Diablo Valley College 321 Golf Club Road Pleasant Hill, CA 94523

AGENDA – RESEARCH, PLANNING AND EVALUATION COMMITTEE (RPEC)

MEETING INFORMATION COMMITTEE CHARGE:

The Research, Planning and Evaluation Committee operates under the rules of the UBrown Act.U This committee is charged with the task of making planning meaningful to the college community by ensuring that all college wide plans adhere to and support the mission, values and strategic plan of the college. These plans will be designed to effectively support student learning and success. College wide plans will contain the appropriate components to drive decision-making processes.

DATE: 3/11/20 LOCATION: PCR

TIME: 2:30 – 4:30 P.M. MEETING TYPE: Governance

CO-CHAIRS: Gabe Harven, Becky Opsata, Rene’ Sporer NOTETAKER: Kisha Lee

COMMITTEE MEMBERS:

Mark Akiyama, Daniel Catterson, Florence Espiritu, Gabe Harven, Heidi Gentry-Kolen, Becky Opsata, René Sporer, Emily Stone, Michael Winailan

MEETING DATES:

Fall 2019: S9/11; 9/25; 10/09;10/23S; S11/13S; S12/11 Spring 2020: S2/12S; S2/26S; 3/11; 3/25; 4/08; 4/22; 5/13

PRESENTERS & INVITED GUESTS:

Percy Roper RELATED DOCUMENTS:

• Posted on RPEC webpage

UPREPARATION FOR MEETING:U Please Read: Related documents listed above.

U AGENDA ITEMSU:

TOPIC

DESIRED OUTCOME

PRESENTER

TIME ALLOTTED

1. Introductions and Call to Order René Sporer 1 min. 2:30 – 2:31 2. Agenda Review and Approval Approval/ Action ALL 2 min. 2:31 – 2:33 3 Minutes Review and Approval Approval/ Action ALL 5 min. 2:33 – 2:38

4. Public Comment (limited to 3 minutes) Discussion ALL 2 min. 2:38 – 2:40

5. External Research Request Discussion ALL 10 min. 2:40 – 2:50 5. Application for RP Conference Discussion/Possible Action ALL 10 min. 2:50 – 3:00 6. Data Glossary Discussion ALL 30 min. 3:00 – 3:30 7. Technology Master Plan Discussion Percy Roper 30 min. 3:30 – 4:00 8. Research Planning Discussion ALL 30 min. 4:00 – 5:00 10. Adjournment ALL 4:30

Diablo Valley College 321 Golf Club Road Pleasant Hill, CA 94523

NOTES – RESEARCH, PLANNING AND EVALUATION COMMITTEE (RPEC)

MEETING INFORMATION COMMITTEE CHARGE:

The Research, Planning and Evaluation Committee operates under the rules of the UBrown Act.U This committee is charged with the task of making planning meaningful to the college community by ensuring that all college wide plans adhere to and support the mission, values and strategic plan of the college. These plans will be designed to effectively support student learning and success. College wide plans will contain the appropriate components to drive decision-making processes.

DATE: 2/26/20 LOCATION: PCR

TIME: 2:30 – 4:30 P.M. MEETING TYPE: Governance

CO-CHAIRS: Gabe Harven, Becky Opsata, René Sporer NOTETAKER: Kisha Lee

COMMITTEE MEMBERS PRESENT:

Daniel Catterson, Florence Espiritu, Heidi Gentry-Kolen, Gabe Harven, Becky Opsata, René Sporer, Emily Stone

MEETING DATES:

Fall 2019: S9/11; 9/25; 10/09;10/23S; S11/13S; S11/27; 12/11 Spring 2020: S2/12S; 2/26; 3/11; 3/25; 4/08; 4/22; 5/13

Presenters and other invited guests:

Catherine Franco, Kris Koblik, Jessica Martin, Rick Robison,

Members Absent: Mark Akiyama, Chi Lo RELATED DOCUMENTS:

• Posted on RPEC webpage

UMeeting called to order at 2:35p

TOPIC

DESIRED OUTCOME

PRESENTER

DISCUSSION

1. Introductions and Call to Order

Gabe Harven Introductions were made.

2. Agenda Review and Approval

Approval/ Action ALL 2/26/20 Agenda Reviewed and Approved with the following agenda item added:

• CCSSE Data Used in the Classroom Vote: Approve 2/26/20 Agenda Moved: Opsata Seconded: Sporer All in Favor

3 Minutes Review and Approval

Approval/ Action ALL 2/12/20 Minutes Reviewed and Approved Vote: Approve 2/12/20 Minutes Moved: Catterson Seconded: Opsata All in Favor; with one abstention (Florence Espiritu)

4. Public Comment (limited to 3 minutes)

Discussion ALL The following introductions were made: Catherine Franco, Director of Workforce Development and Career Education; and Rick Robison, Dean of Library, Educational Technology, and Learning Support.

5. CCSSE Data Used in the Classroom

Discussion Daniel Catterson Daniel plans to use CCSSE data in the classroom as an educational tool. All identifying variables will be removed so that surveying students cannot be identified.

5. Finalize CCSSE and ILO Report

Discussion/Action ALL Committee members provided feedback on the CCSSE and ILO report. Vote: Approve and finalize CCSSE and ILO report Moved: Sporer Seconded: Harven All in Favor

6. Workforce Development Plan

Discussion Catherine Franco Catherine presented two documents: 1. Workforce Development 5 year implementation

grid (spreadsheet). 2. WFD Master Plan (narrative).

She asked for feedback on goals, outcomes, and overall plan structure. The implementation grid will be updated annually as a progress report. Among recommendations are the following: For goals that require 100% participation, indicate that the 100% goals are funding mandates. Include a starting point to show that WFD is making progress. Include measurable goals on an annual basis. Workforce Development is going to become more districtwide so that the infrastructure is the same. (i.e. applications, deadlines, criteria, etc.) The WFD Master Plan will be vetted by several bodies, including Academic Senate and College Council.

7. Professional Development Plan

Discussion Rick Robison Rick presented the Professional Development Plan Closure Report and announced that DVC will be using Cornerstone, which is professional development software. The software will deliver workshops using a calendar, allow participants to register for trainings, print rosters, access transcripts and evaluations, deliver attendance reports, etc. A faculty showcase will be held in April. Trainings on CPR/AED will be provided. Professional Development committee wants to continue to offer trainings that are in line with the Education Master Plan and continue to infuse anti-racist trainings. The committee is interested in the continued implementation of RJTF recommendations. Measuring success of trainings is a challenge. PD survey questions will be brought back to RPEC for review.

8. NACC Lesson Planning

Discussion/ Possible Action

All Daniel will speak to Lynn Huang about her interest in taking the lead on NACC lesson planning.

9. Student Success Conference Plan

Discussion ALL March 12 is the deadline to register for the Student Success Conference. RPEC members would like to present CCSSE data and report how the data was used. Daniel will take the lead on this.

10. Adjournment ALL 4:30p

** Email from External Sender **

Thank you for submitting your research request. We will get back to you as soon as possible. In the meantime, if you have questions, please contact Becky Opsata, Dean of Institutional Effectiveness and Accreditation at Diablo Valley College. Email: 36TUbopsata@dvc.eduU36T

DVC Research Request - External Today's Date 43T*43T

Wednesday, February 19, 2020

Your Full Name 43T*43T

23TThomas20T23T 16T20THassett16T

Email 43T*43T 36Tsexualmisconductresearch@jmu.edu36T

Affiliation 43T*43T

James Madison University

Phone Number 43T*43T

47T(703) 973-498847T

1. What is/are your research question(s)? What would you like to know? 43T*43T

At what rate do United States postsecondary music students experience various sexually harassing behaviors? What themes, knowledges, and understandings can be drawn from the experiences with sexual misconduct of these students?

2. Describe your methodology for this research. 43T*43T

1. Upon JMU IRB approval, the IRBs or research compliance departments of a stratified random sample of 372 U.S.

postsecondary institutions that offer degrees in music will be contacted seeking supporting institution approval. This sample

size was reached by dividing the total number of institutions in each state/territory by four, rounding to the nearest integer,

and summing all states/territories. A random number generator was used to assign a number to institutions in each state, and

the sample order in each state was determined by reordering institutions by assigned number.

2. As each approval is granted, institutions’ music academic unit heads will be contacted to request that they forward a

recruitment message and post a recruitment flyer.

3. Should approval be denied at an institution, or should an institution not respond within a reasonable timeframe, the next

institution in the sample order of that state/territory will be contacted. If all institutions in a state/territory have been contacted

and the sample subset size is still not reached, an institution will be randomly selected from the total sample of all U.S.

institutions not yet contacted.

4. Data collection will begin. Participants will be asked about their complete experience of sexual misconduct, including that

perpetrated by peers, faculty, and/or others. Participants who indicate at the end of the survey that they are interested in

learning more about follow-up procedures (test-retest measures and anonymous interviews) will be shown a link to a

document with information about each measure and how to initiate them. If they select that they are interested in learning

more about interviews, they will be prompted to answer three security questions. These security questions will connect survey

responses to interview responses, if participants decide they want to participate in an interview and are selected.

5. If participants decide they want to participate in additional research measures, they will be able to contact us anonymously

through Telegram, an end-to-end encrypted messaging application. We will then select a sample of those that contact us to

take the survey again and/or participate in an interview. Selection for interviews will be based on the data participants provide

in the survey.

6. Potential participants in follow-up interviews will be selected via quota sampling (Beins & McCarthy, 2018) to access

those who are most likely to provide meaningful data.

7. Selected participants for test-retest measures will be given a link to an identical survey to complete.

8. Selected participants for interviews will be notified of their selection and interviews will be scheduled. Interviews will be

conducted by Mary Binder and Thomas Hassett. Employing interview procedures seeks to provide richer qualitative data than

the single free response item in the survey. This decision is based on the experience of the principal investigator (Mr.

Hassett), who found in his previous study of Virginia students that participants did not provide data with the desired depth

and quality. Since participants can complete the survey without any requirement of follow-up procedures, the interview

should not inhibit the subjects from sharing their experiences in the survey.

9. Following each interview, Mary Binder and Thomas Hassett will de-identify the data. Interviewers will ask participants not

to provide identifying data, but participants may do so anyway.

10. AUHs will be contacted to request that they forward a reminder recruitment message at an interval of approximately 2

weeks.

11. Researchers will analyze data.

12. Study report will be written.

3. Who will be the participants of your research? 43T*43T

Participants must be pursuing postsecondary degrees in music at a United States postsecondary institution.

4. How will you get the

The landing page for the study survey will be the informed consent form. Participants will not be able to complete the survey without selecting "I consent to participate." Informed consent for follow-up interviews will

informed consent of your particpants? 43T*43T

be obtained using a paper form sent to the researchers by participants using the encrypted messaging service Telegram (36Thttps://www.telegram.org36T).

5. How do you plan to recruit participants? 43T*43T

Existing demographic data from the National Center for Education Statistics about US institutions that offer postsecondary degrees in music were used to determine which schools to contact for participant recruitment. Music AUHs in the target institutions will be contacted requesting that they forward a recruitment message to the target population and post a recruitment flyer in conspicuous locations at their institution. These contacts will be made by the investigators using email.

6. Do you plan to use any incentives to encourage participation? 43T*43T

No

7. How will you de-identify the students in your reporting to ensure student confidentiality? 43T*43T

All identifiable survey data provided by participants against instruction will remain in the encrypted Qualtrics system behind

the JMU firewall, and will be de-identified before being downloaded to a shared JMU OneDrive folder only accessible by the

researchers, and to offline storage, for analysis. All survey data inside the Qualtrics system will then be destroyed. Interview

transcripts will be copied from Telegram into an offline Word document, which will be de-identified and then uploaded as a

PDF into a shared JMU OneDrive folder only accessible by the researchers before being destroyed. De-identified data will be

retained in a shared JMU OneDrive folder only accessible by the researchers until study publication, when they will be

destroyed.

8. We have students who are under 18 years of age. What is your plan for removing under-aged students from participat

All participants must confirm they are 18 years of age or older in order to participate in the survey. If they do not, the survey software will remove them from the system.

ion in the survey? 43T*43T

9. What precautions will you take for the treatment of other vulnerable populations who could be adversely impacted by participation in the project? 43T*43T

Other than the confidentiality measures in place as described in #7, no name of an institution in the context of this study will be released in any way to anyone.

10. What are the potential outcomes for participants in this project? What are the benefits and risks? 43T*43T

There are no known physical risks associated with the procedures involved in this study. It is possible that in the course of

thinking about and completing a survey on a sensitive topic that subjects could experience psychological or social effects

such as depression, anxiety, isolation, and/or embarrassment by participating in this study and completing the survey.

Subjects could be uncomfortable thinking about or discussing in the survey traumatic experiences they’ve had, and they could

feel embarrassed among peers or others about having such experiences. In the same way that subjects could feel increased

depression or anxiety as a result of participating in this study, they could also feel relief or closure from describing their

experiences in written form or from sharing their experiences with an

investigator (particularly because this is an anonymous context in which participants would not fear retribution from reporting

their experiences). By studying trends among students who may experience sexual misconduct, we are building knowledge to

contribute to music higher education, and society more generally, to inform strategies that might be more or less effective in

reducing the

incidence of this behavior. Additionally, it is possible that victims may not feel comfortable reporting such incidents through

a formal route like a Title IX or Equal Opportunity office, but participating in this study provides another route for potential

subjects to make their voice heard on these important issues.

11. Will this information be

No

used for a commercial endeavor? 43T*43T

12. Has your research been approved by an Institutional Review Board at another institution? (If yes, please upload your IRB approval from your home institution).

Yes

Attach a File

17Tjamesmadison_irbapproval.pdf17T36T 18T36T114.47 KB18T36T · 19T36TPDF19T

13. How will you safely store the data you acquire? 43T*43T

Data storage and procedures to maintain confidentiality are detailed in #7.

NOTICE OF APPROVAL FOR HUMAN RESEARCH

DATE: January 24, 2020 TO: Thomas Hassett, N/A, School of Music

FROM: Taimi Castle, Professor, IRB Panel PROTOCOL TITLE: Sexual Misconduct in United States Postsecondary Music Units FUNDING SOURCE: NONE PROTOCOL NUMBER: 20-1300 APPROVAL PERIOD: Approval Date: January 24, 2020 Expiration Date: January 23, 2021

The Institutional Review Board (IRB) for the protection of human subjects has reviewed the protocol entitled, "Sexual Misconduct in United States Postsecondary Music Units," under 45 CFR 46.110 Expedited Category 6, 7. The project has been approved for the procedures and subjects described in the protocol.

If your study requires any changes, the proposed modifications will need to be submitted in the form of an amendment request to the IRB. Any changes require approval before they can be implemented as part of your study. If there are any adverse events and/or any unanticipated problems during your study, you must notify the IRB within 24 hours of the event or problem.

This approval is issued under James Madison University's Federal Wide Assurance 00007339 with the Office for Human Research Protections (OHRP). If you have any questions regarding your obligations under the IRB's Assurance, please do not hesitate to contact ORI.

Please direct any questions about the IRB's actions on this project to the IRB Chair:

0

B

Dr. Taimi Castle castletl@jmu.edu (540

) 568-5929

Taimi Castle

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 2020 Strengthening Student Success Conference

Call for Proposals

Thank you for taking the time to submit a proposal to present at the 2020 Strengthening Student Success Conference. We look forward to reading your work.

Helpful Hints

• For questions that you intend to return to but which require answers to allow you to proceed, please write "draft" in the answer field. Required questions are noted with an asterisk.

• If you wish to save and come back to your proposal later, click the "save and resume" button. A link will be sent to you by email. You MUST use this link in order to return to your partially completed form.

• If you would like to start a new proposal you can do so at any time using the original link.

• After you submit your proposal, you will receive a confirmation email with a copy of your application.

• You will have the opportunity to have your proposal reviewed in two strands. Because so much of the important work is interconnected, and because so much of the work is about making connections, we recognize that many strong proposals don’t fall into only one area. For example, work on developing institutional change may be part of Advancing Equitable Institutional Transformation and also Working at Scale: Strategic and Integrated Planning. Or, an exploration of a change in course content and pedagogy in a co-requisite English or math class may be part of Foster Equitable Placement, Support, and Completion and Ensuring Learning in the Classroom and Beyond.

• Because participants come with varied experiences and different questions, we have again included a question about the audience; is this work for educators who are interested in finding out about the topic or approach? Or is this for colleagues who have engaged in similar work and want to join you in a deeper discussion?

• Consider the Open Format strand for conversations, questions, brainstorming sessions or book discussions. Rather than preparing a presentation, this format will be an opportunity for open dialogue. You can start with a topic, a question, or a dilemma and invite colleagues to join you in thinking about it. When you choose Open Format, you will be directed to different questions and you won't have the opportunity to name a second strand.

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• If you have any questions about the proposal form or submission process, please email them to Lila Tavelli (mailto:ltavelli@rpgroup.org?subject=2020%20Strengthening%20Student%20Success%20Conference%20Call%20for%20Proposals).

* The deadline to submit a proposal is 11:59 pm on Thursday, March 12,

2020. Fill out the online form below.

 2020 Strengthening Student Success Conference

Call for Proposals Form

Title of Presentation*

Please prepare a description of your session (no more than 125 words). This will be included

in the conference program.*

Please select the strand that best applies to your session topic:*

--select an item--

If there is a secondary strand that applies to your session topic, please indicate it here:

--select an item--

Please choose the session format that best fits your proposed session.*

60-minute Session

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THIS WILL BE PUT IN THE CANVAS PAGE AND WE ALL CAN EDIT IT OVER THE YEAR

DVC Data coaching terms DEFINITIONSTimes and Terms

Academic YearThree consecutive terms starting in summer and progressing to fall and finishing in spring

Census dateDate used to count the enrollment number reported to the state. A few weeks into a term.

Cyber Session Our December-January online termEnd of term (EOT) Last day of term

Intersession Term sometimes used to describe the first 3 week term of summer, although it is not a term in our literature

Start of term (SOT) First day of termSummer Session We offer 3, 6, and 9 week classes

Degrees and Curriculum

Career education (CE)New term for CTE, special designation of some programs as career ed

CE sectorRefers to the clusters that represent common career and technical education program groupings. The CO defines 12 sectors. Examples: health, public safety, global trade

Certificate of accomplishment"Local" certificates that are not approved by the Chancellor's Office. Often low unit certificates.

Certificate of achievement Approved by the Chancellor's Office.

CIP CodeClassification of Instructional Programs. A federal classification system used to classify programs. Same 6 digit structure as SOC but different numbers.

CourseAn organized pattern of instruction on a specified subject offered by the college. Identified by a subject title and course number; for example ADS-102.

Degree - AA and AS DVC created degrees - called "local degrees"

Degree - ADT (AS-T and AA-T)Associate Degress for Transfer. Upon completion, students are "guaranteed" a spot in a CSU.

Degree Program A course of study leading to an academic degree.

DepartmentA division of the college that offers instruction in a particular branch of study, or an office that provides student services or administrative support

Labor market gap Sector where there are more jobs open than people who want them. An opportunity for growing our programs.

Perkins core indicators

Shows employment trends by program. Found on Chancellor's Office webiste. https://www.cccco.edu/About-Us/Chancellors-Office/Divisions/Workforce-and-Economic-Development/Career-Education-Practices/Perkins-IV/Core-Indicators

Section An offering of a course

SOC Code Standard Occupational Code. A federal coding system used to group workers into occupational categories.

TOP Code

Taxonomy of Program. A CA community college coding system that classifies types of courses and programs. Example: 1305.40. "Two digit TOP" is the first 2 digits which are the broad program of study. "For digit TOP" is first four which is program of study. "Six digit TOP" is specialization. 13 = family sciences. 05 = child develepment/ECE. 40 = preschool children.

Transfer preparedStudents who completed 60 CU/CSU transferrable units at or above a 2.0

Data terms

Weekly student contact hours (WSCH)

The number of hours per week a class is regularly scheduled to meet multiplied by the number of students actively enrolled in the course.

CapAn enrollment limit beyond which districts do not receive funds for additional students

Cohort

A set of students established for comparisons or tracking purposes. A cohort might be all new students in a fall who declare transfer as a goal. It might be a set of Umoja students.

Completions and completerCourse completion = Receive A/B/C/Pass at end of term. Completer in CE lingo means completed a degree, certificate, or even a credit

Course cap/course maxNegotiated with the UF union for all classes. The most students that are enrolled in a class, without the faculty expressly adding them

Efficiency The cost of the production of FTES -

Enrollment - duplicated headcountEach student is counted for each class they are in - one student taking 3 classes = 3 duplicated. Sometimes called "enrollment"

Enrollment status The designation of full-time or part-time.

Equity gapAchievement gap in performance between groups of students

Fill rateThe number of students divided by the capacity of the room. Enrolled students/class max. Or percentage of seats filled up at the college/total seats available

FTEF – full time equivalent faculty A full time faculty teaching a complete load = 1

FTES – full time equivalent students

525 hours of student instruction = one FTES. FTES is derived by considering that one student could be enrolled in courses for 3 hours a day, 5 days a week, for an academic year of 35 weeks (3 X 5 X 35). So, a total of 525 hours is ONE FTES. State goals and funding established based on this enrollment metric. Goals used for budgeting and schedule planning.

FTES/FTEFNumber of full time equivalent students per a full time faculty. Measures how efficient a class is (more students per faculty is more efficient)

Headcount - unduplicated Each student is counted once, no matter how many classes they are in

LoadRepresents the ratio between the faculty's hours of instruction per week and the weekly hours of enrolled students in his/her section. A 1.0 load could be comprised of 5 classes at 3 units each that adds up to 1.0.

MilestonesArbitrarily created points of measurement - we often speak of 15 units, 30 units, 45 units as being key milestones to completion

Persistence (Retention) See retention

Productivity

At DVC we usually mean WSCH/FTEF (productivity load) and the state has a "productivity standard" from that ratio - but generally, "productivity measures provide information on the actual number of enrollments or total FTES produced, where efficiency measure the cost of the production of FTES. Productivity measures include enrollment, headcount, FTES, WSCH. Efficienty measures include FTES/FTEF ration,yeild of FTES/Sections, load of WSCF/FTEF, fill rates." (IEPI data tools research management guide spring 2018).

Retention (class level)How many students start a class, finish it and receive a vaild grade.

Retention (Persistence)Term to term "retention" or persistence - "annual persistence". Both are used in different contexts, have to be careful.

Retnetion RatePercentage of students who do not withdraw from class and who receive a valid grade

Selection bias Occurs when a sample is not representative of the larger population

Skills builder

Students who are maintaining and adding to skillsets required for ongoing employment and career advancement. Skills-builder meet all of the following criteria:

Took one or more credit non-introductory career and technical education (CTE) course in a specified TOP codePassed all CTE courses enrolled (with C or better)

Did not earn a certificate or degree in the selected yearDid not enroll in any community college or four-year institution in the subsequent year

Success RatePercentage of students who receive a passing/satisfactory grade.

Transfer directed Enrolled in any transfer level math or English.

Transfer prepared Completed 60 units with a 2.0 or better gpa. May not have completed transfer level math or English yet.

Transfer readyCompleted 60 units with a 2.0 or better gpa. Completed both transfer level math and English. Includes those prepared and directed.

WSCH/FTEFFor each course, the actual number of student contact hours, divided by full time faculty load

DVC Terms

Meta-major (interest area)Majors grouped into 5 general areas. See chart in packet

Department Based on subject aresDivision Collection of departments

ProgramUsually is a department, but other things are called programs as well. Puente. Distance Education. We define it pretty much as anyone who does a program review.

Last saved: 3/6/2020 4:03:00 PM

TECHNOLOGY MASTER PLAN 2020-2025

Introduction The Diablo Valley College Technology Master Plan guides the direction, focus, alignment, initiatives, and investments of the Information Technology and Services Department and Instructional Technology to achieve the mission of Diablo Valley College. This plan aligns with the College-wide Educational Master Plan (EMP) to advance the goals and values expressed in the EMP. The Technology Master Plan intends to articulate and further the mission, vision, and direction of the College to achieve student success, operational excellence, and innovation. This Technology Master Plan provides a roadmap for technology-related decision making and initiatives at Diablo Valley College for the next 5 years. It takes into consideration current and projected academic and administrative technology needs. DVC IT vs. District IT Responsibilities The DVC Information Technology and Services department collaborates with District IT to develop and implement policies and procedures for the use and management of information technologies for student learning and institutional effectiveness. District IT is responsible for Districtwide administrative systems (Student, HR, Payroll, Finance, etc.), network infrastructure and interconnectivity, and system security. The DVC Technology Master Plan delineates goals and objectives based on the responsibilities outlined below:

DVC IT Districtwide (DW) IT Functional Area Responsible for... Responsible for...

Network Support

College domain and stand-alone servers Network authentication (single sign-on) Network applications Consultations for network installations Network services (DHCP, DNS, Printing, etc.) Wireless network

College LAN and WAN VLANS and network services POS system

Student/Employee Support

PC support to employees Cloud-based Microsoft 365 (email, apps, storage, calendaring)

PC replacements for student computer labs and FT employees

Student/employee web portal (InSite) - registration, grades, financial aid, HR, etc.

Help Desk services for employees Police Services Report System Computer lab technical support Keyless entry server Help Desk service and software

DW System Support

Document imaging system Enterprise Resource Management (ERP) - Student, Payroll, HR, Finance Data warehouse and decision support tools Telephone system Telephony emergency broadcast system

Internet/Intranet College internet site

Last saved: 3/6/2020 4:03:00 PM

College web applications

Security

College desktop and laptop computers, servers, and college-specific apps

Firewalls and servers

VLAN configuration VPN services

Destroy data on disk drives before E-waste Desktop security via account management

PCI security scan DW license for anti-virus software Surveillance equipment infrastructure

Equipment and Media Services

AV equipment Smart classroom operations, maintenance, and installations Audio studio Television studio

Instructional Technology and Distance Education

Drop-in, email, and emergency support for faculty

Network infrastructure for distance education (authentication-single sign-on, enrollment data)

Consult with Canvas 24/7 support

Software for distance education (LMS Canvas, online tutoring, student evaluations, Office 365, Starfish, Cranium Café, and more)

Flex activities and technology Workshops for employees

Online instructor training and certification (LMS and pedagogy)

Accessibility support with DSS Staff Development Lab Testing and vetting online and classroom software/hardware

College Governance, Information Technology and Services (IT&S) department, and the Information & Instructional Technology Committee (IITC) At the College-level, the mission of IT&S department is:

To provide leadership and guidance, service and support, educational and technical expertise required to establish and maintain information technology systems for the college community in accordance with the values, vision, mission and goals of DVC.

The advisory body for the IT&S department is the Information and Instructional Technology Committee (IITC). The IITC reports to DVC’s College Council. The IITC was re-envisioned in 2015 and its name changed to include an increased emphasis upon instructional technology. College Council approved IITC’s expanded charge and mission statement, which reads:

Diablo Valley College integrates technology planning with college planning through its institutional planning model and shared governance committees. The IITC disseminate information to the campus community; empower students, faculty, and staff through the deployment and availability of technology resources; consider the concepts of planning and building physical, learning and work environments so that they are usable by a wide range of people, regardless of age, size or disability status (universal access and design); reviews/approve

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college technology and provide direction for technology that advances and supports our strategic plans.

The integrated relationship of District IT, the DVC IT&S department, the IITC, and College Council is essential to understanding the goals and objectives of this plan. Strategic Alignment with the Educational Master Plan The Technology Master Plan aligns with the Educational Master Plan to provide a high-level, long-term framework in order to promote equitable student success, operational excellence, college transformation, and community engagement. By focusing on technologies and services that help DVC achieve the structural and cultural conditions it seeks, technology planning will then influence the four stages of the student experience, promote increased desirable college outcomes, and impact long-term community outcomes.

Through technology DVC’s goal is to maintain a high level of support; use resources efficiently; enhance accountability; maintain open communication with all users; and provide innovation and planning. Finally, the IITC will review current trends and changes in information technology and education and then will make any necessary recommendations for modifications or additions to the activities listed under each of the goals. The IITC will evaluate the Technology Master Plan in its entirety towards the end of the 5-year cycle. Using survey data and other qualitative assessments, the IITC will evaluate progress and currency of all planning elements and make recommendations for plan revisions if necessary. Technology Defined and Scope of Plan Technology is a broad subject that applies to many aspects of teaching, learning, research, communication, and operations at DVC. Technologies are typically categorized as instruction or information. The former is associated with teaching and learning (academic) and the latter is associated with communication and operations (administrative).

Commented [SL1]: typo? direction

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Information technologies typically include computers, servers, printers, networks, storage devices, video projectors, and many more. Most technologies are used for both academic and administrative purposes, so it is necessary for the Technology Master Plan to address information and instructional technologies. The Technology Master Plan does not address industry or discipline specific technologies. Many programs at DVC require specialized technologies and consult with external advisory councils to ensure that appropriate technologies are used and taught. Program review is the process by which these specialized technologies are allocated and supported. The Technology Master Plan is focused on technologies that have a broad application across the college not specialized technologies. However, this plan addresses how specialized technologies will be integrated within the technology infrastructure and technology support. Current Technology Assets and Status at DVC This plan builds upon this current list of technologies at the College. Each technology functional area and status is listed below:

Technology Asset Primary Functional Area

Environmental Scan area Timeframe Status at DVC

Virtual Desktop Infrastructure (VDI)

All College Operations

Infrastructure – Operational/

Functional 1-2 years Pilot Implementation

Jan 2021

Starfish Student Services Predictive Analytics Ongoing Early adopters

Career Coach Workforce Development Career software Current Ongoing usage

CVC-OEI Finish Faster Catalog Instructional Faculty Cross-enrollment

(Quotley & Excel) 1-2 years In pilot phase via CCC Chancellor’s Office

Badging software Instructional Faculty Digital credentialing technologies 1-2 years Exploration/ Vendor

demos

Portfolio software Instructional Faculty

Student cross-life cycle constituent

relationship management

2-3 years Exploration/ Vendor demos

Relationship Management software Student Services

Student cross-life cycle constituent

relationship management

Exploratory Research products and vendor demos

Proctorio Instructional Faculty Next-Generation Security 1-2 years Pilot phase / CVC-OEI

negotiated product

Projectors/ Cameras/ presentation – Zoom |

LiteShow

Instructional Faculty and Administration

Wireless presentation technologies

Ongoing All employees

Commented [KK2]: should Cornerstone be part of this list somewhere?

Commented [KK3R2]: also - should NetTutor be part of this list?

Commented [KK4R2]: also - we talk about OER/ZTC in plan - should we add some language about OER to this list since we are exploring these technology platforms in ZTC quest - Canvas Commons/LibreText/OpenStax?

Commented [KK5]: we are actually currently in early adopter/implementation phase of Folio - new student e-portfolio tool embedded within Canvas - (still potentially exploring capabilities beyond this free tool, but that likely falls more into the badging conversation/demos in prior entry)

Commented [KK6]: is this DVC Sync? Or is that technology referenced part of oversight by this committee?

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Discipline-specific technologies Instructional Faculty Advancing cultures

of innovation Ongoing Instructional faculty

EvaluationKit Instructional Faculty Infrastructure Ongoing Faculty evaluations for online sections only

Tableau Administration and Instructional Faculty

Growing focus on measuring learning In place

Ongoing validation of data; Ongoing training

for users

25Live All College Operations

Room Scheduling and Inventory In place User training

Cranium Café Student Services Online Counseling Ongoing Early adopters

OneDrive and SharePoint

All College Operations Infrastructure In place Need increased user

training and adoption

District-wide

Single Sign-on All District Operations Security Ongoing District

Implementation

Wifi upgrade All District and College Operations Infrastructure 2-3 years District Plan – funding

source required

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UGoals and ObjectivesU Goal: Increase Equity and Access A major goal in the Educational Master Plan is to reduce the equity gaps that affect traditionally underrepresented student groups. Access to courses and quality educational facilities is part of the strategy to close equity gaps. Technology and training are key to helping DVC achieve these goals.

UObjectives

• Improve Accessibility for all classes and online content – Requires ongoing training of all employees including adoption of workflow practices and technologies, such as Adobe Pro, to comply with ADA and Section 508. Long term, an adoption of Universal Design for Learning (UDL) principles will benefit student success.

• Move towards 100% faculty adoption of the Canvas Learning Management

System – Student require access to learning content, assignments, and grades online 24/7. Continued adoption by DVC faculty is necessary.

• Increase courses using Open Educational Resources (OERs) – OERs mitigate cost

barriers for students and promote use and adoption of learning materials. Increasing ZTC courses is a statewide goal.

• Implement Classroom Design Standards – IT&S must assure the implementation

of the Classroom Design Standards as new buildings are constructed.

Goal: Enhance DVC Student Experience in all four stages The EMP identifies 4 stages of the student experience: Connection, Entry, Through, and Out. Technology impacts every one of these stages and can work to improve each stage.

UObjectives Promote Connection - Potential students will be knowledgeable about and engaged with opportunities at DVC, find it easy to access the information they need about the college, and see themselves as DVC students. Technologies that engage and outreach to students are critical.

• Improve DVC website through continuous review, content auditing, usage data and College goals outline in the EMP

• Increase digital signage with clear messaging - Expand use of networked

monitors to provide information to students, faculty, and staff.

Commented [HT7]: Do we have a policy, District or Local, mandating we only purchase software that is 508 compliant, or are we counting on the vendor VPAT only?

Commented [RR8]: Percy added to the local SLA. Tech Comm developed a VPAT policy. But, District is working on one with Purchasing. It should be a districtwide policy.

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Support Students through Entry into DVC - Students are supported as they enter a path and are assisted to identify their educational and career goals, develop a plan to achieve them, and enter their pathway within the first year.

• Redesign website and services to EMP model, e.g., CCCApply now aligned with meta-major Interest Areas

• Adopt software and practices that increase interaction by faculty/students,

students/faculty, e.g., Starfish Through and Out - Students participate in a challenging, dynamic, collaborative, and supportive learning environment to complete their academic and career goals. Students leave DVC feeling empowered, transformed and prepared for their future.

• Upgrade WiFi • Adopt relevant Software as a Service (SASS) products, e.g., Career Coach,

Portfolium • Technology adoption to support Career Education pathways

• Implement reliable and secure Payment Gateway for student printing

• Improve student pay per print printing and copying services to be cloud-based.

• Enhance collaboration among students - Provide collaborative learning or

“sticky” spaces that are flexible, easy-to-use, and enhance group effort.

Goal: Maximize Instructional Technologies’ impact Instructional Technologies’ specific purpose is to promote creative, engaging, and effective teaching and learning for face-to-face, online, or hybrid modalities. UObjectives

• Invest in impactful technologies that enhance the online classroom

• Upgrade classroom technologies that are scalable and supportable that facilitate

innovative and engaging pedagogy.

• Promote and train faculty to use technology creatively to increase student engagement

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Goal: Improve IT Operations and College Productivity Enhancing IT operations will increase the productivity of College employees who continually seek to improve their efficiency and effectiveness. UObjectives

• Improve IT Purchasing policies and procedures

• Adopt a districtwide Voluntary Product Accessibility Template (VPAT) to assure ADA-compliance of equipment and software purchased

• Leverage improved inventory management and control software and procedures

• Create infrastructure to effectively manage increasing influx of mobile devices

• Increase employee productivity

− Continue to work with District IT to upgrade WIFI infrastructure.

− Deploy Virtual Desktop Infrastructure (VDI) to DVC-owned computers to reduce hardware replacements and increase IT support, flexibility, and efficiency by IT staff. VDI will also support computer labs and will reduce the expense and need for proprietary computer labs on campus while facilitating student access to software.

− Improve wireless printing for employees when using personal devices to print via campus network.

− Increase adoption of existing technologies, e.g., SharePoint, OneDrive, Office

365, Adobe Acrobat Pro, Tableau, and more.

− Increase professional development opportunities for IT employees.

− Strengthen internal communication by leveraging technologies and services

− Assure all Measure ‘E’ new construction projects employ an infrastructure that allows for technological growth and development.

− Examine emerging software, practices, and trainings that improve productivity

by faculty and staff

Goal: Maximize IT Security Continue adoption and implementation of CCC Information Security (IS) Standards across physical equipment, data, and network infrastructure.

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• Assure policies and procedures secure all physical IT hardware and equipment • Implement continuous software and practices to safeguard to secure network

infrastructure and data, such as antivirus and anti-spyware software protection, password updates/changes; usage of VPN and education employees on how to avoid security pitfalls, scams, and phishing attempts.

• Create and promote training opportunities to increase IT security awareness and

practices by all employees

• Audit and develop disaster back-up protocols and resources to assure operational continuity in the event of an emergency or catastrophic outage.

• Educate, understand, and adopt procedures to comply with Family Educational Rights & Privacy

Goal: Increase Technology Training Assure employees’ access to training on all software, hardware, and equipment, especially productivity software and classroom equipment, to promote operational and teaching excellence.

• Implement Cornerstone PD management software • Redesign staff development training lab to create better space for hands-on training

workshops. • Develop variety of training for effective use of instructional technologies in both in-

person and online teaching and learning environments. • Promote use of CCC’s Vision Resource Center for productivity software training

• Increase trainings on current software tools, such as Sharepoint, OneDrive, and Office

365.

************************************************************* Appendix Data and evidence:

UTech Master Plan Closure ReportU <link to doc on IITC Sharepoint>

Commented [HT9]: Examples?

Commented [RR10]: I think most data protection is at District level. Probably DVC is more locally oriented towards student data and FERPA. We could brainstorm this.

Commented [KK11]: might want to add a goal here about FERPA

Commented [SL12]: Where can I learn more about this?

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IT&S uses a variety of metrics to measure progress and completion of the previous IT Plan. They include: Key Performance Indicators (KPIs) on system and service performance; surveys and focus groups on customer satisfaction; and milestone completion on projects. Communication is provided to faculty, staff and administrators through dashboards, executive reports, website postings, updates in the bi-monthly IT&S newsletter, and face-to-face meetings. Student Tech Survey https://www.dvc.edu/about/governance/committees/rpec/report-archive.html. In spring 2019, a survey about technology was emailed to all students; 1,586 students replied. We have learned the following from this survey: There were several pieces of data that were important in the production of this plan: Only 0.4% of the students did not have any internet capable devices. 99.6% of the

respondents had one or more devices. Of these devices, a laptop was the most used by a large margin.

38.5% of the students are satisfied or very satisfied with the Wi-Fi on campus. 33.3% are somewhat unsatisfied or very unsatisfied.

58% of the students felt that instructors used technology effectively in their face-to-face classes and 50% felt that in their online classes.

In the open-ended questions, students had many recommendations for improvements in technology for accessing student services and improving instruction. Many students noted that they wish all faculty used Canvas for course materials, calendaring, and grades. Students also expressed strong opinions on the cost of textbooks.

UFaculty/Staff Tech Survey https://www.dvc.edu/about/governance/committees/rpec/report-archive.html In spring 2019, a survey about technology was emailed to all college employees; 172 faculty members and 75 classified staff replied. Complete survey results are on the RPEC Archive reports site. From this survey, we found the following: • 56.65% of faculty rated their overall technology experience at the college as good or

excellent. 31.79% rated it as poor or fair. • 82.9% of classified staff rated their overall technology experience at the college as good

or excellent. 11.84% rated it as poor or fair. • Faculty were motived to use more or better technology with the purpose of becoming a

better teacher and to become more productive/efficient in their work. • Classified staff were motived to use more or better technology with the purpose of

becoming productive/effective and by having the opportunities to learn new technologies.

• Both groups of employees prefer to receive technology trainings in face-to-face workshops.

• In the open-ended questions, employees found the IT staff generally helpful, yet it was noted that they seem to be understaffed; and at times the response time is long.

Commented [HT13]: What percentages reported this motivation?

Commented [RR14]: We’ll have to review the two surveys with you. They had a decent response rate. I’d recommend we link to our surveys and other documents.

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Appendix: 37TUClassroom Design Standards SurveyU37T (this is a large file, download required to view) Program Review critical needs analysis 37TInformation and Instructional Technology Committee Meeting Minutes37T 37TClosure Report, Technology Plan, 2014 -201937T

Commented [HT15]: Embed as appendices?

Commented [RR16]: I’d link out to the originals otherwise the doc might become a bit unwieldy

Draft 5.11.2018

Page 1 of 2

Research Agenda Calendar Month

(prototype release a

month before)

RHM*

1. Integrated Plan (SEP, 3SP, BSI) June Level 1

1. Institutional Overview August Level 1

a. Enrollment elements August Level 1

b. Success elements August Level 1

c. Momentum points August Level 1

d. Time-to-Completion August Level 1

2. Program Review August Level 1

a. Enrollment elements August Level 1

b. Success elements August Level 1

c. Momentum points August Level 1

d. Time-to-Completion August Level 1

3. Guided Pathway Metrics September ?

4. Title IX data for athletics September 1

5. Strategic Plan/EMP October Level 1

6. CCAP data October 1

7. Accreditation/College Profile/ February Level 1

a. ACCJC Manual 5.4.i and Appendix G February Level 1

b. ACCJC Annual Report data February Level 1

8. Enrollment Management – Via Tableau Dashboard Year round Level 1

9. Grants

a. HSI November (2018 due

May)

Level 1

b. NSF ?? April Level 1

c. State MESA April Level 1

d. State Nursing Grants ?? April Level 1

10. Case/Intervention Management for Instruction (Guided Pathway) June, August, January Level 1

a. Current list of students in the major (in details) June, August, January Level 1

b. Unit-to-Completion June, August, January Level 1

c. List of graduates/transfer/certificate by majors May Level 1

d. Time-to-Completion June, August, January Level 1

11. Intervention Management for Student Services (Guided Pathway) June, August, January Level 2

a. 3SP Elements—orientation, assessment/placement, ed

plan, follow-up

June, August, January Level 2

b. SEP Elements June, August, January Level 2

c. BSI Elements—tutoring, accelerate courses, June, August, January Level 2

12. Research Professional Development TBD

13. Research—big project (district or college wide) TBD

Draft 5.11.2018

Page 2 of 2

RHM: Research Hierarchy Model*

Level 3: High level research inquiry

Level 2: Actionable

Data

Level 1: Routine Data for Reporting

purpose

5-10% of

the requests

40% of the

requests

50+% of the

requests

(recurring)

Cabinet Review DC3 Review BOT Presentation Date Topic Metrics Levels of Disaggregation

17-Dec12/31/2019*

E-ReviewJanuary 1/9/2020 Enrollment & Persistence

Student Equity: Enrolled in the Same Community CollegeSuccess Metric: Successful Enrollment

Student Equity: Retained from Fall to Spring at the Same College

Success Metric: Momentum-Retained from Fall to Spring

College DI Groups Race and Ethncity

14-Jan 4-Feb

11-Feb 3-Mar College DI Groups

LGBTQ+

Foster Youth

Veterans

Cabinet Review DC3 Review Month Topic Metrics Levels of Disaggregation

10-Mar 31-Mar Race/Ethnicity

College

College DI Groups

May No Reports

QTR 1

QTR 2

February 2/13/2020 Graduation Survey Summary Report

March 3/12/2020 Extrapolated from Full Annual Report

April 4/9/2020 Transfers to CSU/UC

Student Equity: Transferred to a Four-Year InstitutionVision for Success: Transfer-Increase All Students Who

Transferred to a CSU/UC

Vulnerable Populations Update

12-May 2-Jun

Race/Ethnicity

College

College DI Groups

Cabinet Review DC3 Review Month Topic Metrics Levels of Disaggregation

July BOT Planning Retreat Full Report of Annual Metrics College DI Groups

Overall Enrollment FTES College DI Groups

Enrollment FTES by College & Department Race/Ethnicity

Sections by College & Department Gender

September No Reports

Cabinet Review DC3 Review Month Topic Metrics Levels of Disaggregation

17-Sep 1-Oct October 10/10/19College Employee Satisfaction Survey;

SENSE & CCSSE Summary Report (alternating Years) By College

15-Oct 5-Nov November 11/14/2019 Employment & Earning Outcomes

Vision for Success: Workforce-Increase Median Annual Earning of All Students

Vision for Success: Workforce-Increase All Students with a Job Closely Related to Their Field of Study

Vision for Success: Workforce-Increase All Students Who Attained the Living Wage

College DI Groups

QTR 3

June 6/11/2020Achieve Momentum Point and Skills

Gains

QTR 4

Success Metric: Momentum-Complete Unit Thresholds in Fall and by Year

Student Equity: Completed Both Transfer-Level Math and English within the District

Success Metric: Momentum-Complete 9+ CTE Units within One Year

August Distance Education Report

12-Nov 3-Dec December 12/19/2019 Completion & Units Accumulation

Vision for Success: Completion-Increase All Students Who Earn a Chancellor's Office Approved Certificate

Vision for Success: Completion-Increase All Students Who Earn an AS/AA/ADT

Vision for Success: Unit Accumulation-Decrease Average Number of Unions Accumulated by All Degree Earners

College DI Groups