institutional research and planning 2014-2015 …...gene blackmun, julie huang, mike slavich, jon...

INSTITUTIONAL RESEARCH AND PLANNING 2014-2015 PLANNING PROCESS

INSTITUTIONAL PLANNING RETREAT

APRIL 11, 2014

AGENDA

8:00 Continental Breakfast

8:30 Welcome

8:45 Opening Activities

Retreat Logistics

Round Table Discussions

9:30 Institutional Planning Process Reports

Resource Allocation Results

Area Plan Results

Program Review Recommendations

10:30 Break

10:45 Educational Master Plan

New Mission Statement

Institution-Set Standards

Strategic Directions

Master Plan Outline

12:15 Working Lunch – New Table Groups

12:30 2013-2014 Assessments

Student Success Scorecard

RHC Student & Employee Climate Survey

Institutional Goals & Objectives

1:15 2013-2014 Institutional Goals & Objectives

Case Study

Update Goals

Update/Create Measurable Objectives

2:15 Wrap up & Retreat Evaluation

2:30 Adjournment & Refreshments

NOTES


INSTITUTIONAL PLANNING RETREAT APRIL 11, 2014

TABLE OF CONTENTS

Area Plan Strategic Directions ................................................................. 1 Program Review Executive Summaries .................................................. 3 Vision, Mission and Values Statement .................................................. 19 Institution-Set Standards ....................................................................... 20 Educational Master Plan Content Outline ............................................. 21 2013-2014 Goals & Objectives Assessment ......................................... 22 Area Plan Goals by Institutional Goals ................................................. 50

INSTITUTIONAL RESEARCH AND PLANNING

2014-2015 PLANNING PROCESS INSTITUTIONAL PLANNING RETREAT

APRIL 11, 2014

Area Plan Strategic Directions 2014-2015

PRESIDENT’S AREA STRATEGIC DIRECTIONS

Acceleration of student progress

Retain enrollment

Student learning outcomes to ensure student success

Implement SSI and increase number or percent of scorecard

Fiscal stability

FINANCE & BUSINESS AREA STRATEGIC DIRECTIONS

To plan ahead and have a balanced budget for 2014-2015

Monitor and control budget expenditures

Provide on-going safety training for all staff in each specific work area or trade

Virtualization of desktop operating systems and applications

Cloud Computing

Mobile Computing

ACADEMIC AFFAIRS AREA STRATEGIC DIRECTIONS

The strategic direction of the Office of Academic Affairs is to continue serving Rio Hondo College's students by providing high quality educational opportunities. Our focus is on degree and certificate completion, career and transfer opportunities, and basic skills education. To this end, our strategic direction in Academics Affairs includes efforts to:

Continue playing an instrumental role in leading Rio Hondo’s accreditation process and promoting ongoing institutional self-evaluation.

Continue playing an instrumental role with the Rio Hondo Adult Education Consortium that will help shape the future delivery of adult education in California.

Increase rates of student success and retention, especially as related to SSI's plans for Success and Equity developed for our campus.

Promote student completion of GE, certificate, and degree programs. Strengthen the Early Alert, Summer Bridge, Gateway Tutoring, Fast-Track, Learning Community,

First-Year Experience, Springboard, and other programs associated with the Office of Student Success and Retention and supported by Basic Skills categorical and Title V grant funding, and move toward institutionalization of these programs, when feasible.

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APRIL 11, 2014

Continue to expand the number of AD-T degrees (associate degrees for transfer) available to students, as well as other degree and training certificate programs.

Increase the number of students who achieve degrees and certificates in fewer than 6 years. Develop interactive educational program pathways on the Web to help students plan and navigate

academic programs. In collaboration with the Career Center, increase the number of internship and job placement

opportunities and communicate job opportunities by program across academic and CTE disciplines.

Identify additional grant funding in several new academic areas and expand additional Perkins funding across existing programs.

Increase the student transfer rate via more effective scheduling of GE and transfer courses by division and across instructional areas.

Align current CTE curriculum with related transfer agreements. Refine Student Learning Outcome processes, assessment, and application to program planning

and resource requests. Refine our use of ESS software or course scheduling and work toward improving accuracy and

credibility of data in ESS. Increase Honors/AGS opportunities for students. Increase Study Abroad opportunities for students. Continue effective Title V implementation and apply for future Title V grant funding. Review division instructional budgets periodically to become more responsive to student

enrollment demands. Collaborate with the Office of Finance and Business to set FTES targets for each academic year

and/or semester. Collaborate with the Office of Student Services to enhance a smooth educational experience for

students navigating through college.

STUDENT SERVICES AREA STRATEGIC DIRECTIONS

Strengthen our collaboration and partnership with Academic Affairs to implement the Student Success Initiative plan.

Strengthen and enhance our partnerships with service and non-service area school districts to promote college readiness and academic preparation.

Focus with our service area school districts to facilitate a seamless educational pipeline, in accordance with the Student Success Initiative.

Continually evaluate and assess the implementation of the Student Success Initiative and our Student Equity Plan to be aware of any disproportionate adverse impacts that may be occurring.

Given the SSI recommendations and requirements, there has to be a strong examination of the Student Services area space and consideration for the re-purposing of offices and areas to better meet the requirements and the needs of students.

As the SSI implementation begins during the 2014-15 year, we need to assess the functionality of the Student Services area to ensure that we are meeting the requirements and expectations of the SSI and make organizational changes as needed.

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2014-2015 PLANNING PROCESS

PROGRAM REVIEW EXECUTIVE SUMMARY

Program: AET/Electronics Date: November 15, 2013

Committee Members Present: Marie Eckstrom; Lydia Gonzalez; Rebecca Green; Mike Javanmard; Howard Kummerman; Jim Newman; Sandra Rivera Program Members Present: Dave Lindy; Mike Slavich Commendations

Commendations on program growth, both in enrollment and breadth of courses, in response to employment trends.

Commendations on cooperation with related fields, including environmental science, alternative fuel, architecture and drafting, and GIS.

Program-Level Recommendations

Work on using SLO results as a measure of the program’s development and success. Develop criteria to evaluate the extent to which the program meets its stated goals. Revise Mission Statement for conciseness. Write a narrative for the Characteristics, Performances, and Trends section of the

Program Review document. Detail with specificity the safety risks in the Program Review document. Condense AET, Electronics, EUT, and Home Technology Integrator into a single

program Institutional-Level Recommendations

Hire lab technicians as appropriate to ensure safety standards and increase student success.

Hire FT faculty to assist in program growth.

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Program: Biology Majors Date: November 8, 2013

The Biology Program is committed to preparing students to pursue rewarding careers in biology and related disciplines. The courses cover molecular and cellular biology as well as diversity and ecology. Committee Members Present: Ruben Argus, Marie Eckstrom, Howard Kummerman, Jeannie Liu, Kathy Pudelko, James Sass, Program Members Present: Robert Bethel, Fran Cummings, Steve Katnik, Terry Keller, Karen Koos, Jay Ribaya Commendations

Commendations on excellent success and retention rates. Commendations on a collaborative cadre of instructors, whose teamwork and

enthusiasm for the program are evident. Commendations for moving toward standardization in courses by adopting a

common textbook and writing department lab manuals. Program-Level Recommendations

Revise Program Review document to reflect current SLO activity. Elaborate on staff development (sabbaticals) in Program Review document. Revise the section on Characteristics, Performances, and Trends to include analysis

and discussion about the high success and retention rates. Revise Goals and Objectives for clarity.

Institutional-Level Recommendations

The College needs to provide substantial funding for the science programs to purchase needed equipment, update labs, and hire lab technicians in order bring the programs up to date to become competitive with our neighboring community colleges.

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Program: Business Management Date: November 8, 2013

The Business Management program offers 39 unique courses that support eight certificates and six degree programs. Course offerings are designed to enable students to cultivate the knowledge, skills, and tools they need to improve business performance, adapt to a changing workplace, and prosper in a competitive and complex business world. Committee Members Present: Ruben Argus, Marie Eckstrom , Howard Kummerman, Jeannie Liu, Kathy Pudelko, James Sass, Program Members Present: Gene Blackmun, Julie Huang, Mike Slavich, Jon Whitford Commendations

Commendations on a clear and concise Mission Statement. Commendations on offering and maintaining diverse certificate programs and

degrees Commendations on cultivating in-house counseling/advising for your program. Commendations on a cohesive faculty, who are focused on student success, which

has resulted in the College’s top producing division in the number of awarded certificate and degrees.

Commendations on working with the economics department to create an international economics course, which is part of the International Business Certificate of Achievement.


Work toward making the campus more aware of the alliances the Business Division has with universities, such as the University of La Verne.

Revise Program Review document to integrate more SLO data (course, degrees, and certificates) more thoroughly in narrative and expand on the Staff Development section; and revise Goal and Objectives section.

Hire full-time faculty. Continue with plans to offer the certificate in Retail Management entirely online. Because Business English is not currently being offered, consider working with the

English department to offer business students the opportunity to improve the grammar and usage through English 125: Grammar and Usage.


To support the Division that produces the highest number of degrees and certificates, hire a Business Division Dean/Manager.

Hire at full-time faculty. Update Business Division facilities.

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Program: Contract Management and Vendor Services

Date: November 15, 2013

Contract Management and Vendor Services facilitate and processes all the contracts pertaining to the supplies, materials, and services for the College. Committee Members Present: Marie Eckstrom; Lydia Gonzalez; Rebecca Green; Mike Javanmard; Howard Kummerman; Jim Newman; Sandra Rivera Program Members Present: Timothy Connell; Maria Fraga; Geno Mendez; Commendations

Commendations on experienced and helpful staff. Program-Level Recommendations

Revise Mission Statement. Revise and augment Characteristics, Performances, and Trends. Include Accomplishments data in chart form; provide more information on

recommendations for improvement. Revise SWOT analysis: switch weaknesses and threats. Revise Goals: develop “big picture” goals with appropriate objectives to meet those

goals. Re-consider Strategic Direction; consider industry trends.


Purchase up-to-date technology (software and hardware).

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Program: Software Support Date: November 8, 2013

The Software Support Program develops, supports, and maintains the “core” software systems that underpin the primary business processes of the College, such as registration, scheduling, grading, and planning. Committee Members Present: Ruben Argus, Marie Eckstrom, Howard Kummerman, Jeannie Liu, Kathy Pudelko, James Sass, Program Members Present: Alan Cutler, Gary Van Voorhis Commendations

Commendations on a succinct and appropriate Mission Statement. Commendations on successful implementation of service area outcomes (SAOs)

with early, relevant, measureable data Commendations on implementing software systems, such as Banner and Degree

Works over the past five years, as well as supporting those systems and keeping the campus updated through technology.


Consider including information about level of use of software systems, number of systems maintained, percentages of uptime, user satisfaction, etc. in the Program Review document.

Consider documenting the program’s performance and threats, then requesting an additional programmer.

Consider the steps to increase to quantity and quality of use of software systems. Add more information to Characteristics, Performances, and Trends; and fine tune

the objectives. Institutional-Level Recommendations

Provide training and support to increase campus-wide use of ODS/Cognos and other software systems.

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Program: Outreach and Educational Partnerships


The Outreach and Educational Partnerships Program collaborates with K-12, university, and community partners to foster a college-going culture. Committee Members Present: Marie Eckstrom; Lydia Gonzalez; Rebecca Green; Mike Javanmard; Howard Kummerman; Jim Newman; Sandra Rivera Program Members Present: Rigoberto Castro; Vanessa Chavez; Norma Garcia; Mike Munoz; Monica Villa; Commendations

Commendations on a very well written program review document and good analysis of data.

Commendations on a dedicated and passionate team that exerts a high level of commitment and coordination in efforts toward student success both on and off campus.


Include Financial Aid support as an integral component of the Outreach and Educational Partnership Program.


Include Financial Aid support as an integral component of the Student Success Task Force initiative.

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Program: Financial Aid Date: November 15, 2012

The Financial Aid Program strives to help students reach their educational goals by assisting them in the financial aid process. Committee Members Present: Marie Eckstrom; Rebecca Green; Howard Kummerman; Mike Javanmard; James Newman; Sandra Rivera Program Members Present: Monika Acosta; Elizabeth Coria; Pat Malave Commendations

Commendations on processing the increasing number of financial aid application, along with the increasing workload associated with mandated verifications.

Commendations on keeping abreast with the ongoing changes to the Financial Aid processes.

Program-Level Recommendations Provide ongoing in-service to counselors on the changing regulations in financial

aid. Consider providing Flex Day presentations to inform the campus about the financial

aid process from initial student application to payment of funds. Include longitudinal data in the program review for the purpose of comparing the

program over multiple years. Revise Mission Statement for cohesion and conciseness. Work closely with Outreach and Educational Partnerships to streamline the

financial aid process for incoming students. Consider a stronger relationship/integration with the Foundation to handle

scholarships. Revise SWOT analysis to reflect threats and weaknesses appropriately. Revise Goals and Objectives; ensure they correspond to the Institutional Goals.

Institutional-Level Recommendations Hire additional financial aid clerical support in order to process student application

in a timely manner and ensure that the office support is effectively available to students.

Include Financial Aid support as an integral component of the Student Success Task Force initiative.

Provide training and additional hours to part-time classified staff to meet peak period demands.

Provide IT support to Financial Aid program: ensure that the Access Rio Portal is access-friendly and supports the program; decentralize the IT personnel to support the program.

Ensure that “hourly as needed” workers come from the classified staff of the College.

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Program: Foreign Languages Date: November 1, 2013

The Foreign Languages Program offers outstanding instruction in Spanish, French, Chinese, Japanese, and American Sign Language. The emphasis on language acquisition ensures that students become proficient speakers as well as readers and writers in the target languages, while also developing an appreciation of the cultures informing the languages. Committee Members Present: Sable Cantus, Scott Dixon, Marie Eckstrom, Walter Jones, Matt Koutroulis, Howard Kummerman, Barbara Mikalson, Jim Sass Program Members Present: Chris Bowen, Robert Holcomb, Lydia Llerena, Blanca de los Santos, Mariano Zaro Commendations

Commendations on growth in the Foreign Languages Department despite the College’s section cuts during the recent economic downturn.

Commendations on the program’s efforts to create and retain interest in the diverse languages and cultures: French Club, tours to France, Foreign Film Festival, Study Abroad.

Commendations on accommodating Spanish Heritage speakers in classes especially designed to target their specific language needs.

Commendations in the choice of textbooks and appropriate media to facilitate language “acquisition” over “learning.”

Commendations on developing an online French 101. Program-Level Recommendations

Revise Program Review document to reflect a more equitable presentation of the other languages in the department: American Sign Language (ASL), Chinese (CHIN), and Japanese (JAPN), as the document disproportionately discusses Spanish.

Revise Mission Statement to indicate the end results for students in the program. Revise goals and objectives: separate goals from discrete objectives, expand where

necessary, and ensure they are embedded in the text of the document. Update curriculum on Italian, Chinese, Japanese, and ASL courses that are overdue

or soon-to-be-overdue. More discussion of SLO data should be conducted for all languages (except Spanish). Consider ways to maximize enrollments in higher level courses.

Institutional-Level Recommendations Increase support to counseling area, specific to articulation. With the state’s

emphasis on an increase in degrees and transfer, it is especially important to ensure all our courses meet the Chancellor’s standards and articulate with as many four-year institutions as possible.

The College should consider a master schedule of classes that ensures fairness and equity in efforts to maximize student opportunities toward their various pathways toward success.

Increase funds to the library for databases, such as JASTOR, as well as appropriate audio

visual materials for all areas.

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Program: General Education Biology Date: November 8, 2013

The General Education Biology Program offers life science courses to complement and enhance the general education offerings of the College. Courses address general, human, marine, environmental, and outdoor biology. Committee Members Present: Ruben Argus, Marie Eckstrom, Howard Kummerman, Jeannie Liu, Kathy Pudelko, James Sass Program Members Present: Robert Bethel, Fran Cummings, Steve Katnik, Terry Keller, Karen Koos, Jay Ribaya Commendations

Commendations on a collaborative cadre of instructors, whose teamwork and enthusiasm for the program are evident.

Commendations for moving toward standardization in courses by adopting common textbook and writing department lab manuals.

Commendations on high quality of sabbatical research, which clearly has contributed to the program’s success.


Revise Mission Statement to achieve a concise expression of the program’s mission. Revise Objective #2 in the Program Review document. Revise SLO sections in the Program Review document to identify common themes.



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Program: Health Sciences and Nursing: Home Health Assistant (HHA)


The Home Health Aide (HHA) training course is an eight week program designed for students who are Certified Nurse Assistants (CNA), who wish to learn how to provide personal care in the home care setting for those who are unable to care for themselves. Targets of instruction include recovery, safety, and comfort of the patient, with additional emphasis on rehabilitative nursing care, family relationships, and the various impacts of long-term illness on the family as well as the client/patient. Committee Members Present: Sable Cantus, Scott Dixon, Marie Eckstrom, Walter Jones, Matt Koutroulis, Howard Kummerman, Barbara Mikalson, Jim Sass Program Members Present: Pat Luna, Diana Gutierrez Commendations

Commendations on developing a successful program that is responsive to employment trends and community needs, while producing immediately employable students.

Commendations on good partnerships with neighboring hospitals and care centers. Program-Level Recommendations

Revise Mission Statement for precision and conciseness. (It should say more about this particular program—put certificate goal in the statement; also mention this can be as a step in the nursing ladder).

Revise SLO sections in the Program Review document by completely answering questions (refer to help text).

Revise Goals and Objective section of the Program Review document: specific to Goal 1, separate the goal from its discrete objectives.

Consider combining the CNA, HHA, and Acute Care into one program for program planning and program review.

Explore creative scheduling to maximize student retention. For example, offer HHA and Acute Care concurrently; consider implementing condensed or short term courses.

Ensure that these certificate programs advertised in the catalog, and reported in Banner and other appropriate venues, so that they are duly counted in the College’s measures of success.

Work with Marketing and Communications in efforts to highlight and advertise the programs (CNA, HHA, and Acute Care).

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Begin discussions with the College Administration to institutionalize the program regardless of the continuance of the current grant funding.

Increase support to counseling area, specific to articulation. With the state’s emphasis on an increase in degrees and transfer, it is especially important to ensure all our courses meet the Chancellor’s standards and articulate with as many four-year institutions as possible.


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Program: Humanities Date: November 1, 2013

The interdisciplinary courses in the Humanities Program examine and explore civilizations through art, literature, values, mythology, customs, philosophy, architecture, religion, and music. Committee Members Present: Sable Cantus, Scott Dixon, Marie Eckstrom, Walter Jones, Matt Koutroulis, Howard Kummerman, Barbara Mikalson, Jim Sass Program Members Present: Rebecca Green Commendations

Commendations on working collegiately with the Chicano Studies Program. Program-Level Recommendations

Revise Program Review document: needs a concise Mission Statement; address SLO information by answering the questions in detail (see help text); analyze the increase in success and retention rates (to what does the program attribute these increases); qualify claims with specific supporting documentation; revise goals and objectives (complete all the necessary steps in their writing) and delete goals that are part of the program’s usual business; and revise Staff Development section.

Plan the program’s strategic direction by considering factors that might affect the program’s functioning and success when considering opportunities and threats.

Identify specific recommendations for improvement. Consider forming learning communities with other academic departments.




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Program: Philosophy Date: November 1, 2013

Courses in the Philosophy Program aim to enhance one’s ability to think critically, to reconstruct and evaluate arguments in support of claims, and to inculcate evaluative processes that lead to lifelong quality of life. Committee Members Present: Sable Cantus, Marie Eckstrom, Walter Jones, Matt Koutroulis, Howard Kummerman, Barbara Mikalson, Jim Sass Program Members Present: Scott Dixon, Rebecca Green, Ted Preston Commendations

Commendations on a well written Mission Statement, which includes vital background information.

Commendations on the collegiality of the full-time and part-time instructor of the department.

Commendations on good analysis of data. Program-Level Recommendations

Explore possibilities for learning communities with other departments, perhaps with literature.

Revise the Staff Development section of the Program Review document, as the section mostly addresses resources. Consider what faculty need to learn, maintain, and improve for the quality of the program.

Reorganize/revise the Goals and Objective section of the Program Review document, as the section largely deals with only two topics: curriculum and resources.

Consider working with the Learning Assistance Center to acquire tutor for students for philosophy.

Purchase a document reader (ELMO) for use in the classroom used for philosophy. Institutional-Level Recommendations



Increase funds to the library for databases, such as JSTOR.

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Program: Physical Education Date: November 15, 2013

The Physical Education program strives to empower students to sustain regular, lifelong physical activity as a foundation for healthy, productive and fulfilling lives. The program offers a wide variety of courses and opportunities for students to compete in many organized sports teams. Committee Members Present: Marie Eckstrom; Rebecca Green; Howard Kummerman; Mike Javanmard; James Newman; Sandra Rivera Program Members Present: Steve Hebert; Mike Salazar Commendations

Commendations on creating AA-T in Kinesiology and various certificates. Commendations on offering a wide variety of courses.


Condense and clarify the Mission Statement. Revise SLO section of program review document to indicate the assessment results

(answer help text questions). Augment Strengths, Weaknesses, Opportunities, and Threats section (SWOT) Revise Strategic Direction to include a three to five year outlook. Clarify the Objectives section, specifically 1.7 and 2.2. Explain the reasons for the combined courses in the program review document and

how their combinations should be figured into the fill rates. Continue with plans to develop a certificate in coaching and athletic training and an

AA in Dance. Institutional-Level Recommendations

Hire staff to supervise the locker rooms in order to ensure the safety of the students.

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Program: Pre-Health Science Date: November 8, 2013

The Pre-Health Science Program consists of three courses: anatomy, physiology, and microbiology. These courses provide a firm foundation for students who wish to pursue a career in human health technology, such as nursing, pharmacy, dental hygiene, and occupational therapy. Committee Members Present: Ruben Agus, Marie Eckstrom, Matt Koutroulis, Howard Kummerman, Jeannie Liu, Kathy Pudelko Program Members Present: Robert Bethel, Fran Cummings, Steve Katnik, Terry Keller, Karen Koos, Jay Ribaya Commendations

Commendations on a collaborative cadre of instructors, whose teamwork and enthusiasm for the program are evident.

Commendations for moving toward standardization in courses by adopting a common textbook and department written lab manuals.

Commendations on collaboration with the MESA program. Program-Level Recommendations

Revise Program Review document to include notations on relevant SLO information; revise Goals and Objective section of Program Review document to include relevant data to substantiate resource requests; and augment section on Characteristics, Performances, and Trends with relevant information based on the data.



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.Program: Visual Arts Date: November 1, 2013

The Visual Arts programs are dedicated to the beliefs that artistic expression is critical to life and that every person is capable of artistic expression. Every dedicated faculty member is a practicing artist, actively involved in contributing to the cultural and artistic life of the Los Angeles area and well as Rio Hondo College. Committee Members Present: Sable Cantus, Scott Dixon, Marie Eckstrom, Walter Jones, Matt Koutroulis, Howard Kummerman, Barbara Mikalson, Jim Sass Program Members Present: Ada Brown, Chris Guptill, Sheila Lynch Commendations

Commendations on writing a thorough and seriously considered Program Review document on the visual arts: strong analysis and use of data in the Characteristics, Trends, and Performances section; thorough and thoughtful SWOT section; sound foundation for resource requests.

The Digital Media document has a good statement of goals and objectives. Program-Level Recommendations

Prioritize resource requests toward maximizing the benefits for students. Rewrite Objective 1.7 (developing a TMC) as a goal with its own set of objectives. Consider either committing to the Digital Media program or letting it go. Consider combining the discrete programs within the program (Painting, Drawing,

and Design; Art History; Ceramics; Art Gallery; Digital Photography; Animation; Film Studies; and Commercial Arts) into to four common thematic programs. This could be considered as part of the foundation for moving forward (strategic direction).

Consider ways to address the “negative attendance” issue brought forth in the document.

Work with DSP&S to assist students with disabilities. Continue to explore ways to assist students with critical thinking and writing skills.




Disabled Students Programs & Services should inform and explain the purview and scope

of their services to faculty each academic year.

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Rio Hondo College strives to be an exemplary California community college, meeting the learning needs of its changing and growing population and developing a state of the art campus to serve future generations. (Board Approved

06/21/06)

Rio Hondo College is committed to the success of its diverse students and communities by providing dynamic educational opportunities and resources that lead to associate degrees, certificates, transfer, career and technical pathways, basic skills

proficiency, and lifelong learning. (Board Approved 11/18/13)

1. Quality teaching and learning

2. Student access and success

3. Diversity and equity

4. Fiscal responsibility

5. Integrity and civility (Board Approved 12/12/12)

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INSTITUTIONAL PLANNING RETREAT APRIL 11, 2014

Institution-set Standards

Successful Course Completion 68%

Degree Completion 840

Transfer to CSU & UC 480

Certificate Completion 200

Completion Rate 15%

Persistence (3-Semester) 67%

30 Units 47%

Remedial (ENGL) 36%

Remedial (ENLA) 34%

Remedial (MATH) 25%

Remedial (READ) 42%

CTE (Completion) 34%

Rio Hondo College is committed to the success of its diverse

students and communities by providing dynamic educational

opportunities and resources that lead to associate degrees,

certificates, transfer, career and technical pathways, basic skills

proficiency, and lifelong learning.

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RIO HONDO COLLEGE

EDUCATIONAL MASTER PLAN - CONTENT OUTLINE

SECTION DESCRIPTION WHO IS RESPONSIBLE

Introduction

I. Introduction PIO, IRP, President

II. History of Rio Hondo College PIO, IRP, President

External & Internal Scans IRP

III. Rio Hondo College Cities/Community

IV. Community Information

A. Demographic

B. Community Perceptions

V. Community Economic & Employment Information

A. Educational Environment Scan

B. Program Advisory Committees

C. State & Local Economic Outlook

VI. Student Demographics

VII. Student Enrollment Trends

VIII. Student Achievement Information

A. Student Success Scorecard

B. Degrees & Certificates (by Major)

C. Transfers

Master Plan PFC, Task Force, Deans

IX. Mission, Vision, Values

X. Institution Set Standards IEC - PFC

XI. Strategic Directions Vice Presidents

A. Student Success & Support Programs Henry Gee

i. Student Success Initiative Mike Munoz

ii. General Counseling Mike Munoz

iii. Financial Aid Elizabeth Coria

iv. Special Programs

a. DSPS Mark Matsui

b. EOP&S/CARE/CalWORKs Christine Aldrich

c. Veterans Services Sylvia Duran-Katnik

v. Student Life & Leadership Jasmine Lopez

vi. Health Services & Psychological Dyrell Foster/Denna Sanchez

B. Academic Programs Kenn Pierson/Deans

i. Student Success Initiative Barbara Salazar

ii. Degree Programs/TransferFran Cummings/Song Graham/

Dianne Holcomb

iii. Career Technical Education Mike Slavich/Nash Flores

iv. Basic SkillsSergio Guzman/Barbara Salazar

v. Lifelong Learning Sergio Barron

vi. Adult Education Chris Guptill

vii. Tutoring

viii. Distance Education

XII. Institutional Goals & Objectives Howard Kummerman

XIII. College Projections Kenn Pierson

A. FTES & EnrollmentTeresa Dreyfuss/Karen Koos/

Rebecca Green

i. 5 Year with updates in years 1-3-5

B. Student Achievement

i. Yearly Review IRP

ii. 5 Year with updates in years 1-3-5 Kenn Pierson + Deans

C. Budget OutlookTeresa Dreyfuss/ Phil Luebben

Implications & Conclusions

XIV. Link to Technology Plan Gary Van Voorhis

XV. Link to Facilities Plan James Poper

XVI. Conclusions

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INSTITUTIONAL GOALS & OBJECTIVES 2013-2014 ASSESSMENT

1

GOAL 1: Rio Hondo College will provide excellent instruction in general education and major requirement courses leading to increased student degree completion and successful university transfer.

Objective 1a: The College will increase from 4 to 17 the number of A.A. (T) and A.S. (T) degrees

offered between 2012 and 2015.

Transfer Degrees and Year Approved

Degree 2011 2012 2013 2014 TOTAL

A.A.-T 3 0 2 6 11

A.S.-T 1 0 2 0 3

TOTAL 4 0 4 6 14

Sources: CCCCO Curriculum Inventory, 3/13/2014

RHC College Catalog 2011-2012

Objective 1b: The College will increase the number of degrees awarded by 5% over the previous five-year average by 2018. The number of degrees awarded will represent no less than 5% of the annual FTES.

Degree Previous Five-Year Average

2012-2013 Degrees Awarded

Percent Increase

Associate of Arts 435.0 450 3.4%

Associate of Science 396.8 367 -7.5%

Associate of Arts for Transfer (AA-T) N/A 14 N/A

Associate of Science for Transfer (AS-T) N/A 2 N/A

TOTAL 835.0 869 4.1%

Source: CCCCO Data Mart, 2014

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2

Objective 1c: Develop a research project to identify and promote best practices for increasing

student success in online courses by Spring 2015.

A Distance Education Committee, long in the planning stages, was finally initiated in 2014. Items that have been discussed at these meetings include the following:

1. The development of an online certification program covering the following four areas: Use of Blackboard, 508 Compliance, Online teaching strategies, and Rio Hondo College best practices.

2. Defining the notion of “regular and effective contact” between online faculty and students.

3. The development of a “course expectations” link where students who are considering registering for a particular online class could learn what specific expectations the instructor has for the online class, prior to the student enrolling. The hope is that students would be better informed, prior to the start of the online class, as to what the expectations are of the course.

Once the abovementioned recommendations are in place, IRP could research the impact these measures may have on student success. Source: Rebecca Green, 3/17/2014

Objective 1d: The College will improve success and retention rates in online courses by 1% annually through 2018.

Enrollment

Format Academic Year 3-Year

Total 2010-11 2011-12 2012-13

Hybrid 3,146 1,486 1,255 5,887

Online Lecture 16,332 16,194 17,778 50,304

Online Lab 158 212 183 553

Total 19,636 17,892 19,216 56,744

Retention


Average 2010-11 2011-12 2012-13

Hybrid 82.5% 79.8% 78.0% 80.9%

Online Lecture 82.4% 78.7% 81.3% 80.8%

Online Lab 81.0% 73.6% 82.0% 78.5%

Total 82.4% 78.7% 81.1% 80.8%

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3

Success


Average 2010-11 2011-12 2012-13

Hybrid 44.0% 57.5% 61.3% 51.1%

Online Lecture 54.8% 54.0% 50.2% 52.9%

Online Lab 40.5% 43.9% 53.6% 46.1%

Total 53.0% 54.2% 50.9% 52.7%

Source: Banner/Cognos, 3/13/2014 Notes:

(1) This objective was written to be achieved on a yearly basis through 2018. The three-year average can serve as a baseline. Although a five-year average is typical as a baseline, Banner does not distinguish between online and classroom sections before 2010. (2) The yearly Retention rates (in the Total row) do not show a pattern, but have remained close to 80%.

(3) The yearly Success rates (in the Total row) show a decrease from 2011-12 to 2012-13. This is due to the yearly decrease in Success for Online Lecture sections. Hybrid and Online Lab sections show yearly increases in Success, but only comprise about 10% of online enrollment.

Objective 1e: The College will increase transfer levels by 5%, over the previous five-year average,

by 2018.

RHC Transfers to Four-Year Schools

Transfer School

2007-08

2008-09

2009-10

2010-11

2011-12

5-Year Average

2012-13

Difference

CSU System 537 465 292 529 434 451.4 387 -14.3%

UC System 56 81 65 68 56 65.2 89 36.5%

In-State Private 194 149 150 144 171 161.6 159 -1.6%

Out-of-State 44 55 58 83 83 64.6 109 68.7%

TOTAL 831 750 565 824 744 742.8 744 0.2%

Sources: CCCCO Transfer Data Resources, 2/21/2014 (CSU System for 2008-09, 2009-10, 2010-11,

2011-12, 2012-13; UC System for 2010-11, 2011-12, 2012-13)

CCCCO Data Mart, 3/14/2014 (In-State Private & Out-of-State)

California Postsecondary Education Commission, 3/14/2014 (CSU System for 2007-08; UC System for 2007-08, 2008-09, 2009-10)

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GOAL 2: Rio Hondo College will provide instruction in career technical education, leading to

certificates, degrees and job placement/job enhancement.

Objective 2a: The College will increase from 86 to 96 the number of certificate and/or degree programs (both locally approved and Chancellor’s Office approved) including job placement and job enhancement courses and programs to be offered by 2015.

Number of CTE/Vocational Degrees & Certificates Offered

Award 2013 2014

A.S. Degree 36 36

Certificate of Achievement (18 or more units) 34 35

Certificate of Achievement (12 to <18 units) 7 8

Local Certificates 12 11

TOTAL 89 90

Sources:

CCCCO Curriculum Inventory, 3/14/2013 (Chancellor-Approved Certificates)

RHC Fast Facts 2013, 2014 (Local Certificates) CCCCO Taxonomy of Programs/6e (Sept. 2009)

Objective 2b: The College will annually increase by 5% the number of certificates and degrees (both locally approved and Chancellor’s Office approved) awarded between 2012 and 2017.

2010-2011

2011-2012

% Change from 2011 to 2012

2012-2013

% Change from 2012 to 2013

Associate of Arts 101 119 +17.8% 97 -18.5%

Associate of Science 360 380 +5.6% 356 -6.3%

Certificates 30 to <60 Units 53 10 - 81.1% 43 +330%

Certificates 18 to <30 Units 158 98 -38.0% 172 +75.5%

Certificates 12 to <18 Units 1 4 +300% 7 +75.0%

Certificates 6 to <18 Units 91 28 -69.2% 66 +136%

Certificates <6 Units 0 0 0% 1 N/A

Sources: CCCCO Data Mart, 2014; CCCCO Curriculum Inventory, 2014

CCCCO Taxonomy of Programs/6e (Sept. 2009)

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Objective 2c: The College will develop and refine certificate SLOs annually with input from

advisory committees. Each CTE program is required by Title V to have an advisory committee meeting at a minimum of once a year. SLOlutions, under “Program Type,” indicates that degree/certificate SLOs have been added with input from advisory committees using industry job-entering skills as a guideline. Source: Mike Slavich, 4/02/2014 Objective 2d: The College will review/renew curricular alignment with secondary schools and

ROPs and increase the students who apply for college credit by 2015. The 2013-14 academic year resulted in 116 approved requests and 22 denied requests. Approved agreements are in the following career pathways: Arts, Media & Entertainment, Education & Family Services, Engineering & Design, Finance & Business, Information Technology, Public Service, and Transportation. Agreements are with secondary districts, ROPs and adult schools. We are currently accepting requests for new and renewal review for the 2014-15 academic year. Source: Claudia Romo 3/20/14 Objective 2e: The College will increase by 10% the number of CTE students transferring by 2015. The cohorts in the CTE transfer analysis are those developed for creating institution-set standards. Cohort members met the criteria established in the Student Success Scorecard: “students who completed a CTE course for the first-time and completed more than 8 units in the subsequent three years in a single discipline (2-digit vocational TOP code where at least one of the courses is occupational SAM B or C).” The institution-set standards focus on current students rather than those who began their courses six years ago (as in the Scorecard). Students in more recent cohorts are more likely to have remained at Rio Hondo than to have left the college and/or transferred.

Current Status

Fall 2008 Cohort

Fall 2009 Cohort

Fall 2010 Cohort

Fall 2011 Cohort

Fall 2012 Cohort

# % # % # % # % # %

Left RHC, did not transfer 352 60.2% 301 51.5% 220 35.5% 162 29.8% 40 11.4%

Still enrolled at RHC 112 19.1% 189 32.3% 322 51.9% 349 64.2% 304 86.6%

Transferred w/in 1 year of leaving RHC 102 17.4% 84 14.4% 74 11.9% 30 5.5% 7 2.0%

Transferred >1 year after leaving RHC 19 3.2% 11 1.9% 4 0.6% 3 0.6% 0 0.0%

TOTAL 585 100% 585 100% 620 100% 544 100% 351 100% NOTE: Each of the CTE cohorts had several students who could not be included in the transfer analysis. This was due to the student either not having records available from the National Student Clearinghouse or having attended a four-year school before pursuing a CTE program at Rio Hondo. The numbers of student not included in each cohort were 90 for Fall 2008, 85 for Fall 2009, 85 for Fall 2010, 46 for Fall 2011, and 18 for Fall 2012. Sources: Banner/Cognos, National Student Clearinghouse—StudentTracker, CCCCO, Methodology for College Profile Metrics (2013)

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GOAL 3: Rio Hondo College will provide excellent and innovative instruction and other

learning opportunities in basic skills leading to increased completion of Basic Skills sequences.

Objective 3a: The College will institutionalize best-practice program models by 2016.

The best-practice program models include the following: Summer Bridge, Springboard, Gateway, and Learning Community programs. Quantitative research data from the Institutional Research and Planning office demonstrates that these best-practice program models have made a positive impact on the rate of student retention, and in most cases, on the rates of success and persistence as well. In addition, qualitative student data derived from both focus groups and paper surveys have indicated the overall satisfaction of program participants. These sets of data lead to the conclusion that these high-impact programs should continue to make gains toward institutionalization.

First, the Summer Bridge program, which assists in preparing incoming freshmen students to make a smooth transition into college life at our institution, has steadily expanded the number of students served each year (from 88 in 2009 to 279 in 2013). With the high number of student participants this past year, an augmentation in district funding was secured in order to supplement the funding provided by both the Basic Skills Initiative and the Title V-HSI grant. This district-funded augmentation represents a step toward institutionalization of this very dynamic program.

Second, the Springboard program—now in its third year—has been largely institutionalized. Specifically, student recruitment for the program is conducted campus-wide for all those enrolling in a basic skills Math and/or English course in the subsequent Spring semester, and the district’s Learning Assistance Center staff facilitates the program’s basic skills review workshops while using the district’s computer lab. However, program coordination as well as materials and supplies continue to be funded by the Title V-HIS grant and Basic Skills Initiative.

Third, although still primarily funded by the Basic Skills Initiative, the Gateway Tutoring program received an augmentation of funding this year as a result of the 2012-13 institutional program planning process; this funding enabled the program to increase its Gateway tutoring coverage for a total of 32 course sections this year.

Fourth, the Learning Communities program, which includes both basic skills and interdisciplinary transfer-level courses taught in collaborative and supportive learning environments, has been institutionalized in that instruction for this program is funded by the district; proposals for new learning community course-pairings are gradually being phased in, and a bi-annual Learning Communities Faculty Roundtable has been established to provide a forum for sharing best practices and strategies to engage, retain, and support students. Additionally, a previously solo learning community in the CTE division has joined the fold to collaborate and to be recognized as one cohesive Learning Community program. Also incorporated into the Learning Communities program is the First-Year Experience program, which constitutes a year-long, supportive Math and Counseling learning community; although this program has not been successful in scaling up, it has been entirely institutionalized as well in that funding for the instruction is provided by the district.

As we move closer to the 2015-16 academic year, it is expected that the Summer Bridge and Gateway Tutoring programs will be institutionalized with the continued guidance and support from the Office of Student Success &

Retention and the Basic Skills Committee.

Source: Barbara Salazar, March 18, 2014 (Revised March 20, 2014)

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Objective 3b: The College will improve success in basic skills course sequences by 3% by 2016. Success Rates for Basic Skills Courses

SUBJECT 2010-2011 2011-2012 2012-2013

English Basic Skills (30/35) 58.1% 60.3% 69.2%

ESL Basic Skills (10/27/197) 86.3% 87.9% ---

ENLA Basic Skills (14/24/34) --- --- 74.5%

Math Basic Skills (20/30/50/70)* 47.1% 49.1% 46.1%

Reading Basic Skills (21/22/23) 71.0% 71.4% 71.6%

*Includes ABCD courses

Source: Banner/Cognos, 2013

Objective 3c: The percentage of first time students who begin their assessed math course in the

first semester at Rio Hondo and continue through the sequence without interruption will increase by 1% annually through 2018.

Math Progression Rates of First-Time Students with Assessment Results

(Fall 2008 to Spring 2014)

Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012

Number of First-Time Students with assessment results for Math in Basic Skills Sequence

1,767 1,983 2,033 2,264 2,205

Students who did not take Math at all 27.1% 27.8% 24.8% 24.8% 32.2%

Students who did not take Math first semester

33.1% 36.9% 36.3% 33.4% 29.4%

Students who took Math first semester but did not continue consecutive semesters

33.6% 29.9% 33.6% 34.7% 30.5%

Students who completed a degree-earning Math course without interruption

6.3% 5.3% 5.2% 6.7% 5.4%

Students in Progress* --- --- 0.1% 0.4% 2.4%

*These students are enrolled in a consecutive Math course in Spring 2014.


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Objective 3d: The College will increase the three year developmental progression rate by 1% annually through 2018.

Remedial Cohorts are defined as students who completed attempted a course in a basic skills subject designated as below transfer-level. Rates are based on successful completion of a transfer-level course in the corresponding basic skills subject. Remedial Cohort Rates for Successfully Completing a Transfer-Level Course

Remedial Cohorts Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012

ENGLISH 38.6% 33.3% 36.5% 42.6% 37.2%

READING 37.2% 35.8% 39.2% 47.8% 40.4%

ENLA 39.2% 15.0% 45.5% 65.0% 41.7%

MATH 21.6% 20.7% 23.2% 19.8% 9.3%

Note: Results for Fall 2008, 2009, and 2010 cohorts are inclusive of a three-year period. The Fall 2011 and 2012 cohorts are currently undergoing the three-year progression.


GOAL 4: Rio Hondo College will offer opportunities to meet the educational needs and

interests of the community. Objective 4a: The College will continually offer courses, including special topics courses, based

on community interests.

The Continuing Ed program continues to offer a wide selection of fee-based courses that address the needs and interests of the community, including special topics. Most of the courses offered are based upon input from the community, with channels for making suggestions for classes included in both the printed schedule and the Continuing Education website. This is also the case for non-credit courses. At the conclusion of each fee-based class, instructors will give students a short survey to gauge satisfaction with the course and to determine areas of interest for future course offerings. We are working with Institutional Research & Planning to reinstitute a link to a Survey Monkey online survey. The number of both non-credit and fee-based courses offered in recent semesters is below: Semester Non-credit courses Fee-based courses

Fall 2012 43 65

Spring 2013 32 71

Summer 2013 34 61

Fall 2013 37 60

Spring 2014 39 67

Source: Chris Guptill 3/20/14

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Objective 4b: The College will develop a strategic action plan for the off-site centers at SWEC and

EMEC by Spring 2014.

In response to objective 4b, Institutional Research and Development, in conjunction with the EMEC Coordinator and the Director of Government Relations developed a student survey, administered by EMEC staff in fall, 2013. Of the 297 students surveyed, the majority reported as being part-time students taking 11 units or fewer. The majority of students stated their main reason for continuing their education was to obtain a Bachelor’s Degree (57.9%) and earning an AA (30.5%). Reasons students reported enrolling in a class at EMEC included: “Class fit into my schedule”, and “Close to home”. The location of the center seems to be meeting the intende3d mission of the EMEC, to bring college classes to the community. Finally, based on the results of the survey, students would most often like to see transfer level courses offered at EMEC. The results of the survey are being used in tandem with similar survey results from SWEC to inform the development of a strategic action plan for both off site centers. Source: Rebecca Green 3/20/14 Objective 4c: The College will integrate and cross market credit courses with fee based classes by

Spring 2015.

The college currently cross markets non-credit and fee based courses through the printed Continuing Education schedule and website. While expansion of this effort is being studied, there is pending legislation which may have a significant impact on non-credit offerings (SB173). We recommend waiting for this proposed legislation to be decided before committing to any major change or expansion. Source: Chris Guptill 3/20/14

Objective 4d: The College will provide recommendations for the implementation of a process for students to repeat certain classes under a fee-based not-for-credit structure by Spring 2014.

This idea has been discussed and proposed with regard to specific courses. The Continuing Education program will develop specific guidelines for such course offerings and submit them to faculty and administrative bodies for constituent review during the upcoming academic year. Source: Chris Guptill 3/20/14

GOAL 5: Rio Hondo College will promote a student-centered climate that contributes to

increases in retention and persistence, and improves student success through collaboration that values diversity.

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Objective 5a: Student Services Program Leadership Council (SSPLC) will develop and implement a plan to ensure access to student support services that promote student success by Fall 2014.

Given the expectations from the Student Success Initiative and the Student Success and Support Program Plan being submitted by October 2014, the college will be tracking the students through our new California Banner system (released during the week of March 27th by Ellucian), designed to track assessment, orientations, and educational plans. New software purchased for on-line orientations, Comevo, will provide more thorough and accurate accounting of students and what they have learned via the on-line orientations. The SSPLC will utilize the recommendations from the college’s Student Success Initiative Task Force and the Student Equity Task Force to improve student success through collaboration that values diversity. Source: Henry Gee 4/2/14

Objective 5b: The College will document the number of students who participate in activities and increase that number by 5% annually until 2015.

We have worked diligently to increase participation, student engagement, and overall satisfaction with our co-curricular programming. We have done that in two different ways, 1) offering more activities for students which will increase the overall number of participants and 2) change how we market our events utilizing social media, classroom announcements, and promoting at different departments.

We have added more programming (all calendars attached) to our calendars, and where we have cut down on events we have made the remaining events larger and better quality. One event that I can offer is our Student Leadership Institute (SLI) program that we have (brochure attached). In the pilot semester, Spring 2012, we had approximately 45 students receive a certificate of completion. In the second cohort during 2012-2013 we had approximately 70 students complete, and in the current 2013-2014 cohort we have approximately 85 students in the program who are candidates for completion on April 29th.

We also keep track internally on students that attend events by tracking the number each event:

Semester Number of

Events Number of Students

Fall 2011 12 1,417

Spring 2012 33 3,142

Fall 2012 26 3,061

Spring 2013 35 4,275

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Fall 2011 Events and Participation Numbers 5/3/12 SLI Banquet – 48 students

8/26/11 – CA Dream Network Conference: 4 students 5/8/12 – Blood Drive Day #1 – 65 students

9/6/11 – Club Rush Day #1: 100 club students; 200 new students 5/9/12 – Blood Drive Day #2 – 42 students

9/7/11 – Club Rush Day #2 100 club students; 200 new students 5/10/12 – Blood Drive Day #3 – 57 students

9/12/11 – September 11th 10 yr commemorative event: 75 students 5/16/12-5/17/12 Student Appreciation Day – 100 students

9/14-15/11 ASB Sponsors Transfer Fair: 300 students 5/16/12-5/17/12 Student Appreciation Night – 50 students

9/20/11 ASB Senate Forum: 20 students 5/24/12 Commencement Breakfast – 150 students

9/27-28 Blood Drive: 120 students 5/245/12 Leadership Banquet – 120 students

10/3/11 – David Hayes Bautista Workshop at CSUF: 15 students

10/4/11 – Meet the Candidates Forum: 45 students Fall 2012 Events and Participation Numbers

10/5-10/7 ASB Elections- 159 8/20-23 – Info/Welcome Booth –325 students

10/4/11 – SLI and Cultural Committee Formation Meeting – 12 students 8/20-24 – Emergency Loans – 150 students

10/18/11 – Leadership Club Conference: 67 students 8/24/13 – ICC Orientation – 27 students

8/27-31 – Get out the Vote Campaign – 300 students

Spring 2012 Events and Participation Numbers 8/28/13 – Like for a Slice – 150 students

1/6/12 – Leadership Lock In – 23 students 9/5 – Club Rush Day 1 – 200 students

1/30/12-2/2/12 – Information Booth – serviced 300 students 9/6 – Club Rush Day 2 – 200 new students

1/30/12-2/9/12 – Emergency Loan Program – serviced 150 students 9/11 – September 11th “Moment of Silence” – 100

students

2/8/12 – Black History Month Kick-Off – 75 students 9/13 – Recycling Program Kick-Off – 50 students

2/13/12 – Black History Month Film Screening #1 – 23 students 9/17 – Constitution Day Table – 75 students

2/14/12 – Black History Month Film Screening #2 – 14 students 9/19-20 – Latino Heritage Event – 100 students

2/15/12-2/24/12 – Student Leadership Institution Orientations – 78 students

9/25 – Latino Heritage Film Screening – 15 students

2/21/12 Club Rush Day #1 - 150 club students; 250 new students 9/26 – Latino Heritage Film Screening – 20 students

2/22/12 Club Rush Day #2 - 150 club students; 250 new students 9/25-27 Blood Drives – 205 students

2/28/12 Blood Drive Day #1 – 46 students 10/4 – Latino Heritage Discussion Panel – 30 students

2/28/12 Student Appreciation Day – 100 students 10/5 – SLI Conference – 90 students

2/28/12 Student Appreciation Night – 43 students 10/11 – National Coming Out Day – 60 students

2/29/12 Blood Drive Day #2 – 38 students 10/14 – AIDS Walk – 20 students

3/2/12 SLI Conference – 62 students 10/19-21 – CCCSAAA Conference – 10 students

3/3-3/4 March in March – 48 students 10/26 – ICC Club Conference – 50 students

3/9/12 ASRHC/ICC Mixer – 78 students 10/31 – Halloween Scene – 300 students

3/14/12 Game Day – 45 students 11/1 – LA Food Bank Kick-Off – 50 students

3/21/12 Safe Spring Break Event – 56 students 11/7 – Native American Month Kick-Off – 40 students

3/21/12 Student Appreciation Day – 100 students 11/15 – Native American Film Screening – 20 students

3/21/12 Student Appreciation Night – 50 students 11/27-29 – Blood Drives – 174 students

4/10/12-4/17/12 ICC RiOlympics – 200 students 11/27-28 – Student Appreciation – 300 students

4/24/12 – Student Appreciation Day – 100 students

4/24/12 Student Appreciation Night – 42 students

4/24/12 Earth Day – 36 students

4/27/12-4/29/12 SSCCC General Assembly – 3 students

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Spring 2013 Events and Participation Numbers

1/6-9 ASRHC Winter Retreat – 25 students

1/17 – Leadership Lock In – 25 students

1/28-31 – Welcome Booth – 350 students

1/28-2/8 – Emergency Loans – 150 students

1/28-2/1 – Like Campaign – 209 students

2/1 – ICC Orientation – 50 students

2/6-2/7 – Club Rush – 300 students

2/12-14 – Blood Drive – 300 students

2/12 – Black History Month Kick-off – 125 students

2/12 – “Like” for a slice – 125 students

2/13 – Sustainability Film Screening – 40 students

2/20 – Black History Month Panel – 45 students

2/26 – Sustainability Film Day – 25 students

2/27 – Black History Month Film Screening – 20 students

2/28 – Lobby and Advocacy Workshop – 15 students

3/2 – March in March Bus and Flight – 33 students

3/6 – Women’s History Month Kick-Off – 45 students

3/13 – Women’s History Month Film Screening – 22 students

3/14 – 50th Anniversary Card Signing – 400 students

3/14 – Meet your Reps – 150 students

3/19 – Transfer Fair/Senior Preview day – 250 students

3/20 – Safe Spring Break – 60 students

3/21 – Women’s History Panel Discussion – 18 students

4/2-5 – RiOlympics – 300 students

4/9-11 – Blood Drives – 300 students

4/9-11 – Sexual Assault Awareness Week – 120 students

4/12 – SLI Conference – 80 students

4/15 – ASRHC Mandatory Candidate Meeting – 40 students

4/24 – Denim Day – 50 students

5/1 – Asian & Pacific Islander Kick-off – 60 students

5/2 – SLI Banquet – 68 students

5/9 – Asian & Pacific Islander Panel Discussion – 45 students

5/14-15 – Roadrunner Relief Pack – 200 students

5/15 – Asian & Pacific Islander Film Screening – 30 students

5/17 – Leadership Banquet – 200 students

Source: Jasmine Lopez 3/20/14

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Objective 5c: The College will establish an evaluation process for activities and services that

promote student engagement by Fall 2014. We would like to work closely with your area to ensure that questions on the campus climate survey include those that gather data for student engagement. We also do some formal and informal evaluation of our events. This includes satisfaction and effectiveness surveys for our programming, reflection papers that are scored via rubric, and focus groups with students. The part that we are still working on is evaluation for our 1-time intervention events. When we have an open door policy to our events, and students pass through in between classes we cannot always capture those students’ attention. We would like to continue to work with your office to send out surveys periodically throughout the semester if possible to gage our event effectiveness. Source: Jasmine Lopez 3/20/14

Objective 5d: The College will initiate a student intervention process requiring all students, including online students, to meet with a counselor to identify a specific college goal and complete an education plan outlining classes needed to achieve that goal prior to the end of the second semester.

Implementation of Freshman Welcome Days during the summer of 2013. Over 700 incoming, freshmen attended one of nine Freshman Welcome Days. Freshman Welcome Days was a joint effort amongst Outreach/Educational Partnerships, Student Life, and Counseling. Implementation of a Freshman Welcome Center in Fall 2013. A Freshman Welcome Center was implemented to manage a cohort of nearly 1,500 incoming freshmen. Mandated services include assessment, comprehensive educational plans, and support services. All freshmen who are not currently enrolled in a counseling course and/or participating in a specialized counseling-based program are required to attend a one-hour Student Success Appointment. At the Student Success Appointment, students meet with a counselor to identify a program of study and complete a comprehensive educational plan. In addition, students meet with an Educational Advisor to review student support services and student portal navigational tips. Students also sign up to attend a follow up one-hour Freshman Success Seminar.

Source: Mike Munoz 4/1/14

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Objective 5e: The College will increase the three semester persistence rate by 3% by 2018.

68.5% 71.2% 68.5%

0%

20%

40%

60%

80%

100%

Fall 2010 Fall 2011 Fall 2012

3-Semester Persistence Rate

Persistence rates were calculated based Scorecard metric definitions: Fall cohorts comprised of First-time Students with a minimum of 6 units earned who attempted a credit course in the subsequent Spring and Fall semesters OR earned a degree or certificate OR transferred to a 4-year institution. Sources: Banner/Cognos and National Student Clearing House, 2013.

GOAL 6: Rio Hondo College will respond to the region’s educational needs and contribute to its economic future through service to the community and partnerships with public, private, and non-profit organizations.

Objective 6a: The College will establish a database and analyze the level of participation with

business, industry, government, and non-profit organizations within our service area by Fall 2014.

In June 2013, the Office of GCR worked with the Office of IRP to develop a short survey instrument to assess the effectiveness of GCR staff. In this instrument, respondents had an opportunity to assess the level of participation, the quality of communication, and the helpfulness of the information provided. Respondents included government official representatives, chamber leaders, and other community leaders. The Office of GCR intends to deploy a similar survey to a wide scope of respondents in Summer 2014. In December, 2013 the Office of GCR created a partial list of non-profit and community based organizations with whom the office has frequent or at least semi-frequent contact. Although this list does not qualify as a database per se, the contents of this list can serve as a building block for a future database. In March 2014, the Office of GCR provided support to the RioSource Planning Committee by helping to invite non-profit organizations, community based organizations, and social service agencies to attend the RioSource Kickoff Reception. RioSource volunteers provided an overview of the website and displayed connections with over 40 off campus organizations. Over a dozen off campus organizations sent representatives to the kickoff event to improve connections with the campus. Although the RioSource website does not qualify as a database per se, it contains valuable information of many organizations that could serve as a foundation for a future database.

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Source: Russell Castaneda-Calleros 3/20/14

Objective 6b: The College will update the community occupational needs survey (2008) to identify

and devise goals and training programs by Fall 2014. Assessment information unavailable as of 4/7/14 Objective 6c: The College will develop a faculty survey to identify which faculty members

currently have a service learning component in their curriculum. Data results from the faculty survey will be utilized to establish a service learning program plan by Fall 2014.

Assessment information unavailable as of 4/7/14 Objective 6d: The College will develop procedures for tracking and evaluating outreach

educational activities in K-12 schools within the district service area by Spring 2015. The college is tracking and evaluating the El Monte Pledge initiative. Pledge students in the Fall 2011 and Fall

2012 cohorts outperformed non-cohort students in metrics related to the Student Success Scorecard, such as

30-units/60-units earned and persistence, as well as course success and retention. As documented in the 2014-

15 Outreach & Educational Partnerships program review, these findings will lead to the following changes in

outreach services:

As a result of the success of the El Monte Pledge in student achievement, some best practices have been

scaled up to include a larger portion of the new student population. Beginning in Fall 2013, all recent high

school graduates who graduate from a high school in the Rio Hondo College service area who complete an

application, assessment in English, math, and reading, attend and orientation, and have an abbreviated

educational plan will receive a one-time priority registration appointment. In addition, we are strongly

recommending all incoming high school graduates enrolling at Rio Hondo College to attend a 4-hour

Freshman Welcome Day. The Freshman Welcome Day is designed to provide incoming students with a

two-hour counseling presentation along with a 1-hour student life component and 1-hour campus tour.

The El Monte Pledge initiative and the activities described above relate to matriculation services and registration

procedures for students who have applied to the college, but not to college-access and academic-readiness

activities for K-12 students in the college’s service area (e.g., Frosh/Soph College Planning Family Nights,

Middle School Nights, Early College Academy). The 2014-15 program review provides evidence of tracking

attendance at access and readiness activities, but not of evaluating outreach educational activities in K-12

schools.

Sources: Mike Muñoz, 3/31/2014 Outreach & Educational Partnerships 2014-15 Program Review Institutional Planning Retreat 2013 Planning Resources, 4/05/2013

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GOAL 7: Rio Hondo College will act responsibly, ethically, efficiently, and in an accountable

manner, including actively seeking outside sources of funding, to preserve fiscal solvency.

Objective 7a: The College will inform the public of the financial state of the College annually

through means such as the Annual Report, Superintendent’s Monthly Update, college website, Citizens Oversight Committee, community updates and local press releases.

The College informed the public regarding the financial state of the College through the following: Annual Report 2013, distributed by direct mail throughout the Rio Hondo College service area; Press releases posted on College Website by month/year; President’s UPDATES (monthly electronic newsletters posted on the website) regularly contain budget updates. In addition, President Dreyfuss includes detailed reports on College fiscal matters concurrently with the presentation of the Tentative Budget and the Adopted Budget; she also regularly informs the Citizens Oversight Committee of fiscal matters in general and the status of the expenditures of the Measure A Facilities Bond fund. In 2013-2014, President Dreyfuss and members of the Board of Trustees visited school boards, city councils and other groups providing updates on many aspects of the college including its financial state. Objective 7b: The College will maintain a minimum unrestricted general fund balance of 5%

annually.

The College maintains a minimum unrestricted general fund balance of 5% annually.

Objective 7c: The College will maintain no more than 85% expenditures on salaries and benefits in comparison to general fund operational budget annually.

The College is currently exceeding 85% with approximately 87-88% expenditures on salaries and benefits. Source: Teresa Dreyfuss

Objective 7d: The annual restricted general fund including categorical and grant funds should be a balanced budget (i.e. revenues = expenses).

The college general fund is a balanced budget. General funds are allocated to fill additional categorical needs. Source: Teresa Dreyfuss

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Objective 7e: The Rio Hondo College Foundation will maintain a balanced, unrestricted budget

annually. The Rio Hondo College Foundation maintains a balanced, unrestricted and restricted budget annually. Source: Howard Kummerman

Objective 7f: The RHC Foundation will increase its restricted and unrestricted contribution to

RHC by 5% over 5 years from fiscal years 2010 to 2015. RHC Foundation Program Service Contributions

2012-2013

Scholarships & Other Awards 121,896$

Contributions to the College 226,577$

348,473$

2011-2012

Scholarships & Other Awards 66,807$

Contributions to the College 112,476$

179,283$

Increase 51% Source: Howard Kummerman

Objective 7g: The College will write and submit 10 new grant proposals raising a minimum of six

million dollars by 2015.

Grants Office Annual Report Fiscal Year 2013-2014

Overview

The Grants Office monitored 24 active projects for a fiscal year funding level of $4,064,512. These grants had a total funding level of $5,730,784.

The Grants Office coordinated the submission of 16 applications and proposals for a first year request of $3,502,634. These applications had a total request of $7,175,954.

Of the 16 applications, 11 were funded, 4 are pending, and only 1 was not awarded. The first year funding amount for newly funded proposals was $1,841,556. These proposals had a total funding level of $2,234,049.

Of the 24 active projects, five (5) were federally-funded, sixteen (16) were state-funded, and three (3) were from private or other sources of funding.

Of the 16 applications submitted, two (2) were to federal sources, twelve (12) were to state sources, and two (2) were to private or other sources of funding.

Source: Maria Elena Martinez 4/7/14

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GOAL 8: Rio Hondo College will recruit, hire, develop, retain, train, and support highly

qualified and diverse administrators, faculty, and classified staff. Objective 8a: The College will form an EEO (Equal Employment Opportunity) Advisory Committee

to evaluate and make recommendations concerning diversity in our hiring process by December 2013.

The College will form an EEO (Equal Employment Opportunity) Advisory Committee to evaluate and make recommendations concerning diversity in our hiring process by June 2014. Source: Yolanda Emerson 3/19/14

Objective 8b: The College will assess and revise the evaluation process for administrators, confidential, faculty, and classified staff by Fall 2014.

Continuing to work on this. Faculty evaluations have been completed as well as the process (article 9) in the CBA. Currently reviewing Confidential evaluations for improvement.

Source: Yolanda Emerson 3/19/14

Objective 8c: The College will compare the professional development needs identified in program

plans, unit plans, and surveys with current staff development offerings, and make recommendations as needed by Fall 2013.

Assessment information unavailable as of 4/7/14 Objective 8d: The College will pursue restoration of funding from the State to fully fund Staff

Development by Fall 2015.

The Staff Development/FLEX program plan requested restoration of an annual operating budget of $52,000 and a return to 50% release time for faculty coordinator duties. The Vice-President of Academic Affairs has included both of these items in his Area Plan’s budget augmentation requests. Source: Katie O’Brien 3/20/14

GOAL 9: Rio Hondo College will meet the ever-changing technological needs required to

support the educational process and to enhance student access and success. Objective 9a: The College will meet the objectives of the current plan to upgrade and replace its

distribution network by the end of Fall 2015. This is an ongoing project to be completed during the next 18 months. Most of the activity for this project will occur during the 2014-2015 fiscal year. Source: Gary Van Voorhis 3/20/14

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Objective 9b: The College will increase the number of opportunities by 10% for staff to access and incorporate innovative instructional technologies through staff development, sabbaticals, conferences and research by 2015.

Staff Development and IT continue to offer classes/seminars on promising classroom technology. Additionally, the Instructional Technology Committee (ITC) meets monthly to examine technology applicable to the classroom. ITC has struggled to garner sufficient faculty interest in this endeavor, and as a result, this objective has not developed the traction envisioned by the objective’s creators. Source: Gary Van Voorhis 3/20/14 Objective 9c: The College will continue to support its replacement cycle for computers and related

peripherals. As part of the annual planning process, new technology needs will be assessed in each program plan.

New technology needs are addressed as part of the program planning process on an ongoing basis. Moreover, IT has developed an inventory of RHC’s computing assets, their ages, and expected lives. This information is being used as a tool in the long-term IT Plan which RHC is currently developing. Equipment replacement is an ongoing activity. Source: Gary Van Voorhis 3/20/14 Objective 9d: The College will assess the costs and options for developing and implementing a

technology disaster recovery plan by Summer 2014. This project has not started and will be a follow-up to the long-term IT planning process currently underway. Source: Gary Van Voorhis 3/20/14

Objective 9e: The College will transition to a new website platform during Fall 2014. This project is still in process. The editor and publishing teams are in the process of creating/updating content for the new web site, and the expectation is this will be done before the end of Spring Term 2014. Source: Gary Van Voorhis 3/20/14 Objective 9f: The College will replace aging Banner hardware and migrate software to a new

environment by the end of Fall 2015. IT has done a preliminary cost assessment and configuration of the new hardware environment. This project will be finalized and included in the 2014-2015 planning cycle. Source: Gary Van Voorhis 3/20/14

GOAL 10: Rio Hondo College will design, modernize, and maintain a physical infrastructure, both on and off site that meets the changing needs of students, staff, and the College’s instructional and student support programs while valuing and enhancing the aesthetic beauty of the campus.

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Objective 10a: The College will expand and modernize facilities based on the five-year construction plan.

This Objective is met and the College continues to meet this Objective. The Five Year Capital Construction Plan functions as the road map for the College’s Capital expansion and modernization program. The Plan is updated annually and presented to the Board of Education for approval prior to submission to the State Chancellor’s Office. Source: James Poper 3/21/14 Objective 10b: The College will update the Campus Facilities Master Plan by Summer 2014.

The Facilities Master Plan is currently being updated by West Edge Architects and will be presented to the Board of Trustees in 2014. Source: James Poper 3/21/14 Objective 10c: The College will increase accessibility and safety through bond construction

improvements of pedestrian ways and lighting levels by Summer 2014. This Objective has been met and the College continues to meet this Objective. Since the implementation of the Bond construction program, the College has undertaken and completed improvements to increase accessibility and safety by improved pedestrian ways and lighting on campus. An example of this commitment was the first Bond project; the construction of the pedestrian bridge connecting Parking Lot A to the main campus. Since that project, each Bond construction project has improved access and lighting on the campus including the construction of lit pedestrian stairs that connect the lower level parking lots, the drop-off lane between parking lots B and C, and the ADA ramps that connect the upper and lower quad. With each new project, exterior lighting is replaced or newly installed with improves campus safety and has transformed the upper and lower quad to a central hub of campus life. Source: James Poper 3/21/14

Objective 10d: The College will acquire Leadership in Energy Efficiency Design (LEED) certification

for all new buildings that exceed construction costs of 15 million dollars by Spring 2015.

This Objective has been met and the College will continue to meet this Objective with new projects. The College had secured LEED Silver certification for the LRC Building in 2010, and most recently received LEED certification at the new Physical Education Complex Project, recently renamed as the Kinesiology, Dance, and Athletics Division. Source: James Poper 3/21/14

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Objective 10e: The College will develop and disseminate expanded emergency procedures for existing and future construction, including access for Special Needs population by Fall 2013.

This Objective has been met and is a continuing effort. Under the Direction of the Board of Trustees, President Dreyfuss has overseen the implementation of this Objective. College faculty and staff presented an overview of the emergency preparedness plan to the Board of Trustees. Facilities Services and Public Safety developed and presented a 90 minute emergency preparedness program to faculty at the Fall FLEX day where instructions were shared on how to survive an active shooter on campus. The active shooter training presentation was also presented to College staff on two separate occasions to allow for all staff to attend at times that met their schedules. Finance and Business, Facilities Services increased BEC and BEL training this past year to four separate times to allow for all campus safety workers to attend the training. The BEC and BEL training included content specifically addressing emergency needs for the Special Needs population. Through feedback from these training, the Facilities Staff is developing more intense training in the use of the campus STRIKER emergency evacuation chairs (used for stair evacuations), as well as training opportunities for the AED devices which are located in all buildings on campus. The College conducted three emergency Drills in 2013/2014, where the Fall drill included a section in the drill to practice “shelter-in-place” in the case of an active shooter and for the Spring Semester, both a day and night emergency earthquake drill were conducted. Additional BEC and BEL training was conducted for Evening College faculty and staff. Facilities leadership has visited all College off-campus Centers to meet with staff to discuss and review their emergency drill procedures, and communication with all off-campus Centers is integral to the drill. Source: James Poper 3/21/14

Objective 10f: The College will complete a plan with metrics to increase the level of campus

aesthetics and cleanliness by Spring 2014.

This objective has been met through operational practices. Both custodial and grounds leaders conduct routine inspections to ensure that work is being performed. In addition, Security and Safety personnel have been instructed to report safety and other physical concerns with the facilities and grounds during their regular patrol. Source: James Poper 3/21/14

Objective 10g: The College will create a plan to explore short term parking options and drop off areas for students by Spring 2014.

This objective has been met and the College will continue to look for opportunities for short term parking and drop-off areas as new projects are being developed. Through the Bond construction program, the College has created a short term drop off and pick up automobile zone located between Parking Lot B & C. In addition to this short term parking for drop-off and pick-up, a new drop-off/ turnaround area was completed at the west entrance to Parking Lot E, in front of the Gymnasium. The College also recently installed new Day Parking Permit dispensers in three locations on campus to help a students or visitor get quickly to a parking location and then purchase a permit for the day. Source: James Poper 3/21/14

Objective 10h: The College will assess costs and options for developing a disaster recovery plan

by Fall 2014.

The College is currently exploring the cost and options for the disaster recovery plan.

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Source: James Poper 3/12/14

GOAL 11: Rio Hondo College will provide students and employees with an engaging and

rewarding campus life.

Objective 11a: The College will increase student satisfaction and participation with co- curricular activities by 3% by 2015.

Student Satisfaction with Campus Activities Mean 2011

Mean 2012

Mean 2013

2011 to 2013 Change

I am satisfied with my opportunities to join clubs at RHC.

3.48 3.53 3.54 0.05

I like to participate in campus student activities (Guest Speakers, Club Fairs, Games, etc.).

2.84 2.93 2.90 0.06

I enjoy attending RHC athletic events. 2.93 2.87 2.78 -0.15

I am satisfied with the clubs/student activities on campus.*

xxx xxx 3.29 N/A

*This item was new in 2013. Data Sources: 2012 and 2013 Campus Climate Survey Reports

Frequency of Student Participation in 2013 Never Sometimes Often Always

Participate in Club/Student Organization Activities.

70% 21% 5% 3%

Objective 11b: The College will evaluate the campus climate survey process and instrument and

provide recommendations for improvement by Fall 2014. The Institutional Effectiveness Committee discussed / evaluated the Climate Survey in March 2014 and made recommendations for the Fall 2014 implementation. The Office of Institutional Research and Planning also held a meeting to evaluate the survey to implement necessary improvements. Objective 11c: The College will improve participation in the governance process for classified staff,

faculty, students, and administrators by Spring 2014. Assessment information unavailable as of 4/7/14 Objective 11d: The College will create two new opportunities for social interaction and positive

communication among Academic Senate, RHCFA, CSEA, ASRHC, and the Management & Confidential employees by Fall 2014.

Assessment information unavailable as of 4/7/14

GOAL 12: Rio Hondo College will offer increased educational opportunities for students who are traditionally not college-bound.

Objective 12a: The College will strategically address the needs of underrepresented populations

within its service area by Spring 2015 by:

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Increasing the number of first-generation students - 5% increase by providing additional workshops, senior preview days, etc.

Increasing the access to information regarding availability of scholarships and financial-aid opportunities

i) Increasing the number of first-generation students - 5% increase by providing additional workshops, senior preview days, etc.

First-generation college-student status is based on a student’s self-report of parent/guardian education level in CCCApply. In late June 2013, the college converted to the Open CCCApply service. Accordingly, the college does not have parent/guardian education level for the vast majority of its students. For the 3,272 students in the Fall 2013 semester with parent/guardian education level on record, 54.6% reported having no parent/guardian with any college experience, 30.5% reported having a parent/guardian with some college experience but not a bachelor’s degree, and 15.0% reported having at least one parent/guardian with a bachelor’s degree or higher. Depending on the number of new students reporting parent/guardian education level during 2014, it might be possible in Spring 2015 to compare the numbers of first-generation students among first-time college students between the Fall 2013 and Fall 2014 semesters. The Outreach & Educational Partnerships office conducted many workshops and outreach activities. The majority of participants in these activities would be first-generation college students. The reporting format for attendance at these activities (see below) does not document that the office provided “additional workshops, senior preview days, etc.”

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Rio Hondo College Senior Preview Day Friday/Saturday Assessment and Orientation by High School

El Monte Union High School District El Monte Union High School District

• Senior Preview Day Number of Student Participants High School Number of Students

• Arroyo High School 44 • Arroyo High School 41

• El Monte High School 45 • El Monte High School 43

• Mountain View High School 42 • Mountain View High School 43

• Rosemead High School 30 • Rosemead High School 36

• South El Monte High School 51 • South El Monte High School 44

• Ledesma High School* 7 • Ledesma High School* 0

• Total for EMUHSD 219 • Total for EMUHSD 207

Whittier Union High School District

• Senior Preview Day Number of Student Participants Whittier Union High School District

• California High School 23 High School Number of Students

• La Serna High School 47 • California High School 46

• Pioneer High School 20 • La Serna High School 35

• Santa Fe High School 25 • Pioneer High School 30

• Whittier High School 43 • Santa Fe High School 44

• Frontier High School* 20 • Whittier High School 45

• Total for WUHSD 178 • Frontier High School* Students came on own

El Rancho Unified School District • Total for WUHSD 200

• Senior Preview Day Number of Student Participants El Rancho Unified School District

• El Rancho High School 80

• Salazar High School* 10 High School Number of Students

• Total for ERUSD 90 El Rancho High School 41

Montebello Unified School District Salazar High School* Students came on own

• Senior Preview Day Number of Student Participants Total for ERUSD 41

• Montebello High School 55 Montebello Unified School District

• Schurr High School 44 High School Number of Students

• Total for MUSD 99 Montebello High School 44

Bassett High School Number of Student Participants: 44 Schurr High School 40

Amino Charter High School Number of Student Participants: 10 Total for MUSD 84

GRAND TOTAL: 638 GRAND TOTAL 532

College Nights and Community Event Tables

Event Type and Amount

College Nights/Community Events 21

Frosh/Soph nights in EMUHSD 6

Middle School Nights in El Monte City Unified School District 5

Junior TES Parent Nights 5

TOTAL 37

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May/June- Saturday Assessment and Orientations Early College Academy

Date # of Participants Mountain View High School Numbers of Students Enrolled

Saturday 5/11/13 82 • Students in Cohort 1 23

Saturday 5/18/13 50 • Students in Cohort 2 30

Saturday 6/1/13 100 • Enrolled in Fall 2012 45

Make up Assessment and Orientations in June 2013 • Enrolled in Spring 2013 52

Date # of Participants • Enrolled in Summer 2013 25

Tuesday 6/18 29 El Rancho High School Numbers of Students Enrolled

Wednesday 6/19 45 • Students in Cohort 1 19

Thursday 6/20 71 • Students in Cohort 2 30

Friday 6/21 66 • Enrolled in Fall 2012 51

GRAND TOTAL: 975 • Enrolled in Spring 2013 47

• Enrolled in Summer 2013 25

AccessRio Registration Support Workshops Pioneer High School

Date: July 17, 2013 Number of Participants: 104 • Students in Cohort 1 28

July 18, 2013 121 • Enrolled in Fall 2012 25

Total: 225 • Enrolled in Spring 2013 27

Freshman Welcome Days at Rio Hondo College • Enrolled in Summer 2013 48

Date: 7/23/13 Participants: 39 South El Monte High School

Date: 7/24/13 Participants: 61 • Students enrolled in Summer 2013 18

Date: 7/25/13 Participants: 35 Total enrolled for Fall 2012 121

Date: 7/30/13 Participants: 75 Total enrolled for Spring 2013 126

Date: 7/31/13 Participants: 85 Total enrolled for Summer 2013 116

Date: 8/1/13 Participants: 61

Date: 8/6/13 Participants: 94 Middle School College Planning Family Nights 2012

Date: 8/7/13 Participants: 56 School Total # of Families Total # of Individuals

Date: 8/8/13 Participants: 49 Madrid 43 105

Kranz 70 148

Total Participants: Total for Mountain View USD 113 253

El Monte Pledge Priority Registration 205 Durfee-Thompson 30 68

Pre-Registration 57 Kranz 70 148

Regular Registration 17 Columbia 58 156

Total for El Monte City USD 160 399

Total 273 652

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Pre-College Support Activities (Educational Partnerships)

Frosh/Soph College Planning Family Nights 2012-2013

School Total Number of Families Total Number of Individuals

Arroyo High School 43 89

El Monte High School 48 107

Mountain View High School 15 37

Rosemead High School 76 174

South El Monte High School 54 105

Total for EMUHSD 308 665

Junior Transcript Evaluation Services Classroom Conferences

School # of Workshops # of Students Meeting/Close # of Students Not Meeting Total # of Students

Arroyo High School 20 331 258 590

El Monte High School 18 325 160 485

Mountain View High School 13 173 213 386

Rosemead High School 16 293 162 455

South El Monte High School 12 211 147 358

TOTAL 79 1333 940 2274

Junior College Planning Family Nights

Junior TES Family Nights Total Number of Families Total Number of Individuals

Arroyo High School 31 64

El Monte High School 94 188

Mountain View High School 74 150

Rosemead High School 82 214

South El Monte High School 141 290

Total for EMUHSD 422 906

Senior Transcript Evaluation Day

Senior College Readiness Summit: Oct. 12 and Oct. 19 of 2012

High School Number of Participants

• Arroyo 93

• El Monte 94

• Mountain View 89

• Rosemead 91

• South El Monte 85

• El Rancho 56

GRAND TOTAL: 508

El Monte Pledge Assembly

EMUHSD College Pledge Assembly Total Number of Students

Arroyo High School 564

El Monte High School 443

Mountain View High School 368

Rosemead High School 460

South El Monte High School 351

Total for EMUHSD 2186 Sources: Judy Pearson, 6/28/2013 RHC Information Technology, 3/11/2014 Banner/Cognos, 3/17/2014 Mike Muñoz, 4/01/2014

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ii) Increasing the access to information regarding availability of scholarships and financial-aid opportunities. The Rio Hondo College Foundation has increased visibility and availability of scholarships for students through implementation of a new online application process. The Foundation website was updated with a dedicated scholarship page with both Foundation and outside scholarship information. Scholarship information was sent to student e-mails and promoted through campus promotion in both Fall 2013 and Spring 2014. The last two columns of the chart below indicate applications started and submitted, respectively. The Foundation has distributed more than $150,000 in total scholarships over the past year.

Objective 12b: The College will offer more opportunities that enhance the students’ concept of

“global citizenship” by 2015 by:

Increasing course offerings in courses related to international education

Increasing number of Study Abroad partnerships

Increasing outreach efforts to non-traditional students i) Increasing course offerings in courses related to international education Several degree programs have courses related to international education as requirements and/or electives. These include Chicano Studies, English and Literature, General Studies—Art and Human Expression, General Studies—Social Behavior and Self-Development, General Studies—Social Sciences, and International Business. Although the available evidence does not indicate that the campus is engaged in a coordinated effort to increase the number of courses related to international education, newly approved AA-T degrees could increase the numbers of students enrolled in courses related to international education. Examples of degree programs (and courses related to international education) include Spanish (Hispanic/Latino Culture, Latin American/Spanish History, French), Art History (Art of Asia, Art of Mexico), and English (British, Mexican, and Chicana/Chicano literature). Sources: Fran Cummings, 3/21/2014 Scott Dixon, 3/21/2014 Rio Hondo College Catalog 2013-2014

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ii) Increasing number of Study Abroad partnerships Rio Hondo currently offers Study Abroad opportunities to London England during the fall semester and Salamanca Spain in the spring semester through the Southern California Foothills Consortium. The consortium is comprised of 11 community colleges with the goal of recruiting faculty and staff for teaching and learning, respectively. Each semester, several hundred students attend information sessions offered by the study abroad coordinator and express sincere interest in participating. However, the costs associated with study abroad are prohibitive for many of our students. Therefore, a potential direction for education abroad opportunities should focus on increasing opportunities for students to participate in our existing programs by increasing scholarships earmarked for this endeavor. In addition, the study abroad program coordinator has assisted students with seeking opportunities not currently offered by the consortium. Specifically, during the spring 2014 semester, one student is studying in Ireland while another student is in Santiago Chile. Source: Melissa Rifino-Juarez, 3/20/2014 iii) Increasing outreach efforts to non-traditional students The college does not currently engage in outreach efforts devoted to “global citizenship” for non-traditional students. The majority of RHC students, though, meet at least one of the seven federal criteria for being considered “non-traditional.” Thus, the college’s typical outreach activities are outreach efforts to non-traditional students. These outreach efforts are addressed in this document under objectives 6a, 6b, 6d, and 12a. Source: National Center for Education Statistics, Nontraditional Undergraduates, 2002, https://nces.ed.gov/pubs2002/2002012.pdf .

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APRIL 11, 2014

Area Plan Goals by Institutional Goals

Inst. Goal

Area Area Plan Goal

Goal Status

1 President 7 Promote use of research data and analysis to support planning, data-

informed decision making, and fulfill accreditation requirements.

In

Progress

1 President 8 Maintain Research and Planning's current capacity to meet the

growing demands of the planning process, research requests, and

data-informed decision making

In

Progress

1 President 9 Increase R&P's capacity to meet the growing demands of the

planning process, research requests, and data-informed decision

making.

In

Progress

1 Finance & Business 12 Create and implement a new audio/visual interface standard campus-

wide.

In

Progress

1 Academic Affairs 1 On an ongoing basis, departments within the academic divisions will

continue to develop new courses and expand course offerings to

meet changing needs of students and to support the requirements of

newly developed degrees, particularly new AD-T degrees (Associate

Degrees for Transfer), including AA-T and AS-T degrees based on

Transfer Model Curriculum (TMC).

In

Progress

1 Academic Affairs 18 During the 2014-15 academic year, the Division of Kinesiology,

Dance, and Athletics will expand the Dance program by developing

an AA in Dance and several dance-related certificates. Related to this

expansion is the need for four specific types of equipment to be

purchased.

In

Progress

1 Academic Affairs 24 Beginning Fall 2014, the Division of Arts and Cultural Programs will

develop a strong applied music program, focused on preparing

students for transfer to a four-year institution, beginning with choral

music. To be successful the program must develop and articulate a

transfer degree (see Academic Affairs Goal 2), create an

infrastructure of large and small ensembles and individual lessons,

and secure resources, such as the equipment requested below.

Eventually, the program may develop regional partners (an applied

music consortia) to share costs and resources.

In

Progress

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APRIL 11, 2014

Inst. Goal

Area Area Plan Goal

Goal Status

1 Academic Affairs 43 By the end of the 2014-15 academic year, the number and scope of

class offerings in Math and Science will increase among the Honors

Program offerings.

In

Progress

2 Academic Affairs 7 During the 2014-15 academic year, faculty and administration in the

Division of Health Sciences and Nursing will complete the necessary

training, paperwork, and review process to achieve national

accreditation for the ADN program through ACEN (Accreditation

Commission for Education in Nursing, Inc.).

In

Progress

2 Academic Affairs 34 By Fall 2014, a District-funded supply budget will be developed for

the Heavy Equipment Maintenance (HEM) program to augment

current funding from Automotive and Perkins, which do not

adequately support the program. This program, which offers both an

AS degree and COA, will also achieve Associated Equipment

Distributors (AED) industry certification by the end of the 2014-15

academic year.

In

Progress

3 Academic Affairs 28 The Office of Student Retention & Success will hire 10 Tutors (7

Gateway tutors and 3 online tutors) and 6 Summer Bridge Peer

Mentors to support successful Basic Skills programs already in effect.

complete

3 Student Services 9 Enhance student success outcomes in DSPS classes In

Progress

3 Student Services 11 We must re-examine the pre-tests for English, reading and math to

better align with the assessment tools and better prepare students to

take assessments; additionally, we must expand the current

orientation method to include online delivery with increased

interactivity and functionality.

In

Progress

3 Student Services 17 Clerk III - Document Imaging Specialist In

Progress

4 President 5 The GCR staff will improve on campus awareness of GCR–

especially among the faculty ranks

on hold

4 President 10 Increase oversight of Rio Hondo College educational centers and

programs by Fall 2015.

In

Progress

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APRIL 11, 2014

Inst. Goal

Area Area Plan Goal

Goal Status

4 Academic Affairs 2 On an ongoing basis, the Office of Academic Affairs will expand

awareness of Rio Hondo's programs and courses in the communities

we serve. This will serve to increase the number of degrees and

certificates awarded across the campus in all disciplines, and course

enrollment, as needed.

In

Progress

4 Academic Affairs 4 On an ongoing basis, the Office of Academic Affairs will continue to

provide administrative supervision of Rio Hondo's two educational

centers--South Whittier Educational Center (SWEC) and El Monte

Educational Center (EMEC), as well as a planned educational center

to be located in Pico Rivera--and develop curricular offerings that

assist the centers in refining their educational identities within the

communities they serve. Three specific equipment and personnel

requests are important to this overarching goal.

In

Progress

4 Academic Affairs 8 By Fall 2014, Rio Hondo's Alternative Fuels program will obtain

District funding for an annual operating budget, separate from the

Automotive program budget or IDRC grant funding, which is ending

soon.

In

Progress

5 President 4 To increase campus awareness and understanding of the purpose of

the Marketing & Communications office

In

Progress

5 Student Services 1 General Counseling will take the necessary steps to ensure that the

program has adequate staffing to service the academic advising

needs of Rio Hondo College students especially in response to the

SB1456 legislation. (RHC goal #5)

In

Progress

5 Student Services 2 Provide DSPS students with a full-time counselor who can provide

disability verification and disability specific counseling. Knowledge

and expertise in working with students with Intellectual Disabilities,

Autism Spectrum Disorders, Learning Disabilities, Acquired brain

injuries, or Deafness

In

Progress

5 Student Services 3 General Counseling will take the necessary steps to ensure that the

program has adequate staffing to service the academic advising

needs of Rio Hondo College students especially in response to the

SB1456 legislation. (RHC goal #5)

In

Progress

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APRIL 11, 2014

Inst. Goal

Area Area Plan Goal

Goal Status

5 Student Services 4 Financial Aid will continue to experience significant growth in all areas

of service offerings. Financial Aid federal and state regulations are

changing drastically and as a result, financial aid continues to require

additional staffing resources to assist with counter, email and phone

duties to provide advising and answer detailed student questions. In

order to meet the growing demands and provide exemplary customer

service, additional staffing will be required to conduct informational

sessions both on and off campus. This position was approved

through the staffing committee process last year, but funding was not

available to fill the position.

In

Progress

5 Student Services 6 Process Veteran student requests for VA Benefit Certification within

one month of the time that they submit all of their required forms.

In

Progress

5 Student Services 8 To develop a set of strategies that ensures all entering students

complete an assessment, orientation, and comprehensive

educational plan as mandated by the Student Success Initiative.

In

Progress

5 Student Services 10 Improve the scope, quality, and quantity of clinical and mental health

services provided to the Rio Hondo College Community.

In

Progress

5 Student Services 18 To develop a set of strategies that ensures all entering students

complete an assessment, orientation, and comprehensive

educational plan as mandated by the Student Success Initiative.

In

Progress

6 Academic Affairs 26 During the 2014-15 academic year, the Business Division will

continue to successfully offer the Volunteer Income Tax Assistance

(VITA) program for tax year 2013, while securing District funding for

long-range program operations.

In

Progress

6 Academic Affairs 40 Throughout the 2014-15 academic year, the Rio Hondo Adult

Education Consortium--composed of several surrounding K-12

districts along with Rio Hondo College serving as the fiscal agent--will

continue collaborative planning efforts that center on improving the

delivery of adult education opportunities in our region, driven by AB82

legislation and funding.

In

Progress

7 President 6 The Office of GCR will expand its community relations function. This

goal is aligned with Value 2: Student Access and Success and Value

complete

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APRIL 11, 2014

Inst. Goal

Area Area Plan Goal

Goal Status

4: Fiscal Responsibility

7 Finance & Business 3 To keep providing professional services to College suppliers,

contractors and employees while maintaining high standards of

quality to facilitate the College’s goals.

In

Progress

7 Finance & Business 4 Ensure that the College general accounting process remains effective

and efficient.

In

Progress

7 Academic Affairs 20 Throughout the 2014-15 academic year, the Division of Kinesiology,

Dance, and Athletics will take steps to improve the safety and cost

effectiveness of transportation for our athletic programs.

In

Progress

7 Academic Affairs 35 Throughout the 2014-15 academic year, upcoming grant funding

opportunities will be communicated by the Office of Grant

Development and Management (GDM) to the college community

where opportunities relevant to Rio Hondo's educational priorities

have been identified.

In

Progress

8 President 1 Hire an additional Human Resources Administrator to support the

departments goals and the college overall.

In

Progress

8 President 2 Continue to Diversify Our Workforce. In

Progress

8 President 3 By Spring 2014, increase applicant pool numbers by an additional 5%

from the prior year.

In

Progress

8 Finance & Business 8 Increase hours of the part-time 35% store keeper to 100% position.

Student Services areas are impacted when either the full-time

storekeeper is out ill, on vacation, in meeting with Director or out

making deliveries . Since we must keep the warehouse open for

pickups and deliveries to the campus, delivery truck drivers and

programs must wait until the storekeeper is present.

In

Progress

8 Finance & Business 10 Improve work efficiency at Facilities Services In

Progress

8 Academic Affairs 5 By Fall 2014, the percentage of release time for the faculty

Coordinator of the Office of Staff Development/FLEX and operating

In

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APRIL 11, 2014

Inst. Goal

Area Area Plan Goal

Goal Status

budget for the same office will be restored to levels prior to Fall 2012,

when Coordinator release time and staff development budget were

reduced for budgetary purposes.

Progress

8 Academic Affairs 13 By Fall 2014, two vacated full-time faculty positions will be filled to

ensure continued quality education within the Division of Behavioral

and Social Sciences and to help share the numerous committee tasks

and responsibilities required of faculty within the division.

In

Progress

8 Academic Affairs 14 By Fall 2014, the Division of Communications and Languages will hire

two full-time, tenure-track faculty members. One will fill a position in

Reading, vacated when Doreen Kaller retired in Spring 2010. One will

fill a position in English, vacated when Mary Ann Pacheco retired in

June 2012.

In

Progress

8 Academic Affairs 15 By Fall 2014, the Division of Business will hire a full-time, tenure-track

Accounting faculty member to fill a position that was vacated upon the

retirement of Professor Mercedes Martinez in June 2013.

In

Progress

8 Academic Affairs 16 By Fall 2012, the Division of Communications and Languages will hire

a full-time, 100% Classified staff member to meet the demands of

significantly increased enrollment in Journalism and the emerging

program in New Media.

In

Progress

8 Academic Affairs 17 By Fall 2014, the Division of Arts and Cultural Programs will hire a

full-time, tenure-track faculty member in Commercial Arts/Digital

Media to fill a position that was vacated upon the retirement of Prof.

Dale Harvey in May 2011.

In

Progress

8 Academic Affairs 22 By Fall 2014, the Division of Kinesiology, Dance, and Athletics will

hire a full-time, tenure-track faculty member to serve as Head Coach

of Water Polo/Swimming Instructor to fill a position that was vacated

upon the retirement of professor Jeannette Williams in May 2007.

In

Progress


hire a part-time Certified Athletic Trainer for a minimum of 19 hours a

week and pay them the industry standard.

In

Progress

8 Academic Affairs 29 By Fall 2014, the Division of Library and Instructional Support will hire In

55



APRIL 11, 2014

Inst. Goal

Area Area Plan Goal

Goal Status

a full-time, tenure-track Librarian to fill a position that was vacated

upon the retirement of Jan Coe in May 2007.

Progress

8 Academic Affairs 30 By Fall 2014, two Classified staff positions will be filled to ensure

continued quality education within the Division of Career and

Technical Education.

In

Progress

8 Academic Affairs 32 By Fall 2014, Division of Health Sciences and Nursing will hire a full-

time, tenure-track faculty member to fill a position vacated upon the

resignation of Prof. Kendra Seiler in May 2011.

In

Progress

8 Academic Affairs 36 By Fall 2014, the Division of Arts and Cultural Programs will hire a

Lab Technician to provide adequate instructional support in the Visual

Arts program--specifically in support of Ceramics faculty/Art Gallery

Coordinator--to ensure that facilities are maintained, supplies are

efficiently ordered and inventoried, and that instructional spaces are

always prepared. This will improve student success by fostering safe,

healthy, and functional instructional environments; maximizing

instructional time; and providing instructional assistance.

In

Progress

8 Academic Affairs 37 By Fall 2014, a Clerk Typist II Classified staff person will be hired to

support the operations of the Division of Health Sciences and

Nursing.

In

Progress

8 Academic Affairs 38 By Fall 2014, the Division of Math and Sciences will hire two full-time,

tenure-track faculty members and one Instructional Lab Technician in

Physical Science. One faculty position will fill a position in Astronomy

that was vacated when Dewayne Highfill retired in December 2012.

One will fill a position in Mathematics, vacated when Ray Esquivel

retired in December 2013. By Fall 2014, the Division of Math and

Science will also hire an Instructional Lab Technician in Physical

Science (49%)

In

Progress

8 Academic Affairs 41 By Fall 2014, the Division of Career and Technical Education will hire

a full-time, tenure-track Drafting/Engineering professor to fill a

position that was vacated upon the death of Prof. Ed Gonzalez in

March 2012.

In

Progress

56



APRIL 11, 2014

Inst. Goal

Area Area Plan Goal

Goal Status

8 Academic Affairs 44 By Fall 2014, the Division of Public Safety will hire a full-time, tenure-

track faculty member in Fire Technology (EMT) to fill a position that

was vacated upon the retirement of Professor Don Matthews in May

2008.

In

Progress

9 President 11 To improve efficiency with which MC staff responds to various

campus requests for assistance

In

Progress

9 Finance & Business 13 Refresh aging A/V equipment in older classrooms throughout the

campus.

In

Progress

9 Finance & Business 14 Improve communication with constituents on campus regarding audio

visual technologies.

In

Progress

9 Finance & Business 15 Establish on and off campus network monitoring of audio/visual

equipment.

In

Progress

9 Finance & Business 16 Improve ability to support multiple events and the recording of

campus events and meetings for production and archival purposes.

In

Progress

9 Finance & Business 17 Maintain a modern and current desktop computing environment for

students, faculty, and staff.

In

Progress

9 Finance & Business 18 Continue the Rio Hondo's technical training program. In

Progress

9 Finance & Business 19 To provide a fast and reliable network infrastructure that can meet the

demands of its users.

In

Progress

9 Finance & Business 20 Develop and Implement Disaster Recovery Plan. In

Progress

9 Finance & Business 21 Replace the aging, seven year old hardware supporting the Banner

student information system.

In

Progress

9 Finance & Business 22 Maintain the Rio Hondo Banner environment at current release levels. In

Progress

57



APRIL 11, 2014

Inst. Goal

Area Area Plan Goal

Goal Status

9 Finance & Business 23 Develop leave accounting and salary calculator system in Banner. In

Progress

9 Finance & Business 25 Upgrade the Print Shop's folding machine. In

Progress

9 Academic Affairs 3 By Fall 2014, the Office of Academic Affairs will establish clearer

administrative procedures for addressing unanticipated "emergency"

technology failures in the classroom and incorporate a limited budget

line within the Academic Affairs operational budget to be used for

purchasing necessary replacement/upgrades of hardware or software

resulting from such "emergency" classroom technology failures.

In

Progress

9 Academic Affairs 9 Beginning Fall 2014, the Division of Arts and Cultural Programs will

improve instructional support for the Performing Arts programs and

more effectively meet ongoing campus demand for

presentation/lecture space by ensuring that performance facilities are

maintained, supplies are efficiently ordered and inventoried, and

performance spaces are always prepared and safely operated. This

goal is comprised of related requests for additional Technical Theatre

staff and a maintenance plan/budget to improve performance facility

support in both the Wray Theatre and Campus Inn Theatre.

In

Progress

9 Academic Affairs 11 By Fall 2014, the Division of Health Sciences and Nursing will

become a partner in the Computerized Clinical Placement System

(CCPS), which increasingly is required for clinical placements in most

of the hospital facilities in which Rio Hondo's Nursing students are

placed.

In

Progress

9 Academic Affairs 12 Over the next two academic years (2014-15 and 2015-16), the

Division of Communications and Languages will continue to identify

several ways to maximize technology to reduce costs, increase

productivity, and enhance pedagogy throughout the division. This

goal is comprised of four specific hardware, software, and other

technology requests.

In

Progress

58



APRIL 11, 2014

Inst. Goal

Area Area Plan Goal

Goal Status

9 Academic Affairs 19 By Fall 2014, 40 Dell Optiplex 745 computers in the Business

Computer Lab (B114) will be replaced, along with associated AV

equipment.

In

Progress

9 Academic Affairs 23 By Fall 2014, 45 computer work stations will be installed in Business

lecture classroom B119.

In

Progress

9 Academic Affairs 31 The Library will improve access to the College Archives through

digitization of the entire run of El Paisano and other selected archival

materials to insure that the College Archives are preserved for future

generations through implementation of proper archival practices.

In

Progress

9 Academic Affairs 33 During the 2014-15 academic year, the Library will update

technological equipment and research tools necessary for student

learning, including flatbed scanners available for students in the

Library Computer Commons, ebooks, and online databases.

In

Progress

9 Student Services 12 Upgrade the College Source software being used currently. In

Progress

9 Student Services 13 Enhance student learning in educational development classes by

introducing contemporary technology into class instruction.

complete

9 Student Services 14 Provide portable, hand-held player for talking books and various

audio formats such as Daisy, MP3, and other audio format.

In

Progress

9 Student Services 15 Provide assistive listening device for students with hearing losses. In

Progress

9 Student Services 16 Enhance student learning in educational development classes by

introducing contemporary technology into class instruction.

complete

10 Finance & Business 9 Increase campus safety and emergency preparedness In

Progress

10 Finance & Business 11 Provide Facilities related services that are responsive to both the

increased needs of the campus community, and support the new

addition of facilities, grounds, and off-campus Centers of the College

by adding additional personnel and purchasing new equipment.

In

Progress

59



APRIL 11, 2014

Inst. Goal

Area Area Plan Goal

Goal Status

10 Finance & Business 24 Expand Banner functionality to mobile devices. In

Progress

10 Academic Affairs 6 On an ongoing basis, the Division of Behavioral and Social Sciences

will be provided faculty classroom and office space and educational

technology that is responsive to the needs of students enrolled in

classes within the division. Several specific facilities, technology,

equipment, and budget requests comprise this overarching goal.

In

Progress

10 Academic Affairs 10 By Fall 2014, two CAD lab classrooms that support the

Architecture/CAD/Drafting/GIS program will be furnished with new

chairs to foster student success and safety.

In

Progress

10 Academic Affairs 21 By Fall 2014, to begin expanding the existing Visual Arts facilities and

infrastructure to increase enrollment capacity, improve student

success, and foster a safer working/learning environment. This will

provide students with more space and instructional time, better

working and learning conditions, and improved access to modern

technology.

In

Progress

10 Academic Affairs 27 During the 2014-15 academic year, the Library will improve the

physical learning environment for students.

In

Progress

10 Academic Affairs 39 During the 2014-15 academic year, several damaged items in the

Administration of Justice Annex will be replaced/upgraded, including

the hot water heater, range electrical system, and baffle beam.

In

Progress

10 Academic Affairs 42 Over the next few years, in conjunction with the long-term Facilities

Master Plan, classrooms will be added to accommodate high-demand

courses in the Division of Math and Sciences. In addition, lab

equipment and furniture will also be purchased for existing Math and

Science labs.

In

Progress


purchase three key pieces of equipment, some of which is required to

remain in compliance with NCAA requirements.

In

Progress

10 Student Services 7 Promote transfer visibility on campus for both students and faculty

and provide quality transfer services, programs, and activities that

In

Progress

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APRIL 11, 2014

Inst. Goal

Area Area Plan Goal

Goal Status

support student success.

12 Finance & Business 6 Work with District Administration and District IT Department to identify

and evaluate purchasing and fixed asset software that would replace

our current system.

In

Progress

12 Finance & Business 7 Have the facilities department relocate their supplies out of the

warehouse to a container. This will free up warehouse space so that

the operation is not so congested and make room to store items from

other departments. Facilities would budget move and storage space

from their budget.

In

Progress

12 Student Services 5 Implement new SB1440 Transfer Degree In

Progress

13 Finance & Business 1 Ensure that the college remains financially solvent. In

Progress

13 Finance & Business 2 To ensure that all departments/divisions are operating within their

allocated budgets.

In

Progress

13 Finance & Business 5 To reconcile BANNER and TouchNet Systems. In

Progress

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institutional research and planning 2014-2015 …...gene blackmun, julie huang, mike slavich, jon...

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