Criteria Met The goal was to have 80% of the students who attended a CJPC workshop be able to identify a career path. More than 93% of the students who attended a CJPC workshop were able to identify at least one career path which they were going to research further, but was very interesting to them. While we will not know in the immediate future the direct impact these workshops had on helping students find their future career, we can say for certain that their impact gave students the self-confidence and the tools to continue pursuing a career which was in alignment with their talents, skills, and educational interests. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: CJPC want to find ways to get more students to attend these workshops. With the synergy being created from the Completion Initiative and the change of formatting for Summer Advantage, we hope to find a niche whereby students can get this information in a semi-mandatory setting. (03/23/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success.

05/09/2018 Generated by Nuventive Improve Page 3 of 4

Program Review - Student Services: Career Center

Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan. Goal 3 - Objective 3.3 - Increase percentage of continuing students who develop an educational plan.

Mission 1a. Service to students, community, and workforce by providing educational opportunities

05/09/2018 Generated by Nuventive Improve Page 4 of 4

Program Review Comprehensive Report

Program Review - Student Services: Counseling

Area Overview 2017 - 2018 Mission: The mission of the Norco College Counseling Department is to foster and promote the intellectual, emotional, social and cultural development of students by offering a wide range of counseling, career consultation, instructional and educational services. Our services assist students in acquiring the skills, attitudes, abilities, and knowledge that will enable them to take full advantage of their college experience and achieve success. (2017-18 Norco College Catalog) Philosophy Statement: Counseling supports the academic goals of the college through consultation and collaboration with faculty, staff, and campus organizations. We offer comprehensive guidance courses and counseling services reflective of our diverse population and evolving student needs. (2017-18 Norco College Catalog) Summary: Counselors advise students in planning and achieving their personal, educational, and career/vocational goals through: • Individual counseling appointments, express/walk-in counseling, online counseling • Orientation • Comprehensive Student Educational Plans (SEPs) • Academic progress/probation/dismissal counseling • Transfer course selection for UC, CSU and private universities • Certificate and associate degree requirements • Instruction of guidance courses • Assessment and interpretation of career inventories • Referrals to other support services • Career exploration • Student Success Workshops including AA/AS, and Transfer Workshops (all offered in person and online) • SEP classroom workshops • Special Programs Counseling (DRC, EOPS, Puente, Umoja, Veterans, Honors, Summer Advantage, Basic Skills, Next Phase, Athletics) • Counseling/Guidance Instruction for Dual Enrollment/JFK • Counseling support for Summer Advantage and FYE

Strengths: 1. Counseling provides Student Educational Plans (SEP’s) based on the most up-to-date and accurate information. 2. Counseling uses online resources to provide appointment scheduling and counseling services to Norco students. 3. Counselors communicate and maintain relationships with instructional faculty to keep abreast of new curriculum and career trends. 4. Counselors serve a large volume of students through appointments and express/walk-in counseling. 5. Active involvement in student clubs and activities-two counselors serve as Advisors (Puente, Umoja) and one counselor serves as the Counseling Lead (Honors) while others continue to collaborate with various departments and programs to promote student success (Veterans, Cal Works, Articulation, Curriculum, Transfer Center, EOPS, DRC, Financial Aid, etc.) 6. Strong Counseling Component in Summer Advantage (HS Visitations, Norco Orientation Week, and SEP follow up) 7. Basic Skills (BSOT) Outreach 8. Outreach to promote SEPs-“Ask a Counselor” 9. Counselors develop innovative activities to address the mandates of the Student Success Act (SEPs in the classroom

05/09/2018 Generated by Nuventive Improve Page 1 of 13

and outreach/follow up to at-risk populations) 10. Involvement in college initiatives (Completion Initiative; Guided Pathways; Next Phase; FYE; Counseling Leads for schools)

Students Served: Data will be reported at the end of the 2017-18 academic year in order to provide an accurate snapshot of students served. Attachments: 2014-17_STUDENT_SERVICES_COUNSELING_ResourceRequests.xlsx

SLO/SAO: Summer Advantage SEP completion (SAO) Students who complete Summer Advantage during summer term 2016 and enrolled in fall 2016 will develop an updated Student Educational Plan with a counselor. SLO/SAO Status: Completed SLO/SAO Year(s): 2014 - 2017 Date Entered: 06/08/2017 Date Completed: 06/08/2017 SLO/SAO Type: SAO – General

Assessment Measures Direct - SARS/Colleague A report is used to track Summer Advantage students who received an updated comprehensive Student Educational Plan. Counseling staff and faculty to provide outreach to the students who still are in need of this service. (Active) Criteria: 70% of the 2016-2017 Summer Advantage cohort will make a follow-up appointment with a counselor to develop an updated Student Educational Plan.

Notes: Criteria Not Met As of 6/08/17, percentage of updated Comprehensive SEP’s for Summer Advantage 2016: 62% However, the structure of Summer Advantage changed in June 2017 for the 2017-18 cohort.

Findings/Analysis Reporting Period: 2017 - 2018 04/02/2018 Conclusion: Criteria Not Met Criteria Not Met As of 6/08/17, percentage of updated Comprehensive SEP’s for Summer Advantage 2016: 62% The structure of Summer Advantage changed in June 2017 for the 2017-18 cohort. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: Counseling will continue to work with the changes in the Summer Advantage program structure to make sure that students complete their comprehensive SEP with a Counselor in a way that is meaningful and valuable to the student. (04/02/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.3 - Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum. Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years.

05/09/2018 Generated by Nuventive Improve Page 2 of 13

Program Review - Student Services: Counseling

Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 1 - Objective 1.8 - Increase the percentage of students who begin addressing basic skills needs in their first year. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 2 - Objective 2.4 - Increase the percentage of students who consider the college environment to be inclusive. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan. Goal 3 - Objective 3.3 - Increase percentage of continuing students who develop an educational plan. Goal 3 - Objective 3.5 - Reduce scheduling conflicts that negatively impact student completion of degrees and programs. SLO/SAO: Utilizing career exploration resources (SLO) Students that utilize career exploration resources will discover career specific information based on personality and interest assessment results. SLO/SAO Status: Completed SLO/SAO Year(s): 2014 - 2017 Date Entered: 06/08/2017 Date Completed: 06/08/2017 SLO/SAO Type: SLO – Student Success Measure

Assessment Measures Direct - Pre/Post Test (Active) Criteria: 75% of students will answer the direct learning assessment questions correctly. (Pre/Post survey) Pre/Post Survey will be administered before and after student’s participation in career exploration workshops and/or courses. Criteria Met 93% of all students surveyed (Pre/Post) who participated in career exploration courses and workshops answered post survey direct learning assessment questions correctly demonstrating increased knowledge about career resources and tools.

Notes: Goal met Findings/Analysis Reporting Period: 2017 - 2018 04/02/2018 Conclusion: Criteria Met Criteria Met. 93% of all students surveyed (Pre/Post) who participated in career exploration courses and workshops answered post survey direct learning assessment questions correctly demonstrating increased knowledge about career resources and tools. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: This objective is now moved to strengths. Workshops offered success rate of direct learning and will continue to be offered moving forward. However, with the anticipated implementation of the Completion Initiative, First-Year Experience pilot, and College to Career planning initiatives, new objectives related to careers and career counseling will be created.

05/09/2018 Generated by Nuventive Improve Page 3 of 13

Program Review - Student Services: Counseling

(04/02/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). Goal 2 - Objective 2.2 - Increase frequency of student participation in co-curricular activities. Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 2 - Objective 2.4 - Increase the percentage of students who consider the college environment to be inclusive. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan. Goal 3 - Objective 3.3 - Increase percentage of continuing students who develop an educational plan. SLO/SAO: Completion of SEPs for BSOT students (SAO) Basic Skills Students will meet with a counselor upon completing a Basic Skills Initiative workshop to receive a Student Educational Plan if needed. SLO/SAO Status: Active SLO/SAO Year(s): 2014 - 2017, 2018 - 2021 Date Entered: 06/08/2017 Date Completed: 06/08/2017 SLO/SAO Type: SAO – General

Assessment Measures Direct - BSI students will receive a Student Educational Plan during the workshop or at a follow-up meeting with a counselor, at the discretion of the counselor(s) hosting the workshop. A SARS report will be developed to track BSI students receiving their plans and followed up on by an educational advisor. Counseling staff and faculty will provide outreach to the students who still are in need of this service. (Active) Criteria: 40% of Norco College Basic Skills students who attend a BSI workshop and do not have a Student Educational Plan on file will receive a plan. Notes: Continued: Using funding from the BSI Grant, a counselor will again be dedicated to provide workshops and counseling services to participants with the intended goal of each student receiving a comprehensive SEP if they do not already have one

Findings/Analysis Reporting Period: 2017 - 2018 04/02/2018 Conclusion: Inconclusive

05/09/2018 Generated by Nuventive Improve Page 4 of 13

Program Review - Student Services: Counseling

As of publication of this document, data has not yet been acquired or reviewed to determine if the goal of 40% was met. It is estimated that criteria was met based on data reviewed from the 15-16 program review and due to the significant number of workshops and/or SEP counseling appointments done by the assigned counselors. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: With two counselors provided reassignment time towards this initiative, it is anticipated that data tracking will become more reliable and consistent. This SAO will be revisited in the 2017-2018 Assessment Plan. (04/02/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.3 - Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum. Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 2 - Objective 2.4 - Increase the percentage of students who consider the college environment to be inclusive. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan. Goal 3 - Objective 3.3 - Increase percentage of continuing students who develop an educational plan. Goal 3 - Objective 3.5 - Reduce scheduling conflicts that negatively impact student completion of degrees and programs. SLO/SAO: Comprehensive SEPs for 1st year, non-Summer Advantage Students (SAO) Students who are identified as First-Year, no previous college, non-Summer Advantage and enrolled in fall 2016 will develop an updated Student Educational Plan with a counselor. SLO/SAO Status: Active SLO/SAO Year(s): 2014 - 2017 Date Entered: 06/08/2017 Date Completed: 06/08/2017 SLO/SAO Type: SAO – General

Assessment Measures Direct - Using SARS and Colleague, a report will be used to track First-year, non-Summer Advantage students, with no previous college experience and determine how many have received a comprehensive Student Educational Plan.

05/09/2018 Generated by Nuventive Improve Page 5 of 13

Program Review - Student Services: Counseling

Counseling staff and faculty will provide outreach to the students who still are in need of this service. (Active) Criteria: 70% of First-Year, non-Summer Advantage students will meet with a counselor to develop an updated Student Educational Plan. Notes: Continued with modification: With the implementation of the Completion Initiative and the launch of a First-Year Experience pilot program for the 2017-2018 academic year, it is anticipated that the tracking and intrusive counseling approach to identifying and insuring First-Year college students receive a comprehensive SEP will be altered. This may include the additional support of educational advisors / student success coaches, mandatory Guidance courses with a required SEP component, as well as other methods to complete this goal. Findings/Analysis Reporting Period: 2017 - 2018 04/02/2018 Conclusion: Inconclusive During the 2016-2017 academic year, a total number of 3,252 SEP’s (comprehensive and/or abbreviated) were written for students by counselors. Data has not yet been provided to determine how many of these SEP’s were generated for the identified group (First-Year, non-Summer Advantage.) For spring semester 2017, a new counseling model was initiated where available counseling appointments were reduced and express / walk-in counseling was modified, removing the previous time limit of only 10 minutes. Instead, students are now able to walk-in and request a SEP without having to make an appointment and the counselor is able to spend up to a maximum of 45 minutes with the student if needed. A review of last year’s data (15-16) to this year (16-17) shows that the number of students who walked in seeking counseling assistance increased by 17%. In addition, the percentage of walk-in students who were not seen dropped from 4% to essentially 0%, thus suggesting that more students are being seen now under the new model. The anticipated result as this new model becomes more widely known amongst students (first-year as well as continuing and returning) is that the number of SEP’s created will dramatically increase.

Data reported is from : Spring Improvement Recommendations Improvement Recommendation: With the implementation of the Completion Initiative and the launch of a First-Year Experience pilot program for the 2017-2018 academic year, it is anticipated that the tracking and intrusive counseling approach to identifying and insuring First-Year college students receive a comprehensive SEP will be altered. This may include the additional support of educational advisors / student success coaches, mandatory Guidance courses with a required SEP component, as well as other methods to complete this goal. This will be revisited in the 2017-18 Assessment Plan. (04/02/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.3 - Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum. Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services.

05/09/2018 Generated by Nuventive Improve Page 6 of 13

Program Review - Student Services: Counseling

Goal 2 - Objective 2.4 - Increase the percentage of students who consider the college environment to be inclusive. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan. Goal 3 - Objective 3.3 - Increase percentage of continuing students who develop an educational plan. Goal 3 - Objective 3.5 - Reduce scheduling conflicts that negatively impact student completion of degrees and programs. SLO/SAO: BSSOT workshop participants will learn about counseling services and develop a SEP Basic Skills Students will meet with a counselor upon completing a Basic Skills Initiative workshop to receive a Student Educational Plan if needed. This is a SAO/SLO. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 04/20/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - SARs and Student Survey (Active) Criteria: 50% of Norco College Basic Skills students who attend a BSSOT workshop will have an Educational Plan on file

Students will complete a survey to determine if they understand the purpose of the student educational plan. 80% of students will be able to know what a student educational plan is.

Notes: Fall 2017 data is discussed in Findings/Analysis. Spring 2018 data is pending and will be updated at the end of the academic year. Findings/Analysis Reporting Period: 2017 - 2018 04/20/2018 Conclusion: Inconclusive FALL 2017: At the beginning of the fall semester: • Of the 142 students, 31 students have a comp ed plan over 1 year old. • 90 students do not have a comprehensive ed plan (109 total; 19 students were RCC home college students) o Only 37% had a SEP on file At the end of the fall semester (12/5/17): • 21 students completed a SEP o 52% of students now have a SEP on file Students completed a survey at the end of the third workshop. Students were asked what the purpose of a student education plan is. Of the 196 responses, 95.4% of students were able to answer the question correctly.

SPRING 2018: At the beginning of the spring semester: • Of the XXX students, XX students have a comp ed plan over 1 year old. • XX students do not have a comprehensive ed plan (109 total; 19 students were RCC home college students) o Only XX% had a SEP on file • Counselors presented a workshop series to XX sections of BSI English courses o 3 sections of ENG 60A o 2 sections of ENG 60B o 2 sections of ENG 70 o 5 sections of ENG 80

05/09/2018 Generated by Nuventive Improve Page 7 of 13

Program Review - Student Services: Counseling

At the end of the spring semester (XXXXX): • XX students completed a SEP o XX% of students now have a SEP on file

Data reported is from : Fall Improvement Recommendations Improvement Recommendation: • Limited counselor availability at time – look at schedule to see which counselors can assist with workshops • Interventions/Workshops should be scheduled earlier in the semester • Need more of the English faculty to promote the importance of obtaining an SEP • Offer incentive to create SEP with counselor (04/20/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.3 - Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum. Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 1 - Objective 1.8 - Increase the percentage of students who begin addressing basic skills needs in their first year. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 2 - Objective 2.4 - Increase the percentage of students who consider the college environment to be inclusive. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan. Goal 3 - Objective 3.3 - Increase percentage of continuing students who develop an educational plan. Goal 3 - Objective 3.5 - Reduce scheduling conflicts that negatively impact student completion of degrees and programs. SLO/SAO: First-year, non-Summer Advantage students will receive a comprehensive SEP. Students who are identified as First-Year, no previous college, non-Summer Advantage and enrolled in fall 2017 will develop an updated Student Educational Plan with a counselor. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 04/20/2018 SLO/SAO Type: SAO – General

05/09/2018 Generated by Nuventive Improve Page 8 of 13

Program Review - Student Services: Counseling

Direct - Using SARS and Colleague, a report will be used to track First-year, non-Summer Advantage students, with no previous college experience and determine how many have received a comprehensive Student Educational Plan. Counseling staff and faculty will provide outreach to the students who still are in need of this service. (Active) Criteria: 70% of First-Year, non-Summer Advantage students will meet with a counselor to develop an updated Student Educational Plan. Notes: Data is currently pending and will be updated at the end of the academic year. Findings/Analysis Reporting Period: 2017 - 2018 04/20/2018 Conclusion: Inconclusive Data is pending and will be updated at the end of the academic year. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: Data is pending and will be updated at the end of the academic year. (04/20/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.3 - Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum. Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 1 - Objective 1.8 - Increase the percentage of students who begin addressing basic skills needs in their first year. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 2 - Objective 2.4 - Increase the percentage of students who consider the college environment to be inclusive. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan. Goal 3 - Objective 3.3 - Increase percentage of continuing students who develop an educational plan. Goal 3 - Objective 3.5 - Reduce scheduling conflicts that negatively impact student completion of degrees and programs. SLO/SAO: Basic Skills Initiative (BSSOT) workshop participants will identify the differences between victim/creator mindsets (motivation) (SLO) Basic Skills Initiative (BSSOT) workshop participants will learn about victim/creator mindset (motivation) SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021

05/09/2018 Generated by Nuventive Improve Page 9 of 13

Program Review - Student Services: Counseling

Date Entered: 04/20/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Students will complete a learning survey at the end of the workshop series. (Active) Criteria: 85% of BSSOT (BSSOT) workshop participants will identify the differences between victim/creator mindsets identifying victim/creator statements on a learning survey. Notes: Data is pending and will be updated at the end of the academic year. Findings/Analysis Reporting Period: 2017 - 2018 04/20/2018 Conclusion: Inconclusive Fall 2017 193 students were surveyed at the end of the 3rd BSSOT workshop. Students were asked to identify a creator statement in a multiple choice survey and 95.9% of students answered the question correctly.

Fall 2017: Criteria Met

Spring 2018 Data is pending and will be updated at the end of the academic year. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: Data is pending and will be updated at the end of the academic year. (04/20/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.3 - Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum. Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 1 - Objective 1.8 - Increase the percentage of students who begin addressing basic skills needs in their first year. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 2 - Objective 2.4 - Increase the percentage of students who consider the college environment to be inclusive. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan. Goal 3 - Objective 3.3 - Increase percentage of continuing students who develop an educational plan. Goal 3 - Objective 3.5 - Reduce scheduling conflicts that negatively impact student completion of degrees and programs.

05/09/2018 Generated by Nuventive Improve Page 10 of 13

Program Review - Student Services: Counseling

SLO/SAO: Basic Skills Initiative (BSSOT) workshop participants will identify Norco College Schools/Pathways (SLO) Basic Skills Initiative (BSSOT) workshop participants will learn about Norco College Schools/Pathways SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 04/20/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Students will complete a learning survey at the end of the workshop series. (Active) Criteria: 50% of BSSOT (BSSOT) workshop participants will identify the Norco College Schools/Pathways on a learning survey.

Notes: Data is pending and will be updated at the end of the academic year. Findings/Analysis Reporting Period: 2017 - 2018 04/20/2018 Conclusion: Inconclusive Fall 2017 189 students were surveyed at the end of the 3rd BSSOT workshop. Students were asked to list the Norco College’s four schools and 81.5% of students answered the question correctly.

Fall 2017: Criteria Met

05/09/2018 Generated by Nuventive Improve Page 11 of 13

Program Review - Student Services: Counseling

Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 2 - Objective 2.4 - Increase the percentage of students who consider the college environment to be inclusive. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan. Goal 3 - Objective 3.3 - Increase percentage of continuing students who develop an educational plan. Goal 3 - Objective 3.5 - Reduce scheduling conflicts that negatively impact student completion of degrees and programs. SLO/SAO: Norco College students who see a counselor on drop-in will develop their SEPs Norco College students who meet with a counselor on drop in will receive/update a Student Educational Plan if needed. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 04/20/2018 SLO/SAO Type: SAO – General

Assessment Measures Direct - Using SARS and Colleague, a report will be developed to determine how many of Norco College students who saw a counselor on drop-in have a SEP on file. (Active) Criteria: 70% of Norco College Basic Skills students who meet with a counselor on drop in will receive/update a Student Educational Plan if needed. Notes: Data is pending and will be updated at the end of the academic year. Findings/Analysis Reporting Period: 2017 - 2018 04/20/2018 Conclusion: Inconclusive Data is pending and will be updated at the end of the academic year. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: Data is pending and will be updated at the end of the academic year. (04/20/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.3 - Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum. Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 1 - Objective 1.8 - Increase the percentage of students who begin addressing basic skills needs in their first year. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students.

05/09/2018 Generated by Nuventive Improve Page 12 of 13

Program Review - Student Services: Counseling

Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 2 - Objective 2.4 - Increase the percentage of students who consider the college environment to be inclusive. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan. Goal 3 - Objective 3.3 - Increase percentage of continuing students who develop an educational plan. Goal 3 - Objective 3.5 - Reduce scheduling conflicts that negatively impact student completion of degrees and programs.

05/09/2018 Generated by Nuventive Improve Page 13 of 13

Program Review Comprehensive Report

Program Review - Student Services: Disability Resource Center

Area Overview 2017 - 2018 Mission: The Norco College Disability Resource Center (DRC) is committed to providing students with disabilities access to academic accommodations and empowering them with resources to support their success at the institution. We also aim to create a rich and inclusive learning environment through promoting awareness and equipping faculty/staff with strategies related to working with our diverse student population. (Revised 2015) Philosophy Statement: DRC is dedicated to ensuring students with disabilities have the opportunity to engage in all aspects of the campus and achieve their academic and personal aspirations. Thus, we continuously evaluate the quality of support services and the relevance of our programs. (Revised 2015) Summary: The DRC facilitates reasonable academic accommodations and services to students with disabilities, including disability related academic counseling, registration assistance, test accommodations, and alternative media. As a resource center for faculty in addition to facilitating accommodations for students, DRC both informs and ensures faculty and staff at Norco College provide reasonable accommodations to students with disabilities per the Americans with Disabilities Act (ADA) and Sections 504 and 508 of the Rehabilitation Act. The DRC staff provide informational presentations for college faculty and outreach presentations to high school students from the local community to ensure they are aware of disability related services at the college. Strengths: 1. The DRC staff hosted a district-wide staff retreat in the spring that provided staff with a MBTI training led by Norco College counselors. This was a valuable training as there are a number of new staff at each of the colleges. Given that DRC students utilize services across the colleges, staff need to know how to work with one another so this training was appropriate. 2. The DRC hired a new Support Services Specialist Aide to provide customer service support at the front counter and to assist with facilitating accommodations in the classroom and DRC test room. 3. The DRC counselor attended the annual CAPED convention and Veterans Summit. 4. The DRC and Veterans Services staff partnered to provide access to disability services for Veterans who historically avoid utilizing DRC services. In the spring term, we piloted DRC counseling services that were held at one of the study rooms in the Library. The College is planning to add a counseling office in Veterans Services so DRC counseling can take place there. 5. An inventory of disability adaptive furniture was conducted across campus and new equipment was purchased to support DRC students. 6. A new DRC logo was designed in an effort to help brand the program and services to increase students’ interests in utilizing the

05/09/2018 Generated by Nuventive Improve Page 1 of 4

DRC. The compass symbolizes the DRC’s purpose of helping students successfully navigate their way on a college environment, which may at times feel overwhelming and confusing for students with disabilities. The color blue is often associated with disabled service logos, so the logo design utilizes various shades of blue to represents the diversity of individuals with disabilities (see logo on organizational chart page). Students Served: The DRC office serves a diverse range of students with documented disabilities. Over the years, the number of students who receive academic accommodations facilitated by DRC increased substantially, peaking in 2012-13. Since then, as a result of demographic shifts and needs, the unduplicated headcount of DRC students has decreased the last two years. Below is a table of the unduplicated headcount of students served from 2006-07 to 2016-17: Attachments: DRC Students Served Data.xlsx 2014-17_STUDENT_SERVICES_DISABILITY_ResourceRequests.xlsx

SLO/SAO: DRC Student Course Success DRC students' course success rate will be comparable to that of the general student population. SLO/SAO Status: Active SLO/SAO Year(s): 2014 - 2017, 2018 - 2021 Date Entered: 04/28/2018 SLO/SAO Type: SLO – Student Success Measure Assessment Measures Direct - Data gathered from internal database and course success rate data analyzed by the Institutional Effectiveness office. (Active) Criteria: 70% of students will succeed in their courses with a "C" grade or better.

05/09/2018 Generated by Nuventive Improve Page 2 of 4

Program Review - Student Services: Disability Resource Center

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 2 - Objective 2.4 - Increase the percentage of students who consider the college environment to be inclusive. SLO/SAO: DRC Student Education Plan Completion DRC students with over 15 units will complete a comprehensive Student Educational Plan (SEP). SLO/SAO Status: Active SLO/SAO Year(s): 2014 - 2017, 2018 - 2021 Date Entered: 04/28/2018 SLO/SAO Type: SAO – General Assessment Measures Direct - Compilation of completed SEPs are kept in the students' case files. SEP completion will be tracked in program database and in the OnBase system. (Active) Criteria: 70% of DRC students will have a completed comprehensive Student Educational Plan (SEP).

05/09/2018 Generated by Nuventive Improve Page 3 of 4

Program Review - Student Services: Disability Resource Center

Date Entered: 04/28/2018 SLO/SAO Type: SLO – Direct Assessment Measures Direct - Students will respond to an assessment tool related to their SEP at the end of the counseling session. (Active) Criteria: 85% of students will be able to demonstrate knowledge of how to use their educational plan.

05/09/2018 Generated by Nuventive Improve Page 4 of 4

STUDENT SERVICES PROGRAM REVIEW WORKSHEET

Student Services Area: DUAL ENROLLMENT PROGRAMS (CCAP, JFK, & HS CONCURRENT)

Prepared by: ______MARK DeASIS and DR. MAUREEN SINCLAIR______

Academic Year: ______2018-2019______

I. Student Services Area Overview

1. Mission Statements

Through our collaborative partnerships, Dual Enrollment strives to provide service related and academic support to all high school students as they embark on the challenge of college level curriculum. Through Dual Enrollment Norco College strives to increase the college going rate in the Inland Empire. (Adopted 2019)

2. Philosophy Statement

With adequate preparation and support, high school students will complete their college educational goal by the time they graduate from high school. (Adopted 2019)

3. Summary

• Facilitates admissions and enrollment of the all dual enrollment programs including all College and Career Access Pathways Partnerships (CCAP), John F. Kennedy Middle College High School, and Concurrent Enrollment programs. • Provides all dual enrollment students with access to academic and student services programs. • Addresses matters that impact student success through regular monthly meetings with partnering high schools. • Offers 11 pathway programs to 10 high schools • Provides regular reporting of enrollment records. • Provides Information Nights to partnering high schools including student orientations.

4. Strengths

• Fund for Student Success Grant renewed for 2017-2020 for JFK Middle College High School.

• 23 Students graduated from Norco College in Spring 2019 with a combined total of 64 degrees. • Dedicated Counseling and Educational Advising on-site at JFK campus as a result of grant funds. • Norco College Resource Center will be located on the second floor of JFK building beginning 17FAL. • Maintain success rates at an average of 10% more than overall Norco College population over 7 year span. • Completed 241 Comprehensive Student Education Plans by Spring 2017. • Continued the collaboration with JFK’s Administrative team on general access issues. • Developed and continued collaboration with Dual Enrollment high schools on general access and pathway development. • CCAP Dual Enrollment programs had an increase of 40 percent from Fall 2018-Fall 2019.

5. Students Served (Fall 2018 DATA)

II. Assessing Outcomes

1.A. Report on 2017-2018 Assessment Plan and Objectives for Student Services Area: DUAL ENROLLMENT

Objectives:

1. Enhance the admissions and enrollment processes of middle college high school students to Norco College. a. Continue to meet with administrators of Norco College and JFKMCHS to address student issues. b. Continue to discuss technology related matters with RCCD Information Services. c. Review State mandates that support middle college programs. 2. Increase student participation in Orientation and A&R Conference. a. Continue to relay information to high school administration for dissemination. b. Offer workshops for incoming, returning, and continuing students. 3. Encourage MCHS students to obtain student education plans. a. Provide a counselor to serve specifically with MCHS students. b. Enhance collaboration between high school and college counselors. c. Provide dedicated staffing to support counseling efforts. 4. Create pathways for students interested in completing specific student educational goals. a. Degree, certificate, or transfer requirements are communicated directly with students upon their entry to JFKMCHS. b. If necessary, provide Assessment, Orientation, Counseling (AOC) instructions as part of initial matriculation. c. Continue to publicize and enhance Math Articulation agreement.

Objective Student Relevance of Assessment Assessment Completion Improvement Assessment Status Learning objective to Criteria Measure (or anticipate Recommendations A) Continued/ Outcome (SLO) Norco (Specify Target (Measureme completion)/ (next step)* modified or College Performance nt tool) Findings** B)Moved to Service Area Mission* Level) Strengths Outcome (SAO) C) Discontinued (please state why) Enhance the SLO1: New students 1a/1c- Service to 85% of JFK students Report on Completion: Fall Moved to strengths B) Moved to Strengths 1. admission will learn how to students, will learn the students who 2016 and apply and register community, and registration process attended Transitioned program enrollment for classes as a result workforce by at Norco College. orientation GOAL IS MET. review from JFK focus to processes of of attending providing versus those 186 JFK students broader Dual Enrollment the middle orientation provided educational who enrolled who attended umbrella. college high before the fall term. opportunities and in 16FAL term. orientation and 164 school promoting (88%) enrolled in students to collaboration 16FAL. Norco College. Encourage SLO2: By providing 2a- Providing Increase completion Annual report Completion: Spring Continue to assess and 2. MCHS College Knowledge support and of Comprehensive on 2017 perhaps increase B) Moved to Strengths students to Hour, students will encouragement Student Ed Plans by Comprehensiv assessment criteria. obtain learn to obtain a through 10% each year. e Education GOAL IS MET Transitioned program student comprehensive innovative Plans 241 Comprehensive review from JFK focus to education education plans. approach to completed by Ed Plans were broader Dual Enrollment plans. learning. JFK students. completed in 2016- umbrella. 17, 48% increase from 126 Ed Plans completed in 2015- 16.

Provide SLO3: JFK students 3- Provides Increase completion Annual report Completion: Spring Continue to assess, but A)Continued 3. dedicated will complete a foundational of degree and on degree and 2017 also promote certificate Transitioned program staffing to degree or state skills and certificate recipients certificate programs review from JFK focus to support certificate by their pathways to by 5% each year. recipients. GOAL IS MET broader Dual Enrollment counseling high school transfer, career 21 JFK students umbrella. efforts at JFK. graduation. and technical completed at least education, one degree, which certificates and is a 62% increase degrees from 8 students who completed a degree in 2015-16. Enhance the SLO4: JFK students 1a/1c- Service to JFK students will Term based Completion: Continue to assess. A) Continued 4. admission will perform at a students, perform at a rate of report on Fall 2016 and higher success rate community, and 5% higher than the success rates Transitioned program enrollment than the overall workforce by overall population at from previous GOAL IS MET review from JFK focus to processes Norco College providing Norco College. fall term. JFK success rate is broader Dual Enrollment while population as a educational 76.9%, which is umbrella. providing result of Counseling opportunities and 8.8% higher than staffing Services available promoting the Norco College

support for all onsite. collaboration average at 68.1% students onsite.

5. Create SAO1: JFK students 3- Provides Increase 30 unit Annual report Completion: Spring Continue to assess and B) Moved to Strengths pathways for will complete at least foundational completers by 5% will be 2017 determine if general students 30 units of college skills and each year. compared softening in enrollment Transitioned program interested in coursework by their pathways to from previous GOAL IS MET can benefit those review from JFK focus to completing high school transfer, career year. 76 students enrolled at JFK MCHS. broader Dual Enrollment specific graduation. and technical completed 30 units umbrella. student education, or more by 17SPR, educational certificates and which is 15% more goals. degrees as compared to 64 students by 16SPR. *Please see appendix for description.

II.2.A. 2018-2019 Assessment Plan and Objectives for Student Services Area: DUAL ENROLLMENT

Objectives: 1. Enhance the admission and enrollment processes of dual enrollment students to Norco College. a. Continue to meet with administrators of Norco College and CNUSD and other high school districts to address student issues. b. Continue to discuss technology related matters with RCCD Information Services. c. Review State mandates that support middle college programs. 2. Increase student participation in Orientation of Information Sessions. a. Continue to relay information to high school administration for dissemination. b. Offer workshops for incoming, returning, and continuing students. 3. Encourage Dual Enrollment students to obtain student education plans. a. Provide a counselor to serve all high school students. b. Enhance collaboration between high school and college counselors. c. Provide dedicated staffing to support counseling efforts. 4. Create pathways for students interested in completing specific student educational goals. a. Degree, certificate, or transfer requirements are communicated directly with students. b. If necessary, provide Orientation, Assessment, and Counseling (OAC) instructions as part of initial matriculation. c. Continue to publicize and enhance Math Articulation agreement.

Enhance the SLO2: Concurrent 1a/1c- Service to Concurrent enrolled Term based Completion: Fall Continue to assess. 2. admission and enrolled students will students, students will perform report on success 2018 enrollment perform at a higher community, and at a rate of 5% higher rates from processes of the success rate than the workforce by than the overall previous fall GOAL IS MET. middle college overall Norco College providing population at Norco term. Success rate of high school population. educational College. Concurrent students to opportunities and Enrolled students Norco College. promoting is 97.1%, which is collaboration 25.8% higher than the Norco College average at 71.3%.

Provide SLO3: JFK students 3- Provides Increase completion Annual report on Completion: Spring Continue to assess, but 3. dedicated will complete a foundational skills of degree and degree and 2019 also promote certificate staffing to degree or state and pathways to certificate recipients certificate programs support certificate by their transfer, career by 5% each year. recipients. GOAL IS MET counseling high school and technical 23 JFK students efforts at JFK. graduation. education, completed at least certificates and one degree, which degrees is a 9.5% increase from 21 students who completed a degree in 2017-18. Enhance the SLO4: JFK students 1a/1c- Service to JFK students will Term based Completion: Continue to assess. 4. admission and will perform at a students, perform at a rate of report on success Fall 2018 Perhaps provide enrollment higher success rate community, and 5% higher than the rates from additional support in processes while than the overall workforce by overall population at previous fall GOAL IS NOT areas of tutoring and providing Norco College providing Norco College. term. MET other academic staffing support population. educational JFK success rate is support services both for all students opportunities and 76.1%, which is from high school and onsite. promoting 4.8% higher than college sites.

collaboration the Norco College average at 71.3%

II.2.B. 2016-2017 Assessment Plan Findings/Data Analysis

SLO #1: CCAP students will perform at a higher success rate than the overall Norco College population.

Findings/Data Analysis: GOAL IS MET.

• CCAP success rate is 90.4%, which is 19.1% higher than the Norco College average at 71.3%. • Success rate was calculated based on Fall 2019 Semester from CCAP high schools including Eleanor Roosevelt HS, Centennial HS, JFK (Freshmen cohort), Jurupa Valley HS, La Sierra HS, and Norco HS (411 Students).

Improvement Recommendations: Continue to assess. Perhaps assess per high school.

SLO #2: Concurrent enrolled students will perform at a higher success rate than the overall Norco College population.

Findings/Data Analysis: GOAL IS MET

• Success rate of Concurrent Enrolled students is 97.1%, which is 25.8% higher than the Norco College average at 71.3%. • Concurrent enrolled students are students from any high school. In Fall 2018, there were 24 high school students who were concurrently enrolled.

Improvement Recommendations: Continue to assess and perhaps increase assessment criteria.

SLO #3: JFK students will complete a degree or state certificate by their high school graduation.

Findings/Data Analysis: GOAL IS MET

• 23 JFK students completed at least one degree, which is a 9.5% increase from 21 students who completed a degree in 2017-18.

Improvement Recommendations: Continue to assess, but also promote certificate programs.

SLO #4: JFK students will perform at a higher success rate than the overall Norco College population.

Findings/Data Analysis: GOAL IS NOT MET

• JFK success rate is 76.1%, which is 4.8% higher than the Norco College average at 71.3% • 488 JFK students enrolled in Fall 2018 Semester.

Improvement Recommendations: Continue to assess. Perhaps provide additional support in areas of tutoring and other academic support services both from high school and college sites.

III. Needs Assessment

1. Staffing Level

2018-2019

Mark DeAsis Dean, A&R

Cecilia Ramirez Admin. Ass’t III

Vanessa Acosta Shazna Lauren Agamaite Shadon Sanders Rochelle Cook Alex Zuniga SSV Specialist Uduman Operations Ass’t Operations Ass’t Operations Ass’t App. Support Th SS S Angela Aguilar Nico Gutierrez Receptionist Receptionist

Pamela Kollar Jeanne Darnell- Janelle Brekke Evaluations Wallace Evaluations S S S

III. Needs Assessment Cont.

1. Staffing Level

Maureen Sinclair Director

Vacant Administrative I

Lisa Martin (JFK) Rachel Rodriquez Vacant (JFK) Vacant Adriana Catalan (Summer Advantage) Counselor PT Education Advisor Outreach Specialist Outreach Specialist PT Outreach Specialist STEM

Lauren Agamaite Shadon Sanders PT Operations Ass’t PT Operations Ass’t

2. Staffing Profile Please indicate the number in terms of FTE. (In other words a full time staff person is a 1.0, and a half time person is a .5)

Staffing Levels for Each of the Anticipated total Previous Five Years staff needed 2019 - 2020- 2014- 2015- 2016- 2017- 2018- 2020 2021 Position 2015 2016 2017 2018 2019

Administration 2 2 Classified Staff FT 3 5 Classified Staff PT 2 2 Confidential Staff FT Faculty FTE Full time 2

Faculty FTE Part .5 time Total Full Time 7.5 11 Equivalent Permanent Staff Short Term Staff Student Workers Intern (Summer Advantage)

3. Improvement Areas Note: Identify specific issues that are affecting the efficiency or effectiveness of your area due to lack of staffing, equipment, or other resources.

• While grant funds are available, solidify plans for sustainability whether using SSSP or general funds to maintain on-site counseling services. • Host a separate workshop to promote certificate programs. • Continue to increase completion Student Education Plans • Identify student pathways based on educational goals • Host information sessions in collaboration with JFK staff/administrators for recruitment and sharing of information to the general public. • Host a collaborative meeting with all Dual Enrollment partnerships for information and data sharing.

Unit Name: _ DUAL ENROLLMENT__ 4. Staff Needs NEW OR REPLACEMENT STAFF (Administrative, Faculty, or Classified)

Indicate List Staff Positions Needed for Academic Year 2019-2020 N = New Please be as specific and as brief as possible when offering a reason. Annual TCP* R=Replaceme TCP for Place titles on list in order (rank) or importance. nt employee I = Increase time 1. Student Services Specialist Reason: Dual Enrollment is in need of a dedicated A&R staff to provide support especially to new partnerships requiring additional coordination. This position would support students in high schools needing support in all areas of admission and N/R registration where technical expertise in Colleague is required. A PPT Student Services Specialist dedicated to support Dual Enrollment programs was released from A&R in June 2019 as a result of lack of funding.

2. Administrative Assistant I N Reason: This position would support the director of dual enrollment.

3. Outreach Specialist Reason: The replacement position for 2 Outreach Specialist due to the resignation of the current Outreach Specialist and R Educational Advisor.

4. Educational Advisor N Reason: The Educational Advisor will be paid through the STEM grant to promote dual enrollment STEM pathways.

* TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New positions (not replacement positions) also require space and equipment. Please speak with area manager to obtain accurate cost estimates. Please be sure to add related office space, equipment and other needs for new positions to the appropriate form and mention the link to the position.

Unit Name: _ DUAL ENROLLMENT__

5. Equipment (Not including technology) Needs Not Covered by Current Budget

List Equipment or Equipment Repair Needed for Academic Year Annual TCO* 2019-2020 Please list/summarize the needs of your unit below. Cost per Number Total Cost of Request Please be as specific and as brief as possible. item Place items on list in order (rank) or importance. Requested

Reason:

Reason: 4.

Reason: 5.

Reason: 6.

Reason: * TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your area manager to obtain accurate cost estimates. If equipment needs are linked to a position please be sure to mention that linkage.

Unit Name: _ DUAL ENROLLMENT__

6. Technology++ Needs Not Covered by Current Budget NOTE: Technology; excludes software, network infrastructure, furniture, and consumables (toner, cartridges, etc.)

Annual TCO* Is there How Has it Program: Location (i.e New (N) or existing many been Cost Total EQUIPMENT New (N) or Office, Replace- Infra- users repaired per Number Cost of Priority Continuing Classroom, REQUESTED ment (R)? structure served frequently item Requested Request (C)? etc.) ? ? ? 1. Usage / Justification 2. Usage / Justification 3. Usage / Justification 4. Usage / Justification 5. Usage / Justification • TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your area manager to obtain accurate cost estimates. If equipment needs are linked to a position please be sure to mention that linkage. • ++Technology is (1) equipment that attaches to a computer, or (2) a computer is needed to drive the equipment.

Unit Name: _ DUAL ENROLLMENT__

7. Facilities Needs Not Covered by Current Building or Remodeling Projects*

List Facility Needs for Academic Year 2019-2020 (Remodels, Renovations or added new facilities) Total Cost of Request Place items on list in order (rank) or importance.

1. Reason: 2. Reason: 3. Reason: 4. Reason: 5. Reason: 6. Reason: *Please speak with your area manager to obtain accurate cost estimates and to learn if the facilities you need are already in the planning stages.

Unit Name: _ DUAL ENROLLMENT__

8. Professional or Organizational Development Needs Not Covered by Current Budget*

List Professional Development Needs for Academic Year 2019-2020 Reasons might include in response to assessment findings or the need to update skills. Please be as specific and as brief as possible. Some Number Cost per Requested Total Cost of Request items may not have a cost per se, but reflect the need to spend current staff item time differently. Place items on list in order (rank) or importance.

1. CCEMC (CA Coalition of Early and Middle Colleges) 1,800 4 7,200 Reason: The conference provides exposure to key stakeholders of programs in and out of CA in addition to networking abilities and learning best and innovative practices. 2. Statewide Dual Enrollment Conference

Reason: CA specific conference that addresses challenges and opportunities between high 980 3 2,940 school and college partnerships for all aspects of Dual Enrollment. This conference is a great resource not only for Middle College High School members, but also for those who work with Concurrent Enrollment and CCAP programs. 3.

Reason: 4.

Reason: 5.

Reason: *It is recommended that you speak with Human Resources or the Management Association to see if your request can be met with current budget.

Unit Name: _ DUAL ENROLLMENT__

9. SAFETY NEEDS not covered by current budget

List Safety Needs for Academic Year 2019-2020 Please list/summarize the needs of your unit below. Please be as specific and as brief as possible. Cost per Not all needs will have a cost, but may require a reallocation of current staff Number Total Cost of Request item Requested time. Place items on list in order (rank) or importance.

Reason:

Reason: 4.

Reason: 5.

Reason: 6.

Reason:

Unit Name: _ DUAL ENROLLMENT__

10. OTHER NEEDS not covered by current budget

List Other Needs for Academic Year 2017-2018 Please list/summarize the needs of your unit below. Please be as specific and as brief as possible. Cost per Not all needs will have a cost, but may require a reallocation of current staff Number Total Cost of Request item Requested time. Place items on list in order (rank) or importance. 1.

Reason:

Reason: 4.

Reason: 5.

Reason: 6.

Reason:

Appendix

(The follow is for use for your assessment plans in sections II.1.A. and II.2.A.)

Norco College Mission Statement Norco College serves our students, our community, and its workforce by providing educational opportunities, celebrating diversity, and promoting collaboration. We encourage an inclusive, innovative approach to learning and the creative application of emerging technologies. We provide foundational skills and pathways to transfer, career and technical education, certificates and degrees. Link of your outcomes assessment with the following options listed from the components of the Norco College Mission Statement. 1. Service to students, community, and workforce a. By providing educational opportunities b. By celebrating diversity c. By promoting collaboration

2. Provides support and encouragement through a. Innovative approach to learning b. Application of emerging technologies

3. Provides foundational skills and pathways to transfer, career and technical education, certificates and degrees.

Example: • SLO- Students will learn the services available through WebAdvisor. • How it is linked to the Mission Statement: o 2b – Provides support and encouragement through application of emerging technologies.

Program Review Comprehensive Report

Program Review - Student Services: EOPS/CARE

Area Overview 2017 - 2018 Mission: We are committed to supporting the educational aspirations of students from historically underserved backgrounds with high quality support services that empower them with the tools to excel at Norco College and beyond. (Revised 2016) Philosophy Statement: Norco College EOPS/CARE participants are treated with respect and valued for what they bring to the college and program. Our services are founded on a community-based model that promotes genuine care and commitment by staff for our students; expects participants to fulfill their program responsibilities; and works collaboratively with staff and faculty at the campus to provide holistic services to support student success. (Drafted 2010) Summary: EOPS (Extended Opportunity Programs & Services) is a comprehensive academic support service program that has assisted over 2 million students from low-income, first-generation college backgrounds to achieve their educational goals in California’s community colleges since 1969. CARE (Cooperative Agencies Resources for Education) is an extension of EOPS for single parents/heads of households receiving CalWORKs/TANF cash aid that have at least one child 13 years old or younger. Phoenix Scholars (formerly Foster Youth Support Services) provides over and above services for current and former foster youth who participate in EOPS by linking resources on-and off-campus to support their educational experience at the college. Together, these programs provide the following services: • Dedicated academic, career, and personal counseling • Priority registration • Book service to assist students with offsetting the cost of their required textbooks • Over and above tutoring support (additional time and access to online tutoring) • Transportation assistance • Transfer support for those planning to continue their education in a four-year higher education institution

Strengths: 1. EOPS staff made a concerted effort to increase its student participant number to 400 and was successful in doing so for the year. 2. Foster Youth Success Committee (FYSC) collaborated with CNUSD to sponsor the 6th Annual Foster Youth College Bound Day, which was attended by foster youth from local high schools. This year, the goal was to assist high school seniors with applying to Norco College and completing the OAC process with face-to-face assistance. FYSC also collaborated with ASNC to host the 3rd Annual Foster Care Awareness Month activity to raise awareness about foster care for the college and surrounding communities. 3. Foster Youth Support Services (FYSS) officially changed its name to Phoenix Scholars and began providing foster youth at Norco College with additional services led by the Student Success Coach. 4. Collaborated with RCCD and sister colleges for the Governor’s Innovation Award for Higher Education and was awarded $2 million to strengthen foster youth services district-wide with local K-12 partners. 5. Convened two EOPS/CARE Advisory Committee meetings led by our co-chairs in fall 2016 and spring 2017. At the spring meeting, the new chair for the advisory committee for the next term. 6. Offered a Central California College Tour for 30+ EOPS/CARE students. The tour included visits to UC and CSU campuses as well as a cultural tour to Hearst Castle. For many students, this was their first experience on a university campus away from their hometown so this was meaningful experience for them. 7. Collaborated with Riverside City College and Moreno Valley College to co-sponsor the 5th Annual CARE recognition banquet. 8. Maintained excellent student satisfaction survey results (over 95%) in both fall and spring semesters. 9. Increased EOPS textbook voucher to $400+ for the fall and spring and provided close to $150,000 in book support for

05/09/2018 Generated by Nuventive Improve Page 1 of 5

the year, which included $57,000 support from Student Equity to fund the fall book vouchers. 10. Ninety percent (211 of 234 students) of EOPS participants from fall 2015 enrolled in and continued to participate in EOPS in spring 2016 (22 of the 234 students in the fall timed out of the program due to reaching the allowable units allowed for EOPS). 11. Hosted the 7th Annual EOPS/CARE Celebration of Success recognition dinner to honor 40 EOPS students graduating, earning certificates, or transferring to a four-year college. In all, over 50 EOPS students earned degrees and were eligible to walk in June. The keynote speaker for the event was Attorney Rose Elena Sahagún and we awarded our first EOPSA scholarship to a deserving student. EOPS/CARE also recognized our annual faculty champion, staff champion, and legacy award recipients.

Students Served: In fall 2016, EOPS served 256 students, of which 13 were CARE and 15 were Foster Youth. In spring 2017, EOPS served 352 students, of which 23 were CARE and 24 were Foster Youth, for a total unduplicated headcount of 403 students for the 2016-17 academic year. The EOPS/CARE population represents a segment of Norco College’s student body that is considered highly at-risk due to a combination of factors including financial and academic challenges, and first-generation college backgrounds.

• Fall 2016: o 77% Hispanic*, 10% Black*, 13% White, .04% Asian-Pacific Islander, .01% American Indian, .04% Middle Eastern o 71% female and 29% male o 87% of students were in good standing (GPA 2.0 and above) and of this group, 45% had a GPA of 3.0 and above o 85% (216 of 255) of EOPS students met with an EOPS counselor for at least 2 contacts

• Spring 2017 o 74% Hispanic*, 14% Black*, 12% White, .06% Asian-Pacific Islander, .01% American Indian, .08% Middle Eastern o 67% female and 33% male o 87% of students were in good standing (GPA 2.0 and above) and of this group, 49% had a GPA of 3.0 and above o 90% (316 of 352) of EOPS students met with an EOPS counselor for at least 2 contacts

Attachments: 2014-17_STUDENT_SERVICES_EOPS_CARE_ResourceRequests.xlsx

SLO/SAO: EOPS Student Success Rate EOPS students who complete their program responsibilities will demonstrate a higher rate of success than non-EOPS students SLO/SAO Status: Active SLO/SAO Year(s): 2014 - 2017, 2018 - 2021 Date Entered: 04/30/2018 SLO/SAO Type: SLO – Student Success Measure Assessment Measures Direct - Data analyzed and reported by the office of Institutional Effectiveness (Active) Criteria: EOPS students who complete at least 2 counseling responsibilities will succeed at a higher rate, 80% or more, than their non-EOPS peers (BOGW A/B & Basic Skills).

05/09/2018 Generated by Nuventive Improve Page 2 of 5

Program Review - Student Services: EOPS/CARE

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.3 - Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum. Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 1 - Objective 1.8 - Increase the percentage of students who begin addressing basic skills needs in their first year. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). SLO/SAO: CARE Grade Point Average (GPA) CARE students will have a higher cumulative GPA than the general student population. SLO/SAO Status: Active SLO/SAO Year(s): 2014 - 2017, 2018 - 2021 Date Entered: 04/30/2018 SLO/SAO Type: SLO – Student Success Measure Assessment Measures Direct - Colleague/UI Web data compared to data by the Institutional Effectiveness office. (Active) Criteria: CARE students will have a cumulative GPA of 2.8 or above.

05/09/2018 Generated by Nuventive Improve Page 3 of 5

Program Review - Student Services: EOPS/CARE

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. SLO/SAO: EOPS Students SEP Completion Newly admitted EOPS students will have a comprehensive Student Educational Plan (SEP). SLO/SAO Status: Active SLO/SAO Year(s): 2014 - 2017, 2018 - 2021 Date Entered: 04/30/2018 SLO/SAO Type: SAO – General Assessment Measures Direct - SEP completion will be tracked in the program database and in OnBase system and reported to SSSP as batch uploads. (Active) Criteria: 95% of newly admitted EOPS students will complete a comprehensive SEP.

05/09/2018 Generated by Nuventive Improve Page 4 of 5

Program Review - Student Services: EOPS/CARE

Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 1 - Objective 1.8 - Increase the percentage of students who begin addressing basic skills needs in their first year. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan. Goal 3 - Objective 3.3 - Increase percentage of continuing students who develop an educational plan. Goal 3 - Objective 3.5 - Reduce scheduling conflicts that negatively impact student completion of degrees and programs.

05/09/2018 Generated by Nuventive Improve Page 5 of 5

Program Review Comprehensive Report

Program Review - Student Services: Health Services

Area Overview 2017 - 2018 Mission: Student Health and Psychological Services uses clinic, education-based programs, and advanced technology to provide quality and reasonably priced health care. Our specialized and inclusive approach to health and wellness assists a diverse student population to achieve and maintain optimum physical and psychological health. This approach helps to promote academic success, and retention in the learning environment while focusing on the importance of lifelong wellness. (Revised 2016) Philosophy Statement: Using a collaborative approach model, health services clinicians will provide care using the whole person concept, which recognizes the linkage between physical and psychological health and enhances student success and retention. (Revised 2016)

Summary: • Health Services, an educational and clinical program, enhances the students’ college experience by providing quality programs of prevention, education, and treatment of physical and psychological ailments. • Health Services contributes to student wellness and provides care and assistance when illness and injury interferes with a student’s academic and personal success. • Health Services provides quality health care for a reasonable price and a welcoming place where students feel comfortable to receive confidential care. • 1 RN (16hrs a week) are used to provide consistent services for the students • A total of 1 LMFT( 12 hrs/week) and 3 Doctoral Psychology Interns for 20 hrs a week providing counseling services. Another MFT Trainee to be added for approximately 8hrs a week including evening hours • 4 hours of MD coverage one day a week

Strengths: 1. Emergency and first aid care, low cost lab and immunization services, low cost prescriptions, and TB screenings for students and staff 2. Comprehensive services by Registered Nurses, Nurse Practitioners, Mental Health professionals, and Physicians 3. Committee Chair for Safety Committee 4. Participates in 2-3 emergency preparedness trainings and/or safety trainings throughout the year. 5. Implementation of RAVE Guardian app for staff, faculty, and administrators in progress 6. Three main events related to Health, Sexual assault, and Fitness/Stress done each year 7. Hired a Wellness coach who held workshops twice a month in Spring to promote healthy living and additional health and wellness topics. 8. Started the Kognito interactive trainings for Faculty and Staff for identifying and responding to "at-risk" students. Students Served: Students from any college can receive services at any Health Services clinic. Attached is a chart with a comparison of students served by discipline from 2012-13 through 2017-18. The other 2 charts are a representation of the number of students who made appointments versus the number of appointments they kept. In addition, we included a representation to depict the number of walk in’s we had over 2016-17 and 17-18. Walk-ins were defined as students who came in for questions, or products not counted as over the counter medications, or who came in just to make appointments with our providers. Attachments: 2014-17_STUDENT_SERVICES_HEALTH_SERVICES_ResourceRequests.xlsx

05/09/2018 Generated by Nuventive Improve Page 1 of 3

Program Review - Student Services: Health Services

SLO/SAO: • Increase student’s awareness of the role stress plays in student success. Through one on one teaching and group presentations, students will be able to correctly identify at least 2 ways stress affects student success. (SLO)

SLO/SAO Status: Active SLO/SAO Year(s): 2014 - 2017 Date Entered: 05/01/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Fill in the blank pre and post quiz that is developed by Health Services Staff (Active) Criteria: 70% of all students taught will be able to identify at least 2 ways stress affects student success

Findings/Analysis Reporting Period: 2017 - 2018 05/01/2018 Conclusion: Criteria Met 381 students participated in the quiz. Out of 507 respondents 411 students (81%) were able to correctly identify 2 ways stress affects student success. Improvement Recommendations Improvement Recommendation: In order to continue to improve the number of students who can identify stress management techniques, the presentations will become more interactive with exercises aimed to reduce stress incorporated into the presentation. (05/01/2018) SLO/SAO: Increase students understanding of campus safety and emergency preparedness Through group presentations and events, students will be able to identify three things Norco College is doing to increase campus safety and/or emergency preparedness. (SLO) SLO/SAO Status: Active SLO/SAO Year(s): 2014 - 2017 Date Entered: 05/01/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Pre and Post test developed and administered by Health Services staff that requires student to name at least three ways in which Norco College has prepared for an emergency. (Active) Criteria: 50% of all students trained will be able to identify at least three things Norco College has put in place for campus safety and/or emergency preparedness.

Findings/Analysis Reporting Period: 2017 - 2018 05/01/2018 Conclusion: Criteria Not Met

05/09/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Student Services: Health Services

There were only 6 events and they were very poorly attended with a total of 30 students. Out of the 30 students only 8 could identify three things Norco College is doing to increase campus safety. Improvement Recommendations Improvement Recommendation: In order to improve this goal, more tabletop presentations, scenarios, and interactive workshops will be planned throughout the year with the help of the College Safety & Emergency Planning Coordinator. (05/01/2018) SLO/SAO: Increase student’s understanding of health insurance and the importance of having health insurance Through one on one and group teaching, students will be able to correctly match common health insurance terms and definitions in order to gain a better understanding of the importance of having health insurance. (SLO) SLO/SAO Status: Active SLO/SAO Year(s): 2014 - 2017 Date Entered: 05/01/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Pre and Post test developed by Health Services staff that asks students to correctly match common descriptions to appropriate health insurance terms and indicate whether or not they have health insurance. (Active) Findings/Analysis Reporting Period: 2017 - 2018 05/01/2018 Conclusion: Criteria Met Out of 327 students given the pre and post test of health insurance terms and definitions, 303 (93%) students were able to correctly match the insurance terms with their definitions. Improvement Recommendations Improvement Recommendation: It is recommended to close this goal out because students are more aware of their healthcare insurance options. (05/01/2018)

05/09/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Student Services: JFK Middle College

Area Overview 2017 - 2018 Mission: The Norco College and John F. Kennedy Middle College High School Enrollment/Partnership Group serves to maximize academic potential by providing college access and services to all JFK Middle College high School students. (Adopted 2016) Philosophy Statement: Middle college high school students will complete a Comprehensive Student Education Plan (SEP) in order to accomplish their academic goals at Norco College. (Adopted 2016) Summary: • Facilitates enrollment of the John F. Kennedy Middle College High School program including the establishment of guidelines and limitations consistent with Title 5 regulations. • Provides middle college high school students with access to academic and student services programs. • Addresses matters that impact student success through regular monthly meetings. • Offers course articulation in math and other high school courses. • Provides regular reporting of enrollment records. • Provides general and success workshops for all JFK students annually.

Strengths: • Fund for Student Success Grant renewed for 2017-2020. • 21 Students graduated from Norco College in Spring 2017 with a combined total of 41 degrees- the most graduates in one year. • Dedicated Counseling services on-site at JFK campus as a result of grant funds. (Academic Counselor at 10 hours a week, Educational Advisor at 19 hours a week, and A&R Operations Assistant (2 staff members) at 10 hours a week) • Norco College Resource Center will be located on the second floor of JFK building beginning 17FAL. • Maintain success rates at an average of 10% more than overall Norco College population over 7 year span. • Completed 241 Comprehensive Student Education Plans by Spring 2017. • Continued the collaboration with JFK’s Administrative team on general access issues.

See attached data Students Served: See attached Attachments: 2014-17_STUDENT_SERVICES_JFK_ResourceRequests.xlsx

SLO/SAO: Apply and Register for Classes SLO1: New students will learn how to apply and register for classes as a result of attending orientation provided before the fall term. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 04/26/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Report on students who attended orientation versus those who enrolled in 17FAL term. (Active) Criteria: 85% of JFK students will learn the registration process at Norco College. Findings/Analysis

05/09/2018 Generated by Nuventive Improve Page 1 of 6

Program Review - Student Services: JFK Middle College

Reporting Period: 2017 - 2018 04/26/2018 Conclusion: Criteria Met Completion: Fall 2016

GOAL IS MET. 186 JFK students who attended orientation and 164 (88%) enrolled in 17FAL.

Data reported is from : Spring Improvement Recommendations Improvement Recommendation: Move to strengths (04/26/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 4 - Objective 4.5 - Continue the success of Kennedy Partnership (percent of students 2.5 GPA+, number of students in co- curricular activities, number of students who are able to access courses; number of college units taken). Goal 4 - Objective 4.6 - Increase community partnerships. Goal 4 - Objective 4.7 - Increase institutional awareness of community partnerships. Goal 5 - Objective 5.1 - 100% of units (disciplines, Student Support Service areas, administrative units) will conduct systematic program reviews. Goal 5 - Objective 5.2 - Increase the percentage of student learning and service area outcomes assessments that utilize authentic methods. Goal 5 - Objective 5.3 - Increase the percentage of programs that conduct program level outcomes assessment that closes the loop. SLO/SAO: Complete Comprehensive Student Education Plans SLO2: By providing College Knowledge Hour, students will learn to obtain a comprehensive education plans. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 04/26/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Annual report on Comprehensive Education Plans completed by JFK students. (Active) Criteria: Increase completion of Comprehensive Student Ed Plans by 10% each year. Findings/Analysis Reporting Period: 2017 - 2018 04/26/2018 Conclusion: Criteria Met

05/09/2018 Generated by Nuventive Improve Page 2 of 6

Program Review - Student Services: JFK Middle College

Completion: Spring 2017

GOAL IS MET 241 Comprehensive Ed Plans were completed in 2016-17, 48% increase from 126 Ed Plans completed in 2015-16.

Data reported is from : Spring Improvement Recommendations Improvement Recommendation: Continue to assess and perhaps increase assessment criteria. (04/26/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan. Goal 3 - Objective 3.3 - Increase percentage of continuing students who develop an educational plan. Goal 4 - Objective 4.5 - Continue the success of Kennedy Partnership (percent of students 2.5 GPA+, number of students in co- curricular activities, number of students who are able to access courses; number of college units taken). Goal 4 - Objective 4.7 - Increase institutional awareness of community partnerships. Goal 5 - Objective 5.1 - 100% of units (disciplines, Student Support Service areas, administrative units) will conduct systematic program reviews. Goal 5 - Objective 5.2 - Increase the percentage of student learning and service area outcomes assessments that utilize authentic methods. Goal 5 - Objective 5.3 - Increase the percentage of programs that conduct program level outcomes assessment that closes the loop. SLO/SAO: Complete Degree or Certificate SLO3: JFK students will complete a degree or state certificate by their high school graduation. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 04/26/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Annual report on degree and certificate recipients. (Active) Criteria: Increase completion of degree and certificate recipients by 5% each year. Findings/Analysis Reporting Period: 2017 - 2018 04/26/2018 Conclusion: Criteria Met Completion: Spring 2017

05/09/2018 Generated by Nuventive Improve Page 3 of 6

Program Review - Student Services: JFK Middle College

GOAL IS MET 21 JFK students completed at least one degree, which is a 62% increase from 8 students who completed a degree in 2015-16.

Data reported is from : Spring Improvement Recommendations Improvement Recommendation: Continue to assess, but also promote certificate programs (04/26/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 4 - Objective 4.5 - Continue the success of Kennedy Partnership (percent of students 2.5 GPA+, number of students in co- curricular activities, number of students who are able to access courses; number of college units taken). Goal 4 - Objective 4.7 - Increase institutional awareness of community partnerships. Goal 5 - Objective 5.1 - 100% of units (disciplines, Student Support Service areas, administrative units) will conduct systematic program reviews. Goal 5 - Objective 5.2 - Increase the percentage of student learning and service area outcomes assessments that utilize authentic methods. Goal 5 - Objective 5.3 - Increase the percentage of programs that conduct program level outcomes assessment that closes the loop. SLO/SAO: JFK Success Rates SLO4: JFK students will perform at a higher success rate than the overall Norco College population as a result of Counseling Services available onsite. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 04/26/2018 SLO/SAO Type: SLO – Student Success Measure

GOAL IS MET JFK success rate is 76.9%, which is 8.8% higher than the Norco College average at 68.1%

Data reported is from : Spring

05/09/2018 Generated by Nuventive Improve Page 4 of 6

Program Review - Student Services: JFK Middle College

Improvement Recommendations Improvement Recommendation: Continue to assess. (04/26/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 4 - Objective 4.5 - Continue the success of Kennedy Partnership (percent of students 2.5 GPA+, number of students in co- curricular activities, number of students who are able to access courses; number of college units taken). Goal 4 - Objective 4.7 - Increase institutional awareness of community partnerships. Goal 5 - Objective 5.1 - 100% of units (disciplines, Student Support Service areas, administrative units) will conduct systematic program reviews. Goal 5 - Objective 5.2 - Increase the percentage of student learning and service area outcomes assessments that utilize authentic methods. Goal 5 - Objective 5.3 - Increase the percentage of programs that conduct program level outcomes assessment that closes the loop. SLO/SAO: JFK Unit Completion SAO1: JFK students will complete at least 30 units of college coursework by their high school graduation. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 04/26/2018 SLO/SAO Type: SLO – Student Success Measure

Assessment Measures Direct - Term based report on success rates from previous fall term. (Active) Criteria: JFK students will perform at a rate of 5% higher than the overall population at Norco College. Findings/Analysis Reporting Period: 2017 - 2018 04/26/2018 Conclusion: Criteria Met Completion: Spring 2017

GOAL IS MET 76 students completed 30 units or more by 17SPR, which is 15% more as compared to 64 students by 16SPR.

Data reported is from : Spring Improvement Recommendations Improvement Recommendation: Continue to assess and determine if general softening in enrollment can benefit those enrolled at JFK MCHS. (04/26/2018) Mapping

05/09/2018 Generated by Nuventive Improve Page 5 of 6

Program Review - Student Services: JFK Middle College

Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 4 - Objective 4.5 - Continue the success of Kennedy Partnership (percent of students 2.5 GPA+, number of students in co- curricular activities, number of students who are able to access courses; number of college units taken). Goal 4 - Objective 4.7 - Increase institutional awareness of community partnerships. Goal 5 - Objective 5.1 - 100% of units (disciplines, Student Support Service areas, administrative units) will conduct systematic program reviews. Goal 5 - Objective 5.2 - Increase the percentage of student learning and service area outcomes assessments that utilize authentic methods. Goal 5 - Objective 5.3 - Increase the percentage of programs that conduct program level outcomes assessment that closes the loop.

05/09/2018 Generated by Nuventive Improve Page 6 of 6

Program Review Comprehensive Report

Program Review - Student Services: Outreach

Area Overview 2017 - 2018 Mission: Outreach Services is committed to creating pathways for prospective students to better understand Norco’s educational programs and services. Outreach serves to guide new students through the college enrollment process. (Revised: March 2018) Philosophy Statement: Outreach is dedicated to promoting cooperative relationships between prospective students, faculty, staff and the surrounding community. Outreach is also committed to developing and sustaining partnerships between various campus groups and community organizations. (Revised: March 2018) Summary: - Norco Outreach Services works with the local community and in the high schools to educate and promote college programs and services. - Outreach staff guide prospective students through the enrollment process and program opportunities. - Our goal is to provide students with the necessary tools to make informed decisions about current and future opportunities available at Norco College. - Student ambassadors meet with students in the local CNUSD high schools on a weekly basis to provide college information. - Outreach staff represent the college at local high school, community events and college fairs. Strengths: 1. Hosted 11 High School Visitations between January-May 2017 with 716 students in attendance during those onsite visitations. 2. Through the support of the outreach ambassadors and two PPT Outreach Specialists, we recruited 1023 applicants for Summer Advantage while 657 completed all enrollments steps and were invited to participate to Norco Orientation Week (NOW). There were 424 participants at the Summer Advantage NOW week. (21 students had one or more unexcused absences) 3. Overall, during the 16-17 FY, Norco Outreach hosted 20 total college visitations; 2 Summer Advantage Parent Nights (150 Parents); provided campus tours to 743 K-12 students and community guests; and participated in 50 special events off campus representing Norco College. Students Served: Norco Outreach serves prospective students from within the Corona-Norco-Eastvale communities, home schools and high school students from the following CNUSD high schools: Centennial, Corona, Lee Pollard, Norco, Orange Grove, Roosevelt and Santiago. Attachments: 2014-17_STUDENT_SERVICES_OUTREACH_ResourceRequests.xlsx

SLO/SAO: Application to Norco College Seniors who attend a Norco College admissions application workshop at their high school will submit the application. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/19/2018 Date Completed: 03/23/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Indirect - Use Summer Advantage database (assigned college IDs) and Application workshop sign-in sheets to compare data. (Active) Criteria: 90% of the students who attend a college hosted application workshop at their high school will submit the

05/09/2018 Generated by Nuventive Improve Page 1 of 4

Program Review - Student Services: Outreach

admission application to Norco College. Findings/Analysis Reporting Period: 2017 - 2018 03/23/2018 Conclusion: Criteria Met - Over 700 students submitted an admission application to the college and Summer Advantage program -Over 95% of those students successfully applied to Norco College while others submitted applications to one of the sister colleges (RCC/MVC) -Achieved intended goal and exceeded it by 5% Data reported is from : Spring Improvement Recommendations Improvement Recommendation: Continue to host HS Visitations and info sessions at high schools leading up to application workshops. Making the application available starting in October each year helps attract more applications in order to move them through the enrollment process. (03/23/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 3 - Objective 3.4 - Ensure the distribution of our student population is reflective of the communities we serve. Goal 4 - Objective 4.1 - Increase the number of students who participate in summer bridge programs or boot camps.

Mission 1a. Service to students, community, and workforce by providing educational opportunities SLO/SAO: Summer Advantage High School seniors who apply to Summer Advantage will complete all college and Summer Advantage enrollment requirements. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/19/2018 Date Completed: 03/23/2018 SLO/SAO Type: SLO – Indirect

Assessment Measures Indirect - Utilize the Summer Advantage database and Ellucian to verify the completion of steps. (Active) Criteria: 65% of the program applicants will complete all enrollment steps by April. Findings/Analysis Reporting Period: 2017-18 (Spring 2018) 03/23/2018 Conclusion: Criteria Not Met -This goal was not met as outreach staff typically utilize the months of April and May to assist students through the completion of all enrollment steps after all visitations to the college are complete. -Unable to meet this goal by the new deadline as program activities are still occurring. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: Promote and offer application workshops in the high schools starting Oct. of each school year. Increase promotion of special opportunities available to seniors only to increase early interest. (04/27/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018

05/09/2018 Generated by Nuventive Improve Page 2 of 4

Program Review - Student Services: Outreach

Goal 3 - Objective 3.4 - Ensure the distribution of our student population is reflective of the communities we serve. Goal 4 - Objective 4.1 - Increase the number of students who participate in summer bridge programs or boot camps.

Mission 1a. Service to students, community, and workforce by providing educational opportunities 1c. Service to students, community, and workforce by promoting collaboration SLO/SAO: Understanding of Special Programs and Services Graduating seniors who participate in High School Visitation activities at Norco College will demonstrate understanding of special programs and services. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/19/2018 Date Completed: 03/23/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Offer presentations at HS Visitation and a post survey at the end to gauge understanding of special programs and services. (Active) Criteria: 85% of the students who completed a post survey at the end of the visitation will indicate that they can demonstrate understanding of special programs and services available to them. Findings/Analysis Reporting Period: 2017-18 (Spring 2018) 03/23/2018 Conclusion: Criteria Met -89% demonstrated understanding of special programs and services based on post survey results. - Met intended goal and exceeded by 4%. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: Although students had a clear understanding of the enrollment steps, the actual outcomes in completing those steps in a timely manner was not effective. We need to identify strategies to help us improve timely completion of enrollment steps within prescribed program deadlines. (10/17/2017) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success.

Mission 1a. Service to students, community, and workforce by providing educational opportunities 1c. Service to students, community, and workforce by promoting collaboration SLO/SAO: Educational options, CTE, degree and transfer programs. As a result of attending HS Visitation, students developed a greater understanding of educational options offered to them including CTE, degree and transfer options. SLO/SAO Status: Active

05/09/2018 Generated by Nuventive Improve Page 3 of 4

Program Review - Student Services: Outreach

SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/19/2018 Date Completed: 03/23/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Offer presentations at HS Visitations along with a post survey to gauge learning. (Active) Criteria: 85% of the students who completed a post survey at the end of each visitation will indicate that they have a better understanding of educational options including CTE, degree and transfer programs. Findings/Analysis Reporting Period: 2017 - 2018 04/27/2018 Conclusion: Criteria Met Goal met. Over 90% of high school seniors who attended college visitations indicated that they had a better understanding of options available to them as a result of attending the event. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: Continue to offer visitations to the college; increase awareness of programs and services to incoming freshmen at the high schools through workshops and publications. (04/27/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan.

Mission 1a. Service to students, community, and workforce by providing educational opportunities 1c. Service to students, community, and workforce by promoting collaboration

05/09/2018 Generated by Nuventive Improve Page 4 of 4

Program Review Comprehensive Report

Program Review - Student Services: Puente Program

Area Overview 2017 - 2018 Mission: The mission of Puente is to increase the number of first generation college students who enroll in universities, earn their Bachelor’s degrees, and return to community as mentors and leaders. Philosophy Statement: Creating a strong and cohesive learning community that has a sense of “family” while providing intensive academic writing instruction, intrusive counseling and career exploration through professional mentoring, provides structure for academic success. These components work together in providing educational opportunities that prepare Puente students to transfer to a university thus adheres to the mission. Summary: • Provide Guidance instruction in personal development, study skills and career exploration to solidify major (Guidance 48 & 47) • Provide ongoing, intrusive academic and personal counseling to prepare students to transfer to a four-year university • Develop Student Educational Plans for transfer • Counsel former, current and prospective Puente students to make wise educational decisions • Assign each student a faculty, staff or a professional mentor within the community • Coordinate events: Student socials, mentor/student socials, cultural events and “Noche de Familia” • Provide English Instruction for two semesters (English 50 & 1A): • Cultural identity is a major component of Puente thus students are writing about topics that are relevant to the experience of Latinos Students are introduced to multicultural authors who address topics such as immigration, language, family, heritage and acculturation Having a strong cultural identity affirms the student’s self-confidence and status at the college which promotes the goal of transfer • Serve as Co-advisor for Puente Organization which serves former and current Puente students

Strengths: 1. 83% of students completed English 50 and enrolled in ENG 1A 2. Significant number of students completed at least 12 units for Fall and Spring semesters 3. Significant number of students maintained satisfactory academic progress 4. 100% completion rate of students with SEP 5. Provide numerous academic, cultural and campus involvement opportunities such as: Pizza socials, “Noche de Familia,” mentor dinners, attended Conference, key participant for Harvest Festival, tour UCR, coordinate Cesar Chavez Day, partnered with library for Read to Succeed event with authors and encourage student discussion on book, collaborate with ASNC and coordinated a successful events, partner with Veteran’s organization and ASNC to coordinate the Cinco de Mayo event

Students Served: Puente is a one-year program that begins each Fall semester and is an inclusive program open to all students. Because the English courses incorporate the Latino experience, most of the students who elect to participate in the program are Latino. Interested students must be eligible for English 50 during the Fall semester. Attachments: 2014-17_STUDENT_SERVICES_PUENTE_ResourceRequests.xlsx

SLO/SAO: Puente students who enroll in the Fall 2017 will attempt and complete at least 12 units.

05/09/2018 Generated by Nuventive Improve Page 1 of 5

Program Review - Student Services: Puente Program

Puente students will enroll and complete at least 12 units in the Fall of 2017 SLO/SAO Status: Active SLO/SAO Year(s): 2014 - 2017 Date Entered: 04/06/2018 SLO/SAO Type: SLO – Student Success Measure Assessment Measures Information from Colleague UI (Active)

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 1 - Objective 1.8 - Increase the percentage of students who begin addressing basic skills needs in their first year. Goal 1 - Objective 1.9 - Decrease the success gap of students in online courses as compared to face-to-face instruction. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan. Goal 3 - Objective 3.5 - Reduce scheduling conflicts that negatively impact student completion of degrees and programs. SLO/SAO: Students enrolled in Puente will maintain a 2.0 GPA in all courses attempted in Fall 2017 Students enrolled in Puente will maintain satisfactory progress in all courses attempted in the Fall 2017 SLO/SAO Status: Active SLO/SAO Year(s): 2014 - 2017 Date Completed: 04/06/2018 SLO/SAO Type: SLO – Student Success Measure Assessment Measures Information from Colleague UI (Active)

05/09/2018 Generated by Nuventive Improve Page 2 of 5

Program Review - Student Services: Puente Program

Goal 1 - Objective 1.9 - Decrease the success gap of students in online courses as compared to face-to-face instruction. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan. Goal 4 - Objective 4.3 - Increase the number of dollars available through scholarships for Norco College students. SLO/SAO: Program graduates from the class of 2017-2018 will persist into the Fall 2018 semester Puente graduates from Spring 2017 (Phase 3), will persist into Fall 2018 SLO/SAO Status: Active SLO/SAO Year(s): 2014 - 2017 Date Entered: 04/06/2018 SLO/SAO Type: SLO – Student Success Measure Assessment Measures Information from Colleague UI (Active)

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 1 - Objective 1.8 - Increase the percentage of students who begin addressing basic skills needs in their first year. Goal 1 - Objective 1.9 - Decrease the success gap of students in online courses as compared to face-to-face instruction. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.2 - Increase frequency of student participation in co-curricular activities. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan. Goal 3 - Objective 3.3 - Increase percentage of continuing students who develop an educational plan. Goal 3 - Objective 3.5 - Reduce scheduling conflicts that negatively impact student completion of degrees and programs. Goal 4 - Objective 4.4 - Increase institutional awareness of partnerships, internships, and job opportunities established with business and industry. SLO/SAO: Puente students will complete English 1A with a C or better at a higher rate

05/09/2018 Generated by Nuventive Improve Page 3 of 5

Program Review - Student Services: Puente Program

Puente students in English 1A from Spring 17 will successfully complete course at higher rate than general SLO/SAO Status: Active SLO/SAO Year(s): 2014 - 2017 Date Entered: 04/06/2018 SLO/SAO Type: SLO – Student Success Measure Assessment Measures Information from Colleague UI (Active)

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 1 - Objective 1.9 - Decrease the success gap of students in online courses as compared to face-to-face instruction. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan. Goal 3 - Objective 3.3 - Increase percentage of continuing students who develop an educational plan. Goal 4 - Objective 4.3 - Increase the number of dollars available through scholarships for Norco College students. SLO/SAO: Puente students will meet at least four times with mentors. Puente students will have a class assignment to conduct one formal (career/informational) interview with their mentor; which will count as one of the four meetings. Puente students will each be assigned a mentor and will receive support and encouragement with career and life goals SLO/SAO Status: Active SLO/SAO Year(s): 2014 - 2017 Date Entered: 04/06/2018 SLO/SAO Type: SLO – Indirect Assessment Measures Survey (Active)

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.4 - Ensure the distribution of our student population is reflective of the communities we serve.

05/09/2018 Generated by Nuventive Improve Page 4 of 5

Program Review - Student Services: Puente Program

Goal 4 - Objective 4.4 - Increase institutional awareness of partnerships, internships, and job opportunities established with business and industry. Goal 4 - Objective 4.6 - Increase community partnerships. Goal 7 - Objective 7.3 - Decrease the percentage of employees who experience unfair treatment based on diversity-related characteristics.

05/09/2018 Generated by Nuventive Improve Page 5 of 5

Program Review Comprehensive Report

Program Review - Student Services: SSS-RISE

Area Overview 2017 - 2018 Mission: Student Support Services programs guide and prepare students from traditionally from low-income, first-generation background, students with disabilities and veterans with disabilities through the academic pipeline from community college to four-year universities. Philosophy Statement: Student Support Services RISE provides targeted services designed to increase students’ knowledge and skills necessary to improve academic performance and increase semester to semester, degree completion, and transfer rates. The SSS RISE program was funded to serve students with disabilities and veterans with disabilities. Summary: • Educate college students about associate degree requirements, the transfer process, and transfer requirements. • Provide opportunities for participants to visit and experience four-year university environments. • Identify opportunities for participants to explore career options. • Offer personal development activities designed to prepare students to successfully transition from community college to four-year institutions. • Provide students direct assistance with the admission application process, financial aid application process and enrollment in postsecondary education.

Strengths: 1) 78 percent of continuing students persisted in Student Support Services RISE from 2015-2016 academic year to the 2016-17 academic year. 2) 88 percent of SSS RISE participants maintained a good academic standing during the 2015-2016 academic year. 3) 29 percent of SSS RISE participants obtained an Associate’s Degree or Certificate 4) 13 percent of SSS RISE participants obtained an Associate’s Degree or Certificate and transfer.

Students Served: The Student Support Services RISE Program is serving 100 Norco College students during the 2016-2017 Academic Year. Our students met at least one of the three criteria: 1. disabled 2. low-income (per established federal guidelines) 3. first generation, potential college students (self-reported)

2/3 of participants are both disabled and low-income

Attachments: 2014-17_STUDENT_SERVICES_STUDENT_SUPPORT_SVCS_RISE_ResourceRequests.xlsx

SLO/SAO: Increase the persistence rate of participants from one year to the next.

05/09/2018 Generated by Nuventive Improve Page 1 of 5

Program Review - Student Services: SSS-RISE

Previous year SSS RISE participants that didn’t graduate or transfer will return to Norco College in fall 2011 and continue participating in the SSS throughout the academic year. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/23/2018 SLO/SAO Type: SLO – Student Success Measure

Assessment Measures Direct - Datatel -Individual contact logs -Blumen software database (Active) Criteria: 70% of all prior year participants that didn’t graduate or transfer will continue to participate in the program during the 2012-13 academic year Findings/Analysis Reporting Period: 2017 - 2018 03/23/2018 Conclusion: Criteria Met Data collected for pre and posttest of our SSS RISE orientations gave us knowledge that not all students were aware of the program requirements and resources. After participant in a three-hour Orientation/Team Building Activity students claimed to have a better understanding of the intense services and resources available through the SSS RISE program. This includes, workshops, counseling appointments, tutorial, college tours and mandatory financial literacy workshop. Data reported is from : Spring

Mission 2a. Provide support and encouragement through innovative approach to learning 3c. Provides foundational skills and pathways to certificate and degree students SLO/SAO: Improve participants’ academic performance Participants served by the SSS RISE program will earn the necessary grades to stay in good academic standing throughout the academic year. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/23/2018 SLO/SAO Type: SLO – Student Success Measure

Assessment Measures

05/09/2018 Generated by Nuventive Improve Page 2 of 5

Program Review - Student Services: SSS-RISE

Direct - Datatel -Progress reports -Tutorial services (Active) Criteria: 20% of the 2011 participant cohort will complete a degree or certificate and be admitted as a transfer student to a four year institution by fall of 2015. Findings/Analysis Reporting Period: 2017 - 2018 03/23/2018 Conclusion: Criteria Met General Norco 49.4% SSS Rise 66.7%

According to Program Review Data from Institutional Research for Fall 2016, indicates that our SSS RISE participants are successfully persisted from Fall 2015 to Fall 2016 at higher rates than the general Norco College general population.

Data reported is from : Spring Improvement Recommendations Improvement Recommendation: *Data for the 2016-2017 has not been made available (03/23/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 3 - Objective 3.3 - Increase percentage of continuing students who develop an educational plan.

Mission 1a. Service to students, community, and workforce by providing educational opportunities 2a. Provide support and encouragement through innovative approach to learning 3c. Provides foundational skills and pathways to certificate and degree students SLO/SAO: Increase participants’ graduation and transfer rates. Participants in the SSS RISE program will complete the necessary transfer and/or associates degree requirements within 4 years of entering SSS SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/23/2018 SLO/SAO Type: SLO – Student Success Measure

Assessment Measures Direct - -Letters of Admission

05/09/2018 Generated by Nuventive Improve Page 3 of 5

Program Review - Student Services: SSS-RISE

National Student Clearinghouse -Matriculation Office -Datatel (Active) Criteria: 20% of the 2011 participant cohort will complete a degree or certificate and be admitted as a transfer student to a four year institution by fall of 2015. Findings/Analysis Reporting Period: 2017 - 2018 03/23/2018 Conclusion: Criteria Met 70% of newly admitted SSS participants who complete the 90-minute on-line financial literacy courses will earn a score of 75% or better in the post-course proficiency exam.

Data reported is from : Spring Improvement Recommendations Improvement Recommendation: SSS RISE is considering using a free financial literacy program offered through student financial services office.

(03/23/2018) Reporting Period: 2017 - 2018 03/23/2018 Conclusion: Criteria Met Completion: Spring 2017 Findings: General Norco 49.4% SSS Rise 66.7

Improvement Recommendations Improvement Recommendation: The SSS RISE staff will continue to run students final grades at the end of each semester and if a student had fallen below a 2.0 GPA they are being called to meet with the SSS RISE counselor for an intervention meeting (03/23/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 3 - Objective 3.3 - Increase percentage of continuing students who develop an educational plan.

05/09/2018 Generated by Nuventive Improve Page 4 of 5

Program Review - Student Services: SSS-RISE

SLO/SAO: Increase their knowledge about personal finances and debt management Newly added SSS RISE participants will complete a 90-minute web based course designed to improve participants’ financial literacy and personal finances SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/23/2018 SLO/SAO Type: SLO – Student Success Measure

Assessment Measures Direct - Financial Literacy 101 and 200 web-based post-course exam results (Active) Criteria: 65% of newly admitted SSS participants who complete the 90-minute on-line financial literacy courses will earn a score of 75% or better in the post-course proficiency exam. Findings/Analysis Reporting Period: 2017 - 2018 05/01/2018 Conclusion: Criteria Met 70% of newly admitted SSS participants who complete the 90-minute on-line financial literacy courses will earn a score of 75% or better in the post-course proficiency exam. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: Continue to offer the financial literacy online course during the SSS RISE newly admitted student orientation (05/01/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.6 - Increase success and retention rates.

Mission 2a. Provide support and encouragement through innovative approach to learning 2b. Provide support and encouragement through application of emerging technologies

05/09/2018 Generated by Nuventive Improve Page 5 of 5

Program Review Comprehensive Report

Program Review - Student Services: Student Employment

Area Overview 2017 - 2018 Mission: Student Employment Services provides Norco College students access to on-campus employment opportunities to help support their educational needs. We are committed to working effectively with on-campus departments, as well as select off- campus educational partners, to connect students with part-time employment where they can learn valuable skills and connect with resources to enrich a positive college experience. (Revised, Spring 2017) Philosophy Statement: Student Employment is dedicated in providing students with meaningful work experiences aimed at enhancing college and career goals, while providing financial support through Departmental, CalWORKs or Federal Work Study. We strive to build collegial working relationships between our student employees, faculty, staff, and the community. (Revised, Spring 2017) Summary: Student Employment is committed to providing and maintaining job opportunities, which provide our students with work experience, while promoting educational success at Norco College and beyond. By working closely with campus departments and community partners, the office serves as the College’s employment hub whereby: 1) employers can post job openings, 2) prospective student employees can learn about job opportunities, 3) student employees’ timesheets are collected and processed, and 4) funds are monitored to ensure compliance with federal, state, and institutional regulations. Given the significant financial challenges community college students face as they pursue post-secondary education, Student Employment Services continues to provide a vital function at Norco College to ensure that positive work opportunities are available to meet the needs of our diverse student population. (Revised, Spring 2017) Strengths: 1. Student Employment Services improves the quality of student life by making sure their financial needs are met, while also giving many students real-world experiences to prepare them for future careers. This is consistent with national data and in alignment with Norco College’s Strategic Plan Goal #2. 2. Effectively administered more than $300,000 of Norco College’s Federal Work Study allocation to support eligible students for on- and off-campus employment opportunities. 3. For this academic year, 330 students were placed in on-and off-campus employment positions, with the majority being funded through the Federal Work Study program. 4. Effectively monitored student eligibility throughout the year to ensure students maintained a minimum 2.0 cumulative grade point average and enrolled in a minimum half-time status. 5. Supervisors of student employees continue to submit documents (hire forms, timesheets, etc.) in a timely manner with minimal errors. These collaborative efforts are important to ensuring student employees receive a timely start date at their placement sites, as well as proper delivery of paychecks. Students Served: Despite receiving no additional federal work study funds during the 2016-2017 academic year, 330 students were served by receiving employment in either on- or off-campus positions (320 students were served during the 2015-16 academic year). Attachments: 2014-17_STUDENT_SERVICES_STUDENT_EMPLOYMENT_ResourceRequests.xlsx

SLO/SAO: Student Employee GPAs As a result of working on campus through student employment, students will have a higher GPA than the general student population. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 05/01/2018

05/09/2018 Generated by Nuventive Improve Page 1 of 3

Program Review - Student Services: Student Employment

SLO/SAO Type: SLO – Indirect

Assessment Measures Indirect - Institutional Effectiveness data will be used to measure the GPA results. (Active) Criteria: Students will have higher GPA by 5% than the general student population. Findings/Analysis Reporting Period: 2017 - 2018 05/01/2018 Conclusion: Criteria Met Student employee GPAs exceeded the goal of being 5% higher than the general student population. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: We will continue to stress the importance of academic success, as well as create work-life balance and time management workshops for student employees. (05/01/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). Goal 2 - Objective 2.2 - Increase frequency of student participation in co-curricular activities. SLO/SAO: Student Employment Process Student job applicants will be informed about the process of obtaining an on-campus job. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 05/01/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Student Employment Pre and Post Test. (Active) Criteria: 80% of applicants will show improvement in their knowledge of obtaining an on-campus job. Findings/Analysis Reporting Period: 2017 - 2018 05/01/2018 Conclusion: Criteria Met Goal achieved: 87% of student employees showed improvement in this area. Pre-test revealed that a mere 33% of students understood the process of obtaining an on-campus job. However, in the post-test 87% of applicants showed improvement in their knowledge of obtaining an on-campus job. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: We found a tremendous amount of self-confidence in students after they had completed the mini-orientation and post-test in regards to their comfort level of starting their new job. (05/01/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for

05/09/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Student Services: Student Employment

learners). Goal 2 - Objective 2.2 - Increase frequency of student participation in co-curricular activities. SLO/SAO: Student Employee Timesheets Student job applicants will be educated about the process of completing timesheets accurately and submit them by their deadline. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 05/01/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Student Employment Pre and Post Test. (Active) Criteria: 80% of applicants will show improvement in their knowledge of completing timesheets accurately and submitting by their deadline. Findings/Analysis Reporting Period: 2017 - 2018 05/01/2018 Conclusion: Criteria Met Goal achieved: 90% of student employees showed improvement in this area. The pre-test revealed that a mere 20% had the knowledge to complete their timesheets accurately and when the monthly deadline occurred. However, in the Post-test, more than 90% of applicants showed improvement and had the desired knowledge of completing timesheets accurately and submitting those timesheets by their appropriate deadline. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: This academic year saw far fewer late time sheets than in previous years. Students, and/or their employers, turned in timesheets on time at a higher rate than past years. (05/01/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). Goal 2 - Objective 2.2 - Increase frequency of student participation in co-curricular activities.

05/09/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Student Services: Student Life

Area Overview 2017 - 2018 Mission: The intent of the Student Life program is to create a learning environment that allows students to understand the principles of leadership, engage effectively in co-curricular and community activities, enhance their academic performance, and develop skills that can be transferred successfully into their personal and professional activities. Philosophy Statement: The staff of the Student Life program, in collaboration with the Associated Students of Norco College (ASNC) and student organizations, is dedicated in providing students with resources and opportunities to develop leadership skills, primarily though participation in student government, co-curricular activities, and outreach programs. It is our firm belief that when students get involved in campus activities and leadership programs they improve their scholastic and social skills, enrich their college experience by develop lasting friendships, and acquire valuable experience that will assist them in their professional endeavors. Summary: • The Student Life program is charged with the development and implementation of co-curricular programs at the Norco College. • Our service area provides opportunities for student engagement in campus life through participation in student clubs and organizations, leadership workshops and conferences, cultural activities, educational lectures, entertainment, men’s and women’s soccer, and recreational activities. • Provide information and services to students pertaining to scholarships, service opportunities, book loans, employment both on and off campus, and athletics events. • Sponsor and support inclusive campus programs, which are social, educational, and entertaining in nature, in an effort to improve the quality of student life. • Oversee the financial and logistical needs of ASNC, student clubs, organizations and soccer teams.

Strengths: 1. Foster student leadership development by hosting conferences, workshops, and group and individual meetings. 2. Provide access to and oversight of the Norco Upper Lounge, which is a fun, safe and welcome study and social space for all students. 3. 100% of student leaders who participate in Norco College shared governance recognized terminology and procedures related to Shared Governance. 4. Strong committed to supporting the logistical needs of all campus programs, including setting up and cleaning up for events, as well as working with ASNC to financial support programs that are underfunded. 5. Developed a functional Behavioral Intervention Team, which is working closely with Health Services and Campus Police to create a comprehensive communication system so students, faculty and staff can share information about suspicious individuals and situations. 6. 100% of the student leadership completing ASNC workshops and orientations demonstrated an increased knowledge of student activities procedures and financial policies.

Students Served: Student Life, Student Activities, and ASNC had more than 12,800 student contacts during the 2016-17 academic year. Attachments: 2014-17_STUDENT_SERVICES_STUDENT_LIFE_ResourceRequests.xlsx 2014-17_STUDENT_SERVICES_STUDENT_ACTIVITIES_ResourceRequests.xlsx

SLO/SAO: ASNC Leadership Development

05/09/2018 Generated by Nuventive Improve Page 1 of 4

Program Review - Student Services: Student Life

Through attendance at a least two trainings, ASNC executive members will learn to better lead the Student Body. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/23/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Roster of attendees at conferences or workshops and surveys. (Active) Criteria: 80% of ASNC executive committee members will self-report improvement in leadership skills during 2017-18. Findings/Analysis Reporting Period: 2017 - 2018 03/23/2018 Conclusion: Criteria Met Complete: 100% of students’ leaders in ASNC attended at least 2 training session. 95% stated they felt their leadership skills improved as a result. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: Continue on an annual basis. (03/23/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). Goal 2 - Objective 2.2 - Increase frequency of student participation in co-curricular activities. Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success.

Mission 1c. Service to students, community, and workforce by promoting collaboration 3b. Provides foundational skills and pathways to career and technical education students SLO/SAO: Increase co-curricular opportunities for students. Student Life, Student Activities and ASNC will collaborate to provide students with programs and events throughout the year. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/23/2018 SLO/SAO Type: SAO – General

Assessment Measures Direct - Compare co-curricular programs from 2016-17 to 2017-18. (Active) Criteria: An increase of 10% more than 50 events will be hosted at Norco during the 2017-18 academic year. Findings/Analysis Reporting Period: 2017 - 2018 05/02/2018 Conclusion: Criteria Met ASNC hosted 80 events during the 2017-2018. Many were collaborative efforts, such as Read2Succeed with the Library. Data reported is from : Spring

05/09/2018 Generated by Nuventive Improve Page 2 of 4

Program Review - Student Services: Student Life

Improvement Recommendations Improvement Recommendation: The emphasis in future years will be to sustain the number of programs hosted by Student Life, Student Activities and ASNC, with a focus on collaborating with other departments and clubs. (05/01/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). Goal 2 - Objective 2.2 - Increase frequency of student participation in co-curricular activities. Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 2 - Objective 2.4 - Increase the percentage of students who consider the college environment to be inclusive. Goal 2 - Objective 2.5 - Decrease the percentage of students who experience unfair treatment based on diversity-related characteristics.

Mission 1c. Service to students, community, and workforce by promoting collaboration 3b. Provides foundational skills and pathways to career and technical education students SLO/SAO: Student Ambassador Involvement Students will learn how to apply and participate in the new student ambassador programs. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/23/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Roster of Student Ambassadors. (Active) Criteria: 25 students will be selected by deploying the Student Ambassador applications to those with a 3.5 GPA and above during the fall semester. Findings/Analysis Reporting Period: 2017 - 2018 05/02/2018 Conclusion: Criteria Met Goal met: 25 students selected to participate. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: This year of the Student Ambassador program was a huge success based on recruiting new and dynamic students. As we move forward, 40 students will be the target goal. (05/01/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). Goal 2 - Objective 2.2 - Increase frequency of student participation in co-curricular activities. Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services.

05/09/2018 Generated by Nuventive Improve Page 3 of 4

Program Review - Student Services: Student Life

Goal 2 - Objective 2.4 - Increase the percentage of students who consider the college environment to be inclusive.

Mission 1c. Service to students, community, and workforce by promoting collaboration 3b. Provides foundational skills and pathways to career and technical education students

05/09/2018 Generated by Nuventive Improve Page 4 of 4

Program Review Comprehensive Report

Program Review - Student Services: Student Support Services

Philosophy Statement: Student Support Services provides targeted services designed to increase students’ knowledge and skills necessary to improve academic performance and increase semester to semester, degree completion, and transfer rates.

Summary: • Educate college students about associate degree requirements, the transfer process, and transfer requirements. • Provide opportunities for participants to visit and experience four-year university environments. • Identify opportunities for participants to explore career options. • Offer personal development activities designed to prepare students to successfully transition from community college to four-year institutions. • Provide students direct assistance with the admission application process, financial aid application process and enrollment in postsecondary education.

Strengths: Note: Briefly describe about five of your area’s greatest strengths. As applicable, strengths substantiated through data are required.

1) 86 percent of continuing students persisted in Student Support Services from 2015-2016 academic year to the 2016-17 academic year 2) 87 percent of SSS participants maintained a good academic standing during the 2015-2016 academic year. 3) 53 percent of SSS participants obtained an Associate’s Degree or Certificate 4) 50 percent of SSS participants obtained an Associate’s Degree or Certificate and transfer.

Students Served: The Student Support Services Program is serving 160 Norco College students during the 2016-2017 Academic Year. Our students met at least one of the three criteria: 1. low-income (per established federal guidelines) 2. first generation, potential college students (self-reported)

2/3 of participants are both low-income and first generation

Attachments: 2014-17_STUDENT_SERVICES_STUDENT_SUPPORT_SVCS_ResourceRequests.xlsx

05/22/2018 Generated by Nuventive Improve Page 1 of 5

Program Review - Student Services: Student Support Services

SLO/SAO: Increase the persistence rate of participants from one year to the next. Previous year SSS participants that didn’t graduate or transfer will return to Norco College in fall 2011 and continue participating in the SSS throughout the academic year SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/23/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - -Datatel -Individual contact logs -Blumen software database (Active) Criteria: 70% of all prior year participants that didn’t graduate or transfer will continue to participate in the program during the 2012-13 academic year Findings/Analysis Reporting Period: 2017 - 2018 03/23/2018 Conclusion: Criteria Met Data collected for pre/post-test of our SSS orientations gave us knowledge that not all students were aware of program requirements and resources available. After participating in a 3-hour orientation/team building activity, students claim to have a better understanding of the intense services and resources available through the SSS program. This includes workshops, counseling appointments, tutorial, college tours and mandatory financial literacy workshop. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: The SSS team will be revising the pre/posttest to ensure that all services are captured. (03/23/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.6 - Increase success and retention rates.

05/22/2018 Generated by Nuventive Improve Page 2 of 5

Program Review - Student Services: Student Support Services

Participants served by the SSS program will earn the necessary grades to stay in good academic standing throughout the academic year. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/23/2018 SLO/SAO Type: SLO – Student Success Measure

Assessment Measures Direct - -Datatel -Progress reports -Tutorial services (Active) Criteria: 70% of participants served by SSS will achieve good academic standing by earning and maintaining a minimum grade point average of 2.00. Findings/Analysis Reporting Period: 2017 - 2018 03/23/2018 Conclusion: Criteria Met *Data for 2016-2017 has not been made available. The SSS program is currently assessing the outcomes for our Objective and will be completed by the end of August 2016.

Data reported is from : Spring Improvement Recommendations Improvement Recommendation: N/A at this moment (03/23/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students.

Mission 1a. Service to students, community, and workforce by providing educational opportunities 2a. Provide support and encouragement through innovative approach to learning 3a. Provides foundational skills and pathways to transfer students 3c. Provides foundational skills and pathways to certificate and degree students SLO/SAO: Increase participants’ graduation and transfer rates. : Participants in the SSS program will complete the necessary transfer and/or associates degree requirements within 4 years of entering SSS SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021

05/22/2018 Generated by Nuventive Improve Page 3 of 5

Program Review - Student Services: Student Support Services

Date Entered: 03/23/2018 SLO/SAO Type: SLO – Student Success Measure

Assessment Measures Direct - -Letters of Admission National Student Clearinghouse -Matriculation Office -Datatel (Active) Criteria: 20% of the 2011 participant cohort will complete a degree or certificate and be admitted as a transfer student to a four year institution by fall of 2015 Findings/Analysis Reporting Period: 2017 - 2018 03/23/2018 Conclusion: Criteria Met The SSS staff will continue to run student’s final grades at the end of each semester and if a student had fallen below a 2.0 GPA they are being called to meet with the SSS counselor for an intervention meeting. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: N/A at this moment (03/23/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students.

Mission 1a. Service to students, community, and workforce by providing educational opportunities 2a. Provide support and encouragement through innovative approach to learning 3a. Provides foundational skills and pathways to transfer students 3c. Provides foundational skills and pathways to certificate and degree students SLO/SAO: Increase their knowledge about personal finances and debt management. Newly added SSS participants will complete a 90-minute web based course designed to improve participants’ financial literacy and personal finances. SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/23/2018 SLO/SAO Type: SLO – Direct

Assessment Measures

05/22/2018 Generated by Nuventive Improve Page 4 of 5

Program Review - Student Services: Student Support Services

Direct - Financial Literacy 101 and 200 web-based post-course exam results (Active) Criteria: 65% of newly admitted SSS participants who complete the 90-minute on-line financial literacy courses will earn a score of 75% or better in the post-course proficiency exam. Findings/Analysis Reporting Period: 2017 - 2018 03/23/2018 Conclusion: Criteria Met 75% of newly admitted SSS participants who complete the 90-minutes on-line financial literacy courses will earn a score of 75% or better in the post-course proficiency exam Data reported is from : Spring Improvement Recommendations Improvement Recommendation: SSS is considering a free financial literacy program offered through our Student Financial Services office. (03/23/2018) Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.2 - Increase frequency of student participation in co-curricular activities. Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success.

Mission 2a. Provide support and encouragement through innovative approach to learning 2b. Provide support and encouragement through application of emerging technologies

05/22/2018 Generated by Nuventive Improve Page 5 of 5

Program Review Comprehensive Report

Program Review - Student Services: Transfer Center

Area Overview 2017 - 2018 Mission: The Transfer Center is dedicated to students by serving as the principle liaison between Norco College and baccalaureate-level colleges and universities, ensuring that students are kept abreast of all current transfer policies and procedures. By providing accurate and cohesive transfer information and services, students will enhance their academic success, ultimately leading to attaining transfer goals. (June 2016) Philosophy Statement: The Transfer Center will motivate students towards their transfer goals, encourage self-development and self-efficiency in respectful, positive, and open-minded surroundings; as well as maintain an environment that is focused on student success. (June 2017) Summary: Interpret transfer policies and procedures developed by four-year colleges and universities for student comprehension. • Increase transfer preparedness by providing workshops on: ADT + CSU, TAG + UC, TAG application, CSU and UC transfer application, personal insight, campus specific information workshops. • Ensure transfer counselors are available for the development of student educational plans and general follow-up. • Provide transfer application follow up assistance (official transcript requests, transfer GPA calculations, document deadlines, campus student portal activation and navigation; ensuring students understand their responsibilities after their application has been submitted). Strengths: 1. Coordinate on campus transfer associated workshops including: UC Transfer Admissions Guarantee program, CSU Associates Degree for Transfer, Transfer application workshops including: UC, CSU, “Next Steps” workshops for admitted students, and personal insight. 2. Continued Transfer counseling availability. 3. Coordinate one-on-one transfer advisement sessions for students with university admissions counselors. 4. Provide high quality customer service to students, staff, faculty, and to the general public. 5. Coordinate Transfer Fair every Fall and Spring semesters. Students Served: The Transfer Center serves current students in their preparation to transfer to four-year universities. The Center coordinates with local and non-local university representatives to provide transfer advisement appointments to students. In addition the Center coordinates with Norco College counselors to provide specialized Transfer Counseling appointments for the development of comprehensive student educational plans for transfer.

Assisted with Transfer Information 1,907 Attended Information Workshops 198 Assisted with Transfer Applications 468 On Campus student contacts (Info tables, fairs) 3,927

Transfer Counseling:

05/09/2018 Generated by Nuventive Improve Page 1 of 3

Develop Student Educational Plan 63 Provide Transfer Guidance 250

Transfer Recognition: Students who had been admitted for Fall 2017 transfer had the opportunity to be recognized for their transfer achievements at the Spring 2017 Commencement Ceremony. These transfer students were awarded transfer cords, a total of 129 transfer students wore them proudly. Attachments: 2014-17_STUDENT_SERVICES_TRANSFER_CTR_ResourceRequests.xlsx

SLO/SAO: Transfer Advisement Students who attend transfer advisement appointments will enhance their knowledge of individual transfer requirements SLO/SAO Status: Active SLO/SAO Year(s): 2014 - 2017 Date Entered: 04/24/2018 Date Completed: 04/24/2018 SLO/SAO Type: SLO – Direct Assessment Measures Direct - pre and post multiple choice survey (Active) Criteria: 80% of students will increase their knowledge and recognize individualized transfer requirements

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 2 - Objective 2.4 - Increase the percentage of students who consider the college environment to be inclusive. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan. Goal 3 - Objective 3.3 - Increase percentage of continuing students who develop an educational plan. SLO/SAO: UC Transfer Admissions Guarantee Students who participate in UCTAG information workshops will recognize specific institution set requirements. SLO/SAO Status: Completed SLO/SAO Year(s): 2014 - 2017

05/09/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Student Services: Transfer Center

Date Entered: 04/24/2018 Date Completed: 04/24/2018 SLO/SAO Type: SLO – Direct Assessment Measures Direct - pre and post multiple choice survey (Active) Criteria: 80% of students will recognize requirements specific to specialized transfer programs.

05/09/2018 Generated by Nuventive Improve Page 3 of 3

STUDENT SERVICES PROGRAM REVIEW WORKSHEET

Student Services Area: ______Umoja Program______

Prepared by: ______Sean Davis______

Academic Year: _____2018-2019______

I. Student Services Area Overview

The Area Overview should reflect the consensus of the staff within the student services area. It is meant to provide a broad understanding of the area, current trends related to the area’s mission, and how the area serves to meet the overall mission or goals Norco College. The following reflects the general guidelines followed by the service areas in completing their area overview. (I.1.-I.5. contains brief, succinct narrative for each area; should be about 2 pages in length.)

1. Mission Statement The purpose of the Umoja Program is to promote student success in an African/Black centered learning community that addresses the needs of participants academically, culturally, socially within a community environment. Through the linking of academic, social, organizational and cultural offerings, Umoja not only aims at facilitating our students’ success, but also developing our students into leaders and role models. This program welcomes all students that embrace the context of this program regardless of race, ethnicity or gender.

2. Philosophy Statement The Umoja Program started in 2006 at Norco College as the T3p program. The Umoja program is based on the principals set forth by the Umoja Community. Umoja, (a Kiswahili word meaning unity) is a community and critical resource dedicated to enhancing the cultural and educational experiences of our California (CA) Community College students. The Umoja Community serves at risk, educationally and economically disadvantaged students, believing that when the voices and histories of students are deliberately and intentionally recognized, students develop self-efficacy and a foundation for academic success. Umoja actively promotes student success for all students, with an emphasis on African American student success, through culturally responsive curriculum and practices.

3. Summary • Provide English instruction (English 1A & English 1B) • Provide Guidance instruction in study skills and career/life planning (Guidance 48 & Guidance 47) • Provide Social Science instruction in race and ethnic relations (Sociology 10) • Provide Mathematics instruction in Mathematics 12 (statistics) and supplemental instruction (SI) support • Develop comprehensive Student Educational Plan (SEP) • Encourage student engagement with on and off campus activities designed to help Umoja students feel more connected to the college experience • Provide cultural events and university field trips • Provide advisement for the Umoja Club through Associated Norco College (ASNC) • Develop a sense of community through weekly meetings, student leadership and rituals • Provide ongoing, intrusive academic and personal counseling

4. Strengths 1. 93% of Umoja students who were enrolled in Guidance 48 Fall 2018 successfully completed the course. 2. 89% of Umoja students who were enrolled in Guidance 47 Spring 2019 successfully completed the course. 3. 95% of Umoja students who were enrolled in Sociology 10 Spring 2019 successfully completed the course. 4. Umoja students completed 5009.50 service hours throughout the 2018-2019 academic year 5. To focus on the Umoja practices that target academic enhancement in mathematics, we have implemented the first all Umoja Statistics course for summer 2019, with 27 Umoja students. 6. To provide an understanding of race and ethnic relations, we introduced Sociology 10 in spring 2019. 7. In implementing forward focused intentions to increase transfer rates and completion for African American students we further developed relationships with UCs that have or plan to implement Umoja programs. The relationships helped to bring workshops and connections from UCI, UCR, and UC Berkley to be aware of African American support and resources on their campuses. 8. This academic year over 75% of our Umoja students eligible to transfer were accepted and or agreed to admission to competitive institutions such as UCLA, USC and Cal Poly Pomona.

5. Students Served

Fall 2018 Courses (English 1A, English 91 & Guidance 48) • Students served: 62

Spring 2019 Courses (English 1B, Guidance 47 & Sociology 10) • Students served: 111

Summer 2019 Course (Mathematics 12) • Students served: 27

Total students serviced throughout the 2018-2019: 177

II. Assessing Outcomes

1.A. Report on 2018-2019 Assessment Plan and Objectives for Student Services Area: The Umoja Program

Objectives: • A significant number of Umoja students will successfully complete guidance 48 (18FAL) & 47 (19SPR) • A significant number of Umoja students will engage in campus and organizational activities designed to help them feel more connected to the college experience • Umoja students will be exposed to African-American centered curriculum • A significant number of Umoja students will increase their understanding of all Umoja Statewide Practices • A significant number of Umoja students will increase their usage of the Umoja Village Space and LRC services to improve academic preparedness

Objective Student Relevance of Assessment Assessment Findings Improvement Assessment Status Learning Objective to Criteria Measure Recommendations A) Continued/ Outcome (SLO) Norco (Specify Target (next step) modified or College Performance B) Moved to Service Area Mission * Level) Strengths Outcome (SAO) C) Discontinued (please state why) Umoja Umoja students will EMP# 1, 2, 4, 5 70% of Umoja Information 93% of Umoja Additional steps need to A) Continued 1. students will be monitored for students in guidance from Colleague students passed be taken to Umojify the persist in persistence, 48 and 47 will UI and their Umoja guidance 48 and 47 Umoja retention and complete the course instructor guidance 48 and 47 courses to expose guidance completion in with a “C” or better. grade book. courses. students to African- courses Umoja guidance American curriculum. throughout the courses in 18FAL academic year. and 19SPR Umoja Umoja students will EMP# 1, 2, 3, 4 60% of all Umoja On and off More than 70% of More Umoja activities A) Continued 2. students will organize/participate students will attend campus Umoja students should be centered engage in in multiple campus at least one on or off activity sign-in participated in on around academics, campus and and organization campus activity in sheets. or off campus study jams, village activities, sponsored events. their first term at Umoja sponsored space and college tours. designed to Norco College. activities. help them feel more connected to the college experience.

Umoja Umoja students will EMP# 2, 4, 5 100% of all Umoja Students will The survey will be Adjustment to Umoja A) Continued 3. students will be be surveyed students enrolled in be survey to given to students at curriculum based on exposed to regarding what they English 1A and indicate their the end of each student feedback and curriculum learned and felt in Sociology 10 will be satisfaction. term. activities. centered studying ethnic- surveyed. around centered teaching. African- American authors and literature. 4. Umoja Umoja students will EMP# 4,5 70% of Umoja Students will The survey will be The Umoja team are A) Continued students will be surveyed students will be surveyed to given to students at encouraged to introduce increase their regarding their increase their indicate their the end of each 2 practices a week in understanding understanding and understanding of the understanding term. collaboration with all of the Umoja what they learned Umoja Statewide of the Umoja Umoja instructors. The Statewide regarding Umoja Practices. practices. Umoja practices will be Practices. Statewide Practices. discussed at weekly meetings throughout the community. Umoja Umoja students will EMP# 1, 2,3, 4, 50% of Umoja Village Space & Currently, Umoja Umoja instructors are A) Continued 5. students will increase 5 students will LRC sign in students only used encouraged to add increase their participation in the access/utilize the sheets. the Umoja Village usage of Umoja Village utilization of village space and Village Space and space 10% of the Space into their the Umoja LRC to increase LRC. academic year. syllabus. They are also Village Space academic success. encouraged to hold and LRC office hours in the services. Village Space. *Please see appendix for description.

II.1.B. Program Modifications for 2017-2018 Data Assessment (“Closing the Loop”)

Note: For 2017-2018 outcomes assessments you are continuing or modifying in your 2018-2019 Assessment plan, please provide a brief description on how your area used outcome data from last year to drive programmatic modifications to improve services to students.

Evidenced and detailed Outcome (Describe how you used outcome data for programmatic

modifications)

The Program Review has not been completed for T3P/Umoja since 2013-2014

II.2.A. 2018-2019 Assessment Plan for Student Services Area: The Umoja Program

Objectives: Note: List about 5 of your service area objectives. Your objectives must be related to a strategic initiative, student services goal, or campus goal AND have one or more measurable outcome. • A significant number of Umoja students will successfully complete guidance 48 (18FAL) & 47 (19SPR) • A significant number of Umoja students will engage in campus and organizational activities designed to help them feel more connected to the college experience • Umoja students will be exposed to African-American centered curriculum • A significant number of Umoja students will increase their understanding of all Umoja Statewide Practices • A significant number of Umoja students will increase their usage of the Umoja Village Space and LRC services to improve academic preparedness

Objective Student Relevance of Assessment Assessment Completion Improvement Learning objective to Criteria (Specify Measure (or anticipate Recommendation Outcome (SLO) Norco College Target (Measurement completion)/ s (next step)* or Mission* Performance tool) Findings** Service Area Level) Outcome (SAO) Umoja students Umoja students will We provide 70% of Umoja Information Completion Date Continue to monitor 1. will persist in be monitored for foundational students in guidance from Colleague June 2019 guidance courses Umoja guidance persistence, retention skills and 48 and 47 will UI and instructor throughout the year. courses and completion in pathways to complete the course grade book 93% of Umoja throughout the Umoja guidance transfer, career with a “C” or better. students passed Monitor Umoja academic year. courses in 18FAL and and technical their Umoja student success in 19SPR education, guidance 48 and 47 other Umoja supported certificates and courses. courses in 2019-2020. degrees. Goal Met Umoja students Umoja students will Norco College 60% of all Umoja On and off Completion Date In the upcoming year, 2. will engage in organize/participate serves our students will attend at campus activity June 2019 there needs to be more campus and in multiple campus students, our least one on or off sign-in sheets. Umoja activities activities, and organization community, and campus activity in More than 70% of centered around designed to help sponsored events. its workforce by their first term at Umoja students academics, study jams, them feel more providing Norco College. participated in on village space and connected to the educational or off campus college tours. college opportunities, Umoja sponsored experience. celebrating activities (activity diversity, and sign-in sheets). promoting collaboration. We encourage an Goal Met inclusive, innovative approach to

learning and the creative application of emerging technologies.

Umoja students Umoja students will Inclusiveness: 100% of all Umoja Students will be Completion Date Even though the 3. will be exposed be surveyed regarding Embracing students enrolled in survey to indicate June 2019 surveys were not given to curriculum what they learned diversity in all its English 1A and their satisfaction. to the Umoja student centered-around and felt in studying forms — global as Sociology 10 will be in a timely fashion, the African- ethnic-centered well as local — surveyed. Goal in progress Umoja team needs to American teaching. and creating a continue to adjustment authors and supportive it’s curriculum to literature. climate that address the African encourages a American experience variety of and student feedback. perspectives and opinions Umoja Instructors will work together at the RCCD Umoja district wide training to review ways to introduce curriculum that centers around African- American authors and literature. Umoja students Umoja students will Inclusiveness: Students will be The survey will Completion Date The Umoja team are 4. will increase be surveyed regarding Embracing surveyed to indicate be given to June 2019 encouraged to their their understanding diversity in all its their understanding students at the introduce 2 practices a understanding and what they forms — global as of the Umoja end of each term. week in collaboration of the Umoja learned regarding well as local — practices. Goal in progress with all Umoja Statewide Umoja Statewide and creating a instructors. The Umoja Practices. Practices. supportive practices should also climate that be discussed at weekly encourages a meetings throughout variety of the community. perspectives and opinions The Umoja team will be working together throughout the year to incorporate the Umoja Statewide Practices into their pedagogy. Umoja students Umoja students will Student 50% of Umoja of Village Space Completion Date Umoja instructors are 5. will increase increase participation Success: Being an Umoja students will sign in sheets. June 2019 encouraged to add their utilization in the Village Space institution that increase their usage usage of Umoja Village of the Umoja and LRC to increase places high value of the Umoja Village Goal in progress space into their Village Space and academic success. on the academic Space and LRC. syllabus and use the LRC services. and personal Village Space for office success of hours.

students in and outside of the Umoja Instructors will classroom and work together at the where meeting RCCD Umoja district student needs wide training to drives all improve student usage decisions of the LRC and Village regarding Space. educational programs and services *Please see appendix for description. **More detailed description on the following page.

II.2.B. 2018-2019 Assessment Plan Findings/Data Analysis

SLO/SAO #1:

Findings/Data Analysis: In 18FAL, 27 of 30 (90%) Umoja students completed GUI 48 with a “C” or better. In 19SPR, 25 of 28 (89%) Umoja students completed GUI 47 with a “C” or better.

Improvement Recommendations: As the instructor of the guidance courses, I plan on maintaining a successful completion, retention and persistence rate in the Umoja sections for the upcoming year. I also plan on providing monthly student success workshops in the Village Space to support the entire Umoja community and increase academic, personal and social preparedness.

SLO/SAO #2:

Findings/Data Analysis: 177 Umoja students completed over 5,009 hours of activities and engagement in on and off campus activities. The 5,009 hours accounted for 70% participation throughout the Umoja Community at Norco College.

Improvement Recommendations: In the upcoming academic year, we plan on spending more energy focusing on student engagement in academic activities such as study jams, village space and college tours to promote academic completion. The Umoja team met on June 19 to begin the process of discussing how each instructor can embed study jams, village space and the use of the LRC into their course syllabus. On July 30, there is a RCCD Umoja training that will allow the Norco team an opportunity to review options on how to utilize village space, study jams and the LRC.

SLO/SAO #3:

Findings/Data Analysis: Not enough data was collected. This will be an ongoing goal for the 2019-2020 academic year.

Improvement Recommendations: At the RCCD Umoja training on June 30, the team will discuss best practices with fellow Umoja instructors from RCC and Moreno Valley. Through this discussion and ongoing Norco college team meetings, we plan on discussing curriculum that is centered around African American authors and literature. A survey will be created to capture student’s satisfaction with their exposure to curriculum that is centered around African American authors and literature.

SLO/SAO #4:

Findings/Data Analysis: Not enough data was collected. This will be an ongoing goal for the 2019-2020 academic year.

Improvement Recommendations: The entire Umoja team met on June 19 to discuss how we can increase Umoja students' knowledge of the Umoja statewide practices. At this meeting, we discussed several ways to introduce the Umoja statewide practices. At the RCCD Umoja training on June 30, the team will discuss a plan to have each instructor introduce two practices a week. As the program coordinator, I plan on coming up with a weekly plan after our meeting on June 30. We will also make sure that the practices are highlighted at each Umoja meeting throughout the week. A survey will be created to capture students understanding of the Umoja statewide practices.

SLO/SAO #5:

Findings/Data Analysis: Based on Village Space sign-in sheets, only 10% of Umoja students used the study space in the 2018-2019 academic year.

Improvement Recommendations: In the upcoming academic year, we plan on spending more time focusing on academic support for the Umoja community. At the Umoja team met on June 19, we began the process of

discussing how each Umoja supported course can embed Study Jams and Village Space into their course syllabus. On July 30, there is a RCCD Umoja training on best practices where the entire Norco team will continue our discussion on how we can utilize Village Space, Study Jams and the LRC. Currently, we have several Umoja students taking the ILA course in 19SUM so they can be hired to tutor Umoja students in the Village Space. LIB 121 has been reserved for the Umoja Community on Wednesday and Fridays as a temporary Village Space in 19FAL.

III. Needs Assessment

1. Staffing Level Provide a very brief description of your current staffing level or attach an organizational chart that includes positions only.

2. Staffing Profile Please indicate the number in terms of FTE. (In other words a full time staff person is a 1.0, and a half time person is a .5)

Staffing Levels for Each of the Anticipated total Previous Five Years staff needed

2014- 2015- 2016- 2017- 2018- 2019 - 2020- Position 2015 2016 2017 2018 2019 2020 2021

Administration Classified Staff FT 1.0 0.5 1.0 1.0 Commented [JT1]: 1.o Classified Staff PT Confidential Staff FT Faculty FTE Full time .5/.2 .5/.2 Commented [JT2]: Anticipated what we would like in Faculty FTE Part time the future. Should we say a 1.0 Counselor and a 1.0 Total Full Time English Faculty member? Equivalent Permanent Staff Short Term Staff Student Workers

3. Improvement Areas Note: Identify specific issues that are affecting the efficiency or effectiveness of your area due to lack of staffing, equipment, or other resources.

• • • • •

Unit Name: The Umoja Program 4. Staff Needs NEW OR REPLACEMENT STAFF (Administrative, Faculty, or Classified)

Indicate List Staff Positions Needed for Academic Year 2018-2019 N = New Please be as specific as possible when offering a justification. Annual TCP* R=Replaceme TCP for Place titles on list in order (rank) of importance. nt employee I = Increase time 1. Faculty Increase for the Umoja Program (I) .667 Justification: Norco College needs to institutionalize the Umoja program in the counseling adjunct Department and add an additional counselor FTE. To do this we need an additional half time counselor counselor dedicated fully to the program. This can be a .5 or a Part Time hire whose contract is dedicated to the Umoja program to address the growth of the program and the general population. 2. Justification: 3. Justification: 4. Justification: 5. Justification: 6. Justification:

Unit Name: The Umoja Program

5. Equipment (Not including technology) Needs Not Covered by Current Budget

List Equipment or Equipment Repair Needed for Academic Year Annual TCO* 2018-2019 Please list/summarize the needs of your unit below. Cost per Number Total Cost of Request Please be as specific as possible. item Place items on list in order (rank) of importance. Requested

Justification:

Justification: 4.

Justification: 5.

Justification: 6.

Justification: * TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your area manager to obtain accurate cost estimates. If equipment needs are linked to a position please be sure to mention that linkage.

Unit Name: The Umoja Program

6. Technology++ Needs Not Covered by Current Budget NOTE: Technology; excludes software, network infrastructure, furniture, and consumables (toner, cartridges, etc.)

Annual TCO* Is there How Has it Program: Location (i.e New (N) or existing many been EQUIPMENT New (N) or Office, Cost per Number Total Cost Replace- Infra- users repaired Priority Continuing Classroom, item Requeste of Request REQUESTED ment (R)? structure served frequent (C)? etc.) d ? ? ly? 1. $369.0 30 $11,734.20 Usage / Lap tops Village N/A 0 Justification N N space No 200 2. $399.9 2 $847.98 Usage / Village 9 Justification printers N N space no 200 N/A 3. $530.0 2 $1,123.60 Usage / Lap top cart Village 0 Justification N N space no 200 N/A 4. Usage / Justification 5. Usage / Justification • TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your area manager to obtain accurate cost estimates. If equipment needs are linked to a position please be sure to mention that linkage. • ++Technology is (1) equipment that attaches to a computer, or (2) a computer is needed to drive the equipment.

Unit Name: The Umoja Program

7. Facilities Needs Not Covered by Current Building or Remodeling Projects*

List Facility Needs for Academic Year 2018-2019 (Remodels, Renovations or added new facilities) Total Cost of Request Place items on list in order (rank) of importance.

1. Umoja Village Space

Justification: Umoja programs require colleges to seek out a dedicated space where Repurpose existing space students feel welcomed. It is a space designed by students and staff that nurtures academic success. The Umoja Village should provide opportunities to increase exposure to historical and cultural experiences from the African Diaspora. The Umoja Village is also a place for the expression and celebration of students’ voices, study sessions, study groups, tutorials, a place to intentionally cultivate relationships within the broader institution to help support students succeed beyond the classroom, deep thought, conversation, critical thinking, and a safe space on campus are all Village purposes. 2. All Umoja faculty and student success coach offices connected to Village Space Repurpose existing Justification: the program leads, in our case the English instructor, student success coach space/move current offices and coordinator/counselor should have their offices, hold office hours, and be available to students at the Village space. In this way the Village is supervised informally and consistently and students have access to the program faculty. 3. Justification: 4. Justification: 5. Justification:

6. Justification: *Please speak with your area manager to obtain accurate cost estimates and to learn if the facilities you need are already in the planning stages.

Unit Name: The Umoja Program

8. Professional or Organizational Development Needs Not Covered by Current Budget*

List Professional Development Needs for Academic Year 2018-2019 Reasons might include in response to assessment findings or the need to update skills. Please be as specific as possible. Some items may not Number Cost per Requested Total Cost of Request have a cost per se but reflect the need to spend current staff time item differently. Place items on list in order (rank) of importance.

1. Annual Umoja Membership (yearly) Justification: Membership in our parent organization and discounted 1,000.00 1 $1,0000.00 admission to all Umoja events for faculty and students. 2. Summer Learning institute for Umoja Faculty Team (spring 2020) $ 7,200.00 2,000.00 Justification: This is the annual statewide training for program 4 practitioners in best practices, Equity issues, research methodologies, research, etc. (approx. 2,000 per person for the week including air and hotel) 3. Attending Annual Umoja Conference in Oakland (November 1-2, 2019)

Justification: This is the annual statewide conference for programs from 1,000.00 10 $10,000.00 all over the state. Directors, Instructors and students converge from statewide for workshops, rituals, activities and even on site admissions to HBCUs. Last year the event was local and we were able to bring 10 students. This year it will require flight. 4. Attend other conferences and events, both faculty and with students (2019-2020 academic school year) 200.00 50 $10,000.00

Justification: Funds for Conferences such as A Dream Deferred: The Future of African American Education, and the Association of African American Educators both locally and nationally. 5. A2mend Conference (spring 2020)

Justification: The African American Male Educational Network and Development (A²MEND) organization is comprised of African American 7,500.00 11 $7,500.00 male administrators who utilize their scholarly and professional expertise to foster institutional change within the community college system. 6.

Justification: *It is recommended that you speak with Human Resources or the Management Association to see if your request can be met with current budget.

Unit Name: The Umoja Program

9. SAFETY NEEDS not covered by current budget

List Safety Needs for Academic Year 2018-2019

Please list/summarize the needs of your unit below. Please be as specific as possible. Cost per Not all needs will have a cost, but may require a reallocation of current staff Number Total Cost of Request item Requested time. Place items on list in order (rank) of importance.

Justification:

Justification: 4.

Justification: 5.

Justification: 6.

Justification:

Unit Name: The Umoja Program

9. OTHER NEEDS not covered by current budget

List Other Needs for Academic Year 2018-2019 Please list/summarize the needs of your unit below. Please be as specific as possible. Cost per Not all needs will have a cost, but may require a reallocation of current staff Number Total Cost of Request item Requested time. Place items on list in order (rank) of importance.

Justification:

Justification: 4.

Justification: 5.

Justification: 6.

Justification:

Appendix

(The follow is for use for your assessment plans in sections II.1.A. and II.2.A.)

2. Provides support and encouragement through a. Innovative approach to learning b. Application of emerging technologies

3. Provides foundational skills and pathways to transfer, career and technical education, certificates and degrees.

Program Review Comprehensive Report

Program Review - Student Services: Upward Bound Centennial

Summary: •Guide students with the college application process, financial aid, and enrollment into a post secondary institution. •Provide opportunities for participants to visit four-year universities, cultural, and career related field trips. •Provide opportunities for participants to do career exploration and life planning. •Offer activities to prepare students with the transition from high school into post secondary institutions. Including a 2 year and 4 year UB Bridge track.

Strengths: 1. 79 percent of participants served during the academic year 2016-2017 had a cumulative GPA of 2.5 or better at the end of the school year.

2. 100 percent of UB seniors served during the project year, achieved at the proficient level on state assessments in reading/language arts and math.

3. 99 percent of project participants served during the academic year 2016-2017 continue in school for the next academic year 2017-2018, at the next grade level, or graduated from secondary school with a regular secondary school diploma.

4. 76 percent of seniors that graduated in spring 2017 enrolled into an institution of post secondary education by fall 2017.

Students Served: The Upward Bound Program-Centennial High School served 79 students from Centennial High School during the year 2017-2018. Our students met at least one of the three criteria: 1. Low-Income (per established federal guidelines) 2. First Generation, potential college students (self-reported) 3. Demonstrated Academic Need (per their school transcript grades) 4. 2/3 of participants are both low-income and first generation potential college students.

Attachments: 2014-17_STUDENT_SERVICES_UPWARD_BOUND_CENTENNIAL_ResourceRequests.xlsx

SLO/SAO: Improve program participants’ knowledge of postsecondary education academic requirements. UB participants will demonstrate knowledge and understanding of college preparation requirements for admission into post secondary institutions. SLO/SAO Status: Completed

05/09/2018 Generated by Nuventive Improve Page 1 of 3

Program Review - Student Services: Upward Bound Centennial

SLO/SAO Year(s): 2014 - 2017 Date Entered: 04/26/2018 Date Completed: 04/26/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Results from the UB College Knowledge Pre and Post-Test will be gathered and evaluated. (Active) Criteria: 70% of all UB participants will demonstrate a thorough understanding of post-secondary requirements by passing the post-test with 70% or more and/or improving their score from the pre and posttest by 20% or higher on the UB College Knowledge Test. Findings/Analysis Reporting Period: 2017 - 2018 04/26/2018 Conclusion: Criteria Met 77% (24/31) of UB participants demonstrated knowledge in the UB College knowledge post test by improving their score from the pre and post test by 20% and/or higher and 29% (9/31) passed the post-test by scoring 70% or more. Data reported is from : Fall Improvement Recommendations Improvement Recommendation: I am recommending that we change the format of the test and make it into a "game," such as college knowledge jeopardy. Even though the SLO was met, I feel like some students do not quite pay attention. For example there was a student that did worst in the post-test than they did in the pre-test. (04/26/2018) Mapping Mission 1a. Service to students, community, and workforce by providing educational opportunities SLO/SAO: Assist and guide participants through the college application process to gain admission into institutions of post secondary education. Senior participants will achieve admission into an institution of post secondary education immediately after high school graduation. SLO/SAO Status: Completed SLO/SAO Year(s): 2014 - 2017 Date Entered: 04/26/2018 Date Completed: 04/26/2018 SLO/SAO Type: SAO – General

05/09/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Student Services: Upward Bound Centennial

Data reported is from : Fall Improvement Recommendations Improvement Recommendation: This year I noticed that many seniors enrolled into an institution of post-secondary education, but around October they dropped out. I would like to conduct more following during the summer to ensure that they do not drop out or that they receive adequate support before making that decision. In addition, starting Fall 2018 Upward Bound will implement a Senior Boot camp before our senior seminar begins. (04/26/2018) Mapping Mission 3c. Provides foundational skills and pathways to certificate and degree students SLO/SAO: Increase students understanding of the financial aid process. UB participants will demonstrate knowledge and understanding of the financial aid process. SLO/SAO Status: Completed SLO/SAO Year(s): 2014 - 2017 Date Entered: 04/26/2018 Date Completed: 04/26/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Results from the Financial Aid Pre and Post-Test will be gathered and evaluated. (Active) Criteria: 70% of all UB participants will demonstrate an understanding of the financial aid process by passing the post-test with 70% or more and/or improving their score from the pre and posttest by 20% or higher on the UB Financial Aid Test. Findings/Analysis Reporting Period: 2017 - 2018 04/26/2018 Conclusion: Criteria Not Met 31% (13/41) of UB participants demonstrated knowledge and understanding of the financial aid process post test by improving their score from the pre and post test by 20% or higher. 63% (26/41) of students passed the post-test by scoring 70% or more. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: SLO was not met, my recommendation is that we spend more time in the fall semester discussing financial aid before we do the pre and post test in January. We may also want to consider making the presentation fun by making it into a game. For example, making it a Financial Aid Jeopardy game. (04/26/2018) Mapping Mission 3c. Provides foundational skills and pathways to certificate and degree students

05/09/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Student Services: Upward Bound Corona

Area Overview 2017 - 2018 Mission: Norco College Upward Bound provides students with academic guidance, personal development and fundamental support to participants in their preparation for college entrance. The program provides opportunities for participants to succeed in their precollege performance and ultimately in their higher education pursuits. Philosophy Statement: Upward Bound provides services designed to increase students’ knowledge and academic performance in order to meet post secondary eligibility. The goal of Upward Bound is to increase the rate at which participants enroll in and graduate from post secondary intuitions. Summary: •Guide students with the college application process, financial aid, and enrollment into a post secondary institution. •Provide opportunities for participants to visit four-year universities, cultural, and career related field trips. •Provide opportunities for participants to do career exploration and life planning. •Offer activities to prepare students with the transition from high school into post secondary institutions. Including a 2 year and 4 year UB Bridge track. Strengths: 1. 71 percent of participants served during the academic year 2016-2017 had a cumulative GPA of 2.5 or better at the end of the school year. 2. 100 percent of UB seniors served during the project year, achieved at the proficient level on state assessments in reading/language arts and math. 3. 100 percent of project participants served during the academic year 2016-2017 continue in school for the next academic year 2017-2018, at the next grade level, or graduated from secondary school with a regular secondary school diploma. 4. 72 percent of seniors that graduated in spring 2017 enrolled into an institution of post secondary education by fall 2017. Students Served: The Upward Bound Program-Corona High School served 67 studentsl during the year 2017-2018. Our students met at least one of the three criteria: 1. Low-Income (per established federal guidelines) 2. First Generation, potential college students (self-reported) 3. Demonstrated Academic Need (per their school transcript grades) 4. 2/3 of participants are both low-income and first generation potential college students. Attachments: 2014-17_STUDENT_SERVICES_UPWARD_BOUND_CORONA_ResourceRequests.xlsx

Assessment Measures Direct - Results from the UB College Knowledge Pre and Post-Test will be gathered and evaluated. (Active)

05/09/2018 Generated by Nuventive Improve Page 1 of 3

Program Review - Student Services: Upward Bound Corona

Criteria: 70% of all UB participants will demonstrate a thorough understanding of post-secondary requirements by passing the post-test with 70% or more and/or improving their score from the pre and posttest by 20% or higher on the UB College Knowledge Test. Findings/Analysis Reporting Period: 2017 - 2018 04/30/2018 Conclusion: Criteria Met 100% (7/7) of UB participants demonstrated knowledge in the UB College knowledge posttest by improving their score from the pre and posttest by 20% or higher and 0% (0/7) passed the post-test by scoring 70% or more. Data reported is from : Fall Improvement Recommendations Improvement Recommendation: I am recommending that we change the format of the test and make it into a "game," such as college knowledge jeopardy. Even though the SLO was met, I feel like some students do not quite pay attention. I recommend not giving this test unless we have full class, this particular class was incomplete in the Fall. (04/30/2018) Mapping Mission 1a. Service to students, community, and workforce by providing educational opportunities SLO/SAO: Assist and guide participants through the college application process to gain admission into institutions of post secondary education. Senior participants will achieve admission into an institution of post secondary education immediately after high school graduation. SLO/SAO Status: Completed SLO/SAO Year(s): 2014 - 2017 Date Entered: 04/26/2018 Date Completed: 04/26/2018 SLO/SAO Type: SAO – General

Assessment Measures Indirect - -Admissions letters. -National Student Clearinghouse database. -Senior Exit Survey. (Active) Criteria: 60% of the 2016-2017 seniors who graduated from high school in 2017 will achieve admission into an institution of postsecondary education and enroll Fall 2017. Findings/Analysis Reporting Period: 2017 - 2018 04/30/2018 Conclusion: Criteria Met 72% (13/18) of the 2016-2017 seniors that graduated high school 2017 were accepted and enrolled into an institution of post secondary education in the fall of 2017. Data reported is from : Fall Improvement Recommendations Improvement Recommendation: This year I noticed that many seniors enrolled into an institution of post-secondary education, but around October they dropped out. I would like to conduct more following during the summer to ensure that they do not drop out or that they receive adequate support before making that decision. In addition, starting Fall 2018 Upward Bound will implement a Senior Boot camp before our senior seminar begins. (04/30/2018)

05/09/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Student Services: Upward Bound Corona

Mapping Mission 3c. Provides foundational skills and pathways to certificate and degree students SLO/SAO: Increase students understanding of the financial aid process. UB participants will demonstrate knowledge and understanding of the financial aid process. SLO/SAO Status: Completed SLO/SAO Year(s): 2014 - 2017 Date Entered: 04/26/2018 Date Completed: 04/26/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Results from the Financial Aid Pre and Post-Test will be gathered and evaluated. (Active) Criteria: 70% of all UB participants will demonstrate an understanding of the financial aid process by passing the post-test with 70% or more and/or improving their score from the pre and posttest by 20% or higher on the UB Financial Aid Test. Findings/Analysis Reporting Period: 2017 - 2018 04/30/2018 Conclusion: Criteria Not Met 10% (3/28) of UB participants demonstrated knowledge and understanding of the financial aid process post test by improving their score from the pre and post test by 20% or higher. 53% (15/28) of students passed the post-test by scoring 70% or more. Data reported is from : Fall Improvement Recommendations Improvement Recommendation: SLO was not met, my recommendation is that we spend more time in the fall semester discussing financial aid before we do the pre and post test in January. We may also want to consider making the presentation fun by making it into a game. For example, making it a Financial Aid Jeopardy game. (04/30/2018) Mapping Mission 3c. Provides foundational skills and pathways to certificate and degree students

05/09/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Student Services: Upward Bound Norte Vista

Area Overview 2017 - 2018 Mission: Norco College Upward Bound provides students with academic guidance, personal development and fundamental support to participants in their preparation for college entrance. The program provides opportunities for participants to succeed in their precollege performance and ultimately in their higher education pursuits. Philosophy Statement: Upward Bound provides services designed to increase students’ knowledge and academic performance in order to meet post secondary eligibility. The goal of Upward Bound is to increase the rate at which participants enroll in and graduate from post secondary intuitions. Summary: •Guide students with the college application process, financial aid, and enrollment into a post secondary institution. •Provide opportunities for participants to visit four-year universities, cultural, and career related field trips. •Provide opportunities for participants to do career exploration and life planning. •Offer activities to prepare students with the transition from high school into post secondary institutions. Including a 2 year and 4 year UB Bridge track. Strengths: 1. 77 percent of participants served during the academic year 2016-2017 had a cumulative GPA of 2.5 or better at the end of the school year. 2. 100 percent of UB seniors served during the project year, achieved at the proficient level on state assessments in reading/language arts and math. 3. 100 percent of project participants served during the academic year 2016-2017 continue in school for the next academic year 2017-2018, at the next grade level, or graduated from secondary school with a regular secondary school diploma. 4. 83 percent of seniors that graduated in spring 2017 enrolled into an institution of post secondary education by fall 2017. Students Served: The Upward Bound Program-Norte Vista High School served 73 studentsl during the year 2017-2018. Our students met at least one of the three criteria: 1. Low-Income (per established federal guidelines) 2. First Generation, potential college students (self-reported) 3. Demonstrated Academic Need (per their school transcript grades) 4. 2/3 of participants are both low-income and first generation potential college students. Attachments: 2014-17_STUDENT_SERVICES_UPWARD_BOUND_NORTE_VISTA_ResourceRequests.xlsx

05/09/2018 Generated by Nuventive Improve Page 1 of 3

Program Review - Student Services: Upward Bound Norte Vista

Direct - Results from the UB College Knowledge Pre and Post-Test will be gathered and evaluated. (Active) Criteria: 70% of all UB participants will demonstrate a thorough understanding of post-secondary requirements by passing the post-test with 70% or more and/or improving their score from the pre and posttest by 20% or higher on the UB College Knowledge Test. Findings/Analysis Reporting Period: 2017 - 2018 04/28/2018 Conclusion: Criteria Met 96% (29/30) of UB participants demonstrated knowledge in the UB College knowledge posttest by improving their score from the pre and posttest by 20% or higher and 3% (1/30) passed the post-test by scoring 70% or more. Data reported is from : Fall Improvement Recommendations Improvement Recommendation: I am recommending that we change the format of the test and make it into a "game," such as college knowledge jeopardy. Even though the SLO was met, I feel like some students do not quite pay attention. For example there was a student that did worst in the post-test than they did in the pre-test. (04/30/2018) Mapping Mission 1a. Service to students, community, and workforce by providing educational opportunities SLO/SAO: Assist and guide participants through the college application process to gain admission into institutions of post secondary education. Senior participants will achieve admission into an institution of post secondary education immediately after high school graduation. SLO/SAO Status: Completed SLO/SAO Year(s): 2014 - 2017 Date Entered: 04/26/2018 Date Completed: 04/26/2018 SLO/SAO Type: SAO – General

Assessment Measures Indirect - -Admissions letters. -National Student Clearinghouse database. -Senior Exit Survey. (Active) Criteria: 60% of the 2016-2017 seniors who graduated from high school in 2017 will achieve admission into an institution of postsecondary education and enroll Fall 2017. Findings/Analysis Reporting Period: 2017 - 2018 04/28/2018 Conclusion: Criteria Met 83% (19/23) of the 2016-2017 seniors that graduated high school 2017 were accepted and enrolled into an institution of postsecondary education in the fall of 2017. Data reported is from : Fall Improvement Recommendations Improvement Recommendation: This year I noticed that many seniors enrolled into an institution of post-secondary education, but around October they dropped out. I would like to conduct more following during the summer to ensure that they do not drop out or that they receive adequate support before making that decision. In addition, starting Fall 2018 Upward Bound will

05/09/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Student Services: Upward Bound Norte Vista

implement a Senior Boot camp before our senior seminar begins. (04/30/2018) Mapping Mission 3c. Provides foundational skills and pathways to certificate and degree students SLO/SAO: Increase students understanding of the financial aid process. UB participants will demonstrate knowledge and understanding of the financial aid process. SLO/SAO Status: Completed SLO/SAO Year(s): 2014 - 2017 Date Entered: 04/26/2018 Date Completed: 04/26/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Results from the Financial Aid Pre and Post-Test will be gathered and evaluated. (Active) Criteria: 70% of all UB participants will demonstrate an understanding of the financial aid process by passing the post-test with 70% or more and/or improving their score from the pre and posttest by 20% or higher on the UB Financial Aid Test. Findings/Analysis Reporting Period: 2017 - 2018 04/28/2018 Conclusion: Criteria Not Met 20% (9/43) of UB participants demonstrated knowledge and understanding of the financial aid process post test by improving their score from the pre and post test by 20% or higher. 54% (23/43) of students passed the post-test by scoring 70% or more Data reported is from : Fall Improvement Recommendations Improvement Recommendation: SLO was not met, my recommendation is that we spend more time in the fall semester discussing financial aid before we do the pre and post test in January. We may also want to consider making the presentation fun by making it into a game. For example, making it a Financial Aid Jeopardy game (04/28/2018) Mapping Mission 3c. Provides foundational skills and pathways to certificate and degree students

05/09/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Student Services: Veterans

Area Overview 2017 - 2018 Mission: Veterans Services provides VA Educational Benefits to eligible Veterans and their dependents. We support academic success by coordinating college and community resources in an effort to provide a quality education and services to all members of the armed forces and their dependents (Reviewed 2/2018).

Philosophy Statement: We support Veterans and Dependents of Veterans in their pursuit towards academic success while also providing means to obtain financial support (Reviewed 2/2018). Summary: • Provide Veterans and VA Dependents with services and information to access their VA Educational Benefits • Facilitate admissions, course enrollment, and financial deferments for veterans and dependents; determine veterans eligibility for priority registration • Implement guidelines and policies established by the Department of Veterans Affairs • Provide referrals for veterans/dependents to the Counseling Department in order to obtain a VA Student Education Plan (SEP) • Report enrollment status regularly to the Department of Veterans Affairs (Certification, adjustment, amendments, terminations) • Provide Norco College academic program amendments to the California State Approving Agency & Department of Veterans Affairs (WEAMS) • Report, verify, and reconcile enrollment fees each term • Report updates on each student’s financial aid status and facilitate the reimbursement of funds to the VA • Facilitate new student orientation for veterans/dependents every semester

Strengths: • Maintained email communication with the veterans/dependents population • Utilized student employees and VA Work study employees dedicated to serve in the Veterans Services Office • Increased attendance in regional workshops and training sessions • Coordinated Veterans’ workshops for various contiguous groups • Mandated new student orientation workshops for veterans/dependents • Maintained monthly visits from the Mobile Vet Center (VA) offering readjustment, marriage, PTSD, and general counseling • Maintained the communication between the college and outside agencies that serve veterans/dependents • Continued/enhanced partnership with the Norco College Veterans’ Club • Enhanced functionality of the Norco College Veterans Services website to better serve veterans / dependents • Enacted a student appointment system to ensure that students can meet with a guidance/VA counselor at Veterans Services • Implemented Veterans Access, Choice and Accountability Act of 2014 and California Assembly Bill 13 • Signed executive Order 13607, “The Principles of Excellence,” aka 8 Keys to Veteran’s Success • Received Military Times Best for Vets Award, 2017

Students Served: Chapter 16 SUM 16 FALL 17 WIN 17 SPR 30 4 11 4 7 31 2 10 6 5 33 58 109 60 86

05/09/2018 Generated by Nuventive Improve Page 1 of 10

35 7 20 8 10 1606 4 8 6 12 Guest 13 35 6 25 Total 88 149 76 145 Grand Total: 458 Unduplicated Count: 248

Adjustments, Amendments, Terminations (2016 / 2017):

VA Cert. Changes 16 SUM 16 FALL 17 WIN 17 SPR Adjustments 15 35 10 31 Terminations 5 13 0 16 Amendments 0 1 0 3 Total 20 49 10 50 Grand Total: 129

Veterans New Student Orientations Term: Number of Students 16 Summer 6 16 Fall 13 17 Winter 6 17 Spring 7 Total: 32

Over The Counter Add / Drops:

Adds and Drops: Summer 2016 19 Fall 2016 29 Winter 2017 10 Spring 2017 40 Grand Total: 98

Counseling Referrals: 2016-2017 2016-2017 New Student: Change (S.E.P): Total: July 7 9 16 August 24 9 33 September 7 4 11 October 4 2 6 November 4 9 13 December 3 0 3 January 14 10 24 February 15 6 21 March 4 6 10 April 4 5 9 May 4 11 15 June 3 1 4 Grand Total: 165

Student Inquiries Fiscal Year: (2016-2017)

Over the Counter Services Number of Students served New Student Intake 186

05/09/2018 Generated by Nuventive Improve Page 2 of 10

Submission of Veterans Intent & Statement of Responsibility (VISoR) 458 Change of Program 71 Document Submission 223 Other ( Course Enrollment, Certification Application Status,) Etc.. 556 Total Number: 1,494

Counseling Services at Veterans Services: (2016-2017) Counseling Services Number of Students Served VA Counseling / Students Served 112 Student Educational Plans (SEP) 97

Attachments: 2014-17_STUDENT_SERVICES_VETERANS_ResourceRequests.xlsx

SLO/SAO: 1. : Veterans and dependents will understand the new Financial Aid BOG Fee Waiver changes effective Fall 2016 Objectives: 1. Provide information regarding the process of obtaining VA Educational Benefits at Norco College a. Keep students updated on VA polices with regards to education and/or services b. Disseminate information pertaining to college application and registration process c. Disseminate information pertaining to G.I. Bill program benefits and entitlement 2. Improve the quality of services in the Veterans Services Office a. Provide accurate student information b. Provide informational materials to students. c. Provide staff training sessions on an ongoing basis 3. Educate Veterans and VA Dependents on specific enrollment responsibilities a. Timely submission of prior college credits for VA evaluation b. The process of obtaining a Student Educational Plan (SEP) c. Knowledge of Statement of Responsibility (VISoR) d. Knowledge of VONAPP and Norco College application

SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 04/16/2018 SLO/SAO Type: SLO – Direct

Assessment Measures Direct - Utilize pre and post surveys (Active) Criteria: As a result of a one-on-one consultation, 80% of veterans who were surveyed will understand the new BOG Fee Waiver changes effective Fall 2016. Findings/Analysis Reporting Period: 2018 - 2019 04/16/2018 Conclusion: Criteria Met Goal is met and exceeded by 19%. Post-test revealed 99% of students learned about the new priority Board of Governors Waiver (BOGW) guidelines that will take effect Fall 2016; there was a 51% increase from pre-test. Data reported is from : Spring Improvement Recommendations Improvement Recommendation: • Assessment will continue as this is a new policy that took affect Fall 2016. As a result, additional data from students being affected needs to be collected to determine if they were aware of this policy. If the students

05/09/2018 Generated by Nuventive Improve Page 3 of 10

Program Review - Student Services: Veterans

are unaware, the reasons will have to be investigated to ensure that we target those students so they are included in SLO. • Students at risk of falling below academic standards will receive additional consultation (04/10/2018) Reporting Period: 2018 - 2019 04/10/2018 Conclusion: Criteria Met Goal is met and exceeded by 11%. Post-test revealed 91% of students who participated in the survey demonstrated knowledge of the Veterans Access, Choice and Accountability Act of 2014 and California Assembly Bill 13 Data reported is from : Spring

Reporting Period: 2018 - 2019 04/10/2018 Conclusion: Criteria Not Met Data was not available for the 16/17fiscal year. Latest Data available was for the 16 Spring semester, which demonstrate that veterans outperform the general population by 1.4%.

-Work with institutional research to acquire this data.

Data reported is from : Spring

Reporting Period: 2018 - 2019 04/10/2018 Conclusion: Criteria Met Goal is met and exceeded by 10%. Post-test revealed 100% of Veterans and Dependents who participated in the survey learned that the VA will not pay for online remedial courses; there was a 52% increase from pre-test Data reported is from : Spring

Reporting Period: 2018 - 2019 04/10/2018 Conclusion: Criteria Not Met Goal was not met, there was a 38/ increase, goal was a 60% increase.

-Continue to collaborate with DRC

-Comprehensive data was not available for the 16/17 fiscal year as the project was established until the middle of the Spring 2017 semester

Data reported is from : Spring

Reporting Period: 2018 - 2019 04/10/2018 Conclusion: Criteria Met Goal is met and exceeded by 10%. Institutional Data demonstrated that 100% of students utilizing benefits at Norco College have a Student Educational Plan (SEP). Data reported is from : Spring

Reporting Period: 2018 - 2019 04/10/2018 Conclusion: Criteria Met Goal is met and exceeded by 30%. Post- survey revealed 100% of staff members who attended the VA Workshop at Norco College have improved knowledge of VA policies and procedures. Data reported is from : Spring

05/09/2018 Generated by Nuventive Improve Page 4 of 10

Program Review - Student Services: Veterans

Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.5 - Decrease the percentage of students who experience unfair treatment based on diversity-related characteristics.

Mission 1a. Service to students, community, and workforce by providing educational opportunities 1b. Service to students, community, and workforce by celebrating diversity 2b. Provide support and encouragement through application of emerging technologies

Student Services Data - *Information Only* Enrollment - "Enrollments" refers to a duplicated count of enrollments at Norco College. "Number of Students" refers to actual number of students calculated from an unduplicated student enrollment file. In cases where student status is unknown, may be unavailable or not self-reported by the student SLO/SAO: VeteVeterans will understand the Veterans Access, Choice and Accountability Act of 2014 and California Assembly Bill 13. 1-Provide information regarding the process of obtaining VA Educational Benefits at Norco College 2- Improve the quality of services in Veterans Services Office. 3-Educate Veterans and VA Dependents on specific enrollment responsibilities

SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 04/16/2018 SLO/SAO Type: SLO – Direct Assessment Measures Direct - Pre-Post Survey (Active) Criteria: As a result of a one-on-one consultation, 80% of veterans who were surveyed will understand the new Veterans Access, Choice and Accountability Act of 2014 and California Assembly Bill 13

Mission 2b. Provide support and encouragement through application of emerging technologies

05/09/2018 Generated by Nuventive Improve Page 5 of 10

Program Review - Student Services: Veterans

3b. Provides foundational skills and pathways to career and technical education students

Student Services Data - *Information Only* GPA - Cumulative GPA was calculated using the SX referential file. Grade points were calculated by multiplying SXD3 (attempted units) and SX04 (grades), and dividing those grade points by total units attempted. SLO/SAO: Veterans will succeed 2% higher that the Norco College population Provide information regarding the process of obtaining VA Educational Benefits at Norco College 2- Improve the quality of services in Veterans Services Office. 3-Educate Veterans and VA Dependents on specific enrollment responsibilities

SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 04/10/2018 SLO/SAO Type: SLO – Direct Assessment Measures Direct - Statistical data via UI Web (Active) Criteria: As a result of being part of the program, veterans will succeed at 2% higher than the Norco College population.

Mission 1c. Service to students, community, and workforce by promoting collaboration 2a. Provide support and encouragement through innovative approach to learning

Student Services Data - *Information Only* Unit Load - Unit Load SLO/SAO: Veterans whom are receiving priority registration will understand the priority registration guidelines Provide information regarding the process of obtaining VA Educational Benefits at Norco College 2- Improve the quality of services in Veterans Services Office. 3- Educate Veterans and VA Dependents on specific enrollment responsibilities

05/09/2018 Generated by Nuventive Improve Page 6 of 10

Program Review - Student Services: Veterans

SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 04/05/2018 SLO/SAO Type: SLO – Direct Assessment Measures Direct - As a result of a one-on-one consultation, 90% of Veterans utilizing priority registration will understand the new priority registration enrollment guidelines effective Fall 2014. (Active) Criteria: As a result of a one-on-one consultation, 90% of Veterans utilizing priority registration will understand the new priority registration enrollment guidelines effective Fall 2014.

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 3 - Objective 3.4 - Ensure the distribution of our student population is reflective of the communities we serve. Goal 4 - Objective 4.4 - Increase institutional awareness of partnerships, internships, and job opportunities established with business and industry. Goal 4 - Objective 4.5 - Continue the success of Kennedy Partnership (percent of students 2.5 GPA+, number of students in co- curricular activities, number of students who are able to access courses; number of college units taken). Goal 5 - Objective 5.1 - 100% of units (disciplines, Student Support Service areas, administrative units) will conduct systematic program reviews. Goal 5 - Objective 5.3 - Increase the percentage of programs that conduct program level outcomes assessment that closes the loop. Goal 7 - Objective 7.1 - Provide professional development activities for all employees. Goal 7 - Objective 7.3 - Decrease the percentage of employees who experience unfair treatment based on diversity-related characteristics. Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community. SLO/SAO: As a result of collaboration with DRC & tutorial services, the number veterans and dependents utilizing their services will increase Improve the quality of services in Veterans Services Office.

4-Collaborate with Student Services Departments to enhance the academic experience of student Veterans at Norco College

SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 03/14/2018

05/09/2018 Generated by Nuventive Improve Page 7 of 10

Program Review - Student Services: Veterans

SLO/SAO Type: SLO – Direct Assessment Measures Direct - Utilize referral cards & Statistical data from UI Web (Active) Criteria: As a result of collaboration with DRC, the number of veterans and dependents utilizing their services will increase by 60%

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.8 - Increase the percentage of students who begin addressing basic skills needs in their first year. Goal 2 - Objective 2.4 - Increase the percentage of students who consider the college environment to be inclusive. Goal 2 - Objective 2.5 - Decrease the percentage of students who experience unfair treatment based on diversity-related characteristics.

Mission 1a. Service to students, community, and workforce by providing educational opportunities 1c. Service to students, community, and workforce by promoting collaboration SLO/SAO: Veterans will receive an SEP by utilizing services at Veterans Services Provide information regarding the process of obtaining VA Educational Benefits at Norco College 2- Improve the quality of services in Veterans Services Office. 3- Educate Veterans and VA Dependents on specific enrollment responsibilities

SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 04/10/2018 SLO/SAO Type: SLO – Direct Assessment Measures Direct - UI Web and date gathered via Veterans Service’s records. (Active) Criteria: As a result of the utilization of Veterans Services, 90% of veterans/dependents will have a comprehensive SEP.

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). Goal 7 - Objective 7.2 - Increase the percentage of employees who consider the college environment to be inclusive. Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community.

Mission

05/09/2018 Generated by Nuventive Improve Page 8 of 10

Program Review - Student Services: Veterans

2a. Provide support and encouragement through innovative approach to learning 3a. Provides foundational skills and pathways to transfer students 3c. Provides foundational skills and pathways to certificate and degree students

Student Services Data - *Information Only* Comprehensive SEP - As of Fall 2014, this report includes a breakdown of the number and percentage of students in each program who received a comprehensive educational plan. A comprehensive education plan was derived from the SS referential file (SS09). In SS09 a student had either a comprehensive education plan (SS09=C), or a comprehensive and abbreviated education plan (SS09=B), or a student had an abbreviated education plan (SS09=A) within the selected term. Unit Load - Unit Load SLO/SAO: Veterans Services staff attending training workshops will have a better understanding of VA policies and procedures. Provide information regarding the process of obtaining VA Educational Benefits at Norco College 2-Improve the quality of services in Veterans Services Office. 3-. Educate Veterans and VA Dependents on specific enrollment responsibilities

SLO/SAO Status: Active SLO/SAO Year(s): 2018 - 2021 Date Entered: 04/10/2018 SLO/SAO Type: SLO – Direct Assessment Measures Direct - Utilize post surveys (Active) Criteria: 70% of staff attending VA workshops will have a better understanding of VA policies and procedures

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.2 - Increase frequency of student participation in co-curricular activities. Goal 2 - Objective 2.4 - Increase the percentage of students who consider the college environment to be inclusive. Goal 3 - Objective 3.4 - Ensure the distribution of our student population is reflective of the communities we serve. Goal 4 - Objective 4.2 - Increase the number of industry partners who participate in industry advisory council activities. Goal 4 - Objective 4.6 - Increase community partnerships. Goal 5 - Objective 5.5 - Increase the number of faculty development workshops focusing on pedagogy each academic year. Goal 7 - Objective 7.1 - Provide professional development activities for all employees. Goal 7 - Objective 7.4 - Increase participation in events and celebrations related to inclusiveness.

Mission 1a. Service to students, community, and workforce by providing educational opportunities 3b. Provides foundational skills and pathways to career and technical education students

Student Services Data - *Information Only* Enrollment - "Enrollments" refers to a duplicated count of enrollments at Norco College. "Number of Students" refers to actual

05/09/2018 Generated by Nuventive Improve Page 9 of 10

Program Review - Student Services: Veterans

number of students calculated from an unduplicated student enrollment file. In cases where student status is unknown, may be unavailable or not self-reported by the student Persistence - Persistence is defined as any student who persists beyond census (and receives a valid notation) in one or more Norco College courses in the first semester and does the same in the subsequent semester anywhere in the district. Comprehensive SEP - As of Fall 2014, this report includes a breakdown of the number and percentage of students in each program who received a comprehensive educational plan. A comprehensive education plan was derived from the SS referential file (SS09). In SS09 a student had either a comprehensive education plan (SS09=C), or a comprehensive and abbreviated education plan (SS09=B), or a student had an abbreviated education plan (SS09=A) within the selected term.

05/09/2018 Generated by Nuventive Improve Page 10 of 10

Program Review Comprehensive Report

Program Review - Administrative: Business Services - Admin

Area Overview 2014 - 2017 Mission: The mission of Human Resources and Employee Relations is to support Riverside Community College District's students, applicants, employees, and communities by recruiting, developing, and retaining a qualified and diverse work force to build a professional, fair, and inclusive educational environment. Identify or outline how your unit serves the mission of Norco College: By supporting it's workforce. List the major functions of your unit: Delivery of core Human Resources services at the College, including: recruitment, retention, training & development, management advisement, resolution of personnel issues, policy interpretation and processing of Title IX complaints. SAO Assessment: Reflect on the last 3 years of SAO assessment and describe what you've learned.: Faculty and staff have requested that the District Human Resources Liaison increase time spent on campus to 5 days per week. Attachments: 2014-17_ADMINServices_BUSINESS_SVCS_ADMIN_ResourceRequests.xlsx 2014-17_BUSINESS_SERVICES_ADMINISTRATIVE_SAO_AdminSvcsUnit.pdf

Goal: Revise/ Amend the BAM 2.0 to address issues that were unforseen at inception and negatively impact the College. Increase the professional development opportunities offered to college employees in the areas specifically requested by the employees. Goal Status: In Progress Goal Year(s): 2014 - 2017, 2018 - 2021 Approval Date: 05/01/2018 How do your goals support the Educational Master Plan?: Not directly related to the EMP. Necessary to provide an equitable distribution of resources to the respective colleges based on programs, enrollments and changes in service needs and locations. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher).

Update on Goal Updates Reporting Period: 2014 - 2017 04/28/2018 Conclusion: Goal Partially Completed The New Chancellor has requested revisions to the BAM with current conversations underway that center on developing the principles that will underpin a revised BAM

05/09/2018 Generated by Nuventive Improve Page 1 of 3

Program Review - Administrative: Business Services - Admin

Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community. Goal: Improve facilty use processes and revenue. Increase Facility Use Revenue and Streamline the process for applying for and granting authorizations for facilty use. Goal Status: In Progress Goal Year(s): 2014 - 2017, 2018 - 2021 Approval Date: 05/01/2018 How do your goals support the Educational Master Plan?: Not directly referenced in the EMP. A goal to improve revenue to the College.

Update on Goal Updates Reporting Period: 2014 - 2017 04/28/2018 Conclusion: Goal Partially Completed DRAFT Polices & Procedures developed. Need additional vetting before finalizing

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 4 - Objective 4.8 - Increase external funding sources which support college programs and initiatives. Goal: Support Grant Activity Add staff to Business Services to support increased grant activity. Goal Status: On Hold Goal Year(s): 2014 - 2017 Approval Date: 05/01/2018 How do your goals support the Educational Master Plan?: 2,3,4,6,7 This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 2 Objective 1:

Update on Goal Updates Reporting Period: 2014 - 2017 04/28/2018 Conclusion: Goal Not Started This goal is being reevaluated based upon the College's recent reorganization initiative.

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 4 - Objective 4.8 - Increase external funding sources which support college programs and initiatives. Goal: Improve Safety & Emergency Preparadeness Conduct assessment of current emergency preparadness status of safety efforts on campus and develop strategies to improve in needed areas. Goal Status: In Progress Goal Year(s): 2014 - 2017, 2018 - 2021

05/09/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Administrative: Business Services - Admin

Approval Date: 05/01/2018 How do your goals support the Educational Master Plan?: 2,4,6,7

Update on Goal Updates Reporting Period: 2014 - 2017 04/28/2018 Conclusion: Goal Partially Completed A Safety & Emergency Preparedness Coordinator was added to address these matters specifically. Please see Program Review for this area.

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community. Goal: Improve Training in Business Related Areas Develop an annual Training Calendar that delivers training in various Business Services related areas including purchasing, Galaxy, R- 25 Live. Goal Status: In Progress Goal Year(s): 2014 - 2017, 2018 - 2021 Approval Date: 05/01/2018 How do your goals support the Educational Master Plan?: 2,4,6,7

Update on Goal Updates Reporting Period: 2014 - 2017 04/28/2018 Conclusion: Goal Partially Completed DRAFT Training Calendar under development. On Business Services Managers agenda for review and approval.

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 6 - Objective 6.3 - Ensure that resource allocation is tied to planning.

05/09/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Administrative: Human Resources

Area Overview 2014 - 2017 Mission: The mission of Human Resources and Employee Relation is to support Riverside Community College District's students, applicants, employees, and communities by recruiting, developing, and retaining a qualified and diverse work force to build a professional, fair, and inclusive educational environment. Identify or outline how your unit serves the mission of Norco College: By supporting it's workforce. List the major functions of your unit: Delivery of core Human Resources services at the College including: recruitment, retention, training & development, management advisement, resolution of personnel issues, policy interpretation and processing of Title IX complaints. SAO Assessment: Reflect on the last 3 years of SAO assessment and describe what you've learned.: Faculty and staff have requested that the District Human Resources Liaison increase time spent on campus to 5 days per week.

Goal: Professional Development Increase the professional development opportunities offered to college employees in the areas specifically requested by employees. Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: By supporting the workforce of the college. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 7 Objective 1: , Goal 7 Objective 5:

05/09/2018 Generated by Nuventive Improve Page 1 of 1

Program Review Comprehensive Report

Program Review - Administrative: College Police

Area Overview 2014 - 2017 Mission: Norco College serves our students, our community and its workforce by providing educational opportunities, celebrating diversity and promoting collaboration. We encourage and inclusive, innovative approach to learning and the creative application of emerging technologies. We promote the above goals essentially by ensuring and promotinig a safe learning environment. Identify or outline how your unit serves the mission of Norco College: The Norco College Police are a unit and are a division of the Riverside Comunity College District. The unit serves the district 7 days a week , 24 hours a day, 365 days a year. The department utilizes the concept of Community Based Policing and Problem Solving. The department's has an internal mission to provide personalized professional policing. This is the foundation of providing a safe learning environment to the college community. List the major functions of your unit: 1. The department provides personalized police services to the Colleges in the form of vehicular and foot patrols, escorts for safety and crime investigation and reporting. 2. The department provides training to employees and staff for prepardness for emergencies and all types of disasters, even situations involving non-emergencies. 3. The department provides expertise in various types of investigations such as traffic investigations, crimminal matters and related matters. 4. The department regulates the parking on college grounds and issues citations for parking violations and dangerous traffic violations. The department provides orientations to new employees and student s to educate regarding district policies relating to the police department. SAO Assessment: Reflect on the last 3 years of SAO assessment and describe what you've learned.: 1. Increase uniformed presence of officers at the college. 2. Obtain necessary items or resources to enhance officer and student safety 3. Adequate fron counter and office staffing to accomodate student, faculty and staff customer service. Attachments: 2014-17_BUSINESS_SERVICES_COLLEGE_POLICE_SAO_AdminSvcsUnit.pdf 2014-17_ADMINServices_BUSINESS_SVCS_COLLEGE_POLICE_ResourceRequests.xlsx

Goal: Increase staffing for office and night officer staffing levels increase office staffing and evening officer staffing. Goal Status: In Progress Goal Year(s): 2014 - 2017 How do your goals support the Educational Master Plan?: adequate staffing ensures safety for the students as well as officer safety. A safe learning enviornment aids to improve the goals of the students by enhancing the students needs and basic skills. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 4:

Update on Goal Updates Reporting Period: 2018 - 2021 04/27/2018 Conclusion: Goal Partially Completed Office staffing has been increased with a temporary increase in hours of a part-time permanant employee. this is just a temporary solution to the problem but a permanant full-time employee is the best solution. This solution is essential to the

05/09/2018 Generated by Nuventive Improve Page 1 of 2

Program Review - Administrative: College Police

college customer service needs of College Police.

Evening Officer staffing has been increased with the approval of a reserve police officer. This is a less than adequate solution to college safety. Currently there is one officer assigned to night police staffing which is not adequate officer safety and the safety of students. One Officer is not adequate to staff the campus and leaves the college vulnerable is the officer becomes occupied with a incident or has to leave the campus. A reserve officer has regulatoy limitations compared to a full-time officer. Permanent full-time staffing is the best solution.

Improvement Recommendations Improvement Recommendation: Hire a permanent office staff person and a full-time evening officer (04/27/2018) Improvement Recommendation: Hire an office staff person and hire a permanant officer for evening duty. (04/27/2018)

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 2 - Objective 2.4 - Increase the percentage of students who consider the college environment to be inclusive. Goal 7 - Objective 7.4 - Increase participation in events and celebrations related to inclusiveness. Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community. Goal: staffing Staff office or front counter for customer service. increase night officer staffing from 1 to 2 full time police officers. Goal Status: In Progress Goal Year(s): 2014 - 2017 How do your goals support the Educational Master Plan?: supports student learning by creating a safe learning evironment. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 4 Objective 5:

05/09/2018 Generated by Nuventive Improve Page 2 of 2

Program Review Comprehensive Report

Program Review - Administrative: College Safety & Emergency Planning

Area Overview 2014 - 2017 Mission: To protect and enhance the professional and personal quality of life of the college community. Exert leadership based on the moral and ethical obligation to prevent injury and save lives. Ensuring compliance by managing regulatory information. Inspire a safety culture focused on open communication, cooperation, co1lobration, and education. While striving to be professional, respectful, honest, fair, and consistent. Identify or outline how your unit serves the mission of Norco College: We support the following goals and objectives. Goal two, objectives one, two, four, six and goal seven, objectives two, four, and five by implementing programs that are designed to educate our students, faculty, and staff about health issues and safety issues in and around our community. We also support goal six, objectives two, three, four and five by participating in the local and district safety committees, managing our resources effectively, conducting surveys, and education that support and assist in planning committees. List the major functions of your unit: Emergency Preparedness: includes mitigation, preparedness, response, and recovery. The continuous cycle of planning, organizing, training, equipping, exercising, evaluating, and taking corrective action. Organization and management of resources and responsibilities for dealing with all aspects of emergencies. The aim is to reduce the harmful effects of all hazards, including disasters. Training and exercising plans is the cornerstone of preparedness which focuses on readiness to respond to all-hazards incidents and emergencies.

Compliance: Compliance management is not limited to federal, state, county and city legal regulation. Compliance This also includes other mandated annual training of personnel on numerous subjects depending on their job functions. Delivering involved organized efforts and procedures for identifying workplace hazards and reducing accidents and exposure to harmful situations and substances. Identify and understand of relevant regulations, the implications of which must be communicated so we can implement suitable measures.

Environmental Health: Developing a systematic and organized approach to following and complying with environmental regulations, managing waste and reducing the carbon footprint. Environmental Health and Safety includes measures on how to address air quality, ergonomics and other concepts in the workplace where the well-being and health of all employees and persons involved in the company are taken into account.

Training & Events: Implement and support programs that give students, staff, and faculty a better awareness. Increase our evacuation drills of buildings along with training our employees on their roles. Participate in Welcome Day, Health Fair and develop an Emergency Preparedness Fair. Promote safety and the office.

SAO Assessment: Reflect on the last 3 years of SAO assessment and describe what you've learned.: N/A - No previous program in place at the college level Attachments: 2014-17_ADMINISTRATIVE_COLLEGE_SAFETY_EMERGENCY_SAO_AdminSvcsUnit.pdf

Goal: Add phones to all classrooms across campus.

05/09/2018 Generated by Nuventive Improve Page 1 of 4

Program Review - Administrative: College Safety & Emergency Planning

Increase safety and communication across the college. Funding to purchase and maintain, a window of opportunity in the classroom spaces for install, and IT support Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: We support the following goals and objectives. By implementing programs that are designed to educate our students, faculty, and staff about health issues and safety issues in and around our community. we also support the college strategic goals and objectives by participating in the local and district safety committees, managing our resources effectively, conducting surveys, and education that support and assist in planning committees.

This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 2 Objective 1: , Goal 2 Objective 2: , Goal 2 Objective 4: , Goal 2 Objective 6: , Goal 6 Objective 2: , Goal 6 Objective 3: , Goal 6 Objective 4: , Goal 6 Objective 5:, Goal 7 Objective 2: , Goal 7 Objective 4: , Goal 7 Objective 5: Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 6 - Objective 6.3 - Ensure that resource allocation is tied to planning. Goal 6 - Objective 6.4 - Institutionalize the current Technology Plan. Goal 6 - Objective 6.5 - Revise the Facilities Master Plan Goal: Purchase AED units to cover campus 123 Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: 123 Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 6 - Objective 6.3 - Ensure that resource allocation is tied to planning. Goal 6 - Objective 6.5 - Revise the Facilities Master Plan Goal: Design and participate in training's and events 123 Goal Status: Completed Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: 123 Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners).

05/09/2018 Generated by Nuventive Improve Page 2 of 4

Program Review - Administrative: College Safety & Emergency Planning

Goal 2 - Objective 2.2 - Increase frequency of student participation in co-curricular activities. Goal 2 - Objective 2.5 - Decrease the percentage of students who experience unfair treatment based on diversity-related characteristics. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 4 - Objective 4.6 - Increase community partnerships. Goal 4 - Objective 4.7 - Increase institutional awareness of community partnerships. Goal 6 - Objective 6.2 - Systematically assess the effectiveness of strategic planning committees and councils. Goal 6 - Objective 6.3 - Ensure that resource allocation is tied to planning. Goal 6 - Objective 6.5 - Revise the Facilities Master Plan Goal 7 - Objective 7.1 - Provide professional development activities for all employees. Goal 7 - Objective 7.3 - Decrease the percentage of employees who experience unfair treatment based on diversity-related characteristics. Goal 7 - Objective 7.4 - Increase participation in events and celebrations related to inclusiveness. Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community. Goal: Design and provide annual training calendar for safety and emergency preparedness efforts. Implement programs that give students, staff, and faculty better awareness awareness. Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: 123 Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). Goal 2 - Objective 2.2 - Increase frequency of student participation in co-curricular activities. Goal 2 - Objective 2.5 - Decrease the percentage of students who experience unfair treatment based on diversity-related characteristics. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 4 - Objective 4.6 - Increase community partnerships. Goal 4 - Objective 4.7 - Increase institutional awareness of community partnerships. Goal 6 - Objective 6.2 - Systematically assess the effectiveness of strategic planning committees and councils. Goal 6 - Objective 6.3 - Ensure that resource allocation is tied to planning. Goal 6 - Objective 6.5 - Revise the Facilities Master Plan Goal 7 - Objective 7.1 - Provide professional development activities for all employees. Goal 7 - Objective 7.3 - Decrease the percentage of employees who experience unfair treatment based on diversity-related characteristics. Goal 7 - Objective 7.4 - Increase participation in events and celebrations related to inclusiveness. Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community.

05/09/2018 Generated by Nuventive Improve Page 3 of 4

Program Review - Administrative: College Safety & Emergency Planning

Goal: Develop and promote the Environmental Health and Safety (EHS) and Emergency Management (EM) Have an increased focus on college safety services. Allocation of space on campus for building suites to develop and hold a multidisciplinary team. The suite will contain offices, training space, meeting space, and space for the storage needs. Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: We support the following goals and objectives. By implementing programs that are designed to educate our students, faculty, and staff about health issues and safety issues in and around our community. we also support the college strategic goals and objectives by participating in the local and district safety committees, managing our resources effectively, conducting surveys, and education that support and assist in planning committees.

This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 2 Objective 1: , Goal 2 Objective 2: , Goal 2 Objective 4: , Goal 2 Objective 6: , Goal 6 Objective 2: , Goal 6 Objective 3: , Goal 6 Objective 4: , Goal 6 Objective 5:, Goal 7 Objective 2: , Goal 7 Objective 4: , Goal 7 Objective 5: Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). Goal 2 - Objective 2.5 - Decrease the percentage of students who experience unfair treatment based on diversity-related characteristics. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 4 - Objective 4.2 - Increase the number of industry partners who participate in industry advisory council activities. Goal 4 - Objective 4.3 - Increase the number of dollars available through scholarships for Norco College students. Goal 4 - Objective 4.4 - Increase institutional awareness of partnerships, internships, and job opportunities established with business and industry. Goal 4 - Objective 4.6 - Increase community partnerships. Goal 4 - Objective 4.7 - Increase institutional awareness of community partnerships. Goal 4 - Objective 4.8 - Increase external funding sources which support college programs and initiatives. Goal 6 - Objective 6.2 - Systematically assess the effectiveness of strategic planning committees and councils. Goal 6 - Objective 6.3 - Ensure that resource allocation is tied to planning. Goal 6 - Objective 6.5 - Revise the Facilities Master Plan Goal 7 - Objective 7.1 - Provide professional development activities for all employees. Goal 7 - Objective 7.3 - Decrease the percentage of employees who experience unfair treatment based on diversity-related characteristics. Goal 7 - Objective 7.4 - Increase participation in events and celebrations related to inclusiveness. Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community.

05/09/2018 Generated by Nuventive Improve Page 4 of 4

NORCO COLLEGE ANNUAL ADMINISTRATIVE PROGRAM REVIEW

Unit: _College Safety and Emergency Planning__ Please give the full title of your unit.

Contact Person: ____Justin Czerniak______Due: May 1, 2018

Form Last Revised: May 2017

Norco College

Web Resources: http://www.norcocollege.edu/about/president/strategic-planning/programreview/Pages/index.aspx

Annual Administrative Program Review Update Instructions

The Annual Administrative Program Review is conducted by each unit and consists of an analysis of changes within the unit as well as significant new resource needs for staff, resources, facilities, and equipment. It should be submitted or renewed every year in anticipation of budget planning for the fiscal year, which begins July 1 of the following calendar year.

The questions on the subsequent pages are intended to assist you in planning for your unit.

The forms that follow are separated into pages for ease of distribution to relevant subcommittees. Please keep the pages separated if possible (though part of the same electronic file), with the headers as they appear, and be sure to include your unit, contact person (this may change from topic to topic) and date on each page submitted. Don’t let formatting concerns slow you down.

If you cannot identify in which category your requests belong or if you have complex-funding requests please schedule an appointment with your college’s Vice President for Business Services right away. They will assist you with estimating the cost of your requests. It is vital to include cost estimates in your request forms. Each college uses its own prioritization system. Inquiries regarding that process should be directed to your Vice President.

The college has adopted a Total Cost of Ownership calculator for the use of determining cost of faculty, personnel and other needs related to a department or program. The calculator is located under the Office of the Vice President, Business Services, as “Total Cost of Ownership (TCO) Spreadsheet” at the following link: http://www.norcocollege.edu/about/business-services/Pages/index.aspx

Mission Norco College serves our students, our community, and its workforce by providing educational opportunities, celebrating diversity, and promoting collaboration. We encourage an inclusive, innovative approach to learning and the creative application of emerging technologies. We provide foundational skills and pathways to transfer, career and technical education, certificates and degrees.

Vision Norco – creating opportunities to transform our students and community for the dynamic challenges of tomorrow.

Educational Master Plan/Strategic Goals and Objectives 2013-2018

Goal 1: Increase Student Achievement and Success

Objectives: 1. Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). 2. Improve transfer rate by 10% over 5 years. 3. Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum. 4. Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). 5. Increase completion rate of degrees and certificates over 6 years. 6. Increase success and retention rates. 7. Increase percentage of students who complete 15 units, 30 units, 60 units. 8. Increase the percentage of students who begin addressing basic skills needs in their first year. 9. Decrease the success gap of students in online courses as compared to face-to-face instruction. 10. Increase course completion, certificate and degree completion, and transfer rates of underrepresented students.

Goal 2: Improve the Quality of Student Life

Objectives: 1. Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). 2. Increase frequency of student participation in co-curricular activities. 3. Increase student satisfaction and importance ratings for student support services. 4. Increase the percentage of students who consider the college environment to be inclusive. 5. Decrease the percentage of students who experience unfair treatment based on diversity-related characteristics. 6. Increase current students’ awareness about college resources dedicated to student success.

Goal 3: Increase Student Access

Objectives: 1. Increase percentage of students who declare an educational goal. 2. Increase percentage of new students who develop an educational plan. 3. Increase percentage of continuing students who develop an educational plan. 4. Ensure the distribution of our student population is reflective of the communities we serve. 5. Reduce scheduling conflicts that negatively impact student completion of degrees and programs.

Goal 4: Create Effective Community Partnerships

Objectives: 1. Increase the number of students who participate in summer bridge programs or boot camps. 2. Increase the number of industry partners who participate in industry advisory council activities. 3. Increase the number of dollars available through scholarships for Norco College students. 4. Increase institutional awareness of partnerships, internships, and job opportunities established with business and industry. 5. Continue the success of Kennedy Partnership (percent of students 2.5 GPA+, number of students in co-curricular activities, number of students who are able to access courses; number of college units taken). 6. Increase community partnerships. 7. Increase institutional awareness of community partnerships. 8. Increase external funding sources which support college programs and initiatives.

Goal 5: Strengthen Student Learning

Objectives: 1. 100% of units (disciplines, Student Support Service areas, administrative units) will conduct systematic program reviews. 2. Increase the percentage of student learning and service area outcomes assessments that utilize authentic methods. 3. Increase the percentage of programs that conduct program level outcomes assessment that closes the loop. 4. Increase assessment of student learning in online courses to ensure that it is consistent with student learning in face-to-face courses. 5. Increase the number of faculty development workshops focusing on pedagogy each academic year.

Goal 6: Demonstrate Effective Planning Processes

Objectives: 1. Increase the use of data to enhance effective enrollment management strategies. 2. Systematically assess the effectiveness of strategic planning committees and councils. 3. Ensure that resource allocation is tied to planning. 4. Institutionalize the current Technology Plan. 5. Revise the Facilities Master Plan.

Goal 7: Strengthen Our Commitment To Our Employees

Objectives: 1. Provide professional development activities for all employees. 2. Increase the percentage of employees who consider the college environment to be inclusive. 3. Decrease the percentage of employees who experience unfair treatment based on diversity-related characteristics. 4. Increase participation in events and celebrations related to inclusiveness. 5. Implement programs that support the safety, health, and wellness of our college community.

COLLEGE ADMINISTRATIVE UNIT ANNUAL REVIEW WORKSHEETS DUE: May 1, 2018

Administrative Unit: College Safety and Emergency Planning

Prepared by: ____Justin Czerniak______

Date: ______04-30-2018______

Submit only your Worksheets. Do not alter the forms, or eliminate pages. If a page does not apply simply mark N/A.

I. The Unit PROGRAM REVIEW

The Administrative (Unit Program Review) is meant to provide a broad understanding of the unit, current trends related to the unit’s mission, and how the unit serves to meet the overall mission or goals of Norco College and the Riverside Community College District.

1. What is the mission of your unit?

To protect and enhance the professional and personal quality of life of the college community. Exert leadership based on the moral and ethical obligation to prevent injury and save lives. Ensuring compliance by managing regulatory information. Inspire a safety culture focused on open communication, cooperation, co1lobration, and education. While striving to be professional, respectful, honest, fair, and consistent.

2. Identify or outline how your unit serves the mission of Norco College. Please limit to a single paragraph.

We support the following goals and objectives. Goal two, objectives one, two, four, six and goal seven, objectives two, four, and five by implementing programs that are designed to educate our students, faculty, and staff about health issues and safety issues in and around our community. We also support goal six, objectives two, three, four and five by participating in the local and district safety committees, managing our resources effectively, conducting surveys, and education that support and assist in planning committees.

3. List the major functions of your unit.

Emergency Preparedness: includes mitigation, preparedness, response, and recovery. The continuous cycle of planning, organizing, training, equipping, exercising, evaluating, and taking corrective action. Organization and management of resources and responsibilities for dealing with all aspects of emergencies. The aim is to reduce the harmful effects of all hazards, including disasters. Training and exercising plans is the cornerstone of preparedness which focuses on readiness to respond to all-hazards incidents and emergencies.

4. Briefly comment on the status of your previous goals and objectives.

N/A - No previous program in place at the college level 7

5. MAJOR Goals and Objectives (do not include normal functions of your unit). In order from 1 – 5 is best. With 1 as the most important. Before writing your goals and objectives be sure to review other Program/Unit Review documents related to your unit to discern if there are service needs you wish to address.

Major Goal and/or Objective Start Status: ongoing, completed, or Need Assistance in order to EMP Date date completion anticipated complete goal or objective GOALS (reference applicable resource request page) 1. Add phones to all classrooms across TBD To Be Determined on funding Funding to purchase and campus. maintain. A window of opportunity in the classroom spaces for install. IT support 2. Purchase AED units to cover campus TBD To Be Determined on funding Funding to purchase and maintain 3. Design and participate in trainings and July 1 Ongoing Funding and time to design events and or participate in training 4. Design and provide annual training June 4th July 9th Safety website design and calendar for safety and emergency updates preparedness efforts.

5. Develop and promote the Environmental TBD To Be Determined on funding Funding and space to Health and Safety (EHS) and Emergency and space develop and hold a Management (EM) by building suites to multidisciplinary team. house offices, hold training, meetings, and storage needs on campus.

Previous Assessments SAO Assessed: Assessment method used: What was your target or What were the results? How do you anticipate using benchmark? these results?

N/A – No previous N/A N/A N/A N/A assessment

 Reflective Question: What did you learn that will impact your unit for the future?

The position was funded in 17/18. No previous organized effort for this administrative unit.

Directions: The primary purpose of this update is to provide an overview of your unit’s assessment activities (plans, data, responses to data, etc.) for the previous academic year as well as your plans for assessment in the upcoming academic year. If you have any questions regarding the assessment process on this aspect of the report, please contact your vice president, or the Assessment Co-chairs. See Appendix 1 for more information about assessment.

Current Cycle assessment plan SAO to be assessed: What assessment When Will Assessment Be What result, target, or How do you anticipate using EMP methods do you plan to Conducted and value will represent the results from the GOALS use? Reviewed? success at achieving this assessment? outcome? Emergency Preparedness Survey Annually Information from Ascertain if previous goals feedback and comments were achieved by the will allow us to focus community/stakeholders. resources. Set new goals and initiatives, process, and process improvements

Compliance (training) Reports Annually Numbers of annual Communication so we can training of personnel implement suitable measures have been completed to improve employee awareness to complete required trainings.

Compliance (federal, Reports Annually List of requests from Organized efforts and state, county and city regulatory reports. procedures for identifying legal regulation) Number and scale of workplace hazards and proactive vs reactive reducing accidents and itmes exposure to harmful situations and substances. Environmental Health Reports and/or surveys Annually Amounts of waste Developing a systematic and (chemical waste) generated and the organized approach to numner and duration of following and complying with workplace workman’s environmental regulations, comp claims where managing and reducing waste. chemical waste is involved Environmental Health Assessments, reports Conducted as needed Numners of and Developing a systematic (ergonomics) and/or surveys Reviewed fro reporting durations of workplace organized proactive approach annually workman’s comp claims to keep individuals safe and where ergomomics is cut down on workman’s comp involved claims

Training & Events Reports and/or surveys Annually Information from Implement and support feedback and comments programs that give students, will allow us to focus staff, and faculty better safety resources on the number awareness. and types of training events/programs

Provide the official Organizational Chart of your unit which includes all levels of services and positions. If necessary, provide very brief narrative descriptions by numbering the chart and including a numbered list with clarifications on a subsequent page. The official chart can be obtained from Human Resources.

6. Staffing Profile (Please indicate the number in terms of FTE. In other words a full time staff person is a 1, and a half time person is a .5) 7. Staffing Levels for Each of the Previous Anticipated total staff needed Five Years 2017-2018 2018-2019

2012 2013 2014 2015 2016 Position Administration Manager / Director

Classified Staff FT Admin Assistant Classified Staff PT Student staff Student staff Confidential Staff FT Faculty Reassigned FTE Full time Faculty Reassigned FTE Part time Total Full Time Equivalent Staff .5 2.5

Complete the Management and/or Staff request form that follow if new employees are needed.

When filling out the form on the next page please consider the following in framing your “reason:”

a. Has the workload of your unit increased in recent years? b. Has technology made it possible to do more work with the same staff? Or, has technology increased your work load (adding web features which need updating for example)? c. Does the workload have significant peaks and valleys during the fiscal year that would be best filled by part time staff?

Unit Name: ______8. Staff Needs NEW OR REPLACEMENT STAFF (Administrator, Faculty or Classified)1 Indicate (N) = List Staff Positions Needed for Academic Year 2018 New or (R) = Annual EMP Place titles on list in order (rank) or importance. Replacement TCO* GOALS

1. Student Staff N $28,672 Reason: Assist with safety related projects

Impact to Student Learning: Provide hands on experience to students that will help them with work experience.

2. Admin Assistant N $86,414 Reason: Assist with safety related purchase orders, scheduling of events and maintain regulation records plans and procedures. Assist with phone calls and dispatch needs.

Impact to Student Learning: Support students, faculty and staff with safety needs

3. Promotion to Manager / Director N $138,654 Reason: Elevation to a manager/director will allow greater responsibility within the organization and demonstrate Norco college’s commitment to safety. Additionally, this will help with the ability to direct resources more appropriately and effectively including the ability to chair committees.

Impact to Student Learning: Support students, faculty and staff with safety needs

* TCO = “Total Cost of Ownership” for one year is the cost of an average salary plus benefits for an individual. Use space for language or linking resources to assessment. TCO: http://www.norcocollege.edu/about/business-services/Pages/index.aspx

1 If your SERVICE AREA OUTCOMES (SAO) assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.

Unit Name:______

9. Equipment (including technology) Needs Not Covered by Current Budget2

List Equipment or Equipment Repair & Technology Needed for Annual TCO**

Academic Year. Please be as specific and as brief as possible. Total Cost of Cost per item Number EMP GOALS Place items on list in order (rank) or importance. Ownership Requested 1. VOIP phones with broadcast and intercom type features to all classrooms $300.00 80 $240,000 across college. Reason: Increase safety and communication across the college. 2. Emergency management equipment Ongoing $30,000 Reason: Pre-stage and have emergency supplies, radios, barricades, EM boxes and one time needs

3. AED units to cover the college $2,000 20 $40,000 Reason: provide AED units across the college, one per floor per building. Following the three minute rule 4. Training, drill and events program supplies etc.. Ongoing $10,000 Reason: Supplies to provide classes, drills, and events on campus. and one time needs

5. First Aid and other supply new and restock Ongoing $15,000 Reason: compliance and keep individuals safe and one time needs

6. Ergonomic assessment and mitigation items Ongoing $10,000 Reason: keep individuals safe and cut down on workman’s comp claims and one time needs

** TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year.

TCO: http://www.norcocollege.edu/about/business-services/Pages/index.aspx

Unit Name: ______

2 If your SERVICE AREA OUTCOMES (SAO) assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form. 14

10. Space Needs Not Covered by Current Building or Remodeling Projects*3

Annual TCO* List Space Needs for Academic Year______(Office space, storage, etc.,) Place items on list in order (rank) or importance. Total Cost of Ownership

1. Develop and promote the Environmental Health and Safety (EHS) and Emergency Management (EM) by building suites to house offices, hold training, meetings, and storage $2 to 4 million needs on campus. Reason: 2. Reason: 3. Reason: 4. Reason: 5. Reason: 6. Reason:

*Please contact your campus VP of Business or your Director of Facilities, Operations and Maintenance to obtain an accurate cost estimate and to learn if the facilities you need are already in the planning stages. TCO: http://www.norcocollege.edu/about/business-services/Pages/index.aspx

3 If your SERVICE AREA OUTCOMES (SAO) assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.

Unit Name: ______

11. Professional or Organizational Development Needs*4

Annual TCO List Professional Development Needs. Reasons might include in response to assessment findings or the need to update skills to comply with state, federal, professional organization requirements or the need to update skills/competencies. Please be as specific Number and as brief as possible. Some items may not have a direct cost, but reflect the need to Cost per Requested Total Cost of Ownership spend current staff time differently. Identify if one-time or an annual/ongoing need. Place item items on list in order (rank) or importance.

1. Attend training and professional development $5000 Reason: Keep current on regulations and techniques. Attend a minimum of 4 classes per year 2. Travel to training and professional development $3000 Reason: Keep current on regulations and techniques. Attend a minimum of 4 classes per year 3. CPR first aid classes on campus 4 classes $5000 Reason: provide employees with a chance to become certified. Host a minimum of per year 4 classes per year 4. Reason: 5. Reason: 6. Reason:

TCO: http://www.norcocollege.edu/about/business-services/Pages/index.aspx

4 If your SERVICE AREA OUTCOMES (SAO) assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form. 16

Unit Name: ______

12. OTHER NEEDS5

Annual TCO* List Other Needs that you are certain do not fit elsewhere.

Please be as specific and as brief as possible. Not all needs will have a cost, but

may require a reallocation of current staff time. Place items on list in order (rank) Cost per Number Total Cost of Ownership or importance. item Requested 1. Annual budget for safety and compliance Reason: The college does not currently have an institutional revolving budget for $150,000 not safety and emergency preparedness including salary 2. Reason:

3. Reason: 4. Reason: 5. Reason: 6. Reason:

TCO: http://www.norcocollege.edu/about/business-services/Pages/index.aspx

5 If your SERVICE AREA OUTCOMES (SAO) assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form. 17

Program Review Comprehensive Report

Program Review - Administrative: Facilities - Admin Support

Identify or outline how your unit serves the mission of Norco College: The Facilities Department acts as the communication link between the college, community, the District Office, and State and College officials and the various custodial, grounds, and maintenance units. It is the administrative arm that directs the work of these units and provides the resources and information for their function. List the major functions of your unit: To work with contractors (various repairs and construction) To work with the District Facilities Department on various projects To assign, respond to, and track the progress of work orders To participate in the planning and oversight of major construction projects on campus To coordinate and oversee 6226 Remodeling and Scheduled Maintenance work To purchase supplies and equipment, and obtain quotes for services. To supervise custodial, grounds, and maintenance personnel, including performance evaluations To provide regular safety and content-specific training To support Federal, State, Local, and District Safety Regulations and Standards To care for classrooms, labs, offices, and public spaces To maintain developed and undeveloped acreage To maintain building systems To coordinate special event set-ups To coordinate new semester facilities prep Attachments: 2014-17_FACILITIES_ADMIN_SUPPORT_SAO_AdminSvcsUnit.pdf 2014-17_ADMINServices_FACILITIES_ADMIN_SUPPORT_ResourceRequests.xlsx

Goal: Improvement in managing the key request system Implementation of key log to keep records of key blanks and a list of Master Keys with appropriate approvals issued by Facilities as well as perpetual approvals on the card access system. Goal Status: In Progress Goal Year(s): 2014 - 2017, 2018 - 2021 How do your goals support the Educational Master Plan?: Improving the management of our resources is critical to maximize the use of our facilities and support of the master educational plan. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 2 Objective 3: , Goal 2 Objective 4: , Goal 5 Objective 2: , Goal 6 Objective 3: , Goal 6 Objective 5:, Goal 7 Objective 2: , Goal 7 Objective 5:

Update on Goal Updates Reporting Period: 2014 - 2017 04/30/2018

05/09/2018 Generated by Nuventive Improve Page 1 of 3

Program Review - Administrative: Facilities - Admin Support

Conclusion: Goal Partially Completed implemented a key log to keep records of all request and approvals of keys and access card for all our Norco college facilities. Improvement Recommendations Improvement Recommendation: The college and the district need to develop a board policy to establish proper control of the brass keys. (04/30/2018)

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 5 - Objective 5.2 - Increase the percentage of student learning and service area outcomes assessments that utilize authentic methods. Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community. Goal: Work order productivity Further benchmark work order productivity Goal Status: In Progress Goal Year(s): 2014 - 2017, 2018 - 2021 How do your goals support the Educational Master Plan?: this goal allow us to improve the student support services, become effective planner and strengthen our commitment to our employees. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 2 Objective 3: , Goal 2 Objective 4: , Goal 6 Objective 2: , Goal 6 Objective 3: , Goal 6 Objective 4: , Goal 6 Objective 5:, Goal 7 Objective 2: , Goal 7 Objective 5:

Update on Goal Updates Reporting Period: 2014 - 2017 05/01/2018 Conclusion: Goal Partially Completed Footprints has recently gone over an upgrade and we set up the new reporting protocol and benchmarking. Improvement Recommendations Improvement Recommendation: Need to have access to modify structure of the footprint software to better serve our Norco campus. (05/01/2018)

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 6 - Objective 6.3 - Ensure that resource allocation is tied to planning. Goal 7 - Objective 7.3 - Decrease the percentage of employees who experience unfair treatment based on diversity-related characteristics. Goal: Provide Manager converage for Saturdays Improvement in service delivery on Saturdays Goal Status: In Progress Goal Year(s): 2014 - 2017, 2018 - 2021 How do your goals support the Educational Master Plan?: Providing coverage on Saturdays, will be very beneficial to the many programs our college offer to students as well as the community support activities. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 4 Objective 6: , Goal 7 Objective 5: Mapping

05/09/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Administrative: Facilities - Admin Support

Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 4 - Objective 4.6 - Increase community partnerships. Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community.

05/09/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Administrative: Facilities - Custodial

Area Overview 2014 - 2017 Mission: Norco College serves our students, our community, and its workforce by providing educational opportunities, celebrating diversity, and promoting collaboration. We encourage an inclusive, innovative approach to learning and the creative application of emerging technologies. We provide foundational skills and pathways to transfer, career and technical education, certificates and degrees.

List the major functions of your unit: To work with the Department of Toxic Substance Control for materials used in cleaning To work with the Environmental Protection Agency on safety and hazardous materials To work with the State Board of Equalization on hazardous materials Vacuuming carpets, Stripping, mopping, and waxing floors Cleaning toilets, sinks and mirrors Stocking toilet paper, paper towels, soap, and seat covers Cleaning counter-tops, desk-tops, and table-tops if clear Cleaning windows and window sills Dusting Emptying trash Replacing burnt-out light bulbs/tubes Moving and/or arranging furniture (Operations Center) Removing spider webs To provide support for set-up of all facilities for campus/college events, including convocation and commencement.

Attachments: 2014-17_ADMINServices_FACILITIES_CUSTODIAL_ResourceRequests.xlsx 2014-17_FACILITIES_CUSTODIAL_SAO_AdminSvcsUnit.pdf

Goal: Clean 1. Increase the cleanliness college-wide Goal Status: In Progress Goal Year(s): 2018 - 2021 Approval Date: 05/01/2018

05/09/2018 Generated by Nuventive Improve Page 1 of 4

Program Review - Administrative: Facilities - Custodial

How do your goals support the Educational Master Plan?: The Facilities Department acts as the communication link between the college, community, the District Office, and State and College officials and the various custodial, grounds, and maintenance units. It is the administrative arm that directs the work of these units and provides the resources and information for their function.

This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 5:

Update on Goal Updates Reporting Period: 2014 - 2017 04/27/2018 Conclusion: Goal Partially Completed used check sheets and daily inspections to measure work performance. Staff was provided training in restroom care and carpet care from outside professional services in which staff received certificates upon completion. Will continue to provide periodic training seminars for staff development. Improvement Recommendations Improvement Recommendation: Area check sheets and daily inspections have been irregular. Additional assessment is necessary to further understand how custodial services are meeting the needs of the College. This additional assessment will better inform faculty and staff about work performed and that work orders were completed. (04/27/2018)

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community. Goal: Green cleaning 2. Expand green cleaning strategies Goal Status: In Progress Goal Year(s): 2018 - 2021 Approval Date: 05/01/2018 How do your goals support the Educational Master Plan?: The Facilities Department acts as the communication link between the college, community, the District Office, and State and College officials and the various custodial, grounds, and maintenance units. It is the administrative arm that directs the work of these units and provides the resources and information for their function.

Update on Goal Updates Reporting Period: 2014 - 2017 04/27/2018 Conclusion: Goal Partially Completed We have continued to obtain environmentally friendly cleaning products and economical tools and equipment that are in compliance with OSHA standards. Improvement Recommendations Improvement Recommendation: Continue to look for environmentally safe products for staff and faculty. Purchase more chemical free machines for use around the campus. (04/27/2018)

05/09/2018 Generated by Nuventive Improve Page 2 of 4

Program Review - Administrative: Facilities - Custodial

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community. Goal: Safety Expand the department safety program Goal Status: In Progress Goal Year(s): 2018 - 2021 Approval Date: 05/01/2018 How do your goals support the Educational Master Plan?: The Facilities Department acts as the communication link between the college, community, the District Office, and State and College officials and the various custodial, grounds, and maintenance units. It is the administrative arm that directs the work of these units and provides the resources and information for their function.

Update on Goal Updates Reporting Period: 2014 - 2017 04/27/2018 Conclusion: Goal Partially Completed The custodial staff experienced an increase in reported work place injuries. Improvement Recommendations Improvement Recommendation: Additional safety training courses arte recommended in addition to expanding the use of substitute custodial when staff are unavailable for work. This step will assist in alleviating the workload requirements for staff when shifts are short. Additional and intentional planning is required to provide appropriate converge when staffing is short. (04/01/2019)

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community. Goal: Budget allocation Develop, implement, and sustain an efficient budget allocation structure Goal Status: In Progress Goal Year(s): 2018 - 2021 Approval Date: 05/01/2018 How do your goals support the Educational Master Plan?: The Facilities Department acts as the communication link between the college, community, the District Office, and State and College officials and the various custodial, grounds, and maintenance units. It is the administrative arm that directs the work of these units and provides the resources and information for their function.

Update on Goal

05/09/2018 Generated by Nuventive Improve Page 3 of 4

Program Review - Administrative: Facilities - Custodial

Updates Reporting Period: 2014 - 2017 04/30/2018 Conclusion: Goal Not Started Develop a replacement program for custodial equipment and implement a preventive maintenance program to maximize serviceability is necessary to better anticipate program needs and plan for necessary resources.

05/09/2018 Generated by Nuventive Improve Page 4 of 4

Program Review Comprehensive Report

Program Review - Administrative: Facilities - Grounds

Area Overview 2014 - 2017 Mission: The mission of the Norco Facilities Ground Department it to provide our student population a landscape environment to help them achieve success in their studies by giving them a neat, esthetic looking and clean campus. Identify or outline how your unit serves the mission of Norco College: The grounds department serves our students and surrounding community by supporting the educational opportunities and collaboration efforts set forth by our College Mission statement by maintaining a esthetic looking and clean campus in which to pursue their studies. List the major functions of your unit: Care for and maintain the lawns, plants, shrubs, trees and athletic fields for the College. Maintain irrigation lines and related systems. Maintain parking lots and sidewalks. Identify and correct safety issues, conduct regular safety meetings. Maintain and repair pathways. Weed abatement. Tree and shrub trimming. Planting of annuals and perennials. Overall maintenance of campus grounds on an as-needed basis. Maintenance and repair of minor equipment used by the Grounds Department. Eradication of rodents and pests. Monitoring and reporting of trip hazards and other safety hazards in the outside traffic areas. Designing, planning, and construction of decorative outdoor areas. Coordination of outdoor event/set-ups. Coordinating campus landscaping with regulations on pesticide control. Supervise the County Sheriff Work Release Program. Supervise employees with the Youth Employment Program. Minimal maintenance to playing field for softball (not in use). Minimal maintaence to volleyball courts (not in use). Care for and maintain horse trails for ease and safety of riders within the community. Supervision of special needs workers from JFK high school. SAO Assessment: Reflect on the last 3 years of SAO assessment and describe what you've learned.: Our SAO goal was to 1) all grounds and landscaped areas will be maintained on a regular basis. 2) Grounds will maintain grounds to a higher satisfactory level. 3)Grounds will begin the process of a comprehensive landscape plan. Learning experience is this; even though grounds maintains and has achieved a higher satisfactory survey level, without an increase in staff areas of the campus cannot be maintained on a regular bases, which increases more staff time to play catch up in the areas that suffer. A through comprehensive landscape plan has yet to begin in earnest. The goal this year would be to begin that plan and implement it upon completion. Attachments: 2014-17_FACILITIES_GROUNDS_SAO_AdminSvcsUnit.pdf 2014-17_ADMINServices_FACILITIES_GROUNDS_ResourceRequests.xlsx

Goal: Entire campus grounds need to be regularly maintained To hire additional grounds personnel in order to achieve this goal. Goal Status: In Progress Goal Year(s): 2014 - 2017 How do your goals support the Educational Master Plan?: Having a clean well maintained campus throughout, enhances the learning environment we have on campus. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 2: Improve transfer rate by 10% over 5 years.

Update on Goal Updates Reporting Period: 2014 - 2017 05/01/2018

05/09/2018 Generated by Nuventive Improve Page 1 of 3

Program Review - Administrative: Facilities - Grounds

Conclusion: Goal Not Started Still in need of hiring additional grounds personnel in order to achieve this goal. Improvement Recommendations Improvement Recommendation: In order to achieve and accomplish this goal, a strong push needs to be made to hire additional grounds personnel. The current staffing of 2 for a total of 80 acres of developed land and 60 undeveloped make it unachievable at this time. (05/01/2018)

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 3 - Objective 3.4 - Ensure the distribution of our student population is reflective of the communities we serve. Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community. Goal: Continue water conservation efforts Evaluation of Irrigation system needs to be completed. Goal Status: In Progress Goal Year(s): 2014 - 2017 How do your goals support the Educational Master Plan?: To show how to be reasonable with a very precious resource.

Update on Goal Updates Reporting Period: 2014 - 2017 05/01/2018 Conclusion: Goal Partially Completed A partial analysis of the system has only been completed. We need a complete comprehensive analysis of the ageing system. Improvement Recommendations Improvement Recommendation: To hire an outside firm to give us a system wide analysis of where are irrigation system is after 27 years. (05/01/2018)

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community. Goal: Establish a landscape plan Controls and valve replacement to have an efficient irrigation system. Goal Status: In Progress How do your goals support the Educational Master Plan?: The campus infrastructure is over 25 years old, with new technologies and ever changing system it is time for a new system.

Update on Goal Updates Reporting Period: 2014 - 2017 05/01/2018 Conclusion: Goal Not Started In conjunction of analyzing the efficiency of our water conservation of the irrigation system. The controls and valve replacement need replaced and upgrades; such as flow meters, master valves and smart controls systems. Improvement Recommendations

05/09/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Administrative: Facilities - Grounds

Improvement Recommendation: In order to achieve this goal of updating our irrigation system a vendor needs to do a comprehensive analysis of the entire system. (05/01/2018)

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 4 - Objective 4.2 - Increase the number of industry partners who participate in industry advisory council activities. Goal: Establish work plans for the grounds staff The goal is to have a plan in place once we are at full staffing or earlier. It is in progress at this time Goal Status: In Progress How do your goals support the Educational Master Plan?: It supports the Master plan in a way as to always be moving along and not missing a beat. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 8: , Goal 1 Objective 10: , Goal 2 Objective 2:

Update on Goal Updates Reporting Period: 2014 - 2017 05/01/2018 Conclusion: Goal Partially Completed The work plans have started yet not completed at this time. Improvement Recommendations Improvement Recommendation: The need to work with each staff member in the grounds department and go over their day to day plans. It is at this time a growing document that changes based on daily needs of the college. It needs to forecast what it will be once we are at full staff. (05/01/2018)

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 7 - Objective 7.3 - Decrease the percentage of employees who experience unfair treatment based on diversity-related characteristics.

05/09/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Administrative: Facilities - Maintenance

Area Overview 2014 - 2017 Mission: The mission of the Norco Facilities Department is to provide a clean, well-maintained, and attractive environment for students that are conducive to learning, mechanically sound, and free of health and safety hazards and unpleasant distractions that might compromise learning. Identify or outline how your unit serves the mission of Norco College: The Facilities Department acts as the communication link between the college, community, the District Office, and State and College officials and the various custodial, grounds, and maintenance units. It is the administrative arm that directs the work of these units and provides the resources and information for their function. List the major functions of your unit: Function Continual and aggressive preventative maintenance throughout the college Repair of vandalism (broken glass, windows, mirrors, graffiti, etc.) Repair or re-keying of door locks Respond to “hot” jobs with a diverse assortment of work orders. Coordinate testing and service of all fire extinguishers and fire suppression systems Maintain student. areas to create a safe, pleasant environment. Comply with a multitude of regulations set forth by the ADA, EPA, SCAQMD, and other agencies. Maintain/repair pathways and lighting around college Identify and correct safety issues, conduct regular safety meetings. Actively seek new ways to conserve college resources and coordinate the college’s efforts towards this end. Assist in the development of specifications for roofing and other construction projects Painting Plumbing Electrical work and low-voltage maintenance Office relocations Attachments: 2014-17_ADMINServices_FACILITIES_MAINTENANCE_ResourceRequests.xlsx 2014-17_FACILITIES_MAINTENANCE_SAO_AdminSvcsUnit.pdf

Goal: Work Request implementation "FootPrints" Increase campus use of FootPrints including key requests and automate hard key management syste Goal Status: In Progress Goal Year(s): 2014 - 2017 How do your goals support the Educational Master Plan?: Icreasing the use of Foot Pints will give us the opportunity to be more effective and efficient in our response time to the maintenance request of our facilities, which will make the college environment for our student inviting and inclusive. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 2 Objective 4:

Update on Goal Updates Reporting Period: 2014 - 2017 04/30/2018 Conclusion: Goal Partially Completed We are continuing to promote the implementation of FootPrints and will also review the incorporation of the recent upgrades to this software. Improvement Recommendations Improvement Recommendation: We are reviewing the software upgrades and will be attending training to maximize its utilization. Additional training will be made available to all our campus staff. (04/30/2018)

05/09/2018 Generated by Nuventive Improve Page 1 of 3

Program Review - Administrative: Facilities - Maintenance

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community. Goal: Cross training to include EMS Irrigation, Domestic H2O and backflow Cross training to include EMS Irrigation, Domestic H2O and backflow Goal Status: In Progress Goal Year(s): 2014 - 2017 How do your goals support the Educational Master Plan?: moving forward in the automation technology direction and training our Facilities personnel will bring our college facilities management strategies to a higher level. It will also provide professional development to our staff to keep their skills in line with the industry. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 6 Objective 1: , Goal 7 Objective 1:

Update on Goal Updates Reporting Period: 2018 - 2021 05/01/2018 Conclusion: Goal Not Started Due to the shortage of personnel we did not have the opportunity to work on this. we will make it apriority this year.

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community. Goal: Emergency call-in system Develop after hours emergency call-in system Goal Status: In Progress Goal Year(s): 2014 - 2017 How do your goals support the Educational Master Plan?: having our staff respond to after hours calls will eliminate major problems during the pick times of classes improving the overall support to our students. It will also assist the department in the preventative maintenance. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 2 Objective 3: , Goal 7 Objective 5:

Update on Goal Updates Reporting Period: 2018 - 2021 05/01/2018 Conclusion: Goal Not Started We follow the protocol set up in the CSEA hand book. Turn over in staff did not allow to develop an after hours emergency call-in system.

Mapping

05/09/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Administrative: Facilities - Maintenance

Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community. Goal: Parking Lot Maintenance Increase annual maintenance of parking lots and access roads Goal Status: In Progress Goal Year(s): 2014 - 2017, 2018 - 2021 How do your goals support the Educational Master Plan?: Providing adequate parking to our students and staff makes our campus inviting and easily accessible which in return allows everyone to maximize their time. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 7 Objective 5:

Update on Goal Updates Reporting Period: 2014 - 2017 04/30/2018 Conclusion: Goal Partially Completed Parking lot maintenance to lots A and B is scheduled for this year. Improvement Recommendations Improvement Recommendation: We will be setting up a five year plan for sealing and stripping of all parking lots. (04/30/2018)

05/09/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Administrative: Food Services

Area Overview 2014 - 2017 Mission: To provide quality dining services to meet the diverse needs of Students, Faculty and Staff. Identify or outline how your unit serves the mission of Norco College: Quality, healthy dining options- Offer nutritional food items for day and evening students, faculty and Staff. List the major functions of your unit: Quality food at reasonable competitive prices Diversified menu that offers options for every customer Competitive Catering Menu SAO Assessment: Reflect on the last 3 years of SAO assessment and describe what you've learned.: 1.In support of students, food services will expand food options in the corral. We will conduct an analysis on services offered to students by visiting other community college food services and make comparisons. Our target is to increase sales by offering products that people want to purchase at the right price. We will adjust our product mix based on assessment. We started to make more grab and go hot items as well as cold items. Student feedback suggested that they preferred an item that was ready to go. In 2017 the positive feedback helped us generate an increase in sales to the bottom line by $64,912.00 and net sales increase of $30,000.00 over previous year. In 2016 the positive feedback helped increase sales to the bottom line by $53,385.00 and net increase of $54,921.00 over previous year. In both 2015 and 2014 there was an increase in sales over previous year.

2.In support of students,food services will monitor financial statements to improve the bottom line. Financial statements were looked at on a monthly basis, and other financial data, sales and inventory analyzed on a daily, monthly, and quarterly basis. Targeted benchmark for the past 3 years has been to reduce the amount of interfund transfer. We eliminated the salad bar as it was taking 2 man power hours to set up and only selling 8 salads in average per day. In 2015, 2016 and 2017 the amount of interfund transfer was only $25,000.00 compared to $125,000.00 in 2014. Although the amount of the interfund transfer was the same the last 3 years, we were unable to reduce it in 2016 due to expense increase due to Union negotiated requirements for employees to be full-time 12 month employees. In 2017 we made a reduction in paper goods expenditure by eliminating products not used frequently which helped save $1,365.00 for the year. The goal remained the same for 2017 but due to increase in labor wages and student employee wages we were unable to reduce this amount.

3.Impliment Satellite food options. In 2016 we opened the STEM Center snack bar for breakfast in Fall semester and lunch for spring semester. The goal was to attract some of the JFK student as well as stem students to buy at the snack bar. We worked close with stem center to make sure we had the snack bar open at peak class times. Our target was to make at least $200.00 each shift. Our results were not great as we were only making an average of $20.00 per day. In 2017 we implemented specialty coffee to the Corral. Even though it was not a satellite food option many students were excited and help increase revenue.

4. Improve Catering Service. Since 2016 we have accommodated more request for special catering with items not on our catering menu by 20%. By either price matching outside catering or making accommodations we increased catering sales in 2017 by $21,363.00 compared to previous year. One of the goals for 2017 was to create a survey for feedback. This is still pending as its has to be specific to each catering.

Attachments: 2014-17_FOOD SERVICES_SAO_AdminSvcsUnit.pdf 2014-17_ADMINServices_FOOD_SERVICES_ResourceRequests.xlsx

05/09/2018 Generated by Nuventive Improve Page 1 of 3

Goal: Reduce Financial Contribution to the Corral. Monitor Financial Statements to reduce/eliminate amount of Financial contribution to the corral which is currently $25,000. from the bookstore contact. Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: By reducing/eliminating the amount of Financial contribution to the corral, those contributions can be used in other ways to such as scholarships for students or other resource allocations. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 4 Objective 3: , Goal 6 Objective 3: Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 4 - Objective 4.3 - Increase the number of dollars available through scholarships for Norco College students. Goal 6 - Objective 6.3 - Ensure that resource allocation is tied to planning. Goal: Increase service options to students Introduce new menu items, add new mobile food cart, and implementing marketing strategies. Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: With new menu items that students have suggested, a mobile food cart that is accessible at peak times and a better marketing strategy students will have a positive view of the Corral and its environment. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 2 Objective 3: , Goal 2 Objective 4: Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 2 - Objective 2.4 - Increase the percentage of students who consider the college environment to be inclusive. Goal: Improve overall financial outlook for Fund Eliminate items in the menu that are not generating revenue, adding new menu items, implementing a mobile cart, making reductions in areas that are not going to affect student satisfaction of the Corral. Continue to Train students and staff. Develop strategies to reduce expenditures an increase revenue. Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: increasing a possitive view of the Corral with students, staff and faculty. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 2 Objective 3: , Goal 7 Objective 1: , Goal 7 Objective 5: Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 7 - Objective 7.1 - Provide professional development activities for all employees. Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community. Goal: Inprove catering service

05/09/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Administrative: Food Services continue to accommodate, add new items to catering menu, update catering guide and request form for ease of service, and price match when possible. Conduct catering surveys. Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: Increase community partnership. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 4 Objective 6: , Goal 7 Objective 4: Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 4 - Objective 4.6 - Increase community partnerships. Goal 7 - Objective 7.4 - Increase participation in events and celebrations related to inclusiveness.

05/09/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Administrative: Institutional Effectiveness

Area Overview 2014 - 2017 Mission: The mission of Institutional Effectiveness is to ensure that institutional planning processes are systematic, thoughtful and dynamic, and ultimately lead to institutional improvement; and, to encourage the use of data for the purpose of decision- making to strengthen the overall effectiveness of the institution and to meet accreditation standards. Identify or outline how your unit serves the mission of Norco College: The Office of Institutional Effectiveness is integral to the mission of Norco College. Only by systematic study and use of data will the institution know the level that: 1) Norco College is serving students, community and workforce; 2) Norco College is impacting student learning through the application of emerging technologies; and 3) Foundational pathways are leading to transfer, degrees, and certificates. List the major functions of your unit: 1. Planning 2. Accreditation 3. Institutional Research 4. Support assessment of student and institutional outcomes SAO Assessment: Reflect on the last 3 years of SAO assessment and describe what you've learned.: After reviewing the SAOs from the previous three years, three main areas emerge in the following areas: 1. Integration of Planning on Initiatives (Basic Skills, SSSP, Equity, Completion Initiative, Grants): The Office of Institutional Effectiveness (OIE) has provided support in developing the Integrated Plan for Basic Skills, SSSP, and Equity that culminated in Fall 2017. The five goals of this plan represent a concerted effort to unify effort in focusing on institutional outcomes that address all of these programs. Grants, such as the Title V grant, were crafted so that grant objectives supported and advanced these institutional outcomes. The lesson learned from these efforts was that integrated planning produced better outcomes and more efficient use of resources toward overall institutional effectiveness 2. Continue Positive Accreditation Status: Between 2014-17 the following events occurred – accreditation visit in Spring 2014 that resulted in the affirmation of accreditation by ACCJC, follow up visit in 2015 on recommendations from 2014 visit that resulted in all recommendations be resolved, and a midterm report in 2017 that was accepted by ACCJC with no follow up. Also, beginning in 2017-18, preparation for the 2020 visiting team was initiated. Lessons learned from accreditation is that processes need to be assessed and the assessment of those processes also need to be evaluated. 3. Strengthen Prioritization and Resource Allocation Processes: During 2014-17 the assessment of the planning and resource allocation processes were evaluated during 2014 and 2016. In 2016, modifications were made based on the evaluation of assessment that the Open Dialogue sessions would continue but not be included as an evaluation since it was not evaluative in nature. Also, based upon feedback from Academic Affairs, a separate prioritization process was established for resource requests originating from program reviews within the administrative units of Academic Affairs. The lesson learned from these assessments is that all processes need to be on an ongoing cycle of assessment with a focus on improvement.

Attachments: 2014-17_ADMINServices_INSTITUTIONAL_EFFECTIVENESS_ResourceRequests.xlsx 2014-17_INSTITUTIONAL_EFFECTIVENESS_SAO_AdminSvcsUnit.pdf

Goal: Study on Student Pathways

05/09/2018 Generated by Nuventive Improve Page 1 of 4

Program Review - Administrative: Institutional Effectiveness

The Office of Institutional Effectiveness (OIE) will conduct a study on students' path to completion including but not limited to course-taking behavior, predictors of student completion, student experience while enrolled at Norco College, and factors contributing to failure to complete. Goal Status: In Progress Goal Year(s): 2018 - 2021 How do your goals support the Educational Master Plan?: Through this comprehensive study, the institution will receive feedback on the factors the lead to student success or failure and thereby improve programs, processes, and outcomes related to student completion. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 5: Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal: Data Support to Accreditation The Office of Institutional Effectiveness will provide necessary data to support the efforts of accreditation activities culminating in the production of a well-evidenced ISER. Goal Status: In Progress Goal Year(s): 2018 - 2021 Approval Date: 04/27/2018 How do your goals support the Educational Master Plan?: Supporting accreditation efforts will improve institutional understanding and improvement of processes & programs related to institutional effectiveness. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum., Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 8: , Goal 1 Objective 9: , Goal 1 Objective 10: , Goal 2 Objective 1: , Goal 2 Objective 2: , Goal 2 Objective 3: , Goal 2 Objective 4: , Goal 2 Objective 5: , Goal 2 Objective 6: , Goal 3 Objective 1: , Goal 3 Objective 2: , Goal 3 Objective 3: , Goal 3 Objective 4: , Goal 3 Objective 5: , Goal 4 Objective 1: , Goal 4 Objective 2: , Goal 4 Objective 3: , Goal 4 Objective 4: , Goal 4 Objective 5: , Goal 4 Objective 6: , Goal 4 Objective 7: , Goal 4 Objective 8: , Goal 5 Objective 1: , Goal 5 Objective 2: , Goal 5 Objective 3: , Goal 5 Objective 4: , Goal 5 Objective 5: , Goal 6 Objective 1: , Goal 6 Objective 2: , Goal 6 Objective 3: , Goal 6 Objective 4: , Goal 6 Objective 5:, Goal 7 Objective 1: , Goal 7 Objective 2: , Goal 7 Objective 3: , Goal 7 Objective 4: , Goal 7 Objective 5: Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.1 - Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher). Goal 1 - Objective 1.2 - Improve transfer rate by 10% over 5 years. Goal 1 - Objective 1.3 - Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum. Goal 1 - Objective 1.4 - Improve persistence rates by 5% over 5 years (fall-spring; fall-fall). Goal 1 - Objective 1.5 - Increase completion rate of degrees and certificates over 6 years. Goal 1 - Objective 1.6 - Increase success and retention rates. Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units.

05/09/2018 Generated by Nuventive Improve Page 2 of 4

Program Review - Administrative: Institutional Effectiveness

Goal 1 - Objective 1.8 - Increase the percentage of students who begin addressing basic skills needs in their first year. Goal 1 - Objective 1.9 - Decrease the success gap of students in online courses as compared to face-to-face instruction. Goal 1 - Objective 1.10 - Increase course completion, certificate and degree completion, and transfer rates of underrepresented students. Goal 2 - Objective 2.1 - Increase student engagement (faculty and student interaction, active learning, student effort, support for learners). Goal 2 - Objective 2.2 - Increase frequency of student participation in co-curricular activities. Goal 2 - Objective 2.3 - Increase student satisfaction and importance ratings for student support services. Goal 2 - Objective 2.4 - Increase the percentage of students who consider the college environment to be inclusive. Goal 2 - Objective 2.5 - Decrease the percentage of students who experience unfair treatment based on diversity-related characteristics. Goal 2 - Objective 2.6 - Increase current students’ awareness about college resources dedicated to student success. Goal 3 - Objective 3.1 - Increase percentage of students who declare an educational goal. Goal 3 - Objective 3.2 - Increase percentage of new students who develop an educational plan. Goal 3 - Objective 3.3 - Increase percentage of continuing students who develop an educational plan. Goal 3 - Objective 3.4 - Ensure the distribution of our student population is reflective of the communities we serve. Goal 3 - Objective 3.5 - Reduce scheduling conflicts that negatively impact student completion of degrees and programs. Goal 4 - Objective 4.1 - Increase the number of students who participate in summer bridge programs or boot camps. Goal 4 - Objective 4.2 - Increase the number of industry partners who participate in industry advisory council activities. Goal 4 - Objective 4.3 - Increase the number of dollars available through scholarships for Norco College students. Goal 4 - Objective 4.4 - Increase institutional awareness of partnerships, internships, and job opportunities established with business and industry. Goal 4 - Objective 4.5 - Continue the success of Kennedy Partnership (percent of students 2.5 GPA+, number of students in co- curricular activities, number of students who are able to access courses; number of college units taken). Goal 4 - Objective 4.6 - Increase community partnerships. Goal 4 - Objective 4.7 - Increase institutional awareness of community partnerships. Goal 4 - Objective 4.8 - Increase external funding sources which support college programs and initiatives. Goal 5 - Objective 5.1 - 100% of units (disciplines, Student Support Service areas, administrative units) will conduct systematic program reviews. Goal 5 - Objective 5.2 - Increase the percentage of student learning and service area outcomes assessments that utilize authentic methods. Goal 5 - Objective 5.3 - Increase the percentage of programs that conduct program level outcomes assessment that closes the loop. Goal 5 - Objective 5.4 - Increase assessment of student learning in online courses to ensure that it is consistent with student learning in face-to-face courses. Goal 5 - Objective 5.5 - Increase the number of faculty development workshops focusing on pedagogy each academic year. Goal 6 - Objective 6.1 - Increase the use of data to enhance effective enrollment management strategies. Goal 6 - Objective 6.2 - Systematically assess the effectiveness of strategic planning committees and councils. Goal 6 - Objective 6.3 - Ensure that resource allocation is tied to planning. Goal 6 - Objective 6.4 - Institutionalize the current Technology Plan. Goal 6 - Objective 6.5 - Revise the Facilities Master Plan Goal 7 - Objective 7.1 - Provide professional development activities for all employees.

05/09/2018 Generated by Nuventive Improve Page 3 of 4

Program Review - Administrative: Institutional Effectiveness

Goal 7 - Objective 7.2 - Increase the percentage of employees who consider the college environment to be inclusive. Goal 7 - Objective 7.3 - Decrease the percentage of employees who experience unfair treatment based on diversity-related characteristics. Goal 7 - Objective 7.4 - Increase participation in events and celebrations related to inclusiveness. Goal 7 - Objective 7.5 - Implement programs that support the safety, health, and wellness of our college community. Goal: Continue Cycle of Assessment Through the addition of the Research and Assessment Manager position, the cycle of assessment in courses and programs will continue as planned so that all SLOs and ProLOs are assessed by 2020 Goal Status: In Progress Goal Year(s): 2018 - 2021 Approval Date: 04/27/2018 How do your goals support the Educational Master Plan?: By continuing the cycle of assessment, student learning will increase and compliance with ACCJC requirements will be met This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 5 Objective 1: , Goal 5 Objective 2: , Goal 5 Objective 3: , Goal 5 Objective 4:

05/09/2018 Generated by Nuventive Improve Page 4 of 4

Program Review Comprehensive Report

Program Review - Administrative: Instruction

Area Overview 2014 - 2017 Mission: Instruction supports teaching and learning at Norco College by addressing the needs of both faculty and students in all educational programs. Identify or outline how your unit serves the mission of Norco College: Instruction serves the mission of Norco College by directly facilitating student access to educational programs. Strategic schedule development, review and development of curriculum and programs, and development and implementation of enrollment management strategies directly facilitate student access to the college’s educational programs. In addition the unit provides administrative and technical support to ensure success in the instructional efforts. The Norco College mission specifically cites providing: (1) foundational skills and (2) pathways to transfer, and (3) career and technical education, certificates and degrees. Through collaboration with instructional departments, faculty leads, and other administrative units care is given to provide a balance of foundational/developmental offerings. Similar collaboration supports our 17+ Associate Degree(s) for Transfer and the college’s transfer and AA completion pathways. In addition, the 40+ Career and Technical Education programs at Norco College strive to keep current with labor market and industry trends in alignment with our mission. Collaboration within and outside the college community is realized through teamwork with administrators and faculty leaders across the college regarding catalog development, web presence, operational issues, outreach and service to special populations, Industry Advisory Boards, grant events, articulation events, K-12 partnerships, and partnerships with 4-year institutions. The unit’s efforts in these areas maximize the prospect for student success by providing opportunity to complete foundational skills, to move forward on reliable pathways to transfer, and/or to move forward on reliable pathways toward the completion of certificates/degrees and career and technical programs. Our programs and curriculum are ever changing to meet the demands of “our students, our community, and its workforce” in this increasingly competitive job market and university transfer environment. List the major functions of your unit: - To support faculty in offering, creating, revising, growing and/or discontinuing courses, certificate programs, and Associate of Science degrees. - Professional development - Enrollment management and scheduling (including distance education, accelerated courses, apprenticeships, dual enrollment courses, articulation, CRC, and short term courses) - Management of general and categorical funding in support of instruction - Implementation of initiatives and grants (NSF National Center for Supply Chain Automation, Carl D. Perkins grant funds, Department of Labor Trade Adjustment Act – TAA grant, RSI funding, Strong Workforce Task Force funding, Prop 39 funding, and California Apprenticeship Initiative, College Futures Foundation funding) - Faculty (Full-time and Part-time) supervision, evaluation, and teaching assignments - Instructional support staff supervision and evaluation - Resolution involving student instructional matters - College publications and communications (schedule of classes, college catalog, guidebooks and handbooks, programmatic flyers, postcards, etc.) - Collaborate with Student Services to act as a liaison between educational institutions and the community. - Instructional lab services - College reception - Instructional design and videography SAO Assessment: Reflect on the last 3 years of SAO assessment and describe what you've learned.: Our SAO was to achieve enrollment goals: (1) to achieve FTES target within + 0.5%, and (2) minimize

05/23/2018 Generated by Nuventive Improve Page 1 of 3

unnecessary impediments toward successful enrollment. We learned we need to continue to incorporate FTES data along with other efforts to contribute to effective enrollment management. Thus, a daily email was started this year to help increase transparency and awareness of our collective FTES goals and progress thereto. Upon reflection of past efforts, we plan to start the development of an Enrollment Management Plan over the next 3 years in collaboration with other units across the college. Attachments: 2014-17_ADMINISTRATIVE_INSTRUCTION_SAO_AdminSvcsUnit.pdf 2014-17_ACADEMIC_AFFAIRS_INSTRUCTION_SAO_AdminSvcsUnit.pdf 2014-17_ADMINServices_INSTRUCTION_CTE_DOI_ResourceRequests.xlsx

Goal: FTES Targets In support of student learning, the unit will continue to assess the success of attaining (or exceeding) the college’s FTES target annually. Goal Status: In Progress Goal Year(s): 2018 - 2021 Approval Date: 04/20/2018 How do your goals support the Educational Master Plan?: Norco College historically meets our FTES targets. Our collaborative approach with administration and department chairs, supported by all faculty, has paid off. Meeting our targets ensures the financial stability of the college/district, and directly serves students in need of education and career preparation. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 7: , Goal 3 Objective 5: , Goal 6 Objective 1: Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 1 - Objective 1.7 - Increase percentage of students who complete 15 units, 30 units, 60 units. Goal 3 - Objective 3.5 - Reduce scheduling conflicts that negatively impact student completion of degrees and programs. Goal 6 - Objective 6.1 - Increase the use of data to enhance effective enrollment management strategies. Goal: To support fulltime and part-time faculty professional development To identify formal and informal professional development opportunities for faculty, and to streamline processes. Goal Status: In Progress Goal Year(s): 2018 - 2021 Approval Date: 05/01/2018 How do your goals support the Educational Master Plan?: Goal 7.1 is to Provide professional development activities for all employees and this goal will help ensure proper support of our faculty. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 7 Objective 1: Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 7 - Objective 7.1 - Provide professional development activities for all employees. Goal: Start a dual enrollment program with CNUSD Start a dual enrollment program with CNUSD Goal Status: Completed Goal Year(s): 2014 - 2017 How do your goals support the Educational Master Plan?: This goal expanded our successful partnership with JFK This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 4 Objective 5: Mapping

05/23/2018 Generated by Nuventive Improve Page 2 of 3

Program Review - Administrative: Instruction

Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 4 - Objective 4.5 - Continue the success of Kennedy Partnership (percent of students 2.5 GPA+, number of students in co- curricular activities, number of students who are able to access courses; number of college units taken). Goal: Develop an Enrollment Management Plan Collaborate cross-disciplinarily to develop and ultimately implement an Enrollment Management Plan(EMP) that reflects the new structure of the College while also improving (guided) pathways for students. Goal Status: In Progress Goal Year(s): 2018 - 2021 Approval Date: 04/30/2018 How do your goals support the Educational Master Plan?: This goal supports the Educational Master Plan by establishing long term planning for college schedules allowing for the development of course schedules that support the College's Completion Initiative. Goal: Develop "Schools" Culture To facilitate and support an institutional cultural shift around the proposed new four Schools, which align with the completion initiative/guided pathways. Goal Status: In Progress Goal Year(s): 2018 - 2021 Approval Date: 04/30/2018 How do your goals support the Educational Master Plan?: The establishment and support of four distinct schools/pathways will primarily facilitate increased student retention, success, and ultimately completion by creating easily navigable career and transfer pathways. Goal: Develop "Next Phase" Pathways The goal is to create new pathways towards certificate or transfer for incarcerated students at the California Rehabilitation Center in Norco. Goal Status: In Progress Goal Year(s): 2018 - 2021 Approval Date: 04/30/2018 How do your goals support the Educational Master Plan?: Incarcerated students are a severely undeserved population in the United States. This program will seek to serve these students in an attempt to reduce recidivism through education. This program provides access to an education to persons who would otherwise, based on their incarceration, be denied.

05/23/2018 Generated by Nuventive Improve Page 3 of 3

Program Review Comprehensive Report

Program Review - Administrative: Technology Support Services

Area Overview 2014 - 2017 Mission: Technology Service will be recognized as a high performance team providing technology excellence that advances learning, teaching, research, and student formation in alignment with Norco College’s mission and goals. In support of the mission, we will: • Partner with the college community to understand the technology need of faculty, staff, and students. • Provide leadership and planning for the effective and strategic use of emerging technologies. • Demonstrate technical and operation excellence through a commitment to professionalism and continuous improvement. Identify or outline how your unit serves the mission of Norco College: . We are dedicated to a constructive, team-oriented environment, gatheringvaried perspectives, sharing knowledge, and building effective partnerships with key stakeholders. We strive for operationexcellence through the on-going development of the staff and the organization as a whole. We encourage creative and critical thinking in the development of technology services and solutions.We listen to, respect and care for faculty, staff, students, and one another, both professionally and personally. We strive to provide excellent service by being consistent, agile, reliable, and accessible to all. We leverage open communication and thoughtful business processesto be accountable in our interactions and our work List the major functions of your unit: Support and Provide Norco College’s Technology needs Support and Provide Norco College’s Instructional Media needs. Coordinate with district network needs for Norco College Coordinate with district phone and cable needs for Norco College Enable faculty and staff to make the most effective use of IT resources and provide support and satisfaction Coordinate with District Administration for quality and administration of information system and services throughout Norco College.

SAO Assessment: Reflect on the last 3 years of SAO assessment and describe what you've learned.: Increase inventory data technology re courses for available to faculty, staff and students. Was able to refresh 25% of the Technology college-wide through resource allocation and instructional equipment allocation. Increase prompt response time for technology Data from the FootPrints work order system indicated that 828 work orders were submitted and completed. Prior year work orders submitted totaled 1062. Although the number of completed work orders decreased, that was largely due to the fact that TSS was down a staff member for half of the year. Increase expertise and knowledge of current technology need in

05/09/2018 Generated by Nuventive Improve Page 1 of 6

Higher Education Staff attended 2 external trainings to increase their knowledge and expertise. Attachments: 2014-17_ADMINISTRATIVE_TECHNOLOGY_SUPPORT_SERVICES_SAO_AdminSvcsUnit.pdf 2014-17_ADMINServices_TECHNOLOGY_SUPPORT_SERVICES_ResourceRequests.xlsx

Goal: Provide ongoing calendared training on all technology including A/V for faculty and staff throughout the year Provide ongoing calendared training on all technology including A/V for faculty and staff throughout the year Goal Status: In Progress Goal Year(s): 2014 - 2017, 2018 - 2021 How do your goals support the Educational Master Plan?: Provision and maintenance of audio/visual technology, instruction in audio/visual technology operation, instructional media design consultation and implementation, and video production services and Desktop Support Services. This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 2: Improve transfer rate by 10% over 5 years.

Update on Goal Updates Reporting Period: 2014 - 2017 05/01/2018 Conclusion: Goal Not Started Goal will start pending funding. Improvement Recommendations Improvement Recommendation: Recommend training schedules yearly. (05/01/2018)

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 6 - Objective 6.4 - Institutionalize the current Technology Plan. Goal 7 - Objective 7.1 - Provide professional development activities for all employees. Goal: Provide response to faculty and staff for trouble calls within 4 hours 90% of the time; document all work through the work order system Provide response to faculty and staff for trouble calls within 4 hours 90% of the time; document all work through the work order system Goal Status: In Progress Goal Year(s): 2014 - 2017, 2018 - 2021 Approval Date: 05/01/2018 Inactive Date: 05/01/2018 How do your goals support the Educational Master Plan?: In support of students, Technology Support Services will provide response to faculty and staff for trouble calls

05/09/2018 Generated by Nuventive Improve Page 2 of 6

Program Review - Administrative: Technology Support Services within 4 hours 90% of the time; document all work through the work order system This Program Goal Supports the selected EMP Goal(s) and Objective(s): Goal 1 Objective 1: Improve transfer preparedness (completes 60 transferable units with a 2.0 GPA or higher)., Goal 1 Objective 2: Improve transfer rate by 10% over 5 years. , Goal 1 Objective 3: Increase the percentage of basic skills students who complete the basic skills pipeline by supporting the development of alternatives to traditional basic skills curriculum., Goal 1 Objective 4: , Goal 1 Objective 5: , Goal 1 Objective 6: , Goal 1 Objective 7: , Goal 1 Objective 8: , Goal 1 Objective 9: , Goal 1 Objective 10: , Goal 2 Objective 1: , Goal 2 Objective 2: , Goal 2 Objective 3: , Goal 2 Objective 4: , Goal 2 Objective 5: , Goal 2 Objective 6: , Goal 3 Objective 1: , Goal 3 Objective 2: , Goal 3 Objective 3: , Goal 3 Objective 4: , Goal 3 Objective 5: Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 6 - Objective 6.4 - Institutionalize the current Technology Plan. Goal 7 - Objective 7.1 - Provide professional development activities for all employees. Goal: Podium Computer Project Instructor Stations Replace 55 instructor lectern computers in all classrooms. Goal Status: Completed Goal Year(s): 2014 - 2017 Approval Date: 08/01/2017 Inactive Date: 05/01/2018 How do your goals support the Educational Master Plan?: By providing improved technology in the classrooms that are aligned with the Technology Plan. Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 6 - Objective 6.4 - Institutionalize the current Technology Plan. Goal 7 - Objective 7.1 - Provide professional development activities for all employees. Goal: To replace 20 percent of desktop computers in Faculty/Staff Offices. To replace 20 percent of desktop computers in Faculty/Staff Offices. Goal Status: In Progress Goal Year(s): 2014 - 2017, 2018 - 2021 Approval Date: 05/01/2018 How do your goals support the Educational Master Plan?: To provide and support the computer refresh plan derived from the Technology Committee. Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 6 - Objective 6.4 - Institutionalize the current Technology Plan. Goal 7 - Objective 7.1 - Provide professional development activities for all employees.

05/09/2018 Generated by Nuventive Improve Page 3 of 6

Program Review - Administrative: Technology Support Services

Goal: Established Technology Quick Fix Program for computer/device questions Established Technology Quick Fix Program for computer/device questions. TSS is holding these events once a month. Goal Status: Completed Goal Year(s): 2014 - 2017, 2018 - 2021 Approval Date: 01/01/2018 How do your goals support the Educational Master Plan?: By providing a technology training program to all staff and faculty. These training's can pilot more in the future.

Update on Goal Updates Reporting Period: 2014 - 2017 05/01/2018 Conclusion: Goal Completed TSS will provide this service monthly unless demands change. Improvement Recommendations Improvement Recommendation: Recommend this service to continue. (05/01/2018)

Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 6 - Objective 6.4 - Institutionalize the current Technology Plan. Goal 7 - Objective 7.1 - Provide professional development activities for all employees. Goal: Complete Instructional A/V technology systems in IT 125, IT 127 and CACT 2 New audio/visual technology for 3 classrooms. Goal Status: Completed Goal Year(s): 2014 - 2017 Approval Date: 03/01/2018 How do your goals support the Educational Master Plan?: By providing updated technology systems in the classrooms/labs. Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 6 - Objective 6.4 - Institutionalize the current Technology Plan. Goal 7 - Objective 7.1 - Provide professional development activities for all employees. Goal: Installation of Interactive projectors in various learning spaces around campus Install new interactive projector technologies around the campus and in learning spaces. Goal Status: Completed Goal Year(s): 2014 - 2017, 2018 - 2021 Approval Date: 02/01/2018

05/09/2018 Generated by Nuventive Improve Page 4 of 6

Program Review - Administrative: Technology Support Services

How do your goals support the Educational Master Plan?: To provide state of the art technologies in classrooms spaces to promote new learning systems. Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 6 - Objective 6.4 - Institutionalize the current Technology Plan. Goal 7 - Objective 7.1 - Provide professional development activities for all employees. Goal: Install new desktop computers in CACT 2, IT 121, Library and ATEC 109 Lab enviroments. Install new desktop computers in CACT 2, IT 121, Library and ATEC 109 Lab environments. Goal Status: Completed Goal Year(s): 2014 - 2017, 2018 - 2021 Approval Date: 12/01/2017 How do your goals support the Educational Master Plan?: Listed labs are part of the refresh cycle derived from the Technology Plan. Mapping Educational Master Plan and Strategic Plan Goals and Objectives 2013-2018 Goal 6 - Objective 6.4 - Institutionalize the current Technology Plan. Goal 7 - Objective 7.1 - Provide professional development activities for all employees. Goal: Update new classroom audio and visual technologies Update new classroom audio and visual technologies Goal Status: In Progress Goal Year(s): 2014 - 2017 Approval Date: 03/01/2018 How do your goals support the Educational Master Plan?: Providing regular updates to A/V systems in classrooms and non instructional spaces. Part of the Technology Plan.

Update on Goal Updates Reporting Period: 2014 - 2017 05/01/2018 Conclusion: Goal Partially Completed Planning in process with grants and general funds. Improvement Recommendations Improvement Recommendation: Recommend to replace equipment every year at least 1-2 classrooms. (05/01/2018)

05/09/2018 Generated by Nuventive Improve Page 5 of 6

05/09/2018 Generated by Nuventive Improve Page 6 of 6