dmcp instructional plan spring 2013 i. background and analysis … · 2020-03-03 · dmcp...

DMCP Instructional Plan April 2013 page 1

DMCP Instructional Plan Spring 2013

I. Background and Analysis A. Program Description The Digital Management Career Preparation (DMCP) Department was launched in the Fall of 2005 at Cabrillo College as home to the college’s Digital Bridge Academy—a learning community education model devised to address the unique needs of underprepared community college students and ensure their success while accumulating degree applicable credit. The DMCP courses were first implemented in fall 2003 when the Digital Bridge Academy was part of the Computer Information System department. The small Digital Bridge Academy (DBA) experiment was initially funded by the James Irvine, David and Lucille Packard, National Science, and William and Flora Hewlett foundations to test the model. Early reports showed excellent results for DBA graduates1 and the program garnered additional funding from the Gates Foundation to scale at Cabrillo and launch at other campuses.2 In 2010 the DBA was renamed the Academy for College Excellence and by fall 2011, in addition to being a program within Cabrillo College, had officially become a national organization, the ACE Center, separate from Cabrillo. The ACE Center deals with adoption and supports of ACE Programs at partner colleges nationally, including Cabrillo College. This includes training of faculty, continuous improvement in curriculum, and an intercollege professional Community of Practice. While this instructional plan is focused on the DMCP department, it refers to ACE to the extent required for readers to understand DMCP and its role at Cabrillo.

ACE courses at Cabrillo include the DMCP Foundation Course, DMCP Team Self-Management, the DMCP Social Justice Research and Field Research Intensive courses (the same at all partner colleges), and several second semester courses. Foundation Course, Team Self-Management, and the Social Justice Research and Field Research Intensive courses are typically offered in conjunction with an accelerated English course (255/100), a computer applications course (CABT 107 or CS1L), and a movement/ mind/body (Dance 82) or math/statistics course (Math 190SJ)—constituting the ACE cohort and a full load of six courses for students. In previous semesters CG 54, the college’s career planning course, was offered too. Students attend all courses as a cohort, while faculty teaching in a given cohort meet weekly to integrate curriculum and coordinate their efforts to enhance student success. ACE received additional funding from the National Science Foundation for DMCP to pilot an intensive, integrated, and accelerated science learning community program in Physics, Biology and Chemistry (IScS) that in one semester prepares students for transfer-level science courses in these disciplines. As of spring 2013 DMCP’s Foundation and Team-Self Management courses are being offered in Cabrillo’s Accelerated Medical Assisting CTE Program, and their use is currently being explored by other Cabrillo CTE programs. At this point DMCP does not offer courses outside of these learning communities.

1 Jenkins, Davis, Zeidenberg, Matthew, and Wachen, John, “Educational Outcomes of Cabrillo College’s Digital Bridge Academy: Findings from a Multivariate Analysis,” Community College Research Center, Teacher’s College, Columbia University, 2009. 2ACE partner colleges in California include Berkeley City, Hartnell, Las Positas, and Los Medanos Colleges. ACE also has college partners in Broward, FL; Delaware County, PA, Chicago IL, and is in the process of partnering with Olympia and Bellevue Colleges in Washington State.


The DMCP Department currently consists of one full-time faculty member and relies heavily on full-time instructors from other departments as well as part-timers to teach DMCP courses. The department’s mission is to prepare, retain, and accelerate under-prepared community college students and provide them with the academic qualifications, professional skills, and personal attributes necessary to succeed in college and beyond. We teach teamwork, personal responsibility, self-reflection, self-improvement, and persistence, providing a bridge to readiness for the rigors of community college.

B. Relationships Other Departments/Programs The DMCP department is comprised of an interdisciplinary group of instructors who offer a unique blend of courses linked to non-DMCP courses through ACE Learning Communities. We work closely with the English, Dance, Computer Applications and Business Technology, Computer Science, Math and Medical Assisting departments (ACE’s IScS program works with the Biology, Physics, and Chemistry) departments. Currently active faculty come from these departments as well as Communications, Sociology, Anthropology, Psychology, and Counseling and play a central role in shaping the department. ACE Learning Communities are wholly interdisciplinary, combining expertise from diverse academic areas and applying collaborative teaching and learning to promote student efficacy and success. The interdisciplinary faculty cohort utilizing the DMCP/ACE intrinsic student engagement and student support model provides students with varying levels of risk in their backgrounds with peer-mentoring, academic acceleration, curriculum integration, and faculty collaboration. In addition to engaging with many departments in interdisciplinary cohorts, DMCP funnels students who are better prepared than they would otherwise be into transfer and occupational programs campus-wide. DMCP’s work is widely recognized across campus. Recently, DMCP teamed with the Accelerated Medical Assisting Program (AMAP) to offer its Spring 2013 Cohort a Foundation and Team Self-Management Course (DMCP 110 and 111) the Intrinsic Student Engagement and Peer-Support Model discussed in the next paragraph. AMAP had experienced high attrition rates and wanted to experiment with learning communities and the DMCP/ACE cohort model as a way to enhance student retention and success. The faculty members teaching those students have reported very favorably on the results so far. And other programs are taking interest; Several Allied Health programs are currently considering the possibility of integrating DMCP courses to enhance their students’ success. DMCP is in discussion with Cabrillo’s math department and would like to pilot a pre-statistics cohort model in the next few years. The results of such a pilot of the ACE Program at Los Medanos College focused on both English and math acceleration in one semester are notable (See Appendix 3 for summary of the results). The power of the ACE/DMCP cohort approach lies in its Intrinsic Student Engagement and Peer-Support model. The model consists of the Foundation Course (DMCP 110), the Team Self-Management Course (DMCP 111), and a series of professional development institutes and workshops that help educate faculty to teach experientially using the ACE/DMCP curriculum. Together these courses facilitate the internal transformation of the student and the 24/7 student support required for becoming successful college students, especially for students with backgrounds of poverty and very complex lives. Since this support comes in the form of curriculum in the classroom, the model is self-


sustaining through tuition fees and state apportionment funds, not requiring grants for traditional extrinsic support approaches. The chart below summarizes the purpose of our Intrinsic Student Engagement and Peer-Support Model.

ACE$Intrinsic$Student$Engagement$and$Peer$Support$Model$

3$

STUDENT'COHORT'

''''''''''''''

Founda2on'Course'''''''''''''''''''''''''''''''''''''''''''27Week'Intensive'Affec2ve'Orienta2on'$$$$

ACE'Team7Self'Management'

Course'

Academic$Program$Varia:ons$

On'a'Regular7Basis:'•  Monitor$Student$Progress$•  Mo:vate$Student$•  Deal$with$Behaviors$•  Help$Student$Solve$Life$Problems$

Academic$Program$

3'credits' 2'credits' 8'to'12'credits'

''''''''''''''$$$$

GeLng'Students'

To'Believe'

They'Can'Do'It''

“Ligh2ng'the'Fire'

for'Learning”''

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This model is designed to spark the internal motivation and the will to struggle through the changes in mindsets and habits required to become a successful student. To this end, the Foundation Course and Team Self-Management courses enable vulnerable students to, 1) become more aware of their unique strengths that have helped them survive and persist to this point; 2) learn fundamental professional skills around teamwork and communication; 3) learn how to apply their own unique strengths to academic and professional success; and, 4) form a peer network that reinforces team-building and communications skills while creating a community of fellow students for moral and academic support throughout the college experience. The Two-Week Foundation Course helps incoming community college students find their center of gravity through experiential exercises aimed at: (1) identifying unique core strengths and working styles; (2) developing skills in communication; and, (3) building a team learning environment that evolves into a semester-long peer support network. Students collaborate with one another and their teacher(s) between five to eight hours a day in a team-based environment designed to build trust and collaboration between faculty and students.3 Longitudinal studies have shown that the Foundation Course shifts the student’s sense of self on seven of the eight factors including academic self-efficacy, hope, college identity, mindfulness and other constructs which correlate to student academic success and completion. Please see Appendix 2 for a chart mapping these affective shifts in a study of ACE students nationally. The Team Self-Management (TSM) Course runs concurrently with the ACE Learning Community academic program, building on the work students have begun in the Foundation Course to change the behaviors and mindsets that are barriers to academic success. Students learn to make conscious choices and to set goals, improving their ability to focus and concentrate. They examine their family histories, reflect on their lives and envision the lives they would like to lead, perform exercises that support synaptic genesis, and determine how to unravel their complex lives to support a focus on school—all through a 24/7 peer support network facilitated by the TSM curriculum. ACE’s Academic Acceleration Course Approaches consist of two types: social justice 3 See appendix 1 for a list of key bodies of knowledge influencing the Foundation Course.

DMCP Instructional Plan March 2013 page 4

primary research and integrated science. We are working closely with other departments in implementing these courses including sociology, communications, chemistry, physics, biology and English. The social justice acceleration model is focused on a social justice primary research project which is embedded in the DMCP 112 and 113 courses. One finding from the latest longitudinal evaluation of the ACE program at multiple colleges is that students are accelerating through their English and math developmental course sequence with more velocity than the comparison group of over 123,000 students. Given that each college has its own approach to English acceleration the findings are indicating that the social justice primary research course (DMCP 112 and 113) may be the factor for increasing the academic performance of the students. We are analyzing this further. ACE’s Five-Day Faculty Experiential Learning Institute (FELI), whose curriculum is derived directly from the Foundation Course, is another way DMCP has had an impact on departments and programs across campus. The FELI curriculum is offered to all ACE faculty nationally (as well as some staff and administrators) and is designed to inspire reflection and personal and professional transformation in FELI participants just as the Foundation Course is designed to do in students. ACE’s FELI has been received positively and shared widely at Cabrillo. As of Spring 2013, the FELI has been provided to eighty-five faculty members and twenty-five members of our staff and administration, all with a view toward sharing DMCP/ACE’s unique curriculum and pedagogy and create positive impacts on various settings across campus—classrooms, departments, working committees, and beyond. It is worth noting that a very large majority of Cabrillo instructors who have taken the FELI do not teach in DMCP or ACE. It is common for such faculty to implement pedagogical strategies learned in the FELI in their classrooms—e.g., strategies for reaching students at the affective level and inspiring motivation and self-efficacy, or for improving self-knowledge, communication skills, and students’ ability to work in teams. A FELI guidebook containing detailed materials that can be used to apply ACE’s model in any discipline is provided to all participants. The FELI has been a vibrant and important wellspring of faculty development at Cabrillo College.

Finally, another unique contribution of DMCP faculty to strengthening Cabrillo’s programs and services to students is its specially designed professional development workshops for Cabrillo’s Admissions and Records, Financial Aid, Division offices and Allied Health staff. All four of these workshops were followed with additional meetings with these groups to help them maintain the momentum they experienced in these workshops and to further support the improvement of their professional work lives at the college. Cabrillo College’s Learning Communities Center Spring 2013 begins ACE’s third semester of a process of becoming institutionalized into Cabrillo College’s Learning Communities Center. The LCC is highly relevant to the DMCP department because a majority of its enrollments are facilitated and managed through it. Additionally, LCC staff members and interns provide necessary support for DMCP classes and its faculty. DMCP enrollment and student intake, like most Cabrillo Learning Communities, are high-touch endeavors given the nature of learning communities and the students served. Currently enrollment and support is primarily carried out by LCC student interns, and faculty and staff volunteers who are not paid. This is an unsustainable model.


Assessments Office: In-Reach A majority of DMCP enrollments currently result from Guided Enrollment Sessions held at the Assessments Office. Students who qualify based on English/Reading/Math assessment scores are invited to be introduced to Cabrillo College’s Learning Communities as they leave the assessment room. If these students find any of the programs a good fit, they are provided support enrolling and/or referred to the LCC as needed. For DMCP to maintain enrollments these sessions must be staffed during our high enrollment months—June through August and December through January. We have not had adequate staff resources/hours to cover the sessions in the past (e.g., of the 32 guided enrollment sessions available for the Spring 2013 semester we have records of only 18 sessions being held by mostly volunteer help), and because this need is so central to DMCP’s enrollment success the first item in the Program Directions and Recommendations section of this report addresses this need. C. Costs Figure 1 compares the program’s load to the college average. The decrease in the load shown in Figure 1 was caused by a curriculum change which removed TBA hours. The change affected the FC, TSM, and Social Justice intensive courses. That DMCP’s cost efficiency is slightly lower than the college average is accounted for by additional costs associated with participation in Learning Communities (coordination units for all faculty in linked courses) and the cohort size limit of 29 given that we offer an English class.

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DMCP Load

College Load

Figure 1: Program Efficiency Load4

Figure 2 compares the DMCP’s cost effectiveness (income vs. cost). From 2007 through spring of 2009 DMCP provided more income than it cost. With the elimination of grant funding to DMCP in 2011 the cost/income ratio has increased slightly overall. Still, our income to cost ratio of 1.25 is almost exactly the same as the college average of 1.24 for all Transfer and Basic Skills Programs at Cabrillo.

4 Load = WSCH/FTEF—weekly student contact hours/full-time equivalent faculty.


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DMCP % BaseExpenditures

DMCP % Income FTEs

Figure 2: Income versus Cost

D. Student Success

The DMCP Department has access to student success data from several sources: outside researchers, Cabrillo’s PRO, ACE’s student assessment instruments, and the DMCP department’s assessment of its Course Student Learning Outcomes the college’s Core Four Competencies (included at the end of this report).

Longitudinal research results released in the recent MPR Associate evaluation report of the ACE Program at four California Community Colleges including Cabrillo College (which can be reviewed at: http://academyforcollegeexcellence.org/student-outcome-studies/) are further evidence of DMCP’s profound effects on student persistence and confirm the findings of the 2009 Columbia University Community College Research Center (CCRC) study of the ACE Program at Cabrillo College.56 The recent study includes 658 ACE students from four colleges and a comparison group of 123,631 closely matched students. ACE students were 175% more likely to pass transfer-level English one semester after completing ACE than members of the comparison group, and 148% more likely than the comparison group after two semesters (see figure 6). The findings for Cabrillo students are lower (because Cabrillo students in the study were matched on full- and part-time attendance) but still remarkable and corroborate the findings of the 2009 CCRC study; The community college basic skills English sequence is a significant barrier for underprepared students—a bottleneck that prevents basic skills students from academic and professional achievement. This research reveals that taking DMCP courses at Cabrillo is highly correlated with success and persistence on the path through transfer-level English. The fact that similar results occur for ACE students across several colleges points to the value of ACE’s intrinsic engagement and student support model and social justice acceleration approach. Please see Appendix 3 for charts summarizing some of the findings from the recently published evaluation report by research firm MPR Associates, Inc. Figure 4 represents the yearly enrollments in DMCP since 2007/08. DMCP’s enrollments grew substantially year-by-year from 2007/08 through 2010/11 due to a Gates Foundation grant. The end of the expansion grant coincided with a time of major budget cuts college-wide. With no grant funding available to maintain DMCP TUs at previous levels, nor funds to pay LCC staff to conduct enrollment and intake work, DMCP enrollment decreased dramatically. DMCP began institutionalizing into the LCC 5 “Evaluation of the Academy for College Excellence: Report on Implementation and Student Outcomes,” MPR Associates, Berkeley, CA, February 2013. 6 The Columbia study found that among the 366 Cabrillo ACE students studied, DMCP graduates were 57% more likely than members of the comparison group to pass-transfer level English after one semester and 65% more likely after two semesters (Jenkins, Davis, Zeidenberg, Matthew, and Wachen, John, “Educational Outcomes of Cabrillo College’s Digital Bridge Academy: Findings from a Multivariate Analysis,” Community College Research Center, Teacher’s College, Columbia University, 2009).


and the numbers of students we could serve contracted. Because ACE’s program has evidence of increasing student success, we hope the college will make a commitment to providing the seasonal staff resources required for enrollment and intake and regain TU funding so that DMCP/ACE may be offered to a greater number of students.

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DMCP Enrollment

Figure 4: DMCP Enrollment

Figure 5 compares DMCP’s annual student success to the college average over five years.7 As the chart shows, DMCP’s success rates are consistently higher than the college’s generally. And while they suffered a drop in 2008-2009—a period of time during which ACE experimented with cohort models involving only three linked courses. In addition, in 2008-09, 2009-10, and fall 2010 ACE provided “non-accelerated” cohorts as experiments for the English departments as we transitioned to 100% accelerated cohorts; since we returned to the accelerated full academic load cohort model, our success rates have continuously increased. Our success rates are more notable when one considers the increased risk in DMCP’s student’s backgrounds.8

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DMCP Success Rate(in percentages)

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Figure 5: DMCP Success Rates Compared to College Success Rates

Figure 6 compares the program’s annual student retention to the college average. For the last five years, DMCP courses have maintained a retention rate of more than 90%, despite periods of expansion and contraction in the number of students served, and periods of training new faculty. It is plausible that the student retention rate was not affected by enrollment increases and decreases, or the experience level of faculty, because of 7 This chart only measures the ACE Program courses offered by DMCP, not the courses offered by English, Computer Science, CABT, or Math. 8 Documented in Jenkins, Davis, Zeidenberg, Matthew, and Wachen, John, “Educational Outcomes of Cabrillo College’s Digital Bridge Academy: Findings from a Multivariate Analysis,” Community College Research Center, Teacher’s College, Columbia University, 2009.


DMCP/ACE’s intrinsic student engagement and peer support model—a 24/7 student peer support network created by the Foundation Course and further developed in the Team Self-Management throughout the semester. This model, as previously stated (see p. 2), is an economically sustainable feature of DMCP/ACE.

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DMCP Retention Rate (in percentages)

College Retention Rate (in percentages)

Figure 6: DMCP Retention Rates Compared to College Retention Rates

E. Results of Student Survey

The Fall 2010 Instructional Planning Survey of 93 students showed that 86.8% would recommend the program to other students. The written comments, according to a person in the Planning and Research Office who compiles them, were “LOVELY and moving and wonderful…[and] There are way more positive comments here than for most departments!” Among the representative comments were these:

• “You know the people and when you’re absent or don’t understand a homework/material I can ask someone or call someone from class and I can get help. Also that when you go with a teacher for help they do help you.”

• “I think this program is excellent to prepare students who have not been to school or successful in school. For me it has changed my view of myself and my abilities, showed me good student habits and how to reach out to others for help without feeling badly about myself. I would have never made it without DBA first. Simply because I didn’t believe that I could.”

• “Teachers meet together and are aware of our progress in other classes. Homework is distributed evenly because teachers work together on our homework schedule.”

The areas most in need of some or major improvement were: availability of equipment needed (29%), overall quality of instructional equipment (20%), and classroom and lab facilities (19%). Most of the DMCP classrooms in Aptos are old and some use a cart to make them smart. Written comments ranged from asking for a faster pace to a slower one; some students suggested even more fine-tuning of the classes so that the expectations are clearer; and several students emphasized the need for ongoing enforcement of the behavioral guidelines (“Holding the strictness of foundation rules. Improving the importance of the conversation meter and bio-reaction.”) F: SLO and Core Four Assessments DMCP has four core courses that have been taught every semester since its inception—110, 111, 112, and 113. In fall of 2012 DMCP conducted SLO assessments of all but one of these—DMCP 110. This course was not assessed this time because the assessment process started after that course was over for fall (it runs for the first two weeks of the semester). The department also assessed SLOs in all the IScS courses in fall 2012—160


SL, SM, SR and SW—as there was an IScS cohort in session. One of the lessons from this experience is that DMCP course SLOs should be rewritten. The core course (110, 111, 112, 113) SLOs are more numerous and wordy than necessary and these have been revised in curricuNET accordingly. It was recommended by IScS faculty who conducted individual SLO analyses of assignments in their courses in fall 2012 that all SLOs for the IScS courses be rewritten to more accurately reflect the goals and content of those courses. The greatest need that became evident through the process of assessing DMCP’s SLOs is the need for faculty professional development. The DMCP curriculum and pedagogy are alive and evolve continuously based on the innovations and collaborative work of our instructors. They need to have input and inspiration and special trainings to be optimally positioned to excel in these areas. These findings emerge also from the assessments of the Core Four Competencies that were conducted by DMCP faculty in 2010. Many of the recommendations made then—a proposal for a faculty mentoring program in our core courses and a proposal to develop a cloud based data storage system so that faculty anywhere can access ACE curriculum —have been realized. But the need for continual professional growth for our faculty remains. The SLO process also points to a need for continued curricular refinement. The professional growth of our faculty will help fill that need as it will make faculty better prepared to refine curriculum smartly. Priority 2 in the Directions and Recommendations section below lists a few of the curriculum changes that seem important as a result of the SLO process.

DMCP is off cycle in terms of the revolving wheel of assessments. Our plan for getting in synch is to meet with the Campus SLO Coordinator to develop a clear plan of action. DMCP will assess DMCP 110 SLOs in fall 2013 and make many DMCP courses that are not likely to be offered any time in the near the future officially inactive.

II. Program Directions and Recommendations Priority 1: Staffing for Guided Enrollment and Student Intake In 2011, ACE’s grant-funded staff separated from Cabrillo, leaving a dearth of staff support to run DMCP/ACE at Cabrillo. This has been most detrimental with respect to DMCP enrollment and student intake, a high-touch, multi-step process. With multiple ACE staff gone as of fall 2011, this work needed to be redistributed and systems developed for running the program with vastly reduced staff resources. The decision to institutionalize the department into the Learning Communities Center (LCC) was in part in response to this exigency. While previously, grant-funded staff conducted extensive outreach to build enrollments, the DMCP department’s current approach to filling cohorts involves offering Guided Enrollment sessions for students as they leave the assessment building after taking assessments. Students who test appropriately for any of the LCs are invited to learn about them and provided support enrolling if they are inclined to do so. Currently there are insufficient staff resources to cover the most important months of Guided Enrollment for the ACE Program, January and during the summer. We have been able to fill scheduled cohorts in most cases since instituting the system, but staffing the Guided Enrollment sessions has been very difficult. Each semester ACE has resorted to asking faculty—repeatedly—to voluntarily staff the sessions since there are no paid staff members to do so. The level of willingness and preparedness of these volunteers varies so that the practice is not a long-term nor sustainable solution. We have been able to rely


on student interns in some cases, but student interns are not always able to represent the ACE program adequately and their presence at Guided Enrollment sessions means they are unable to staff the LCC, a particularly untenable practice during periods of high enrollment for ACE—just when the GEs increase in frequency. As stated, during the DMCP enrollment period leading up to spring semester 2013 only 18 of 32 possible Guided Enrollment Sessions was held. If these had been staffed DMCP classes would have been filled with waiting lists.9 To meet DMCP enrollment targets each semester will require more focused resources—at minimum a seasonal classified position that covers ACE Guided Enrollment and student intake. The job would be active during high enrollment periods—November through the second week of spring semester and May through the second week of fall semester. It would entail spending three hours on each GE session and five hours per week supervising student interns to help with intake during those months.10 The work would include scheduling, staffing, and providing materials for all GE sessions at both campuses; supervising interns to complete the intake and enrollment process including creating rosters and providing them with other projects; monitoring the Five Dynamics survey completion before each semester begins and providing user keys to the bookstore for purchase by students; schedule and overseeing student surveys pre-, mid-, and post-semester. We recommend obtaining interns through the federal work study program, as volunteers, or as participants in Special Studies courses or Cabrillo’s Cooperative Work Experience Education Program. During the seasonal high enrollment months, DMCP will require more student intern support than during the rest of the year. DMCP recommends a seasonal program specialist position to staff GE sesions and supervise LCC interns from May 1-Sept 15 and Nov 10-February 15. This amounts to eight months at 10 hours/week or 25% FTE. Cost: $5700 Note: serving students requires resources. DMCP serves the most number of students in the LCC, on far fewer resources. For example, in the 2012-2013 academic year DMCP/ACE has served over 175 students, the next largest learning community served 56 9 It is worth noting that the GE approach to filling cohorts was originally the recommendation of a working committee of the Basic Skills Learning Communities Advisory Committee that was assembled to investigate instituting an “Opt-Out” enrollment system for LCs at Cabrillo College, wherein students who meet certain assessment criteria are automatically enrolled in a Learning Community but could easily “Opt-Out” through communication with a counselor. Because they recognized that instituting such a system would require considerable institutional buy-in, they devised the Guided Enrollment as an experiment on a smaller scale that might be expanded, depending on outcomes. Given the overwhelming evidence that DMCP and other Learning Communities enhance student success, we would like to leave the “Opt-Out” option on the table, especially with the passage of the Student Success Act of 2012; DMCP’s focus on getting students to their first momentum point (15 degree-applicable credits), our emphasis on access and successful orientation to college for first generation basic skills students who have greater needs than members of the general student population, and the evidence of persistence and increased rates of completion of basic skills courses in DMCP students all address key provisions of the Act and can contribute to Cabrillo’s success aligning with them. An “Opt-Out” system would reduce DMCP’s need for staff resources. DMCP can help Cabrillo fulfill its master planning goals of increasing and enhancing student success. 10 This estimate is based on discussions with Natalia Cordoba-Velasquez, Antonio Alarcon, and a former ACE Lead-Intern, who led DMCP enrollments since prior to the LCC merger. They believe this level of seasonal support would be adequate to maintain DMCP enrollments.


students. In addition, since fall 2011, DMCP/ACE has served 434 students with no dedicated staff, while STARS has served 110 students with support of a 1.0 FTE staff position, and Puente has served 58 students with support of a 0.5 FTE counseling position plus a 0.5 FTE instructor position. Given the relative share of LC students at Cabrillo served by DMCP, our request seems reasonable and appropriate. It may be useful if the LCC develop an Instructional Plan which will take into consideration the number of students served by each Learning Community and the required resources for supporting students during the enrollment/intake period, during the semester in which they are enrolled, and the semesters following their enrollment in the program. The MPR Evaluation of Cabrillo’s ACE Program indicates that support for ACE students following their ACE semester is warranted, like resources given to other Cabrillo Learning Communities. Priority 2: Curriculum Development and Improvement. A recurring finding in our SLO assessments is that DMCP’s innovative curriculum needs continuous updating and refinement based on sound data and evidence and the needs of our students. Tutorial videos and materials for training new instructors need to be developed. Converting all DMCP curricula to transfer level curriculum will be a boon to our students, reducing the amount of non-transfer level work they are required to do to meet their goals as well as the associated financial costs. It is consistent with college master planning goal of increasing the number of transfers and/or transfer rates.

• We recommend that the core DMCP courses 110,111, 112, and 113 be rewritten as transfer level courses. In the current educational context, students need their units to count toward degrees. Our curricula are designed for transfer-level credit and some colleges have adopted the ACE curricula providing transfer-level credit. However, at Cabrillo College we need to update our curriculum outlines to be more academically rigorous and appropriate for transfer level status. In 2009/10 DMCP leadership worked with Cabrillo’s Director of Articulation and Honors Transfer Program to find lower division equivalents to DMCP courses at UCs and CSUs, and currently ACE core courses (same basic curriculum as DMCP) at Broward College in FL, Delaware College in PA are transfer level. All that remains is for these curricula to be rewritten and submitted to Cabrillo’s Curriculum Committee by March 15, 2013. The DMCP Director will work on this project.

Our goal is to offer stacked DMCP courses, similar to the English acceleration course offered in Cabrillo’s ACE Program in which students are enrolled in “stacked” English 255/100 courses. If the student performs in the DMCP courses at the transfer-level then they will receive transfer-level credit. If they perform at the 100-level they receive 100-level credit. To evaluate students on whether their work is transfer level, we recommend using blind portfolio readings, a method used in accelerated English courses at Cabrillo. Blind portfolio readings would involve evaluation by DMCP faculty of portfolios of student work to determine whether it is of transfer-level quality. Names are stricken from student work and multiple faculty evaluate the same students to help ensure objectivity. Cost: Cost will reside in another program.

• We recommend the development of a second or third semester course for DMCP students who have completed the Bridge Semester. Possibly a Foundation Course-like intensive, only shorter—two to four days rather than eight days. We would recommend replacing the current second semester course with this new course.


Cost: 1.5 TUs per semester ($2663/semester) • We recommend that the IScS DMCP Course SLOs be rewritten to more

accurately reflect the goals and content of those courses. The assistance of IScS faculty members will be requested in completing this task in fall 2013.

• If there are positive outcomes of the ACE math pilots we recommend that Cabrillo College offer a new math course based on the curriculum pilots.

• We recommend that "seasoned" instructors of specific courses allow their courses to be taped thereby allowing instructors who can't come to meetings, to see how these instructors have interpreted the curriculum.

Cost: Costs can be covered through the college’s Staff Development or Instructional Grants. Priority 3: Faculty Development. As DMCP’s SLO assessments reveal, student success in this interdisciplinary program relies on dedicated faculty who challenge themselves continually. We need to provide peer feedback and evaluation using best practices. Because of the newness of the ACE program we need to provide feedback and evaluation more frequently than Cabrillo College requires. In addition, because of the inter-discipinary nature of the ACE Program part time faculty from other departments need to receive feedback and evaluations when they teach the DMCP courses; currently if they are from another department there is no evaluation of their ACE teaching. Additionally, we need to train faculty to develop a healthy student culture; to mentor faculty cohorts both through in-person training and through communication via blogs, list serves, etc.; develop better teaching methods and to rejuvenate faculty through various means. More prepared/trained faculty will be situated to better fulfill the college’s student success goals.

• To support faculty who first begin teaching in ACE we recommend that the DMCP Department creates a mentoring program similar to the Math department’s faculty mentoring program.

Cost: non-compensated • We recommend that interdisciplinary faculty who teach DMCP Department

courses (e.g., DMCP 1110, 111, 112, 113) be evaluated in DMCP courses during their regular evaluation cycles scheduled by their primary department and that other ACE faculty are included on the evaluation team. To support the DMCP interdisciplinary department we recommend that this issue be addressed in the faculty union contract negotiations. The Division Deans will need to determine how best to implement this interdisciplinary faculty support structure.

Cost: no additional Program cost; cost to implement needs to be determined by Division Deans; needs to be negotiated with CCFT

• We recommend that faculty who teach interdisciplinary courses (not DMCP courses, as suggested in the previous bulleted item, but courses like English, computer science, movement, taught as part of an ACE cohort) in the ACE cohort are evaluated during their regular cycle of evaluations in the ACE cohort section and that the evaluation team include other ACE faculty from their discipline when possible. To support the DMCP interdisciplinary department we recommend that this issue be addressed in the faculty union contract negotiations. The Division Deans will need to determine how best to implement this interdisciplinary faculty support structure.

Cost: no additional Program cost; cost to implement needs to be determined by Division Deans; needs to be negotiated with CCFT


• Faculty in the department will participate in bringing presenters to the college to present to the larger community college faculty and staff on issues that help foster a healthy student culture.

Cost: Costs can be covered through the college’s Staff Development funds prioritized like any other college program.

• Because we are a developing department, and we are a new type of program and there is a lot of interest across the country in developing new types of basic skills courses, we recommend that one professional national meeting related to the field be paid for one ACE faculty member per year. The expectation would be that that faculty member would return and offer training to the Cabrillo College faculty community and staff.

Cost: $1,500/year • We recommend that DMCP/ACE faculty attend ACE Center’s Bay Area

Community of Practice meetings each semester as professional development. Cost: There is no cost to the district. Priority 4: Facilities. DMCP’s SLO assessments point to the need for more suitable facilities dedicated to its classes. The DMCP Department has started semesters with rooms that are not adequately equipped with the multi-media equipment and moveable desks needed to teach the ACE curriculum. In addition, the 109x rooms under the library that have been dedicated to DMCP are too small to accommodate the creation of a semi-circle of chairs with 29 students. Furthermore, the wall-length windows mean passersby can view all proceedings in the classroom fully and distracts DMCP/ACE students. DMCP 110 and 111 build into the curriculum time for students to tell their life stories and there are often moments in a Foundation Course when students become emotional as they grapple with the self-exploration aspects of our curriculum. Students need to do this work in a safe space with a modicum of privacy. DMCP needs larger, more private rooms like room 512 to hold the Foundation Course. We are aware the College Facilities Master Plan includes allocation of space to the BELA Division in the 350 building in the coming year. We request that when this space is available, BELA open designated space for DMCP classes in the 500 building.

• To support student success, provide DMCP/ACE dedicated smart classrooms, computer classrooms and equipment. DMCP/ACE needs three or four separate dedicated classrooms so that multiple foundation courses can run simultaneously at the beginning of semesters. It also needs dedicated computer labs so that social justice research intensive courses can run simultaneously mid semester.

• All DMCP/ACE classrooms should be fitted with locking cabinets to accommodate the supplies used with the DMCP curriculum.

Cost: Cabinets for four dedication classrooms will cost the district an estimated $1808.00 plus tax ($452.00/each [estimate from Palace Arts to Cabrillo Purchasing Office])


Appendix 1: Key Sources Informing the Foundation Course Curriculum The Foundation Course curriculum is heavily influenced by:

(1) Michael Sturm's Five Learning Dynamics, through which students become aware of and explore their own dynamic learning strengths; (2) research on neuroplasticity, which has shown that positive experience in learning can change brain structure; and, (3) Conversant Solutions' Dynamic Leadership Program, a widely recognized professional development curriculum for executives focused on effective communication and leadership.


Appendix 2: Affective Shifts in ACE Students

The chart below maps shifts in ACE students nationally on eight non-cognitive variables correlated with student success.11

78#

3.58

4.01 3.98

4.32

3.42 3.353.54 3.60

3.95***

4.30*** 4.33***4.44***

3.383.51***

3.71***3.82***

3.97***

4.30*** 4.30*** 4.37

3.403.56***

3.76*** 3.80***

.00

1.00

2.00

3.00

4.00

5.00

Self1Efficacy Leadership=and=Teamwork

College=Identity Interacting=with=Others

MindfulnessFocusing

MindfulnessAccepting

Mindfulness=Describing

Mindfulness=Observing=

Mean%Scale%Score

Time=1 Time=2 Time=3•  Notes:#***p"<#.001;#**p#<#.01;#*p#<#.05;#sta/s/cal#significance#is#based#on#comparison#with#Time#1#scores.#•  The#YAaxis#represents#the#mean#(average)#score#for#each#factor.#•  Survey#responses#were#based#on#a#fiveApoint#scale,#from#“strongly#disagree#to#strongly#agree”#for#the#nonAmindfulness#items#and#from#“never#

or#very#rarely#true”#to#“always#or#almost#always”#true#for#the#mindfulness#items.##•  Each#factor#consisted#of#different#numbers#of#items.#Individual#scores#on#each#item#in#a#factor#were#added#together#and#divided#by#the#

number#of#items#to#arrive#at#a#standardized#scale#of#1#to#5#points#for#each#factor,#regardless#of#the#number#of#items#included.####

ACE’s#NonACogni/ve#Effect#on#Students#7#College#Study#of#535#Students#

END(OF(SEMESTER(

BEFORE(Founda/on#Course#

END(OF(Founda/on#Course#

11 From “Evaluation of the Academy for College Excellence: Report on Implementation and Student Outcomes.” MPR Associates. February 2013.


Appendix 3: Additional Success Data The following two charts summarize some of the findings from the a recently published MPR study of 658 ACE students at 4 colleges (2013).12 The first chart shows transfer level English completion rates for ACE graduates at four colleges one and two semesters after attending ACE, as described in the student success section.

Transfer-Level English Completion (4 Colleges [including Cabrillo])

The figure below displays outcomes for graduates of Los Medanos College’s (LMC) accelerated math ACE program, from a recently published study of ACE at colleges nationally.13 ACE graduates of LMC’s accelerated English and Math Cohorts were 1663% more likely to pass transfer-level Math one semester after graduating ACE than members of the comparison group, and 983% more likely than the comparison group after two semesters more following the ACE semester.

Transfer-Level Math Completion (Los Medanos College)

12 “Evaluation of the Academy for College Excellence: Report on Implementation and Student Outcomes.” MPR Associates. February 2013.


Given that the MPR Associates evaluation validates the findings in the Columbia University’s Community College Research Center (CCRC) study in 2009 we are providing this information in the appendix too. The CCRC study shows DMCP students at Cabrillo College were more likely than a comparison group of 11,578 Cabrillo College students to enroll the semester following DMCP, more likely to accrue college credits, and to complete AA degree-level and transfer-level English, the gatekeeper courses that lead to college completion, during the three semesters following DMCP14. This was true despite the fact that the DMCP students were far more likely to display markers of risk than students in the control group, specifically residing in a low-income area (87% compared to 27%), Latino ethnicity (83% compared to 32%), and lack of a high school diploma (21% compared to 12%). Results were especially promising for the 66 ACE students in the first three cohorts who took an accelerated English class (English 100). These students were 19% more likely to persist to the next semester, 97% more likely to enroll full-time, 84% more likely to pass transfer level English, and they earned, on average, 21 more college credits than the comparison group, after controlling for demographic variables, prior educational records, and income (see Appendix Figure 2 which shows a comparison for several success variables15).

Appendix Figure 2: ACE Difference on Student Outcomes

The comparable figures for students in ACE cohorts four through nine (when ACE was forced to discontinue its English acceleration approach), who took a reading/writing lab course instead of the accelerated one-level-below transfer English, were lower but still

14 Jenkins, Davis, Zeidenberg, Matthew, and Wachen, John, “Educational Outcomes of Cabrillo College’s Digital Bridge Academy: Findings from a Multivariate Analysis,” Community College Research Center, Teacher’s College, Columbia University, 2009 15 Results of regression analysis on student outcomes, controlled for student variables. Extrapolation based on the Jenkins, et al. CCRC study, Columbia University, 2009.16 Note: these assessments were done in 2010 during a period of transition in administrative leadership; the assessment documents in Appendix 5 appear here exactly as they were submitted to the CIP in 2011 and are not referenced extensively in the remainder of the plan, though section “F: SLO Assessments” briefly discusses them.


better than the comparison group. These students were 10% more likely to persist to the next semester, 79% more likely to enroll fulltime, and earned, on average, nine more college credits at the end of the two-year study (see chart 1 in the appendix). Based on this study and research by the English department, by the Spring of 2011 the ACE program utilized only English acceleration cohorts. As previously noted, students in the first three DMCP/DBA cohorts at Cabrillo were 19% more likely than members of a comparison group to persist to the next semester, 97% more likely to enroll full-time, 84% more likely to pass transfer level English, and they earned, on average, 21 more college credits than the comparison group. The figure below shows the comparable figures for students in ACE cohorts 4-9, who took a reading/writing lab course instead of the accelerated one-level-below transfer English. Their outcomes were not as impressive as those of cohorts 1-3 but still better than the comparison group. These students were 10% more likely to persist to the next semester, 79% more likely to enroll fulltime, and earned, on average, nine more college credits at the end of the two-year study (see Appendix Figure 3). That members of cohorts 4-9 were no more likely than the comparison group to pass transfer-level English is attributable to the fact that they were excluded from taking an English sequence course during the DMCP/ACE semester, which put them behind by one semester in English compared to the comparison group.

Student Outcome Analysis (Cohorts 4-9)


Appendix 4: SLO Assessments (conducted in Fall 2012)

Transfer and Basic Skills Departmental Assessment Analysis Form

Department

DMCP

Meeting Date

12/07/12

Number of Faculty/Staff participating in dialogue

Number of Faculty/Staff sharing Assessment Results

Total number of faculty/staff in department

FULLTIME ADJUNCT

2 6

1

3 11

Core Competency or Course SLOs measured

DMCP 111 SLOs: 1. Analyze and develop personal goals while predicting behavioral distractions that prevent effective self-management and team leadership. 2. Critically assess attitudes and beliefs required for effective self-management and leadership of others.

Assessment Tools

(Give examples of major assignments your faculty/staff used to measure the competency or course SLOs)

Hero’s Journey Paper

This project had three parts, each with its own due date: an outline, a draft and the final paper. Students were asked to describe their learning experiences prior to and during the ACE Bridge Semester through the lens of the hero’s journey. They were to identify successes, challenges and supports based on a detailed outline containing eight sets of questions. They were provided with a rubric in advance, so they would know what the grading criteria were.

This assignment, which replaces the Family History Paper, had been redesigned by Gail West. I modified it further, in particular adding a question about whether and how family cultural values, especially about education and work, have influenced the student’s participation in


ACE

Assessment Results

(Summarize the overall results of your department

What student needs and issues were revealed?

This assignment gave students an overview and appreciation of what they had learned and accomplished during this semester.

Overall, the content and development were well done. The challenges mainly had to do with the mechanics of writing and getting assignments in on time.

This project was a replacement for the Family History Paper. It may have been easier for the students to do, because it didn’t inspire such intense emotional responses in those from difficult backgrounds. However, there were still several students who didn’t complete the assignment at all. Of the papers that were submitted:

A = 19% B = 31%

C = 13% There were 38% below C. In all but one case, these low grades were due to submitting 1-3 parts of the assignment late. All students were given the option of resubmitting their work with corrections and additions made. Two students took this option and raised their grades.

Several students lost points due to submitting part(s) or the entire project late. This may be due to the overall workload for the classes they take during the Bridge Semester, or due to the fact that many of them have very complicated lives outside of Cabrillo.

Many students still lack basic writing skills and understanding of grammar. Some students experienced financial barriers (such as work schedules) that made it difficult to access the computer time on campus that they needed to produce properly formatted work on time.

Some students explained ways they were able to improve


Were there any areas where student performance was outstanding?

Any areas where it can be improved?

their work as team members by applying increased communication skills and knowledge of learning styles both in the classroom and in their personal lives.

Many of these papers demonstrated that their authors have worked hard to achieve understanding of their motivations and control over their own behavior. Their personal stories were inspiring.

Time management is an explicit content area of this course, yet perhaps the integration of workload between classes in this program could be revisited. Based on observations over several semesters, it appears that toward the beginning and middle of the semester, students in this course are more likely to turn in their major assignments and homework. However, as pressure to complete the Social Justice presentations builds, they are less likely to complete work in this and other classes.

Developing college level writing skills is an important component of the Bridge Semester. Most students need a lot of coaching in this area.

Next Step in the Classroom

to Improve Student Learning

How might student performance be improved?

Check all the items faculty/staff felt would help them address the needs and issues that were revealed by the assessment.

o Break this assignment into smaller sections and/or do some of them in class as ‘writing sprints’.

o Use samples of student writing to give examples.

o Liaise more fully with the English instructor to identify areas where particular students need more support for their writing.

o Make more explicit ways in which skills and content involved in the individual self-reflexive work in this class can support students’ work on their social justice project teams and in their future education and career paths.

o Continue to liaise with the computer instructor to ensure that students are able to submit correctly


formatted work online if necessary.

o Reduce and consolidate the overall amount of homework in this course to be more appropriate to its scale.

Next Step in the Department


Check all that the department felt would help them improve student learning.

When filling out this form on a computer, please indicate selections by deleting unselected items.

o Offer/encourage attendance at seminars, workshops or discussion groups about teaching methods.

o Continue to encourage faculty to share activities that foster competency (which most of us do already).

o Continue to fine-tune the DMCP 111 recommended assignments and student workload. This is an ongoing process.

o Continue to provide staff in the office that help all the ACE courses to be more effective.

o Provide locking storage in all classrooms for instructional materials, such as pens, flip chart paper, and the like.

o Provide ACE dedicated classrooms of adequate size, so that the classrooms have moveable chairs/desks and can be easily set up in a horseshoe shape or other relevant format. This can promote interaction among cohort members with each other and the teachers and facilitate more fruitful small group exercises.

Priorities to Improve Student Learning

(List the top 3-6 things faculty/staff felt would most improve student learning)

o Break down Heroes Journey assignment into

manageable parts that can serve as scaffolding and make assignment more manageable for students.

o Refine the DMCP 111 recommended assignments and student workload with a view toward making them manageable within the context of the integrated bridge semester.

o Provide ACE dedicated classrooms of adequate size with lockable cabinets and moveable chairs/desks to improve the quality of the environment and facilitate optimal delivery of curriculum


Implementation

(List the departmental plans to implement these priorities)

o DMCP should access dedicated classrooms with locking cabinets as soon as possible.

o Faculty who teach DMCP 111 will be asked to pilot revised Hero’s journey assignment and a recalibrated set of assignments with a view toward manageability for students within the context of the bridge semester.

o Faculty development will be prioritized.

Timeline for Implementation

(Make a timeline for implementation of your top priorities)

o Dedicated classrooms in the 500 building would ideally be allocated when space opens up in the 350 building for BELA, slotted for the coming year in the facilities plan.

o Assignment revisions for DMCP will be piloted in the 2013-2014 academic year.

o Faculty development is ongoing (see program directions/recommendations in institutional plan for specific information).



Department

DMCP

Meeting Date

12/07/12




FULLTIME ADJUNCT

2 6

1

3 11


DMCP 112 1. Investigate and analyze a social justice topic

using a scientific method-based research methodology.

2. Present results of social justice research and resulting action plans to others.

Assessment Tools


SJRC Final Presentations Grading Rubric

Assignments: 1. Individual homework assignment preparing index

cards with talking points for presentation. 2. Team assignment (completed during weekly

study group) to finalize power point slides. 3. Public presentation of power point presentations

Assessment Results



Were there any areas where student performance was

With individual homework assignment (detailed talking points written on index cards), about half the class did A or B work. About one quarter produced C work and the final quarter D or F (incomplete) work. For the C group, most of the students could have simply spent more time on the homework and produced higher quality work. The D and F group students struggled throughout the semester on most homework and in class assignments. The students that came to class with D and F level index cards received feedback from the instructor and were


outstanding?


able to return the following class session (which was the day of the final presentations) with at least C level work.

For the finalization of power point slides (team assignment), one team produced A level work, two produced B level work, and the fourth team produced C level work and needed substantial instructor support to complete the slides for the final presentation. Each team had at least one student in the group that individually produced outstanding level work, and these students guided their teams and ensured high level power points were created.

For the public presentations of data, one team produced A level work, two produced B level work, and a fourth team produced C level work. In the C level team, there was one student who did an excellent job presenting her slides and providing analysis of the research.

Students who did not perform well had: -Disabilities

-Outside interference (homeless/alcoholic) Teams that did not perform as well had:

-Series attrition and small teams (ie 2-3 people)

In the future, it may be better to assess the public presentations on an individual basis, rather than as a team. Student performance within teams can vary widely.




o Increase student collaboration and/or peer review o State criteria for grading more explicitly



o Offer/encourage attendance at seminars, workshops or discussion groups about teaching methods

o Write collaborative grants to fund departmental projects to improve teaching

Priorities to Improve Student o DMCP Faculty need to understand the importance of


Learning


increasing student collaboration and peer review o They need to state criteria for grading more explicitly o They need to avail themselves of professional

development as teachers so that they can help students achieve better learning outcomes. This can be accomplished by attending teaching seminars, workshops or discussion groups; and by grant-funded departmental projects to improve teaching.

Implementation


Faculty development is an ongoing priority in DMCP. Such input better prepares our faculty to collaborate and innovate as teachers and leaders in our department. In all department meetings and in written communications with DMCP faculty, professional development will be encouraged and specific opportunities will be announced or provided. For example, this and last semester DMCP and ACE faculty were provided two professional development workshops on professional boundaries as instructors in the programs during department meetings. These faculty were also encouraged to participate in Cabrillo’s Annual Social Justice Conference and ACE’s Bay Area Community of Practice Meeting in April 2013. We hope to access financial resources to send DMCP faculty to relevant conferences or other tranings.



This was consciously done in Spring 2013 and will continue to be strongly promoted going forward. We also recommend that a small amount of funding be available to support professional development among DMCP faculty starting in the 2013-14 academic year. The directions and recommendations section and appendix provides recommended amounts.



Department

DMCP

Meeting Date

12/07/12




FULLTIME ADJUNCT

2 6

1

3 11


DMCP 113 1. As a member of a team, produce an interview

survey instrument for the purpose of community data collection

Assessment Tools


Students were to produce a survey instrument based on research questions, correlate the survey questions to the research questions and format the survey instrument appropriately

Assessment Results

(Summarize the overall results Performance broke down as follows:

• 40% did A level work


of your department




• 35% did B level work • 20% did C level work • 5% did below C level work

All teams turned in the assignments on time.

The needs and issues were:

• lower performing students had life complications that effected their ability to work on the assignments

• some students leadership abilities were brought to the for and they took ownership of their team’s performance

• many students did the work their team required with openness and honesty trying their best to perform

Outstanding student performance was indicated by:

• taking on team leadership • recording the team’s deliberations and for at

home compiling the information into the proper formats and submitting assignment for the team

Areas for improvement:

• Many of our students lack skills in critical thinking

• Many also lack the ability to represent their thoughts clearly for presentational purposes





ü Revise content of assignment/activities ü Revise the amount of writing/oral/visual/clinical

or similar work ü Revise activities leading up to and/or supporting

assignment/activities ü Increase student collaboration and/or peer review ü Increase guidance for students as they work on

assignments ü Ask a colleague to critique assignments/activities ü Other (please describe)

o Revise sequence of assignments to scaffold the work better



Check all that the department

ü Offer/encourage attendance at seminars, workshops or discussion groups about teaching methods

ü Consult teaching and learning experts about teaching methods


felt would help them improve student learning.

ü Encourage faculty to share activities that foster competency

ü Visit classrooms to provide feedback (mentoring) ü Have binder available for rubrics and results ü Other (please describe)

o Coordinate the integration of other Bridge Semester courses to increase student’s competencies needed for this course



o Revise assignments and scaffolding to support student learning critical thinking

o Support teachers improving their skills teaching critical thinking through mentoring, feedback, and professional development

o Create system for faculty to share teaching resources—assignments, rubrics, written materials

Implementation


The insights gleaned from this assessment mirror those gleaned from assessing DMCP 112. The same implementation plan and timeline apply, as follows: Faculty development is an ongoing priority in DMCP. Such input better prepares our faculty to collaborate and innovate as teachers and leaders in our department. In all department meetings and in written communications with DMCP faculty, professional development will be encouraged and specific opportunities will be announced or provided. For example, this and last semester DMCP and ACE faculty were provided two professional development workshops on professional boundaries as instructors in the programs during department meetings. These faculty were also encouraged to participate in Cabrillo’s Annual Social Justice Conference and ACE’s Bay Area Community of Practice Meeting in April 2013. We hope to access financial resources to send DMCP faculty to relevant conferences or other tranings.



This was consciously done in Spring 2013 and will continue to be strongly promoted going forward. We also recommend that a small amount of funding be available to support professional development among DMCP faculty starting in the 2013-14 academic year. The directions and recommendations section and appendix provides recommended amounts.



Department

DMCP

Meeting Date

12/07/12




FULLTIME ADJUNCT

2 6

1

3 11


DMCP 113 2. Present research findings using presentation

software and visual aids

Assessment Tools


Student teams interviewed between 105 and 150 respondents, compiled survey data, calculated descriptive statistics, categorized qualitative data, input the analysis into a PowerPoint slide deck, and made a presentation to the class of their research findings.

Assessment Results


Performance broke down as follows:

• 40% did A level work





• 35% did B level work • 20% did C level work • 5% did below C level work

All teams turned in the assignments on time.

The needs and issues were:

• lower performing students had life complications that effected their ability to work on the assignments

• some students leadership abilities were brought to the for and they took ownership of their team’s performance

• many students did the work their team required with openness and honesty trying their best to perform

Outstanding student performance was indicated by:

• taking on team leadership • recording the team’s deliberations and for at

home compiling the information into the proper formats and submitting assignment for the team

Areas for improvement:

• Many of our students lack skills in critical thinking

• Many also lack the ability to represent their thoughts clearly for presentational purposes

• Formatting of surveys





o State goals or objectives of assignment/activity more explicitly

o Revise content of assignment/activities o Revise activities leading up to and/or supporting

assignment/activities o Increase guidance for students as they work on

assignments o Use methods of questioning that encourage the

competency you measured


to Improve Student Learning o Offer/encourage attendance at seminars, workshops

or discussion groups about teaching methods o Encourage faculty to share activities that foster



competency o Visit classrooms to provide feedback (mentoring) o Analyze course curriculum, so that the department

can build a progression of skills as students advance through courses



o Revise assignments and scaffolding to support student learning to present data clearly

o Facilitate teachers improving their skills teaching presentational skills through mentoring, feedback, and professional development

o Create system for faculty to share teaching resources—assignments, rubrics, written materials

Implementation


o The insights gleaned from this assessment mirror those gleaned from assessing DMCP 112. The same implementation plan and timeline apply, as follows: Faculty development is an ongoing priority in DMCP. Such input better prepares our faculty to collaborate and innovate as teachers and leaders in our department. In all department meetings and in written communications with DMCP faculty, professional development will be encouraged and specific opportunities will be announced or provided. For example, this and last semester DMCP and ACE faculty were provided two professional development workshops on professional boundaries as instructors in the programs during department meetings. These faculty were also encouraged to participate in Cabrillo’s Annual Social Justice Conference and ACE’s Bay Area Community of Practice Meeting in April 2013. We hope to access financial resources to send DMCP faculty to relevant conferences or other tranings.

o Also, the curriculum for the DMCP research courses should be developed and refined to enhance students success acquiring skills of social scientific inquiry and critical thinking.


(Make a timeline for implementation of your top

o Professional development of DMCP faculty was consciously promoted in Spring 2013 and will continue to be strongly promoted going forward. We also recommend that a small amount of


priorities)

funding be available to support professional development among DMCP faculty starting in the 2013-14 academic year. The directions and recommendations section and appendix provides recommended amounts.

o Curriculum development and innovation with a view toward enhancing student research and thinking skills should commence in the 2013-14 academic year.


Department

DMCP

Meeting Date

12/07/12




FULLTIME ADJUNCT

2 6

2

3 11


DMCP 160SL 1) Design and evaluate experiments using scientific method 2) Analyze and interpret data from applied activities

3) Compare and contrast techniques to collect data 4) Solve problems related to project design and data

Assessment Tools


Oxygen production from an aquatic plant (Elodea sp.)

Students design and carry out an experiment to look at the effects of 2 factors (CO2 availability and light) on photosynthetic rates.

Assessment Results

(Summarize the overall results The student mean on the assignment was 76% with a low


of your department




score of 43% and a high score of 95%.

Students needed substantial support with experimental design, setting up the experiment, and organization in general.

The students were very enthusiastic about the project. They were very self-sufficient in the data collection and analysis portion of the assignment. They were also able to correctly interpret the data in their lab write-ups.

Improvements are needed to teach students how to design experiments that directly address the hypotheses/questions being investigated. More assignments driven by student inquiry would be helpful to reach these goals





√ Revise content of assignment/activities

√ Revise the amount of writing/oral/visual/clinical or similar work

√ Increase in-class discussions and activities √ Increase student collaboration and/or peer review

√ Use methods of questions that encourage competency




√ Encourage faculty to share activities that foster competency √ Prove articles/books on teaching about competency

√ Create bibliography of resource material √ Analyze course curriculum to determine that competency skills are taught, so that the department can build a progression of skills as students advance through courses



o Faculty professional development and support is a high priority in DMCP going into the future (see Instructional Plan Program Directions and Recommendations for details).

o IScS faculty have suggested that the SLOs for this course do not match what is currently offered and have drafted the following revisions:


1) Introduce basic biology concepts through a series of applied activities 2) Analyze and interpret data from applied biology activities 3) Prepare students for entry into introductory transfer level biology courses

Implementation


o As mentioned in previous SLO Assessment forms, faculty development is a high priority so that our faculty are well positioned to collaborate and innovate.

o SLOs for DMCP 160SL should be revised.



o Faculty development is ongoing—presently being consciously advocated and with plans to continue to do so and secure funding for this important need.

o SLO revisions should be made in the 2013-14 academic year as per faculty recommendations enumerated above.



Department

DMCP

Meeting Date

12/07/12




FULLTIME ADJUNCT

2 6

1

3 11


DMCP 160 SM 1) Compare and Contrast approaches to scientific discovery 2) Critique ways in which the scientific method is applied

Assessment Tools


“Sea Butterfly” assignment: Read case study from textbook and answer questions on a worksheet regarding the scientific investigation of the underlying mechanism driving the species interaction between Sea butterflies and Amphipods.

Assessment Results


The student mean on the assignment was 85% with a low score of 71% and a high score of 100%.

1) Scientific theories are based on a set of well tested





hypotheses. The general public views a theory as an untested hypothesis. This distinction was not solidified for some students.

2) Some students had difficulty distinguishing between the different types of scientific approaches used in the study.

Students enjoyed learning about the underlying mechanisms driving the species interactions revealed in this case study. Students excelled in correctly answering questions directly related to the researcher’s hypotheses, predictions, experimental design, results, and conclusions.

1) More emphasis should be placed on distinguishing between the word “theory” as viewed by scientists and the general public.

2) More emphasis should be placed on comparing and contrasting different approaches to scientific discovery. Maybe add a brainstorming session where students try to come up with a research plan before reading what was actually carried out by researchers. Present the question of interest and then have the students break up into teams and have each team investigate the problem/question using a different scientific approach (assigned to each team). This would explicitly bring students’ attention to the different types of approaches that may be used for scientific discovery.





√ Revise content of assignment/activities √ Revise the amount of writing/oral/visual/clinical or similar work √ Revise activities leading up to and/or supporting assignment/activities √ Increase in-class discussions and activities

√ Increase student collaboration and/or peer review √ Increase guidance for students as they work on assignments √ Use methods of questions that encourage competency





√ Offer/encourage attendance at seminars, workshops or discussion groups about teaching methods

√ Encourage faculty to share activities that foster competency

√ Prove articles/books on teaching about competency √ Create bibliography of resource material



o Faculty professional development and support is a high priority in DMCP going into the future (see Instructional Plan Program Directions and Recommendations for details).

o IScS faculty have suggested that the SLOs for this course do not match what is currently offered and have drafted the following revisions:

1) Introduce basic biology concepts through a series of applied activities

2) Analyze and interpret data from applied biology activities

3) Prepare students for entry into introductory transfer level biology courses

o Curriculum development/refinement is indicated.

Implementation






o Faculty development is ongoing—presently being consciously advocated and with plans to continue to do so and secure funding for this important need.

o SLO revisions, and curriculum changes, should be made in the 2013-14 academic year as per faculty recommendations enumerated above.



Department

DMCP

Meeting Date

12/07/12




FULLTIME ADJUNCT

2 6

1

3 11


160 SR Investigate and analyze a problem using scientific-method based research

Assessment Tools


Science Project/Research Report

Students prepared a research report using scientific format. In this report they discussed their methodology, outcomes, prepared results, and drew conclusions from it.

Assessment Results


Range from 50% to 99% (8 students evaluated) The 8 students that prepared their report did well. The





report was evaluated on project scientific content, but not on English writing skills.

Students’ writing skills are poor. They also don’t exercise or like to perform “Literature Review” to support their projects. Students also need support and help on the use of research tools (like Excel, experimental design, and statistics), which were not included in the original curriculum.

Students were outstanding and showed great motivation on performing hands-on activities and executing their experiments. They were very excited when they became scientists in my lab session.

The time allowed to conduct a meaningful Science Research experiment and put together a Written Report and a PowerPoint presentation is not enough. Especially when the “Research tools” are not included in the curriculum. These research tools are essential to fully develop the students to fulfill these requirements





o The DMCP 160SR curriculum needs to be reviewed, adjusted, and improved.

o The following revised SLOs have been recommended by faculty: 1) Design and conduct independent research projects (in teams) using the scientific method

2) Analyze and interpret data using “research tools” (i.e. excel, powerpoint)

3) Present independent research in two formats (i.e. written report and powerpoint presentation)



o More collaboration is needed among faculty in a given cohort to find common areas where they can support each other.



o Faculty support and development o Curriculum development


Implementation






o Faculty development is ongoing—presently being consciously advocated with plans to continue to do so and secure funding for this important need.

o SLO revisions should be made in the 2013-14 academic year as per faculty recommendations enumerated above.



Department

Academy for College Excellence

Meeting Date

12/07/12




FULLTIME ADJUNCT

2 6

1

3 11


160SW: Writing for Science 1. Synthesize and analyze scientific concepts and ideas presented in DMCP courses.

2. Evaluate and present data and results

Assessment Tools


Report on field trip to the Buena Vista Landfill: One and one-half page report describing what was learned at the landfill about recycling, methane use, and other practical uses of science.

Assessment Results


All students who submitted a report passed, 71% with a B or better grade.





While most studente were able to list the facts they had learned, some had trouble presenting the material in a report format.

The students who did well were able to synthesize and present the facts in coherent, clear paragraphs. Several were able to combine personal and scientific responses to the trip into engaging, well-organized reports.

Students need to practice organizing lists of data into clear reports.





o Increase in-class discussions and activities o Increase guidance for students as they work on

assignments o Use methods or questions that encourage

competency o State criteria for grading more explicitly




o Encourage faculty to share activities that foster competency

o Have binder available for rubrics and results o Analyze course curriculum to determine that

competency skills are taught, so that the department can build a progression of skills as students advance through courses



o N/A: DMCP is retiring this course given its irrelevance to the work of the IScS bridge semester.

o DMCP IScS faculty believe a CABT course will better integrate with the bridge semester and support student success.

Implementation


This course should be made inactive. DMCP IScS faculty members are working in spring 2013 to secure a grant-funded CABT course for the Fall 2013 IScS cohort.




To be piloted in Fall 2013.


Appendix 5: Cour Four Competency Assessments (Fall 2010)16

Transfer and Basic Skills

Departmental Assessment Analysis Form

Department

Academy for College Excellence (Digital Management Career Preparation)

Meeting Date

September 17, 2010




FULLTIME ADJUNCT

5 8


College Competency II: Critical Thinking and Information Competency

Assessment Tools


In the Needs Analysis Homework Assignment used to measure this core competency, students are required

� to analyze quantitative and qualitative data to determine needs present in a given community or among a particular social group (individually)

� to substantiate their claim of needs through an analysis of data and logical argument (individually)

� to represent the arguments and data succinctly and persuasively in PowerPoint slides (in teams)

Assessment Results


Performance broke down as follows:

Individual component (logic and use of data to make

16 Note: these assessments were done in 2010 during a period of transition in administrative leadership; the assessment documents in Appendix 5 appear here exactly as they were submitted to the CIP in 2011 and are not referenced extensively in the remainder of the plan, though section “F: SLO Assessments” briefly discusses them.





arguments)

� 25% did excellent or nearly excellent work (A range)

� The rest were evenly split between performing reasonably well (B range), adequately (C range), and poorly (D range)

Team Component (representation of substantiating data in PowerPoint slides)

� Submissions were evenly split between good, solid work (B range), and adequate work (C range)

� Many of our students lack skills in critical thinking and using data to support arguments

� Many also lack the ability to represent data clearly for presentational purposes

� Among the segment that performed well in their work using data to formulate persuasive arguments, the work was impressive.

Faculty need to become more effective in teaching students

� critical thinking skills—especially the ability to

analyze data and use them to construct arguments

persuasively

� skills representing data effectively for presentational

purposes






ü State goals or objectives of assignment/activity more explicitly

ü Revise activities leading up to and/or supporting assignment/activities

ü Increase in-class discussions and activities

ü Provide more frequent or fuller feedback on student progress

ü Increase guidance for students as they work on assignments

ü Use methods of questions that encourage competency

ü State criteria for grading more explicitly

ü Increase efficacy teaching skills of critical thinking








ü Write collaborative grants to fund departmental projects to improve teaching

ü Provide articles/books on teaching about competency

ü Visit classrooms to provide feedback (mentoring)

ü Have binder available for rubrics and results

ü Analyze course curriculum to determine that competency skills are taught, so that the department can build a progression of skills as students advance through courses



ü Visit classrooms to provide feedback (mentoring)


ü Analyze course curriculum to determine that competency skills are taught, so that the department can build a progression of skills as students advance through courses


ü Have binder available for rubrics and results

Implementation

(List the departmental plans to

To be detailed in ACE Instructional Plan…


implement these priorities)



See ACE Instructional Plan…




Department

ACE/ACE

Meeting Date

9/16/10




FULLTIME ADJUNCT

5 9

6


Global Awareness

Assessment Tools


Assessment Tool: SJRC Selecting a Community Organizing Strategy Grading Rubric

Assignments: One homework assignment where students select a community organizing strategy, and associated team power point slides presenting information about the strategy.

Assessment Results



With individual homework assignments, about half the class did A or B work. About one quarter produced C work and the final quarter D work. For the C group, most of the students could have simply spent more time on the homework and produced higher quality work. The D group students struggled throughout the semester on most homework and in class assignments. For all students, homework was an excellent foundation for in class discussions and reaching consensus on their chosen strategy. For the team power point slides, two teams produced A level work, one team produced B level work,




and the third group produced C level work and needed substantial input from the instructor. Each team had at least one student in the group that individually produced outstanding level work, and these students guided their teams and ensured high level power points were created.

Students who did not perform well had:

-Disabilities -Outside interference (homeless/alcoholic)

Teams that did not perform as well had: -Series attrition and small teams (ie 2 people)

Some of the average level work could have been improved simply by students spending more time on their homework, because once in class and in group discussions, details and clarity emerged.

Some students had been discussing solutions (ie community organizing strategies) since the inception of their teams and research projects. They had essentially already formulated plans and details of how to tackle these social justice issues, so this assignment was simply writing down what they had spent a great deal of time thinking about. In addition, a few students simply produced outstanding work throughout the entire semester, on every assignment.

Currently, homework assignments are not given a grade, students receive full points for turning it in. Grading homework assignments could provide more feedback to the students as to the instructor’s expectations and potentially elicit more student time spent on the homework. This homework assignment itself can be improved because the students were confused by the instructions and it took a lot of additional time to explain the instructions.


to Improve Student Learning o State goals or objectives of assignment/activity more

explicitly





o State criteria for grading more explicitly o Other:

Receive training for teaching students with disabilities and multiple risk factors (drug abuse, formerly incarcerated, etc)

Other (please describe) Training






o Encourage faculty to share activities that foster competency

o Write collaborative grants to fund departmental projects to improve teaching

o Visit classrooms to provide feeACEck (mentoring) o Have binder available for rubrics and results o Analyze course curriculum,, so that the department

can build a progression of skills as students advance through courses

o Other (please describe) Offer faculty training that:

-provides information about local resources (county, city, etc) and agencies doing social justice work in the community. -provides training for working with students with multiple risk factors and disabilities. Ongoing education on Social Justice issues.



Offer faculty training that: --provides information about local resources (county, city, etc) and agencies doing social justice work in the community. -provides training for working with students with multiple risk factors and disabilities. -workshops for social justice training

o Write collaborative grants to fund departmental

projects to improve teaching


o Visit classrooms to provide feedback (mentoring)

Implementation


-We will sponsor flex activities on these topics.

-Request speakers to come in and speak on these topics. -Apply to ACE to fund these trainings.

-Use department meetings to discuss student progress, and strategies for faculty development.



Beginning in Fall 2010 and then ongoing.




Department

DMCP

Meeting Date

9/17/10




FULLTIME 5 ADJUNCT 9

3

(?)


Personal Responsibility

Assessment Tools


Hero’s Journey Portfolio and Paper; Family Paper Rubric; Assessment of paper turned in on time

(3 DMCP 111, and 1 DMCP 110 courses used)

Assessment Results




The results were moderately satisfactory; The students were challenged by the tools; often because many are working on basic “traits of successful students” such as turning work in on time. Another issue is that the nature of the family history paper is challenging because of the subject matter. Some students exhibited “remarkable insight” on the 2 papers.

Need to adapt family history assignment for students



without easy access to family members.






o State goals or objectives of assignment/activity more explicitly

X Revise content of assignment/activities

o Revise the amount of writing/oral/visual/clinical or similar work

X Revise activities leading up to and/or supporting assignment/activities

X Increase in-class discussions and activities X Increase student collaboration and/or peer review

X Provide more frequent or more comprehensive feedback on student progress

X Increase guidance for students as they work on assignments

o Use methods of questioning that encourage the competency you measured

o State criteria for grading more explicitly X As an instructor, increase your interaction with

students outside of class o Ask a colleague to critique assignments/activities o Collect more data o Nothing; assessment indicates no improvement

necessary o Other (please describe) X Review different types of family patterns using multimedia sources.

X Restructure cohorts so that all are the SJ model. Next Step in the Department





o Consult teaching and learning experts about teaching methods

X Encourage faculty to share activities that foster

competency o Write collaborative grants to fund departmental

projects to improve teaching o Purchase articles/books on teaching about

competency o Visit classrooms to provide feedback (mentoring) X Create bibliography of resource material


X Have binder available for rubrics and results

o Analyze course curriculum,, so that the department can build a progression of skills as students advance through courses

o Nothing; assessments indicate no improvements necessary

X Other (please describe); Create individual grade

checklists



1) Make sure all cohorts have full-complement of courses (i.e. social justice project model)

2) Revise TSM curriculum materials, including notes to instructors about how to adapt the lessons for particular student/cohort needs.

3) Continue to make opportunities for peer learning and support for DMCP teachers through multiple means (the CCC Confer virtual meetings, emails, the development of virtual “clouds” where faculty could access new materials and share ideas easily).


Implementation


1) New schedules will only have project-based cohort designs.

2) Curriculum revision of DMCP 111 to take place in the spring of 2011 with piloting in Fall 2011.

3) Mentoring processes used this semester (via CCC Confer) will be evaluated. Trainings and mentoring of DMCP faculty in DMCP 110, 111, 112 and/or 113 is scheduled for the Fall 2010 and Spring 2011. Various consultants in the ACE Center are presently working on a virtual “cloud” model that would be easy for instructors to use.



Timeline is found in implementation items above.


Transfer/Basic Skills Assessment Analysis Form For Individual Faculty

Analyze the results of your assignment/assessment using the form below. Department Digital Bridge Academy Digital Bridge Academy Course Foundation Course Foundation Course Competency or Course SLO Competency: Communication

Competency: Communication

Assessment Tool/ Assignment (Describe briefly) Same style EIF team presentations; Students created a presentation of their learning styles, with a team created with the same learning style, S.I.A.C.

Same Style EIF Team Presentations: Students created a

presentation of their learning style in teams of the same learning style: S.I.A. or

C. Assessment Results In general, how did students do on the assignment? What student needs and issues were revealed? Were there any areas where student performance was outstanding? Any areas where it can be improved?

In general the students did a very good job in communicating the way they are most comfortable learning. They used all forms of communication, verbal, physical, skits, art work and posters. They were able to articulate the most important points of their learning styles with clarity, understanding and sometimes humor. It was a very successful assignment. Issues arose when a student ended up in a group that was not their predominant learning style. It was surprising how they stuck out like a sore thumb. There was a lot of humor in this and it became clear to everyone how important recognizing the learning styles can be. it encourage creativity and provided a non threatening opportunity to speak in public, which enhanced student confidence. Some teams finished quickly, while others needed more time.

Next Step in the Classroom to Improve Student Learning How will you address the needs and issues that were revealed by your assignment? How might student performance be improved? Check all that apply

State goals or objectives of assignment/activity more explicitly Revise content of assignment/activities *Revise the amount of writing/oral/visual/clinical or similar work Revise activities leading up to and/or supporting


assignment/activities Increase in-class discussions and activities *Increase student collaboration and/or peer review Provide more frequent or fuller feedback on student progress *Increase guidance for students as they work on assignments Use methods of questions that encourage competency State criteria for grading more explicitly Increase interaction with students outside of class Ask a colleague to critique assignments/activities Collect more data Nothing; assessment indicates no improvement necessary Other (please describe)

Next Step in the Department to Improve Student Learning What steps can the department take to address the needs and issues revealed by your assignment? Check all that apply

Offer/encourage attendance at seminars, workshops or discussion groups about teaching methods Consult teaching and learning experts about teaching methods Encourage faculty to share activities that foster competency Write collaborative grants to fund departmental projects to improve teaching Prove articles/books on teaching about competency Visit classrooms to provide feedback (mentoring) Create bibliography of resource material *Have binder available for rubrics and results Analyze course curriculum to determine that competency skills are taught, so that the department can build a progression of skills as students advance through courses Nothing; assessments indicate no improvements necessary Other (please describe)

August 12, 2013

Description: Cost1. Priority 1: Staffing for Guided Enrollment and Student Intake $5700 for seasonal program

specialist position to staff GE sesions and supervise LCC interns from May 1-Sept 15 and Nov 10-F b 15 ( i ht th t 102. Priority 2: Curriculum Kit Development and Improvement $2663/semester (1.5 TUs) for math component of DMCP cohort (provided current math pilot is successful)

3.

Priority 3: Faculty Development

$1500/year to send DMCP faculty to relevant association professional meetings

4. Priority 4: Facilities $1808 for locking cabinets in dedicated smart classrooms

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DMCP Program Planning

Goals and Recommendations

Cabrillo College 8/12/2013 10:29 AM

DIGITAL MANAGEMENT ANDCAREER PREPARATIONBusiness, English, and Language Arts DivisionJames Weckler, Division DeanDivision Office, Room 301Dianne Sigman, Interim Program Director, e-mail: [email protected] Counselor:(831) 479-6274 for appointmentWatsonville Counselor: (831) 786-4734http://www.cabrillo.edu/academics/ace/

Preparation for Leadership and ManagementCareers in the Digital Age Skills CertificateProgram Description:

The Academy for College Excellence is an innovative program designedfor students who are under-prepared for college. The ACE programoffers a carefully sequenced educational program of academic support,instruction in how to grow in self-knowledge and self-discipline, workexperience, and student support to prepare students for success incareers with a future. Careers in the Digital World are high-wage, high-demand careers that require the daily use of digital technology. Thesecareers are found in the areas of Biology, Chemistry, Physics, ComputerNetworking and System Administration, Computer and InformationSystems, Engineering, Engineering Technology, Administration ofJustice, Business, Allied Health (Nursing, Radiologic Technology, DentalHygiene), and laboratory settings (Biotechnology, Marine Science).

The DMCP courses listed as part of this certificate prepare students forsuccess in selecting and completing college courses leading to a digitaltechnology-based career. The DMCP courses also prepare students tosucceed in leadership positions in these careers, introducing skills need-ed for a career in management. DMCP 110, the foundation course, is a3-unit introductory course offered the first two weeks of each semester.Prior computer experience is not required for potential students.

For more information, visit our web site athttp://www.cabrillo.edu/academics/aceRequired Courses DMCP 110 Foundation Course . . . . . . . . . . . . . . . . . . . . . . . . . . 3 DMCP 111 Introduction to Team Self-Management . . . . . . . . . . 2 DMCP 112 Social Justice Research Methods and

Team Management . . . . . . . . . . . . . . . . . . . . . . . . . . 3 DMCP 113 Field Study in Research Methods and Team Work. 1.5 ENGL 100 Elements of Writing . . . . . . . . . . . . . . . . . . . . . . . . . 3 CS 1L Technology Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 or CABT 190SP Computer Skills for Specific Purposes . . . . . . . . . . . 2 CG 54 Career Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Total Units 15.5

Digital Management Career PreparationCourses

DMCP 30Applied and Conceptual Survey of the Sciences2 units; 1.5 hours Lecture, 1.5 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100.Repeatability: May be taken a total of 2 times.

Presents a multidisciplinary approach to biology, chemistry, andphysics covering basic principles and current applications.Transfer Credit: Transfers to CSU.

DMCP 110Foundation Course3 units; 2.75 hours Lecture, 0.5 hour LaboratoryRecommended Preparation: READ 255 or eligibility for READ 205.Repeatability: May be taken a total of 3 times.

Develops professional behaviors that lead to academic and profes-sional career success such as developing self-discipline, leading self-managed teams, and creating effective teams composed of individualswith different working styles.

DMCP 111Introduction to Team Self-Management2 units; 2 hours Lecture Hybrid Requisite: Completion of or concurrent enrollment in DMCP 110 orDMCP 112.Recommended Preparation: READ 255 or eligibility for READ 205.Repeatability: May be taken a total of 4 times.

Introduces the theory and practice of team self-management and itsapplication in work organizations: exploring the connections betweenone's purpose and intentions and one's behaviors, and develops the self-management skills to successfully attain one's goals.

DMCP 112Social Justice Research Methods and TeamManagement3 units; 3 hours Lecture, 1 hour LaboratoryHybrid Requisite: Completion of or concurrent enrollment in DMCP 110 orDMCP 111.Recommended Preparation: READ 255 or Eligibility for READ 205.Repeatability: May be taken a total of 4 times.

Explores and applies social justice research methods; topics mayinclude leading and working on a self-managing work team, developingproject management skills, and identifying and analyzing opportunitiesthat lead to proposals and business plans. Some of the class hours forthis course may be scheduled as To Be Arranged (TBA). See theSchedule of Classes for the details about this course offering.

Cabrillo College Catalog–2012-2013

1

DMCP 113Field Study in Research Methods and TeamWork1.5 units; 1.5 hours Lecture Hybrid Requisite: Completion of or concurrent enrollment in the followingcourses: DMCP 110 or DMCP 111 or DMCP 112.Recommended Preparation: READ 255 or Eligibility for READ 205.Repeatability: May be taken a total of 4 times.

Develops professional skills that lead to professional career success.Skills include using a scientific method-based approach for knowledgecreation, facilitating team meetings, recording team discussions anddecisions, and working within a self-managed team studying a social jus-tice issue.

DMCP 115ADigital Management - Self-Managing Teams1 - 2 units; 1 hour Lecture or 2 hours LaboratoryPrerequisite: DMCP 112 (may be taken concurrently).Recommended Preparation: Eligibility for ENGL 100 and READ 100.Repeatability: May be taken a total of 4 times.

Presents intermediate digital management topics related to self-man-aged work teams. Topics include leadership in different knowledge workcultures, building effective self-managing teams, forecasting the futureusing scenario planning methods, and servant leadership. Course isbased on curriculum used to train executives in large companies to fore-cast the future and to manage self-managing teams.

DMCP 115BDigital Management - Change Management1.5 units; 1.5 hours Lecture, 2 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100.Repeatability: May be taken a total of 4 times.

Presents advanced digital management topics focused on how changeand innovation occurs in organizations. Emphasizes methods used byexecutives in large companies to lead and manage change effectively.

DMCP 116AAdvanced Digital Management - Managementand Leadership1 - 2 units; 1 hour Lecture, 2 hours LaboratoryPrerequisite: DMCP 115A.Recommended Preparation: Eligibility for ENGL 100 and READ 100.Repeatability: May be taken a total of 4 times.

Presents advanced digital management topics focused on the differ-ence between management versus leadership, and how to create anddeliver value in the workplace and classroom. Course is based on cur-riculum used to train executives in large companies to lead and manageeffectively.

DMCP 116BAdvanced Digital Management - ConsultingSkills1 - 2 units; 1 hour Lecture or 2 hours LaboratoryPrerequisite: DMCP 115A.Recommended Preparation: Eligibility for ENGL 100 and READ 100.Repeatability: May be taken a total of 4 times.

Presents advanced digital management topics focused on developingcomponents of a successful consulting practice by creating value forclients. Course is based on curriculum used to train professionals inlarge companies as consultants.

DMCP 116CAdvanced Digital Management - Leadership andSustainability1 - 2 units; 1 hour Lecture or 2 hours LaboratoryPrerequisite: DMCP 115A.Recommended Preparation: Eligibility for ENGL 100 and READ 100.Repeatability: May be taken a total of 4 times.

Presents advanced digital management topics focused on leadershipand sustainability. Scenario building, complex systems and networks,change management and control systems inventory skills are used toevaluate personal and community environmental impacts. Topics includeevidence for trends regarding business decision and environmentalimpact, pressures for economic growth and resource limitations, bothglobally and within the local community.

DMCP 120Applications of Literacy Skills3 units; 3 hours Lecture, 1 hour LaboratoryCorequisite: DMCP 111 and DMCP 112.Recommended Preparation: Eligibility for ENGL 100 and READ 100.

Develops reading and writing skills in conjunction with other DigitalBridge courses with emphasis on essay writing, revision and editing,grammar, reading comprehension, and vocabulary. Assists in the prepa-ration for ENGL 1A.

DMCP 131Applied Survey of Careers in Technology andScience2 units; 1.5 hours Lecture Recommended Preparation: Eligibility for ENGL 100 and READ 100.Repeatability: May be taken a total of 2 times.

Identifies knowledge, skills and abilities common to careers in com-puter science, computer and information systems, engineering, engi-neering technology and allied health. Explores career paths in thesefields and identifies strategies for career advancement that are unique tocareers in technology and science.


2

DMCP 160A-ZZSpecial Topics for Academy for CollegeExcellence Program1 - 4 units; 1 hour Lecture or 3 hours LaboratoryRecommended Preparation: Eligibility for READ 255 or READ 205.Repeatability: May be taken a total of 4 times.

Investigates special selected areas of interest for the Academy forCollege Excellence Program not covered by regular catalog offerings.The special areas will be announced and described and given their owntitles and letter designations in the Schedule of Classes.


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