ENGLISH PROGRAM
Academic Program Review
2000-2001
The Office of Instruction The Office of Institutional Planning, Research, and Assessment
ENGLISH PROGRAM
Academic Program Review
2000-2001
Committee Chairs: Keith Haynes, Terence Pratt
English Department Faculty: Ginny Chanda, Linda Dove, Jill Fitzgerald, Gennie Fuemmeler, Kay Gaffney, Moses Glidden, Carol Hammond, John Johnston, Susan Lang, Nick Nownes, Mary Verbout, Jim Webb
Assistance Provided By: Karen Norris, Kirsten Adaniya, Eric Eikenberry, David Graser, Lee Mickelson, John Quinley, Chris Abbate, John Golden, Mary Shenefield, John Haynes (ret.), Jackie Delaveaga, Connie Gilmore, Marilyn Michelson, Donn Rawlings (ret.)
Robert O. Salmon, Vice President and District Provost Barbara Wing, Dean of Instruction and Curriculum Angie Fairchilds, Dean of Instruction, Verde Valley Campus Dr. John W. Quinley, Director of Institutional Planning, Research, and Assessment Table of Contents
Mission, Goals and Planning…………………………………………………………..…… 1
Student, Class, and FTSE Profile/Trends………………………………….………………… 10
Curriculum Analysis……………………………………………………………..……...…… 14
Program Faculty and Personnel …………………………………………………….…...…... 15
Facilities, Equipment, and Materials …………………………………………………..……. 19
Program/Student Outcomes ………………………………………………………….……… 20
Future Trends………………………………………………………………………...………. 23
Strengths and Concerns ……………………………………………………………………… 24
Recommendations …………………………………………………………………………… 27
Overall Program Status ………………………………………………………………………29
Mission, Goals, and Planning
The Yavapai College English Program Mission, Value Statement, Vision, and Purposes:
Mission:
The English Program seeks to achieve excellence in teaching reading and writing in an effective learning environment.
Value Statement:
The English Program, with the strength of its collegial diversity, plays a crucial, foundational role at Yavapai College. Because the written word is the medium for most academic discourse, high-quality writing and reading instruction enables students not only to succeed in academic pursuits but to pursue independent and lifelong inquiry. Moreover, the English Program believes that literate citizens are the heart of a civil and empathic society. Knowledge of the political, historical, social, and aesthetic aspects of language offers human beings the ability to ascribe meaning to their complex individual and cultural experiences, to form reasoned values, and to promote principles of democracy and equality.
Vision:
At the time of its next program review (in 2006), the English Department envisions both continuity and change, with the emphasis centered upon planning for and assessment of learning.
· The program will build upon processes such as the exemplary writing portfolio project to maintain a continuous cycle of planning, appropriate learner placement, assessment, and implementation. · With the cooperation of other programs, the role of the program will be clarified through carefully sequenced developmental and skills support offerings. · Through careful articulation other institutions, the program will continue to provide seamless transfer opportunities for students. · In collaboration with other college units, the program will demonstrate improved market research, marketing and enrollment management and service to the retirement / enrichment population. 1 · Through course offerings, partnerships, and the sponsorship of events, the program will enhance the cultural opportunities of the district community and our students’ participation in that community. · The program will continue to plan and implement professional development for all department faculty, with special emphasis on the needs of adjunct faculty. · Expansion of technology will improve the delivery of technology-assisted instruction, on- line courses, and opportunities for self-directed research and learning. · The program will continue to elicit and assess service for its students from support units such as the library, the learning center, and ITS. · Faculty in the program will continue a strong tradition of participation in interdisciplinary instruction and committee involvement. · Perhaps most important of all, the program will provide the high quality learning environment made possible by a strong, diverse, collegial faculty.
Purposes:
Learning Emphasis Purposes: The English Program seeks to:
1) Instill in students care for the meaning of words, precision in their writing and thinking, and awareness of the power and variety of language.
2) Guide students to use reading and writing as a mode of discovery, reflection, understanding, and sustained, disciplined reasoning.
3) Encourage open inquiry and free exchange of ideas with mutual respect among cultures, ethnic groups, and genders.
4) Facilitate experiences in which students develop an ethos of community service.
5) Foster informed skepticism and independent thinking that allow the student to evaluate discourse.
6) Introduce students to works of imagination that enrich experience, develop a sense of cultural richness, and link the present to valuable traditions.
2 7) Provide a sequence of reading and writing courses that builds upon previous learning, that includes greater complexity and sophistication of assignments, and that transfers to baccalaureate institutions.
8) Offer courses and programs that provide for study of a variety of literary periods and genres, national literatures, and literary issues.
9) Provide a variety of opportunities to develop creative writing skills.
10) Offer significant cultural opportunities to the district community by hosting readings and seminars with important writers.
11) Contribute to regional awareness by exploring connections between literature and a sense of place.
Program Emphasis Purposes: The English Program seeks to:
12) Contribute to district workforce development not only through transfer-oriented reading and writing courses, but also through timely and appropriate offerings in applied communications and specific workplace English skills.
13) Assess and flexibly address the needs of a variety of learners, including the underprepared, the disadvantaged, and the unusually talented.
14) Ensure that entering students are placed in courses commensurate with their abilities.
15) Uphold rigorous standards which ensure that students can successfully perform upper division writing tasks, transfer to baccalaureate institutions, and contribute meaningfully in civic and economic capacities.
16) Articulate course offerings and program methodology to assure the best fit with public school instruction, the workplace, and transfer institutions.
17) Integrate and support excellence in reading and writing in other academic disciplines and technical areas throughout the college.
3 18) Pursue effective faculty and staff orientation and development in order to maintain standards.
19) Anticipate and respond to technological, cultural, and social changes, which influence the teaching of reading and writing and which alter the nature of communication itself.
20) Actively explore comparative advantages for the program in the district and develop appropriate innovations in delivery methods.
21) Provide an atmosphere of collegiality in which faculty, staff, and students can learn from each other and support each other in maintaining the physical and psychological well-being that must be a primary concern of an effective learning community.
22) Assess learning regularly to ensure that program and course outcomes are being met.
23) Revisit the program mission, vision, purpose statements, and program review action plan on a five-year cycle in response to assessment data.
Historical Sketch
Since the last program review in 1991, the English Department has evolved in many ways.
In terms of its faculty, the Prescott Campus English Department is changing. In addition to key faculty who retired or resigned in 1993, 1994, 1995, 1996, 1999, and 2000, the department also faced a change in leadership with the retirement of Donn Rawlings in June, 2001 and the assignment of Keith Haynes as Division Assistant Dean. The department is roughly balanced between full-time probationary and continuing faculty. In addition, throughout the district the program depends upon the expertise and involvement of experienced adjunct instructors, several of whom have been with the college for more than ten years.
In 1994, the Verde Campus added a second full-time faculty member, Terence Pratt, who recently assumed the duties of Division Assistant Dean. In the fall of 2001, a Learning Center Director/English Instructor was hired.
The English program has provided leadership in the college, and in the community, by pioneering several important changes in instructional methodology. Among these changes is the portfolio program, initiated by John Haynes and Carol Hammond in 1995 in response to developments in the field of composition theory. Not only has the portfolio program, now under 4 the auspices of Mary Verbout and Jackie DeLaveaga, influenced the teaching of composition, it has contributed significantly to the Outcomes Assessment movement throughout the college.
The Verde Campus recently initiated a pilot portfolio project under the direction of adjunct faculty member Cindy Feree-Dean.
The curriculum continues to expand (with over 40 new courses developed since 1996). Several new film courses receive strong enrollments, and the Living through Literature class, created by Moses Glidden and first offered in 1998 in partnership with Yavapai County Adult Probation, has brought additional recognition for the program in the community.
The English Department continues its 20 year-old sponsorship of the popular Yavapai County English Teachers’ Conference, where issues in language arts instruction are discussed with secondary-level educators. This project, led by Kay Gaffney, facilitates the transition of county high school students to Yavapai College.
Another long-term commitment to the community is the Southwest Writers’ Series, which involves partnerships with all three state universities, Prescott College, The Flagstaff Literary Volunteers, the Arizona Humanities Council and the Scottsdale YMCA Writer’s Voice. The Series features several readings each semester by authors with regional reputations.
The college Governing Board strategic initiative to “nurture an ethic of community service in students and staff” also impacted the program as many instructors developed or refined service components in their classes. In one case, students in three English 101 classes performed over 600 hours of community service for writing projects involving such organizations as the Prescott Public Library, Big Brothers / Big Sisters, Heritage Zoo, YMCA, Salvation Army, Faith House and Habitat for Humanity.
The English Program has also been active in applying technology in the classroom. In 1994-95 the department developed a computer-based composition classroom on both the Verde and Prescott campuses. In 1998 the department participated in piloting the Academic Systems project, in which a sequence of assignments and related activities are delivered via computers in a multi-media environment. Most of the English classes on the Verde Campus are offered in its computer classroom. The Prescott campus computer classroom is scheduled to capacity, and use of the interactive TV system by program faculty is heavy. Moreover, in recent years several instructors have developed and taught online courses or created online support components for traditional classes. These courses have reached students throughout the county. All these 5 developments are a key part of the department’s commitment to high-quality instruction throughout the district.
In 1993-94, a faculty project resulted in a “sequential syllabus” containing the program’s first vision and purpose statements as well as activities appropriate to the various levels in the composition sequence of courses (ENG 060, 100, 101 and 102). The document has helped to orient new faculty, especially adjunct faculty new to teaching. As part of the 2001-02 program review, the department revisited and expanded the original vision and purpose statements. The new document is provided at the beginning of this report.
There have been several district-wide innovations regarding class scheduling and location. Each semester’s offerings feature short-term, pre-session, and open-entry / open-exit classes. Weekend classes have been offered regularly. The composition sequence is offered every summer. Classes have been held in sites such as Mingus Union High School, Camp Verde, Sedona, and area charter schools. Both campuses have offered short- term courses with a literature emphasis: Literary Discussion classes on the Verde Campus and the Books Alive series on the Prescott campus.
While the program maintains its commitment to high-quality, learner-centered instruction in both composition and literature classes, it has also been active outside the classroom. English faculty currently advise both student papers, The Roughwriter and the Verde Campus Voice. (The Verde Campus Voice is more of a news/arts journal than it is a typical newspaper.)
One of the most visible developments, which has endowed the program with international status, is the Hassayampa Creative Writers’ Institute, developed in partnership with such entities as the Yavapai College Foundation, the Sharlot Hall Museum, and the Arizona Humanities Council. For one week in July, the Hassayampa Creative Writers’ Institute attracts aspiring writers as well as major names in fiction writing to Prescott for a week of intensive, small group workshops and larger, public readings. Workshop presenters have included nationally renowned authors such as Marge Piercy, Lucy Tapahonso, Leslie Silko and John Nichols.
The growing complexity of the English program has increased the need for first-rate support personnel. Prescott faculty cannot overemphasize the value of the division administrative assistant, Kirsten Adaniya, who joined the department in 1999. The division also employs one part-time technical support position as well as four to six students each semester to support computer-based instruction and multi-media activity in the classroom. Another part-time position was recently created to help with the scheduling, marketing and fundraising associated 6 with the Hassayampa Creative Writers’ Institute. On the Verde Campus Vicki Arbeiter has served as the Division #1 Administrative Assistant since 1995 and is invaluable in her service to the Verde English Program.
Academic Program Planning and Current Goals
The Prescott Campus Communications Division budget appropriation for 2001-2002 is $883,254.18. The English Department appropriation is $606,415.98. The program uses approximately $28,500 in additional funds from the general Communications Division budget in the form of adjunct salaries, student and part-time wages, and stipends. Of the roughly $606,000, $595,215.18 is allocated for salaries and related taxes, which leaves $11,200.80 (1.85% of the total budget) available for general expenses, travel and advertising.
On the Verde the total divisional appropriation for 2000-2001 is $161,980.98. The English Department appropriation is $2,918. The total appropriation for the Communications Division is allocated for salaries and related taxes. Of that appropriation $46,092 is allocated for adjunct salaries
The English Department budget has previously covered the majority of expenses for the other programs in the Communications Division. Historically, the EDU and COM programs have offered only a small number of classes and have needed only a small amount of funding. As these programs have continued to increase, the English Department budget has absorbed the additional costs. Separate appropriations for EDU and COM would relieve financial pressure on the English Department budget and allow for further development of program objectives.
Currently we have identified need for funds in the following areas: · marketing · student or part-time employee support · general expenses for materials such as videos, transparencies, and floppy disks · maintenance expenses for G-115 on the Verde and for instructional supplies · travel funds for professional development · a new full-time position on the Verde
The amount of discretionary money in the English Department budget has steadily decreased. Increased costs can be attributed to three areas: the Department’s increasing use of technology aids in the classroom (both traditional audio-visual equipment and multi-media technology); the
7 increase in travel for classes and for professional growth; and the growing demand for additional reference materials to support coursework. Over the past several fiscal years, increases in funding for general expenses have been nearly capped, with only limited exception.
Technological aids increase the costs of videos, transparencies, student equipment support, and other materials. In addition, the 13-hour daily computer lab requires large quantities of paper, floppy disks, ink cartridges, and lab support. The program will consider imposing a lab fee to offset some of these costs.
In the past, the program has relied heavily on the library to purchase reference materials. Due to cuts in the library’s budget, the program has absorbed the purchase of several reference books and videos for class use, and the demand for reference materials has continued to grow. While every effort has been made to remain within the existing budget guidelines, this has meant significant cutbacks on the available resources for faculty for teaching and professional growth. Most of these costs are for supplies directly related to supporting technology in the classroom and fulfilling previous department course goals to address the broad needs of the student body, and fall outside the capital expenses parameters.
Still needed are funds for trade publications, current publications for use in the classroom as aids for research papers, marketing funds, and travel funds for professional development activities. An additional $6,500 in appropriations would compensate for the increased costs and help the program to maintain quality.
Need for Program
The English Program is foundational in several ways. General education requires six credit hours of composition. Students may choose from several 200-level literature courses to satisfy the general education Arts and Humanities requirement. The Associate of Applied Science degree requires completion of either the composition sequence or of English 135 and 136.
The ability of students to perform upper-division coursework depends greatly on their ability to read and write. Thus, the program subscribes to the following two purpose statements:
· Instill in students care for the meaning of words, precision in their writing and thinking, and awareness of the power and variety of language.
8 · Guide students to use reading and writing as a mode of discovery, reflection, understanding, and sustained, disciplined reasoning.
According to the Spring, 2000 Graduate Follow-Up Study, about two-thirds of the transfer graduates were either “satisfied” or “very satisfied” with their preparation to transfer to a four- year school.
Communications Division faculty recently conducted research regarding critical skills desired by employers. Not surprisingly, the reading, writing, and critical-thinking skills which are at the center of English education rank high on employers’ lists. One of the stated purposes of the program is to
· Contribute to district workforce development not only through transfer-oriented reading and writing courses, but also through timely and appropriate offerings in applied communications and specific workplace English skills
The program also enjoys a market advantage in that students wishing to attend only part-time can take classes at a substantially lower cost than other colleges in the area. According to the Current Student Survey, low tuition cost is important or very important to 75% of the students. Furthermore, other colleges in the area offer far fewer courses in literature and creative writing.
Academic Program Planning and Current Goals
Program goals were recently reviewed and revised during the 2001-02 Program Review process. The result was a document containing statements of mission, values, vision, and purposes, which is provided at the beginning of this report.
Program Admission
According to the 2001-2002 Yavapai College General Catalog, the college “welcomes and encourages any student who demonstrates readiness and the ability to benefit from college-level courses.” Because students of varied backgrounds and abilities take English-prefixed courses for varied reasons, there is no uniform “admission” procedure into this program. For example, one- third of the 200-level literature courses—geared more towards enrichment than to general education—list no prerequisite in the college catalog
9 Currently, any student may take a 0-level course without assessment. This is not an issue in modular courses where the purpose is to assist the development of a discrete skill. In other cases, however, students (some of whom have developmental disabilities and therefore have few educational opportunities after high school) attempt 0-level courses for which they are unprepared. However, research at the national level indicates that assessment of developmental students is an educational “best practice.”
Few processes that encourage student self-assessment are currently in place. A recommendation is made at the end of this report to “provide resources to help prospective and entering students self-assess their ability.”
To help students and advisors make appropriate choices regarding courses, the Division Assistant Deans frequently evaluate student portfolios. They recently identified several other “preparedness recommendations,” including student SAT scores, to help entering students choose courses wisely.
The English program is prepared to comply with the recent initiative to use uniform placement assessment throughout the district and will assist Counseling/Advising with the transition to the COMPASS exam for students who elect to take placement testing.
Student, Class, and FTSE Profile/Trends
Student Profiles:
Student profiles changed little between 1995 and 1999. About 80% of the students classify themselves as white (non-Hispanic). Hispanic students comprise the next-largest ethnic category, with 6-10% of the respondents classifying themselves as such. (This ethnic group is predicted to be the fasted growing in the county, especially in the Verde.) The program tends to serve slightly more women than men, and about 80% of the students attend part-time. Over half the students fall in the 17-24 age range; about a quarter are between the ages of 35 and 59. During the study period of 1995-99, between 0.7% and 1.9% of the students were under the age of 16; between 1.7% and 7.3% of the students were over 60. According to IR demographic data, the vast majority, between 85% and 92%, are from Yavapai County. Sixty-five percent of students who responded to the Current Student Survey in English in 2000 indicate that their primary short-term goal is to prepare for transfer to a four-year college.
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Class and FTSE Profiles:
The following table provides five-year data concerning the number of district ENG sections and average class size.
FA SP FA SP FA SP FA SP FA SP 95 96 96 97 97 98 98 99 99 00
# sections 133 130 129 125 116 120 131 116 121 108
13.2 11.5 12.0 11.2 12.9 10.8 11.4 11.9 12.7 11.8 Avg enrollment
Although small class size equates to high cost- per- FTSE, the average class-size is ideal for high-quality writing instruction. According to the Current (2000) Student Survey-English, 35% of students identify small class-size as a very important factor in their decision to attend Yavapai College.
The following table presents Verde, Prescott and District annualized FTSE history. Although final figures are not calculated yet, FTSE appears to have increased substantially in 2001-02.
97-98 98-99 99-00 00-01
Prescott FTSE 203.2 205.4 195.5 179.0
Verde FTSE 66.6 61.1 63.3 62.7
Dist 287.7 294.4 287.3 268.3 FTSE
11 The following table presents FTSE data regarding district enrollment in literature and creative writing courses:
FA 95 SP 97 FA 98 FA 99 SP 2000
FTSE 27.6 33.1 38 42.5 39.5
Although several literature courses are part of the general education area studies, 29.4% of students say they take courses at Yavapai College for personal interest or for self-enrichment, according to the Current Student Survey-English, 2000.
The following table presents annualized district FTSE data for summer enrollment:
96-97 97-98 98-99 99-00 00-01
FTSE 26.5 18.1 18.1 18.9 20.3
Data from Institutional Research indicates considerable potential for growth in summer offerings. The program faculty and facilities could easily meet an increased demand for summer classes.
Distance Learning / Non-traditional Classes
In the late 1990s, the Communications Division developed several online / alternative delivery courses:
· Spring 1998—English 101
· Fall 1998—Eng 236: Advanced Technical Writing · Fall 1998—Eng 239: Images of the Southwest · Spring 1999—Eng101 (ALS) · Spring 1999—Eng100 Academic Systems, computer-mediated instruction · Fall 1999—Eng102 · Fall 1999—Eng237: Women in Literature · Hybrid courses (both online and face-to-face) developed. 12
Problems observed by instructors that hinder student success:
· No services to help students self-evaluate readiness for e-learning at time of registration; · Students with unrealistic expectation that online courses are easier and less time- consuming; · Online formats necessarily text-intensive, requiring large amount of on-screen reading; · Many students’ lack of self-directed learning habits; · Cases of student academic dishonesty due to lack of controlled contact time; · Difficulties involved in scheduling facilities appropriate for face-to-face meetings or for orientation/training workshops; · Offsite students in telecom courses indicating frequent dissatisfaction with format
Practices already implemented to counter high (approximately 50%) student attrition rate:
· Scheduling of face-to-face meetings in online courses throughout the semester; · Initial class meetings with hands-on workshops practicing basic online navigational skills; · Online tutoring services; · Small group bonding exercises; · Photographs of students displayed to link names with faces; · CD available for students enrolled in Academic Systems, allowing access anytime, anywhere
Recommendations for further improvement:
· Marketing should involve Distributed Learning, Advancement, and faculty; · Marketing should emphasize the qualities of successful online students and not over- emphasize convenience; · Evaluation of student readiness for e-learning needs to occur during registration; instructors need access to assessment information; · Since online students often benefit from frequent face-to-face contact, the Verde program needs to offer online composition courses (Prescott faculty currently serve many Verde
13 students who are unlikely to take an online course if regular meetings are scheduled and who must travel if they wish to meet personally with the instructor); · Instructors who teach in telecom setting should meet class at other campus or site periodically; · Online (100%) instruction should be geared for only Eng101 or above; hybrid courses with more direct student support are a better match for 100 level and developmental courses.
Curriculum Analysis
Curriculum and Course Content
A review of curriculum changes since 1996 indicates that over 40 new courses have been created in the program.
A review of instructional delivery methods, based on instructional evaluations and class schedule information, indicates an appropriate and varied range of approaches. A review of instructor syllabi and teaching portfolios indicates an appropriate and varied range of assessment methods. The program purposes and course outlines mandate assessment measures such as journals, portfolios and papers
A review of course outlines indicates that the curriculum meets the competency needs of students in career skills and content knowledge. The course outlines for the English 101 and 102 courses, the “flagship” courses of the composition program, were recently revised to reflect theoretical changes within the department and to bring these courses more into line with the Program Mission/Vision as well as the General Education values and outcomes.
Curriculum review in the Communications Division is ongoing through continuous improvement and feedback from the content area specialists in the Division. In the areas of English, reading, and communications, the faculty regularly participate in conferences, workshops, and other professional growth activities. These faculty return to the College and the Division to share what they have learned, to apply new methods and ideas in their courses and course development, and to evaluate existing courses and methods. The portfolio process has provided opportunity for the full-time and adjunct composition instructors to share and scrutinize curriculum, and the process has made its way into other areas within the division and the College as a whole. In
14 Departmental and Division meetings, it is not unusual for curriculum issues to be addressed and debated.
In addition, curriculum has been reviewed in response to need and enrollment; in response to requests from Academic Advising, students, and the community; in response to articulation needs and requests; and in response to the movement toward learning-centered, outcomes-based instruction.
In the past, the curriculum process has often been mechanical and separate from the teaching of courses; however, in recent years there has been an effort to connect the process of developing and modifying course outlines to the resulting courses. Curriculum course proposal forms ask course developers to connect course content to learning outcomes and to consider the following aspects when proposing or modifying a course: need for the course; impact on existing courses and certificate or degree programs; impact on college resources; possible duplication of learning outcomes for other courses.
The current curriculum review process is more than adequate; however, the program seeks improved communication between the Verde and Prescott campuses.
Program Faculty and Personnel
The English program utilizes the talents of thirteen full-time faculty, two Division Assistant Deans, two administrative assistants, and several support personnel.
The program’s dependence upon adjunct faculty varies with enrollments as well as the amount of release time granted to full-time faculty for pursuing projects. A review of faculty assignments from 1996-2001 indicates that the program assigned adjunct faculty to teach between 54% and 69% of the courses offered. However, this figure is somewhat higher at the Verde Campus, where part-time faculty teach approximately 75% of the English sections.
The smaller program at the Verde has also required that full time faculty be released to manage the computer writing classroom, to serve as Lead Faculty, or to serve as Division Assistant Dean, all of which increase the use of adjuncts. The dependence on adjuncts on the Verde Campus also requires the full-time instructors to spend much time evaluating and serving as mentors. It is also important to note that, historically, the vast majority of courses taught in locations other than the Prescott or Verde campuses are assigned to adjunct faculty.
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In fall, 2001, a Verde Learning Center Director/English Instructor was hired. This person, Connie Gilmore, is 3/5ths Learning Center Director and 2/5s English Instructor. Because of her expertise in reading, she is scheduled to teach two sections of reading for spring, 2002. Reading courses, critical to many students’success, have not been consistently offered at the Verde due to other instructional needs.
All faculty currently meet criteria for Arizona community college certification.
Full-time, permanent faculty undergo a rigorous hiring process which involves a national search. Hiring committees typically screen applications according to college criteria and then conduct both telephone and in-person interviews. Part-time faculty undergo a less involved process involving submitting a resume and letter of interest and interviewing informally with the Division Assistant Dean. One-year appointments and sabbatical replacements are often hired after an internal or local search and formal interview process.
Human Resources and the Office of Instruction assume the responsibility for the formal orientation of full- and part-time faculty. However, the English Program and Division Assistant Deans also direct and supply much of the full- and part-time faculty orientation and professional development activity. Much of the part-time orientation and training on the Prescott campus occurs in monthly workshops sponsored by the English Department. On the Verde Campus, Ginny Chanda and Terence Pratt work one on one with adjunct faculty members and consult with each one informally two or three times monthly.
In 1994-95 the department experimented with a mentoring program for adjunct faculty. However, this program was ended due to the fact that full-time faculty were already stretched to capacity. This spring the Prescott Division Assistant Dean developed a series of seven workshops using “in-house” expertise, to promote staff development among full and part-time faculty.
Supervision and evaluation of full- and part-time faculty occurs according to college policy and is the responsibility of the Division Assistant Dean. The Division follows college-wide procedures for the evaluation of part-time and full-time program administrative and support personnel.
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Professional Development/Achievements
English faculty are remarkably active at conferences and in professional organizations. Highlights for 2001-02 include:
· Mary Verbout presented a paper on the Starting Block at the TYCA (Two Year College Association) conference; · Linda Dove recently won the prestigious Longan Award for poetry and presented at the 2001 American Society of Aesthetics conference; · John Johnston attended the Association for the Study of Literature and the Environment conference; · Susan Lang’s novel Small Rocks Rising was accepted for publication by the University of Nevada Press and will be available in March, 2002; · Gennie Fuemmeler attended the North Central Summer Assessment Academy and the True Colors Certification Training; · Nick Nownes is editing for publication the book Enlightenment and Modernism; · Keith Haynes and Terence Pratt are participating in the YC Leadership Program · Carol Hamond presented at TYCA and NCTE (National Council of Teachers of English); helped organize the first joint TYCA and AETA (Arizona English Teachers Association) conference; serves as Chair of the Regional Executive Committee of TYCA-West; · Ginny Chanda has participated in Shakespeare courses at Cambridge, England, for the past three summers.
Contribution to College and Community
English faculty and staff are also active at community service. Highlights for 200102 include:
· Moses Glidden conducts “12 Step” meetings at the college and the county jail; has fed the hungry at Granite Creek Park every Saturday for over three years; · Kay Gaffney continues to organize the Yavapai County English Teachers Conference; · Stewart Lasseter works for the Miller Creek Restoration Project · Keith Haynes, Nick Nownes and Tim Weideraenders serve on the Yavapai College Publications Board · Terence Pratt advises the Verde Campus Voice
17 · John Johnston volunteers for the Prescott National Forest Friends, the Yavapai County Green Party, Prescott’s People’s Kitchen, Food Not Bombs, and the Lincoln School PTA. John also organized musical events such as the “Casey Neill Trio Live,” and the “Night of Folk Music with David Rovics” as well as Prescott Earth Day 2001 and a panel discussion featuring Native American activist Ward Churchill; · Donn Rawlings, Jim Webb and Kirsten Adaniya volunteered with Prescott Audubon Society’s “Rockin’ Fun Days at Tres Alamos Ranch,” building rock dams and restoring wildlife habitat · The Verde English Department recently sponsored a lecture by an expert on Afghanistan · Terence Pratt, in partnerships with local businesses (i.e. coffee shops and restaurants), offers poetry readings once a semester featuring creative writing students and members of the community.
Support from Other Areas
The English program depends upon support from numerous areas: the library, counseling/advising, admissions/registration, institutional research, marketing, the Learning Center, ITS and Distributed Learning.
The college library has proved extremely helpful to the program. Library personnel help serve the program mission by orienting students and providing training sessions in research methods. Moreover, they train faculty in the use of library equipment and assist them in research and scholarship. The recent hiring of a Library Director on the Prescott Campus as well as the creation of a library advisory committee should improve the already-strong lines of communication between the English Department and the library. According to the Current Student Study-English Survey, student satisfaction with the quality of library assistance rated 94% and satisfaction with the library facilities rated 86%. On the Verde Campus, Sheri Kinney and her staff regularly conduct library tours for various classes.
Counseling/Advising has supported the program mission primarily through helping faculty place students at levels which promote success. The English program is currently working with counseling/advising at expanding the ways in which students can demonstrate readiness for coursework and at streamlining testing procedures. The English program is prepared to comply with the recent initiative to use uniform placement assessment throughout the district and will assist Counseling/Advising with the transition to the COMPASS exam for students who elect to take placement testing.
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Admissions/Registration and Institutional Research have proved extremely helpful at solving problems and supplying the information necessary for good decision making. The presence of registration liaisons who are familiar with the issues specific to a division has improved communication and problem solving
The English program has typically received little marketing support over the past several years. One of this review’s recommendations concerns the development of a marketing plan.
The Learning Centers on both campuses are important to the English program. In Prescott, an English Department member currently serves as a liaison to the Learning Center, coordinating offerings such as 0-level modular courses. The director of the Verde Learning Center holds a faculty teaching position. Furthermore, the Learning Centers offer various tutorial services as well as computers for student use. Although student satisfaction with Learning Center tutorial services rates a solid 75%, there is no data on the pass rates of students who receive tutoring or who use modular courses to supplement their efforts to pass other classes.
The role of ITS has become increasingly significant since the last program review in 1991. It is the consensus of the English faculty that ITS offers excellent service, whether that involves upgrading a faculty member’s office computer, getting a laptop ready for dial-up service, or troubleshooting problems in the computer classroom.
Distributed Learning has proved extremely helpful during the program’s transition to Blackboard in online classes. Other issues involving this support area have been addressed in the Distance Learning/Non Traditional Classes section of this report.
Facilities, Equipment, and Materials
The facilities Master Plan is addressing the many facilities shortcomings-- such as inadequate meeting space, limited adjunct office space, and classroom temperature and noise problems– faced by the English Program.
The college’s efforts to provide faculty with hi-tech equipment in offices and classrooms has been outstanding. However, some of the older equipment, such as classroom televisions which cannot use DVD, is obsolete.
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The Communications Division webpage is outdated. Division staff recently researched webpage organization at other institutions and will be coordinating efforts with the overall webpage revision process at the college.
Program/Student Outcomes
Student Evaluation of Instructors and Advising
A sample of student evaluations of both full- and part-time instructors from a recent semester reveals a high level of satisfaction. The English Department supports the initiative to assess student satisfaction in every class.
Assessment in Reading
The Developmental Reading Program at Yavapai College seeks to use meaningful, on-going, and authentic assessment in the classroom, incorporating a variety of strategies to insure more effective student learning. Those assessments include the following:
· Pre- and Post- tests of both reading comprehension and vocabulary; · Scoring rubrics; · Informal classroom inventories: minute review, K-W-L, student reflections of progress, peer teaching; · Portfolios; · Demonstrations; · Multiple-choice/matching tests; · Interviews
The Developmental Reading Program modifies and refines the instructional format of its classes based on the assessment outcomes, striving for improvement in student learning and closer alignment of learning outcomes to student performance.
Assessment in Composition
The Writing Portfolio Project at Yavapai College is the cornerstone of the outcomes assessment component of the composition program. It supports the mission and vision of the English
20 Department by developing clearly articulated standards of excellence in writing; by promoting participation of full and part-time faculty throughout the district in establishing and reviewing those standards; and by using a feedback cycle from student and instructor surveys and interviews to determine departmental goals, design faculty development workshops, to update curriculum, and to improve instruction.
Further, the Writing Portfolio Project has been instrumental in promoting a “learner-centered” classroom environment where students understand how they will be evaluated, have the opportunity to make choices in what writing to submit for evaluation, and are encouraged to reflect and assess their own processes and products. Most importantly, classroom instructors become coaches or facilitators rather than judges or potential adversaries in the evaluation process.
As the Writing Portfolio Project has evolved from its initial pilot phase in 1995, the participants have undertaken the following activities as part of a planning, training, assessment and feedback cycle: · development of holistic grading guides for ENG 038, 060, 100, 101 and 102, which have been revised periodically through group input to promote clarity and specificity in the descriptors; · faculty development workshops and norming sessions to promote district-wide standards and to include a broad range of participants: full and part-time composition instructors from multiple sites, non-English YC faculty, tutors and student interns, high school teachers and faculty from other higher education institutions; · in-class use of holistic grading guides and norming sessions to train students to the standards and to promote reflective self-assessment; · program review based on analysis of data collection led to review of the ENG 102 course outline and curriculum, workshops and development of materials for teaching research and MLA documentation, strategies for alternative evaluation of ESL students, and better communication among faculty about scope and sequence of writing assignments and increasing complexity of those assignments.
Although composition instructors from diverse sites have participated in writing portfolio evaluation, the project draws on its leadership and primary faculty support from the Prescott campus. Since portfolio assessment has proven a benefit to the students, the faculty and the English Department, the following recommendations are made:
21 · that the English Department continue to revise the holistic grading guides with broader input from district faculty so that the guides can be distributed as the official departmental standard for evaluating student writing.
· that a portfolio project or similar assessment of student writing be undertaken on the Verde campus to promote consistency across the district.
Grades A recommendation is made at the end of the report to review regularly the program’s distribution of grades.
Retention
The following table provides data regarding completion rates in district English courses. Complete retention data is available upon request.
FA 96 FA 97 SP 98 FA 99 SP 00 FA 00 SP 01
dev. reading 69% 77% 94% 73% 85% 38% 57% (029- 031)
dev. writing 66% 63% 75% 70% 69% 72% 60% (060, 100)
Comp (101- 69% 74% 73% 76% 81% 75% 73% 104)
Overall 70% 77% 75% 82% 81% 75% 73%
*note: figures derived from comparing assessment day data with final day data
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Since overall retention appears to be on a downward trend, the program plans to collect data concerning retention. Retention rates in traditional classes will be compared to retention rates in portfolio- based and online classes as well as those using learning communities.
A related issue in retention concerns persistence through the program (i.e., how many students beginning at the 060 or 100 level complete 102, and how long this takes). The program will work with Institutional Research to gather this type of data.
Future Trends
The Master Plan will provide for facilities that support the greater use of technology in the classroom as well as the use of workshops and collaborative groups. Uniform technological support in every classroom will assist instruction greatly. An additional computer classroom on each campus would enable the further integration of technology and create more continuity for students choosing to take courses in this setting. An appropriately staffed and equipped multi- media/portfolio development center is essential for the increased use of technology, student presentations and portfolios in the program. Such a center would also complement the recently- created general education portfolio requirement.
With the ongoing college-wide use of multimedia in the classroom, there is increasing need for support from both student workers and skilled part-time staff.
Data from Institutional Research indicates that the college can expect strong and consistent enrollment growth, especially in the summer (source: Annualized FTSE Analysis, September 2001). Much of this growth has resulted from increased numbers of part-time students in the 35- 59 and 60-and-over age cohorts. (source: Fall Credit Enrollment Analysis, September 2001). Given the area population demographics and the visibility of such entities as the Hassayampa Creative Writing Institute, the potential for growth in creative writing and literature is excellent. Marketing should focus primarily on these areas.
23 Strengths and Concerns
Strengths
· Thanks to such key personnel as John Haynes (faculty emeritus), Carol Hammond, Mary Verbout and Dinah Owens, the Portfolio Project has not only influenced the way instructors teach composition, it has become useful in the outcomes assessment movement throughout the college. Local high school instructors and Learning Center tutors have been involved in numerous norming/grading sessions, and a district-wide grading and training session was conducted in August, 2001, in Sedona. Holistic grading guides provide and ensure continuing consistency in standards and equity in grading in the composition sequence of classes. The process has become a powerful and recursive program review tool, leading the department into meaningful, ongoing discussions about teaching, course content, and standards. As of fall, 2001, all new adjunct faculty were required to participate in the portfolio program.
· The extensive work on the program mission, vision and purpose statements has helped the program renew its commitment to the enduring values which have informed and guided English education over the years.
· Faculty are extremely committed to professional growth. Participation in regional and national conferences is high, as is membership in professional organizations. Moreover, at no cost to the college, the department sponsors monthly workshops for full- and part- time faculty. This spring, workshops have been offered on such topics as the proper role of grammar in writing instruction and the assessment of writing in other disciplines; workshops are planned on such topics as controversial topics and multi-media in the classroom. Several of these workshops are open to faculty from other areas in the college.
· The curriculum continues to expand (with over 40 new courses developed since 1996). Several new film courses receive strong enrollments, and the Living through Literature class, created by Moses Glidden and first offered in 1998 in partnership with Yavapai County Adult Probation, has brought additional notice to the program in the community.
· The English Department continues to provide leadership for educators in the area by sponsoring the popular Yavapai County English Teachers’ Conference, where faculty
24 from Prescott’s colleges and local secondary-level educators explore and discuss challenges and innovations in language arts instruction.
· The Hassayampa Creative Writers’ Institute, developed in partnership with the Yavapai College Foundation, the Sharlot Hall Museum, and the Arizona Humanities Council, attracts aspiring writers as well as major names in fiction writing to Prescott in July for a week of intensive, small group workshopping and larger, public readings
· The English Program has been highly active in developing and delivering several online/alternative delivery courses. Most faculty currently teach if not part then all of their load in a technology-enhanced environment. All composition courses, as well as technical writing and several literature classes, have been offered online. In 1994, in response to developments in the field of composition theory, the department developed computer-based composition classrooms on both the Verde and Prescott campuses. Computer-based writing instruction from Academic Systems has been offered since Spring of 1998. ENG courses using the telecom system or featuring web-based support elements have been offered the past five semesters. These developments are a key part of the department’s commitment to offer high quality instruction and to use technology thoughtfully in classrooms throughout the district
· Faculty continue to be active in their academic field and in the community. Instructors have been extremely creative in finding ways to reach and motivate students. Examples include:
Ø Classes employing “Ownership Spirit” principles from the August, 2001 Staff Development Day
Ø Learning Communities such as the 4-class Starting Block for developmental students;
Ø The use of Kafka’s short stories in English 060 to challenge and inspire basic writers;
Ø Frequent piloting of new textbooks and the creation of “themed” writing courses around such topics as mythology, perspective and perception, popular culture, semiotics, multiculturalism, and current events;
Ø “Just-in-time” reading instruction to support students in upper-division classes;
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Ø Prescott Campus creative writing students reading their work on local television;
Ø Community poetry readings at commercial establishments in Cottonwood and Prescott
Ø Classes integrating the curriculum with field trips to the Grand Canyon, the Tonto Natural Bridge, the Hopi reservation, Monument Valley and Tombstone, Arizona as well as the local Shakespeare festival and the 1999 Earth First! Conference
Ø Student publications: the award-winning Threshold (produced by students in the creative writing and graphic design programs) and Outside/Insight (produced by students in Major Issues in Nature Writing);
Ø Classes offered at the Sharlot Hall Museum and local coffee houses;
Ø Southwest Writers Series and Hassayampa Institute readings open to the community;
Ø YC summer creative and nature writing class taught at Dine College in Tsaile, Arizona;
Ø Classes that require service-learning and community-service components;
Concerns
· Students with developmental disabilities are occasionally registering for 0-level English courses, but the program lacks the resources needed to serve this population effectively.
· Collaboration between Verde and Prescott is infrequent.
· The amount of discretionary money in the English Department budget has steadily decreased. Increased costs can be attributed to three areas: the Department’s increasing use of technology aids in the classroom (both traditional audio-visual equipment and multi-media technology); the increase in travel for classes and for professional growth; and the growing demand for additional reference materials to support coursework. Furthermore, the English Department has absorbed the additional costs tied to growth in the EDU and COM areas. Both EDU and COM are expected to grow significantly, given the recent emphasis on teacher training and the creation of new degree requirements involving three COM classes. Over the past several fiscal years, increases in funding for 26 general expenses have been nearly capped with only limited exception. In the 2001/02 fiscal year, only 1.85% of the English Department budget is available for general expenses, travel and advertising.
Recommendations
Assessment, Evaluation and Tracking
The English Program will
· Continue to gather data regarding student satisfaction, retention and pass rates in online courses;
· Work with Registration, ITS and Distributed Learning to develop a readiness assessment tool for prospective online students;
· Assess the effectiveness of the applied communications portion of the program by surveying certificate completers who took ENG courses and reviewing the ENG 135-136 sequence in the curriculum;
· Assess the effectiveness of English placement testing;
· Provide resources to help prospective and entering students self-assess their ability;
· Establish the process of tracking developmental student persistence through the composition sequence of courses;
· Periodically evaluate a recent semester’s distribution of grades.
Program Building
The English Program will
· Expand the ESL curriculum to meet the growing needs of non-native speakers in the county;
· Develop a marketing plan to increase interest in literature, creative writing and summerschool. Considering the population demographics of the college’s service area (and the fact that the 35-59 and over-60 age cohorts are the fastest growing group at the 27 college), there is potential for enrollment growth in literature and creative writing, if college resources could be employed effectively. The marketing plan should also investigate the feasibility of increasing summer offerings. Catalog language needs to be developed for 200- level literature courses which maintains the necessary information regarding prerequisites but which does not deter those who may be seeking enrichment;
· Revise the Communications Division webpage to assist in attracting students to the program and providing them with information about classes and faculty;
· Continue the practice initiated of assigning full-time faculty to courses in locations other than the Verde and Prescott campuses, to provide uniform service and standards throughout the district and enable students to pursue general education requirements conveniently;
· Advocate for separate appropriations for EDU and COM to relieve financial pressure on the Prescott English Department budget and allow for further development of program objectives. Recommend additional appropriations for English in order to offset the trend of decreasing available funds for general expenses. Estimate of resources needed: $6500;
· Advocate for a new full-time position on the Verde campus. Position duties would involve developing on-line courses, mentoring adjunct faculty and piloting a portfolio project. Estimate of resources needed: $55,000.
Stewardship, Leadership and Service
The English Program will
· Continue the steps taken to ensure the high quality of dual credit English offerings at area high schools and charter schools. All dual credit courses under Prescott campus supervision will participate in the portfolio program to ensure consistency of standards. The division assistant deans will evaluate dual credit courses each semester;
· Hold regular meetings between Prescott and Verde faculty during college staff days to facilitate collaboration on such essential duties as curriculum revision and program review;
· Identify appropriate prerequisites in 0-level courses;
· Investigate the feasibility of a lab fee to offset high instructional costs in the computer classrooms;
· Support other programs by identifying needs and developing supportive curriculum to enhance student reading and writing skills. 28
Overall Program Status
The English Program is making excellent progress towards meeting its goals and requires no major revisions at this time.
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