Transcript College of Alameda Educational Master Plan

Learning Reconsidered:
A Vision for College of Alameda
Department Chairs Meeting
October 04, 2010
Jannett N. Jackson, Ph.D., Interim President
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AGENDA
Department Chairs
10/4/10
• Announcements
– Security & Smart Classrooms
– SB1440 email from Area B Rep(Jon Drinnon)
• Educational Philosophy: Why it Matters
• Learning Reconsidered: A Vision for COA
• Faculty Vacancies & the Budget
• 40th Anniversary
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Learning Reconsidered
Learning Reconsidered is an argument for the
integrated use of all of higher education’s resources in
the education and preparation of the whole student…
supporting learning and development as intertwined,
inseparable elements of the student experience. It
advocates for transformative education – a holistic
process of learning that places the student at the
center of the learning experience.
http://www.myacpa.org/pub/documents/LearningReconsidered.pdf
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COA Mission
The college’s mission is to serve the educational
needs of its diverse community by providing
comprehensive and flexible programs and
resources that empower students to achieve
their goals.
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COA Vision
The college sees itself as “…a diverse,
supportive, empowering learning community
for seekers of knowledge. It is committed to
providing a creative, ethical and inclusive
environment in which students develop their
abilities as thinkers, workers and citizens of
the world.”
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COA Values
In meeting its mission, the College of Alameda has
the following values:
• Achieving educational excellence.
• Accommodating and supporting student needs.
• Encouraging teamwork and active learning.
• Engaging our community.
• Empowering innovation.
• Extending opportunities in technology.
• Respecting diversity.
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STUDENT ETHNIC DEMOGRAPHICS
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Characteristics of Cohorts
Cohort Data
(Fall 2006)
Age
Proportion
% F/T
BA or Higher
Undecided
Transfer
Career
Cultural
Enrichment
Beginning the
Journey
12-24
41%
44%
6%
33%
23%
22%
5%
Adjusting the
Path
25-54
51%
23%
27%
27%
18%
31%
10%
Enriching Life
55+
8%
11%
47%
36%
5%
24%
25%
PCCD
Total / Average
Cohort Data
(Fall 2006)
Beginning the
Journey
COA
Adjusting the
Path
Enriching Life
Unknown
100%
Age
12-24
25-54
55+
20%
Proportion
%F/T
BA or
Higher
Undecided
Transfer
Career
Cultural
Enrichment
(3,253)
(898)
(80)
(1314)
(926)
(737)
(96)
52.5%
27.6%
2.5%
40.4%
28.5%
22.7% 3%
(2,634)
(245)
(560)
(892)
(730)
(712)
(185)
42.51%
9%
21.3%
33.9%
28.1%
27%
7%
(304)
(18)
(103)
(141)
(30)
(81)
(42)
4.9%
5.9%
33.9%
46.4%
9.9%
26.6% 13.8%
(2)
(2)
Total / Average
(6,193)
(1,161)
(743)
(2,347)
(1,695)
(1,532) (323)
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COLLEGE OF ALAMEDA COLLEGE PROFILE FALL 2009
Total
Headcount
Course Load
Full-Time
Part-Time
Gender
Male
Female
Not Supplied
7,632
19%
81%
Not HS Graduate
High School Graduate
AA degree or higher
Matriculated
Exempt
Age
43%(3,145)
Students (avg age 28)
41%(4,034)
Faculty
6%(453)
Staff
*includes foreign high school graduation
5%
66%*
17%
76%
24%
51% (<25 yrs)
70% (51+ yrs)
56% (51+ yrs)
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A Vision for COA
with
Three Central Themes:
– Academic Excellence
– Budgetary Competence
– Community Engagement
Academic Excellence
Knowledge Base ---- Critical Thinking Skills ----
Personal Enrichment Needs
Academic Excellence
 Assessment
• Operationalizing a clear definition of what student success
looks like for COA, and
• The need to have valid and reliable measures.
 Innovative Curriculum
• Integrated Curriculum that is built on collaborative
partnerships(Student Services & Instruction, Applied Learning:
Service Learning, Civic Engagement and Cross-Discipline
Learning Communities), and
• Creating a safe environment that encourages risk-taking,
looking outside the box.
Basic Skills Success
Areas
Fall 2005
Fall 2006
Fall 2007
Fall 2008
Math
49%
52%
45%
38%
English
52%
48%
68%
60%
ESL
83%
78%
80%
81%
Percentage of Student Success in Basic Skills
Successfully Completing Anywhere in the System
Areas
Fall 2005
Fall 2006
Fall 2007
Peer Group
Math/English
37.2%
42.5%
42.0%
48.3%
ESL
50.2%
47.4%
55.8%
41.3%
Basic Skills Learning Communities
English 267AB English 269 LC &
& 201AB
201 AB LC
Average
Average
Eng 201A/B Prep for
Composition & Reading
4units
Spring 2010
Expected # of Students
# of Students Initially Enrolled
# of Withdrawls
# of Incompletes
Total # Completed
Total # Passed
Pass Rate (of those
completed)
Pass Rate (of those initially
enrolled)
Retention Rate
Persistance #
30
30
30.5
10.65
0.38
21
14
39
8
2
32
26
67%
81%
46%
68%
64%
79%
Eng 267A/B 3 units Basic
Writing
Eng269 foundation in
Reading & Writing 6 units
Does Success Measure Learning?
• What if: As a result of any level of educational
experience at COA(one course or a complete
program of study) students will be able to do XXX
with what they learn:
– Demonstrate a degree of mastery of a body of
knowledge, example: use the knowledge to engage
with respect for diverse background.
– Demonstrate a degree of proficiency at the life skills of
critical thinking, example: enable students to
communicate effectively, reach conclusions and solve
problems such that they may apply these to their
professional pursuits
Budgetary Competence
Knowledge Base ---- Critical Thinking Skills -----
Personal Enrichment Needs
All our services need to be offered creatively within the
real-world constraints of our budget
We are all a part of this process,
We can’t take ideas to the table without first asking how this
fits within our budgetary limits,
We need to find creative ways to supplement our budget, and
We all need to find creative ways to do what we want to do
within the context of our vision of success – not merely a
shrunken vision of what we have always done.
 Creative Block Scheduling
Plan offerings over a period of 2-3 years. This will allow us to
offer courses that are productive, creative & experimental, and
Look at holistic offerings that complement our existing
programs, our sister colleges, and play to our strengths.
Community Engagement
Creative Partnerships
Invest in the Metacampus Concept, where our surrounding
community is (by proximity) part of our greater learning
community,
Adopt the “Town & Gown” approach, i.e., partnerships with
local businesses and community–based organizations, for
example, the West Alameda Business Association (WABA),
Boys & Girls Club, Alameda Point, etc., and
Develop pathways with 4-Year & Private Institutions (Pathways
to Jobs, Degree & Certificate Completion and Internships).
Community Engagement
 Embody a renewed Spirit of Collegiality
Work actively to short-circuit obstacles to collegiality rooted in
dysfunctional patterns of interaction and attributional errors,
Hold one another accountable to clear standards of
success/excellence, in our evaluations, programs & services,
Use tried and tested models that work: COA’s Learning
Communities (Adelante, APASS, AMANLA and Community
Development & Leadership-CDL) programs can serve as
examples,
Expand our internal collaborations to include Classified
Professional staff; recognizing that they are the face of the
college for first time students and we should value their
contributions to our organization, and
Strengthen our Associated Student organization (ASCOA) by
facilitating the move towards a student-driven organization
that serves as the focal point of student life.
Structural Changes to Achieve
Student Success
• Demonstrate a degree of capacity to assume
responsibility in the practice of these life skills to live an
ethical life with respect to the impact of their own life
upon Planet Earth
Distinctive Programs
Program Integration & Improvement
•
•
•
•
•
Transportation Logistics (ATLAS/ATECH/AMT)
Green Technology (DMECH/CDDET)
Forensics Biosciences Technology Program
Geographical Information Systems (CIS/GIS)
Program Integration - focusing on learning
communities, service learning, basic skills, CDL
(Community Development & Leadership) &
Center of Applied Learning (CAL)
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Reference Materials
• Equity Plan
• Technology Plan
• Special Reports: Basic Skills, AACJC Annual
Report, Community College Survey of Student
Engagement(CCSSE)
• Facilities Plan
• College Educational Master Plans
– Program reviews (instruction and student services)
– Unit plans
– VTEA and other grant funded programs
• COA Institutional Self Study 2009
QUESTIONS?
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PRIORITIES: 2009-10 BUDGET CYCLE
• FACULTY STAFFING PRIORITIES (14.5 current vacancies)
• ARTICULATION/COUNSELOR – Current Vacancy and the college must have an
articulation officer, and there is a need for more counselors
• ART – No FT Faculty, Grow (6 of 8 terms); Avg Productivity 24.72, This discipline
took a significant drop in enrollment when the full time faculty member retired in
Spring 2004 (1004 vs 597)
• HIST – 37% Enrollment increase (300 to 470), Avg Productivity 19.6; expansion
into online and hybrid courses.
• MATH – Rebuilding of one of our largest Depts, currently 2 vacancies, up and
down growth with loss of 2 FT faculty in last 2 years.
•AUTOBODY – Retirement last year has left the program with 1 instructor; dual
program for day and evening students; limited capability to get adjunct instructors
which has handicapped our morning program
PRIORITIES: 2009-10 BUDGET CYCLE
• BIOLOGY – Currently we are maintaining over 73% success rate in our Biology
courses (see below). These courses traditionally are full. Weekend College data,
both Bio 18 and Bio 19 are the highest enrolled courses, over the 17.5 productivity
factor. Looking at data from Fall 2002 to Spring 2006, the biology discipline was
always above the 17.5 productivity level, averaging 20.8% over the same period.
With the expansion of Merritt’s Nursing program, the demand for this discipline
will continue to increase. We are also looking at an increased need for individuals
in the bio-technology field and are in the process of developing a new courses.
• ATEC – Anticipated vacancy, New Program with Toyota and green technology will
require program course changes and revisions. Want to maintain current
enrollment.
• COMM – New course development in Forensics/Debate & hybrid courses,
sustained growth ,17.9 productivity. Faculty vacancy.
•ENGL – 2 English vacancies, expansion of Basic Skills and LRNE program.