Glendale
Community College
NCA
Self-Study Report, January 2002
Chapter Seven
Criterion Three
|
The institution
is accomplishing its educational and other purposes |
Glendale Community
College fulfills Criterion Three. This
section describes how GCC’s previously described resources are used
effectively to accomplish its mission—Curricula and Development; General,
Transfer, Developmental, and Occupational Education; Special Populations
(including non-credit); Collaborative Initiatives; Community Partnerships;
Economic Development; Assessment and Program Review; Enrollment Services; and
Student Life.
Educational Programs--Curricula
Degree and Certificate Programs
GCC offers 104
two-year degrees in the following categories: Associate in Arts (AA); Associate
in Transfer Partnership (ATP); Associate in Business (ABus); Associate in
Science (AS); Associate in Applied Science (AAS); and Associate in General
Studies (AGS).
The Arizona
General Education Curriculum (AGEC), a 35-semester hour university transfer
program of study, and the AA degree pathways were developed in response to a
legislative mandate to ease the transfer of students from the state’s
community colleges to its public universities. The College also offers Certificates of Completion in 49
programs of study. Certificate
programs are designed to meet specific occupational needs. These vary in length from 6 weeks to
several semesters.
Additional information is available on the web at
http://www.dist.maricopa.edu/eddev/curric
Curriculum-Development Process
Curriculum-development
at GCC is conducted as part of the District-wide curriculum-development
process. The process allows each college
to develop and modify curriculum and submit it through a multi-tiered approval
process: individual faculty members, College Curriculum Committee,
District-wide Instructional Councils, and District Curriculum Committee.
College faculty
work with the College Instructional Design Facilitator to develop proposals to
initiate new or to modify existing curriculum. The Curriculum Department consists of the Dean of
Instruction, the Instructional Design Facilitator (a residential faculty
member) and a Curriculum Technician.
Once in final form, proposals are submitted to a multi-discipline
College Curriculum Committee for approval. The Committee consists of members appointed from
representative College departments approved by the Faculty Senate.
Curriculum
proposals are sent to the respective Instructional Councils at the College
level and then moved to the District Curriculum Office computer server for
further processing for approval and placement on the District “Online
Curriculum Processing Agenda.”
The voting members of the District Curriculum Committee (DCC) consist of
the Dean of Instruction and the Instructional Design Facilitator from each
college. These members vote
approval as part of a consent agenda or request that an item be moved to the
DCC meeting agenda for further consideration. Following approval at the District level, proposals are
submitted for District Governing Board approval, and, where appropriate,
processed for articulation with state colleges and universities. Additional information is available on the web at
http://www.dist.maricopa.edu/eddev/curric
Program Development Process
New instructional
programs are developed at GCC following procedures outlined in the District
Curriculum Handbook: recognition of a specific need for a program, data
collection, curriculum development, solicitation of input from specialized
business or industry representatives for that program of study and fiscal
viability studies. Once developed,
program curricula follow the previously described curriculum-development
process. For new occupational
programs, the MCCCD Business and Workforce Development Department generates a
New Occupational Program Alert to the Arizona State Board of Directors for
Community Colleges. Once the State
Board receives the Alert, it is placed on an Alert List announcing to other
Arizona colleges the pending development of the occupational program. Barring any objections, the College
proceeds to develop and finalize its program and to submit it for approval
though the outlined curricular process.
Transfer Education (APASC) Process
Transfer education
in Arizona is coordinated through the state-wide Academic Program Articulation
Steering Committee (APASC). APASC is
charged with implementing key transfer articulation activities, including the
production of the Arizona Higher Education Course Equivalency Guide (CEG) and
the activities of the discipline-specific Articulation Task Forces. APASC is comprised of the Chief
Academic Officers (or designees) from representative college districts. Its membership includes four university
and four community-college representatives. Additional information about APASC is available on the web
at
http://www.abor.asu.edu/4_special_programs/atass/admin/APASCindex.html
Achievements since 1992
·
Adopted
the Arizona General Education Curriculum (AGEC)
·
In
tandem with the DCC, developed a general education philosophy statement now
used to review current general education requirements
·
In
2000-01 GCC created 49 new courses and modified 136 existing courses. Over the last 10 years, the number of
two-year diplomas awarded increased by 152% and the number of certificates
awarded increased by 615%
·
Expanded
offerings in 4 categories of two-year degrees and 19 Certificate of Completion
programs
·
Over
the last several years, internal curriculum processing converted to an
electronic format, simplifying the processing for both initiators and the
Curriculum Department staff, with online approval at the District level
Team Analysis
Team 8 conducted
an initial analysis of factors likely influencing the areas of improvement and
their relationship to the measures of success, which included post-transfer
degree completion similar to those of native university students, post-transfer
GPA comparable to that at GCC at specific points in time, and post-transfer
performance in majors comparable to native university majors. The team determined that high quality
instruction is a strength, but the potential for low quality dual-enrollment
courses poses a threat. The
absence of “support” for adjunct faculty and AGEC changing the
internal enrollment patterns were seen as weaknesses. GCC meets the current needs of the students enrolled in an
increased number of degree and certificate programs. Although lengthy, the curriculum- and program-development
processes are reasonably efficient and serve the needs of the College and the
District. Articulation between the
community colleges and state universities has impacted some departments and
programs negatively as lower-division courses have been shifted to upper-
division levels at the universities.
Discussions continue in an effort to improve transferability.
Areas for Improvement
·
Investigate
flexible course and program offerings
·
Review
of programs more frequently to determine relevancy and viability
·
Improve
the physical resources that support occupational programs
·
Increase
efforts to communicate information about innovative courses and programs to the
larger community
·
Explore
additional methods to discover community needs
·
District
and College curriculum processes do not address methods of delivery
Recommendations
·
Continue
to improve efficiency of curriculum-development process
·
Continue
to improve articulation with the state’s four-year institutions
·
Review
course/program offerings and scheduling
·
Monitor
dual-enrollment curriculum quality issues
Content Area Validation
The overall
process for curriculum development works given the time-consuming approval
processes that involve meetings at the College, District, and Governing Board
levels. Limits are imposed by the
need to synchronize all curriculum-development activities with catalog and
schedule production, as well as advisement and other student services. All of these considerations result in
an approximate four-month processing period for course modifications that
involve changes, such as in credits, periods, and pre-requisites.
Educational Programs—General Education and Transfer Education
General Education
General education
categories represent the knowledge, skills, and abilities the College expects
students to acquire as a result of their general education learning
experiences. General Education
requirements are specified for each degree program. The core general education required areas include:
First-Year Composition, Oral Communication, Critical Reading, and
Mathematics. The General Studies
Distribution Areas include Humanities and Fine Arts, Social and Behavioral
Sciences, and Natural Sciences.
Transfer degree programs also include courses that address Cultural
Diversity in the United States, Global Awareness, and Historical
Awareness. Courses with awareness
designations are defined by ASU in conjunction with MCCCD.
Arizona General Education Curriculum (AGEC)
AGEC is a 35-semester-credit block of
lower-division general education courses designed for students planning to
transfer to Arizona public universities. Certified completion of this block
satisfies admission requirements to any Arizona public university and fulfills
all lower-division general education requirements for the majors with which the
block articulates. There are 3
AGEC blocks: AGEC-A, intended for liberal arts and other majors; AGEC-B,
intended for business majors; and AGEC-S, intended for majors with more
stringent mathematics and mathematics-based science requirements. Additional information on AGEC can be
found on the web at
http://www.dist.maricopa.edu/eddev/curric/ac/agecmatrix00.html
Transfer Education
Finalization of most
university articulation agreements is negotiated through MCCCD’s
Articulation Office. Although
individual colleges may initiate agreements with state universities and
colleges, the Governing Board must approve all agreements. The District has general articulation
agreements with ASU, ASU East, ASU West, NAU, and the UofA. Specific agreements exist between
MCCCD, DeVry Institute of Technology, Grand Canyon University, University of
Phoenix, Western International University, and United States Open
University. The Associate in
Transfer Partnership between ASU and MCCCD specifies transfer courses in 6
majors. Students in Business,
Psychology, Elementary Education, Social Work, and Exercise Science may receive
first- and second-year credit and transfer to ASU to complete a Baccalaureate
degree. Additional information
about articulation agreements is located on the web at
http://www.dist.maricopa.edu/eddev/artic/
Reports
that provided information about transfer students were discontinued while the
ASSIST (Arizona State System for Information on Student Transfer) database was
being implemented. Now that the
ASISST database is available, GCC will no longer have to rely on District
reports and will be able to develop processes that will track the progress of
students transferring from GCC to the three state universities (ASU, NAU,
UofA). Information about ASSIST is
available on the web at
Achievements since 1992
·
The
transfer of GCC credits by 388 of 640 recipients of the Baccalaureate Degree at ASU West in
2000-01
·
Development
of a general education philosophy statement, which is being used to review the
College’s general education required areas, by the District Curriculum
Committee’s General Education Degree Subcommittee (GEDS) during Spring
2001
·
Finalization
of AGEC agreements with state universities
Team Analysis
Team 8 conducted
an initial analysis of factors likely influencing the areas of improvement and
their relationship to the measures of success, which included similar
post-transfer degree completion, similar post-transfer GPA at specific points
in time, and similar post-transfer performance in majors. The facts that GCC students continue to
perform well when measured against state and national norms and scored in the
top 24% of college sophomores at 157 institutions assessed by The Academic
Profile during the 2000-01
assessment of general education outcomes were seen as strengths. The lack of availability of tracking
information from other public and private universities within the state and
changes in AGEC that impact enrollment negatively in some disciplines,
particularly in sequential courses in social sciences and humanities, were
considered weaknesses.
Areas for Improvement
·
Reduce
negative enrollment trends in the humanities and social sciences courses within
AGEC
·
Improve
databases that allow analyses of student performance at the state’s
community colleges and four-year institutions
Recommendations
·
Monitor
transfer students to determine their level of preparedness and success at the
state’s four-year institutions
Content Area Validation
Maintaining
the high quality of general education and curriculum development by fully
certified faculty is a high priority at GCC. AGEC impact on enrollment trends for courses in the
humanities and social sciences may be alleviated, occasioned by the District
Curriculum Committee’s review and change in its AGEC-prefix language,
which now encourages students to choose coursework from more than one
discipline, rather than require the students to take only one course per
prefix. The change will be
retroactive to Fall 1998. Faculty
members and the Dean of Instruction will continue to address articulation
issues.
Educational Programs—Occupational Programs
Occupational Education
Programs include degree and certificate programs, student academic achievement,
evaluations of student and community satisfaction, discipline-specific
accreditation, program reviews, and alternative delivery approaches. Key indicators of a successful
occupational education program include: quality of instruction, student goal attainment, student academic
achievement, successful passing of certification and licensure exams, transfer
success, stakeholder satisfaction, student evaluations, and mentoring
programs. The College considers
all of these key indicators in its review and assessment of its occupational
programs.
The College offers a
total of 31 Associate of Applied Science (AAS) degree programs and 49
Certificates of Completion. Most
of these programs reside in the Business, Engineering/Technology, and Nursing
Departments, and a fewer number of programs are offered in the Health/Physical
Education/Recreation, Psychology, and Social Science Departments. Although AAS degrees typically provide
skills for direct job entry, AAS degrees transfer as a “block” to
Bachelor of Applied Science degrees at ASU East, ASU West, and NAU. A complete list of Occupational
Programs and Specific Certificates by department, degree, and accrediting
agency and agreement is found in the General Catalog, p. 7.
Occupational Alternative Delivery Approaches
Many occupational
programs provide alternative delivery methods for teaching and learning. These include non-traditional
scheduling options, such as courses offered at varying dates in a semester in
various blocks of instruction anytime during the week; off-campus instruction;
distance learning, such as web-based courses; self-paced learning, such as
open-entry/open-exit courses that do not adhere to semester or summer
boundaries; work experience internships and career work experience; and, to a
limited extent, credit-by-evaluation or examination.
Achievements since 1992
·
Modified
many degrees to allow students more flexibility to explore careers or to build
towards specialization and transfer possibilities to university occupational or
BAS programs
·
Developed
new programs and modified others, based on input from business and industry
advisory committees, business and industry partnerships, and student interest
to better serve our clientele, including courses modularized and those offered
at non-traditional times and modes of delivery
·
Increased
numbers of full-time and adjunct faculty in many occupational areas, including
those with greater ethnic diversity and backgrounds/ experiences
·
Successfully
completed program accreditation visits and reviews of applicable programs
·
Purchased
specialized equipment as needed
·
Increased
involvement of residential and adjunct faculty in orientations and curriculum
development to maintain program currency and foster faculty professional
development
Team Analysis
Team 8 conducted an
initial analysis of factors likely influencing the areas of improvement and
their relationship to the measures of success, which included job placement,
faculty remaining current with technology, and national and state measures of
success, including exam results and accreditation. The team determined that the reputation of programs and high
job placement rates were strengths and the possibility to expand partnerships
was an opportunity. The expense of
maintaining occupational programs was determined to be a weakness, while
rapidly changing technology was seen as a threat.
Areas for Improvement
·
Additional
space needed for many occupational programs
·
Need
additional full-time faculty
·
Better
advertisement of programs
·
Increased
offerings and improvement of delivery modes
·
Create
new programs that encourage student completion
·
Seek
new areas for additional funding, especially for equipment
·
Develop
a pool of trained faculty applicants
Recommendations
·
Review
all occupational programs on a regular basis for currency, completion rate,
need, modes of delivery, required course work, and space requirements
·
Continue
to promote and advertise occupational programs
·
Continue
to develop new partnerships in the community
·
Develop
faculty (and additional student) exchange programs
·
Strengthen
placement services for students in occupational programs
·
Encourage
all faculty in occupational programs to attend conferences, workshops, and
training seminars to remain current
·
Review
occupational needs for GCC North
·
Recruit
employers of our occupational students as adjunct faculty
·
Continue
to develop assessment tools specific to occupational courses and programs
·
Explore
possibilities of “shared spaces” with partners
·
Continue
dialog with advisory committees
·
Explore
possibilities available to E-Commerce
·
Seek
continued accreditation of all occupational programs
·
Implement
Community Service Learning and mentoring into occupational programs
Content Area Validation
Job placement is
facilitated in programs with internships and needs to be improved in others where
students are not placed in a job upon completion of the program. The College, with input from our
community advisory committees, should encourage faculty members to take
advantage of training opportunities to stay abreast of the technology required
in their area(s). This will help
ensure that the programs maintain their currency and viability. New partnerships with business and
industry should be created with the communities in the West Valley to develop
quality workforce occupational programs.
Educational Programs—Developmental Education
Developmental
education is a vital part of the educational opportunities offered to those who
need to strengthen basic skills prior to succeeding in college-level
courses. Over the last decade,
increased enrollments in developmental education resulted in many departments
on campus expanding the number of sections offered. Most developmental courses are offered in the English and
Math Departments.
Testing and
placement are an important aspect for all successful course work, but perhaps
even more so in developmental education.
The adopted ACT ASSET (Assessment of Skills for Successful Entry and
Transfer) test provides guidelines to aid in student placement. The CELSA (Combined English Language
Skills Assessment) test provides information for correct initial placement and
subsequent advancement for ESL students.
Successful completion of course competencies is a prerequisite for
course advancement.
In addition, the
Deans of Instruction, with input from the District-wide Assessment Council and
the Office of Student Development Service, recommended the following to the
Chancellor’s Executive Committee (Chancellor, Vice-Chancellors, and
College Presidents):
- All Maricopa colleges need to examine
their waiver policies for greater consistency of practices.
- Consistent multiple measures that will
provide more reliable means of placement need to be adopted.
- A system that allows for better
tracking of the effects of waivers versus standard placement in terms of
success in courses needs to be developed.
- Instruments used for assessment and
placement (ASSET/COMPASS) need to be re-examined.
The
recommendations were approved, and various Spring 2002 dates designated. The expanded report is available in the
Resource Room.
The English
Department offers a comprehensive ESL program, with four levels of grammar,
writing, and listening/speaking classes, as well as basic survival skills in
English and literacy classes.
Self-paced, one-credit modules in pronunciation, culture, and vocabulary
are also available. Basic writing
skills and fundamentals of writing are taught in three-unit courses, as well as
self-paced, one-hour modules in specific areas such as report writing, grammar,
and workplace English. The Math
Department offers developmental courses ranging from basic arithmetic to
intermediate algebra. The
developmental sequences focus on basic arithmetic and basic algebra
skills. Courses are delivered in
traditional and flexible formats via multimedia instructional software with an
Internet option.
GCC’s services
available to support students enrolled in developmental courses that provide
academic assistance include: tutoring; alternate testing locations; and
independent study materials, such as supplemental texts, cassettes,
instructional videos, and computer tutorials. Students can find additional services in the Counseling
Center, Center for Learning, Disability Services and Resources, Writing Center,
and Math Solution. Services that
provide non-academic support include Career and Adult Re-entry Services,
Counseling, International Student Program, Financial Aid, Admissions and
Records, the ERA Mentoring Program.
Achievements since 1992
·
The
English Department offered its first learning-community “linked”
developmental courses in Fall 2001 (ENG071-Fundamentals of Writing and
RDG091-College Reading Skills I)
·
Increased
number of sections of developmental education courses in the English and Math
Departments to accommodate increasing enrollment
·
The
Math Department responded to student needs by introducing developmental courses
taught via multimedia software with an Internet option and offered a course
designed specifically for “at-risk” students that addresses math
anxiety, study skills, and testing strategies, in addition to tutoring
(MAT108-Tutored Mathematics)
·
Upgraded
computer hardware and software in Support Services, such as the Center for
Learning
·
Offered
non-credit ESL courses and sponsored Readfest, the annual campus reading event
for local schoolchildren
Team Analysis
Team 8 conducted
an initial analysis of factors likely influencing the areas of improvement and
their relationship to the measures of success, which included the inability to
support the demand for ESL classes, an increased ability to meet tutoring demands
in math, English, reading, and ESL, and the higher success rates of students
enrolled in successive math, English, reading, and ESL courses. Although the College currently offers a
wide variety of math, English, reading, and ESL developmental classes, the
developmental education program’s lack of an adequate number of qualified
faculty and staff, along with student advising and placement issues, including
excessive course placement waivers, were seen as weaknesses. Non-traditional ESL delivery methods were
determined to be a strength and additional community outreach an
opportunity. GCC students have
experienced higher success rates when enrolled in successive math, English,
ESL, and reading courses.
Areas for Improvement
·
Increased
difficulty meeting student demands for developmental services
·
Inability
to support the demand for developmental classes, (i.e., more rooms, quality
faculty, and non-traditional delivery)
·
Inability
to meet tutoring demands in math, English, reading, and ESL
·
Success
rates of students enrolled in successive math, English, reading, and ESL
classes
·
Advising
and placing students in appropriate developmental classes
·
Lack
of pre-requisite ASSET scores for courses other than English, reading, and math
Recommendations
·
Increase
ability to meet tutoring demands in math, English, reading, and ESL
·
Develop
strategies that foster higher success rates of students enrolled in successive
math, English, reading, and ESL classes
·
Improve
advising and placement to ensure students placed into appropriate developmental
class(es)
Content Area Validation
The College needs to
increase the collaborative advising that involves faculty, high-school
counselors, and college advisors.
Some members of the College-Wide Student Academic Achievement Committee
(CWAAC) have recommended the establishment of a Developmental Education
Committee to coordinate the needs of developmental students for the main campus
as well as GCC North to assist in standardizing processes and with
implementation of new procedures.
More qualified full-time faculty and tutors need to be hired, along with
increasing classrooms for ESL classes.
The College should begin to embrace non-traditional delivery methods to
alleviate the prime-time enrollment problems. The enrollment of community residents in ESL classes for
college credit has grown dramatically over the past 5 years. The ESL program has the potential to
grow even further if classroom space and faculty can be identified and
allocated.
Educational Programs—Support for Special Populations
Achieving a College Education
Plus (ACE Plus)
|
|
The
ACE Plus program was implemented in 1991 to improve high-school retention and
graduation rates of students in the middle 2 quartiles. 97% of the students in the ACE Plus
Program graduate from high school compared to 52% of the mainstream population
of the high schools served. 82% of
ACE Plus students go on to college.
The ACE Plus Program serves approximately 500 students annually from
seven local high schools. The
classes are taught on the GCC campus and include: sociology, psychology,
English, reading, religion, literature, computers, sciences, and
geography. Graduating high-school
seniors have completed an average of 18 college credits with an average GPA of
3.2. Students take the ASSET
Placement Test and take courses at GCC in the summer and on weekends, as
appropriate to their skill level.
Adult Re-Entry
This
program supports new and continuing students who are returning to education
after a period of time away from post-secondary classes. Services include, but are not limited
to, assistance with admissions, advisement, enrollment, career information and
referral services, and networking.
Special orientations are held each semester and additional support is
offered through club activities.
Arizona Teacher Excellence
Coalition (AZTEC)
The College is in
partnership with ASU West through a multi-year grant to develop teachers from
under-represented populations to offset teacher shortages in the state. The administrative responsibility is
through the Dean of Educational Services, with assistance from the
Multicultural Affairs program.
Coalition partners include Phoenix College, South Mountain Community
College, Estrella Mountain Community College, Chandler-Gilbert Community
College, Pima Community College, the University of Arizona, Northern Arizona
University, and ASU Main. The
Program has 136 students presently identified as education majors. It is the goal of the AZTEC program to
eventually have over 400 education majors. Students are provided a supportive network of services,
ongoing orientations, one-on-one educational planning, access to financial
resources, and targeted and focused classes to aid in their educational
development.
Children’s Center
The
Center provides childcare to student parents of children 3 to 5 years of age
while the parents attend classes to meet their educational goals. The program has a maximum capacity of
87 children and maintains a state license and national accreditation. The staff works well together and
strengthens their knowledge and skills through workshops and conferences. The high quality program meets the
diverse needs of student parents and their children. Student workers and interns maintain the staff-to-child
ratio at the optimal level recommended by the National Academy of Early
Childhood Programs.
Disability Services and
Resources (DSR)
DSR
is designed to meet mandated, non-discriminatory, and equal access requirements
to college programs and services and to foster academic success. The resources and services allow
approximately 450 students with disabilities to pursue their educational goals
in the most integrated manner possible.
A coordinator and 2 professional staff members help students develop
independent behaviors, as well as develop the self-advocacy skills required to
overcome functional limitations typically related to a disability.
Honors Program
This
program provides specially designed honors sections that emphasize critical
thinking, verbal skills, and creative problem-solving for students with high
academic achievement. The Honors
Coordinator, a faculty member in the English Department, meets regularly with
the coordinators of other MCCCD College Honors Programs. The Presidents’ Scholarship is
awarded to the top 15% of students graduating from local high schools. In addition, an Honors Fee Waiver is
available to students who have completed 12 hours and who maintain a grade
point average of at least 3.25.
Honors sections are typically limited to 17 students who work with
select faculty in a seminar environment.
Earn-by-Reaching-to-Achieve
(ERA Mentoring Program)
This
program began in 1999 as a two-year pilot and was extended for an additional
year. The program is task-based
and matches faculty or staff with first-year, first-generation college
students. Activities include
regular meetings with mentors, workshops, and tasks to familiarize students
with College services and expectations.
The Mentoring Program will be managed by the Counseling Department
beginning in 2002-03.
Multicultural Affairs
This
service provides educational outreach to the multicultural and economically
disadvantaged members of the surrounding community. Student development is an important component of the program
and includes educational planning, assistance with financial aid applications,
and proactive follow-up.
Scholarship initiatives are developed as ongoing partnerships with
colleges and universities.
Native American Program
The
Native American Program provides academic advisement for Native/Tribal
students. The Native American
Student Association (NASA) brings cultural programs to the campus and
encourages students to participate in activities on a District level. NASA students also attend conferences
and leadership programs.
Veteran Affairs Department
The
Veteran Affairs Department certifies veteran benefits and provides appropriate
services. Personnel work closely
with other service areas to support student success. Program staff includes a Veterans Technician and several
veteran work-study students.
Achievements since 1992
·
ACE Plus Program expanded partnerships from the original 4 high schools
to 7, with a proportional increase in the number of participants; created a
Math, Science, and Technology Academy (MSTA) in 1998; ACE Plus graduates
participate in university bridge programs; a pre-ACE Plus summer bridge program
began in 1999; implemented a case management approach for academic advisors;
provided in-service training for ACE Plus instructors, on-site coordinators,
and afternoon classes for students not able to attend Saturday classes; and
required a thorough exit interview for ACE Plus graduates
·
The
Children's Center received national re-accreditation in 1994, 1997, and 2000;
renovated the playground; inaugurated an annual children’s art show
celebrating the month of the young child; provided training and support to
various K-12 school districts and local Head Start programs; and in partnership
with the Counseling Department, provided workshops and counseling for student
parents
·
Offered improved adaptive computer technology for disabled students,
with Technology Center staff coordinating equipment and interfaces among
disabled students, classroom faculty, DSR staff, and third-party pay sponsors;
and new staff hired
·
Added
evening and off-site (UCC at ASU West) Honors classes in mathematics and
sciences; created a web page; established a three-year assessment schedule;
implemented an orientation program for incoming Presidents' Scholars; increased
the half-time secretary position to a three-quarter-time program assistant; and
continued Student Honors Organization (SHO) community-service activities
·
Improved recruitment, retention, cultural events, and scholarship funds
for Native American students who participate in Native American Student
Association
·
ERA implemented a pilot orientation and training program for mentors and
students that helps maintain a 95% retention rate for participants
·
Multicultural enrollment proportional to the community and has grown,
even when overall enrollment has declined; established close, continual
linkages with community agencies and organizations that provide access to
economic disadvantaged populations; half-time secretary position increased to
full-time; and Academic Advisors of ethnic lineage help expand program capacity
·
Hired a Coordinator of Career and Adult Re-Entry services in 1998;
developed and offered each semester an orientation program with activities tied
to classroom instruction; and created a club with scholarships awarded each
semester
Team
Analysis
Team 8 conducted an
initial analysis of factors likely influencing the areas of improvement and
their relationship to the measures of success, which included student
satisfaction, academic success, and awareness of College programs and services.
Quality staff and faculty were deemed important
strengths. A lack of resource
dollars, staff, and facilities, and the lack of understanding and awareness
about our services among faculty, staff, and students are weaknesses that
prevent reaching some students who might improve their chances to reach goals
by connecting with the necessary services. Changing demographics in the West Valley may present an
opportunity, but the fact that today’s students have more serious
problems and needs are a threat.
Increasing awareness and understanding about Special Populations has to
be a high priority of the College.
Areas for
Improvement
·
Challenges and opportunities to staff, train, and plan the move to a new
student-centered services model (Enrollment Center)
·
Although the Honors Program moved to larger quarters, limited space
prevents establishing an Honors Center
·
Continue and expand pre-ACE Plus summer programs for middle-school
students
·
Inadequate
budget and personnel to support increasing student demands in all areas
·
Difficulty
providing a full range of services to the greater number of re-entry students
·
Additional space needed and staff to meet student demands for care of
their children in the childcare facility
·
Childcare classroom teachers eventual need a bachelor’s degree
·
Continue to purchase adaptive computer equipment and expand hours of
service at multiple-instructional sites for disabled students
·
Maintain the quality, interest, and participation and increase the
percentage of minority participants in the Honors Program when the student
population is spread out at different sites (i.e., UCC, GCC, GCC North)
·
Readjust the scope of services required to maintain realistic
expectations among students served to minimize risks associated with inability
to meet mandates
·
Recruit teacher candidates from under-represented populations for the
Arizona Teacher Excellence Coalition (AZTEC) Program
Recommendations
·
Work
with private sources to acquire additional funding for scholarships for ACE
Plus students
·
Collaborate on funding requests, including grant proposals
·
Use
advanced-language class students to translate
·
Publish
information in more native languages
·
Include information about all special-services programs in EDU250
courses
·
Feature services in The Voice (campus newspaper)
·
Use
referral packets to encourage faculty to refer students to services; include
descriptions of each service and a supply of referral slips
·
Develop
online, ongoing data collection to recognize developing trends more quickly
·
Follow-up on items a student checks on his or her information form
·
Inform adjunct faculty of services
·
Create
a faculty web site that provides retention resources and ideas
·
Increase
interdepartmental collaboration
·
Offer campus tours and/or virtual tours
·
Enhance partnerships for high-school students, including CPD courses and
programs
·
Expand the Native American Program to include a counselor, advisor, and
support staff
·
Implement new methods of tracking transfer students and utilize Arizona
Course Applicability System (AzCAS) to move students toward greater
independence
·
Continue
involvement with community and the College initiatives involving multicultural
students
Content Area Validation
Since the last
accreditation visit, the educational programs that support special populations
have moved forward. Additional
programs such as the Mentoring and Native American services have been
added. Other programs have
improved services through new methodologies, like case management and
user-friendly technology, which have improved retention for the students being
served. A plan is in place to make
both employees and students more aware of the support services available to
them. Finally, the realignment of
services in the new and remodeled student-services buildings will further
enhance the visibility of this support.
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Last revised 1/8/02. Direct feedback to l.hawbaker@gcmail.maricopa.edu. See Legal Disclaimer.