Instructions for MCCCD 2013 – 2014 Year-End ...1!! Instructions for MCCCD 2013 – 2014 Year-End...

Instructions for MCCCD 2013 – 2014 Year-End Accomplishment Report and 2014 – 2015 Planning Report

What to Submit 1. Each President/VC will report on accomplishments from 2013 – 2014 as well as provide concise

plans for the next year, 2014 – 2015. All reports should make clear how the college or unit is aligning its plans with the Core Planning Areas and Governing Board Outcomes. As MCCCD is focusing on outcomes, please do not report ongoing activities or operational plans. Please limit your submission to 15 pages maximum.

2. The last section of the report has been reserved for the President/VC to communicate any

“Strategic Innovations” that the college or unit is implementing or planning. Strategic Innovations are not a part of the current organizational scope and differ substantially from the status quo. The description should make clear how the innovation will contribute to the System-Level Strategies/Initiatives (see page 2) or improve one or more of the Governing Board Outcomes. Please limit your submission to 2 pages maximum.

Timeline and Follow-Up to Reports • The final document will be submitted by the President/VC to Dr. Harper-Marinick, Executive

VC and Provost, by Monday September 15, 2014.

• Please save your file name with the name of your college or unit and the label “year-end 2013-2014 report.”

• Information provided in these reports will be reviewed and included in subsequent reports for the Chancellor and Governing Board.

• The District Office of Institutional Effectiveness (IE) will be reporting the Governing Board Key Metrics for the system-level report. Preliminary Key Metrics will be created and shared with the colleges by July 1. By September 1, each college will be able to produce college-level Key Metrics using final data; the queries have already been provided by the District IE office. For a list of the Key Metrics, see page 2.

MCCCD Governing Board Outcomes

1. University Transfer Education and General Education

2. Workforce and Economic Development

3. Developmental Education

4. Community Development and Civic and Global Engagement

Strategic Planning Core Planning Areas

The Core Planning Areas provide a conceptual framework for planning and are linked directly to the Governing Board Outcomes. Please see the Crosswalk on page 3 for the alignment between the Outcomes and the Core Planning Areas.

1. Access to Learning: MCCCD provides access to learning opportunities for students and the community.

2. Pathways to Success: MCCCD builds educational and career pathways and supports student goal attainment.

3. Effective Teaching and Learning: MCCCD researches, assesses, and improves student learning and invests in strategies to improve organizational learning and effectiveness.

4. Organizational Integrity: Policies and practices necessary to support the accomplishment of the above through effective use of public resources. This includes financial, human, and technological resources. Note: most of the non-instructional units can align their plans with this area.

System-Level Strategies/Initiatives The Strategic Plan focuses on these strategies and initiatives:

Ø ONE Maricopa Ø Student Success Initiative Ø Completion Agenda Ø Developmental Education Ø Seamless Student Experience Ø Maricopa Priorities Ø IMOR2 Ø Performance-Based Funding

Governing Board Key Metrics University Transfer Education and General Education

• College-level course success rate • Fall-to-Fall retention rate • Percent making satisfactory academic progress within two years • Percent of students with a transfer intent who earned an AGEC or transfer degree (AA,

AS, ABUS) within three and six years • Six-year graduation rate (degree/certificate)

Developmental Education • Success rate in developmental education courses • Success rate in subsequent math courses after developmental • Success rate in subsequent English courses after developmental

Workforce and Economic Development • Number of occupational degrees and certificates awarded • Six-year graduation rate of occupational student cohort

Community Development and Civic and Global Engagement • Unduplicated annual headcount in non-credit courses

Planning Area

Board Outcomes

1. University Transfer Education and General Education A. Students will have access to quality higher education programs and support services necessary to increase

retention and achieve their learning goals. Pathways Success

B. Students declaring an intent to earn a degree will complete an associate’s degree. The number of s degrees awarded will increase.

Teaching/ Learning

C. i. Students will demonstrate post-secondary competencies in communication (writing, speaking, listening, reading), the humanities, science, critical thinking, problem solving, computer and information literacy,

Pathways Success

C. ii. Students will experience a seamless transfer to baccalaureate-granting C. iii. From 2011 to 2020, the percent of students earning the and transfer associate’s degrees will increase. C. iv. From 2011 to 2020 the percent of students matriculating to baccalaureate-granting institutions will increase.

Teaching/ Learning

D. Students will benefit from enhanced educational delivery

2. Workforce and Economic Development A. Students and other community residents will have access to support services, courses, programs, career services,

job placement assistance, and workforce training that prepares them for careers. Pathways Success

B. i. Students will complete Certificates of Completion and Associate of Applied Science degrees that prepare them success in their careers. B. ii. From 2011 to 2020, the percent of students earning Certificates of Completion and Associate of Applied Science degrees will increase.

Teaching/ Learning

C. Students will benefit from enhanced educational delivery

3. Developmental Education Teaching/ Learning

A. Students will develop the competencies necessary to be successful in college level B. Academic achievement gaps based on race, ethnicity, and income will be r C. Students will benefit from enhanced educational delivery D. Students requiring developmental education will successfully complete developmental courses and succeed in college-level courses.

4. Community Development and Civic and Global Engagement A. Maricopa County residents will have access to and awareness of college programs, activities and events,

facilities as appropriate to meet diverse needs. B. Maricopa County residents will have access to and awareness of courses of an avocational nature to include leisure, wellness, and specialized C. Students will have access to civic, political, and global learning

Teaching/ Learning

D. Students will develop the competencies to analyze and participate in democratic processes through , civic, and global learning E. Students will have diverse educational experiences

i. Diverse curricula (academic, occupational, vocational, avocational) ii. Diverse educational modalities (face-to-face, online, hybrid, accelerated) iii. Diverse faculty (gender, race/ethnicity, academic, vocational, residential, adjunct) iv. Diverse extra-curricular activities (clubs, service learning, community events, recreation, sports, etc.)

Organizational Integrity: Policies and practices necessary to support the accomplishment of the above through effective use public resources. This includes financial, human, and technological resources.

Crosswalk between Core Planning Areas and Governing Board Outcomes

MCCCD College/Unit 2013 – 2014 Year-End Accomplishment and 2014 – 2015 Planning Report

(Paradise Valley Community College)

University Transfer Education and General Education University Transfer Education and General Education (accomplishments) College Strategic Goal (link)

• Increase course, certificate, and degree completion for all students across all instructional delivery formats and locations

• Increase access and success in alternative course scheduling and delivery formats

Key Metrics (strengths)

• The fall 2013 overall college-level success rate was 74% compared to 72% for the fall 2009 baseline year.

• Overall successful course completion rates of Hispanic students enrolled in college-level courses have increased from 70% in 2012 to 73% in 2013.

• Fall-to-Fall retention for the fall 2012 cohort to fall 2013 was 63% compared to 60% for the fall 2008 cohort to fall 2009 baseline year.

• Overall Fall-to-Spring retention of the 2012 cohort was 77% • Nearly 1 out of 3 students (30%) in the fall 2008 cohort as of fall 2014 earned a

degree and/or certificate. This represents a 7-point increase compared to the fall 2004 cohort as of fall 2010.

• The overall number of awards conferred during the 2013 academic year was 1,656. Of these awards, 44% were Associate Degrees, including AAS, 36% were AGEC awards, and 20% were Certificates.

• The percent of degree/certificate seeking African American students in the new student cohort who earned an award within six-years has increased from 7% for the fall 2007 cohort to 13% for the fall 2008 cohort.

Supporting Evidence Curricular Innovations, Assessment of Student Learning, Student Success, Student Success Initiatives (SSI):

• Students in several scholarship programs (Early Childhood Education, Music, ACE completion) that supported their taking an additional general education or subject major class successfully completed at better than a 90% rate.

• Students who successfully completed AAA115 or CPD150 (College Success classes) had persistence and retention rates higher than students who did not enroll in or successfully complete either course.

• Student who completed new student orientation and college success course outperformed non-completers in 1st term successful course completion (73% versus 63%) and fall to spring persistence (81% versus 62%)

• Across all three programs (ACE, EC, and HOOP), students successfully

completed 90% of their classes and earned an average cumulative 3.17 GPA. Across all three cohort programs persistence from year one to year two for the 2013 cohort increased to 88% from 82% for the 2012 cohort

• In spring 2014, 200 disabled students enrolled in classes, 79 of which were receiving accommodation at PVCC for the first time. Courses attempted by DRS students in Spring 2014 were completed with a success rate of 89%

University Partnerships and Transfer • Updated and expanded certificate and degree programs and collaborations

leading to transfer to other institutions including Grand Canyon University, Midwestern, and NAU for students in fire science, EMT/paramedicine, and science.

• Continued successful nursing Concurrent Enrollment Program with NAU that will result in 24 students graduating with both AAS and BS in nursing.

• Expanded outreach efforts with Barrett’s Honors College at ASU West and with NAU as well as held a Honors Alumni reception to encourage Honors students transferring to university,

• Worked with ICs and ASU to re-establish the HU, H, and C designations for courses in music humanities, art history, and theater to provide greater variety and student choice as electives for the AAFA degrees in Art and Theater and the AAS degree in Music Business and Audio Production.

• The Professional Scientist Preparation Program (PSP2) is a selective program at PVCC designed to prepare talented students in the sciences for application to professional schools for careers in the health care field such as M.D./D.O., pharmacist, physician assistant, dentist, research scientist, etc. The program had ten students during the 2013-14 academic year.

• HOSA, the student health occupations association, focused on professional development and leadership activities to prepare students for application to medical-related programs at various universities.

• Student life partnered with faculty from Counseling, College Success, Education, Psychology and Early College to facilitate PV’s Teambuilder Course. Student leaders completed 36 different classes and 360 students who participated lead sessions on teamwork, communication, interdependence and motivation

Academic and Student Support • Learning Support Center (LSC) in collaboration with the English Division offered

Grammar Workshops that were attended by over 200 students. LSC also offered academic skills workshops that were attended by over 390 students.

• Admission & Records staff identified and communicated with potential ‘degree completers’ to encourage that outcome. Collaborated with Advising and Career Service to assist with course selections

• Advising implemented prescriptive advising with focus on General Education and Development Education.

• Athletics continued to implement a comprehensive student athlete academic program (PAWS). Includes mandatory student athlete orientation, study hall, an online communication/early alert/academic tracking system, and faculty mentors for each team.

• With the remodel of KSC Student Services building, space was designed for the NAU office and space was identified in Advising for university advisors. The

UofA advisor is located in an office in a separate building.

Access • Students at PVCC at Black Mountain completed an AGEC-A on site rather than

traveling to the Union Hills site for some classes as a result of increased enrollment and expansion of class offerings.

• New Ceramics Studio was opened to support the art program and expansion of course offerings.

• Both the Fine and Performing Arts Division and the Science Division held open houses for students and parents to see the up-to-date-facilities, meet faculty, learn about courses, programs, and transfer opportunities.

• Online college-level math was introduced during the '13-'14 school year. We went from 0 (zero) sections of online college-level math in '12-'13 to 9 sections of online college-level math in '13-'14. To address the absence of Late Registration, we offered 17 total sections of late-start math classes (most were 14-week) during the '13-'14 school year.

• Increased the number of courses offered in an online or hybrid format as well as increased the number of courses offered in a short term format including 14 week, 12 week, and 8 week so that students could complete programs more quickly. Increased the number of sequential courses in Math and English so that students could accelerate their progress.

• Established a more formal support for Veterans through a stand-alone Veteran’s Office and earned designation as a “Military Friendly School.”

Instructional Technology

• Over 150 full-time and adjunct faculty completed training on how to use Canvas Learning Management System as an integral part of classes to engage students and provide information. Approximately 50 of the participants took the in depth workshops “Preparing to Teach Online or Hybrid Courses” and “Course Design for Developing Online and Hybrid Courses.”

• OER (Open Education Resources) Pilot program was established in Spring 2014 with initial courses in Math.

• Wrote, vetted and approved Instructional Video Standards to encourage online/hybrid faculty to use more instructional resources and assist current online and hybrid faculty. Worked with other staff to develop online new student orientations.

• Conducted Eight Student Canvas Drop-In Training Sessions and provided support for 28 New Student Orientation Breakout Sessions

• Enhanced iGoal (web-based goal setting tool) to provide a better experience for students.

Future Goals/Plans for July 1, 2014 – June 30, 2015: University Transfer Education and General Education (future goals) Key Metrics (weakness)

• Overall success rates of African American students enrolled in college-level courses has declined 10pts. From 65% in 2012 to 55% in 2013.

• Successful course completion rates of adults ages 45 to 54 in college level courses decreased from 77% in 2012 to just 60% in 2013. Consequently, only 1 out of 3 adults age 55 and over successfully complete college level coursework.

• Fall-to-fall retention rates of African American students have decreased from 54% in fall 2011 to 35% in fall 2012.

• Students between the ages of 35 to 44 persisted from fall to spring at a slightly slower rate of 57% for the fall 2012 cohort compared to 63% of the fall 2011 cohort.

• The percent of Hispanic students in the new-student cohort seeking a degree/certificate who earned an award within six-years has decreased from 40% for the fall 2007 cohort to just 23% for the fall 2008 cohort.

Future Plans

• Increase residential and adjunct faculty participation in course and general education assessment.

• Increase student success and course/program completion. • Expand information sessions for continuing students on graduation, majors

advising, financial aid, etc. • Increase student success and completion in Math by having Residential Faculty

spend at least 1 hour/week in the Math Center tutoring students. • Increase awareness of and participation in university pathway programs. • Expand and diversify alternative delivery/scheduling formats for gen ed and

transfer courses. • Increase outreach, services, and support for cohort groups and programs and

integrate student success initiatives. • Identify and communicate with potential ‘degree completers’ to encourage that

outcome and identify students who have already earned a degree but have not applied.

• Introduce and support the use of emerging technologies in the classroom. • Increase the number of OER (Open Educational Resources), short-term, online,

and hybrid sections offered at PVCC. • Expand success coaching to Pell and other Financial Aid students. • Offer the 2+2 Bachelor’s in General Studies degree with University of Arizona on

site at PVCC. • Pilot “I Will Graduate” campaign.

Workforce and Economic Development Progress Report for July 1, 2013 – June 30, 2014:

Workforce and Economic Development (accomplishments) College Strategic Goal (link)

• Deliver programs and services to address the changing needs of the community with a focus on Black Mountain service area

• Identify and implement career and technical education opportunities to meet workforce demand in the areas of Allied Health

Key Metrics (strengths)

• The percentage of students in the new student cohort who earned an occupational degree/certificate within three-years was 17% compared to 21% who earned an award within six-years.

• The overall number of Associate of Applied Science (AAS) awards conferred during the 2013-14 academic year was 100, while the number of Certificate of Completion (CCL) was 318.

Supporting Evidence Curricular Innovations, Assessment of Student Learning, Student Success, Student Success Initiatives (SSI):

• Became an AVID Learning/Training Center to provide students and workforce members access to training to use ProTools, a critical software program for the audio production and music business fields. Two workshops were held with 10 people trained. ProTools have been integrated into the MUC111 and MUC112 courses as a result of this training center partnership.

• Collaboration to implement Inter-Professional Education Practice (IPEP) between EMTs, Paramedics and Nursing students through Total Patient Management (TPM) scenarios in our new Health Sciences Building.

• PVCC's and SCC's journalism programs collaborated to create a converged news website and app with the identity of Northeast Valley News Media giving students broader experience in skills needed for the workforce.

• Continued expansion of programs of Study (POS) between PVCC and Cactus Shadows High School including a second POS for General Business in addition to the existing ABUS POS

• Collaborated with Communications Department, Equality Maricopa and the MCCD HR Solutions Department to present “Diversity Incorporated,” a peer-based diversity training program designed to raise awareness and improve communication skills to both students and employees (MOSAIC)

• Implemented Sim Hospital for nursing degree program capstone course. • In partnership with Fresh Start, the third cohort of women completed the 2

semester “Small Business Start-Up” program with 12 women earning the certificate of completion.

Academic and Student Support

• Library expanded its career and workforce databases that can be used by the

general workforce as well as by students. In addition, library faculty have continued their work with nursing faculty to integrate information literacy, research, and critical thinking concepts and skills throughout the curriculum in support of the health care objectives of patient-centered care, interdisciplinary teamwork, and evidence-based practice. These are critical skills for the workforce.

• Facilitated student participation in PVCC AZ HOSA (Arizona--Health Occupation Student Association) Chapter.

• STEAM advisory committee established strategic goals and outcomes aligned with national goals in areas of student success and completion; literacy; and awareness and community partnerships.

Access • Career service connected major/degree pathways to the workplace; served 6,980

students and community members with career development activities. Conducted and hosted five Career Development Workshops for community members.

• Enhanced wireless network at Union Hills and Black Mountain by adding more access points and upgrading the backend infrastructure to speed up connections and allow for more device connections.

• Partnered with CCUSD to offer the nursing assistant program at Cactus Shadows High School for high school seniors.

Community Partnerships

• Early Childhood Education program reached over 600 (duplicated count) early childhood educators and students through our First Things First North Phoenix Community Based professional development experiences that included workshops and seminars.

• Provided on-site, cohort-based college coursework needed for the national Child Development Associate (CDA) credential that meets Arizona licensing rules and is required for all teacher assistants in the federally funded Head Start program.

• In addition to on campus face to face Early Childhood courses and online offerings, we hold on site, employer-sponsored classes at early childhood programs and in the community. During FY14 off site cohort classes were held at American Lutheran Preschool, Southwest Human Development, Tutor Time Queen Creek, the Goddard School, Bell Road Child Time, and at Southwest Human Development. As a part of our PVCC ECE/First Things First North Phoenix Community Based professional development grant ($179,795) we offer both on campus professional development to the community as well as offsite Community of Learners (COL). In FY2014 offsite Community of Learners were held in conjunction with Kindertots, Beth El, Explorers in Learning, and St. Joan of Arc.

• In the Fire Science program, 59 students participated in service learning opportunities with Phoenix Fire Dept; partnership with Phoenix Fire Dept. resulted in graduating recruits earning 17 college credits; renewed MOU with Texas A&M Engineering Extension Service for national and state certifications in Hazardous Materials 1st Responder Awareness & Operations/WMD/Terrorism.

Future Goals/Plans for July 1, 2014 – June 30, 2015: Workforce and Economic Development (future goals) Supporting Evidence

• Increase access to career and technical training pathways for high school students.

• Expand collaborative Nursing and Allied Health (Dietary Technology and EMT/Paramedic) program activities and community partnerships with a focus on Inter-professional Education and Practice for student learning.

• Increase awareness and student preparation for STEAM-related certificates, degrees, and professional careers.

• Continue partnerships with community agencies and business to train workforce in areas including Business, Early Childhood Education, EMS, Fire Science, healthcare fields, etc.

• Continue to provide peer based diversity training to students and employees to raise awareness and improve communications.

• Continue to connect major/degree pathways to the workplace and connect students to community members for career development opportunities.

• Host Job Fairs and Career Development Workshops for Community members. Developmental Education Progress Report for July 1, 2013 – June 30, 2014:

Developmental Education (accomplishments) College Strategic Goal (link)

• Close student achievement gaps in core academic areas (Math, English, Reading)

Key Metrics (strengths) • The fall 2013 overall success rates in developmental education courses was

63%. This represents an 8-point increase compared to the fall 2012 cohort. • 3 out of 5 African American students enrolled in developmental courses

successfully completed. This compares to just 1 out 3 for the previous cohort year.

• The overall successful course completion rate of Males enrolled in developmental courses has increased from 46% in 2012 to 58% in 2013.

• Overall successful course completion rates of students enrolled in developmental courses between the ages of 18 and 19 have increased from 52% to 63% in one year.

• Overall success of both full-time and part-time students enrolled in developmental courses increased from 55% in 2012 to 63% in 2013.

• Success rates in College-level English after completion of developmental English has increased from 75% for the fall 2011 cohort to 77% for the fall 2012 cohort.

• Success rates in college-level English after completion of developmental English has increased for Hispanic student from 68% in fall 2011 cohort to 76% in fall 2012 cohort.

Supporting Evidence

Curricular Innovations, Assessment of Student Learning, Student Success, Student Success Initiatives (SSI):

• Developmental Math students were more engaged and had a greater depth of understanding when the IPad was used during class and examples worked during class on the IPad were downloaded to the students as study notes.

• In an attempt to save students money, the number of math students using OER materials increased dramatically during the '13-'14 school year. There were 290 developmental math students and 222 college-level math students who benefited from OER materials during '13-'14.

• Beginning Fall '13, a special tutoring room (Q250) was staffed by a veteran developmental math tutor, This tutoring room was designated for Developmental Math students only. This special room was constantly busy and there was a very positive response from students who used the tutoring area.

• The English Division offered ENG 091 and ENG 101 in a sequenced back-to-back format so that underprepared writing students can complete two classes in one semester in an accelerated format. Also offered ENG091 as an online class to provide more options to developmental students.

• Counseling Division integrated peer mentors into more classes besides the Student Success classes (AAA115 & CPD150), especially in developmental Math, English, and Reading.

• As part of the iStartSmart program, Counseling worked closely with new-to-college students who test into developmental classes. This includes New Student Orientation and career planning, mentoring, counseling, and CPD150 and AAA115 classes.

• The Library developed a Library Developmental Education Strategic Plan that will aide and expand student’s information literacy skills , through collaboration with teaching faculty, the academic support to developmental students in Reading, English, ESL, and Counseling, to help them: 1. reduce library & research anxiety; 2. build up their information literacy skills & critical thinking through well-designed hands-‐on research activities; & 3.improve student persistence and course completion.

• The Library supported English developmental classes by increasing the usage and purchase of literary sources through collaboration with faculty who teach Developmental English courses.

• Library faculty collaborated with Reading faculty with multiple sections in RDG 071, RDG 081, & RDG 091 by examining course competencies and co-designing research assignments along with rubrics. Focus has been on RDG 081 - three sequenced instruction sessions have taken place for all three sections.

• Implementation of Math Camp in collaboration with the CTL, Math Division, LSC and testing. Students who tested into MAT081/082 and MAT091 were provided additional instruction to improve overall test performance and overall success in development mathematics courses. Thirty-seven ACE/HOOP students completed the MATH Camp during summer 2014 up to 40.5% from twenty two participants in 2013. Students who completed the post placement test, 24 (59%) increased placement test scores; 18 (51%) of students placed into a higher level math course; 2 (5%) earned the same score; and 9 (25%) scored lower on the post-test.

• Student Athletes posted the following rates of completion through first 100 level courses; reading – 90%, Math-75%, English-75%

• Expanded the MAT108 (Tutored Math) course to be taught by RFP faculty and to include additional in-class tutors. Successful completion of the course increased by 16-34% and successful completion of the concurrent Math class increased up to 26%.

• Academic success coaching for developmental math, English, and reading students resulted in strong success results for math and reading. Successful completion increased by 14% in reading (from 64% to 78%) and by 45% in math. (19% to 74%.)

Academic and Student Support

• LSC looked at course grade, completion, and continuation rates of students using various LSC services. We found that faculty in developmental English who work more closely with the LSC, especially bringing their students into the LSC, see significantly higher pass rates (depending on usage, 78%-82%, compared with 69% of those whose students do not use the LSC).

• LSC success coaches visited developmental Reading and English classes and began to work with math faculty to visit the developmental math classes, resulting in increased use of success coaching. Of students who use academic reading coaching, 79% pass the classes that they came in for, and 83% persist to the next semester. Success coaches also contacted students who placed in 2 or more developmental classes and set up a meeting schedule.

• Implemented prescriptive advising – with a focus on General Education and Developmental Education.

• Implemented iLEAP (Learn, Evaluate, Advance, Progress); combines diagnostic testing with online remediation to help students improve course placement allowing them to progress to college level courses in order to improve completion and retention rates

Future Goals/Plans for July 1, 2014 – June 30, 2015:

Developmental Education (future goals) Key Metrics (weakness)

• The successful course completion rate of young adults between the age of 20 and 24 has slightly decreased from 61% to 58%.

• Overall success rate in college-level math after completion of developmental sequence has decreased from 67% for the 2011 cohort to 62% for the 2012 cohort.

• Just 50% of Hispanic students who completed the developmental sequence in Math successfully complete college-level math within one-year.

• 52% of 2012 male cohort successfully completed college-level math within one-year after completing the developmental sequence. This is down from 64% for the 2011 cohort.

• Successful completion of college-level English after completion of developmental English has decreased for part-time students from 68% in fall 2011 compared to 60% in fall 2012.

Supporting Evidence

• Create and maintain student success through academic success coaching and peer mentor program.

• Increase learning support to students in reading and math through in-class tutors and reading coach.

• Integrate more iPad technology and OER resources in developmental math classes.

• Pilot the revised developmental math competencies. • Implement new developmental reading and contextualized reading classes. • Facilitate more faculty in the integration of more technology into their instruction

and/or try the flipped classroom strategy. • Facilitate increased student success in developmental courses.

Community Development and Civic and Global Engagement Progress Report for July 1, 2013 – June 30, 2014:

Programs, events, and activities open to the community

• The Center for Performing Arts had 110 free and ticketed events (theater, music, dance, film) open to the community and attended by over 12,900 people. In addition, there were 4 occupational program graduation events attended by over 600 people.

• Festival of Tales, organized by the Education Department in conjunction with several classes and clubs, was offered to the community on a Saturday during both the fall and spring semesters. Over 900 community members attended and more than 100 students offered activities each semester.

• Sixteen Health and Wellness breakouts totaled 271 participants. • The annual Desperado LGBT Film Festival brought over 870 community

members to PVCC for two weekends in January of LGBT films and discussions. • The Learning Support Center (LSC) held a total of 192 workshops on topics

ranging from study skills to ESL conversation groups with a total of 973 attendees from the campus and community. The ESL conversation groups had 101 sessions attended by 248, the majority from the community.

• Six workshops on audio production topics had 50 attendees and 2 lectures on music business had over 100 attendees.

• A one-day STEM Teacher Workshop was held in Summer 2013 with 15 Middle and High School teachers participating.

• Moon to Main Street Lectures on STEM topics open to the community featured 2 speakers: Dr. James Ashley, presented on “Lunar Caves and Why They Matter.” And Dr. Marlene Zuk, who presented on “Sex on Six Legs.”

• Phoenix Astronomical Society in partnership with PVCC hosted speakers and “Star Parties” open to students, staff, and community at both the Union Hills and Black Mountain sites.

• ECE co-sponsored a presentation by Lakeshore CEO Kevin Carnes on early childhood outdoor learning environments with AzAEYC and the local affiliate, Valley of the Sun Association for the Education of Young Children.

• ECE reached over 600 (duplicated count) early childhood educators and students through our First Things First North Phoenix Community Based

professional development experiences. • President’s Community Advisory Council consisting of 35 members representing

local businesses, agencies, and school districts met four times. • KSC Student Services Center Grand Opening involved students, employees, and

community members. • PVCC at Black Mountain partnered with YMCA and Foothills Community

Foundation on the following events: Black Mountain Partnership - Fall prevention Community Expo; Black Mountain Partnership – Women’s Expo; Black Mountain partnership - Flick n’ Float (Movie night in the pool); Mountain Partnership - Hosted Carefree/CC Chamber Mixer; Mountain Partnership - Steamtastic & Stars Extravaganza; Caring Communities - outreach for at risk adults.

• PVCC at Black Mountain STEAMastic event on March 20th drew over 200 participants and featured 37 hands-on activities in areas of science, technology, engineering, art, mathematics, and music.

• Held 19th Annual Puma Classic Golf Tournament funds raised directly support student-athlete tuition and books scholarships

• PV athletic programs were involved in the following service activities; Women’s Soccer-volunteered at St.Mary’s Food Bank, Men’s & Women’s Cross Country-volunteered at Mountain to Fountain 15K, Baseball-conducted a youth clinic at St. Agnes Catholic School, Softball conducted youth clinic at Cactus Shadows High School, Men’s Golf-volunteered at Club Corp Charity Classic, Women’s Golf-volunteered at Phoenix Chamber of Commerce golf event, Men’s and Women’s Tennis-volunteered at Arizona Special Olympics

• Co-hosted outreach to Hispanic Community-translated presentation and presented in Spanish to involve parents in exploring higher education for their high school age children

• HOOP Students volunteered at the Heard Museum • Hosted the rUnDead 5K, a successful fundraiser that raised $1000 for Phoenix

Children’s Hospital. Eighty students volunteered approximately 1,000 hours for this event.

• More than 1000 community members participated in the AARP Tax Preparation sessions and over 250 community members participated in the VITA Tax Preparation sessions.

• Five LINUX Installfests were conducted for over 50 community members. • Good neighbor visits to service area business were conducted by the Office of

the President and Community Relations reaching over 40 businesses and college leadership attended numerous Chamber and community group events.

• HOSA sponsored the Professional Speaker’s Series: Dr. David Beyda presented “Ethics and the Underprivileged: How and Why It Is So Different Than What We Expect”’ Dr. Allan Hamilton presented “ From Barnyard to Bedside: How Horses Tech Doctors the Secrets of Better Bedside Manners”; Wiliam’s Institute presented “Ethical Decision Making in the Gray Zone”; Rep. Heather Carter presented “Arizona Health Policy: Yesterday, Today, and Tomorrow; and Alana Podwika, MBA, RPh presented “Pharmacists, Part of the Healthcare Team, Redefining the Role of the Pharmacist for ACO and PCMH”. Over 100 students, faculty, and community members attended.

Activities that Address Civic and Global Engagement

• A variety of lectures and class presentations on civic or global topics were held for students and community. Seven lectures from the Islamic Speakers Bureau were attended by 224. 24 lectures in classes from Catholic Charities Speakers Bureau had 744 attendees. Three lectures on Borderlinks had 135 attendees.

• The Library, in collaboration with a number of faculty, developed the year-long Civil Discourse and Disobedience program and exhibit which was attended by multiple classes as well as individual students and community members.

• The newspaper staff has covered numerous panels and workshops about civic and global engagement, including the recent Arizona Town Hall. Journalism students are routinely encouraged and required to monitor global and local news and to discuss issues surrounding civic and global engagement.

• Early Childhood Education (ECE) faculty volunteers to staff table at Dia de los Ninos event in conjunction with NAU faculty and students.

• Over 300 students in Education, Honors, Sociology, Counseling, Fire Science, and Early Childhood classes participated in service learning activities.

• Lectures on other civic and global topics included “Modern Mexican Art,” Human Trafficking (4 lectures), and “The Foods of Many Cultures” were attended by over 250 students and community members.

• The Chinese New Year Lunar Festival was held with over 250 students, employees, and community members attending the performances in the CPA.

• Six students and 1 faculty attended the Maricopa Global Leadership Retreat. • Over 120 students and community members attended presentations by Mata

Ortiz potters • Nine international films were shown to 1,375 attendees from the community as

well as students and staff. • Over 200 people attended Honors student presentations on global topics. • Sponsored voter registration drives, Patriot Day and Constitution Day Events.

Students participated in year-long SPPF (Student Public Policy Forum). • Education students partnered with community groups to participate in and

facilitate a number of events including “Structured Autism Program” “Quail Run Literacy Night,” “Whole Foods Storytelling,” Miracle League Buddy Program,” and provided over 800 hours of volunteer time.

Future Goals/Plans for July 1, 2014 – June 30, 2015:

• Increase outreach programs to the community with a focus on positive social change.

• Identify and implement new courses/programs that will address the needs of the communities served by PVCC at Black Mountain.

• Enhance access and usage of the library collections to the community. • Enhance student development of international perspectives in academic

certificates and degree programs. • Continue to support student involvement in community events • Continue to provide outreach efforts to the Hispanic Community

Strategic Innovations Report 2013-2014

Please respond directly on this form and limit your submission to two pages maximum.

Form for Strategic Innovations Report

College/District Unit: Strategic innovations should be linked to the most recent College Strategic Plan or MCCCD Unit Plan.

Core Planning Areas Identify no more than one or two innovative initiatives per Core Planning area that the College or Unit is planning or implementing. These initiatives should be strategic in nature and change-based.

Which Governing Board Outcome is

the innovation designed to improve?

1. Access to Learning MCCCD provides access to learning opportunities for students and the community.

iPad Project for Math: Eight math faculty used tablets in the classroom to attempt to increase student engagement, success, and retention in developmental and college level math classes. According to faculty and student survey results, use of the tablets increased student engagement and enjoyment. A couple of Science and Communication faculty are also using the tablets.

Developmental Education

University Transfer Education and General Education

2. Pathways to Success MCCCD builds educational and career pathways and supports student goal attainment.

1. PVCC began offering the NAU Concurrent Enrollment Program in Nursing during the 2014 academic year. This program provides the opportunity for nursing students to earn their Bachelor of Science in Nursing simultaneously with their associate degree. The first cohort of students from PVCC is scheduled to graduate in December 2014.

2. The Paramedic to RN Bridge Program offered at PVCC also provides students who have completed the paramedic program an opportunity to advance their education and careers transitioning to becoming a registered nurse.

Workforce and Economic Development University Transfer Education and General Education

3. Effective Teaching & Learning MCCCD researches, assesses, and improves student learning and invests in strategies to improve organizational learning & effectiveness.

The award-winning General Education Assessment (GEA) web-based application was enhanced to meet the needs for faculty to submit and access general education and course assessment reports, including pre and post-test projects as well as provided a refinement of data analysis. Two general education learning outcomes, Critical Thinking and Diversity/Global Awareness, were developed and implemented in multiple classes across the curriculum.


Community Development and Civic and Global Engagement

4. Organizational Integrity Policies and practices necessary to support the accomplishment of the above through effective use of public resources. This includes financial, human, and technological resources.

Required PVCC training in diversity and inclusion for hiring committees was implemented. All hiring committee members attended a 1 hour session conducted by the Manager of HR on the definition of diversity, legal requirements throughout the hiring process, language that can be used, etc. Faculty screening committees attended another 1 hour interactive session conducted by Dr. Dale, President, and Dr. Mosley, VPAA that covered the many definitions of diversity and inclusion and how a diverse workforce is a benefit to employees and students.


Workforce and Economic Development Developmental Education

Community Development and Civic and Global Engagement

Instructions for MCCCD 2013 – 2014 Year-End ...1!! Instructions for MCCCD 2013 – 2014 Year-End...

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