Comprehensive Program Review Report (Narrative) Review Narratives/English 2015... · Program Review...

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Comprehensive Program Review Report (Narrative) College of the Sequoias Program Review - English Program Review - English Prepared by: David Hurst, Greg Turner What are the strengths of your area?: Faculty: As the largest academic “unit” in the COS District we have 24 full-time and about 30 adjunct instructors in our area. This is a large group that represents a rich diversity of approaches to the teaching of writing with faculty holding degrees in British or American Literature, Composition Theory, Creative Writing, among other specialties. This diversity of background means that we collide with difference regularly, which helps sharpen intellectual rigor and ensures that we bring a healthy variety of teaching methods and cultural perspectives to the classes we offer, optimizing success for students with diverse backgrounds, career ambitions, and learning styles. For example, we typically offer 45 or more sections of English 1 each semester, but these classes all have a distinct personality: while sharing a common course outline and course outcomes, the readings, writing assignments, and foci of class investigation vary greatly from class to class. We take advantage of opportunities every semester to meet as a department to participate in group assessments, exchange ideas about teaching writing, and so on. We find a creative tension in our variety, even when we don’t always agree. We learn from each other and we often find that we grow as instructors from our contact with our colleagues. Because of our size, we are able to offer a full spectrum of writing classes (from basic skills to college composition) on the three campuses of College of the Sequoias as well as in several area high schools. Writing Center: The department’s commitment to student success is also showcased in the campus Writing Center, a pedagogically sound instrument for helping writers in any discipline develop good academic writing. Our data shows that students enrolled in English composition classes who make use of the Writing Center succeed at higher rates than students who do not, and time spent in the Writing Center correlates with significantly stronger grades in English composition classes and better retention. (see the appended documents on Writing Center Success data from 2007 through Spring 2015.). The Writing Center model depends heavily on trained student tutors from the department’s four levels of tutor classes. Student tutors can earn a certificate from this program. Accelerated Pathway for Basic Skills students: We have engaged with and adopted an Accelerated pedagogy, writing a new, Accelerated English course, English 261. The accelerated course seeks to eliminate one of the gaps in developmental education that contributes to high stop-out rates. We started Fall 2015 piloting one section of the course with an instructor trained in the pedagogy and will be expanding to three sections in Spring 2016 as other instructors are trained. COS / High School Pathway Program: The English department now offers college classes (alternating semesters of English 251 and English 1) in area high school districts in Corcoran, Orosi, Woodlake, Hanford, Tulare, and Visalia. By taking both English 251 and 1 before they graduate from high school, students will be on an accelerated pathway to their college degree goals. Academic Integrity: In support of standards of ethical academic conduct, a considerable portion of each English Department faculty’s time consists of educating students in ethical research, attribution, and original writing. Overwhelmingly, faculty engage in this process not to punish offenders, but to encourage, reward, and develop students’ critical thinking, academic curiosity, and character, and to prepare them for future academic success. What improvements are needed?: Faculty: As large as our group of English faculty is, it is not large enough to meet the demands for more and more English classes across all three campuses of COS. The District continues to request additional sections of English to increase the overall District FTES. We will not be able to accommodate this request without additional faculty. One faculty retired after Spring 2015, another is retiring after Spring 2016, and we continue to experience high levels of part-time faculty turnover. While no classes were canceled in Fall 2015, in the recent past we had to cancel 6 fully-enrolled classes for lack of instructors. We need to increase the number of our full-time teaching faculty in order to meet the demands of the District. District Support for the Writing Center Director: The pedagogical basis for the Writing Center, and its main strength, is its reliance on trained student tutors. Unfortunately, without release time to observe and counsel tutors in action outside the tutor classes, the Writing Center Director must work what is effectively an overload without pay. Currently, the Director receives a small stipend from the Essential Learning Initiative to do this work, but it does not cover the hours required, nor expansion to the Hanford or Tulare campuses. Academic Integrity: Our efforts to ensure students write original work and learn the proper academic attribution are time and labor intensive. Often, students perceive this work as punitive, especially if they receive poor grades for improperly cited sources or worse, failing grades for plagiarism. The Blackboard SafeAssign feature, which many English instructors use, is difficult for both students and faculty to understand and it often flags harmless chunks of text while ignoring obviously quoted/copied material. The English department would prefer to use more reliable software in a teachable manner and be able to integrate comments and even grading rubrics into essay assignments so that students can learn from it rather than just be punished by it. We would like to use more sophisticated software to support an integrated institutional policy with an “education-first, detect-and-punish second” approach. Describe any external Additional Sections of English: Academic Services continues to push to increase class offerings in English, both in order to generate more FTES for the District, as 10/21/2015 2:04 PM Generated by TracDat a product of Nuventive. Page 1 of 10

Transcript of Comprehensive Program Review Report (Narrative) Review Narratives/English 2015... · Program Review...

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Comprehensive Program Review Report (Narrative)College of the Sequoias

Program Review - English

Program Review - English

Prepared by: David Hurst, Greg TurnerWhat are the strengths of your

area?:Faculty: As the largest academic “unit” in the COS District we have 24 full-time and about 30 adjunct instructors in our area. This is a large group that represents arich diversity of approaches to the teaching of writing with faculty holding degrees in British or American Literature, Composition Theory, Creative Writing, amongother specialties. This diversity of background means that we collide with difference regularly, which helps sharpen intellectual rigor and ensures that we bring ahealthy variety of teaching methods and cultural perspectives to the classes we offer, optimizing success for students with diverse backgrounds, career ambitions,and learning styles. For example, we typically offer 45 or more sections of English 1 each semester, but these classes all have a distinct personality: while sharing acommon course outline and course outcomes, the readings, writing assignments, and foci of class investigation vary greatly from class to class. We take advantageof opportunities every semester to meet as a department to participate in group assessments, exchange ideas about teaching writing, and so on. We find a creativetension in our variety, even when we don’t always agree. We learn from each other and we often find that we grow as instructors from our contact with ourcolleagues. Because of our size, we are able to offer a full spectrum of writing classes (from basic skills to college composition) on the three campuses of College ofthe Sequoias as well as in several area high schools.

Writing Center: The department’s commitment to student success is also showcased in the campus Writing Center, a pedagogically sound instrument for helpingwriters in any discipline develop good academic writing. Our data shows that students enrolled in English composition classes who make use of the Writing Centersucceed at higher rates than students who do not, and time spent in the Writing Center correlates with significantly stronger grades in English composition classesand better retention. (see the appended documents on Writing Center Success data from 2007 through Spring 2015.). The Writing Center model depends heavily ontrained student tutors from the department’s four levels of tutor classes. Student tutors can earn a certificate from this program.

Accelerated Pathway for Basic Skills students: We have engaged with and adopted an Accelerated pedagogy, writing a new, Accelerated English course, English261. The accelerated course seeks to eliminate one of the gaps in developmental education that contributes to high stop-out rates. We started Fall 2015 piloting onesection of the course with an instructor trained in the pedagogy and will be expanding to three sections in Spring 2016 as other instructors are trained.

COS / High School Pathway Program: The English department now offers college classes (alternating semesters of English 251 and English 1) in area high schooldistricts in Corcoran, Orosi, Woodlake, Hanford, Tulare, and Visalia. By taking both English 251 and 1 before they graduate from high school, students will be onan accelerated pathway to their college degree goals.

Academic Integrity: In support of standards of ethical academic conduct, a considerable portion of each English Department faculty’s time consists of educatingstudents in ethical research, attribution, and original writing. Overwhelmingly, faculty engage in this process not to punish offenders, but to encourage, reward, anddevelop students’ critical thinking, academic curiosity, and character, and to prepare them for future academic success.

What improvements areneeded?:

Faculty: As large as our group of English faculty is, it is not large enough to meet the demands for more and more English classes across all three campuses of COS.The District continues to request additional sections of English to increase the overall District FTES. We will not be able to accommodate this request withoutadditional faculty. One faculty retired after Spring 2015, another is retiring after Spring 2016, and we continue to experience high levels of part-time facultyturnover. While no classes were canceled in Fall 2015, in the recent past we had to cancel 6 fully-enrolled classes for lack of instructors. We need to increase thenumber of our full-time teaching faculty in order to meet the demands of the District.

District Support for the Writing Center Director: The pedagogical basis for the Writing Center, and its main strength, is its reliance on trained student tutors.Unfortunately, without release time to observe and counsel tutors in action outside the tutor classes, the Writing Center Director must work what is effectively anoverload without pay. Currently, the Director receives a small stipend from the Essential Learning Initiative to do this work, but it does not cover the hours required,nor expansion to the Hanford or Tulare campuses.

Academic Integrity: Our efforts to ensure students write original work and learn the proper academic attribution are time and labor intensive. Often, studentsperceive this work as punitive, especially if they receive poor grades for improperly cited sources or worse, failing grades for plagiarism. The BlackboardSafeAssign feature, which many English instructors use, is difficult for both students and faculty to understand and it often flags harmless chunks of text whileignoring obviously quoted/copied material. The English department would prefer to use more reliable software in a teachable manner and be able to integratecomments and even grading rubrics into essay assignments so that students can learn from it rather than just be punished by it. We would like to use moresophisticated software to support an integrated institutional policy with an “education-first, detect-and-punish second” approach.

Describe any external Additional Sections of English: Academic Services continues to push to increase class offerings in English, both in order to generate more FTES for the District, as

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opportunities or challenges.: well as to meet student demand. Through last-minute frantic hiring and the granting of temporary full-time loads to part-time faculty, we were able to avoidcanceling English classes for Fall 2015, but not only is the situation tenuous, we cannot increase offerings. Retirements this year will push our full-time numbersback to the 2014 level.

Equitable Writing Center services:1. Mandate: District Goals #2 and #3, and the specific District Objectives 2.1, 2.2, 2.3, and 3.1 all address improving student success rates, especially underservedstudents. Because virtually all students, transfer and developmental, are demonstrably well served (in terms of better grades and retention) by the Writing Center, itbecomes imperative that its availability and services are maximized.

2. Mandate and Opportunity: The Institutional Effectiveness Partnership Initiative (IEPI), a collaborative effort to help advance the institutional effectiveness ofCalifornia Community Colleges, includes the development of the statewide indicators per SB 852 and SB 860, making Technical Assistance Teams (now calledPartnership Resource Teams) and implementation grants available to colleges interested in receiving assistance. The District’s first of four Success Indicators isCourse Completion Rate, currently at 68%. Again, our data shows that students attending the Writing Center are retained and succeed at rates well above theaverage, suggesting that equitable access could have a measurable impact on the IEPI indicator.

3. Mandate: Actionable Improvement Plan 9 for Accreditation Standard II.B.3.a states, "Using the program review and resource allocation processes, thesuperintendent/president will ensure that resource allocation decisions about student support services are based on data, and that special attention is given toensuring that students have equitable access to services at all District locations and means of delivery." This results in a mandate on the English department toprovide equitable Writing Center (including online) services to all three campuses. The English Department will need additional resources in order to comply withthis mandate. Full funding and thoughtful expansion can provide an opportunity to bring equity of services to the three campuses and to increase student success andretention rates across the district.

4. Challenge: Budget Insecurity. Although the District has agreed to fund one full-time (already filled) and two part-time (not yet filled) staff positions and has takenother measures to consolidate the Writing Center into District planning and budgets, much of the future of the Center is still unresolved. Two of the staff positionsare funded from Student Equity and Basic Skills monies, which are not guaranteed. Student tutors are paid out of District funds, but some of that amount is still alsooffset by funds from the Essential Learning Initiative, which has been offering on-going support for the Writing Center since at least 2008. For planning andexpansion purposes, the Writing Center needs to have secure, rather than cobbled-together, funding, and line-of-sight supervision and a dedicated space at allcampuses.

C. Academic Integrity Opportunity: In Spring 2015, the Academic Vice President asked the English Department if the District should pursue licensing withTurnitin, a plagiarism-detection software service. The department almost unanimously responded in the affirmative. Turnitin is more than a plagiarism detectionservice and most of its features are designed to help teach academic integrity. Academic integrity is integral not just to District Goal #2 (“College of the Sequoiaswill improve the rate at which its students complete degrees, certificates, and transfer objectives”), but to its Mission Statement as well, which emphasizes preparingstudents for “productive work, lifelong learning and community involvement.” Not only will transfer students be required to adhere to their transfer university’sacademic integrity policies, but College of the Sequoias has a commitment to students and the community to impart ethical values to its graduates. Additionally, anopportunity has arisen as the District moves to adopt Canvas as its campus Learning Management System: Canvas has a plugin that integrates Turnitin seamlesslywith its grading feature.

Overall Outcome Achievement: Program assessments: We completed our initial assessment of the 2 programs housed within this academic unit, the English Transfer Model Curriculum (TMC) AAdegree and the Writing Consultancy Certificate in English. We were able to assess the internal consistency of both programs by mapping the course outcomes to theprogram outcomes. We were satisfied by the results of this mapping—and the process called our attention to a few aspects of these programs that we would haveotherwise missed.

Course assessments: The results of course outcome assessment from all English courses is fairly consistent with our expectations.  As any discipline, we would liketo increase the rate at which students meet outcomes in all courses.  We do see higher rates of outcome achievement in the specialty lit and creative writing courses,which we attribute to the high levels of motivation that English majors and potential English majors bring to these classes. One bright spot in our course assessmentsis the continuing success of our English 400 course, English Supplemental Learning Assistance (in other words, tutorial help in the Writing Center). As you seeelsewhere in our Program Review (and as you see in our TracDat course assessment results), assistance of the Writing Center consistently results in success rates inEnglish classes that are substantially higher.

Changes based on outcomeachievement:

Programs: For the English AA degree, we have explored the ramifications of using English 4 as either an advisory or a prerequisite for other literature courses. Wealso are pursuing identification and tracking of English majors so that we can devise mentoring relationships, track progress after transfer, and solicit assessmentsvia questionnaires for future changes. For the Writing Consultancy Certificate in English, we discovered through the mapping assessment that a few of the coursesthat had been included in our program did not map well, so we deleted them from the program.

Courses: While we have been assessing outcomes department-wide since the 1990’s, we have just begun the process of incorporating changes based on ourassessments. In the past, it was purely left up to individual instructors to make changes—or not—as a result of our assessments and discussions of results. In thepast year that we have been identifying larger changes, we have primarily focused on the outcomes themselves. In almost all courses that were assessed, we

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realized that the biggest issue with our assessments lay within the very large and detailed outcomes we had created years before. As a result, we have been revisingcourse outcomes to be more universally understood and easier to assess. So far, we have revised and adopted new course outcomes for English 4, English 2, and allspecialty lit courses, and we have task force that is working on revising outcomes for our sequence of composition courses (English 360, 251, and 1). Once we haveoutcomes that work well for assessment, we will focus more on using the assessment results to incorporate specific changes to instruction that will meet deficienciesindicated by the assessment results. This is occurring right now for English 2.  

Outcome cycle evaluation: Programs: We established a three-year cycle for assessing Program Outcomes. Both programs have been assessed and we are now working on implantingimprovements. The next assessments are scheduled as follows: Writing Center Consultancy Certificate in Spring 2017; English Transfer Degree in Spring 2018.

Courses: Every course is scheduled for assessment on an established 3-year cycle. We have created a web page to help track all stages of our cycles for every courseand program in the division (http://cosenglish.org/assessment.html). Because student-demand for our specialty literature courses (English 10, 15, 16, 18, 19, 30, 31,44, 45, and 46) is limited, we offer them on a staggered rotation of once every three years. Therefore, each time these courses are offered, they are assessed by theinstructor of record. These instructors design their own plan to assess each outcome, or they follow a department-created rubric for assessment. All other courseshave a three-year cycle for a comprehensive assessment, where the department meets once at midterm (during the dialogue day) and once at the end-of-term toassess and discuss. The department as a whole reviews these assessments during the following semester’s convocation meeting. These comprehensive assessmentsbegin with a task force of instructors who create a plan for the assessment. This plan is then carried out by the task force, with the participation of the rest of thedepartment. The department has yet to figure out a way to create universal—or at least widely shared—changes that lead to improvement. Our future goal is thatthe task-forces will use the analysis provided by the department to develop at least one instructional strategy per cycle that will be tested by a group of instructors tosee if it increases student success on one or more outcomes that prove to be troublesome for students. The results of these tests (and the strategies) would then bereported to the department to inform the instruction of other faculty in the department. Since our last Program Review, we have completed the first stages of suchan assessment in English 2. After our assessment in Spring 2015, a task-force met and revised the outcomes of the course and wrote an analysis to enter intoTracDat. At its next meeting, members will be sharing strategies that will target outcome number 1. The group will then choose one or more strategies toimplement in several sections in the Spring 2016 semester with the newly written outcomes.

Action: Adding Course Sections

Provide as many sections of English classes as will meet the demands of students, counselors, and administration across three campuses and in a growing number of area high schools.

Implementation Timeline: 2015 - 2016

Start Date: 08/10/2015Status: Continued Action

Identify relatedcourse/program outcomes:

Mission Statement:College of the Sequoias is committed to supporting students' mastery of basic skills and to providing access to programs and services that foster student success.

Institutional Learning Outcome:Writing and Reading:Write coherently and effectively, adjusting to a variety of audiences and purposes, while taking into account others' writings and ideas.

District Objective 1.1 defines a goal of increasing enrollment 1.75% annually. To be successful, much of this increase will necessarily result in an increase instudents needing both basic skills instruction as well as transfer-level English.

District Objectives 2.1, 2.2, and 2.3 are indirectly affected by our ability to offer classes, since students cannot succeed if we are not able to offer courses or if thecourses are over-full.

Academic Services continues to expand a high school pathway program (a form of acceleration) in area high schools. The English Department supports thisprogram, but the additional classes put an additional stress upon our available faculty resources.

Person(s) Responsible (Nameand Position):

David Hurst, Language Arts Division Chair; Stephanie Collier, Dean of Arts and Letters

Rationale (With supportingdata):

English 251, 1, and 2 fulfill key prerequisite, graduation, and transfer requirements for students throughout the District. Additionally, English 360, 261, and 251 arevital to our basic skills students. All of our core composition courses (along with the Wait Lists) typically fill early during registration. We rely on a high number ofadjunct faculty to meet the needs of the District (we usually have between 30-35 adjunct English instructors). When we submit our schedules a year in advance ofthe courses being taught, we have instructors assigned. However, this coming year we will have lost two full-time faculty to retirement and often adjunct instructors’plans change over the course of a year. Every semester, several part-time instructors give up their class assignments prior to the start of the semester, and full-timefaculty are stretched so thin, we have had to grant full-time temporary loads to part-time faculty. While we have not had to cancel any classes in fall 2015, this wasonly because of a flurry of last-minute adjunct hires, the willingness of full-time faculty to take on extra load, and late-added sections. In the recent past, we havehad to cancel a total of 6 fully-enrolled sections of English 251 the week before the semester began due to not having instructors to staff them. In spite of that, weadded 16 sections from Fall 2014 to Fall 2015 and expanded our high school program to 9 area campuses. For 2016, we are slotted to add not only more regularsections of classes (especially in Hanford and Tulare), but to reach 4 more high school campuses. While our fill rate at census has come down slightly to 101% in

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2013-4 from 105% in 2011-12 (see “2015 Faculty Hiring Template”), our wait lists are perennially full and we turn many students away. 2013-4 FTES were at867.1, a 16.6% increase from 2011-2 (see “2015 Program Review Data”). Our action plan is to supply faculty to staff all of the English classes that the Districtneeds.

Priority: HighSafety Issue: No

External Mandate: No

Add Resource Request for Action

Resource Description Why is this resource required for thisaction? Notes (optional) Active

Hire one Full-time, tenure track English Professor in Spring 2016 to start in Fall 2016. We do not currently have sufficient numbersof FT and PT English faculty members tostaff the number of sections of Englishplanned by the District. Even though wehired two instructors in Spring 2015, onefull-time person retired, so the net gain wasonly one. Of the current 24 FT tenured ortenure-track instructors, two split their loadsbetween English and other areas (Historyand ESL). Three FT instructors are on WillieBrown partial retirements and teach reducedloads and one more will retire after Spring2016, dropping our full-time numbers to the2014 level (while we now offer at least 16more sections than we did then). Our FT/PTratio of FTEF which had been improving(from 52/48 to 64/36) has dropped to 57/43and we are still well below the 75/25 ratiothat we were at several years ago before weexperienced a host of retirements. We hire alarge number of new adjunct English facultyevery year (we hired 5 to fill last-minuteopenings as the semester began), but we alsotypically lose as many as we can hire. Weask for temporary full-time allowances forpart-time faculty almost every semester inorder to meet student demand. Englishgenerates over 800 FTES every year—butwe are being asked to generate more.English classes have high fill rates (101-105% over the 3 years for which we havedata), and sections tend to fill within days ofregistration opening.

Yes

Resource Type:Faculty- New/Replacement

Related Documents:2015 ENGL Data.pdf2015 Faculty Hiring Template - LANG.pdfSection Fill Rate - English AY2015.pdfSection Fill Rate - English AY2016(F).pdf

Link Actions to District Objectives

District Objectives: 2015-2018* District Objectives - 1.1 - Increase overall enrollment by 1.75% annually* District Objectives - 2.1 - Increase the number of students who are transfer-prepared annually.* District Objectives - 2.2 - Increase the number of students who earn an associate degree or certificate annually.* District Objectives - 2.3 - Increase course success and completion rates in pre-transfer English, Math, and English as a Second Language courses annually.* District Objectives - 3.1 - Reduce the achievement gap of disproportionately impacted student groups annually, as identified in the Student Equity Plan.

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Action: Writing Center Equitable Services

Provide equitable Writing Center Services on all three District campuses.

Implementation Timeline: 2015 - 2016

Start Date: 08/10/2015Status: Continued Action

Identify relatedcourse/program outcomes:

Mission Statement:College of the Sequoias is committed to supporting students' mastery of basic skills and to providing access to programs and services that foster student success.

Institutional Learning Outcome:Writing and Reading:Write coherently and effectively, adjusting to a variety of audiences and purposes, while taking into account others' writings and ideas.

District Objective 2.3:Increase course success and completion rates in pre-transfer English, Math, and English as a Second Language courses annually.

District Objective 3.1: Reduce the achievement gap of disproportionately impacted student groups annually, as identified in the Student Equity Plan.

Program Outcomes:Writing Consultancy Certificate in English:Demonstrate proficiency in academic writing and reading and articulate writing concepts and rhetorical moves; Use effective interpersonal communication withdiverse students, adjusting practices to a variety of writers' needs; Help peers use effective strategies to generate, revise, and edit their writing. Tutoring techniqueswill be grounded in writing center/composition theory.

Person(s) Responsible (Nameand Position):

Joshua Geist, Writing Center Director

Rationale (With supportingdata):

Our primary objectives are improving retention and success rates in English 360, 251, and 1, and a secondary objective is to support student tutors’ successfulcompletion of the Writing Consultancy Certificate. The Writing Center serves all these goals directly.

Writing Center effectiveness data shows consistently higher success and retention rates across all three English class levels (see “Accumulated Writing CenterEffectiveness data”). In Spring 2015, students using the Writing Center averaged 15% better success over the general population and 9% better retention.Additionally, the data shows the most significant improvements occur at the basic skills levels, especially the 360 level.

Our Writing Center model not only works at COS, it is the prevailing national Writing Center model, and depends upon peer (student) tutors trained in apedagogical approach that not only helps students in specific instances (with a particular assignment, for example), but also teaches them skills for future writingassignments. Thus, the strength of the program depends upon effective interactions between the Writing Center Director and tutors, not just in the tutor classes, butin follow-up on-site observations, evaluations, and conferences with student tutors.

To have a sound Writing Center on all three campuses and an effective certificate program, we need to hire staff to supervise all three sites, have secure fundingmechanisms for staff and student tutors, and the Writing Center Director must have the ability to work extensively outside the classroom as part of her or his duties.

District Goals #2 and #3, and the specific District Objectives 2.1, 2.2, 2.3, and 3.1 all address improving student success rates, especially underserved students.Because virtually all students, transfer and developmental, are demonstrably well served (in terms of better grades and retention) by the Writing Center, it becomesimperative that its availability and services are maximized.

The Writing Center budget lacks security: Although the District has agreed to fund three staff positions (one already filled) and has taken other measures toconsolidate the Writing Center into District planning and budgets, much of the future of the Center is still unresolved. Two of the staff positions are funded fromStudent Equity and Basic Skills monies, which are not guaranteed. Student tutors are paid out of District funds, but some of that is offset by funds from the EssentialLearning Initiative, which has been offering on-going support for the Writing Center since at least 2008. For planning and expansion purposes, the Writing Centerneeds to have secure (rather than cobbled-together) funding, line-of-sight supervision, and a dedicated space at all campuses.

Priority: HighSafety Issue: No

External Mandate: YesMandate Explanation: Actionable Improvement Plan 9 for Accreditation Standard II.B.3.a states, "Using the program review and resource allocation processes, the

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superintendent/president will ensure that resource allocation decisions about student support services are based on data, and that special attention is given toensuring that students have equitable access to services at all District locations and means of delivery." This results in a mandate on the English department toprovide equitable Writing Center (including online) services to all three campuses. The English Department will need additional resources in order to comply withthis mandate. Full funding and thoughtful expansion can provide an opportunity to bring equity of services to the three campuses and to increase student successand retention rates across the district.

The Institutional Effectiveness Partnership Initiative (IEPI), a collaborative effort to help advance the institutional effectiveness of California Community Colleges,includes the development of the statewide indicators per SB 852 and SB 860, making Technical Assistance Teams (now called Partnership Resource Teams) andimplementation grants available to colleges interested in receiving assistance. The District’s first of four Success Indicators is Course Completion Rate, currently at68%. Again, our data shows that students attending the Writing Center are retained and succeed at rates well above the average, suggesting that equitable accesscould have a measurable impact on the IEPI indicator.

Add Resource Request for Action

Resource Description Why is this resource required for thisaction? Notes (optional) Active

Base funding to support adequate student tutor coverage during operational hours at allthree district campuses.

The use of faculty-supported, trained peertutoring is the proven method for success incollege Writing Centers across the nation. Itis also the model the District follows.  Thismodel has resulted in success rates amongstudent users in English classes that areregularly 20% or more higher than non-usersof our service.  Budget funding for studenttutors is cobbled-together from someDistrict funds and some Essential LearningInitiative funding and is thus temporaryfrom year to year, making planning andrecruiting difficult.  Without trained studenttutors to work with emerging collegewriters, the central driving force of ourCenter--the component at the heart of theWriting Center's success and lauded by thestate's Basic Skills Initiative--will evaporate.

"Resource Type" was not checked becausenone of the categories was appropriate.

Yes

Related Documents:Writing Center Success Data 2007-Sp2015.pdf

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Add Resource Request for Action

Resource Description Why is this resource required for thisaction? Notes (optional) Active

Base funding to support 20% reassigned time for faculty coordination of Writing Centertutors across a three-campus district.

Faculty coordination is required to operatepedagogically sound Writing Centers acrossthe District. Teaching the tutor class is onlyone aspect of tutor training—tutors mustalso be observed and counseled as part oftheir mentoring process. Reassigned timeallows a faculty coordinator the resources tomentor tutors as best practices areimplemented; work with faculty across thedisciplines and campuses to better addressstudent need; monitor, coordinate, andadjust Writing Center tutor training to suitcontinuing and emerging needs; and overseethe nascent online tutoring services, amongnumerous other responsibilities. Withoutreassigned time, the Director essentiallyworks an involuntary overload to providethe quality of tutors the District needs. Thecurrent Essential Learning Initiative stipendis inadequate for a growing three-campuscenter, as tutors need to be recruited, trained,and observed at each location, and thisfunding is also temporary. Please see theInternational Writing Center Association’sposition statement (attached) onrecommended background and release timefor writing center administrators. Examiningcomparable Writing Centers in our area,Fresno City College has a faculty WritingCenter Coordinator at 100% reassigned;Reedley College at 50%.

1. "Resource Type" was not selectedbecause none of the categories wasappropriate for this request.

2. "Cost Estimate" is figured atapproximately $22,000 of full-timereplacement cost. However, the actualreplacement cost to the District is the cost ofadjunct coverage of classes which isapproximately $6,000.

Yes

Related Documents:Writing Center Success Data 2007-Sp2015.pdfIEPI Success Indicators 2015.pptxIWCA Position Statement on Two-Year College Writing Centers.pdf

Link Actions to District Objectives

District Objectives: 2013-2015* 2013-2015: District Objective #1 - District Objective #1 for 2013-2015: Provide effective academic support services as measured by an increase in the rate at which students successfully

complete courses.

District Objectives: 2015-2018* District Objectives - 2.3 - Increase course success and completion rates in pre-transfer English, Math, and English as a Second Language courses annually.* District Objectives - 3.1 - Reduce the achievement gap of disproportionately impacted student groups annually, as identified in the Student Equity Plan.

Action: Academic Integrity

Provide a formal, cross-curricular platform to promote academic integrity.

Implementation Timeline: 2015 - 2016

Start Date: 08/15/2016Status: New Action

Identify related Mission Statement:

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course/program outcomes: College of the Sequoias is a comprehensive community college district focused on student learning that leads to productive work, lifelong learning and communityinvolvement.

District Goal #2:College of the Sequoias will improve the rate at which its students complete degrees, certificates, and transfer objectives.

Board Policy 5500, Section A:The following conduct shall constitute good cause for discipline, including but not limited to the removal, suspension, or expulsion of a student:13. Cheating, plagiarism (including plagiarism in a student publication), or engaging in other academic dishonesty.

Person(s) Responsible (Nameand Position):

David Hurst, Language Arts Division Chair

Rationale (With supportingdata):

Currently, there is no formal method of tracking instances of plagiarism except through the BIT form which is not generally known to faculty and for which thereare no links on the COS website. English department instructors’ efforts to ensure students write original work and learn the proper academic attribution are timeand labor intensive. Often, students perceive this work as punitive, especially if they receive poor grades for improperly cited sources or worse, failing grades forplagiarism. The Blackboard SafeAssign feature, which many English instructors use, is difficult for both students and faculty to understand and it often flagsharmless chunks of text while ignoring obviously quoted/copied material. The English department would prefer to use more reliable software in a teachable mannerand be able to integrate comments and even grading rubrics into essay assignments so that students can learn from it rather than just be punished by it. Additionally,it would be helpful to be able to collect and analyze data on student originality in their writing.

Turnitin has considerable evidence that originality improves significantly over time as students learn how to use research responsibly. Turnitin takes a scientificapproach (see “The Scientific Basis of Turnitin”) and supports its efficacy with national as well as California-specific data (see “Turnitin Effectiveness: PlagiarismPrevention in California”). Turnitin offers the capability to be a teaching tool and to collect site-specific data. Students perceive Turnitin as helpful and designed toteach, rather than punish (see “What Do Students Think of Turnitin?”). Another study notes that Turnitin is a good tool for an “educate-first, detect-and-punishsecond” institutional approach, which the English Department favors (see “Efficacy of Turnitin in Support of an Institutional Plagiarism Policy”).

Priority: HighSafety Issue: No

External Mandate: No

Add Resource Request for Action

Resource Description Why is this resource required for thisaction? Notes (optional) Active

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Add Resource Request for Action

Resource Description Why is this resource required for thisaction? Notes (optional) Active

Purchase a campus license for Turnitin, a plagiarism detection and academic integritysupport service.

The only software currently available toCOS faculty to support instructors' efforts toencourage original student writing andproper source attribution is SafeAssign, aBlackboard add-in. SafeAssign isextraordinarily limited in function, isdifficult for both students and faculty tounderstand, often flags harmless chunks oftext while ignoring obviously quoted/copiedmaterial, and provides no overall data tohelp a department or division makedecisions about how to encourage andsupport academic integrity. In the District’smove to Canvas, we have an opportunity toget Turnitin at a good rate (see “ProgramSubscription” quote) and integrate theservice into responses we make to studentwriting and our course gradebooks. Turnitinprovides considerable evidence thatoriginality improves significantly over timeas students learn how to use researchresponsibly, it takes a scientific approach(see “Scientific Basis of Turnitin”), andsupports its efficacy with national as well asCalifornia-specific data (see “TurnitinEffectiveness”). Turnitin offers thecapability to be a teaching tool and to collectsite-specific data. Students perceive Turnitinas helpful and designed to teach, rather thanpunish (see “What Do Students Think”).Another study notes that Turnitin is a goodtool for an “educate-first, detect-and-punishsecond” institutional approach, which theEnglish Department favors (see “Efficacy ofTurnitin”).

The cost estimate below is based on the2015-16 Turnitin quote (see "ProgramSubscription" document) multiplied by anestimated 9500 FTES, rounded up to thenearest thousand and then I added 10% toaccount for a likely increase for next year(increases are typically 5% to 10% per theircontract). This is a fraction of Turnitin'snormal price, by the way. I have contactedthe Community College League ofCalifornia to get a more accurate quote fornext year, if possible.

Yes

Resource Type:Technology

Related Documents:Program Subscription Announcement for Turnitin.docxThe Scientific Basis of Turnitin.pdfTurnitin Effectiveness: Plagiarism Prevention in California.pdfWhat Do Students Think of Turnitin?.pdfEfficacy of Turnitin in Support of an Institutional Plagiarism Policy.pdf

Link Actions to District Objectives

District Objectives: 2015-2018* District Objectives - 2.1 - Increase the number of students who are transfer-prepared annually.* District Objectives - 2.2 - Increase the number of students who earn an associate degree or certificate annually.* District Objectives - 2.3 - Increase course success and completion rates in pre-transfer English, Math, and English as a Second Language courses annually.

Action: Accelerated Learning

Begin to offer sections of English 261, linked to sections of English 405, and participate in more professional learning, particularly focused around Acceleration.

Implementation Timeline: 2015 - 2016

Start Date: 08/10/2015Completion Date: 08/17/2015

Status: Completed

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Identify relatedcourse/program outcomes:

District Objective #6 for 2013 - 2015: Accelerate the schedule for offering the basic skills sequence in English or mathematics.

Person(s) Responsible (Nameand Position):

Erik Armstrong: Language Arts curriculum chair

Rationale (With supportingdata):

Students who complete accelerated courses have been shown to be much more successful at the transfer level course. In “high-accelerated” courses, students had an18% increase completion rate. Accelerated courses also offered more equitable success for students across demographics and placement levels (see RP ExecutiveSummary). Our offering of more accelerated courses and funding the tutoring support can help The District address the achievement gap between prepared andunprepared college students, improving both the English completion rates and the college completion rate. Furthermore, by utilizing the many networks of facultywho teach accelerated classes, faculty who engage in professional learning about acceleration can help maximize the effect of English 261. By learning, practicing,discussing, and refining accelerated pedagogical principles, faculty can improve the success of students in each class, which will then improve the success ofstudents through the English sequence. As well, when more and more faculty engage with accelerated pedagogy, whether or not they eventually teach anaccelerated course, faculty will begin to witness the potential that students have to succeed, thereby witling away deficit-model thinking (seehttp://cap.3csn.org/2013/05/09/strong-performance-low-placed-students/).

Priority: HighSafety Issue: No

External Mandate: YesMandate Explanation: The department has a mandate from the District's Strategic Plan. This mandate is District Objective 6, which calls for English to accelerate the schedule for our

basic skills sequence. This mandate falls under Focus Area III. Students’ Mastery of Basic Skills: Goal IIIC: Ensure that students who place into a basic skillslevel class successfully complete the highest level math and English courses established by their Student Educational Plan

Add Resource Request for Action

Resource Description Why is this resource required for thisaction? Notes (optional) Active

Base funding to pay for the cost of a tutor for 8 hours/week. One of the tenets of Acceleration is toprovide timely remediation and support.  Itwould be extremely helpful for students tohave that support in the classroom as theystruggle with an accelerated experience. Offering this in-class support can improvethe success rates of the course, offering evenmore success at the English sequence.

"Resource Type" was not selected becausenone of the categories is appropriate for thisrequest.

Yes

Link Actions to District Objectives

District Objectives: 2013-2015* 2013-2015: District Objective #6 - District Objective #6 for 2013 - 2015: Accelerate the schedule for offering the basic skills sequence in English or mathematics.

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Unit Assessment Report - Four ColumnCollege of the Sequoias

Program Review - EnglishPrepared by: David Hurst, Greg Turner

What are the strengths of yourarea?:

Faculty: As the largest academic “unit” in the COS District we have 24 full-time and about 30 adjunct instructors in our area. This isa large group that represents a rich diversity of approaches to the teaching of writing with faculty holding degrees in British orAmerican Literature, Composition Theory, Creative Writing, among other specialties. This diversity of background means that wecollide with difference regularly, which helps sharpen intellectual rigor and ensures that we bring a healthy variety of teachingmethods and cultural perspectives to the classes we offer, optimizing success for students with diverse backgrounds, careerambitions, and learning styles. For example, we typically offer 45 or more sections of English 1 each semester, but these classes allhave a distinct personality: while sharing a common course outline and course outcomes, the readings, writing assignments, and fociof class investigation vary greatly from class to class. We take advantage of opportunities every semester to meet as a department toparticipate in group assessments, exchange ideas about teaching writing, and so on. We find a creative tension in our variety, evenwhen we don’t always agree. We learn from each other and we often find that we grow as instructors from our contact with ourcolleagues. Because of our size, we are able to offer a full spectrum of writing classes (from basic skills to college composition) onthe three campuses of College of the Sequoias as well as in several area high schools.

Writing Center: The department’s commitment to student success is also showcased in the campus Writing Center, a pedagogicallysound instrument for helping writers in any discipline develop good academic writing. Our data shows that students enrolled inEnglish composition classes who make use of the Writing Center succeed at higher rates than students who do not, and time spent inthe Writing Center correlates with significantly stronger grades in English composition classes and better retention. (see theappended documents on Writing Center Success data from 2007 through Spring 2015.). The Writing Center model depends heavilyon trained student tutors from the department’s four levels of tutor classes. Student tutors can earn a certificate from this program.

Accelerated Pathway for Basic Skills students: We have engaged with and adopted an Accelerated pedagogy, writing a new,Accelerated English course, English 261. The accelerated course seeks to eliminate one of the gaps in developmental education thatcontributes to high stop-out rates. We started Fall 2015 piloting one section of the course with an instructor trained in the pedagogyand will be expanding to three sections in Spring 2016 as other instructors are trained.

COS / High School Pathway Program: The English department now offers college classes (alternating semesters of English 251 andEnglish 1) in area high school districts in Corcoran, Orosi, Woodlake, Hanford, Tulare, and Visalia. By taking both English 251 and1 before they graduate from high school, students will be on an accelerated pathway to their college degree goals.

Academic Integrity: In support of standards of ethical academic conduct, a considerable portion of each English Department faculty’stime consists of educating students in ethical research, attribution, and original writing. Overwhelmingly, faculty engage in thisprocess not to punish offenders, but to encourage, reward, and develop students’ critical thinking, academic curiosity, and character,and to prepare them for future academic success.

What improvements areneeded?:

Faculty: As large as our group of English faculty is, it is not large enough to meet the demands for more and more English classesacross all three campuses of COS. The District continues to request additional sections of English to increase the overall DistrictFTES. We will not be able to accommodate this request without additional faculty. One faculty retired after Spring 2015, another isretiring after Spring 2016, and we continue to experience high levels of part-time faculty turnover. While no classes were canceled inFall 2015, in the recent past we had to cancel 6 fully-enrolled classes for lack of instructors. We need to increase the number of ourfull-time teaching faculty in order to meet the demands of the District.

District Support for the Writing Center Director: The pedagogical basis for the Writing Center, and its main strength, is its relianceon trained student tutors. Unfortunately, without release time to observe and counsel tutors in action outside the tutor classes, theWriting Center Director must work what is effectively an overload without pay. Currently, the Director receives a small stipend fromthe Essential Learning Initiative to do this work, but it does not cover the hours required, nor expansion to the Hanford or Tularecampuses.

Academic Integrity: Our efforts to ensure students write original work and learn the proper academic attribution are time and labor

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intensive. Often, students perceive this work as punitive, especially if they receive poor grades for improperly cited sources or worse,failing grades for plagiarism. The Blackboard SafeAssign feature, which many English instructors use, is difficult for both studentsand faculty to understand and it often flags harmless chunks of text while ignoring obviously quoted/copied material. The Englishdepartment would prefer to use more reliable software in a teachable manner and be able to integrate comments and even gradingrubrics into essay assignments so that students can learn from it rather than just be punished by it. We would like to use moresophisticated software to support an integrated institutional policy with an “education-first, detect-and-punish second” approach.

Describe any externalopportunities or challenges.:

Additional Sections of English: Academic Services continues to push to increase class offerings in English, both in order to generatemore FTES for the District, as well as to meet student demand. Through last-minute frantic hiring and the granting of temporary full-time loads to part-time faculty, we were able to avoid canceling English classes for Fall 2015, but not only is the situation tenuous,we cannot increase offerings. Retirements this year will push our full-time numbers back to the 2014 level.

Equitable Writing Center services:1. Mandate: District Goals #2 and #3, and the specific District Objectives 2.1, 2.2, 2.3, and 3.1 all address improving student successrates, especially underserved students. Because virtually all students, transfer and developmental, are demonstrably well served (interms of better grades and retention) by the Writing Center, it becomes imperative that its availability and services are maximized.

2. Mandate and Opportunity: The Institutional Effectiveness Partnership Initiative (IEPI), a collaborative effort to help advance theinstitutional effectiveness of California Community Colleges, includes the development of the statewide indicators per SB 852 andSB 860, making Technical Assistance Teams (now called Partnership Resource Teams) and implementation grants available tocolleges interested in receiving assistance. The District’s first of four Success Indicators is Course Completion Rate, currently at68%. Again, our data shows that students attending the Writing Center are retained and succeed at rates well above the average,suggesting that equitable access could have a measurable impact on the IEPI indicator.

3. Mandate: Actionable Improvement Plan 9 for Accreditation Standard II.B.3.a states, "Using the program review and resourceallocation processes, the superintendent/president will ensure that resource allocation decisions about student support services arebased on data, and that special attention is given to ensuring that students have equitable access to services at all District locationsand means of delivery." This results in a mandate on the English department to provide equitable Writing Center (including online)services to all three campuses. The English Department will need additional resources in order to comply with this mandate. Fullfunding and thoughtful expansion can provide an opportunity to bring equity of services to the three campuses and to increasestudent success and retention rates across the district.

4. Challenge: Budget Insecurity. Although the District has agreed to fund one full-time (already filled) and two part-time (not yetfilled) staff positions and has taken other measures to consolidate the Writing Center into District planning and budgets, much of thefuture of the Center is still unresolved. Two of the staff positions are funded from Student Equity and Basic Skills monies, which arenot guaranteed. Student tutors are paid out of District funds, but some of that amount is still also offset by funds from the EssentialLearning Initiative, which has been offering on-going support for the Writing Center since at least 2008. For planning and expansionpurposes, the Writing Center needs to have secure, rather than cobbled-together, funding, and line-of-sight supervision and adedicated space at all campuses.

C. Academic Integrity Opportunity: In Spring 2015, the Academic Vice President asked the English Department if the Districtshould pursue licensing with Turnitin, a plagiarism-detection software service. The department almost unanimously responded in theaffirmative. Turnitin is more than a plagiarism detection service and most of its features are designed to help teach academicintegrity. Academic integrity is integral not just to District Goal #2 (“College of the Sequoias will improve the rate at which itsstudents complete degrees, certificates, and transfer objectives”), but to its Mission Statement as well, which emphasizes preparingstudents for “productive work, lifelong learning and community involvement.” Not only will transfer students be required to adhereto their transfer university’s academic integrity policies, but College of the Sequoias has a commitment to students and thecommunity to impart ethical values to its graduates. Additionally, an opportunity has arisen as the District moves to adopt Canvas asits campus Learning Management System: Canvas has a plugin that integrates Turnitin seamlessly with its grading feature.

Overall Outcome Achievement: Program assessments: We completed our initial assessment of the 2 programs housed within this academic unit, the English TransferModel Curriculum (TMC) AA degree and the Writing Consultancy Certificate in English. We were able to assess the internalconsistency of both programs by mapping the course outcomes to the program outcomes. We were satisfied by the results of thismapping—and the process called our attention to a few aspects of these programs that we would have otherwise missed.

Course assessments: The results of course outcome assessment from all English courses is fairly consistent with our expectations.  Asany discipline, we would like to increase the rate at which students meet outcomes in all courses.  We do see higher rates of outcomeachievement in the specialty lit and creative writing courses, which we attribute to the high levels of motivation that English majors

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and potential English majors bring to these classes. One bright spot in our course assessments is the continuing success of ourEnglish 400 course, English Supplemental Learning Assistance (in other words, tutorial help in the Writing Center). As you seeelsewhere in our Program Review (and as you see in our TracDat course assessment results), assistance of the Writing Centerconsistently results in success rates in English classes that are substantially higher.

Changes based on outcomeachievement:

Programs: For the English AA degree, we have explored the ramifications of using English 4 as either an advisory or a prerequisitefor other literature courses. We also are pursuing identification and tracking of English majors so that we can devise mentoringrelationships, track progress after transfer, and solicit assessments via questionnaires for future changes. For the Writing ConsultancyCertificate in English, we discovered through the mapping assessment that a few of the courses that had been included in ourprogram did not map well, so we deleted them from the program.

Courses: While we have been assessing outcomes department-wide since the 1990’s, we have just begun the process of incorporatingchanges based on our assessments. In the past, it was purely left up to individual instructors to make changes—or not—as a result ofour assessments and discussions of results. In the past year that we have been identifying larger changes, we have primarily focusedon the outcomes themselves. In almost all courses that were assessed, we realized that the biggest issue with our assessments laywithin the very large and detailed outcomes we had created years before. As a result, we have been revising course outcomes to bemore universally understood and easier to assess. So far, we have revised and adopted new course outcomes for English 4, English2, and all specialty lit courses, and we have task force that is working on revising outcomes for our sequence of composition courses(English 360, 251, and 1). Once we have outcomes that work well for assessment, we will focus more on using the assessment resultsto incorporate specific changes to instruction that will meet deficiencies indicated by the assessment results. This is occurring rightnow for English 2.  

Outcome cycle evaluation: Programs: We established a three-year cycle for assessing Program Outcomes. Both programs have been assessed and we are nowworking on implanting improvements. The next assessments are scheduled as follows: Writing Center Consultancy Certificate inSpring 2017; English Transfer Degree in Spring 2018.

Courses: Every course is scheduled for assessment on an established 3-year cycle. We have created a web page to help track allstages of our cycles for every course and program in the division (http://cosenglish.org/assessment.html). Because student-demandfor our specialty literature courses (English 10, 15, 16, 18, 19, 30, 31, 44, 45, and 46) is limited, we offer them on a staggeredrotation of once every three years. Therefore, each time these courses are offered, they are assessed by the instructor of record.These instructors design their own plan to assess each outcome, or they follow a department-created rubric for assessment. All othercourses have a three-year cycle for a comprehensive assessment, where the department meets once at midterm (during the dialogueday) and once at the end-of-term to assess and discuss. The department as a whole reviews these assessments during the followingsemester’s convocation meeting. These comprehensive assessments begin with a task force of instructors who create a plan for theassessment. This plan is then carried out by the task force, with the participation of the rest of the department. The department hasyet to figure out a way to create universal—or at least widely shared—changes that lead to improvement. Our future goal is that thetask-forces will use the analysis provided by the department to develop at least one instructional strategy per cycle that will be testedby a group of instructors to see if it increases student success on one or more outcomes that prove to be troublesome for students.The results of these tests (and the strategies) would then be reported to the department to inform the instruction of other faculty in thedepartment. Since our last Program Review, we have completed the first stages of such an assessment in English 2. After ourassessment in Spring 2015, a task-force met and revised the outcomes of the course and wrote an analysis to enter into TracDat. Atits next meeting, members will be sharing strategies that will target outcome number 1. The group will then choose one or morestrategies to implement in several sections in the Spring 2016 semester with the newly written outcomes.

Actions Add Resource Request for Action & Why isthis resource required for this action? / Tasks Updates Update on Resource Allocation Effectiveness

& Additional CommentProgram Review - English - Adding CourseSections - Provide as many sections of Englishclasses as will meet the demands of students,counselors, and administration across threecampuses and in a growing number of area highschools.Implementation Timeline:2015 - 2016

Start Date:08/10/2015

Resource Description:Hire one Full-time, tenure track EnglishProfessor in Spring 2016 to start in Fall 2016.Resource Type:Faculty- New/ReplacementWhy is this resource required for this action?:We do not currently have sufficient numbers ofFT and PT English faculty members to staff thenumber of sections of English planned by theDistrict. Even though we hired two instructors inSpring 2015, one full-time person retired, so the

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& Additional Comment

Status:Continued ActionIdentify related course/program outcomes:Mission Statement:College of the Sequoias is committed tosupporting students' mastery of basic skills andto providing access to programs and services thatfoster student success.

Institutional Learning Outcome:Writing and Reading:Write coherently and effectively, adjusting to avariety of audiences and purposes, while takinginto account others' writings and ideas.

District Objective 1.1 defines a goal ofincreasing enrollment 1.75% annually. To besuccessful, much of this increase will necessarilyresult in an increase in students needing bothbasic skills instruction as well as transfer-levelEnglish.

District Objectives 2.1, 2.2, and 2.3 areindirectly affected by our ability to offer classes,since students cannot succeed if we are not ableto offer courses or if the courses are over-full.

Academic Services continues to expand a highschool pathway program (a form of acceleration)in area high schools. The English Departmentsupports this program, but the additional classesput an additional stress upon our availablefaculty resources.Person(s) Responsible (Name and Position):David Hurst, Language Arts Division Chair;Stephanie Collier, Dean of Arts and LettersRationale (With supporting data):English 251, 1, and 2 fulfill key prerequisite,graduation, and transfer requirements forstudents throughout the District. Additionally,English 360, 261, and 251 are vital to our basicskills students. All of our core compositioncourses (along with the Wait Lists) typically fillearly during registration. We rely on a highnumber of adjunct faculty to meet the needs ofthe District (we usually have between 30-35adjunct English instructors). When we submitour schedules a year in advance of the coursesbeing taught, we have instructors assigned.However, this coming year we will have lost twofull-time faculty to retirement and often adjunctinstructors’ plans change over the course of a

net gain was only one. Of the current 24 FTtenured or tenure-track instructors, two split theirloads between English and other areas (Historyand ESL). Three FT instructors are on WillieBrown partial retirements and teach reducedloads and one more will retire after Spring 2016,dropping our full-time numbers to the 2014 level(while we now offer at least 16 more sectionsthan we did then). Our FT/PT ratio of FTEFwhich had been improving (from 52/48 to 64/36)has dropped to 57/43 and we are still well belowthe 75/25 ratio that we were at several years agobefore we experienced a host of retirements. Wehire a large number of new adjunct Englishfaculty every year (we hired 5 to fill last-minuteopenings as the semester began), but we alsotypically lose as many as we can hire. We ask fortemporary full-time allowances for part-timefaculty almost every semester in order to meetstudent demand. English generates over 800FTES every year—but we are being asked togenerate more. English classes have high fill rates(101-105% over the 3 years for which we havedata), and sections tend to fill within days ofregistration opening.Cost Estimate:100000

Related Documents:2015 ENGL Data.pdf2015 Faculty Hiring Template -LANG.pdfSection Fill Rate - English AY2015.pdfSection Fill Rate - EnglishAY2016(F).pdf

09/30/2015 - Two full-time tenure-track instructorswere hired and started in Fall 2015. Additionally, twopart-time instructors were granted temporary full-timestatus and five new part-time instructors were hired.This did not fully meet the demand for classes, in partbecause two instructors, one full-time and one part-time, had to relinquish their classes for medical reasons,and a number of instructors are retiring and teaching areduced load. Although we did offer more sections thanpreviously, it was not enough to meet student demandand additional sections continue to be added.Completed:NoUpdate Year:2014 - 2015Impact on District Objectives/Unit Outcomes:The English department was able to staff 16

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& Additional Comment

year. Every semester, several part-timeinstructors give up their class assignments priorto the start of the semester, and full-time facultyare stretched so thin, we have had to grant full-time temporary loads to part-time faculty. Whilewe have not had to cancel any classes in fall2015, this was only because of a flurry of last-minute adjunct hires, the willingness of full-timefaculty to take on extra load, and late-addedsections. In the recent past, we have had tocancel a total of 6 fully-enrolled sections ofEnglish 251 the week before the semester begandue to not having instructors to staff them. Inspite of that, we added 16 sections from Fall2014 to Fall 2015 and expanded our high schoolprogram to 9 area campuses. For 2016, we areslotted to add not only more regular sections ofclasses (especially in Hanford and Tulare), but toreach 4 more high school campuses. While ourfill rate at census has come down slightly to101% in 2013-4 from 105% in 2011-12 (see“2015 Faculty Hiring Template”), our wait listsare perennially full and we turn many studentsaway. 2013-4 FTES were at 867.1, a 16.6%increase from 2011-2 (see “2015 ProgramReview Data”). Our action plan is to supplyfaculty to staff all of the English classes that theDistrict needs.Priority:HighSafety Issue:NoExternal Mandate:No

more sections this fall than were offered theprevious fall, including expanding high schoolofferings. This has somewhat reduced the fillrate to 101% at census, but there were stillnearly a thousand students on waitlists as thesemester began.

Program Review - English - Writing CenterEquitable Services - Provide equitable WritingCenter Services on all three District campuses.Implementation Timeline:2015 - 2016

Start Date:08/10/2015

Status:Continued ActionIdentify related course/program outcomes:Mission Statement:College of the Sequoias is committed tosupporting students' mastery of basic skills andto providing access to programs and services thatfoster student success.

Resource Description:Base funding to support adequate student tutorcoverage during operational hours at all threedistrict campuses.Why is this resource required for this action?:The use of faculty-supported, trained peertutoring is the proven method for success incollege Writing Centers across the nation. It isalso the model the District follows.  This modelhas resulted in success rates among student usersin English classes that are regularly 20% or morehigher than non-users of our service.  Budgetfunding for student tutors is cobbled-togetherfrom some District funds and some EssentialLearning Initiative funding and is thus temporaryfrom year to year, making planning and recruitingdifficult.  Without trained student tutors to work

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& Additional Comment

Institutional Learning Outcome:Writing and Reading:Write coherently and effectively, adjusting to avariety of audiences and purposes, while takinginto account others' writings and ideas.

District Objective 2.3:Increase course success and completion rates inpre-transfer English, Math, and English as aSecond Language courses annually.

District Objective 3.1: Reduce the achievementgap of disproportionately impacted studentgroups annually, as identified in the StudentEquity Plan.

Program Outcomes:Writing Consultancy Certificate in English:Demonstrate proficiency in academic writingand reading and articulate writing concepts andrhetorical moves; Use effective interpersonalcommunication with diverse students, adjustingpractices to a variety of writers' needs; Helppeers use effective strategies to generate, revise,and edit their writing. Tutoring techniques willbe grounded in writing center/compositiontheory.

Person(s) Responsible (Name and Position):Joshua Geist, Writing Center DirectorRationale (With supporting data):Our primary objectives are improving retentionand success rates in English 360, 251, and 1, anda secondary objective is to support studenttutors’ successful completion of the WritingConsultancy Certificate. The Writing Centerserves all these goals directly.

Writing Center effectiveness data showsconsistently higher success and retention ratesacross all three English class levels (see“Accumulated Writing Center Effectivenessdata”). In Spring 2015, students using theWriting Center averaged 15% better successover the general population and 9% betterretention. Additionally, the data shows the mostsignificant improvements occur at the basicskills levels, especially the 360 level.

Our Writing Center model not only works atCOS, it is the prevailing national Writing Centermodel, and depends upon peer (student) tutors

with emerging college writers, the central drivingforce of our Center--the component at the heart ofthe Writing Center's success and lauded by thestate's Basic Skills Initiative--will evaporate.Cost Estimate:54000

Related Documents:Writing Center Success Data 2007-Sp2015.pdf

Resource Description:Base funding to support 20% reassigned time forfaculty coordination of Writing Center tutorsacross a three-campus district.Why is this resource required for this action?:Faculty coordination is required to operatepedagogically sound Writing Centers across theDistrict. Teaching the tutor class is only oneaspect of tutor training—tutors must also beobserved and counseled as part of their mentoringprocess. Reassigned time allows a facultycoordinator the resources to mentor tutors as bestpractices are implemented; work with facultyacross the disciplines and campuses to betteraddress student need; monitor, coordinate, andadjust Writing Center tutor training to suitcontinuing and emerging needs; and oversee thenascent online tutoring services, amongnumerous other responsibilities. Withoutreassigned time, the Director essentially works aninvoluntary overload to provide the quality oftutors the District needs. The current EssentialLearning Initiative stipend is inadequate for agrowing three-campus center, as tutors need to berecruited, trained, and observed at each location,and this funding is also temporary. Please see theInternational Writing Center Association’sposition statement (attached) on recommendedbackground and release time for writing centeradministrators. Examining comparable WritingCenters in our area, Fresno City College has afaculty Writing Center Coordinator at 100%reassigned; Reedley College at 50%.Cost Estimate:22000

Related Documents:Writing Center Success Data 2007-Sp2015.pdfIEPI Success Indicators 2015.pptxIWCA Position Statement on Two-YearCollege Writing Centers.pdf

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trained in a pedagogical approach that not onlyhelps students in specific instances (with aparticular assignment, for example), but alsoteaches them skills for future writingassignments. Thus, the strength of the programdepends upon effective interactions between theWriting Center Director and tutors, not just inthe tutor classes, but in follow-up on-siteobservations, evaluations, and conferences withstudent tutors.

To have a sound Writing Center on all threecampuses and an effective certificate program,we need to hire staff to supervise all three sites,have secure funding mechanisms for staff andstudent tutors, and the Writing Center Directormust have the ability to work extensively outsidethe classroom as part of her or his duties.

District Goals #2 and #3, and the specificDistrict Objectives 2.1, 2.2, 2.3, and 3.1 alladdress improving student success rates,especially underserved students. Becausevirtually all students, transfer anddevelopmental, are demonstrably well served (interms of better grades and retention) by theWriting Center, it becomes imperative that itsavailability and services are maximized.

The Writing Center budget lacks security:Although the District has agreed to fund threestaff positions (one already filled) and has takenother measures to consolidate the Writing Centerinto District planning and budgets, much of thefuture of the Center is still unresolved. Two ofthe staff positions are funded from StudentEquity and Basic Skills monies, which are notguaranteed. Student tutors are paid out ofDistrict funds, but some of that is offset by fundsfrom the Essential Learning Initiative, which hasbeen offering on-going support for the WritingCenter since at least 2008. For planning andexpansion purposes, the Writing Center needs tohave secure (rather than cobbled-together)funding, line-of-sight supervision, and adedicated space at all campuses.

Priority:HighSafety Issue:NoExternal Mandate:

09/30/2015 - This is still a work-in-progress. A WritingCenter Coordinator was hired in Spring 2015 to overseethe logistics and deployment of services on allcampuses. Full expansion to the Hanford and Tularecampuses, though, awaits additional hiring of two staffto help manage availability (the positions are expectedto fill Fall 2015). Additional coordination of tutoravailability and line-of-sight supervision is needed foreach campus. The Writing Center Director still haslimited ability, due to inadequate funding, to observeand counsel tutors on site.Completed:NoUpdate Year:2014 - 2015Impact on District Objectives/Unit Outcomes:Although there is not full expansion to all threecampuses, the Writing Center has been able tooffer limited hours, by appointment, in Hanford.Expansion to Tulare awaits line-of-sightsupervision. The Writing Center has opened anavenue for online access, which spreads itsavailability even to fully online students, as wellas students at other campuses with computeraccess. Writing Center data continues to show avery strong correlation between Writing Centerattendance and success and retention in English360, 251, and 1.

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YesMandate Explanation:Actionable Improvement Plan 9 forAccreditation Standard II.B.3.a states, "Usingthe program review and resource allocationprocesses, the superintendent/president willensure that resource allocation decisions aboutstudent support services are based on data, andthat special attention is given to ensuring thatstudents have equitable access to services at allDistrict locations and means of delivery." Thisresults in a mandate on the English departmentto provide equitable Writing Center (includingonline) services to all three campuses. TheEnglish Department will need additionalresources in order to comply with this mandate.Full funding and thoughtful expansion canprovide an opportunity to bring equity ofservices to the three campuses and to increasestudent success and retention rates across thedistrict.

The Institutional Effectiveness PartnershipInitiative (IEPI), a collaborative effort to helpadvance the institutional effectiveness ofCalifornia Community Colleges, includes thedevelopment of the statewide indicators per SB852 and SB 860, making Technical AssistanceTeams (now called Partnership Resource Teams)and implementation grants available to collegesinterested in receiving assistance. The District’sfirst of four Success Indicators is CourseCompletion Rate, currently at 68%. Again, ourdata shows that students attending the WritingCenter are retained and succeed at rates wellabove the average, suggesting that equitableaccess could have a measurable impact on theIEPI indicator.

Program Review - English - Academic Integrity- Provide a formal, cross-curricular platform topromote academic integrity.Implementation Timeline:2015 - 2016

Start Date:08/15/2016

Status:New ActionIdentify related course/program outcomes:Mission Statement:

Resource Description:Purchase a campus license for Turnitin, aplagiarism detection and academic integritysupport service.Resource Type:TechnologyWhy is this resource required for this action?:The only software currently available to COSfaculty to support instructors' efforts to encourageoriginal student writing and proper sourceattribution is SafeAssign, a Blackboard add-in.SafeAssign is extraordinarily limited in function,

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College of the Sequoias is a comprehensivecommunity college district focused on studentlearning that leads to productive work, lifelonglearning and community involvement.

District Goal #2:College of the Sequoias will improve the rate atwhich its students complete degrees, certificates,and transfer objectives.

Board Policy 5500, Section A:The following conduct shall constitute goodcause for discipline, including but not limited tothe removal, suspension, or expulsion of astudent:13. Cheating, plagiarism (including plagiarism ina student publication), or engaging in otheracademic dishonesty.Person(s) Responsible (Name and Position):David Hurst, Language Arts Division ChairRationale (With supporting data):Currently, there is no formal method of trackinginstances of plagiarism except through the BITform which is not generally known to facultyand for which there are no links on the COSwebsite. English department instructors’ effortsto ensure students write original work and learnthe proper academic attribution are time andlabor intensive. Often, students perceive thiswork as punitive, especially if they receive poorgrades for improperly cited sources or worse,failing grades for plagiarism. The BlackboardSafeAssign feature, which many Englishinstructors use, is difficult for both students andfaculty to understand and it often flags harmlesschunks of text while ignoring obviouslyquoted/copied material. The English departmentwould prefer to use more reliable software in ateachable manner and be able to integratecomments and even grading rubrics into essayassignments so that students can learn from itrather than just be punished by it. Additionally,it would be helpful to be able to collect andanalyze data on student originality in theirwriting.

Turnitin has considerable evidence thatoriginality improves significantly over time asstudents learn how to use research responsibly.Turnitin takes a scientific approach (see “TheScientific Basis of Turnitin”) and supports itsefficacy with national as well as California-

is difficult for both students and faculty tounderstand, often flags harmless chunks of textwhile ignoring obviously quoted/copied material,and provides no overall data to help a departmentor division make decisions about how toencourage and support academic integrity. In theDistrict’s move to Canvas, we have anopportunity to get Turnitin at a good rate (see“Program Subscription” quote) and integrate theservice into responses we make to student writingand our course gradebooks. Turnitin providesconsiderable evidence that originality improvessignificantly over time as students learn how touse research responsibly, it takes a scientificapproach (see “Scientific Basis of Turnitin”), andsupports its efficacy with national as well asCalifornia-specific data (see “TurnitinEffectiveness”). Turnitin offers the capability tobe a teaching tool and to collect site-specific data.Students perceive Turnitin as helpful anddesigned to teach, rather than punish (see “WhatDo Students Think”). Another study notes thatTurnitin is a good tool for an “educate-first,detect-and-punish second” institutional approach,which the English Department favors (see“Efficacy of Turnitin”).Cost Estimate:23000

Related Documents:Program Subscription Announcementfor Turnitin.docxThe Scientific Basis of Turnitin.pdfTurnitin Effectiveness: PlagiarismPrevention in California.pdfWhat Do Students Think ofTurnitin?.pdfEfficacy of Turnitin in Support of anInstitutional Plagiarism Policy.pdf

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specific data (see “Turnitin Effectiveness:Plagiarism Prevention in California”). Turnitinoffers the capability to be a teaching tool and tocollect site-specific data. Students perceiveTurnitin as helpful and designed to teach, ratherthan punish (see “What Do Students Think ofTurnitin?”). Another study notes that Turnitin isa good tool for an “educate-first, detect-and-punish second” institutional approach, which theEnglish Department favors (see “Efficacy ofTurnitin in Support of an Institutional PlagiarismPolicy”).Priority:HighSafety Issue:NoExternal Mandate:No

Program Review - English - AcceleratedLearning - Begin to offer sections of English261, linked to sections of English 405, andparticipate in more professional learning,particularly focused around Acceleration.Implementation Timeline:2015 - 2016

Start Date:08/10/2015Completion Date:08/17/2015Status:CompletedIdentify related course/program outcomes:District Objective #6 for 2013 - 2015: Acceleratethe schedule for offering the basic skillssequence in English or mathematics.Person(s) Responsible (Name and Position):Erik Armstrong: Language Arts curriculum chairRationale (With supporting data):Students who complete accelerated courses havebeen shown to be much more successful at thetransfer level course. In “high-accelerated”courses, students had an 18% increasecompletion rate. Accelerated courses alsooffered more equitable success for studentsacross demographics and placement levels (seeRP Executive Summary). Our offering of moreaccelerated courses and funding the tutoringsupport can help The District address theachievement gap between prepared andunprepared college students, improving both the

Resource Description:Base funding to pay for the cost of a tutor for 8hours/week.Why is this resource required for this action?:One of the tenets of Acceleration is to providetimely remediation and support.  It would beextremely helpful for students to have thatsupport in the classroom as they struggle with anaccelerated experience.  Offering this in-classsupport can improve the success rates of thecourse, offering even more success at the Englishsequence.Cost Estimate:1296

08/27/2015 - In Fall 2015, the department debuted onesection of English 261, piloted by the instructor whowrote the curriculum and has received accelerationtraining. In Spring 2016, three sections are scheduled.All 261 courses are matched to 405 lab sections withstudent tutors.Completed:YesUpdate Year:2014 - 2015Impact on District Objectives/Unit Outcomes:Since this course has just launched, it is too earlyto assess its impact on the District Objective(Objective #6 for 2013 - 2015: Accelerate theschedule for offering the basic skills sequence inEnglish or mathematics).

Related Documents:

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English completion rates and the collegecompletion rate. Furthermore, by utilizing themany networks of faculty who teach acceleratedclasses, faculty who engage in professionallearning about acceleration can help maximizethe effect of English 261. By learning,practicing, discussing, and refining acceleratedpedagogical principles, faculty can improve thesuccess of students in each class, which will thenimprove the success of students through theEnglish sequence. As well, when more andmore faculty engage with accelerated pedagogy,whether or not they eventually teach anaccelerated course, faculty will begin to witnessthe potential that students have to succeed,thereby witling away deficit-model thinking (seehttp://cap.3csn.org/2013/05/09/strong-performance-low-placed-students/).Priority:HighSafety Issue:NoExternal Mandate:YesMandate Explanation:The department has a mandate from theDistrict's Strategic Plan. This mandate isDistrict Objective 6, which calls for English toaccelerate the schedule for our basic skillssequence. This mandate falls under Focus AreaIII. Students’ Mastery of Basic Skills: GoalIIIC: Ensure that students who place into a basicskills level class successfully complete thehighest level math and English coursesestablished by their Student Educational Plan

E261 Program Review F2015.docx

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