Annual Update Plan for Academic Departments

Transcription

1 Annual Update Plan for Academic Departments Department Name: NURSING Purpose of the Program Review and Annual Update Process The purpose of Program Review is to provide a venue through which the college can evaluate its programs in relationship to the College Mission and its Strategic Goals and priorities. The program review process promotes a self-reflective evaluation of programs in a manner in which faculty can identify programmatic successes within their disciplines, identify areas in need of improvement and establish departmental goals for enhanced programmatic and student success. Each department and unit completes an annual update of their efforts. This update is used to provide the college with an indication of improvement in student learning and the resources needs for each program. The Annual Update serves as the central planning document for requesting and prioritizing resources. The values of program review: Strengthening of programs through faculty led self-evaluation and goal setting; Fostering inter-departmental cooperation and communication; Stimulating dialog on student success and programmatic improvements; Evaluating each programs unique contribution to the College s Mission and Strategic Goals; Promotion of long-term planning focused on the use of data; Ensuring that curriculum and offerings meet student needs and promote student progression; Providing a venue to justify programmatic augmentation and to connect program needs to resource allocations. Enhance transparency about college programs to the broader community. The value of self-evaluation is enhanced with the broad inclusion of individuals contributing to your department or unit. It is recommended that each department or unit make all efforts to include all faculty, staff and administration. Each department or unit may include additional information in their Annual Update Plan as needed to fully describe their department or unit. The Office of Institutional Effectiveness is available to assist each department or unit in their efforts to complete their self-evaluation. The completed Annual Update Plan is due by to carbajm@elac.edu on September 30, Following submittal, the Program Review and Viability Committee will review your document and provide feedback for your department s review. Departments will be notified regarding budget and resource requests in the spring, following receipt of budget projections from the District Office. 1

2 Section I. Program Review Response Complete Table by: a. Reporting progress on program review recommendations b. Stating the anticipated outcomes and progress to date Recommendation Progress to Date Anticipated Outcome of Department/ Unit Goal Additional Resources Required in ) That the department develop and implement new strategies for improving student success and incorporate those activities in the department s program plan. 2) That the department revise the goals in its program plan so that all items listed as goals are indeed goals. A new Mission Statement - ELAC ADN program is committed to empowering a diverse student body toward becoming caring and knowledgeable professionals who, through their dedication to lifelong learning, will provide an invaluable service to their communities by performing quality, safe, and competent nursing practice that is based on the most current standards in healthcare. New Goal Statements: Goal 1: Increasing student success and academic excellence by focusing on a student-centered approach to instruction, providing integrated and rich learning experiences in a variety of healthcare and community agencies, and utilizing current technologies in education and healthcare. The expected outcome related to the departments' four goals is to send a well rounded, competent healthcare provider that has the skills and knowledge to pass the NCLEX-RN of first attempt and to be a safe practioner once hired as a Registered Nurse. Resources needed to help achieve the expected outcomes is the need to hire two additional fulltime nursing faculty committed to providing the necessary continuity, time, and expertise to achieve program goals. 2

3 Goal 2: Increasing equity in achieving equity in achieving successful student/graduate learning outcomes by systematically aggregatinv, analyzing and evaluating trends in student data and using the data to identify and implement more effective, student-centered approaches to learning. Goal 3: Situating student in learning experiences that support and maintain positive relationships within the community, expand their environmental and global awareness, and encourage their ability to access higher education opportunities. Goal 4: Ensuring program effectiveness and accountability through data-driven decisionmaking to maintain or imporve program outcomes. 3

4 Section II. Program Description College Mission: East Los Angeles College empowers students to achieve their educational goals, to expand their individual potential, and to successfully pursue their aspirations for a better future for themselves, their community and the world. 1. Please provide any changes to your programs of study or programs of service, since the completion of the Program Review Self-Evaluation. The program was sanctioned by the Board of Registered Nursing for 4 areas of non compliance: 1.The program lacks evidence of implementation of the systematic plan for total program evaluation. 2. The Nursing building that provides classroom and skills/simulation lab space lacks sufficient supplies, and requires physical plant repairs and maintenance. 3. The program lacks a sufficient number of qualified full-time faculty to achieve program objectives. 4. The current curriculum does not provide the structure and content to ensure that students have the knowledge, skills and abilities necessary to function and to meet the minimum cocmpetency standards of a registered nurse. The program began to immediately address all four areas of non-compliance and the one recommendation made by the BRN after their October 2013 visit. The chairperson immediately set out to find a consultant (as suggested by the BRN) to assist the program. 2. Describe any trends, recent events or activities that have impacted your program(s), since the completion of the Program Review Self-Evaluation. Please be specific to each program provided in the list above.(p) a. Which of these changes or trends have most impacted your programs? b. What efforts have been made to address these changes? c. What effect have these changes had on student goal attainment? The program was placed on warning by the California Board of Registered Nursing 7 February Faculty, staff, students, and the general public was made aware of the change in status. The chairperson met with the Curriculum consultant on two occassions to talk about how we would move forward to make the necessary changes that would address the current changes in NCLEX as reflected in the recommendations. One of the assistant chairpersons' was assigned to take the lead in curriculum revision and the two met and came to an agreement to go forward. Those meeting were followed by a meeting with the consultant and stratagies were discussed to make sure that there was buy in from all faculty. The primary reason for the proposed change in curriculum was to create a curriculum which is more 4

5 reflective of current healthcare trends and initiatives which include seven major concepts: Quality, Safe, Competent nursing care, Professionalism, Leadership, Interprofessional Collaboration, Clinical Reasoning-Based CAre, and Informatics and Technology. 3. Use the following tables to describe any new courses or programs that you anticipate developing and offering over the next six years. (P) ELAC Nursing in its major curriculum revision integrates the ELAC ADN program s major curricular concepts with the NCLEX-RN test plan which will provides the structure and content to ensure that students have knowledge, skills and abilities to function and to meet the minimum competency standards of a registered nurse. NCLEX-RN preparation begins the day the student starts the program, it is our hopes that the new curriculum will provide a stronger foundation to achieve greater success on NCLEX-RN as a first time taker. ELAC Nursing has placed greater focus on a student centered approach which provides students with integrated learning experiences in a variety of healthcare and community agencies. ELAC Nursing program is committed to preparing graduates with the knowledge, skills, and abilities necessary to improve and advance health care in the communities it serves. All Nursing courses have been revised as follows: N265 Fundamentals This course is designed to prepare the fundamental student to provide quality, safe and competent nursing care in a variety of healthcare settings by utilizing the nursing process and applying various theories regarding growth and development. Theoretical/clinical concepts include health promotion and maintenance; introduction to critical thinking, clinical reasoning and clinical decision making; application of the nursing process; communication techniques used for interacting with patients, families, and other members of the interprofessional team; evidence based nursing practice; nursing informatics; legal and ethical considerations in healthcare; nursing role socialization; and an emphasis on holistic, relationship based approach to patient care. N266 Medical Surgical I This course is designed to prepare the beginning novice student to provide quality, safe and competent nursing care for diverse adult populations in a variety of acute healthcare settings. Students will utilize the nursing process to apply current, evidence-based nursing practices, while continuing to develop their clinical reasoning and judgment skills. Theoretical/clinical concepts will focus on priorities of nursing care for patients experiencing acute and chronic hematologic, oncologic, immunologic and integumentary conditions, with an emphasis on a holistic, relationship-based approach to providing care; legal and ethical considerations of the professional nurse; the role of the nurse as leader, healthcare team member, and manager of care; and integration of current healthcare technologies that support decision making and provision of comprehensive and safe nursing care. 5

6 N267 Medical Surgical II This course is designed to prepare the novice student to provide quality, safe and competent nursing care for diverse adult populations in a variety of acute medical/surgical healthcare settings. Students will utilize the nursing process to apply current, evidence-based nursing practices, while continuing to develop their clinical reasoning and judgment skills. Theoretical/clinical concepts will focus on priorities of nursing care for patients experiencing acute and chronic cardiovascular, respiratory, and endocrine conditions, with an emphasis on a holistic, relationship-based approach to providing patient care; legal and ethical considerations of the professional nurse; the role of the nurse as leader, healthcare team member, and manager of care; and integration of current healthcare technologies that support decision making and provision of comprehensive and safe nursing care. N268 Psychiatric Mental Health This course is designed to prepare the novice student to provide quality, safe and competent nursing care for diverse adult and adolescent populations in a variety of mental healthcare settings. Students will apply the nursing process to apply current, evidence-based nursing practices, while continuing to develop their clinical reasoning and judgment skills. Theoretical/clinical concepts will focus on priorities of nursing care for patients experiencing various acute and chronic mental health conditions, with an emphasis on a holistic, relationship-based approach to providing care; legal and ethical considerations of the professional nurse caring for mentally ill patients and families; the role of the nurse as leader, healthcare team member, and manager of care; and integration of current healthcare technologies in mental healthcare settings that support decision making and provision of comprehensive and safe nursing care. N269 Medical Surgical III This course is designed to prepare the intermediate novice student to provide quality, safe and competent nursing care for diverse adult populations in a variety of acute medical/surgical healthcare settings. Students will utilize the nursing process to apply current, evidence-based nursing practices, while continuing to develop their clinical reasoning and judgment skills. Theoretical/clinical concepts will focus on priorities of nursing care for patients experiencing acute and chronic musculoskeletal, fluids & electrolytes, acid-base, genitourinary, gastrointestinal, and hepatobiliary conditions, with an emphasis on a holistic, relationship-based approach to providing patient care; legal and ethical considerations of the professional nurse; the role of the nurse as leader, healthcare team member, and manager of care; and integration of current healthcare technologies that support decision making and provision of comprehensive and safe nursing care. N271 Obstetrics This course is designed to prepare the intermediate novice student to provide quality, safe and competent nursing care for diverse adult and neonatal populations in a variety of obstetrical, neonatal, and post-partum healthcare settings. Students will utilize the nursing process to apply current, evidence-based nursing practices, while continuing to develop their clinical reasoning and judgment skills. Theoretical/clinical concepts will focus on priorities of nursing care for patients requiring obstetrical and neonatal care and experiencing acute and chronic gynecological conditions, with an emphasis on a holistic, relationship-based approach to providing patient care; legal and ethical considerations of the professional nurse caring for obstetrics, gynecology, and newborn patients; the role of the nurse as leader, healthcare team member, and manager of care; and integration of current healthcare technologies in obstetric healthcare settings 6

7 that support decision making and provision of comprehensive and safe nursing care. N270 Pediatrics This course is designed to prepare the student to provide quality, safe and competent nursing care in a variety of pediatric healthcare settings by utilizing the nursing process and applying various theories regarding growth and development. Theoretical/clinical concepts include health promotion and maintenance, acute and chronic pediatric conditions, legal and ethical considerations of pediatric patients while emphasizing a holistic, relationship-based approach to patient care. N272 Medical Surgical IV This course is designed to prepare the advanced beginner student to provide quality, safe and competent nursing care for diverse adult populations in a variety of acute medical/surgical healthcare settings. Students will utilize the nursing process to apply current, evidence-based nursing practices, while continuing to develop their clinical reasoning and judgment skills. Theoretical/clinical concepts will focus on priorities of nursing care for patients experiencing acute and chronic cardiovascular, neurological, burn, shock and emergency conditions, with an emphasis on a holistic, relationship-based approach to providing patient care; legal and ethical considerations of the professional nurse; the role of the nurse as leader, healthcare team member, and manager of care; and integration of current healthcare technologies that support decision making and provision of comprehensive and safe nursing care. N273 Role Transition I This course introduces the role of professional nursing from past to present addressing legal/ethical issues and delivery of care in a multi-cultural society. Emphasis is placed on professional accountability and the ability to demonstrate critical thinking when solving complex client care issues. N274 Role Transition II This theory course offers students the opportunity to explore major factors involved in the transition from the student role to that of the professional registered nurse focusing on effective leadership and management, utilizing the Nursing Process, Maslow s Hierarchy of Needs, and Erikson s Developmental Theory in managing client care. N275A Pharmacology I This course introduces basic pharmacological therapy and mathematical computations of drugs to first year nursing students utilizing the Nursing Process, Maslow s Hierarchy of Needs, and Erikson s Developmental Theory. N275B Pharmacology II This course focuses on the nurse s role and responsibilities in the medication administration process. Emphasis is placed on assessment of client s health status, knowledge of various pharmacological agents, expected outcomes and health teaching, utilizing the Nursing Process, Maslow s Hierarchy of Needs, and Erikson s Developmental theory. N276 Nursing Process This course introduces Nursing Process, Maslow s Hierarchy of Needs, and Erikson s Developmental Needs and how to develop a nursing care plan. N277 Nursing Health Assessment This course introduces beginning nursing students to basic physical assessment tools and skills in developing a client s health history and conducting head to toe physical examinations. The Nursing Process, Maslow s Hierarchy of Needs, and Erikson s Developmental Theory will be discussed and utilized to integrate assessment findings. 7

8 While the course numbers remain the same, the focus and design of the courses was completely revised "Major Curriculum revision," to focus on a student centered approach which provides students with integrated learning experience. In addition to the revised mission statement vision statement was created along with a new ADN Philosophy statement. Vision Statement: By focusing instruction on a student-centered approach which provides students with integrated learning experiences in a variety of healthcare and community agencies, ELAC ADN Program is committed to preparing graduates with the knowledge, skills, and attitudes necessary to improve and advance health care in the community. Value Statements: The ELAC ADN Faculty values excellence in nursing grounded in the following: 1. Leadership that is empowering, and future-oriented. 2. Collaborative relationships that are respectful, collegial, and build on communities of professional education and practice. 3. Learning and work environments that are supportive, challenging, dynamic and creative. 4. Professionalism that is based in knowledge, ethics, competence and accountability. 5. Scholarship that encourages clinical reasoning and dissemination of new knowledge in education and practice. 6. Patient-centered care which focuses on the goals and values of the patient and facilitates patient participation and decision-making to meet health care needs. 7. Compassionate care which is founded upon a combination of concern for patients responses to health care and mutual respect. EAST LOS ANGELES COLLGE ASSOCIATE DEGREE NURSING PROGRAM PHILOSOPH STATEMENT The East Los Angeles College (ELAC) Associate Degree Nursing (ADN) program is a vital component of ELAC and embraces the mission, values, and traditions of both the Los Angeles Community College District (LACCD) and the College. The ELAC ADN program prepares quality, safe, competent nurses using a student-centered approach through teaching excellence in an environment that is conducive to learning. The program prepares graduates to assume entry-level registered nursing roles and to effectively collaborate with other professionals and consumers in the 8

9 delivery of holistic healthcare. The curriculum framework is designed with the ELAC ADN graduate at its core. The curriculum is grounded in the nursing metaparadigm: nurse, patient, environment, and healthcare through which seven (7) major concepts emerge. These concepts revolve in a circular pattern within the nursing metaparadigm and culminate in the student and graduate learning outcomes (SLOs and GLOs). The seven (7) concepts, which are reflective of current healthcare trends and initiatives, include: Quality, Safe, Competent nursing care; Professionalism, Leadership, Interprofessional Collaboration; Clinical Reasoning and Judgment, Relationship-Based Care, and Informatics and Technology. The ELAC Nursing Department believes that professional nursing is both an art and science. It is a dynamic, interactive, evidence-based, patient-centered practice discipline. The focus of the practice of the professional nurse includes the diagnosis and treatment of human responses to actual or potential health problems. Nurses use the nursing process as a systematic approach to plan and implement safe, quality, patient-centered nursing care and to make clinical judgments in a variety of settings. Nurses serve as patient advocates providing care across the lifespan. The ELAC ADN program prepares graduates for entry-level, nurse generalists to serve in the roles of provider of care, manager/coordinator of care, and member of a profession. The Faculty believe that environment plays a role in health and in learning which is composed of internal and external stimuli including social, cultural, economic, political, legal, ethical, and spiritual realms. Each individual is viewed as a unique, complex, holistic being with biological, psychological, social, cultural and spiritual dimensions. Individuals have diverse values and beliefs and possess dignity, unconditional worth and the inherent right to restorative health. Individual members of the society have responsibility for self-maintenance of health within the limits of their knowledge and abilities. The environment influences the person s health and the person in turn, influences the environment. The faculty and students are committed to addressing health disparities by supporting and implementing training, education, and interventional programs that will improve the health of underserved and vulnerable populations The faculty and students believe that health is a dynamic state of wholeness (mind-body-spirit) influenced by one s cultural beliefs and personal circumstances across the lifespan and in various healthcare environments. The faculty and students believe that patients are active participants in their health care and nurses are collaborators in their decisions regarding health promotion and illness prevention. We believe the nurse practices within a health care system that is diverse and that is constantly changing in response to advances in technology and health-promoting discoveries. The faculty believes that education is based on a humanistic and an individualized approach to learning that fosters critical thinking and promotes awareness of social and cultural diversity among individuals. The faculty views each student as a unique person with special talents, abilities, needs, and goals. The program is designed to meet the educational needs of an ethnically and culturally diverse population of learners by recognizing their diverse learning styles using a simple-to-complex, novice to advanced beginner continuum (Benner, 1984). 9

10 ELAC Nursing Department believes that both the nursing instructor and nursing student play dynamic roles in the learning process. The instructor s role is that of the facilitator of learning experiences and the nursing student s role is that of being self-directed and committed to their own learning and self-development. The Faculty s view of teaching and learning aligns directly with various theories of adult learning such as Knowles (1980) Adult Learning Theory and Bandura s (1985) Social Cognitive Theory. The nursing instructor and nursing student both assume responsibility and accountability for positive learning outcomes, by remaining committed to lifelong learning for professional growth. Learning is facilitated when the student has the opportunity to grow through the application of nursing knowledge in a variety of classroom and clinical situations. The faculty perceives learning as an active and continuous process using evidence-based teaching and practice which is critical to the successful development of safe practitioners and professional nurses. The Nursing Faculty of the ELAC ADN program are entirely committed to students success in the nursing program. Our goals are that our students and graduates will become professional nurses, being able to think critically and make sound clinical decisions when caring for patients in hospitals and in the community. They will also become life long learners and continue to nurture the new nurses entering the profession. ELAC ADN PROGRAM OUTCOME INDICATORS (POIS)/TERMINAL OBJECTIVES The ELAC ADN Faculty are committed to implementing consistent and comprehensive program review processes that facilitate achievement of the following Program Outcome Indicators/Terminal Objectives: 1. NCLEX-RN first-time passing rates that meet or exceed state and national means. 2. Program attrition rates < 25%. 3. Graduates consistently indicate their satisfaction with the program in preparing them to ssume entry-level registered nursing positions as evidenced by their response on a 6-month and 1yearsurvey. 4. Employers consistently indicate satisfaction with the educational preparation of graduates from the ELAC ADN program as evidenced by their response on an annual survey. 3. Use the following tables to describe any new courses or programs that you anticipate developing and offering over the next six years. (P) Proposed Program Type Estimated Time to Completion Existing Courses Required for Program New Courses Required for Program (Also list in the next table) New Program 10

11 New Program Select item Select item Select item Proposed Course Type Expected Semester of First Offer New course New course New course New course New course New course 11

12 Section III. Program Assessment In order to fulfill the College Mission, the college has developed four goals. These goals serve as the broad planning objectives through which all other college planning documents and departmental plans will be based. Together these goals provide a foundation for building a true agenda of student success. Goal 1: Increasing student success and academic excellence through student-centered instruction, student-centered support services, and dynamic technologies. a. The college has the following institutional set standards. In setting these standards, the college acknowledges that each program serves a unique population and provides curriculum that leads to varied anticipated outcomes. Please provide the program set standards for each of your programs of study/service. These standards indicate the level of success, below which would cause concern and indicate a need for programmatic improvement. The institution set standards may serve as a guideline in your discussions. Course-level standards of retention and success are important indicators of student success. Please indicate your standard for these indicators. ou may provide a break-down in any way you feel appropriate, such as setting standards for each discipline. The Office of Institutional Effectiveness is available to train faculty and staff on ways to use the new interactive datasystem to disaggregate in this manner. Course level standards by discipline (If you elect to set standards for separate courses within the same discipline, contact OIE about inserting an attachment.) Course standard College Standard College Goal Discipline(s) Discipline Standard Discipline Goal In-Course Retention 84% 90% Nursing 90.5% 95% 1 st yr In-Course Success 63% 70% Nursing 87.9% 100% 2 nd yr Program-level standards for completion exist for programs of study with degrees and/or certificates. For each degree and certificate, list the standard and target. Program Completion Standard Completion Target Nursing 99% 100% Licensure pass rate and employment rate standards should be provided for all appropriate CTE programs. The college is in the process of developing effective methods for tracking job placement. Until such time that college specific data is available, data from the Launch Board can be used. Program Licensure pass rate standard, if applicable Nursing 75% 85% Employment rate standard 12

13 b. Using the following link oiedata.elac.edu, evaluate your efforts to improve student achievement (retention, success, program completion). What plans have been put in place to improve these outcomes, since the completion of the Program Review Self-Evaluation? (D) More intensive work with students to enhance clinical skills, placing value on stanfardized testing, confidence building, faculty created viable remediation plans, student adherence to policies and procedures. Outside 3 day face to face NCLEX-RN review provided for students stressing content followed by Kaplan 4 day face to face NCLEX-RN review focusing on technique and content. Goal 2: Increasing equity in successful outcomes by analyzing gaps in student achievement and using this, to identify and implement effective models and programming to remedy these gaps. 1. Evaluate the success and retention rates by demographics oiedata.elac.edu. Please describe any follow-up discussions that have taken place regarding these retention and success rates. What efforts have been planned or have taken place to address any inequities, since the completion of the Program Review Self-Evaluation? (D) Nursing maintains a low attrition rate based on program definition of attrition. Any student that fails two nursing courses becomes a program failure and is unable to return to the program. Goal 3: Sustaining community-centered access, participation, and preparation that improves the college's presence in the community, maximizes access to higher education and provides outlets for artistic, civic, cultural, scientific and social expression as well as environmental awareness. 1. The college strives to reach non-traditional students. Each discipline may have a different nontraditional student base. Based on the following enrollment data, please describe any findings regarding your enrollment as compared to the college and/or community. Please describe what efforts have been planned or have taken place to increase access to your programs for these underrepresented groups, since the completion of the Program Review Self-Evaluation? (P) Nursing has no difficulty reaching non-traditional students for the selection process creates opportunities for entry into the program based on the lottery once all criteria has for selecrion has been met. A minimun GPA of 2.5 in the sciences (Anatomy, Physiology, & Microbiology), completion of prerequisities and a cut score on the TEAS 62%. 13

14 Goal 4: Ensuring institutional effectiveness and accountability through data-driven decision-making as well as evaluation and improvement of all college programs and governance structures. 1. Please share with us two or three success stories about the impacts of Course Learning Outcome practices on student learning and achievement within your department. Describe the practices which led to the success. 2. As an attachment, please include the 4-column, Program Learning Outcome report from TracDat for each Program of Study. If you have not completed an assessment for a Program of Study, please complete and include the Program Assessment Plan. The following tables will help you to identify the different components in the Program Learning Outcomes (PLOs), which is useful for connecting to CLOs in the program. PLOs will help you investigate problems students may encounter, and lead you to a meaningful assessment method that will stimulate dialog and change. Program Learning Outcome What aspects of the outcome are critical to measure? For each aspect, list the courses in which that aspect will be assessed. What do you hope to learn from the assessment of this outcome? What challenges or problems do you think you will uncover? Program Learning Outcome How will you directly assess student performance of this outcome? If Necessary, how will you indirectly assess student performance of this outcome? Who is responsible for what? Timeline for completion of assessment

15 Section IV. Program Plan Complete Table A by: a. Based on the data provided in the preceding questions, review your department or unit goals for the next six years and the programs involved. Additional goals may be added if necessary. b. Reporting progress on stated goals c. Stating the anticipated outcomes of the stated goals Department/Unit Goal Programs Involved Alignment with Education al Master Plan Objectives Alignment with Tech Master Plan Objectives Alignment with Facilities Master Plan Objectives Progress to date Anticipated Outcome of Department/ Unit Goal Additional Resources Required in ? Description of goal List of programs involved Goal 4: Dev Goal 2: Ens Goal 1: ComDescription of an previous or ongoing activities Description of anticipated improvements on measures Description of resources required to accomplish department goals Improve NCLEX- RN first time pass rates Goal 1: Ens Goal 1: Incr Goal 3: Dev Ensure student support Goal 1: Stre Goal 2: Ens Goal 1: Com None None None 1. Please describe what additional resources are required in order to meet your planning goals. 2 additional Full-time faculty for program continuity and delivery of content. Maintain budget allocation for Long term Psychiatric Nursing instructor. 15

16 Section V. Department Evaluation Rubrics The College seeks to continually improve its processes and enhance student achievement and institutional effectiveness. Below you will find two rubrics with descriptors of effectiveness standards for student learning outcomes and for program review and planning. Please complete the rubrics to indicate whether your department meets each standard. Be mindful that your responses will be validated by the Office of Institutional Effectiveness (OIE). Below each rubric, please provide a brief narrative on your department s level of implementation. 1. Please evaluate your department s effectiveness in Student Learning Outcomes. a. Complete the third column of the rubric by indicating whether your department meets the standard by inserting for yes and N for no in the third column. Student Learning Outcomes Rubric Levels of Implementation Awareness Development Proficiency Sustainable Continuous Quality Improvement Characteristics of Department Effectiveness in Student Learning Outcomes The department has defined outcomes for some courses and programs. The department has established authentic assessment strategies for assessing course and program learning outcomes. Department allocates appropriate time and resources to support student learning outcomes and assessment. Faculty and staff in your department are fully engaged in student learning outcome development. Student learning outcomes and authentic assessments are in place for all course and program learning outcomes, and all courses and programs have implemented assessments. Departmental decision-making includes a dialog on the assessment of course and program learning outcomes. The department completes comprehensive assessment reports that include planned improvement efforts. The department uses its resources and, when appropriate, requests budget augmentation to support improvements identified and planned through the student learning outcomes assessment process. Course and program learning outcomes are aligned with Institutional and General Education Learning Outcomes. Course and program learning outcomes and assessments are ongoing, systematic and used for continuous quality improvement. Dialog about student learning in ongoing, pervasive and robust. Student learning improvement is a visible priority in department goals and practices. Results of the learning outcomes assessment process are a fundamental data component in department program review and planning. /N To be completed by OIE. 16

17 c. Provide a brief narrative assessing your department s overall effectiveness on student learning outcomes (awareness, development, proficiency, or sustainable continuous quality improvement). 17

18 2. Please evaluate your department s effectiveness in Program Review and Planning. a. Complete the third column of the rubric by indicating whether your department meets the standard by inserting for yes and N for no in the third column. Program Review and Planning Rubric Levels of Implementation Awareness Developmental Proficiency Sustainable Continuous Quality Improvement Characteristics of Department Effectiveness in Program Review and Planning Department program review self-evaluation/annual update plan is completed in full and submitted on time. Department planning includes broad participation, use of quantitative and qualitative data, and alignment of department goals with college mission and strategic planning goals. The program review self-evaluation/annual update plan includes effective measures for evaluating progress in completing department goals, and desired outcomes reflect improvements in department effectiveness and student learning. Requested resources are thereby justified. The department effectively uses its resources to achieve its goals, support the College goals and support improvement. The department ensures that its goals, and measures toward completing those goals, are known throughout the department. The department assesses the progress toward meetings its planned goals and program review recommendations. The department planning effectively incorporates program review results into improvements in instruction and service delivery. Program review processes and department planning are ongoing, incorporating systematic evaluation, and used to continually refine and improve program practices resulting in improvements in student achievement and learning. Dialog about program effectiveness is ongoing, robust, and pervasive. Data and analysis are widely distributed and used throughout the department. Consistent and continuous commitment to improving student learning and educational effectiveness is a demonstrable priority in the department. /N N To be completed by OIE. b. Provide a brief narrative assessing your department s overall effectiveness on program review and planning (awareness, development, proficiency, or sustainable continuous quality improvement). 18

19 EAST LOS ANGELES COLLEGE For Academic ear USE A SEPARATE FORM FOR EACH POSITION REQUESTED If you are requesting more than one position in this discipline, prioritize each position by # 1 Hiring requests will only be considered when they are submitted by the department chair. For Counselor requests, please identify any additional Program Reviews that should be considered: Department: NURSING Discipline or Program: NURSING Replacement Is this a replacement request for a full-time position that has not been filled during the last five years? Name Date es No Name Date If yes, provide the name(s) and dates of separation. In addition to the information provided by OIE, please address the following questions. A. Staffing Hours /50 pts possible 1. Hours (30 points maximum) Do you currently have the standard hours to offer an additional full-time faculty during the spring and fall terms? ES In fall 2013, how many total hours were offered in this discipline? How many hours were taught/worked* by all regular/contract faculty? (Include ONL those hours that are necessary as part of their full-time load.) How many hours were taught/worked by all hourly faculty? (Include hours for hourly assignments taught/worked by full-time faculty) In spring 2014, how many total hours were offered in this discipline? How many hours were taught/worked by all regular/contract faculty? (Include ONL those hours that are necessary as part of their full-time load.) How many hours were taught/worked by all hourly faculty? (Include hours for hourly assignments taught/worked by full-time faculty) * worked applies to non-teaching counselor and librarian assignments List the faculty member, reassignment position, the reassignment (0.2,.04, 0.6) and the reassignment dates. Do not include positions that are permanently assigned to the department (ex: Department Chair, Department Centers) Example: John Smith, Curriculum Chair, 0.6, Fall 2012-Spring 2014; Michele Ramos, Senate President, 0.8, Fall 2013-Spring

20 2. Trends (20 points maximum) Please justify the replacement of the position or need for growth: a. For instructional departments, include enrollment trends and any factors that may increase or limit WSCH or enrollment. Hourly faculty currentlly teach standard hours per semester, which would certainly validate the need for 2 Full-Time facultyepacements. OR b. For non-instructional departments (Counseling and Library), include an assessment of faculty/student ratios and any other factors that may affect these ratios. B. Educational Program /50 pts possible Please reference your most recent Annual Update and Program Review Self-Evaluation (PRSE) to answer the following questions: 1. How does filling this position align with the Program Plan and/or recommendations of your department s PRSE? (25 points maximum) 2. In what ways will filling this position further departmental efforts to develop or enhance new or existing programs and/or curriculum in ways that cannot be done by current faculty? (25 points maximum) Oral Response (Optional): TBD Please be on time and note that no additional or updated paperwork will be accepted. Originator Department Chair Designated Dean s Signature For questions regarding the Program Review Self-Evaluation process, please contact Maribel Carbajal-Garcia at the Office of Institutional Effectiveness: (323) OR carbajm@elac.edu 20

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22 Perkins Funds Proposal Guidelines 1. Proposals will be assigned up to 85 points. Extra points may be given for interdepartmental proposals, proposals that are project related, and proposals that tie in with the non-credit basic skills program. 2. ou must complete the Program Improvement and Permissive Activities form and the Perkins Required Use table on the next pages. ou need to complete these forms for EACH TOP CODE you are submitting a proposal for. In the Perkins Required Use table you must identify activities your program/dept. is developing/implementing with or without Perkins funds. Activities may not necessarily relate to this funding request. However, all sections must be answered. If you are not able to identify an activity for each Required Use then your funding request(s) must address the required activity. 3. Handwritten proposals will not be accepted. Proposals must be submitted by Thursday, March 19 th, 2015 by 4:00 p.m. NO EXCEPTIONS. 4. There is no limit to the number of proposals that a department can submit. However, if you are on the proposal ranking committee, you cannot vote on proposal(s) that involves your department. Please rank your proposals collectively, staffing and projects, by department. If ranking is not identified correctly the committee will rank proposals for the department. 5. Proposals must include a budget summary reflecting the exact amount requested and an expected timeline for completion/implementation of the proposal. The person directing the project must be prepared to submit a completed purchase order with quotes if requesting equipment or supplies by or before Thursday, September 24, Include exact specifications: vendor, make, model, etc. Remember, if prices go down after the quote has been submitted, you will not be able to use the extra funds. These funds will be swept to the general pot for future use. 6. All questions on the application must be answered in the space provided. Failure to do so will result in automatic elimination. Be specific and clear in your responses. The committee will be judging your proposal solely on what they read % of funds for equipment must be spent or encumbered by January 30, 2016 that have not been spent or/encumbered by the deadline will be swept to the general pot for future use. 8. An electronic copy ( ) of the proposal and the cover page with the original signatures are due by Thursday, March 19, 2015 by 4:00 p.m. 9. AN QUESTIONS about the Perkins Proposal please contact Laureano Flores or Laura E. Ramirez ext

23 Perkins Proposal Program Improvement and Permissive Activities Form (10 points) Briefly describe program improvement issue(s) concerning this TOP code and include specific examples. (Limited to 2,000 characters, or approximately ½ page of text.) For sample narrative responses, click here. Briefly describe how the issue(s) will be addressed. (Limited to 2,000 characters, or approximately ½ page of text.) For sample narrative responses, click here. Below are the nine 135(b) Requirements for Uses of Funds. Programs receiving these funds must meet these requirements. Indicate with a check mark those requirements that the program currently meets (met). Any remaining unmet requirement(s) must be addressed with completed or ongoing activities by the time of submission of the final report by August 30, Note: If all nine required uses of funds have been met, funds may be used for the permissive activities specified in number 10. Indicate with a check mark which requirements have been met, below. Requirements for Uses of Funds MET UNMET 1. Strengthening the academic, and career and technical skills of students participating in CTE programs through the integration of academics with CTE programs. [ 135(b)(1)] 2. Link CTE at the secondary and the postsecondary levels, including by offering elements of not less than one program of study described in 122(c)(1)(A). [ 135(b)(2)] 3. Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences. [ 135(b)(3)] 4. Develop, improve, or expand the use of technology in CTE, which may include training to use technology, providing students with the skills needed to enter technology fields, and encouraging schools to collaborate with technology industries to offer internships and mentoring programs. [ 135(b)(4)] 5. Provide in-service and pre-service professional development programs to faculty, administrators, and career guidance and academic counselors involved in integrated CTE programs, on topics including effective integration of academics and CTE, effective teaching skills based on research, effective practices to improve parental and community involvement, effective use of scientifically based research and data to improve instruction. Professional development should also ensure that faculty and personnel stay current with all aspects of an industry; involve internship programs that provide relevant business experience; and train faculty in the effective use and application of technology. [ 135(b)(5)] 6. Develop and implement evaluations of the CTE programs carried out with Perkins funds, including an assessment of how the needs of special populations are being met. [ 135(b)(6)] 7. Initiate, improve, expand and modernize quality CTE programs, including relevant technology. [ 135(b)(7)] 8. Provide services and activities that are of sufficient size, scope and quality to be effective. [ 135(b)(8)] 9. Provide activities to prepare special populations, including single parents and displaced homemakers enrolled in CTE programs, for high-skill, high-wage or high-demand occupations that will lead to self-sufficiency. [ 135(b)(9)] FOR THOSE REQUIREMENT(S) LISTED ABOVE AS UNMET: Describe specific activity(ies) intended to address the unmet requirement(s). (Limited to 2,000 characters, or approximately ½ page of text.) For sample narrative responses, click here. 10. Permissive Uses Per Section 135(c) (check activities to be funded with CTE funds) 1. Involve parents, businesses, and labor organizations, in the design, implementation and evaluation of CTE programs. [ 135(c)(1)] 2. Provide career guidance and academic counseling for students participating in CTE programs, that improves graduation rates and provides information on postsecondary and career options, and provides assistance for postsecondary students and adults, [ 135(c)(2)] 23

24 3. Local education and business partnerships, including work-related experiences for students, adjunct faculty arrangements for qualified industry professionals and industry experience for teachers and faculty. [ 135(c)(3)] 4. Provide programs for special populations. [ 135(c)(4)] 5. Assisting career and technical student organizations. [ 135(c)(5)] 6. Mentoring and support services. [ 135(c)(6)] 7. Leasing, purchasing, upgrading or adapting equipment, including instructional aides and publications (including support for library resources) designed to strengthen and support academic and technical skill achievement. [ 135(c)(7)] 8. Teacher preparation programs that address the integration of academic and CTE and that assist individuals who are interested in becoming CTE faculty, including individuals with experience in business and industry. [ 135(c)(8)] 9. Developing and expanding postsecondary program offerings at times and in formats that are accessible for all students, including through the use of distance education. [ 135(c)(9)] 10. Developing initiatives that facilitate the transition of sub-baccalaureate CTE students into baccalaureate degree programs, including articulation agreements, dual enrollment programs, academic and financial aid counseling and other initiatives to overcome barriers and encourage enrollment and completion. [ 135(c)(10)] 11. Providing activities to support entrepreneurship education and training. [ 135(c)(11)] 12. Improving or developing new CTE courses, including the development of programs of study for consideration by the state and courses that prepare individuals academically and technically for high-skill, high-wage or high-demand occupations and dual or concurrent enrollment opportunities. [ 135(c)(12)] 13. Developing and supporting small, personalized career-themed learning communities. [ 135(c)(13)] 14. Providing support for family and consumer sciences programs. [ 135(c)(14)] 15. Providing CTE programs for adults and school dropouts to complete secondary education or dropouts to complete secondary education or upgrade technical skills. [ 135(c)(15)] 16. Providing assistance to individuals who have participated in services and activities under this Act in continuing their education or training or finding an appropriate job. [ 135(c)(16)] 17. Supporting training and activities (such as mentoring and outreach) in nontraditional fields. [ 135(c)(17)] 18. Providing support for training programs in automotive technologies. [ 135(c)(18)] 19. Pooling a portion of such funds with a portion of funds available to other recipients for innovative initiatives. [ 135(c)(19)] 20. Supporting other CTE activities consistent with the purposes of the Act. [ 135(c)(20)] Check all types of activities to be funded with Perkins Funds: [ ] Professional Dev. (including stipends) [ ] Instructional Equipment Purchase/Replacement [ ] Facility Rental/Lease (off-campus location) [ ] Curriculum Development [ ] Program Marketing and Outreach [ ] Other (specify) Check one: UNMET REQUIREMENTS WILL BE ADDRESSED: [ ] Entirely with Perkins Funds [ ] Entirely with Other Funding Sources [ ] Using Both Perkins and Other Funding Sources [ ] Instructional Materials Purchase/Replacement (including software) [ ] Project Administration [ ] Programs/Services for Special Populations [ ] Consultants or Other Contracted Services 24