ou.msjc.edu...Mt. San Jacinto College, a California Community College, offers accessible,...

Library and Technology Unit Plan Revision September 2010

Submitted by

Patricia James, Dean of Library and Technology

Table of Contents

2010-11 Administrative Plan Review

Budget Requests (one-time funds 2010)

Inventory Documents

List of Dean Functions (2010-11)

2009-10 Unit Plan

Virtual College Concept Proposal

Mt. San Jacinto College Administrative Unit Program Review

INSTRUCTIONAL SERVICES

Mt. San Jacinto College Mission Statement:

Mt. San Jacinto College, a California Community College, offers accessible, innovative, comprehensive and quality educational programs and services to diverse, dynamic and growing communities both within and beyond traditional geographic boundaries. We support life-long learning and student success by utilizing proven educational methodologies as determined by collaborative institutional planning and assessment. To meet economic and workforce development needs, MSJC provides students with basic skills, general and career education that lead to transfer, associate degrees and certificates. Our commitment to student learning empowers students with the skills and knowledge needed to effect positive change and enhance the world in which we live.”


2009-2010

Mt. San Jacinto Community College District | 1

Program review is a systematic process of data collection, analysis, and interpretation for effective planning and accreditation review. Program review ought to be a “360-degree” review or a review from all angles over time, of the effectiveness of an “educational program”. Fundamentally, program reviews requires an institution to ask important questions about itself and to perform analysis about its own performance. The review of the quality of effectiveness of Mt. San Jacinto College programs is an ongoing professional responsibility and should be both meaningful and practical. A complete program review cycle involves distinct conceptual steps: a precise and accurate description of things as they exist, evaluation of whether those things are sufficient or appropriate or “good enough” to satisfy the institution’s pursuit of excellence, planning for needed improvement, implementation of those plans, and evaluation of the effectiveness of the actions taken in achieving the desired results.

INTRODUCTION –Conceptualizing Program Review

The major objectives of Program Review are to:

- State program goals and align future goals with the college’s mission and goals

- Collect and analyze data on key performance indicators, administrative unit outcomes, program activities and accomplishments

- Examine and document the effectiveness of administrative services

- Facilitate program improvement through analysis of student learning outcomes at the course, program, administrative and institutional level

- Aid in institutional planning and decision-making processes within the college structure

- To use program review data and goals as rationale for budget, staff, facilities, professional development, curriculum, and other planning decisions

- Comply with Accreditation Standards, Federal and State law, Title 5, and other legal certification requirements

Plans for improvement that result from program review should be integrated with or connected to overall institutional plans so that the regular institutional processes for setting directions and timelines, and providing resources for action, support the implementation of those plans.


2009-2010


Self-Study documents are intended to be key drivers informing the District of the colleges’ strategic planning process. Administrative Unit Program reviews will be updated annually and serve as a vital component in the planning and budgeting process. Completed reviews will be shared with all college constituent groups via Institutional Planning Committee (IPC) and made available to the entire college community online. The result of discussions in the planning committees is intended to link into budget planning

How Program Review Integrates with Planning

Integrated Planning and Allocation Cycle

IPC:Planning

SLOAC and Program Review:

Assessment

College Council

Cabinet

BDC:Allocating

Board of Trustees: Provide Policy and

Direction

Assessment CycleIPC

uses Board Goals and Planning Priorities to assess Program Reviews and SLOs/ Outcomes, reports to BDC, Cabinet, Board of Trustees

Program Review

CommitteeSLOAC

IPC Reports

Department Assessments

(SLOs and Program Reviews

Sector Reports


2009-2010


Planning CycleIPC

uses Board Goals, SLOs, Program Reviews , and

Planning Priorities to assess proposals emerging from

sector plans IPC Reports and

Approved Plans:

Master Plan and

Strategic Plan

Department Assessments

(SLOs and Program Reviews)

Sector Plans:

Ed Plan, HR Plan, Facilties

Plan, Resources

Plan

Demographic Research

ARCC reports, other performance

measures

Allocation Cycle

BDC Roles: 1.determine available funds, 2. check proposals for completeness3. Allocates along IPC lists4. Routes budget proposal to cabinet

IPC Ranks proposals, by category

Division/Departmental Plans, Program Reviews

Sector Proposals

Board—establishes short-term and long-term priorities, goals

And the Big Wheel Goes Around….

Board

BDC

SLOs, Program Reviews

Dept. Plans, Implementation, and Assessment

Cabinet

College Council

IPC

Proposed Plans

Proposed Budget

Sector plans,

proposals

allocationsPlans


2009-2010


Program Review and assessment is the cornerstone of planning. The Board of Trustees has adopted the following Institutional goals that embrace the following concepts:

Mt. San Jacinto College Institutional Goals 2009-2010

• Improve Student Success

• Implement an Integrated Systematic Planning and Assessment Model

• Improve Administrative Processes and Operations while keeping them “Transparent”

• Improve Community Perception/Awareness

• Enhance Staff Development

• Improve the Organizational Culture

• Improve Campus Safety/Security to Support Learning

• Maintain a Fiscally Sound Position

Program Review provides a means through which each college division (sector) set goals and objectives that support the Board Adopted Institutional Goals, through focusing on the student as a learner. All administrative unit areas are expected to reference the Institutional goals as reports are prepared.


2009-2010


Administrative Unit Program Review contains the following sections: Page

Components of Program Review

1. Executive Summary .................................................................................................... 8

2. Administrative Unit Overview 2.1 Mission Statement ................................................................................................... 8 2.2. Philosophy Statement ............................................................................................. 8 2.3 Administrative Unit Functions ................................................................................. 8 2.4 Identification of Recipients of Service ..................................................................... 9 2.5 Quantity of Contacts ............................................................................................... 9 2.6 Unit Goals and Objectives ....................................................................................... 9 2.7 Administrative Unit Strengths ............................................................................... 10 2.8 Improvement Areas ............................................................................................... 10 2.9 Operational Mandates (If applicable) ................................................................... 11 2.10 Accreditation Concerns........................................................................................ 11 2.11 Results of Previous Program Review/ Progress on Goals from Last Cycle .......... 11

3. Unit Resources

3.1. Organizational Chart.............................................................................................. 16 3.2. Staffing Level (Full and Part Time) ......................................................................... 17 3.3. Annual Budget and Amounts Budgeted for Resources ......................................... 18 3.4. Resource Inventory ............................................................................................... 21 3.5. Collaboration with Students and/or Other Units .................................................. 21

4. Needs Assessment of Unit

4.1. Administrative Unit Recommendations ................................................................ 22 4.2. Identification of Resources Required to Achieve Recommendations (Staff, Supplies,

Equipment, Facilities, Marketing/Outreach needs, Institutional Research needs, Other) .................................................................... 23


2009-2010


Administrative Unit Program Review Work Flow Chart

Vice President of Instruction

Reviews approved Program Review and SLO/DLO/AUO.

Ensure that documents addresses unit needs and accreditation

Deans

Review Service Area Program Review and SLO/DLO/AUO for discussion, enhancement, and approval

Department Chairs/Directors

Submission of Program Review and SLO/DLO/AUO

Accreditation Liaison Officer

Rebecca Teague

Ensures Administrative Unit addresses Accreditation concerns and needs

Collects Program Review and AUO with data/evidence. Stores information on network drive and internet. Submits electronic AUO to Marlene Cvetko.


2009-2010


Administrative Unit Program Review Worksheet

Administrative Unit Area: Instructional: Library and Technology Prepared By: Patricia James, Dean and Shelley Excell-Wertman, Administrative Associate Academic Year: FY09-10 1. Executive Summary The Library and Technology Area is very effective in its ability to provide academic resources for Mt. San Jacinto College. Its strength lies in the willingness of the faculty and staff to collaborate regarding innovative strategies for student success and regarding sharing and collaboratively allocating existing funding. The area has performed consistently both understaffed and underfunded. At times, that situation necessitates excessive overtime expenses and/or finds itself in emergency equipment procurement situations. At all times, no matter what the stress, the area strives to serve students in an effort to scaffold their successful transition to transfer or to work. This document points out four main funding deficiencies and four significant staffing deficiencies. Funding:

1. Equipment replacement funds are needed for SJC Library/Learning Center, smart rooms and classroom labs.

2. Distance Education needs an equipment budget that meets current level of course delivery and is, at this writing, needing new Blackboard deployment servers

3. Learning Skills lab on the San Jacinto Campus has a strong need for replacement furniture and computers (no BCP available as this function was just moved to the L & T area).

4. Libraries are lacking in sufficient funding to bring them to state recommended collection levels Staffing:

1. A supervisor for the classified in the SJC LRC is needed (upgrade of current position) 2. All part-time staff, especially in ITS, need to be moved to full time status. 3. An additional DE Network Technician is needed to handle the workload of the DE area. 4. Additional Staff is needed in the ITS area to cover the new buildings (2 in the past three years, one

planned) and the addition of offsite centers such as TEC and Beaumont/Banning.

2. Administrative Unit Overview The faculty and staff who work in this division share a sense of collaboration in the goal of providing critical resources that make MSJC a comprehensive college. The area of Library and Technology, which is district wide, covers a variety of support services for students that all are directed at enhancing student academic success. The area includes MSJC libraries, learning centers, Instructional Technology Services (ITS), Distance Education (DE), Guidance, Basic Skills and, added in the 2009-10 year, the Learning Skills Program. The unit also hosts the California Community College @ONE professional development program, southern center (see attached end-of-year report). While many of the services or functions are district wide (ITS, DE, Guidance and Basic Skills) others are site specific with mirrored functionality (Learning Centers, Learning Skills and Libraries). The administrator’s primary office is located on the Menifee Campus, however, there is a permanent office available in the instruction office of the San Jacinto Campus, as well and the Dean usually spends one to two days per week at the San Jacinto Campus. The distribution of supervisory staff is not equal with a Learning Center/Library Classified Supervisor existing only on the Menifee Campus. This means that the Dean must supervise classified staff at the Learning Center/Library in San Jacinto. The supervisor for ITS serves college wide. It is the hope of the administration that additional supervisory staff be established at the San Jacinto Campus.


2009-2010


Services at the Temecula Complex and other off site locations is provided within budget limitations, by the MVC or SJC staff. Distance Education is a large responsibility of the area garnering 17% of the colleges FTE for the past two years. DE technical support resides under the ITS area, however, has the workload that justifies a separate department status. The L & T dean is also responsible for Co-Chairing the Educational Technology Committee and for being the planning lead for the @MSJC Technology Training Academy for faculty and staff. Two programs that were once a part of Student Services have moved to the instructional area in Library and Technology. They are Guidance and Learning Skills. Both programs provide academic support services and are thriving in the instructional division. In addition, the Dean of Library and Technology has also been responsible for the Basic Skills Initiative project since its inception several years ago. The primary responsibility of L & T is to administer the budget and the dean serves as Co-Chair of the Basic Skills Committee. Finally, the state wide @One Professional Development project, southern center, is also housed in the L & T area with the dean as co-director and MSJC employing the project’s Educational Projects Coordinator.

2.1 Mission Statement

Library and Technology Area Mission Statement The mission of the Instructional division of Library and Technology is to provide quality support services to faculty and students through collaboration and innovation among the variety of areas served, including Instructional Technology Support; Distance Education; Libraries; Learning Centers; Guidance; Basic Skills; and the @ONE staff development project. Faculty, Staff and Administration together explore new ideas and implement activities that allow academic services to meet the needs of all MSJC students.

2.2 Philosophy Statement

The unit supports the mission of the college at its fundamental core because its focus is on supporting student success at all levels. The philosophy of the area is based on the belief that student success is the responsibility of everyone who works at the college. The L&T area provides a variety of important resources for students and their needs are our priority. 2.3 Administrative Unit Function

The area, which is district wide, covers a variety of support services for students that all are directed at enhancing student academic success. The area functions to provide broad based resources to students by staying current in tutoring strategies and library services technologies and by making all academic resources available through technology both in the on ground classroom and through web access, as supported by Instructional Technology Support and the Distance Education program. We also assist students with specific types of needs through the Guidance and the Learning Skills programs. Another function that the area performs is in providing leadership and organization of professional development activities for faculty staff in the areas of technology use and in pedagogy via the @MSJC Technology Academy and the Teaching and Learning Academy.


2009-2010



2009-2010


2.4 Recipients of Service

Because this unit serves all of the college sites and distance education, it is safe to say that it serves all students. The unit also serves staff, administration and faculty through professional development activities. The libraries serve the community through materials share programs and partnerships with local libraries. The unit also co-hosts the @ONE state-wide professional development program and thereby serves all of the members of the California Community College community as well as many other k-20 agencies within and out of the state. 2.5 Quantity of Contacts (Recipients Served)

All MSJC courses have technology components through our Blackboard system and we have 94% of the college classrooms equipped with networked systems. The libraries and learning centers serve all students across the district. So, the quantity of contacts for us would be ALL.

• Library contacts exceed 300,000 per year. • Learning Centers exceed 105,000 tutoring hours per year. • Training academy programs have 300+ faculty and staff participants each year. • DE courses exceed 150 in distinct courses and average 700 sections per year (down a bit due to section

decrease overall) and over 5500 students take some form of distance education courses. • The Guidance program offers over 20 courses per semester with an 85% fill rate (down a bit due to

section decrease overall). • The Learning Skills numbers were not available at the time of this writing, but what is known is that each

center sees approximately 30 students per day during the regular semester. • The fact that a Blackboard course shell is generated for every class section offered at the college (auto

populated with registered students) combined with a 94% rate of smart classrooms available district wide, means that all students are extremely likely to experience technology enhanced instruction.

2.6 Unit Goals and Objectives:

1. Add the role of Library Director to the staffing of the MVC and SJC Learning Resource Centers (Library and Learning Center)

Unit Goals:

2. Achieve some movement toward meeting staffing needs in all areas, ITS, Distance Education and Learning Center Staff, and Library staff, to support growth and ensure student success. Re-classify DE staff. Bring all part time staff up to full time.

3. Establish infrastructure funding beyond $6,000 per year for DE hardware, networking, and software needs.

4. Establish permanent budget items for procurement, repair and replacement of smart classroom equipment and supplies that do not rely on one-time funding sources. Make all classrooms “smart” rooms.

5. Develop a plan for incrementally increasing library budgets especially when subscriptions to electronic data bases are tied to enrollment growth.

6. Develop a long term professional development for all faculty and staff in the unit, with ITS holding first priority


2009-2010


7. Establish a Distance Education Department/Program distinct from ITS as a service area and as an instructional center with instructional design capability.

8. Establish a Distance Education Program that exists as a comprehensive entity for planning, policy development, professional development, etc.

9. Create Library and Learning Center space, especially at SJC, that is functional and encourages student success.

10. Establish a Learning Center and Remote Library at the Temecula Complex and in the Pass Center.

2.7 Administrative Unit Outcome(s):

Student success will increase in all areas due to the availability of resources via the web and within libraries and learning centers.

All students will have increased success through the support services provided in the learning centers. Students will obtain digital literacy by having access to all technology resources available on the web

and in the classrooms and classroom labs. Students will be able to plan their educational and future careers through access to a comprehensive

Guidance Program.

2.7 Administrative Unit Strengths

• Excellent working relationship across the departments and within the areas • All members share putting high value on professional development, as does their administrator. • Willingness of all staff members to “go the extra mile” for students and the ability to assess whether

decisions are truly good for students. • Ability across the area to recognize the interconnectedness as student success service providers. • Faculty and Staff members who are involved in college wide activities such as Academic Senate, Basic

Skills Committee, Educational Technology Committee, Information, Communication, and Technology Committee, Budget Committee, Instructional Program Review Committee, STEM Planning Task Force, Accreditation Steering and Standards Committees to name a few!

2.8 Improvement Areas

General areas needing improvement are in order: Supervision increase is needed in the SJC Library/Learning Center area; Staffing increases across the areas with technology areas taking priority; Funding for replacing ageing switching and server equipment is needed; Furniture is in need of replacement everywhere at the San Jacinto Campus. (detail is below)

• Staffing in all L&T areas, is not sufficient to meet the needs of the district, needs which have more than doubled in the last three years, with no additional staff. (Library, Learning Center and ITS)

• There are no back-up computers available in case of failure anywhere in the instructional technology area.

• Difficulty in supervising the San Jacinto Learning Center staff • Lack of adequate pay scale to attract technicians in the DE area that have programming knowledge

related to Blackboard and portal infrastructure. • Lack of budget to support Distance Education that is commensurate with the number of hosted class

sections.


2009-2010


• Lack of down time required to enable staff to participate in effective or current upgrades of DE systems • Furnishings in the San Jacinto Learning Skills, Library and Learning Center are in need of replacement • Computers for the San Jacinto Library and Learning Center as well as for Learning Skills are past end of life

and must be replaced as soon as possible. • Computers in the Menifee Library and Learning Centers were at end of life in 2009.

2.9 Operational Mandates

Distance Education has mandates that require reports yearly to the Board of Trustees and quality requirements designated in the DE Guidelines of March 2008. The next report is due by June 2011. Libraries have staffing and collection mandates set by education code and Title 5 regulations. Library mandates require student/librarian and student/collection ratios that we are far behind in meeting.

2.10 Accreditation Concerns

The main concerns of the area when considering accreditation have to do with not having funds to adequately maintain equipment across the district. Additionally, library collections and staffing have not met state recommendations for many years and continue to fall short of those levels. Supervision of the classified staff in the SJC LRC has also been an issue that may be reflected in our self-study needs.

2.11 Results of Previous Program Review/Progress on Goals

Note: Describe the progress the unit has made toward achieving the goals of the last review. List plans for improvement from previous program review and describe progress made, providing data where applicable. Complete Assessment Plan Part 1 and Part 2 Tables on the following page Part I. Report on 2009-2010 Assessment Plans for Administrative Unit Area: (specify (Please provide a 1 page historical reference of last year’s outcomes)

Mission Statement: The mission of the Instructional division of Library and Technology is to provide quality support services to faculty and students through collaboration and innovation among the variety of areas served, including Instructional Technology Support; Distance Education; Libraries; Learning Centers; Guidance; Basic Skills; and the @ONE staff development project. Faculty, Staff and Administration together explore new ideas and implement activities that allow academic services to meet the needs of all MSJC students.


2009-2010


Objective Student Learning Outcome (SLO)

Or

Service Area Outcome

(AUO/DLO)

Linked to Institutional Learning Outcome

(check all that apply)

Assessment Criteria

(Specify Target

Performance Level)

Assessment Measure

Completion

(or anticipate completion)

Findings*

Improvement Recommendations

(next step)*

Please note, because this unit supports all students across a variety of resource areas, it has been very difficult to segregate data for the entire unit. Refer to individual area unit plans data. it has been determined that student satisfaction surveys are needed in all resource areas of our unit. We have a 2010-11 unit goal for all areas to create and deploy satisfaction surveys by the end of Fall Semester 2010.

1.

All Unit Goals (see above in this document)


x Communication x Critical Thinking X Aesthetic Awareness X Social Awareness X Responsibility x Scientific Awareness

Increase in transfer rate by 2% from 2008-9

ANY increase in ARCC scores!

Transfer rate increase

ARCC data

Unknown

Slight increase in a variety of areas

Check measures of transfer student usage of resources compared to increases.

Continue to fine tune BSI resources

2. 2. Achieve some movement toward meeting staffing needs in all areas, ITS, Distance Education and Learning Center Staff, and Library staff, to support growth and ensure student success. Re-classify DE staff. Bring all part time staff up to full time.

10. Establish a Learning Center and Remote Library at the Temecula Complex and at the Banning Library

All students will have increased success through the support services provided in the learning centers.



10% increase in success rates for students in courses with SI


ARCC data

SI Data


Slight increase in a variety of areas

More than 30% success rate increases for students using SI

Unknown

Continue to offer workshops and tutoring both online and in the centers, expand to external sites.

Add more SI sections from a variety of funding sources

Check measures of transfer student usage of resources compared to increases.


2009-2010


3. All Unit Goals (see above in this document)

Students will obtain digital literacy by having access to all technology resources available on the web and in the classrooms and classroom labs


Some apparent decrease in Help Desk usage.

Gradual increase in college online academic resources.

Help desk contacts decrease over time

Track Patron count and Bb student usage count for online services. (to begin Fall 10)

To be determined Create Student Satisfaction Surveys for all unit areas.

4. Focus Area 5: The integration of the Guidance program with the activities in the learning centers, should be a curricular and support focus for the next five years. Scheduling for Guidance will be a focus for improvement for the program. Adding a full-time faculty member is also a priority.

Students will be able to plan their educational and future careers through access to a comprehensive Guidance Program.


Increased enrollments in Guidance classes.

Degree, Certificate and Transfer success from students taking Guidance courses

Have Researcher run some correlations between guidance students and completions.

To be determined Deploy Student Satisfaction Surveys and run correlations via research office


2009-2010


Part II. 2009-2010 Assessment Plan for Administrative Unit Area: (specify) Report on up to three outcomes from your service area. Please detail findings and improvement recommendations on following page.

Mission Statement: The mission of the Instructional division of Library and Technology is to provide quality support services to faculty and students through collaboration and innovation among the variety of areas served, including Instructional Technology Support; Distance Education; Libraries; Learning Centers; Guidance; Basic Skills; and the @ONE staff development project. Faculty, Staff and Administration together explore new ideas and implement activities that allow academic services to meet the needs of all MSJC students.

Goal

(from Program Review)

Student Learning

Outcome (SLO)

or

Service Area

Outcome (AUO/DLO)

Linked to Institutional Learning Outcome

(check all that apply)

Assessment Criteria

(Specify Target Performance

Level)

Assessment Measure

Completion

(or anticipate completion)

Findings*

Improvement Recommendations

(next step)*

1.

Establish infrastructure funding beyond $6,000 per year for DE hardware, networking, and software needs and include load balancing hardware ($40K initial hardware purchase).

:



Downtime has decreased to no emergency outages caused by DE load issues.

Assessed by DE Network administra-tors

Completed in Fall 2009

Create a base funding mechanism for DE infrastructure from a variety of resources including International Online Students Program


2009-2010


2


Establish a Distance Education Program that exists as a comprehensive entity for planning, policy development, professional development, etc

Students will obtain digital literacy by having access to all technology resources available on the web and in the classrooms and classroom labs.


Develop a separate DE program by Spring 2012

Develop a Virtual College by Fall 2012

20% Increase in Online degrees and certificates

75% of online teaching faculty will have had training in the last 2 years.

Movement has begun in designating funds from the International Students Program.

A preliminary proposal for a Virtual College has been submitted to the president of the college and is now being developed by the Educational Technology Committee

Continued work on these projects.

Re directing DE course development funds to reimbursement for professional development for DE faculty.

3. Add the role of LRC Supervisor to the staffing of the SJC Learning Resource Center (Library and Learning Center)




10% increase in success rates for students in courses with SI



ARCC data

A job description for this position has been developed

Meeting with VP of Instruction followed by consideration by Executive Cabinet

Funding must be secured from some source for this to be completed.


2009-2010


3 Administrative Unit Resources 3.1 Organizational Chart


2009-2010


3.2 Staffing (Full and Part Time)

Person Title Hours Location Change 09-10 Patricia James Dean of Library and

Technology FT District wide None

Shelley Excell-Wertman Administrative Associate III

FT Menifee None

Anna Stirling Clerical Assistant IV PT 19/11 Menifee Implemented 2010 Kass Munoz Clerical Assistant III FT Menifee None Micah Orloff Educational Programs

Coordinator for @ONE FT (Grant Funded) Menifee None

Cheryl Devenney Supervisor LRC FT Menifee None Jeannie Maggard Library Tech II FT Menifee None Adrienne Walker Library Tech III FT Menifee None Vacant Library Tech II PT 25/10 Menifee 1 Month Reduction

2010 Tracey Pitt Library Tech II PT 25/12 Menifee None Kathryn Kuzminsky Clerical I FT Menifee None Christine Abriam Clerical III PT 36/11 Menifee None Becky Ames Clerical I PT 40/10 Menifee None Mark Dumas Supervisor ITS District

Wide FT Menifee None

Nick Abbondanza DE Network Tech IV FT San Jacinto/Menifee Re-class to Tech IV in Dec. 2009

Amrik Randhawa DE Network Tech III FT San Jacinto/Menifee None Andre Uckert Network Tech III FT Menifee None Bob Vilums Network Tech III FT Menifee None Teresa Davis Network Tech II PT 32/10 (currently 40

hours as 8 of those are funded through @ONE Grant)

Menifee None

Jonathan Ferguson Network Tech II PT 32/10 Menifee None Milton Reyes Network Tech III FT San Jacinto/TEC None Vyancheslav Kovalchuk Network Tech II PT 32/10 (currently 40

hours as 8 of those are funded through @ONE Grant)

San Jacinto Grant sunsets 2012

Brandy Chilburn Network Tech II PT 40/10 San Jacinto None Cindy Rozo Help Desk Tech FT San Jacinto/Menifee None Randi Lee A/V Tech PT 19/11 San Jacinto/Menifee None Sherri Moore Librarian FT Menifee None Monica Flores Librarians FT Menifee None Hire 2 per semester Associate Librarian As needed Menifee None

Ted Blake LRC Coordinator FT Menifee None Albert Jimenez Tutorial Services

Specialist FT Menifee None

Lorrie Ross Writing Center Coordinator

FT Faculty Menifee None

Janice Levasseur Math Center Coordinator PT Faculty Menifee None Robert Pipes Library Tech II FT San Jacinto None Vali Reese Library Tech III FT San Jacinto None Karen Hedlund Library Tech II PT 19/11 San Jacinto None Sandra Darnell Clerical I PT 40/11 San Jacinto None Connie Hill Clerical I PT 40/11 San Jacinto None


2009-2010


Betty Ihrig Clerical III PT 31/10 San Jacinto None Elisabeth Anghel Librarian FT San Jacinto None David King Librarian FT San Jacinto None Hire 2 per semester Associate Librarian As needed San Jacinto None Evelyn Menz LRC Coordinator FT San Jacinto None Maria Aquino Tutorial Services

Specialist FT San Jacinto None

Ken Kusudo Writing Center Coordinator

PT Faculty San Jacinto None

Colin McLaughlin Math Center Coordinator PT Faculty San Jacinto None Marlene Cvetko Learning Skills

Coordinator FT Faculty San Jacinto None

Raymond Shaw IA II PT 40/11 San Jacinto None Catherine Gault IAII PT 19/10 San Jacinto Reduced from 11

month in 2009 James Decker Learning Skills

Coordinator FT Faculty Menifee None

Lota Chea IA II PT 19/11 Menifee None Karen Cranney Guidance FT Menifee None

3.3 Annual Budget

Department

2010 - 2011 Tentative Budget Comments

ADMINISTRATION

Salaries/Extra Duty/Student Workers/O.T. 241,275

Fixed Costs 62,079

Discretionary 11,222

TOTAL 314,576

DISTANCE EDUCATION

Salaries/Extra Duty/O.T. 141,598

Fixed Costs 43,945


$31,000 of discretionary amount is for the Presidium (24/7 Help Desk) Contract.

TOTAL 226,761

SJC LEARNING CENTER


2009-2010


Salaries/Extra Duty/Student Workers 262,107

Fixed Costs 76,886

Discretionary 4,789 $1,567 for Smarthinking Contract

TOTAL 343,782

SJC WRITING CENTER

Extra Duty/Student Workers 65,496

Fixed Costs 6,732


TOTAL 73,795

SJC MATH CENTER


Fixed Costs 7,222


TOTAL 81,835

MVC LEARNING RESOURCE


Fixed Costs 78,800


TOTAL 376,484

MVC WRITING CENTER

Extra Duty/Students Workers 71,111

Fixed Costs 7,471


TOTAL 80,149

MVC MATH CENTER


Fixed Costs 7,368


2009-2010



TOTAL 80,155

SJC LIBRARY


Fixed Costs 81,184

Discretionary 136,766 Includes fines & copier fee monies

TOTAL 558,769

MVC LIBRARY


Fixed Costs 103,364

Discretionary 140,766 Includes fines & copier fee monies

TOTAL 639,697

ITS - ADMIN

Salaries 513,392

Fixed Costs 158,114

Discretionary 520

TOTAL 672,026

ITS - LABS


TOTAL 47,686

AV SERVICES - SJC/MVC


TOTAL 11,882

GUIDANCE - SJC/MVC

Salaries/Student Workers 115,080

Fixed Costs 22,147


2009-2010


Discretionary 3,277

TOTAL 140,504

SJC LEARNING SKILLS PROGRAM

Salaries 159,780

Fixed Costs 39,115

Discretionary 3,509

TOTAL 202,404

MVC LEARNING SKILLS PROGRAM

Salaries 107,531

Fixed Costs 21,633

Discretionary 3,845

TOTAL 133,009 DISTANCE ED COORDINATORS - SJC/MVC

Reassigned Time 21,000

Fixed Costs 2,626

TOTAL 23,626

COMPUTER LEASE TOTAL

Library & Technology Computers 10,789

TOTAL 10,789

GRAND TOTAL FUNDS 3,994,402

3.4 Resource Inventory:

Please see appendices for detailed view of computers, server and other equipment end of life charts.

ITS numbers of smart rooms and numbers of classroom labs: Smart classrooms: 110 smart classrooms

SJC: 32 MVC: 64 TEC: 14 Number of Classroom Labs: SJC 7 MVC: 14 TEC: 2 Number of Student Resource Labs: MVC: 3 SJC: 2 TEC: 4 computers Smart Boards : MVC 3 SJC 1

3.5 Collaboration with Other Units Because this unit provides academic support for all areas of instruction at the college, it is imperative that we collaborate in the procurement of equipment, planning for new labs and classrooms, and technical professional development across the district. In addition we collaborate with Information Technology continuously. We collaborate with Student Services in the Basic Skills Initiative Project, Tutoring for Athletes, and serve as the Instruction Office liaison to Enrollment Services.


2009-2010


4 Administrative Unit Needs Assessment Note: Complete Needs Assessment Plan Part 4.1-4.4 on the following pages.

4.1 Administrative Unit Recommendations

1. The LT Unit’s main focus for the next three years must be to increase staff across unit at all sites. The primary

need has changed from 2009-10 to be for supervision in the Library and Learning Center at San Jacinto. Additionally, Instructional Technology Services (ITS) and DE also are critically deficient in having staffing needs met. All of these areas are challenged by the huge increase in enrollments over the past three years combined with decreased funding. Staffing plans exist in the libraries and in ITS. The ITS plan is timed with the opening of new buildings and has not been addressed since the two new buildings and a new site that house considerable technology, have been brought online.

2. For any future growth in use of the Blackboard portal and course management new system servers need to be purchased. Service contracts expire in Spring semester of 2011 and we will be without a safety net should any of these servers fail.

3. Beyond the staffing and servers, but no less important will be the planning for procurement, maintenance, replacement and addition of technology in the classrooms and labs across the college. Obtaining ongoing funding through line item budget increases will be the focus of budget development for the unit in all areas. Currently, there is no line item for replacement of smart classroom equipment and this should be a priority addition to the LT budget area. We are currently at 75% of our classrooms being equipped as smart classrooms. We need an additional 35 smart new set-ups.

4. The SJC Library and Learning Center physical space really needs to be reviewed and remodeled to include study room space and wall division between the Learning Center and Library to reduce noise that filters into the library. In addition, furniture and computers are in dire need of replacement at this time.

5. The addition of the Learning Skills program to the L&T area brought some needed changes for the Menifee site, however, the San Jacinto program is still in need of new computers and furniture. Additionally, the program should be better integrated into the activities of the SJC Learning Center, a model that has worked well in Menifee this year.

6. Development of rigorous quality measures for DE course offerings will have to be done in collaboration among administration, Academic Senate, and the bargaining agents. Accessibility compliance remains a focus for the next few years.

7. The integration of the Guidance program with the activities in the learning centers, should be a curricular and support focus for the next five years. Scheduling for Guidance will be a focus for improvement for the program. Adding a full-time faculty member is also a priority.

8. Libraries and learning centers will have to develop off-site resources in both the Pass Area and for the TEC. Funding must be increased to all of these areas to accomplish the expansion goals. Decreased funding has caused a reduced presence of tutoring at the TEC. Online tutoring is available for TEC students and other off site students, as well. Library funding has not increased in several years, increases in subscriptions to electronic data bases are tied to enrollments and must be increased along with collection updates and library services personnel.


2009-2010


9. Funding for full time faculty in the learning centers (Math and Writing) and for full time faculty to staff a Virtual College will have to be determined and proposals developed to obtain.

10. Increased facility space is needed to house the DE program and/or virtual college and for both of the learning centers. In any case, the DE program should become its own technical department separate from ITS. (Distance Education Technical Support [dets])

4.2 Identification of Resources Required to Achieve Recommendations (Staff, Supplies, Equipment, Facilities, Marketing/Outreach needs, Institutional Research needs, other)

The primary need in this area is increased staffing in all areas. A prioritized list is offered below with additional changes as of September 2010:

Priority Staffing 4-5 year plan is below (some priorities are equal)

First, bring all part time to full time as noted in the chart below:

Priority Position Area Site Current Needed

Changes from 2009-10

1 Help Desk Tech DE Campus 32/10 completed 40/12

2 Tech II ITS SJC 32/11 40/12

3 Tech II ITS MVC 32/11 40/12

4 Tech II ITS MVC 40/11 40/12

5 Tech II ITS SJC 40/11 40/12

5 Clerical Assistant IV PT 19/11 MVC

19/10 40/12

Position added in 2010

6 Clerical III LRC SJC 31/11 40/11

7 Clerical III LRC MVC 38/11

Brought up to full time by adding Honors responsibility 40/11

8 Clerical I LRC SJC 40/10 40/11 All of these should be re-classed to Clerk II

9 Clerical I LRC MVC 40/10 40/11

10 Clerical I LRC SJC 40/10 40/11

11 Clerical I LRC MVC 40/10 40/11

12 Circulations Clerk Library MVC 32/10 40/11

13 Circulations Clerk Library MVC 32/10 40/11

Additional Staff Needed:


2009-2010


Priority Position Area Site Date Needed Changes from 2009-10

1 LRC Supervisor LT Unit SJC 2009-10 Job description created 8/10

2 Technician (New Designation) DE Campus-Wide 2009-10 2 Technician III ITS MVC/TEC 2009-10 2 Full-time Instructional Designer DE Campus-Wide 2009-10 4 Clerical II Learning Center SJC 2009-10 5 Writing Center Coordinator-

faculty Learning Center SJC 2009-10

6 Math Center Coordinator –Faculty

Learning Center MVC 2010-11

7 Technician III ITS TEC 2010-11 8 Clerical II Learning Center SJC 2010-11 9 Math Center Coordinator –

Faculty Learning Center SJC 2010-11

10 Supervisor ITS MVC/TEC 2010-11 11 Writing Center Coordinator –

Faculty Learning Center MVC 2010-11 FT faculty with

40% reassigned time as of Fall 10

11 Full-time Instructional Designer DE (first goes to MVC) SJC 2010-11 12 Guidance Instructor Guidance SJC 2010-11 12 Dean of ITS/DE (Virtual College) New division Campus Wide 2011-12 12 Dean of Libraries New division Campus Wide 2011-12 13 Technician III ITS MVC 2011-12 14 Librarian Faculty Library MVC/TEC 2011-12 15 Librarian Faculty Library SJC/Pass 2011-12


2009-2010


Part 4.1 Area Needs Assessment - Staff

(Please include: How is the data outcome and analysis tie to your area needs?)

Position Staffing Levels for Each of the Previous Five Years Anticipated Additional Needs

2005 2006 2007

2008 2009 %

Change f r o m Year 1 to

Year 5

2010 - 2011

2011- 2012

Administration (Certificated Management)

1 1 1 1 1 0 0 1

Full-time Faculty 4 4 6 7 Guidance

was added to the area

9 Learning Skills was added to the area

5

2 2

Part-time Faculty 4 2 4 10 Guidance

was added to the area

10 8 2 2

Classified Staff (Including Classified Management) ft

22 22 23 23 23 1 One is grant

funded

6 8

Classified Staff PT 11 11 11 11 12 1 0 0

Confidential Staff FT 0 0 0 0 0 0 0 0

Hourly Staff (by 1000 hour equivalent = .5)

0 0 0 0 0 0 0 0

Student Workers 5 5 5 8 10 5 5 5

Faculty Reassigned FTE Full time

0 0 0 0 0 0 2 4

Faculty Reassigned FTE Part time

1 0 0 1 3 2 2 2

Professional Expert 0 1 1 1 0 -1 0 0

Total Additional Full Time WHAT?


2009-2010


Part 4.2 Area Needs Assessment – Equipment/Repair

List Equipment or Equipment Repair Needed for Academic Year 2010-2011. Please list/summarize the needs of your unit on your campus below. Please be as specific and as brief as possible. Place items on list in order (rank) or importance.

Annual TCO*

Cost per item

Number Requested

Total Cost of Request

New DE Servers 70000 1 70000 File Servers 5000 6 30000 Please see attached inventory lists.

Part 4.3 Area Needs Assessment – Facilities

List Facility/Staff Needs for Academic Year 2010-2011. Listed under 4.1 area Needs Assessment-Staff

Annual Total Cost of Ownership*

Estimated Total Cost of Request

(Remodels, Renovations or added new facilities) Place items on list in order (rank) or importance.

Chairs and tables needed in Learning skills at SJC 5000 (estimated) Tables need replacement in Library and Learning Center SJC 15000 (estimated) SJC Learning Center needs additional or new space ?


2009-2010


Part 4.4 Area Needs Assessment – Professional Development Needs

List Professional Development Needs for Academic Year 2010-2011 Reasons might include in response to SLO assessment findings or the need to update curriculum. Please be as specific and as brief as possible. Some items may not have a cost per se, but reflect the need to spend current staff time differently. Place items on list in order (rank) or importance.

Annual TCO*

Cost per item

Number Requeste

d

Total Cost of Request

Distance Education restoration of Development Funds (used for training for online faculty)

155 30 4650

Conferences for online teaching faculty 875 4 3500 Conferences for Administrator 1000 2 2000

Please note: There is a plan being developed to consolidate all of the ITS equipment needs (mostly covered by CTE and Academic Departmental funds) into one budget item that will need additional funding. A similar plan is in development for instructional software needs. The issue will be to spread funding over several years to cove leasing of equipment and to maintain software licenses and upgrades. The need is overwhelming and cannot adequately be addressed in this form.

Appendices

Budget Requests (one-time funds 2010)

Inventory Documents

List of Dean Functions (2010-11)

2009-10 Unit Plan

Virtual College Concept Proposal

Instructional Technology (ITS) Equipment Needs, August 2110

Prepared August 2010 by Pat James, Dean of Library and Technology

All items have been requested in past BCPs and have been identified in both ITS Program Review and Library and Technology Unit Plans. There have been some recent server failures that were not in specific BCPs but would have been covered under the BCP that requested a larger budget for ITS equipment replacement. There are two areas where ongoing augmentation for both ITS and within ITS for Distance Education have been requested via BCPs but never funded.

Priority 1: Macintosh Lease for Room 926 Menifee (Multimedia/Photo)

History: In 2009-10 we had some one-time funds that were mistakenly allocated by the instructional deans for the first payment of a new lease. That money is now due again and is not in Joyce Johnson’s budget. We will need to locate ongoing funds for this cost.

Request: Macintosh Lab 926 MVC Lease (per year cost) Year 2 $15,700.00

Priority 2: Distance Education Server Replacement

The current servers are at the end of their expected life span (EOL). We have consistently requested an augmentation BCP for DE equipment every year, but have not been funded. We also requested a $70000 BCP for this in 2009. DE is now 17% of our FTE and these servers also serve Blackboard to all classes and the district Portal. Replacing these servers will allow the still serviceable ones to be changed to a file server status, which is less strain on aging machines. They then can replace two file servers, one in SJC CTE and one in MVC CTE, which have recently failed. (saving an additional $10000 purchase of two servers. See Joyce Johnson’s BCPs for 2010) These servers can be leased, instead, see the breakdown below

Request: Distance Education Servers (This number is approximate and would likely be 5% less for a purchase over a lease situation)

$70,775.00

Breakdown for Lease Option for DE Servers Lease 4 servers first year (cost for each year of 5 years) $14,025.00

Second Year $14,025.00 Third Year $14,025.00

Fourth & Fifth Year (with $50 buyout per server if desired) $28,700.00

Total:

$ 70,775.00

We have consistently asked for augmented funding for the ITS budget which currently supports all classrooms district-wide. This budget is to replace servers and switches, but also is used for cables, parts and other miscellaneous items that are needed to keep the equipment running. Currently the budget is $24000 but last year we needed to use this to cover the cost of one switch that failed in building 100 at San Jacinto (or lose connectivity!). Please see the attached list of EOL servers. An additional $15000 will allow us to preemptively replace the most degraded classroom server equipment. Two servers have failed in the past week. If we replace the DE Servers, we can use the better of them to work to replace the two failed file servers.

Priority 3: Replacement funds for failing servers in classroom buildings district-wide:

Replacement for failing servers in classroom buildings $15,000.00

ITS has no funds to purchase computers. We currently are out of back up machines. If a classroom computer fails, we have nothing to replace it with. There are approximately 15 computers in the 900 building belonging to CTE that were purchased with the 900 building original equipment money. They were purchased as back up machines for the 900 building labs but are now two years old. We have used some of these machines and would like to have access to the rest. If that were done, this request would not be needed.

Priority 4: Back up computers for the entire campus smart classroom system:

10 Back-up Computers Campus-wide (smart rooms and labs) $10,000.00

The oldest computers in instruction are located in the LRC and Library at San Jacinto. They reached EOL in 2007. There are several options for replacement, including a thin client solution that would work for the Library but not for the Learning Center (LC has a wide variety of software uses that the library does not have). The options are shown on the next page of this document in detail. The summary is below:

Priority 5: Replacement for Library and LRC Computers purchased in 2005, 2004 respectively:

Option 1: Purchase out-right $62,000 Option 2: Lease (multiply times 4 years ongoing cost) $23,560 Option 3: Thin Client purchase combined with computer purchase $50,280 Option 4: Thin client combined with lease One-time $9,280 Ongoing x4yrs $12,540 Total $21,820

Priority Description Cost 1 Macintosh Lab 926 MVC

Lease $15,700.00

2 Distance Education Servers (See Insert to the right

$70,775.00

3 Replacement for failing servers in classroom buildings

$15,000.00

4 Back-up Computers Campus-wide (smart rooms and labs)

$10,000.00

5 Replacement computers for aging library and learning center computers in San Jacinto. See options on right.

$62,000.00 We would rather lease these

$174,475.00

SJC Library Current Situation

Location Item Qty. Date of Purch. End of Life

LRC HP Compaq dc7100 CMT 33 11/11/2004 12/5/2007

Library HP Compaq dc7100 CMT 29 8/1/2005 8/25/2008

Option 1 Purchase:

Purchase Option Cost LRC 33 1,000.00 33,000.00 Library 29 1,000.00 29,000.00 Total 62,000.00

Option 2 Lease:

Lease Option:

# Computers

Lease Cost per year

62 $380.00

Total $23,560.00

Option 3 Thin Client Purchase combined with Computer Purchases:

Thin Client Option Library computers 29 320 9280 Server 2 4000 8000 Thin cost 17280 LRC Purchase cost: 33000 Total 50280

Option 4 Thin Client Purchase and Lease Cost:

Lease+Thin Client Library Thin 29 320 9280 onetime LRC Lease 33 380 12540 ongoing Total Now 21820

Site Make/Model Description Location Qt.Year,

approx.Replacement

Cost Life Cycle Notes

TEC SonicWall Firewall N. Srv Closet 1 1995 2,758.00$ 6-8 years

End of Life, hardware and software support no longer available, replace with Cisco ASA 5510

SJC Adderlink 12 Port KVM Switch 111A 1 1999 2,000.00$ 6-8 years Replacment not Necessary

MVC MII *Server 955 1 2000 19,000.00$ 4-5 years

*All Current ITS Legacy Servers at MVC can be replaced with one Virtual Server Host. Price includes SFP's, drives, switch port upgrades, cabling, software, and maintance licensing

MVC Cisco Catalyst 3550 Switch 971 2 2001 8,472.00$ 6-8 years

End of Life, last date to extend or renew maintenace contract : February 2, 2011. Replace w/Cisco Catalyst 2960G

SJC DELL PowerEdgeL 2500 **Server 111A 1 2002 22,900.00$ 4-5 years

**Past end of life, current ITS Legacy Servers at SJC can be replaced with one Virtual Server Host. Price includes SFP's, drive shelf, switch port upgrades, cabling, software, and maintance licensing

Instructional Switch/Server Closets MDF & IDF District-WideRed=Needs Replacing

Yellow=Approaching End-of-LifeGreen=Mid-life to New

MVC Catalyst 3550 Switch 351A 2 2002 21,022.00$ 6-8 years

End of Life, last date to extend or renew maintenace contract : February 2, 2011. Replace w/Cisco Catalyst 3750G-48TS

SJC APC 1400 SmartUPS 109A 1 2003

MVC HP 380 G3 *Server 955 1 2003 4-5 years

*All Current ITS Legacy Servers at MVC can be replaced with one Virtual Server Host. Price includes SFP's, switch port upgrades, cabling, software, and maintance licensing

MVC HP DL380 G3 *Server 909 1 2003 4-5 years


MVC Summit 48 Switch 351A 2 2003 21,022.00$ 6-8 years

End of Life, and not part of District Standard. Replace w/Cisco Catalyst 3750G-48TS

MVC HP DL360 G4 *Server 955 2 2004 4-5 years


SJC APC Replacement Battery Cart. UPS consumable 111A 6 2004 2,430.00$ 2-3 year batteries

SJC APC Replacement Battery Cart. UPS consumable 351A 1 2004 405.00$ 2-3 year batteries MVC Smart-UPS 3000 UPS 351A 1 2004 1,350.00$ 6 year physical

SJC APC Smart-UPS 5000XL UPS 223 1 2006 2,800.00$ 6 year physical 2-3

year batteries DE Production UPS, Internal Batteries need replacing

SJC APC 5000XL Baterry PackUPS runtime extended batteries 223 5 2006 6,000.00$

6 year physical 2-3 year batteries

DE Production Extended runtime batteries for APC 5000XL UPS, Internal Batteries need replacing

SJC DELL PowerVault DASDELL Direct attached Storage 223 1 2006 10,000.00$ 5-6 year

DE Production Direct attached Storage unit used to house both testing and production DE Virtual Machines. Current inadaquate performance and capacity

SJC 72GB 15K RPM u320 SCSI HDDHard Drives for DE PowerVault 223 13 2006 5,500.00$ 3-5 year

DE Production Storage for PowerVault Direct Attached Storage unit

SJC DELL PowerEdge 6650 Server 223 1 2004 10,000.00$ 4-5 years

DE Production Past End of life, DE Virtualization server used for BB test and Production DE Auxilary services

SJC Cisco Catalyst 3550 48x100Mbps Switch 109A 3 2006 11,355.00$ 6-8 years

End of Life, last date to extend or renew maintenace contract : February 2, 2011. Replace w/Cisco Catalyst 2960G-48TS

MVC Cisco Pix 515e Firewall 971 1 2006 2,758.00$ 6-8 years

End of Life, hardware and software support no longer available, replace with Cisco ASA 5510

SJC HP ProLiant DL380 G4 **Server 111A 2 2005

**Past end of support contract, current ITS Legacy Servers at SJC can be replaced with one Virtual Server Host. Price includes SFP's, switch port upgrades, cabling, software, and maintance licensing

SJC APC XL3000 SmartUPS 111A 3 2005MVC Cisco ASA 5510 Firewall 200 1 2004SJC Cisco ASA 5510 Firewall 200 1 2004MVC Cisco ASA 5520 Firewall 955 1 2005

MVC Cisco Catalyst 2950 Switch 500 1 2001

End of Life, last date to extend or renew maintenace contract : January 19, 2013

MVC Cisco Catalyst 2950 Switch 971 1 2001

End of Life, last date to extend or renew maintenace contract : January 19, 2013

SJC Cisco Catalyst 2950 48x100Mbps Switch 111A 1 2005 Past end of life, used by I.T.SSJC IOGear MiniView Ultra 8 Port KVM Switch 154 1 2006

MVC Cisco Pix 501 Firewall 971 5 2006Past end of life and only used by students for instruction

MVC HP DL385 Server 955 1 2006MVC Dell Poweredge 1950x Server 955 1 2006MVC Tera Station Buffalo NAS 909 1 2006MVC MAC OS X Server 909 1 2006


DE 2 Production Front end application servers for Blackboard. 1 Testing front end application server for blackboard. Past general usable life and support contract, Expensive to purchase yearly support contract


DE Test File server used to house the content portion of Blackboarad testing systems


DE Production Servers for the Blackboard database cluster. Past usable life, out of support contract, Expensive to purchase yearly support contract

SJC APC XL3000 Battery Pack Shelves 111A 3 2007MVC HSV200-A SAN EVA 971 2 2007MVC HPDL580 G4 Server 971 4 2007MVC Brocade switch Switch 971 2 2007MVC Cisco Catalyst 3750G Switch 971 3 2007MVC HP R5500-XP UPS 971 1 2007

MVC HP DL140 Server 955 6 2007MVC Cisco Catalyst 3750G Switch 955 5 2007MVC Smart-UPS 3000XL UPS 955 2 2007MVC Netgear Ready NAS 110 NAS 909 2 2007MVC HP DL380 G4 Server 909 1 2007MVC Catalyst 3750G Switch 909 5 2007MVC Smart UPS 3000XL UPS 909 2 2007SJC Cisco Catalyst 3560 24x100MBps Switch 154 1 2008SJC Cisco Catalyst 3560 24x100MBps Switch 154 1 2008SJC HP ProLiant DL380 G5 Server 154 1 2008SJC Cisco Catalyst 3560 24x100MBps Switch 901 1 2008SJC Cisco Catalyst 3560 48x100Mbps Switch 109A 2 2008SJC HP ProLiant DL380 G5 Server 111A 5 2008TEC HP ProLiant DL360 G5 Server N. Srv Closet 1 2008TEC HP ProLiant DL160 G5 Server N. Srv Closet 1 2008TEC Belkin Rack Console 17" LCD Console N. Srv Closet 1 2008

TEC Belkin Ominiview SMB IP/KVM switch- 8 ports N. Srv Closet 1 2008TEC Seagaet FreeAgent Pro 500 GB External HD N. Srv Closet 1 2008MVC HPDL580 G5 Server 971 3 2008MVC Smart-UPS 3000XL UPS 971 2 2008MVC Dell Powerdedge 2600 Server 955 1 2008

SJC Cisco Catalyst 4900M 8x10 Gps Core Switch 109A 1 2009

SJC HP StorageWorks MSA 2000 Network Storage shelf 111A 2 2009

SJC HP StorageWorks4/8 Fibre Channel Switch 111A 1 2009

SJC HP StorageWorks8/20q Fibre Channel Switch 111A 1 2009

SJC Cisco Catalyst 2960G-48TC 48x1000Mbps Switch 111A 1 2009MVC Netscreen 5xt Router 971 1 2009MVC Custom Server 909 2 2009


DE Production File Server Cluster memebrs for Blackboard Content

SJC HP DL-360 G5 Server 223 2 2008 9,000.00$ 4-5 years

DE 1 Production Virtualization Server for Auxilary DE Services. 1 Test server used to house the blackboard testing databases


DE 2 Production Front end application servers for Blackboard.

SJC Cisco Catalyst 2960G-24TC Switch 20 GB ports w/4 uplinks 223 1 2007 3,500.00$ 6-8 years

DE Production switch for DE Traffic

SJC Cisco Catalyst 2960G-48TC Switch 44 GB ports w/4 uplinks 223 1 2008 4,500.00$ 6-8 years

DE Production switch for DE Traffic

SJC Tandberg Magnum 224 LTO3 Tape Backup Autoloader 223 1 2008 7,500.00$ 3-5 Years

DE Tape Backup autoloader for backing up DE conent and database systems

SJC Belkin OmniView SMB 1x16 16 port KVM over IP 223 1 2008 2,000.00$ 6-8 years

DE IP KVM for physical keyboard mouse and video access for DE systems

SJC APC Smart-UPS 3000XL UPS 223 1 2008 2,800.00$ 6 year physical 2-3

year batteries DE Production UPS, Internal Batteries need replacing

SJC APC 3000XL Battery PackUPS extended runtime batteries 223 3 2008 6,000.00$

6 year physical 2-3 year batteries

DE Production Extended runtime batteries for APC 3000XL UPS

SJC DELL 72GB FC SCSI SAN HDDFiber channel hard drives 1205 20 2007 30,000.00$ 3-5 years

DE SAN Storage space for Blackboard database MDB, LOG, and quarum partions

SJC DELL 300GB FC SCSI SAN HDDFiber channel hard drives 1205 11 2009 25,000.00$ 3-5 years

DE SAN Storage space for Blackboard\DE content

SJC Cisco Catalyst CSS 11503 Load Balancers for DE 223 2 2009 45,000.00$ 6-8 years DE SAN Storage space for Blackboard\DE content

343,072.00$

DeviceName OSType ComputraceVersion serial make Model924sta1temp Mac OS X ( 870 G87482UU0GP Apple MacPro924sta2 Mac OS X ( 870 G87482UV0GP Apple MacPro924sta3 Mac OS X ( 870 G87482V00GP Apple MacPro924sta4 Mac OS X ( 870 G87482UY0GP Apple MacPro924sta5 Mac OS X ( 870 G87482US0GP Apple MacPro924sta6 Mac OS X ( 870 G87482UX0GP Apple MacPro924sta7 Mac OS X ( 870 G87482UW0GP Apple MacPro924sta8 Mac OS X ( 870 Non-unique S/N Apple MacPro922printsta Mac OS X ( 870 G87482V10GP Apple MacPro

Detected Serial Number Detected Make Detected Model CPU Speed Local IPG87482UU0GP Apple MacPro1,1 3060 172.22.28.94G87482UV0GP Apple MacPro1,1 2660 172.22.28.145G87482V00GP Apple MacPro1,1 2660 172.22.28.135G87482UY0GP Apple MacPro1,1 2660 172.22.28.72G87482US0GP Apple MacPro1,1 3060 172.22.28.22G87482UX0GP Apple MacPro1,1 2660 172.22.28.49G87482UW0GP Apple MacPro1,1 2660 172.22.28.91System Serial# Apple MacPro1,1 2660 172.22.28.156G87482V10GP Apple MacPro1,1 2660 172.22.28.178

Proxy IP RAM Size Number of CPUs Network C Network C MAC Address 1 MAC Address 2207.233.9.240 8192 4 en0 en1 0x0017F20F3112 0x0017F20F3113207.233.9.240 2048 4 en0 en1 0x0017F20F328E 0x0017F20F328F207.233.9.240 2048 4 en0 en1 0x0017F20F32C8 0x0017F20F32C9207.233.9.240 2048 4 en0 en1 0x0017F20F32AA 0x0017F20F32AB207.233.9.240 8192 4 en0 en1 0x0017F20F30C6 0x0017F20F30C7207.233.9.240 2048 4 en0 en1 0x0017F20F32AE 0x0017F20F32AF207.233.9.240 2048 4 en0 en1 0x0017F20F310A 0x0017F20F310B207.233.9.240 2048 4 en0 en1 0x0017F208A404 0x0017F208A405207.233.9.240 2048 4 en0 en1 0x0017F20F3202 0x0017F20F3203

Monitor Type Monitor ManIP1 IP2AppleDisplay Apple 172.22.28.94 0.0.0.0AppleDisplay Apple 0.0.0.0 172.22.28.145AppleDisplay Apple 172.22.28.135 0.0.0.0AppleDisplay Apple 172.22.28.72 0.0.0.0AppleDisplay Apple 172.22.28.22 0.0.0.0AppleDisplay Apple 172.22.28.49 0.0.0.0AppleDisplay Apple 172.22.28.91 0.0.0.0AppleDisplay Apple 0.0.0.0 172.22.28.156AppleDisplay Apple 172.22.28.178 0.0.0.0

DeviceName OSType ComputraceVersion serial make Model930tchsta (2) Mac OS X ( 870 G880611SXYL Apple MacPro930sta1a Mac OS X ( 870 G880611ZXYL Apple MacPro930sta1b Mac OS X ( 870 G88060Y1XYL Apple MacPro930sta1c Mac OS X ( 870 G88060WRXYL Apple MacPro930sta1d Mac OS X ( 870 G880611DXYL Apple MacPro930sta2a Mac OS X ( 870 G88060YDXYL Apple MacPro930sta2b Mac OS X ( 870 G88060WZXYL Apple MacPro930sta2c Mac OS X ( 870 G88060Y5XYL Apple MacPro930sta2d Mac OS X ( 870 G880611CXYL Apple MacPro930sta3a Mac OS X ( 870 G880612FXYL Apple MacPro930sta3b Mac OS X ( 870 G88060XUXYL Apple MacPro930sta3c Mac OS X ( 870 G88060XJXYL Apple MacPro930sta3d Mac OS X ( 870 G880611EXYL Apple MacPro930sta4a Mac OS X ( 870 G880612CXYL Apple MacPro930sta4b Mac OS X ( 870 G880611UXYL Apple MacPro930sta4c Mac OS X ( 870 G88060ZQXYL Apple MacPro930sta4d Mac OS X ( 870 G88060YZXYL Apple MacPro930sta5a Mac OS X ( 870 G88060Y0XYL Apple MacPro930sta5b Mac OS X ( 870 G880612LXYL Apple MacPro930sta5c Mac OS X ( 870 G88060WUXYL Apple MacPro930sta5d Mac OS X ( 870 G88060X8XYL Apple MacPro930sta6a Mac OS X ( 870 G88060YBXYL Apple MacPro930sta6b Mac OS X ( 870 G880612BXYL Apple MacPro930sta6c Mac OS X ( 870 G880612GXYL Apple MacPro930sta6d Mac OS X ( 871 Apple MacPro

Detected Serial Number Detected Make Detected Model CPU Speed Local IPG880611SXYL Apple MacPro3,1 2800 172.22.29.32G880611ZXYL Apple MacPro3,1 2800 172.22.29.58G88060Y1XYL Apple MacPro3,1 2800 172.22.29.30G88060WRXYL Apple MacPro3,1 2800 172.22.29.28G880611DXYL Apple MacPro3,1 2800 172.22.28.147G88060YDXYL Apple MacPro3,1 2800 172.22.29.59G88060WZXYL Apple MacPro3,1 2800 172.22.29.53G88060Y5XYL Apple MacPro3,1 2800 172.22.29.55G880611CXYL Apple MacPro3,1 2800 172.22.29.57G880612FXYL Apple MacPro3,1 2800 172.22.29.65G88060XUXYL Apple MacPro3,1 2800 172.22.28.26G88060XJXYL Apple MacPro3,1 2800 172.22.29.51G880611EXYL Apple MacPro3,1 2800 172.22.29.50G880612CXYL Apple MacPro3,1 2800 172.22.29.42G880611UXYL Apple MacPro3,1 2800 172.22.29.44G88060ZQXYL Apple MacPro3,1 2800 172.22.29.45G88060YZXYL Apple MacPro3,1 2800 172.22.29.46G88060Y0XYL Apple MacPro3,1 2800 172.22.29.39G880612LXYL Apple MacPro3,1 2800 172.22.29.40G88060WUXYL Apple MacPro3,1 2800 172.22.29.37G88060X8XYL Apple MacPro3,1 2800 172.22.29.36G88060YBXYL Apple MacPro3,1 2800 172.22.29.34G880612BXYL Apple MacPro3,1 2800 172.22.29.35G880612GXYL Apple MacPro3,1 2800 172.22.29.60

Apple MacPro3,2 2800

Proxy IP RAM Size Number of CPUs Network C Network C MAC Address 1 MAC Address 2207.233.9.240 2048 8 en0 en1 0x001D4F49A8C0 0x001D4F49A8C1207.233.9.240 2048 8 en0 en1 0x001D4F48087C 0x001D4F48087D207.233.9.240 2048 8 en0 en1 0x001D4F4980B0 0x001D4F4980B1207.233.9.240 2048 8 en0 en1 0x001D4F49A664 0x001D4F49A665207.233.9.240 2048 8 en0 en1 0x001D4F4982D8 0x001D4F4982D9207.233.9.240 2048 8 en0 en1 0x001D4F491FA4 0x001D4F491FA5207.233.9.240 2048 8 en0 en1 0x001D4F491D1C 0x001D4F491D1D207.233.9.240 2048 8 en0 en1 0x001D4F49819C 0x001D4F49819D207.233.9.240 2048 8 en0 en1 0x001D4F47FD5C 0x001D4F47FD5D207.233.9.240 1024 8 en0 en1 0x001D4F491C6C 0x001D4F491C6D207.233.9.240 2048 8 en0 en1 0x001D4F49AC24 0x001D4F49AC25207.233.9.240 2048 8 en0 en1 0x001D4F491A60 0x001D4F491A61207.233.9.240 2048 8 en0 en1 0x001D4F49848C 0x001D4F49848D207.233.9.240 2048 8 en0 en1 0x001D4F491A0C 0x001D4F491A0D207.233.9.240 2048 8 en0 en1 0x001D4F4981C4 0x001D4F4981C5207.233.9.240 2048 8 en0 en1 0x001D4F4977A8 0x001D4F4977A9207.233.9.240 2048 8 en0 en1 0x001D4F491DCC 0x001D4F491DCD207.233.9.240 2048 8 en0 en1 0x001D4F48DD7C 0x001D4F48DD7D207.233.9.240 2048 8 en0 en1 0x001D4F49802C 0x001D4F49802D207.233.9.240 2048 8 en0 en1 0x001D4F497BF4 0x001D4F497BF5207.233.9.240 2048 8 en0 en1 0x001D4F497CC4 0x001D4F497CC5207.233.9.240 2048 8 en0 en1 0x001D4F47FD8C 0x001D4F47FD8D207.233.9.240 2048 8 en0 en1 0x001D4F498060 0x001D4F498061207.233.9.240 2048 8 en0 en1 0x001D4F496FE4 0x001D4F496FE5

2048 8 en0 en1

Monitor Type IP1 IP2Samsung 172.22.29.32 10.21.0.192Samsung 172.22.29.58 0.0.0.0Samsung 0.0.0.0 172.22.29.30Samsung 0.0.0.0 172.22.29.28Samsung 0.0.0.0 172.22.28.147Samsung 0.0.0.0 172.22.29.59Samsung 0.0.0.0 172.22.29.53Samsung 0.0.0.0 172.22.29.55Samsung 172.22.29.57 0.0.0.0Samsung 0.0.0.0 172.22.29.65Samsung 172.22.28.26 0.0.0.0Samsung 0.0.0.0 172.22.29.51Samsung 0.0.0.0 172.22.29.50Samsung 0.0.0.0 172.22.29.42Samsung 172.22.29.44 0.0.0.0Samsung 0.0.0.0 172.22.29.45Samsung 0.0.0.0 172.22.29.46Samsung 172.22.29.39 0.0.0.0Samsung 0.0.0.0 172.22.29.40Samsung 172.22.29.37 0.0.0.0Samsung 0.0.0.0 172.22.29.36Samsung 0.0.0.0 172.22.29.34Samsung 0.0.0.0 172.22.29.35Samsung 0.0.0.0 172.22.29.60Samsung

Dean of Instruction: Library and Technology---Patricia James

Oversee: San Jacinto Library Menifee Library San Jacinto Learning Center Menifee Learning Center Library and Learning Center Activities at Temecula Instructional Technology Support Guidance Program San Jacinto Learning Skills Program Menifee Learning Skills Program Distance Education Basic Skill Initiative @ONE State-Wide Professional Development Project @MSJC Academy Program Instructional Supplemental Instruction

Functions:

Professional Development for DE Faculty Class and Student Issues: for Guidance, DE and walk-in traffic in Instruction Catalog Production Class Schedules and Faculty Contracts Faculty Evaluation Classified Evaluation Instructional Operations: Staff support for Curriculum Development Collaboration with Information Technology Liaison with Enrollment Services Plan and Implementation of International Students DE Program Plan and Implementation of Virtual College Collaborate and Design of DE Faculty Handbook Create District-wide Instructional Technology Plan Policy Decision Support for DE New Faculty Orientation

Committee Responsibilities: Basic Skills Committee Curriculum Committee Instructional Program Review Committee Accreditation Steering Committee, Standard II Committee and Standard III Lead Educational Technology Committee Deans’ Council Enrollment Management Committee Information, Communication and Technology Committee

Statewide/Regional Memberships

@ONE Co-Chair CCCConfer Advisory Committee CVC Advisory Committee Online Teaching Conference Steering Committee System Architecture Committee (sub-committee of Technology and Telecom. Advisory to the Chancellor’s Office)

Unit Plan f o r t h e

Office of Library and Technology i n c l u d i n g

Distance Education and Guidance

“You cannot depend on your eyes

when your imagination is out of focus.” Mark Twain

Manager: Patricia James Draft Submitted November 2008

Updated March 2009

ii | E x e c u t i v e S u m m a r y

Table of Contents:

I. Unit Information: a. Library and Technology Area Mission Statement ...... 1 b. Unit Description ................................................... 1 c. Current Unit Staffing ............................................ 1 d. Unit Characteristics, Performance, and Trends ......... 2 e. Unit’s Over-All Strengths and Weaknesses .............. 4 f. Unit’s Opportunities and Challenges ....................... 5 g. Unit’s 3-5 Year Strategic Directions ........................ 5 h. Unit Staffing Plan ................................................. 7 i. Unit Goals ........................................................... 9 j. Unit Facility Needs .............................................. 9

II. Individual Areas:

a. Libraries ........................................................... 11 i. Menifee Library ......................................... 11 ii. San Jacinto Library .................................... 14

b. Learning Centers ............................................... 17 i. Menifee Learning Center ............................. 17 ii. San Jacinto Learning Center ........................ 23

c. Instructional Technology Services ........................ 27 d. Distance Education ............................................. 32 e. Guidance Department ......................................... 38

III. Unit Learning Outcomes .............................................. 42

IV. Virtual College Proposal: To be added. V. Appendix:

• @ONE End of Year Report • BSI Handout from Board Presentation • Library and Tech handout from Coffee at the College • Staffing plans from ITS and LIbrary

1 | E x e c u t i v e S u m m a r y

Unit Plan for Office of Library and Technology Including Distance Education and Guidance

Manager: Patricia James Library and Technology Area Mission Statement The mission of the Instructional division of Library and Technology is to provide quality support services to faculty and students through collaboration and innovation among the variety of areas served, including Instructional Technology Support; Distance Education; Libraries; Learning Centers; Guidance; Basic Skills; and the @ONE staff development project. Faculty, Staff and Administration together explore new ideas and implement activities that allow academic services to meet the needs of all MSJC students. Unit Description: The area, which is district wide, covers a variety of support services for students that all are directed at enhancing student academic success. The area includes MSJC libraries, learning centers, Instructional Technology Services, Distance Education, Guidance, and Basic Skills (in collaboration with SJC Academic Programs area). The unit also hosts the California Community College @ONE professional development program, southern center (see attached end-of-year report). Current Unit Staffing: The area is staffed by an Instructional Dean, an Administrative Associate, and one Clerk III. In addition, there is a Library Supervisor at Menifee and an Instructional Technology Supervisor, district wide. A variety of support staff (approximately 40 classified personnel) work across the areas of the unit. There are a total of seven full-time faculty and approximately 35 part-time faculty in the unit. Peer and professional tutors number about 75 across the college (numbers fluctuate). Faculty members, both full and part-time generally supervise the tutors. There are two Tutoring Center Specialists (TA IV), one in each learning center, who supervise the peer tutors and serve as leads for the classified staff members in the centers.


Additional staff members include a part-time faculty resource coordinator, a full-time educational programs coordinator devoted to the @ONE project, and a stipended faculty distance education coordinator who serves as a faculty liaison for the online program.

Unit Characteristics, Performance, and Trends • Library:

o Patron Data from the Libraries: 40,000 additional visits between 2007 and 2008 in

Menifee: from 150,599 up to 194,547 visits. 30,000 additional visits between 2007 and 2008 in San

Jacinto: from 70,000 up to approximately 100,000 in 2008. (These are visits, not distinct students)

o Four full-time faculty across the district. o Resources include subscriptions to more than 30 electronic

periodical and reference databases and more than 20,000 electronic books. All electronic resources are Internet based, and may be accessed both on and off campus. Making use of a proxy server enables all students and faculty to access the library's electronic resources with their MSJC username and passwords.

o LIBRARY INSTRUCTION

• Guidance Program Data:

The libraries provide group orientations to classes at the request of the instructor. The library currently conducts more than 200 orientations per year, with a student attendance of nearly 5000 per year. These orientations promote and enhance the use of the libraries’ resources, help the students navigate the libraries’ Web sites, and formulate effective search strategies in the libraries’ catalogs and databases.

o 18 distinct Guidance Courses offered district wide o 31 sections per regular semester o 1 full time faculty member o 13 part time faculty o Courses offered at five local high schools and the TEC

• ITS numbers of smart rooms and numbers of classroom labs, number

of staff members (See Staffing Section) Smart classrooms: 107 smart classrooms SJC: 31 MVC: 62 TEC: 14

o Classroom Labs: SJC 7 MVC: 14 TEC: 2


o Student Resource Labs: MVC: 2 SJC: 2 TEC: 4 computers

• Distance Education: over 400 sections per regular semester; 14% of the college FTE is in DE; 135 online teaching faculty; 36% taught by FT faculty; All classes have Blackboard course shells (DE and regular);

• The following is a recap of the LRC activity for FA08:

• The District experienced over 57,000 visits, up 12% & increase in hours visited by 32%

• SJC with 24,000 visits, lead the pack in growth with a 31% increase in visits and 89% increase in hours visited

• MVC’s visits of 33,000 represented a 2% increase & had a 6% increase in hours visited

• Over 36% of all SJC & 40% of MVC students (unduplicated) visited the LRC

• The avg. length of a visit was 1 ½ hours • Of those that visited, they visited the LRC at SJC 9.4 times during

the semester & 7.7 at MVC • SJC had over 1,400 visits per week & MVC clocked in over 1,900 • 90% of all visits were for tutoring

Source: Charles Hawkins 3/09

• @ONE State-Wide Accomplishments:

o Offers four three-day institutes per school year o Plans and implements the state-wide Online Teaching

Conference o Conducts 20 instructor-led online courses o Conducts 60 desktop seminars, using CCC Confer o Hosts a state-wide speakers’ bureau o Implemented a Certification Program for Online Instructors o Assisting in the BSI Professional Development Grant to provide

web resources for BSI coordinators, staff and instructors. o Funded at $700,000 per year: fully funds Micah Orloff and brings

three ITS technicians from part to full time status o In year two of a five year iteration with opportunities to

continue. (See Attached mid-year report)


Unit’s Over-All Strengths and Weaknesses Strengths:

• Excellent working relationship across the departments and within the areas

• All members share putting high value on professional development, as does their administrator.

• Willingness of all staff members to “go the extra mile” for students and the ability to assess whether decisions are truly good for students.

• Ability across the area to recognize the interconnectedness as student success service providers.

• Excellent policy and procedural development for DE • @MSJC Academy Professional Development Activities (both basic skills

and technology areas). Weaknesses:

• Staffing in all areas, is not sufficient to meet the needs of the district, needs which have more than doubled in the last three years, with no additional staff. (Library, Learning Center and ITS)

• Lack of adequate pay scale to attract technicians in the DE area that have programming knowledge related to Blackboard and portal infrastructure.

• Lack of budget to support Distance Education that is commensurate with the number of hosted class sections.

• Lack of down time required to enable staff to participate in effective or current professional development activities

• DE program has grown faster than the ability of the unit to maintain quality course offerings.

Unit’s Opportunities and Challenges: Opportunities:

• Create innovative technology resources for students across the unit. • Expand library and learning center services to off-site locations • Integrating a variety of grant funding sources for tutors into the

learning centers’ operations. • Create course groupings that provide students with specific success

skill sets (i.e. Research Success Boot Camp) • Develop a high quality Virtual College • Create a reputation for student’s first in student academic services. • Continue to develop professional working relationships among staff.

Challenges:


• Staffing all areas through down-turn economics and increased enrollments.

• Securing the funding for technology needed to remain current and efficient.

• Securing the funding needed to maintain and increase academic resources in libraries and learning centers

• Finding adequate physical space to house burgeoning service needs • Developing opportunities for professional development for all faculty

and staff in the unit. • Obtaining “buy-in” from all college constituencies regarding necessary

changes in course offerings for Distance Education that will result in high quality offerings for students.

Unit’s 3-5 Year Strategic Directions In the next three to five years the unit will focus on integrating its resources, curriculum, and planning to be an integrated force for student academic success. The learning centers hope to serve all MSJC students from basic skills level to advanced transfer and honors students. The libraries hope to increase their academic resources as well as student access to those resources. State of the art distance learning opportunities have always been the hallmark of the MSJC DE program, and the focus for the next few years will be on mandating quality through professional development and strategic policy development. The development of a virtual college is now a realistic goal that may be achieved in the next three to four years. Unit focus areas are listed below:

1. The LT Unit’s main focus for the next three years must be to increase staff across unit at all sites. The primary need is in Instructional Technology Services (ITS) and DE, however, the Learning Centers and Libraries are not far behind. All of these areas are challenged by the huge increase in enrollments over the past three years combined with decreased funding. Staffing plans exist in the libraries and in ITS. The ITS plan is timed with the opening of new buildings and has not been addressed since the two new buildings and a new site that house considerable technology, have been brought online.

2. Beyond the staffing, but no less important will be the planning for procurement, maintenance, replacement and addition of technology in the classrooms and labs across the college. Obtaining ongoing funding through line item budget increases will be the focus of budget


development for the unit in all areas. Currently, there is no line item for replacement of smart classroom equipment and this should be a priority addition to the LT budget area. We are currently at 75% of our classrooms being equipped as smart classrooms. We need an additional 35 smart new set-ups.

3. Currently, load balancing* for the Blackboard servers is done with a low cost software solution that is insufficient to support the usage through the Blackboard portal (not just DE). Additionally, Blackboard Corporate Support will not support software load balancing solutions, so we do not have access to assistance from them when there are problems. A hardware solution would solve many current log-on and time delay problems and will be required for any future growth in use of the Blackboard portal and course management system.

4. Development of rigorous quality measures for DE course offerings will have to be done in collaboration among administration, Academic Senate, and the bargaining agents. Accessibility compliance is a focus for the next two years.

5. The integration of the Guidance program with the activities in the learning centers, should be a curricular and support focus for the next five years. Scheduling for Guidance will be a focus for improvement for the program. Adding a full-time faculty member is also a priority.

6. Libraries and learning centers will have to develop off-site resources in

both the Pass Area and for the TEC. Funding must be increased to all of these areas to accomplish the expansion goals. Library funding has not increased in several years, increases in subscriptions to electronic data bases are tied to enrollments and must be increased along with collection updates and library services personnel.

7. Funding for full time faculty in the learning centers (Math and Writing) and for full time faculty to staff a Virtual College will have to be determined and proposals developed to obtain.

8. Increased facility space is needed to house the DE program and/or virtual college and for both of the learning centers. In any case, the DE program should become its own technical department separate from ITS. (Distance Education Technical Support [dets])


9. The SJC Library and Learning Center physical space really needs to be reviewed and remodeled to include study room space and wall division between the Learning Center and Library to reduce noise that filters into the library.

*Load-balancing prioritizes the log-on activities of users on the system across servers, allowing for usage to proceed without delay or inability to log-on to the system. It works much like a line at a movie ticket window that disperses into several window lines as users see which lines are less full and move more efficiently to those lines resulting in less waiting.

Unit Staffing Plan: Because the unit is multi-faceted in its focus, there are several simultaneous staffing plan needs. Primary are increases in the following: ITS technical staff, LRC Support staff, and ITS supervisorial staff. Taking a broader view, the unit is under staffed in its management. In the short term, the unit would benefit from having a classified supervisor in the San Jacinto Campus Learning Resource Center, as there is in the Menifee LRC. Reclassification of the administrative support staff in the LT office would also be beneficial for monitoring grant funds and increased staffing in the unit to off-site programs. A coordinator of off-site tutoring services will be needed within five years to supervise staff members providing student academic support services in Temecula and the Pass Area. In the long term, five to seven years out, there should be a Director of Library Services added to this area. We can manage with a classified supervisor being added to the San Jacinto SJC right now, but as the college continues there will need to be someone who coordinates efforts district wide for the Libraries and Learning Centers that include the off-site and virtual college needs. As the requirements for keeping the Distance Education Program going increase in both regulatory and practical matters, the Dean of Library and Technology will have to focus more attention there and not be tied up in the daily matters of the LRC’s. Purchasing and facility planning for the LRC’s will also become critical as we move into the next five years, and a specialist serving as a director would be a major benefit to the district. The two positions discussed here are defined as follows: Short-term: Library and Learning Center Classified Supervisor (see #1 below) who would supervise all of the classified staff in the library and learning center for San Jacinto. One already exists at Menifee and the site runs quite smoothly compared to the San Jacinto Site.


Long-term: LRC Director or Dean (see #12 below) who would coordinate all efforts towards maintaining and expanding the resources of the Libraries and Learning Centers at both campuses and at off-site venues. The Classified Supervisors would have to be maintained positions that report to the LRC Director. This would make sure that there was an on-site supervisor available at both SJC and MVC sites. Priority Staffing 4-5 year plan is below (some priorities are equal): Bring all part time to full time:

Priority Position Area Site Date Current Needed 1 Help Desk Tech DE Campus 2008-09 32/10 40/12

2 Tech II ITS SJC 2009-10 32/11 40/12

3 Tech II ITS MVC 2009-10 32/11 40/12

4 Tech II ITS MVC 2009-10 40/11 40/12

5 Tech II ITS SJC 2009-10 40/11 40/12

6 Clerical III LRC SJC 2009-10 31/11 40/11

7 Clerical III LRC MVC 2009-10 38/11 40/11

8 Clerical I LRC SJC 2009-10 40/10 40/11

9 Clerical I LRC MVC 2009-10 40/10 40/11

10 Clerical I LRC SJC 2009-10 40/10 40/11

11 Clerical I LRC MVC 2009-10 40/10 40/11

12 Circulations Clerk Library MVC 2009-10 32/10 40/11

13 Circulations Clerk Library MVC 2009-10 32/10 40/11

Additional Staff Needed: Position Area Site Date 1 LRC Supervisor LT Unit SJC 2009-10 2 Technician (New Designation) DE Campus-Wide 2009-10 2 Technician III ITS MVC/TEC 2009-10 2 Full-time Instructional Designer DE Campus-Wide 2009-10 4 Clerical II Learning Center SJC 2009-10 5 Writing Center Coordinator-faculty Learning Center SJC 2009-10 6 Math Center Coordinator –Faculty Learning Center MVC 2010-11 7 Technician III ITS TEC 2010-11 8 Clerical II Learning Center SJC 2010-11 9 Math Center Coordinator –Faculty Learning Center SJC 2010-11 10 Supervisor ITS MVC/TEC 2010-11 11 Writing Center Coordinator –Faculty Learning Center MVC 2010-11 11 Full-time Instructional Designer DE (first goes to MVC) SJC 2010-11 12 Guidance Instructor Guidance SJC 2010-11 12 Dean of ITS/DE (Virtual College) New division Campus Wide 2011-12 12 Dean of Libraries New division Campus Wide 2011-12 13 Technician III ITS MVC 2011-12 14 Librarian Faculty Library MVC/TEC 2011-12 15 Librarian Faculty Library SJC/Pass 2011-12


Unit Goals:

1. Add the role of LRC Supervisor to the staffing of the SJC Learning Resource Center (Library and Learning Center)

2. Achieve some movement toward meeting staffing needs in all areas, ITS, Distance Education and Learning Center Staff, and Library staff, to support growth and ensure student success. Re-classify DE staff. Bring all part time staff up to full time.

3. Establish infrastructure funding beyond $6,000 per year for DE hardware, networking, and software needs and include load balancing hardware ($40K initial hardware purchase).

4. Establish permanent budget items for procurement, repair and replacement of smart classroom equipment and supplies that do not rely on one-time funding sources. Make all classrooms “smart” rooms.

5. Develop a plan for incrementally increasing library budgets especially when subscriptions to electronic data bases are tied to enrollment growth.

6. Develop a long term professional development for all faculty and staff in the unit, with ITS holding first priority


8. Establish a Distance Education Program that exists as a comprehensive entity for planning, policy development, professional development, etc.

9. Create Library and Learning Center space that is functional and encourages student success.

10. Establish a Learning Center and Remote Library at the Temecula Complex and at the Banning Library

Unit Facility Needs:

• DE Technicians need office space with space for their servers • Learning Centers, primarily San Jacinto, need additional space for

supplemental instruction and other workshops, testing, and general tutoring.

• SJC Library needs study rooms and office space, could be assumed from some current offices as faculty retire or leave the college. At the least, faculty members who have support functions for the center should be housed there (i.e. ESL, Reading, Puente, etc.) and a wall between the LC and the Library.

• Menifee Library needs more study room space (could possibly be added to current site space)


• Statement from the Mitchell Educational Master Plan conducted in 2008: “The Library and Learning Resources Center at the San Jacinto Campus needs attention as soon as possible in order to be of appropriate service to all students. This is a case where both space needs and lack of staff are hindering service to current students. At the Menifee Valley Campus, additional study rooms and additional classrooms are needed, as well as more tutoring space and a coordinator’s office.”

• ITS needs office space for one person in the Temecula Complex. • Dean of Library and Technology needs SJC permanent office space. • ITS should have storage and server space on the SJC that is accessible

without passing through a classroom. • ITS should have storage space established in at the MVC. • ITS server and support personnel space should be planned into all

facility growth plans for new buildings and centers.

11 | I n d i v i d u a l A r e a s : M e n i f e e L i b r a r y

Individual Areas: Libraries: A comprehensive library exists on both the San Jacinto and Menifee sites. Plans were begun in Fall 2008 to coordinate efforts with the Banning City/County Library to serve Pass Area students. The Temecula Educational Complex (TEC) will have a remote library under the direction of the Menifee librarians, in 2009. Menifee Library:

Mission:

The mission statement of the library is as follows: “To connect the students, faculty, and community of Mt. San Jacinto Community College to a world of information, with enthusiasm and professionalism, in a welcoming environment conducive to academic research and study.” “Consistent with the MSJC mission, and the Library Bill of Rights endorsed by the American Library Association, the MSJC library supports instruction, faculty research, and the general information and cultural needs of the MSJC community.”

Data, Facility Description & Current Staffing: Data: The MVC Library currently has over 150,000 visitors per year, holds over 150 library orientations per year, houses over 30 electronic data bases and 300 e-books, and has 45 computer workstations for students. Patron Count: Counted when a person enters the library, not when they leave. Spring 06 84 65,528 Summer 06 24 4,021 Fall 06 101 60,795 Totals 209 130,344

Spring 07 98 65,102 Summer 07 31 10,846 Fall 07 108 74,651 Totals 237 150,599

Spring 08 102 89,672


Summer 08 32 12,875 Fall 08 100 92,000 Totals 234 194,547 Facility: The library has a reference section that is a room off of the main reading room, a video library room, one study room, a work room, break room, four offices, a circulation area, reading room and open computer lab. Downstairs in the building there is a room that houses periodicals. Current staffing:

Full time librarian: Sherri Moore Full time librarian: Monica Flores Coordinator of Library Services: Cheryl Devenney (full time) Circulation Professional: Adrienne Walker (full time) Circulation Specialist: Jeanne Maggard (full-time) Circulation Specialist: Lois Newton (part-time) Circulation Specialist: Tracy Pitt (part-time)

Strengths & Weaknesses: Strengths:

• The MVC Library had staff and faculty who are committed to student success and to creating an effective learning environment within the library and electronically, as well.

• The MVC library has a new facility with space for the collection and reading space.

• The MVC library staff is willing and able to use technology to serve students.

Weaknesses: • The MVC library does not have the staff and faculty required to

meet the needs of the exploding students population • There is only one study room available in the library • The budget is insufficient to meet the demand of the increase in

enrollments. Opportunities & Challenges: Opportunities:

• The MVC Library has the opportunity to grow into the I-15 Corridor.

• The current faculty are technology “savvy” and able to add electronic resources as budget allows.

• The MVC Library is able to work with the Learning Center staff to build a real success center on the Menifee Campus

Challenges:


• Finding Funding for all that the library needs is difficult. • Making sure that the LRC Building is a facility that has sufficient

facilities needs met, such as heating and air conditioning. Strategic Direction: The Menifee library staff and faculty members hope to continue to create a community space for the college both on campus and online. They are seeking a variety of ways to establish funding both in grant opportunities and fund raising activities. They understand that the MVC Library will parent the Temecula remote library efforts and are working on strategies to that end. The main focus is to increase budget and staff. Goals:

• Increase base funding from receiving a share of the Instructional Equipment and Library Materials funds, that will increase incrementally over the next five years until it meets the Chancellor’s Office recommended funding levels.

• Increase the number of faculty and staff members to meet the Chancellor’s recommended staffing levels

• Focus on completing the collections and filling the empty shelves.

• Create a Temecula Remote Library • Create an online library orientation for the DE Program

Staffing Plan: Staffing of the MVC library is currently under the recommended number by the Chancellor’s Office for a college of our size. Below is the staffing plan developed during the interviews with Grace Mitchell in early 2008.

LIBRARY PERSONNEL CURRENT

Additional by 2010

Additional by 2015

Additional by 2020

TOTAL as of 2020

Managers .5 .5 0 0 1 Supervisors 1 0 0 0 1 Classified Staff (full-time) 2 3 1 1 7 Classified Staff (part-time) 2 1 1 0 4

Total 5 0 0 0 13 Faculty (full-time) 2 1 1 1 5 Associate Faculty (part-time) 2 1 1 0 4

Total FTEF 2.19 1.10 1.10 1 5.4

14 | I n d i v i d u a l A r e a s : S a n J a c i n t o L i b r a r y

Facility Needs:

• The main issue with the MVC Library facility is the lack of consistent heating and cooling. Since the completion of the building in 2006, there have been major problems, especially in the summer when the library actually had to close due to extreme heat levels.

• Lighting in the main area of the library is also a problem. At night the library is very dark. Additional lighting would be helpful

• Signage has also been something that has been postponed for the building and should be taken care of as soon as possible.

San Jacinto Library:

Mission:

Data, Facility Description & Current Staffing: Data: Facility: Library facilities include two faculty offices, a workroom, a Reference Desk and Circulation/Reserves Desk, a computer network area with room for 29 computers with one print station, a study area with 19 tables and 114 seats, a periodicals storage area, an AV storage area, reserve materials storage area, four audio/video viewing stations, and stacks for periodicals, reference books and circulating books. At this time the Library building also houses the Learning Resource Center with Writing Center and the Math Center. Patron Counts: Please note that these were reported in January of 2009, it is at 57,000 at the beginning of the semester, so is half way through the year, when you compare to other years:

2006/07 70,075 2007/08 71,943 2008/09 57,914 (with only one month of Spring semester)

Current Staffing: 2 full-time librarians and 2 Associate Librarians 3 clerical staff: 2 full-time and 1 part-time Full time librarian: David King Full time librarian: Elisabeth Anghel Circulation Supervisor: Vali Reese (full time) Circulation Specialist: Karen Hedlund (19 hour)


Technical Services Technician: Robert Pipes (full time) Strengths & Weaknesses: Strengths:

• The SJC Library has staff and faculty who are committed to student success providing excellent services to students.

• The SJC Library is centrally located on the campus • The collection includes an increasing electronic component and is

accessible to all students via the web. Weaknesses:

• The SJC Library is severely understaffed, in both classified and faculty ranks, and when anyone is out for any reason, it poses a great hardship

• Some staff are working out of class and need to be re-classed • The space in the library is not sufficient to meet student needs

Opportunities & Challenges: Opportunities:

• The SJC Library has the opportunity to grow into the Pass area by forming a partnership with the Banning Library

• The current faculty are technology “savvy” and able to add electronic resources as budget allows.

Challenges: • Finding Funding for all that the library needs is difficult.

Strategic Direction: The SJC library would like to be able to forge partnerships with off-site programs and grow its on campus facility as well. The faculty and staff members will continue to “weed” the collection and create budget projections that are reasonable and reflect the need to replace and update the out dated collection elements. In addition, the librarians will work to create a clear argument for hiring additional full time librarians over the next five years. The SJC librarians in collaboration with the MVC librarians are working to build library orientation opportunities for fully online classes. Goals:

• Increase base funding from receiving a share of the Instructional Equipment and Library Materials funds, that will increase incrementally over the next five years until it meets the Chancellor’s Office recommended funding levels.


• Increase the number of faculty and staff members to meet the Chancellor’s recommended staffing levels

• Revise the current library space to include study rooms and sound protection.

• Create partnerships with off-site libraries that serve MSJC students

• Continue to update the physical collection and add to the electronic collection.

• Create an online library orientation for the DE Program Staffing Plan: The Library is currently understaffed, with students filling positions that normally would be filled by classified staff. According to Title V recommendations, the Library, which serves 6,000 FTES, should have four full-time professional librarians and six full-time classified staff.

LIBRARY PERSONNEL CURRENT

Additional by 2010

Additional by 2015

Additional by 2020

TOTAL as of 2020

Faculty (full-time) 2 1 1 1 5 Associate Faculty (part-time) 2 2 1 1 6

Total FTEF 7 6 4 4 21 Managers 0 0 0 0 0 Supervisors 0 0 0 0 0 Classified Staff (full-time) 2 1 1 1 5 Classified Staff (part-time) 1 2 1 1 5

Total 3 3 2 2 10

Facility Needs: • The library shares space with the learning center that could be

used by the Library. There is a particular need for study rooms that could easily be added into the space between the Library and the LRC

• There are not enough workstations or computers, however, a library orientation/ESL computer lab is planned to open in Fall of 2009.

• There are no teaching amenities such as overhead projection or white boards for classroom orientations, at the present time.

• The whole library building floor is open spaced and only short height partitions are used to separate the different areas of activities. As a consequence at this time, noise in the building is often a problem.

• At the present time the Reference and the Circulation desks share one telephone.

17 | I n d i v i d u a l A r e a s : M e n i f e e L e a r n i n g C e n t e r

Learning Centers: Learning Centers exist on both main campuses and a satellite center exists at the TEC, as well. The learning centers provide tutoring services, content and study skills workshops, supplemental instruction, testing and homework services, and computer access to all MSJC students. Each center includes a general learning center providing tutoring from mainly peer (student) tutors across discipline areas; a Math Center providing mainly professional tutoring in all areas of math; a Writing and Reading Center providing mainly professional writing assistance. There are also over 75 computers dedicated to student use in each of the centers and each center has a dedicated testing room. Both testing rooms are currently too small to meet the demand. Both centers provide proctoring services for online students from MSJC and other institutions. Menifee Learning Center:

Mission: The mission of the Learning Resource Center at the Menifee Valley Campus is to maintain a welcoming and supportive atmosphere where all MSJC students can become aware of and achieve their specific academic goals and commitment to lifelong learning through diverse and active learning experiences and collaboration with peers, tutors, and faculty.

Data, Facility Description & Current Staffing: The Learning Center exists in the LRC building that is shared with the Library and other departments. It opened its doors in 2006. There are a total of 132 seats in the LRC, 20 in the Writing Center and the remainder in the LRC and Math Center combined. A total of 50 computers are available, only two of those in the Writing Center. Although current space is adequate, it is anticipated that increasing numbers of students requiring developmental instruction, the demand on the LRC will require an increase in available spaces. Currently, offices being used for faculty from other departments, if vacated, could be used for group study, tutoring or supplemental instruction areas. An additional classroom has just been dedicated to the use of the Learning Resource Center to facilitate the various group activities offered by the Center. Additional group study rooms would be beneficial for group tutoring activities Classroom 136 in the hallway of the LRC serves as a room for SI, Math and other workshops.


Staffing: Faculty: Learning Center Coordinator -- Ted Blake, English Faculty Math Center Coordinator -- Janice Levasseur, Math part time Faculty (stipend) Writing Center Faculty -- Lorrie Ross, Full Time English Faculty (stipend) Associate Faculty Tutors in various fields, most notably English, Math, Environmental Science, Chemistry, and ASL.

Support Staff Tutorial Services Specialist -- Albert Jimenez (40/11) Clerical Assistant III -- Christine Abriam 32/10 Clerical Assistant I -- Kathyrn Kuzminsky 40/10 Clerical Assistant I -- Alice Dible 40/10

Approximately 40 tutors at various levels.


• The Learning Center's greatest strength is our flexible and adaptable team of faculty, staff, and students. To serve our students' needs, it is vitally important to be able to change, and our team has shown grace and cooperation at every turn. Not only are the faculty and staff in charge of the day to day running of the center a cooperative and positive team, but the tutors show remarkable resilience and adaptability as well.

• The Learning Center is functioning as a unified whole thanks

mostly to the efforts of Lorrie Ross, the Writing Center coordinator. We now employ the same clock in/clock out method for all of our tutors, and each tutor has a cubby in a large cabinet. Previous to this, the writing tutors had a separate file system. Also, all of the tutors took part in an orientation at the beginning of Fall semester. The Writing Center coordinator now shares an office with the Learning Center coordinator, and this creates a unified atmosphere with the Tutorial Services Specialist and Math Center coordinator sharing an office next door.

Weaknesses:

• The biggest weakness in the center is the lack of sufficient staffing to cover the front desk and to assist students with the


computers. Tutor staffing is at a reasonable level, but the budget will need to grow with enrollment for us to be able to serve students effectively.

• There is also a need for full time faculty to coordinate the Math

and Writing centers as a full time endeavor.

• Additionally, space for workshops and activities, including the Reading Center activities is hampered by not having enough classroom space.

Opportunities & Challenges:

Opportunities:

• We have a great opportunity to meet the needs of both our online students and students who need help a outside of our scheduled hours through the use of Smarthinking online tutoring services and CCCConfer

• There is also a great opportunity, with the vision of the Basic Skills Initiative, to integrate instruction and student services. The Learning Center is one of the logical connection points for this to occur. We are already bridging more actively with the student success program and counseling, and I expect this integration and cooperation to continue. This has been most clear in the efforts of Skyler Olson, the MVC academic peer success mentor. He receives direction from both Alex Cuatok, the Student Success Coordinator, and Ted Blake, The Learning Center Coordinator.

• With a faculty Learning Resource Center Coordinator, there has been greater communication with faculty not only in both the Mathematics and English departments, but in other disciplines as well. As a result, we have seen a significant presence in the center in Economics, Psychology, World Languages, Chemistry, Environmental Science, American Sign Language, and History.

Challenges:

• A continuing challenge has been promoting the center in productive ways that reach students when they are open to


receiving this information. In-class presentations are given at the beginning of the semester, but more venues need to be sought out and created. I expect some of this to occur as we redesign our online presence, and online tutoring would definitely promote the Learning Center as students would seek this out during hours we are currently closed.

• Data tracking also continues to be a challenge. We have worked out solutions with Charles Hawkins, the Associate Dean of Research and Planning, but as yet we have not been allowed to implement changes to our Datatel system. better tracking will allow us to make sound data driven decisions about how to allocate funds and resources.

• Test Proctoring occasionally overwhelms our facility during midterms and finals and when an online instructor needs to send in an entire class for testing. Eventually, this will need to be expanded or resituated as the original intent was for make-up testing only. We also take an active role in proctoring tests for students from other colleges.

• Finally, there is a great need for students to be able to refer themselves for tutoring. Currently, according to Title V regulations, students must be referred for tutoring by an instructor. I have spoken to other coordinators across the state who all agree that students should be able to self-refer for a variety of sound reasons. We are beginning a process to appeal to change the Title V regulations. In the mean time, ways should be sought to stay within the regulations but enable a larger number of students to be eligible for tutoring.

Strategic Direction:

A major goal for the next year is to immediately take steps to improve our staffing situation. This can be achieved in three specific ways:

1) Reclassify the Tutorial Services Specialist (TSS) to reflect the added responsibilities of that position. As the Learning Center Coordinator's job has evolved, The TSS will necessarily be more involved in the day to day running of the center. Additionally, the TSS spends a significant amount of time managing the test proctoring program.

2) Close the Learning Center on Saturdays. Because there is so little demand on the weekend and our needs are exponentially greater during the week, the LC staff and Library staff recommend closing on


Saturdays for the time being. This will allow for more staff to be in place during the week to increase our responsiveness to student needs.

3) Reclassify the Clerical I positions. Our Clerical I's have a great responsibility in meeting our students' and faculty's needs.

In terms of our program, we plan to continue to develop more online options for meeting our vast student population. This includes a redesigned web space, online tutoring, and supplemental learning activities. The Basic Skills Initiative, STEM grant, and ENVS grant will continue to shape our goals in terms of philosophy, practice, and funding.

Also, we need to offer online tutoring to help meet the needs of our students who need assistance after hours and who are taking a fully online load. This will immediately increase our accessibility and visibility while posing no risk to our face to face tutoring program.

Finally, we plan to continue the development of our tutors through regular orientation meetings, online CEU's, and evaluations. We will also continue regular meetings with Math and English Faculty (and others) to create more dialogue and comfort with our tutorial services.

Goals:

• Hire full time faculty to be math and writing center coordinators (total of 2)

• It will be necessary to increase the numbers of faculty, staff, and tutors while maximizing the efficiency of resources and methodologies.

• In the near future it will be absolutely necessary to increase our available resources. This can be accomplished in part with our existing space by adding computers, tables, and seats and increasing the staffing budget as our enrollment continues to grow.

• A major goal for Menifee is the need for ESL and Reading areas. This might be achieved by expanding into other areas of the 800 building and will require technology (i.e. computers) and faculty and tutors who specialize in these areas.

• Expand the Learning Skills Program presence and Student Services presence in the Center if possible


Staffing Plan: Currently all but one member of the center classified staff work less than a full year. Most are 10 month employees, which causes problems in staffing the center during peak times. There is only one full time faculty member, the math center is directed by a part time faculty member on stipend, the writing center is directed by a full time English faculty member receiving 20% reassigned time. Full time faculty members are needed to coordinate the Math and Writing Centers.

LEARNING RESOURCE CENTER PERSONNEL CURRENT

Additional by 2010

Additional by 2015

Additional by 2020

TOTAL as of 2020

Managers 0 0 0 0 0 Supervisors 1 0 1 0 2 Classified Staff (full-time/10 month) 3 2 1 0 5 Classified Staff (full time) 2 0 1 0 3

Total 5 2 3 0 10 Faculty (full-time) 1.0 2.0 1.0 0 4.0 Associate Faculty (part-time) 0.6 0 0.6 0.6 1.8 1.6 2.0 1.6 0.6 5.8

Facility Needs: The MVC Learning Center, while new, still has some facility needs. There are not enough rooms available for workshop or as study rooms. In addition, when a new Reading Instructor is hired there will be a need for additional space for a reading center. The MVC center is already splitting at the seams with all of the new students that have been added to the campus population. Eventually, it would make sense to have the MVC Learning Center assume room 105 for a variety of purposes that exist right now, none the least of which is Supplemental Instruction meeting and general workshop space.

23 | I n d i v i d u a l A r e a s : S a n J a c i n t o L e a r n i n g C e n t e r

San Jacinto Learning Center:

Mission: We at the Learning Resource Center aspire to maintain

excellence in our services, attitudes conducive to student learning, and commitment to those whom we serve. Built on a foundation of respect for individual differences, the Learning Resource Centers strive to aid students in becoming independent learners who are responsible for their own success.

Vision Statement Our vision is to expand our services to all members of the

college community using distance learning technologies to complement our personal, on-campus services. Through these means we seek to empower MSJC students and instill in them the desire to successfully meet and surpass their academic, vocational, and personal goals.

Data, Facility Description & Current Staffing: Current Staffing: 1 full-time faculty member: Laura Lord 1 Tutoring Center Specialist (full time): Maria Aquino 1 Clerical III: 31/10 Filled with interim staff 2 Clerical I: (40/10) Toni Dual and Sandra Darnell

1 Math and 1 Writing Center Coordinator, part time faculty on stipend Associate Faculty Tutors in various fields, most notably English and Math

Approximately 40 temporary tutors at various levels. Strengths & Weaknesses:

• Our staff! The Learning Center is fortunate to have a highly professional team that is student-centered and works tirelessly to ensure the success and achievement of all who utilize our services. Included within this area are a growing number of peer tutors from an increasingly diverse discipline base, as well as faculty and volunteers who collectively continue to expand


the scope of services offered.

• Strong outreach effort with faculty, other campus programs and with student directly. We have worked hard to establish relationships throughout the campus community, forging strong ties and collaborative projects. Examples include ongoing work numerous departments (in particular English and our BSI project serving English 61/62), numerous presentations for faculty (including for entire departments, such as we now do with Child Development), and outreach directly to student via our volunteer Eagle Squad. The LRC is an enthusiastic supporter of campus events, such as Job Fair, Race for the Cure, Welcome Back BBQ.

• We have expanded our capacity to serve students through the addition of new Centers, new areas in which tutoring is offered (technology, for example, has become one of the busiest areas). These centers have further been enhanced by new software, equipment and through the training of tutors to maximize these resources.

• The tutor training course has been consistently been offered at the SCJ since the fall of 2007, increasing threefold the number of peer tutors in the Center. This course has consistently been well attended, due to faculty recommendations of their best students, which serves as a vital source to build continual capacity to serve our students.

• Ongoing professional development

• Tutors at all levels receive ongoing professional development in effective practices, relevant research, utilization of resources, and customer service strategies to ensure quality learning experiences are realized by students and staff.

Weaknesses:

• The Learning Center has yet to fully realize the full potential of technology in both its delivery of materials to students (most services are not yet fully available via Internet). Areas to explore are ways that the website can be more fully tailored to meet student needs and how tutoring can take place within an online platform


• Funding for Staffing is critical to the success of the center. The front desk is difficult to staff with the small number in the staff now.

Opportunities & Challenges: Opportunities: The center is seen as a great addition to the campus and to student success by faculty, administration, students and staff. (see all mentioned above) Challenges:

• The need for more physical space. • There aren’t full time faculty coordinators in the Math and

Writing Centers (see below) • Proctoring/online testing has grown substantially and needs

additional space and coordination (currently being done as part of the clerical I duties)


• Having the Math and Writing Center Coordinators be full time faculty would increase the communication with the rest of the college community and enable those centers to operate at the next level.

• In order to meet the needs of students, faculty and our campus community, the need for more physical space is imperative. There are many times throughout every day that we reach capacity and are therefore not able to provide the service or environment that is most conducive to learning.

• A related issue to physical space is the equipment within that space. The furniture in the LRC does not maximize the learning opportunity and at times can be a barrier to effective tutoring and collaboration amongst students. Circular tables that encourage group learning would be more conducive for the environment we want to create in the Center. Moreover, the furniture that we currently have is not in optimal shape and often results in reduced seating due to disrepair or discomfort. A cohesive plan for maximizing space, which includes equipment to


best facilitate utilization and learning would be a significant enhancement.

• Exploring the enhanced utilization technology in all areas of the Center will be imperative, particularly given the online presence of MSJC. Too many courses and students are unsupported at present and need to be brought in within the fold of comprehensive student and faculty support, currently realized in the Center.

Goals: (See Above) Staffing Plan:

LEARNING RESOURCE CENTER PERSONNEL CURRENT

Additional by 2010

Additional by 2015

Additional by 2020

TOTAL as of 2020

Faculty (full-time) 1 2 0 0 3 Associate Faculty (part-time) 2 0 1 2 5

Total FTEF 3 2 1 2 8 Managers 0 0 1 0 1 Supervisors 0 1 0 0 1 Classified Staff (full-time) 3 2 2 2 9 Classified Staff (part-time) 1 0 1 0 2

Total 4 3 4 2 13 Facility Needs:

• The LRC in San Jacinto needs more space! More space is needed for everything, but particularly more computer stations, offices for the Learning Center Coordinators, more tables for students, study rooms, and more testing space.

• In the short term, putting a study room set as dividers between

the library and LRC would allieviate the sound issues and the lack of study room space for both the library and learning centers.

• In the long term, a new Learning Center should be established in

its own space or in a second floor of the library.

27 | I n d i v i d u a l A r e a s : I n s t r u c t i o n a l T e c h n o l o g y

Instructional Technology Services:

Mission: It is the mission of Instructional Technology Support to provide, repair, and maintain instructional technology that directly supports students; organize instructional technology settings and events; collaborate, communicate and guide faculty and staff to enhance learning outcomes using instructional technology.

Description: Instructional Technology Services (ITS) provides, repairs, configures and maintains instructional technology that directly supports student learning and activities, and to collaborate with, train and guide faculty and staff to enhance learning outcomes using instructional technology. More than 25,000 students, faculty and staff members benefit from department services every semester. Services include Distance Education serving over 400 sections of courses per semester (see broken out DE information later in this document, DE infrastructure, 107 smart classrooms throughout the District, 23 classroom labs, 4 resource labs, one planned ESL lab for 2009, two virtual server implementations, and a Helpdesk. The Helpdesk responds to student, faculty and staff inquiries, tracks department schedules and meetings, and works with users to access and maximize the benefits of using Blackboard and other student related technology needs. The help desk has been augmented in January of 2009 with the addition of a contracted service. The department has been tied up in the rollouts for the 900 building and the Temecula Center for the four semester starts spanning 2007-09, which have severely hampered its ability to effectively serve the smart classroom and lab obligations. Distance Education provides a portal to online services available in the online learning environment. At this time there is a strain on the District infrastructure, with a lack of adequate ongoing infrastructure budget and Distance Education course development budget.

Data, Facility Description & Current Staffing: Department services are both centralized and decentralized, owing to specific demands required by certain areas of support. All technology infrastructure is centralized for the DE program, however, separate classroom/lab and VM servers are housed at both campuses and TEC serving programs there. At the San Jacinto Campus, the following areas of the department are housed in two offices and a small converted classroom space in the 100 building.


The Distance Education office is located in Building 200, along with two racks of servers. At the Menifee Valley Campus, the department includes two offices, one workroom, a storage area and a server closet in two separate buildings on the campus (Building 800 and Building 900). Building 800 office space and work area space have been given over to Information Services as the ITS technical staff have taken up office space in the 900 building. Storage space in the 800 building is shared by IT and ITS and by Purchasing and is inadequate to handle the needs of all three areas of the college. The office that is home to the Multimedia Technician also houses a large rack of servers for the programs on the building’s first floor. The Temecula Complex shares personnel with the SJC campus staff and now needs its own full-time technician and office/storage/workbench space. PERSONNEL At this time the department has an administrator who also is responsible for other areas of academic support, and a supervisor, with two staffs, one at each campus. One of the technicians at the San Jacinto Campus serves as coordinator (with no additional compensation) for the new Temecula Center and splits his time as needed. In 2009 staffing levels have not kept pace with enrollment and facilities growth within the District (more than 350 computers have been added). There are three network technicians at the San Jacinto Campus, four technicians at the Menifee Valley Campus, two Distance Education technicians, one supervisor, one half time media technician and a 32 hour per week Helpdesk Technician. Three positions that are officially part time are currently being augmented by a grant program bringing them up to full time. No positions have been added in the last three years. Strengths & Weaknesses: Strengths: The department’s strengths lie in the overall willingness of the staff to do whatever it takes to make technology work for instruction at MSJC. They are, to a person, effective and hard workers who take pride in doing a good job. The department is adept at seeking out new technologies and solutions for issues that confront our college and jump at every professional development opportunity that comes their way. They work as a team at every turn and do not complain about long hours and low wages. Weaknesses:


Staff: The department’s main weaknesses revolve around staffing shortages and low pay that is not commensurate with the work they do. Most are working out of class and need to be re-classed as soon as possible. Inaccurate classifications make it difficult to hire appropriately trained technicians. The DE staff, in particular, is currently in “single point of failure” status, where if the lead technician should not be available, the second level technician could not handle the management of the program. Budget: There are insufficient budget lines for maintenance of all of the infrastructure and classroom technology in the department. There is a significant problem with lack of funding to re-capitalize the smart classroom equipment.

Opportunities & Challenges: Challenges:

• Insufficient staffing to keep up with growth • Keeping abreast or out-pace changing technologies in

instruction. • Lack of sufficient consistent funding source • Lack of funding and time for professional development • Job descriptions that are too low to attract appropriate

personnel Opportunities:

• Able to share knowledge across the campuses • Use @ONE grant funding to augment professional

development • Plan a comprehensive, on-going professional development

program • Plan staffing patterns and goals that create a supportive

force in the district. • Develop new, more efficient standards for instructional

technology use. Strategic Direction:

• Increase staffing numbers and skill levels of new hires and current staff.

• Develop budget lines that meet district instructional technology needs

• Split DE off into its own department under the Dean of LT


• Long term: Split the department into a Menifee department and a San Jacinto department with their own supervisors.

Future Plans:

• Increasing enrollment will place increasing demands on the department to provide appropriate and timely services to students, faculty and staff. The department will work toward a more centralized model for the Helpdesk, system administration and network (virtualization) administration, depending on the availability of space and the instructional need.

• The department will increase its reliance on technological

solutions for remote deployment, administration and Helpdesk services, and will build upon the infra-structure to deliver services through the use of virtualization technologies. The implementation of a SANS hosting a VM Ware solution will provide a more robust and flexible work environment for students in a Distance Education setting as well as in the classroom.

• Acquire funding for load balancing equipment immediately to shift from a software to a hardware solution.

• Distance learning is a rapidly growing area, which will

require space, funding and virtual servers, as well as continuation and development of 24/7 support and response via phone, network and web presence not only for help desk but for hardware technical support.

• The goal for the Distance Education portion of the program

should be to break it out into its own department with a supervisor and staff and its own infrastructure and support budgets. (see DE in this document)

Staffing Plan:

• All current staff should be increased to full-time status immediately.

• Additional staffing should be approved to allow the department to meet the current needs. Over 350 additional student stations have been added to the district


without additional technical support and supervisory staff being added. This is a dire need for both ITS and DE (see DE below).

• 5 staff members need to be brought up to full time status (three are on a grant that is MOU funded year to year with the @ONE project)

• 1 supervisor should be added now on the San Jacinto Campus

• The current supervisor should be housed at Menifee • To meet the Total Cost of Ownership (TCO) model

suggested by the System Office, MSJC should employ 7 additional technicians and one clerical support staff member.

• The Department should have a full-time manager that is shared initially with DE and then becomes sole manager for ITS as another position is created to manage a larger, centralized DE program.

• DE should have its own staffing plan outside of what is below. There should be two more technicians by 2010 and an on-call system should be funded.

INSTRUCTIONAL TECHNOLOGY SERVICES PERSONNEL

CURRENT

Additional (by 2009) 2010

Additional by 2015

Additional by 2020

TOTAL as of 2020

Managers .25 0 .75 1 2 Supervisors 1 1 1 0 3 Classified Staff (full-time) 3 8 3 3 17 Classified Staff (part-time) 5 0 0 0 5

Total 9.25 9 4.75 4 27 Facilities: Department facilities should be in close proximity to Information Technology, the Library, the Learning Resource Center and Computer Science/Information Systems. The network infrastructure must be redesigned to accommodate diverse classroom environments, locations and job functions. Segmentation could allow easier extension of the network, reduction in congestion, and isolation of network problems and improve security. (Mitchell Ed. Plan 2007/updated Jan. 2009)

32 | I n d i v i d u a l A r e a s : D i s t a n c e E d u c a t i o n

• At the San Jacinto Campus, the department needs additional office, work, and equipment storage areas, as well as a server room. The Helpdesk office needs to increase its size to accommodate additional staff support and/or the inclusion of the Presidium 24/7 help desk funding into permanent status, should be ensured.

• Distance Education needs several more offices, storage areas, rack spaces and power source spaces by 2020.

• At the Menifee Valley Campus, the department needs two additional offices by 2010 and one additional office by 2020; two additional workrooms by 2010 and one additional workroom by 2020; two additional labs by 2010; a conference room by 2010, and four additional storage areas by 2020.

• At Temecula the staff needs an office/work/storage space established by 2009.

Distance Education: Technical: The Distance Education Program consists of two network technicians who are part of the ITS area. They are dedicated to running the DE program components and do not usually participate in campus wide technology deployments and servicing. However, they must work closely with Information Services technicians and programmers as the DE platforms integrate across the divisions as Blackboard serves as our portal and course management system. In Spring 2009, there were over 400 active distance education sections and every class section offered at the college, whether face to face or DE, has a Blackboard course shell. There also exists a full time faculty member who serves for a stipend, as the faculty distance education coordinator. His primary responsibility is to be the liaison between the DE faculty and the administration.

Instructional: The DE instructional component consists of an instructional dean, a faculty distance education coordinator (receiving stipend), a part-time Faculty Resource Coordinator (extra duty assignment), the Educational Technology Committee, the @MSJC Technology Academy program, and access, due to hosting, to the @ONE Professional Development Project for the System Office. The DE program should continue to grow with a balance kept between access to DE courses and access to traditional courses. Facilities deficits across the district can drive some of the growth in DE, but


should not be the sole purpose for developing a comprehensive program, access for students to quality educational opportunities is primary. The following description of the program is divided into two areas below as Technical and Instructional:

Technical: DE Instructional Technology Support and Infrastructure

Mission: It is the mission of the Distance Education support staff to provide, repair, and maintain instructional technology that directly supports learning at a distance at MSJC; to collaborate, communicate and guide faculty and staff to enhance learning outcomes; and to keep a current knowledge base of emerging technologies in the field.

Data, Facility Description & Current Staffing: • Over 400 active distance education course sections per semester • All course sections have active course shells with updated

enrollments • Two technicians, housed in one small office in the IT department at

SJC, provide unofficial/unfunded 24/7 support for the Blackboard portal system that serves the entire college, beyond just DE.

• Technicians are both working out of class and rely on research and sparse opportunities for being released to do essential professional development.

• Servers are located in IT areas at SJC and are in need of augmentation.

• Currently, load balancing is done with a low cost software solution that is insufficient to support the usage through the Blackboard portal (not just DE). A hardware solution would solve many current log-on and time delay problems.

Strengths & Weaknesses: Strengths: The department’s strengths lie in the overall willingness of the staff to do whatever it takes to keep the DE program running smoothly. The department is adept at seeking out new technologies and solutions for issues that confront the distance education arena. They work as a team at every turn and do not complain about long hours and low wages. Weaknesses:


Staff: The department’s main weaknesses revolve around staffing shortages and low pay that is not commensurate with the work they do. Both are working out of class and need to be re-classed as soon as possible. Inaccurate classifications make it difficult to hire appropriately trained technicians. The DE staff, in particular, is currently in “single point of failure” status, where if the lead technician should not be available, the second level technician could not handle the management of the program. Budget: There are insufficient budget lines for maintenance of all of the infrastructure for DE. There is a significant problem with lack of funding to deploy infrastructure that will support the increased usage caused by enrollment growth. The entire college uses the Blackboard portal. Stemming the growth of DE will not reduce the usage of the system. All classes, all faculty, all students use the Blackboard system for classes and for access to Data Tel modules used for registration, grading, rosters, and transcripts to name only a few. Opportunities & Challenges: Opportunities: Opportunities stem from having been pioneers in the development of DE. If funding can be secured, the program can grow to whatever size is determined to be desired within the overall college strategic plan. There is a solid base of quality policies, procedures and staff development in place to ensure that continued growth would be accomplished while maintaining high quality instructional experiences for students. In other words, we know how to do this. Challenges: The challenges fall into two areas:

• Inadequate level of staffing, no 24/7 on-call is established for technicians, job descriptions are set at below needed levels, funding is not available to hire the two more technicians that are needed.

• Lack of infrastructure funding that is on-going. Strategic Direction: The DE technical component should be split off from the ITS area and develop its own staffing structure, classifications, and supervisorial system. Continued growth will require continued development of strategic technology implementation that includes working with VM systems in both Computer Science, Business and Multimedia instructional programs serving the district. Budgeting needs must be a district wide priority.


DE Instructional: Mission:

It is the mission of the distance education program at MSJC to provide anytime, anywhere access to the information students need to attain their educational goals. The faculty, staff and administrators working in Distance Education are committed to supporting the academic excellence of students through professional development of instructors, development of policies and procedures that promote quality, and maintenance of current technologies to deliver instruction to students.

Data, Facility Description & Current Staffing: Staffing for the instructional component of the DE program consists of one Dean of Instruction who’s time is split between four main areas, one of which is DE; one faculty DE Coordinator (on stipend); and one part-time Faculty Resource Coordinator who is a part-time instructor on an ongoing special duty assignment. There are 135 online teaching faculty (spring 2009), 36% of the sections are taught by full-time instructors (49 instructors). There is no facility that houses the instructional component of the DE Program. The servers and technicians are located on the SJC in the IT

Types of Distance Education Courses Fully Online: Courses in which students work entirely without having to come to any college facility. Arranged proctored tests are available in this modality; orientations and/or ftf class meetings are optional. Synchronous activities are not required but may be posted as required archives for asynchronous access, if events are scheduled. Fully-online with local colloquia: Classes which meet primarily online in asynchronous fashion, but occasionally meet in groups local to the students, not necessarily on a home college campus. (currently not used at MSJC) Hybrid: Anytime distance education is offered in lieu of face-to-face class time, where planned ftf time is formally scheduled. This designation is also given when ever students are required to come to an MSJC site for any reason. Virtual Hybrid: Online Synchronous activities are scheduled along with asynchronous online activities. Dates and times for online activities are posted in the schedule of classes. Reverse Hybrid: Generally refers to lab components of a course that are offered online while non-lab components of a course are offered ftf (i.e. Biology lab courses for off-site programs where lab space does not exist)


area. The Faculty Resource Coordinator works between two Faculty Resource Centers, one in room 1425 at SJC and in room 355B at MVC. There are no on-going budget lines to support the Faculty Resource Effort. The Coordinator is on extra duty pay and the centers have no equipment maintenance and replacement budgets. This position needs to be made full time, district wide, and the description should be Instructional Designer. We will need another by 2011, full-time to enable us to have them on both campuses. The Faculty DE Coordinator is a stipend position. This position was designed to serve as the liaison between the faculty and district in DE instructional matters including service on the Curriculum Committee and Co-Chair of the Educational Technology Committee. The DE Coordinator should also take a primary role in planning and implementing the @MSJC Academy professional development program. At this time there is no set process for selecting this position. The Dean of Library and Technology should work with the Academic Senate to codify such a process The @MSJC Academy provides on-going training for faculty seeking to use technology for instructional purposes. It focuses primarily on distance education techniques, but also covers traditional classroom uses of technology. In Spring of 2009 the Academy trained 148 MSJC personnel. Budget has been found from one time funding and is currently part of the Teaching and Learning effort of the Basic Skills Initiative. Strands of the @MSJC academy support using technology in the basic skills classroom. (All basic skills classes are conducted in smart classrooms and/or online.) Educational Technology Committee: ETC started as a subcommittee of the curriculum committee to @ONE: There is one Educational Programs Coordinator in the @ONE program hosted by MSJC. This position primarily supports state wide professional development initiatives, however, also is available to assist with training and consulting needs of our DE and instructional technology programs. Goals:

• In collaboration with the Academic Senate and the MSJC Faculty Association, a plan to ensure accessibility compliance must be developed and implemented (2009)


• Develop a staffing plan and contract elements that establish the ability for staff to monitor and maintain online systems with the addition of an “on-call” program.

• Establish a process for selecting the Faculty Distance Education Coordinator and a length of term for the position.

• Expand and strengthen the Faculty Resource Centers by instituting an ongoing budget and hiring two Instructional Designers (see staffing chart in Executive Summary).

• Develop a plan for a virtual campus allowing for a 15% growth over five years (State growth allocation allowing…)

• Create a DE Tech Dept. • Establish an equipment budget line item for Distance Education

38 | I n d i v i d u a l A r e a s : G u i d a n c e P r o g r a m

• Review and revise technician job descriptions to reflect the duties of the current jobs in the area.

Staffing Plan: The staffing plan for this area must be considered in light of two scenarios:

• If a virtual campus develops, the staffing of this area will have to be completely reviewed and adjusted.

• If service of the DE area remains in the same situation it is now, with classes being pulled from both campuses and district support without authority, staffing focus will be on upgrading positions and adding additional staff member to accomplish “on-call” status.

o Under this scenario, we will need one more technician by 2009-10 and another by 2011-12. One more person would allow us to set an on-call schedule.

Facility Needs: The DE program currently needs a larger office and space for servers. If a virtual campus program is developed, the department will need a separate facility that can be listed as an official center.

Guidance Department: The Guidance Department recently moved from counseling to instruction and has over 30 sections of guidance courses offered across the district, including in almost all of our local high schools. There is one full time faculty member and approximately a dozen part-time instructors.

Mission: The mission of the Guidance Department is to develop, strengthen, and support students' personal, social, educational, and career management skills.

Data, Facility Description & Current Staffing: Guidance is now located on all three main sites and online. The courses are also offered in most of our feeder high schools. Room 1001 on the Menifee Campus is dedicated only to Guidance. Making 1001 a smart classroom is a priority for 2009 and funding has been identified.


o 18 distinct Guidance Courses offered district wide o 31 sections per regular semester o 1 full time faculty member o 13 part time faculty o Courses offered at five local high schools and the TEC o Current enrollment across the district for 2008-09: 71 sections

with 1544 enrollments, with an efficiency rate of 71% andThis number was extracted from DSS. Data in program review was only for Menifee.


• The formal establishment of the Guidance Department is a recent and exciting addition to Mt. San Jacinto College. During 2001-2002, there were 18 part-time instructors teaching 31 sections, which added to the retention and student persistence rates of the college students in many ways. A master plan for guidance was developed with the vision of having a full-time faculty member by 2008, which was achieved. And with that came more course curriculum and the ability to offer more course sections during the day. There are approximately 13 courses offered on a regular basis with an additional series of 80 special topics courses scheduled as needed. Those are designed to develop student academic and personal competencies arising from individual, family, college, and work issues. These topics classes supplement and serve as additions to the other guidance offerings and are announced each term in the current Schedule of Classes with an A-K designation. The credits of those vary, being determined by student needs.

• The demand for the guidance classes has increased as many high schools are now teaching the College Success (Guid 100) class at their local schools to prepare them for all the demands of a rigorous college education. Many of our classes are now offered as hybrids and/or fully online classes with more and more associates get Blackboard training.

Weaknesses:

• There is only one full-time faculty member to meet the needs of the entire district and off site programs.


• The college is not aware that Guidance is now an instructional program.

Opportunities & Challenges: Challenges:

• The greatest challenge facing the department is finding qualified faculty who are interested in teaching. Originally, the program grew out of student services with counselors teaching the career development/student success classes, and many adjuncts who were counseling wanted to teach. During the rapid growth of the college, the demand on adjunct counselors grew, and the philosophy of student services changed, which forced adjuncts to choose between counseling and teaching. Unlike other disciplines, these challenges are unique. And full-time counselors are no longer able to teach during their working hours.

• Because of the issue stated above, the culture of the college has not been adjusted to bring Guidance into the instructional planning scope. New buildings that are being designed to house existing academic programs, leave out Guidance. It will be a challenge to change that perception.

• Obtain equal priority in scheduling rooms across the district with other instructional programs.

Opportunities:

• With the reassignment of the guidance department to instruction, there are more opportunities to expand and improve the program. The offsite classes have increased, the support has been phenomenal, and the associates are coming from outside the college with a good breadth of experience in teaching student success/career development classes.

• The Eagle Express program, which allows high school students

to take guidance classes at their high schools is a good opportunity for the program to provide outreach.



• At the Menifee campus, a new classroom has been designated for guidance classes with future SMART room technology. This will allow the program to pilot a “Guidance Resource Center” approach for students.

• The adjuncts have been returning semester after semester with renewed interest in teaching. And the Basic Skills Initiative has really spotlighted the programs that the guidance department had long been seeking to improve, that of retention and success for lower performing students.

• The administration and faculty of the department will appeal to the joint hiring process to recognize the importance of the guidance department in the realm of student success so that when the budget improves, the possibility of hiring another full-time instructor will be explored.

• The SLO process will also be incorporated into the plans for improvement.

Goals:

• Identify and maintain designated classroom space for the guidance courses at SJ.

• Increase enrollments in student success courses consistent with the college growth

• Provide additional course sections in high demand courses that transfer

• Re-build learning communities, which have been shown to increase retention/persistence rates

• Compete in the joint hiring committee for another full-time instructor for the SJ campus

Staffing Plan: Guidance will need another full time faculty member by 2011 at the San Jacinto Campus. By 2015 two additional full time faculty should be considered.


Facility Needs: Room 1001 needs a general face lift: new carpet and painting are the most important. It makes sense for the Guidance program to be considered when the next new buildings are designed. At SJC, Guidance should have its own room, however, the scheduling could be done earlier to accommodate the needs of the rest of the SJC academic program.

Library and Technology Unit Learning Outcomes: Student success will increase in all areas due

to the availability of resources via the web and within libraries and learning centers.

All students will have increased success through the support services provided in the learning centers.

Students will obtain digital literacy by having access to all technology resources available on the web and in the classrooms and classroom labs.

Students will be able to plan their educational and future careers through access to a comprehensive Guidance Program.

DRAFT Virtual College Concept Proposal-June, 2009 Page 1

“Learning and innovation go hand in hand. The arrogance of success is to think that what you did yesterday will be sufficient for tomorrow.” Andrew Record

hilosophy: The accepted notion of a virtual college must assume that a college is more than a collection of courses, rather, that it is a comprehensive learning environment. It’s

system includes librarians and counselors as well as teachers; it includes resources such as libraries and tutoring centers; it includes services that accomplish enrollment in classes and programs like financial aid, DSPS, and EOPS; it includes spaces where learning occurs or is planned, such as offices and meeting rooms as well as classrooms and lecture halls; and it improves economic development and fosters a sense of community through shared learning and social enrichment activities. Computer, network, and Internet technologies have developed to a level that will allow all of the comprehensive services of a college to take place entirely within a virtual environment.

Creating “virtual learning spaces” is considerably less expensive than creating physical buildings and has the added benefit of providing access to a more diverse student population unfettered by geographical boundaries. Students studying in a virtual environment can interact and learn from peers throughout the state, nation, and world. It is essential that those who would build a virtual college environment, have an underlying confidence in the possibilities of unlimited borders and be willing to explore “out of the box” thinking toward problem solving and program development and implementation.

oal: Create a college environment that uses readily available technologies and investigates and identifies emerging technologies to expand and enhance learning for all students

wishing to access a quality education. The virtual college exhibits the following:

• Affordable education that is convenient to the student who works at a full time job with a commute schedule that precludes attendance during regularly scheduled hours.

• Educational opportunities that allow for self motivated students to complete certificate and degree patterns at an accelerated and/or customized pace.

• Allows for students to complete certificate and degree patterns due to flexible scheduling relative to traditional class schedule limitations

• Provides specific classes that are not available within the student’s geographical ability to attend

• Allows students to access classes that enhance programs they may be taking at other institutions

• Provide classes for students who have disabilities that preclude them from attending a traditional campus

P

G


• Provides access to world-wide resources not available in the face-to-face program • Allows for virtual access to the best faculty, research and laboratories in the world. • Can train and produces a critical mass of professionals necessary for economic growth in

subject areas that may involve a wide variety of resources. • Offers face-to-face opportunities when appropriate, through service learning activities

that are in physical proximity to the student • Ensures innovative problem solving across the entire college community • Allows students to attend who do not have access to quality education in any other way.

ision: The Mt. San Jacinto College Online Education and a Professional Development Center: “The MSJC Virtual College”

MSJC will create a new center that is focused on the development and offering of high quality, fully online certificate and degree programs. In a new physical center building, MSJC will develop additional online and hybrid classes that will create a schedule that allows for students to complete certificates and degrees entirely online and also affords them access to face-to-face instruction when needed or appropriate. The current MSJC distance education offerings (15% of apportionment in 2008-09) and generation of FTES will stay connected to the sites and departments that host them now. Any additional course development will be conducted through and become the apportionment for the new center, enabling it to quickly reach and exceed 500 FTES. Program completions done through the virtual college will be attributed to the center. In addition, the center will house a professional development facility where faculty, staff, and administrators will take part in workshops, seminars and courses designed to increase their ability to teach and to serve students. The center will also be home to a faculty and staff resource facility where technology is used to develop courses and marketing materials assisted by an instructional design, marketing, and professional development staff. State of the art design equipment and software will be available in the center to enable the implementation of programs. Current resources will be relocated, as appropriate, from the main college to the new center. Servers, connectivity and network personnel can be housed in the new center. Student services such as application and registration will still be done from the main site via the web. Full and part time faculty will be identified to be attached primarily to the center and an administrator will be assigned. The current Faculty Resource Coordinator will be moved to organize and implement the professional development and course development activities in the center. One counselor will be assigned to the center but could be, initially, working remotely from main college centers. Initially, the Menifee and San Jacinto library will be accessed remotely by students as will tutoring services through the Learning Centers. These can be accessed through our electronic data bases, web conferencing (free services through TTIP), and contracted online services such as SmartThinking. Counseling and tutoring will be housed in the center as the program expands.

V


lan for implementation: 1. Secure necessary agreements and understanding of the concept among Board of

Trustees, Administration, Faculty and Staff. 2. Identify a location for the creation of a center (preferably central to all area of the

district) 3. Establish a budget that considers initial and phased-in long-term infrastructure costs

(servers, connectivity –with TTIP assistance-, professional development equipment and software, furniture, supplies, mobile computing devices, etc.)

4. Establish essential staff requirements and cost by implementation phases: Faculty, Administrator(s), Counselors, Technicians, Instructional Designers, Maintenance and Operations, etc.

5. Establish curricular and program development selection and implementation processes and timelines.

6. Obtain approval of ACCJC as appropriate.

Example of Phase One Activities:

• Establish a planning task force to create policies and procedures for implementing instruction and student services activities connected to the main college community.

o Solidify a mission and goals. o Identify services that would start as virtually connected to the main college and

gradually shift to the OEC/PDC of the new Center: “MSJC Virtual College Center” o Create program goals. (Identify degree and certificate patterns and courses to be

offered from the center) o Develop a staffing plan.

Select an administrator to supervise the instructional development of the center.

• Develop connected services from the main college • Lead task force activities • Begin authoring a sustentative change proposal

Select a small group of faculty who will be connected full-time to the center as instructors/coordinators (2-3)

• Teach online courses • Assist with professional development activities • Mentor part time online teaching faculty • Coordinate program content and structure

Establish requirements for an initial staff of instructional designers (2) Develop a plan for migrating current network staff to new center

o Develop a budget proposal for the center Based on current costs and long-term goals Allowing for additional faculty hires and staffing Implementing infrastructure expenditures when funds are identified

P


urrent online education program at MSJC:

• 15% of the college FTES apportionment is generated from online and online/hybrid classes.

• Application, enrollment, advising, library, tutoring, financial aid, grading and other services are already available to all students online.

• Two degree programs (Accounting and Business) are currently online. Over 90 distinct courses are offered throughout the year with over 400 sections per term.

• Courses are offered as individual departments deem necessary and as faculty are identified and trained to instruct in the distance education methodology. FTES is attributed to departments at the centers in which they are conducted or to which they are attached, as in the case of the Temecula Center.

• Classes are taught by full-time and part-time faculty members at approximately a 40/60 % ratio.

• Currently, MSJC contracts with Blackboard for a comprehensive course management system that includes a portal product used by the entire college community. We currently host our own course management system (Blackboard), however, professional hosting scenarios are available. The cost is about the same as what we incur at the present time. A feasibility study should be completed to compare the costs of self hosting to “co-locating” infrastructure with scalability in mind.

• A physical location houses the technology infrastructure that includes servers and technology appliances that are administered by a staff of network coordinators and programmers. MSJC currently houses its servers and network technicians (2) in the 200 building in an office inside the Information Services center, which it has outgrown.

• Program and Course Development Equipment and Software: Currently 18 computer stations are dispersed to two Faculty Resource Centers with one instructional designer who is an associate faculty member working on a special project. The FRC equipment currently contains effective online development software. The coordinator is paid from stipend funds that have been institutionalized. Equipment and software upgrades and additions have not been funded regularly.

• Professional development is required for quality program implementation. The @MSJC Technology Academy is funded from categorical funding sources.

• Policies and procedures that ensure quality online program offerings are already established.

• Accessibility for disabled students is an ongoing concern and is being addressed through professional development and individual assistance to online teaching faculty.

Problem: Ongoing infrastructure budgeting is not included in the current budget for Instructional Technology Services/Distance Education and funds must continually be requested from one time money sources. The hiring of at least one additional network coordinator has been identified as a critical need for the current program.

C


Definitions and Concepts:

• FTF: Traditional Face-to-Face Classes. • Fully-Online Classes and Programs: Students do not have to physically visit the home

campus for any reason • Hybrid Classes: Require students to attend via FTF activities that are scheduled in

advance of student enrollments (i.e. FTF meeting times are identified in the class schedule)

• Proctored Testing: Students must take tests in a location that has been approved by the instructor of the class that ensures official proctoring can be accomplished (on campus, at another college, at a library, in a police station, at a church or other approved location).

• Online Orientation to Distance Education: Students complete an orientation to online learning that is, itself, conducted online. MSJC has online orientation.

• FTF Orientation: Orientation to distance education that is completed by students meeting with an instructor in a FTF environment. MSJC has FTF orientation, too.

• Technology and Telecommunications Infrastructure Program (TTIP): Legislated funding for technology infrastructure, system wide. Currently pays for MSJC connectivity with CENIC and some funding toward electronic library data bases.

• CCCConfer: Free web conferencing services are paid for by the Chancellor’s Office through the Technology and Telecommunications Infrastructure Program (TTIP) and are known to the system as “CCCConfer” http://www.cccconfer.org

• “SmartThinking” Contracted online tutoring services. http://www.smartthinking.com

http://www.cccconfer.org/�

http://www.smartthinking.com/�

ou.msjc.edu...Mt. San Jacinto College, a California Community College, offers accessible,...

Documents

Transcript of ou.msjc.edu...Mt. San Jacinto College, a California Community College, offers accessible,...