DOCSLIB.ORG

Draft Educational Master Plan

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Draft Educational Master Plan MORENO VALLEY COLLEGE RIVERSIDE COMMUNITY COLLEGE DISTRICT DRAFT 01 AUGUST 2019 SOME TEXT AND GRAPHICS STILL IN PROCESS MVC to provide.svg logo files COMPREHENSIVE MASTER PLAN AUGUST 2019 MESSAGE FROM LEADERSHIP TABLE OF CONTENTS Prepared by Planning Team DR. ROBIN STEINBACK DLR Group Alma Strategies President, Moreno Valley College Fehr & Peers © 2019 TABLE OF MESSAGE FROM THE LEADERSHIP CONTENTS 01 INTRODUCTION 1.01 02 EDUCATION MASTER PLAN 2.01 Chapter 2.1: Internal Scan: Students and Employees Chapter 2.2: Planning Environment: External Analysis Chapter 2.3: External College Profile: District/College Labor Market Information Chapter 2.4: Institutional Environment Chapter 2.5: Internal and External Scan Comparison Chapter 2.6: Program and Institutional Recommendations 03 FACILITIES MASTER PLAN 3.01 Chapter 3.1: Existing Conditions and Opportunities Chapter 3.2: 2030 Vision Plan Chapter 3.3: Implementation Plan and Projects Prepared by Planning Team DLR Group Alma Strategies 04 APPENDIX 4.01 Fehr & Peers Acknowledgments © 2019 01 INTRODUCTION Moreno Valley College Comprehensive Master Plan 1.01 MORENO VALLEY COLLEGE COMPREHENSIVE MASTER PLAN Moreno Valley College will create a comprehensive college environment that is a vibrant, active, and attractive place where Creating a students and the community can learn, comprehensive campus collaborate, and succeed. environment. Riverside Community College District (RCCD) and Moreno Valley College (MVC) assembled a team to review the college’s 2015 Comprehensive Master Plan, update the plan based on changing conditions within the college and the community, and make recommendations for action that align with the college’s goals, mission, and vision. The process involved an extensive on-campus engagement process, and public input from many community members. The success of the plan derives from the philosophy that all stakeholders have a Planning for Equitable voice in the planning process. In addition to engagement, an extensive review Student Success and and assessment of existing college plans, programming, goals, facilities, and student and faculty data were conducted. Based on the conclusions of Guided Pathways the qualitative and quantitative analysis, informed recommendations and action plans that are in line with the college’s mission and goals can be made in respect to programming, student success, and the physical campus environment. The driving factors of the Comprehensive Master Plan are as follows: (1) Create a Comprehensive College environment, (2) bolster and grow out Enhancing the economic the college’s recently adopted ‘Guided Pathways” programs and adhere to and social opportunities and meet the standards set out by A.B. 705 necessary to secure state funds for new or improved educational facilities, and (3) Enhance the economic for the community. and social opportunities for the community. The plan makes programming and facility recommendations based on these drivers in alignment with the college’s current goals. The Comprehensive Master Plan includes recommendations for the Main Campus located on Lasselle Street, as well as the Ben Clark Training Center, which is the home to the College’s public safety programs. 1.02 Section 01: Introduction Intent and Purpose of the Planning Alignment Comprehensive Master Plan Update The team began the assessment in January 2019 gathering data to properly The Moreno Valley College 2019 Comprehensive Master Plan (CMP) update evaluate the 2015 Comprehensive Master Plan. Review of the 2015 is intended to be a revision of the 2015 Comprehensive Master Plan. The Comprehensive Master Plan consisted of thoughtful review and discussion of Comprehensive Master Plan update is a long-term plan that identifies and data trends which included: analyzes the programs and services provided to the College’s students and surrounding communities. The update considers the analysis, findings, and • Student and Community Demographic Analysis recommendations of the original 2015 Comprehensive Master Plan as well as • Student and Community Economic, Labor Market, and Business trend the findings of a newly completed internal and external analysis examining Analysis the college’s current programs and services and the demographic trends, • Existing programming review workforce needs, and local educational interests of the areas surrounding • Existing space and facilities review Moreno Valley College. These analyses were then used to predict the • Performance of Gap Analyses to inform recommendations made to challenges and opportunities that the college can expect to face and address enhance Student Success, Student Equity, and Educational and in the coming decade. A thorough analysis of the college’s current facilities Facilities plans. coupled with the findings of the internal and external analyses informed the development of recommendations regarding changes to the programming, • SWOT (Strengths, Weaknesses, Opportunities, and Threats) Analyses services, structure, staffing, and facilities on campus. This document is intended to be the foundation for other components in the College’s integrated planning process moving forward. Specifically, the purposes of the Comprehensive Master Plan Update are to: • Review, evaluate, and revise the previous 2015 Comprehensive Master Plan; • Identify the current state and future trends of the college and the surrounding communities; • Identify strengths, weaknesses, threats, and opportunities of RCCD Environmental Scan & Opportunity Industries Report by Board of Governor Vision for the college; SWOT Planning Documents Brookings Institute Success Plan • Project the long-term development of programs and services; • Develop recommendation for site and facilities improvements; • Articulate a vision and goals for a sustainable and environmentally responsible campus and identify opportunities for sustainable strategies in the culture, education, and development of the environment to meet identified goals; • Provide a foundation for the development; • Inform the public of the College’s intentions and garner support for the services provided in and to the community; and Inland Economic Growth & Regional Economic Forecasts RCCD Economic Impact Study • Support accreditation and demonstrate compliance with Opportunity Report accreditation standards. 1.03 Moreno Valley College Comprehensive Master Plan Moreno Valley College Comprehensive Master Plan 1.03 FOCUS ON ENGAGEMENT Though guided by planners, architects, and consulting experts, the Workshop 05: As part of the District and College’s shared governance Comprehensive Master Plan is, at its core, a College and community effort. A process, the planning team presented the Comprehensive Master Plan to successful plan is only built with critical input from students, faculty, staff, multiple committees and councils at both the District and Campus. In the administrators, and community members. Through an extensive engagement Spring 2019 semester, the Facilities Master Plan Update (final site plan strategy, the planning team met with the campus and community throughout and project list) was approved by all campus and district councils prior to the entire process. Between January and May 2019, on-campus workshops being presented to and approved by the Board of Trustees in June 2019. The were held for input from the campus community and also the regional Education Master Plan Update was presented to the campus and district community. Stakeholders included students, staff, faculty, administrators, councils during the summer of 2019, and was presented and approved by parter organizations, neighbors, local businesses, and Riverside Community Board of Trustees in September 2019. College District officials. Comprehensive Master Plan Website Engagement Overview A website was developed by the campus as a communication tool and Workshop 01: The planning team met with the Strategic Planning Council document repository for the Comprehensive Master Plan project. The website as part of their annual retreat. The group participated in a series of interactive charted the progress of the planning effort and provided a platform for activities that outlined the future vision of the campus, as well as identifying information dissemination and input from campus and community members strengths, weaknesses, opportunities, and off-campus points of interest. alike. Upon completion of the planning process, the site transitioned to become a home to planning documents and progress updates. The site had over 000 Workshop 02: A series of open forums were held for each constituent group unique visitors during the process. The site can be located at: http://mvc.edu/ - students, faculty, staff, and community. Using existing conditions diagrams, cmp/2019/ stakeholders were able to identify current challenges, and future opportunities for multiple topic areas - buildings & facilities, open space & landscape, and parking & circulation. There were also a series of questions that challenged participants to think into the future and define a future Moreno Valley College. Workshop 03: A single open house for students, faculty, staff, and community members was held to review three (3) site planning concepts for the future development of the Main Campus. Participants provided feedback to the planning team on each concept, as well as direction on the best ideas from each concept. Workshop 04: A second open house for campus and community stakeholders 000 was held to review the draft site plans for both the Main Campus and Ben
Load more

Recommended publications
  • Hispanic-Serving Institutions (Hsis): 2019-20
    Hispanic-Serving Institutions (HSIs): 2019-20 The mission of Excelencia in Education is to accelerate Latino student success in higher education. A critical group of institutions enrolling and graduating Latino students are Hispanic-Serving Institutions (HSIs). Summary of the 2019-20 HSI List In the 1980s, leaders recognized a small set of institutions enrolled a large percentage of Latino students but had low levels of resources to educate these students. The classification of Hispanic-Serving Institutions (HSIs) formally recognized these institutions for capacity-building and other support. HSIs are defined as accredited, degree-granting public or private nonprofit institutions of higher education with 25% or more total undergraduate Hispanic full-time equivalent (FTE) student enrollment.1 In 2019-20, 569 institutions met the enrollment definition of HSIs. HSIs represent 18% of colleges/universities and enroll 67% of Latino undergraduates. The list of institutions identified as HSIs in this analysis is not intended to designate eligibility for any specific program; rather, the list is meant to assist in considering and analyzing the institutions that meet the basic legislative definition of a Hispanic-Serving Institution. The following list of HSIs was created using data from the Integrated Postsecondary Education Data System (IPEDS).2 Location Sector State/Location # HSIs Sector # HSIs % HSIs California 175 Public, 2-year 235 41% Texas 100 Private not-for-profit, 4-year or above 169 30% Puerto Rico 64 Public, 4-year or above 150 26%
    [Show full text]
  • California Community Colleges
    ® An Educational Service Agency Of CALIFORNIA COMMUNITY COLLEGES www.intelecom.org Our Member Colleges Allan Hancock College Los Angeles Trade-Technical Antelope Valley College West Los Angeles College Citrus College Palomar College El Camino College Pasadena City College Compton College Santa Ana College Bakersfield College Santiago Canyon College Cerro Coso Community College Riverside Community College Porterville College Moreno Valley College Long Beach City College Norco College Los Angeles Mission College College of the Canyons East Los Angeles College Saddleback College Los Angeles City College Irvine Valley College Los Angeles Harbor College Moorpark College Los Angeles Pierce College Oxnard College Los Angeles Southwest College Ventura College Los Angeles Valley College GOVERNANCE INTELECOM Intelligent Telecommunications, Inc. (dba Intelecom Learning) Intelecom Learning is the fiscal and educational service agent for the is a non-profit corporation and the designated joint powers agency for the Southern California Consortium for Community College Television, a Southern California Consortium for Community College Television, a JPA joint powers consortium (JPA Consortium) comprising fifteen California consortium comprising 15 community college districts. community college districts. Our mission derives from that of the California community colleges. We work to develop an understanding of Intelecom Learning common needs and common opportunities, and to offer solutions that 2930 Fletcher Drive individual colleges might not be able to afford but which all of the Room 119 colleges working collectively can benefit from. Los Angeles, CA 90065 (323) 647-3600 www.intelecom.org OPENING DOORS TO LEARNING STRENGTH IN NUMBERS The importance of providing access to education has always been at Few organizations can maintain the sophisticated level of production the heart of Intelecom Learning activities.
    [Show full text]
  • Transferring to the University of Redlands
    Transferring to the University of Redlands Office of Undergraduate Admissions • Graduated from high school or equivalent 1200 East Colton Ave. • Official Standardized Test Scores (ACT or SAT) Redlands, CA 92373 * Students may only transfer up to 66 units from a two-year (800) 455-5064 institution and 96 units from a four-year institution [email protected] * These are provided as general guidelines and are subject to www.redlands.edu review by the Admissions Application Committee Transferring to Redlands Application Requirements University of Redlands values the contributions of students • Submission of Common Application ($30 Application fee) from varied educational backgrounds and experiences. As a www.commonapp.org transfer student, it can be difficult to know where to go next. • Personal Statement including University of Redlands Whether you are coming from a community college or a four- writing requirements section year institution, Redlands is an excellent choice for students • One letter of recommendation from an academic instructor looking to complete a degree. • Official Standardized Test Scores (for those with fewer than 24 units completed) Deadlines • Official AP Exam Scores (if applicable) For Fall: March 1 • College Report (those transferring from a 4 year institution) For Spring: November 1 • Official copy of the following transcripts: Applications can be submitted after the deadline on a space o High School (must indicate graduation date and available basis. signature of records official) o College (transcripts must be submitted from all Admissions Requirements institutions attended) All applications are reviewed in a hollistic approach, however, Transcripts not mailed directly from the institution, unsealed in order to be considered for admission to the university, from the original envelope, printed from an online portal, or students must meet the following: hand delivered by the applicant are not considered official.
    [Show full text]
  • UCI Honors to Honors Program
    Honors to Honors Eligible students are granted early admission to UCI (not necessarily to their first choice of major) and guaranteed admission to the prestigious Campuswide Honors Collegium. Students also receive priority consideration for a special set of merit-based scholarships. How do I become eligible for Honors to Honors? • Attain a UC transferable GPA of 3.7 or higher. • Submit a UC Admissions Application to UCI no later than November 30, 2020. • You must be confirmed by your Community College Honors Program Director as a member in good standing, and must successfully complete your Honors Program requirements by the end of the spring semester prior to transfer. • After applying to UCI, you must be verified by a UCI Admissions evaluator as having completed all transfer requirements, including the prerequisites for your major. Your College Contact: _________________________________________________________________________________________ Visit admissions.uci.edu to learn more about UCI. Explore Campuswide Honors Collegium at honors.uci.edu. Honors to Honors students admitted to the Campuswide Honors Collegium are required to take an honors seminar in the first year, and to engage in mentored research that culminates in a senior honors thesis. Honors to Honors is available for high achieving students entering in fall 2021 who are currently in honors programs at one of these partner colleges: American River College Glendale Community College Orange Coast College Antelope Valley College Grossmont College Pasadena City College Cabrillo
    [Show full text]
  • Comprehensive Master Plan August 2019 Message from Leadership Table of Contents
    MORENO VALLEY COLLEGE RIVERSIDE COMMUNITY COLLEGE DISTRICT DRAFT 01 AUGUST 2019 SOME TEXT AND GRAPHICS STILL IN PROCESS MVC to provide.svg logo files COMPREHENSIVE MASTER PLAN AUGUST 2019 MESSAGE FROM LEADERSHIP TABLE OF CONTENTS Prepared by Planning Team DR. ROBIN STEINBACK DLR Group Alma Strategies President, Moreno Valley College Fehr & Peers © 2019 TABLE OF MESSAGE FROM THE LEADERSHIP CONTENTS 01 INTRODUCTION 1.01 02 EDUCATION MASTER PLAN 2.01 Chapter 2.1: Internal Scan: Students and Employees Chapter 2.2: Planning Environment: External Analysis Chapter 2.3: External College Profile: District/College Labor Market Information Chapter 2.4: Institutional Environment Chapter 2.5: Internal and External Scan Comparison Chapter 2.6: Program and Institutional Recommendations 03 FACILITIES MASTER PLAN 3.01 Chapter 3.1: Existing Conditions and Opportunities Chapter 3.2: 2030 Vision Plan Chapter 3.3: Implementation Plan and Projects Prepared by Planning Team DLR Group Alma Strategies 04 APPENDIX 4.01 Fehr & Peers Acknowledgments © 2019 01 INTRODUCTION Moreno Valley College Comprehensive Master Plan 1.01 MORENO VALLEY COLLEGE COMPREHENSIVE MASTER PLAN Moreno Valley College will create a comprehensive college environment that is a vibrant, active, and attractive place where Creating a students and the community can learn, comprehensive campus collaborate, and succeed. environment. Riverside Community College District (RCCD) and Moreno Valley College (MVC) assembled a team to review the college’s 2015 Comprehensive Master Plan, update the plan based on changing conditions within the college and the community, and make recommendations for action that align with the college’s goals, mission, and vision. The process involved an extensive on-campus engagement process, and public input from many community members.
    [Show full text]
  • Analysis of the America Rescue Plan Federal Stimulus
    MEMO March 12, 2021 TO: Chancellor Eloy Ortiz Oakley Chief Executive Officers Chief Business Officers Chief Student Services Officers Chief Instructional Officers FROM: Lizette Navarette, Vice Chancellor, College Finance and Facilities Planning David O’ Brien, Vice Chancellor, Government Relations RE: Analysis of the America Rescue Plan Federal Stimulus Summary On Thursday, March 11, 2021, President Joe Biden signed the $1.9 trillion American Rescue Plan into law. The new federal stimulus includes a robust investment in higher education with resources available for a longer period of time. Half of the resources each colleges receives will go to support direct emergency grants to students. Bill Details The new federal Coronavirus stimulus bill earmarks nearly $170 billion for education, including $39.6 billion for a third round of funding into the Higher Education Emergency Relief (HEER) Fund. The HEER III dollars will be allocated using the same methodology as the previous two iterations (with some slight modifications) and requires institutions that receive this funding to allocate at least 50% of those dollars to students in the form of emergency grants. One welcome distinction over previous stimulus bills is that the American Rescue Plan specifies funds will be available for use by institutions through September 30, 2023. Specifically, the $39 billion investment in the Higher Education Emergency Relief Fund will be distributed as follows: • 37.5 percent based on FTE Pell recipients, not exclusively enrolled in distance education courses prior to the emergency; • 37.5 percent based on headcount Pell recipients; • 11.5 percent based on overall FTE students; • 11.5 percent based on overall headcount of students; • 1 percent based on FTE Pell exclusively online recipients (may only be used for student grants); and • 1 percent based on headcount Pell exclusively online recipients (may only be used for student grants).
    [Show full text]
  • Moreno Valley College 2020-21 Catalog
    RIVERSIDE COMMUNITY COLLEGE DISTRICT MORENO VALLEY COLLEGE Wolde-Ab Isaac, Ph.D., Chancellor Riverside Community College District Robin L. Steinback, Ph.D., President Moreno Valley College BOARD OF TRUSTEES Mary Figueroa . President Bill Hedrick . Vice President Jose Alcala . Secretary Virginia Blumenthal . Trustee Tracey Vackar . Trustee TBD . Student Trustee 2020-21 All information contained in the 2020-21 Catalog is current as of March 2020. Although every effort has been made to ensure accuracy of the information in this catalog, students and others who use this catalog should consult with a counselor, dean, department chair or program director for recent additions, deletions or changes. Updates can also be found online at www.rccd.edu. The catalog contains policies and/or procedures that are current at the time of printing. However, policies and procedures are continually being updated. In order to be sure it is the most recent language, please check the latest online version at: https://www.rccd.edu/bot/Pages/policies.aspx. The Riverside Community College District complies with all federal and state rules and regulations and does not discriminate on the basis of ethnic group identification, national origin, religion, age, gender, gender identity, gender expression, race, color, ancestry, genetic information, sexual orientation, physical or mental disability, or any characteristic listed or defined in Section 11135 of the Government Code or any characteristic that is contained in the prohibition of hate crimes set forth in subdivision (1) of Section 422.6 of the California Penal Code, or any other status protected by law. This holds true for all students who are interested in participating in education programs and/or extracurricular school activities.
    [Show full text]
  • 2017-18 MVC Catalog
    RIVERSIDE COMMUNITY COLLEGE DISTRICT MORENO VALLEY COLLEGE Michael L. Burke, Ph.D., Chancellor Riverside Community College District Robin L. Steinback, Ph.D., President Moreno Valley College BOARD OF TRUSTEES Virginia Blumenthal . President Tracey Vackar . Vice President Janet Green . Secretary Bill Hedrick . .Member Mary Figueroa . .Member Jeanette Hazelwood . Student Trustee 2017-18 All information contained in the 2017-18 Catalog is current as of September 2017 . Although every effort has been made to ensure accuracy of the information in this catalog, students and others who use this catalog should consult with a counselor, dean, department chair or program director for recent additions, deletions or changes . Updates can also be found online at www .rccd .edu . The catalog contains policies and/or procedures that are current at the time of printing . However, policies and procedures are continually being updated . In order to be sure it is the most recent language, please check the latest online version at: http://www .rcc .edu/administration/board/Pages/BoardPolicies .aspx . The Riverside Community College District complies with all federal and state rules and regulations and does not discriminate on the basis of ethnic group identification, national origin, religion, age, gender, gender identity, gender expression, race, color, ancestry, genetic information, sexual orientation, physical or mental disability, or any characteristic listed or defined in Section 11135 of the Government Code or any characteristic that is contained in the prohibition of hate crimes set forth in subdivision (1) of Section 422 .6 of the California Penal Code, or any other status protected by law . This holds true for all students who are interested in participating in education programs and/or extracurricular school activities .
    [Show full text]
  • Moreno Valley College Institutional Self-Evaluation Report 2020
    2020 INSTITUTIONAL SELF-EVALUATION REPORT WWW.MVC.EDU Institutional Self-Evaluation Report In Support of an Application for Reaffirmation of Accreditation Submitted by Moreno Valley College 16130 Lasselle Street Moreno Valley, CA 92551 to Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges December 2019 i ii Contents Certification ................................................................................................................................... ii Contents ........................................................................................................................................ iii A. Introduction ............................................................................................................................. 1 College History ........................................................................................................................... 1 Service Area ................................................................................................................................ 4 Moreno Valley College Service Area Map ......................................................................... 5 Student Enrollment and Demographic Data................................................................................ 7 Unduplicated Headcount 2013-2014 to 2018-2019 ............................................................ 7 Unduplicated Headcount by Ethnicity and Comparison to Service Area Population ........ 8 Unduplicated Student Headcount
    [Show full text]
  • Behavioral Therapist
    RIVERSIDE COMMUNITY COLLEGE DISTRICT PROGRAM OUTLINE of RECORD NEW CERTIFICATE OF ACHIEVEMENT College: R___ M_X__ N__ _ TOP Code: 2104.00: Human Services Behavioral Therapist PROGRAM PREREQUISITE: None. SHORT DESCRIPTION of PROGRAM The Behavioral Therapist Certificate of Achievement prepares students for various paraprofessional positions providing behavior-analytic therapy and behavior-analytic interventions. Graduates of the program will be prepared to work as entry-level employees in a variety of settings including agencies hiring behavioral therapists, behavior interventionists and ABA (Applied Behavioral Analysis) therapists. PROGRAM LEARNING OUTCOMES Upon successful completion of this program, students should be able to: • Demonstrate knowledge and skills needed to prepare for an entry-level paraprofessional position in behavioral therapy. • Apply Applied Behavioral Analysis techniques when working with children and families. • Identify diagnostic criteria, skill deficits, needs and targeted behaviors exhibited by clients. • Assist consumers and family members in matching needs with available community resources. • Demonstrate an understanding of the IEP (Individualized Education Program) process. • Participate in role-play application scenarios applying principles of behavioral therapy. • Discuss, analyze and explain the ethical standards that guide behavioral therapy. • Complete and reflect upon service-based learning experience. Required Courses (19 – 22 units) Units HMS-34 Behavioral Therapist - Counseling Emotionally Disabled
    [Show full text]
  • Area Map and List
    Member Senate and Map North South AREA A AREA B AREA C AREA D American River College Alameda, College of Allan Hancock College Barstow College Bakersfield College Berkeley City College Antelope Valley College Chaffey College Butte College Cabrillo College Canyons, College of the Coastline College Cerro Coso College Cañada College Cerritos College Copper Mountain College Clovis College Chabot College Citrus College Crafton Hills College El Camino College Compton Columbia College Contra Costa College Cuyamaca College Center Cosumnes River College Contra Costa CC District Cuesta College Cypress College Feather River College De Anza College East Los Angeles College Desert, College of the Folsom Lake College Diablo Valley College El Camino College Fullerton College Fresno City College Evergreen Valley College Glendale College Golden West College Lake Tahoe College Foothill College Los Angeles City College Grossmont College Lassen College Foothill - De Anza CC District Los Angeles CC District Imperial Valley College Los Rios CC District Gavilan College Los Angeles Harbor College Irvine Valley College Merced College Hartnell College Los Angeles Mission College Long Beach City College Modesto Junior College Laney College Los Angeles Pierce College MiraCosta College Porterville College Las Positas College Los Angeles Southwest College Moreno Valley College Los Angeles Trade-Technical Redwoods, College of the Los Medanos College Mt. San Jacinto College College Reedley College Marin, College of Los Angeles Valley College Norco College Sacramento
    [Show full text]
  • Reading CIPR 2011 MVC FINAL
    COMPREHENSIVE INSTRUCTIONAL PROGRAM REVIEW Reading Discipline Moreno Valley College Fall 2011 Sonya Nyrop Lori Ogata-Keeler Web Resources: http://www.rccd.edu/administration/educationalservices/ieffectiveness/Pages/ProgramReview.aspx Need Help? Contact Dr. Jim Thomas ([email protected]) or David Torres ([email protected]) ) 1 Table of Contents A. Mission and Relationship to the College …………………………………. 3 B. History …………………………………………………………………….. 4 C. Data and Environmental Scan ……………………………………………. 8 D. Programs and Curriculum ………………………………………………… 10 E. Student Outcomes Assessment …………………………………………… 11 F. Collaboration with Other Units …………………………………………… 12 G. Outreach …………………………………………………………………… 13 H. Long Term Major Resource Planning …………………………………….. 14 I. Summary ………………………………………………………………….. 15 J. Recommendations to the Program Review Committee…………………… 16 2 COMPREHENSIVE PROGRAM REVIEW READING DISCIPLINE 2011-2015 A. Mission and Relationship to the College(s) The Riverside Community College District Reading Discipline has a strong commitment to students. In fact, all reading coursework is designed to raise student achievement and to provide reading instruction that meets the needs of a diverse population. Reading is the foundation for academic success as well as for personal and professional growth, yet the majority of students are under-prepared for college-level work. As one of the college’s entry-level programs, the reading courses focus on the remediation of basic skills such as understanding vocabulary in context, locating the main idea, recognizing supporting details, and learning good study habits. As students continue in the course sequence, they go beyond remediation to develop critical thinking skills such as analyzing an argument, detecting bias, drawing inferences and conclusions, and synthesizing information. Emphasis is placed on the application of basic reading skills to the tasks of the adult reader, student and citizen, who will use reading as a tool in the pursuit of lifelong learning.
    [Show full text]