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Reading Department P.R., 12-09-2010, 3:21 p.m. of 25

EVERGREEN VALLEY COLLEGEPROGRAM REVIEW SELF-STUDY DOCUMENT

CRITERIA2010-2011

In preparing this Program Review, keep the college mission, strategic plan CTAs in mind as a reminder that Program Review is to ensure that all programs are aligned with the institutional mission.

Evergreen Valley College’s Mission: With equity, opportunity and social justice as our guiding principles, Evergreen Valley College’s mission is to empower and prepare students from diverse backgrounds to succeed academically, and to be civically responsible global citizens.

DEPARTMENT/PROGRAM NAME: Reading DepartmentLAST REVIEW: May 2001CURRENT YEAR: 2010-2011AREA DEAN: Keith Aytch

SUMMARY OF THE DEPARTMENT/PROGRAM Provide a brief summary of the department/program including brief history (impetus for department/program initiation if applicable, years of existence, progress made or not made over time, any other major factors that affected the program and current status)

The Reading Department and courses were initiated when the college opened in 1975. The courses were needed to meet the needs of underprepared students in the area of English. Over the years, the department has grown at an appropriate rate to meet the needs of incoming and continuing students.

PART A: Overview of Program

1. Identify EVC’s CTA for this year.Strategic Initiatives (http://www.evc.edu/about/mission.htm)

1. Student-Centered: We provide access to quality and efficient programs and services to ensure student success. Areas of focus are: Access Curriculum and Program Development Student Service Offerings

2. Community Engagement: We create a trusting environment where everyone is valued and empowered. Areas of focus are: Visibility Strategic Partnerships College in the Community

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http://www.evc.edu/about/mission.htm


3. Organizational Transformation: We will transform the college image and enhance partnerships with community, business and educational institutions. Areas of focus are: Community Building Employee Development Transparent Infrastructure

2. Identify your program/department’s CTA for this year.

Reading CTA’s

Student Centered CTAs Request faculty and classified hours to provide Saturday coverage in the Reading

Lab Create an online component for English 322L. Create an online version of English 1D to serve Nursing students Develop a first year/ learning community program to include Reading, Writing

and Guidance

Community Engagement Create and offer a non-credit course "How to Read to Children"

Organizational Transformation Request funding for and attend more conferences and activities that are not

technology-based.

3. How did your program/department meet the overall CTA of the College?

The reading faculty consistently meets the needs of our students by providing coursework which promotes access for all those needing to develop their reading skills.

Describe how your program/department met the overall CTA of the College.

We offer classes that meet the needs our students. We continually strive to develop our curriculum by infusing new technology and best practices to encourage student success.

Describe areas where your program/department needs improvement to meet the overall CTA of the College. Describe specific plan to achieve this goal.

Improvements to our department our not possible due to the budget constraints we are currently facing.

4. Identify Analysis of unmet goals 5 accomplishments

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3 new initiatives

5. State the goals and focus of this department/program and explain how the program contributes to the mission, comprehensive academic offerings, and priorities of the College and District.

Goals and Objectives

I. Goal: Have students experience success in college and gain the reading ability to compete in the global economy and participate in the American democracy.

Objectives:

A. Offer a comprehensive Reading Program that provides for the needs of students at all instructional levels.

B. Provide instruction that enables students to progress and gain the reading and the learning skills necessary to achieve their personal, career, and academic goals.

C. Help students gain the potential to pursue advanced education and professional careers.

D. Promote student’s ability to read and to respond in ways that reveal an understanding of college reading materials.

II. Goal: Address the needs of a diverse and underrepresented student population.

Objectives:

A. Create a positive and a supportive environment for a diverse student population.

B. Include topics and readings from a variety of resources that will appeal to and are relevant to students of diverse backgrounds.

C. Provide opportunities for the students to discover and to evaluate their own learning process i.e. time management, learning styles, success traits, and self-assessment, which provides insight on their own traits as learners.

D. Provide a multitude of instructional activities including cooperative learning, various assessment methods, multi-media, mastery learning, criterion-referenced testing, individual and group work, plus a multiplicity of grading measures for student feedback.

E. Base course grading on a large number and a variety of work completed.

F. Work cooperatively with special programs of the college that promote the success of diverse and underprepared students.

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III. Goal: Maintain and develop comprehensive reading, learning, and critical thinking curriculum that fosters academic capabilities.

Objectives:

A. Focus curriculum on content from and directed toward the college reading experience.

B. Include curriculum that develops students’ competency to interpret text to find relevant information for questions, reports, and other academic needs.

C. Offer Reading coursework which includes beginning to advanced reading, speed reading, spelling, and individualized lab activities.

IV. Goal: Ensure proper placement to provide reading, learning, and thinking skills which encompasses all levels of instructional needs of the college.

Objectives:

A. Monitor proper placement of students into courses.B. Monitor prerequisite levels for courses across all disciplines to assure proper

placement of students into coursework.

C. Work cooperatively with counseling to ensure proper placement.

D. Articulate with the Testing Center

E. Articulate with the Dean regarding multiple testing opportunities for placement

F. Ensure that proper procedures are followed for placement test and challenge test

V. Goal: Enhance the appreciation of reading and its contribution to lifelong learning.

Objectives:

A. Provide relevant and current material within the curriculum that reveals life, encourages involvement and fosters curiosity.

B. Instill appreciation of book length readings by required assignments.

C. Make connections and relate skill development to other academic coursework and outside readings for career and life.

VI. Goal: Incorporate new technology in the classroom and lab curriculum to enhance the learning process.

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Objectives:

A. Give students additional modes of learning.B. Continue to broaden instructional presentation through the use of technology.

C. Attempt to increase the number of computers and programs for reading development.

Explanation of how the program contributes to the mission, comprehensive academic offerings, and priorities of the College and the District

I. Quality/Excellence in Education

A. Coursework is designed to include a wide variety of instructional methodologies. English 321 (Level 1) is a skill based program with mastery learning. English 322 (Level 2), English 102 (Level 3) and English 1D (Level 4) have a lecture format as their basis for instruction; however, actual formal lecture time is designed to allow for other student-centered activities which include cooperative learning, individualized assignments, and multi-media presentations.

B. Content at each level is carefully sequenced to build the appropriate skills necessary for effective and efficient reading. Content covers a range of skills from literal comprehension to advanced critical reading and thinking.

C. The emphasis in the Reading Program is to help students develop their skills in reading college text and materials. In addition, much use is made of current and relevant materials such as traditional and electronic sources.

D. All Reading faculty embrace excellence and provide students with the best possible education. This includes such factors as: commitment to student learning, high standards in coursework and curriculum, incorporation of varied instructional techniques, inclusion of relevant new materials, advancement of a positive learning environment, respect for students’ abilities and potential, cooperation in striving to meet the goals of the program, fulfillment of teaching obligations, and dedication to the teaching profession.

E. The Reading faculty’s commitment to the campus is demonstrated by such things as active participation in campus committees, availability to students, willingness to assist in screening adjunct faculty, and providing those faculty with direct, tangible support and assistance in their teaching experience.

F. Depending on funding availability, the faculty are eager to pursue advancement of their knowledge in the field of Reading by attendance at conferences, workshops, and additional coursework. As new and proven developments in the teaching of reading have become known, reading professors infuse these ideas and methods into the instructional repertoire. In addition, all four full-time Reading professors at EVC have excellent academic training in the field of reading.

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G. Classified staff assist the faculty in the Reading Lab and classroom to meet the needs of the environment.

H. Quality adjunct faculty contribute to the program excellence by first meeting all state required standards. The full time is always willing to answer questions and share materials. Materials provided included course outlines, textbook requirements, course handbooks, reading faculty handbook, course worksheets, quizzes, and tests. The adjunct may attend PD day activities and are included and invited to all department and division meetings.

II. Equity and Student Access and Success

As a large percentage of development students are ethnic minorities reflecting the diversity of the college’s demographics, the EVC Reading Program is in a unique position to make a significant, positive contribution to the general retention and persistence of minority students through the following:

A. Maintain nondiscriminatory testing tools for student access in an effective and equitable manner. Since a wide range of student diversity exists in the college, students are tested on a standardized measure validated for the college population and deemed free of cultural bias. After placement testing, students found to have learning skills below the mandated entry level of content area courses are counseled to take courses to upgrade their reading skill level. On-going research has consistently shown that approximately two-thirds of entering EVC students display a need for this kind of skill work.

B. Maintain nondiscriminatory testing tools for students within the classroom setting.

C. Review and analyze student equity data collected by the Dean of Academic Standards to detect any disproportionate impact on age, gender, or ethnicity in relation to success/retention/persistence rates. Address any problem areas.

D. Work toward student retention to promote success in all students.

E. Evaluate Reading curriculum and the role it plays in student success on campus.

F. Utilize support staff to enhance instruction, efficiency, and student success further.

III. Development of Human Resources

A. Professional development is limited to college resources, and due budget constraints, the district and college do not provide funding for off campus professional development.

B. Use student and faculty evaluations in accordance with district guidelines.

C. Continue to promote close ties and provide direct assistance with adjunct Reading faculty.

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IV. Efficiency

A. Maintain and update all Reading discipline courses according to district guidelines.

B. Perform all recordkeeping in an efficient and a timely manner.

C. Coordinate input for the effective and the timely development of class scheduling every semester.

D. Prioritize and order needed equipment and supplies to make best use of yearly funding when it is available.

E. Keep adjunct faculty informed by personal contact, memo, discipline meetings, or a periodic newsletter.

F. Attend division and discipline meetings on a consistent basis.

G. Adhere to all safety and earthquake procedures established by the district.

V. Equity in Employment

A. Adhere to all district affirmative action guidelines in writing.B. Seek the development of an adjunct pool of professors of Reading.

C. Participate in the selection process for Reading faculty.

D. Continue to provide employment opportunities to students, including work study students with limited English skills.

VI. Fiscal Stability

A. Contribute to fiscal stability by prudent use of college services, such as reprographics, duplicating, and office supplies.

B. Provide thoughtful input into the establishment of the division and the college budget.

C. Develop priorities for the needs of the division cooperatively with all members of the division.

D. Advance goals and objectives of the department by seeking outside sources of funding.

E. Make use of work study students to augment department needs.

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6. Identify current student demographics. If there are changes in student demographics, state how the program is addressing these changes.

As shown by the charts below, the Reading Department annually and consistently serves a group of students from various backgrounds and walks of life.

AgeIn terms of age, there are students as young as high school juniors and seniors (in the 19 or less age range) and as old as middle-aged students (in the 50 years old and older age range) that the Reading Department serves. However, about 75% of the student population comes from the three youngest age groups: the 18-year old and less age group, the 18 to 19 group, and the 20- to 22-year old one.

Chart A

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EthnicityThe students served by the Reading Department from 2005-2010 are categorized into nine groups: seven are ethnic-specific, one group is for those who declined to state, and another group is identified as unknown. Of the nine groups, the two biggest are Hispanics and Asians. About 40% of the student population self-identified as Hispanics while about 25% are Asians.

Chart B

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GenderThen, females (about 55% of the total) outnumber the males in numbers (about 45%) for years 2005-2010.

Chart C

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7. Identify the enrollment patterns of the department/program in the last 6 years and analyze the pattern.

As shown by the chart below, the Reading Department annually and consistently serves a diverse group of students that number over a couple of thousand for each academic year. Specifically from 2005 through 2010, the department served an average of about 1,000 students each semester, with the enrollment totals remaining about the same for each term.

Chart D

In terms of demographics, specifically in the areas of age, ethnicity, and gender, there are no significant changes or variations in the types of students served (please see Charts A, B, and C above). From the years indicated in all three charts, the department continues to serve a big number of traditionally-aged college students, averaging 900 in the 22 or less age group. Next, Hispanics and Asians are consistently the top two largest groups of students served by the department; each scored 40 and 25% respectively on numbers served. Lastly, females remain to be dominant in numbers as far as the department is concerned; for the past five years, 62% of students are in that group.

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8. Identify department/program productivity.

The Reading Department offerings include the following courses: English 102, English 322, English 321, and English 321L. Both the English 102 and 322 classes are worth 3.50 units each and have a lab component that meets on a separate day and time from its lecture component. Most of the classes and labs in the department are offered during the traditional hours (i.e. in the day), but there are also evening sections available for each Reading lecture and lab courses.

Annually from 2005 to 2010, English 102 has the most sections offered at 20 while the rest have the following total number of sections available: English 322 (14), English 321 (4), English 102/322L (16/16), and English 321L (3).

Chart E

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The WSCH per FTEF for the 2009-2010 academic years are 2525.6, 986, 1002.1, and 1576 for English 102, 322, 321, and 321L respectively.

Chart F

As evidenced by the aforementioned numbers, although the Reading Department is small with only two current full-time faculty members and ten part-time instructors, it has demonstrated a high level of productivity in the past five years.

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9. Identify student success rate and patterns within the department/program paying particular attention to our college’s target groups.

A significant percentage of students in each of the courses in the Reading Department succeed from year to year. Of the past six years, 2009-2010 has proven to be the best year, when 64.15% of students succeeded in English 102 while the rest of the courses have success rates as follows: 64% in English 322, 63% in English 321, and 71% in English 321L.

Majority of the students in the English 102, 322, 321, and 321L classes for the past six years, 2005-2010, are also retained consistently. The Reading Department scores in the mid 70% to the mid 80% ranges, when it comes to student retention. The past academic year, 2009-2010, is the best one in the lot, when the reading courses averaged about 85% retention rate.

Chart G

10. If the department utilizes advisory boards and/or professional organizations, describe their roles.This program does not utilize advisory boards.

PART B: Curriculum1. Identify all courses offered in the program and describe how the courses offered

in the program meet the needs of the students and the relevant discipline(s).

Source: 2010-2011 EVC Catalog (http://www.evc.edu/catalog/index.htm)Course Unit(s) Description/How the Course Meets Students’ Needs

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English 321 0.50-3.0

This is a variable unit course, develops fundamental reading skills using an individualized approach. Emphasis is on vocabulary development, comprehension improvement and basic techniques of study.

English 321L 0.5-1.0 This is a lab designed to supplement the reading skill development covered in English 321. The lab is individualized and uses self-instructional materials. Students receive assignments to match class work.

English 322 3.5 This course strengthens and expands reading and study skills using a variety of teaching approaches and materials. It develops vocabulary, complex comprehension, and study/reference skills. All students in English 322 must complete 1.5 hours of lab work per week in the Reading Lab. This counts as 1/7 of the final course grade.

English 102 and 102L

3.5 This enhances college reading skills and study techniques using academic materials in a variety of disciplines such as the natural sciences, social sciences, humanities and business. Instruction includes literal and interpretive comprehension, rate flexibility, vocabulary expansion, and beginning research. All students in English 102 must complete 1.5 hours of lab work per week in the Reading Lab.

English 001D 3.0 In this transfer-level reading course, students will advance their reading effectiveness for academic, career, and personal growth. The course is designed to empower students to read difficult text at an in-depth level. Students will learn to summarize, to paraphrase, to understand descriptive and scientific language, to analyze writers' strategies, and to interpret abstract concepts. It will give them practice with a range of texts, including texts representing other college courses and primary source material relevant to the transfer major.

2. State how the program has remained current in the discipline(s).

In order to remain current in the discipline, reading faculty members remain involved with a range of professional developmental activities. Instructors continue to participate in professional organizations such as the International Reading Association (IRA), the National Council of Teachers of English (NCATE), and the College Reading & Learning Association (CRLA). These organizations provide traditional (via books and journals) and on-line (such as e-newsletters and distance forums) resources that provide innovative techniques and up-to-date research on the latest trends in the teaching of college reading. Moreover, members can contact peers from across the nation (NCATE) and the world (IRA) to dialogue about the latest and the newest in the reading discipline.

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Next, instructors attend and take part in classes offered by the college. For example, full-time reading faculty attended many of the introductory and more advanced classes on virtual classrooms such as Blackboard and Moodle. Given that this is the 21st century, use of multi-media platforms to enhance and to complement the learning experiences of students in the reading classes has proven to be appropriate and effective in reaching today’s students, often quite skilled in anything/everything multi-media.

3. All course outlines in this program should be reviewed and, if appropriate, revised every six years. If this has not occurred, please list the courses and present a plan for completing the process. (curriculum regency)

All course outlines have been updated and are current.Please see Appendices.

4. Identify and describe innovative pedagogy your department/program developed/offered to maximize student learning and success. How did they impact student learning and success?

In order to maximize student learning and success, reading instructors have implemented technology in their respective classrooms. Faculty use the latest technology (such as Blackboard, Moodle and MyReadingLab) to introduce and to teach concepts to students. In addition, these virtual classrooms provide a different venue for students to express their thoughts on various reading topics. Also, students can now engage in real-time (and delayed via postings) dialogue, discussion, and/or debate on topics initiated during lecture.

Given that many (if not majority) of today’s college students are very tech savvy, the introduction and the implementation of virtual classrooms in the reading classes have proven effective in advancing their learning and success. These virtual classroom advancements have helped bridge the gap between the “hard copy textbook” focus of the traditional classroom and opened up new learning environments for our students.

5. Discuss plans for future curricular development and/or program (degrees & certificates included) modification. Use the Curriculum Mapping form to lay out your plan.

At this time there are no plans for additional curricular development. The department does hope to revive the English 1D, Advanced College Reading, when the economic situation improves. English 1D marketed to the pre-nursing students in the past and could also be marketed to the students interested in taking the CBEST, California Basic Educational Skills Test, for earning their teaching credential for credentialing and employment in the K-12 schools.

In the past, for example, there was an on-line version of the English 102 lab, which was discontinued. Since the course itself is already available for use, the reading faculty plans to update its design to include current technology and course materials. Depending on the resources available to reading faculty, it is possible to “resurrect” the on-line English 102

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lab and have it ready for students by Fall 2011. In addition, students are piloting MyReadingLab for potential adoption as an alternative or addition to the lab activities.

At this time, lecture classes do not incorporate electronic counterparts. At some point in the very near future, reading instructors plan to reintroduce a former hybrid class for the English 102 course. A target date of Fall 2012 has been set.

6. Describe how your program is articulated with the High School Districts, CCOC (if applicable), and/or other four year institutions. (Include articulation agreements, common course numbering etc.)

To begin, the Reading Department is not a program. Secondly, there are currently no articulation agreements with high school districts, CCOC, and/or other four-year institutions.

7. If external accreditation or certification is required, please state the certifying agency and status of the program.

No external accreditation or certification is required.

PART C: Student Learning Outcomes

1. On the course level, list all the courses that have current student learning outcomes (included in the course outline) and provide link to the course outlines for review purpose. Provide a plan and timeline to include student outcomes for the courses that do not have one.

English 001D Student Learning OutcomesUpon completion of this course, the student will be able to:

1. Describe theories of the reading process and the interconnectedness of the communication process.

2. Paraphrase technical or abstract material and non-literal statements.3. Interpret text by identifying and assessing author’s purpose, central ideas,

problem/issue, point of view, visual text, and raw data from a variety of sources.4. Translate scholarly text into an example from everyday life.5. Determine implications, consequences, effects, and questions for further research

from a variety of research.6. Compare a variety of readings across multiple domains including primary sources.7. Analyze selections, their relationships, and organizational principles using unstated

assumptions, facts from assumptions, facts from hypotheses, implicit features of the text, allusion, argument and persuasion, writer’s strategies, rhetorical modes, and patterns of scientific writing.

8. Synthesize text using social, economic, political, and other influential conditions.9. Evaluate text including judging success of argument, credibility of sources, bias, and

credibility of sources.

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English 102 Student Learning OutcomesIt is the intent of this course to help students develop reading skills. Students will be able to:1. understand college vocabulary and concept development, including word recognition and

analysis, use of context clues, dictionary usage, word structure, synonyms and antonyms;2. use study techniques in content fields, such as SQ3R, margin notes, note-taking,

mapping, outlining, summarizing, reading graphs and charts;3. improve comprehension--including literal, interpretive, critical, and creative aspects;4. find main ideas, both stated and implied, and supporting details in paragraphs and

content-area selections5. write summaries for a variety of selections6. find patterns of organization, types of supporting details, and use of transitions.7. use critical reading skills, such as making inferences; drawing conclusions; detecting

bias; recognizing author’s point of view and apply these to content area classes8. use reading-rate flexibility and apply reading-rate techniques to fiction books including

skimming and scanning9. learn test taking strategies10. increase your desire to read for a variety of reasons--including personal enjoymentThe exams, midterm, final exam and presentation, book analysis will determine masters of these.

English 322Student Learning OutcomesIt is the intent of this course to help students develop reading skills. Students will be able to:

1. Demonstrate how to use the dictionary to improve and develop vocabulary 2. Demonstrate knowledge of prefixes, roots and suffixes 3. Recognize a wide range of college level vocabulary 4. Demonstrate how to use context clues to identify unfamiliar words 5. Apply study strategies for learning new words 6. Follow directions and locate specific information in a passage or longer selection 7. Recognize patterns of organization in a passage or longer selection 8. Identify the stated main idea in a passage or longer selection 9. Infer and write the unstated main idea in a passage or longer selection 10.Determine the major and minor details in a passage or longer selection 11.Recognize figurative language 12.Demonstrate the use of inference to identify facts, opinions, purpose and actions 13.Determine and write the conclusion in a passage or longer selection 14.Write an accurate summary of a passage or longer selection 15.Apply a variety of techniques for note-taking, and organization of textbook information 16.Demonstrate the ability to use study techniques 17.Apply memory techniques to improve academic success

English 321Student Learning OutcomesIt is the intent of this course to help students develop reading skills. Students will be able to:

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1. Learn various ways to study and learn vocabulary.2. Demonstrate the use of sentence clues to learn vocabulary.3. Use new vocabulary in writing sentences.4. Find the main idea, facts and details, comparisons and sequence of ideas when reading.5. Demonstrate the use of inference, point of view, setting, tone and summarizing when

reading.6. Find propaganda, fact/opinion, cause-effect, plot, and author's message when reading.

2. On the program level, list all programs (and degrees) that have current studentlearning outcomes and provide the culture of evidence.

This is not a program.

3. List or describe all assessment mechanisms you are using to evaluate SLOs. Provide results of analysis.

We have yet to put in place any formal assessment mechanisms for English 321, English 322, English 102 or English 1D courses in our department.

PART D: Faculty and Staff

1. List current faculty and staff members in the program, areas of expertise, and how positions contribute to the program success.

All faculty members, full time and adjunct, in the Reading Department met the required qualifications for teaching Reading courses at the community college level. Full time faculty are hired to teach all course levels in the department and thus share the share skills and expertise in the field of Reading.

In addition, the full time faculty have all trained and used online tools to support classroom teaching. They regularly upgrade their skills when new software and programs become available. However, these types of innovations require some level of training to incorporate these newer innovations in teaching provided by the college.

2. List major professional development activities completed by faculty and staff in this department/program in the last six years and state proposed development and reasoning by faculty in this program.

While participating in workshops and PDD activities on campus, no funding has been available for faculty to take part in off campus conferences or workshops.

3. Identify current schedule for tenure review, regular faculty evaluation, adjunct faculty evaluation, and classified staff evaluation.

a. Tenured Faculty— Tenured faculty must complete one section evaluation each semester.

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b. Tenure-track Faculty—As of the 2010-2011 academic year, there is one full-time reading instructor working on her tenure. For semesters one, three, five, and seven, tenure-track instructors are required to complete student evaluations for all classes taught, and for even numbered terms, they are required to complete at least one set of student evaluations from a class taught. Additionally, members of the aforementioned faculty member’s tenure review committee complete their respective evaluations during the instructor’s first, third, fifth, and seventh semesters.

c. Adjunct Faculty—They are required to receive a peer evaluation from the discipline every sixth semester.

d. Classified Staff—N/A

4. Describe the departmental orientation process (or mentoring) for new full-time and adjunct faculty and staff (please include student workers such as tutors and aides).

a. New Full-time Faculty—As part of the orientation process, new full-time faculty members receive the Reading Department Handbook, which is designed to answer basic questions about the department and includes sample syllabi for the reading classes as well as course descriptions. Moreover, tenure track full-time faculty are assigned a mentor for his/her first year as part of the tenure review process. This mentor is a seasoned member of the department and serves as a resource in a variety of areas ranging from something as simple as how to add students in class to complex areas such as how to interpret sections of the faculty union contract.

b. Adjunct Faculty—New adjunct instructors, just like their full-time counterparts, also receive the Reading Department Handbook. Additionally, if they so desire, they can ask a full-time colleague to serve as their mentors.

c. Classified Staff—N/A

d. Lab Student Assistants—Their orientation to the department is collaborative effort between the classified staff and the reading lab instructor of record. For the most part, both the instructor and classified staff inform the student workers about lab procedures and policies regarding the daily operations of the lab classes. The instructor of record, on the other hand, is responsible for teaching the student assistants the nuances of the reading lab materials used by the students enrolled in the labs. This may include training in how to use answer keys, correct completed exercises, and accessing on-line materials.

PART E: Facilities, Equipment, Materials and Maintenance

1. Identify facilities allocated to the program (including the facilities often used by the department/program)

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The Reading Lab is located in SC-125 in newly organized Language Arts Center in the recently renovated Student Center. The Reading Lab sections each have 35 students enrolled. Each time slot includes two sections of 35 students and this number reaches 70 students in attendance.

This area is shared primarily with the ESL Lab andan English 1A lab. There is a designated area for Reading, which does not entirely meet our current needs.

2. Discuss the quality and accessibility of the facilities, equipment, equipment maintenance, and materials available to the program. (Faculty and staff can use the Instructional Equipment Request form and process here as part of the information.) Identify facility needs and its rationale.

Currently because of the lack of sufficient funding, have not been replace or updated to meet the needs of the reading student population in the lab. While the quality and accessibility of the facilities, equipment, available to the Reading Department do not adequately meet the needs of students. In order to increase student success, retention, and persistence, vital changes need to be implemented within the next academic year. For instance, the reading lab students need a separate area of their own where they can read, understand, and analyze text and materials in a quiet environment.

Sharing a facility with other departments does not allow for the most favorable learning environment. Students in Composition and ESL classes need to dialogue because they are working with tutors, instructional assistants, and faculty members to improve their oral and written English skills. On the contrary, reading students are only and entirely involved in quiet activities such as reading passages and responding in writing to questions. So, in the very near future, a separate and quieter lab environment seems needed.

3. Describe the use and currency of technology used to enhance the department/program. Identify projected needs and rationale.

Currently, there are 15 computers in the Reading Lab, four of which are equipped for DSP students with visual and perceptual difficulties. We see the use of computers continuing in importance in providing variety and assistance to students’ learning.

Computers assist the program by helping to me the diverse learning needs of our students. Opportunity for advancements in computer use, however, is currently restricted by budget constraints and limited technical support.

4. If applicable, describe the support the program receives from industry. If the support is not adequate, what is necessary to improve that support?

This department does not receive support from industry. A grant was submitted to AT& T for additional computers and software. Unfortunately, the grant was not approved.

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In the future, potential financial support from industry may be needed due to the financial constraints placed on the district due to state funding.

PART F: Future Needs

1. What faculty positions will be needed in the next six years in order to maintain or build the department?

We need to maintain the four current full time positions to meet the needs of our student population in the Reading department course offerings. The number of sections remains steady due to the number of students enrolling in the college not ready for college level English classes. If the needs of the department change and the number of students and the need for more sections grows, an additional full time faculty member may be needed.

What staff positions will be needed in the next six years in order to maintain or build the department? (staff, facilities, equipment and/or supplies) will be needed in the next six years? Provide rationale.

Our English 322 and English 102 courses require that students complete ½ unit in the Reading Lab. For this reason, we will continue to need the current full time and part time support of Instructional Assistants to work with our students in the Reading Lab. In addition, the part time clerical assistant in the Reading Lab must also be maintained.

The English 321 Classroom Assistant must also be maintained. As sections are added, this hourly position may need additional hours to meet the needs of the English 321 course curriculum.

2. Identify budget allocated for the department/program through the division budget (fund 10). Discuss its adequacy and needs if applicable along with rationale.

3. Identify any external (fund 17) funding the department/program receives and describe its primary use.

5. What equipment will be needed in the next six years in order to maintain or build the department? Provide specific purpose and rationale.

The department relies on computers to meet the needs of our students in the Reading Lab. As computers become dated, the need for replacement computers continues.

6. What facilities will be needed in the next six years in order to maintain or build the department? Provide specific purpose and rationale.

With more use of the Internet as a resource in the classroom, we will need regular and consistent access to smart classrooms.

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In addition, the department needs an area designed to allow for individual work as well as computers for online actives that is solely dedicated to reading lab students; a quiet place that will provide a positive learning environment where students can read, study, and concentrate.

PART G: Additional Information

1. Describe any other pertinent information about the program that these questions did not address?

PART H: Annual Assessment (Program Faculty and PR Committee)

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Appendices

Age—Chart AFa 2005 Sp 2006 Fa 2006 Sp 2007 Fa 2007 Sp 2008 Fa 2008 Sp 2009 Fa 2009 Sp 2010

<18 21 29 18 27 33 44 31 34 15 2018-19 635 433 681 501 642 509 734 498 637 47820-22 266 280 247 263 229 289 267 284 278 31623-24 46 76 54 44 51 45 44 56 53 6625-29 69 62 41 35 59 75 60 77 58 6930-39 57 44 44 49 38 45 45 49 43 5340-49 32 39 14 16 18 18 21 22 18 2450> 10 13 10 12 5 4 13 8 7 12

Ethnicity—Chart BFa 2005 Sp 2006 Fa 2006 Sp 2007 Fa 2007 Sp 2008 Fa 2008 Sp 2009 Fa 2009 Sp 2010

African American

81 97 88 62 98 80 74 70 60 53

Asian (All other)

84 70 84 77 87 89 96 102 89 79

Asian/Cambodian

53 48 70 50 53 48 78 49 43 34

Asian/Chinese

23 30 28 39 30 48 43 33 25 17

Asian/Indian

53 45 51 54 48 55 59 51 37 34

Asian/Vietnamese

212 218 255 227 243 218 258 201 190 158

Filipino 257 209 298 204 215 162 236 138 148 115Latina/o 738 675 851 761 932 783 1,047 801 868 679Native American

13 10 4 2 8 3 2 12 3 5

Pacific Islander

19 25 33 18 25 29 34 25 17 11

White 113 93 129 89 132 89 128 63 83 34Other/Unknown

71 79 76 56 88 72 184 143 440 424

Gender—Chart CFa 2005 Sp 2006 Fa 2006 Sp 2007 Fa 2007 Sp 2008 Fa 2008 Sp 2009 Fa 2009 Sp 2010

Female 648 535 621 490 557 542 638 535 620 560Male 479 430 483 452 511 483 577 493 489 478Unreported 9 11 5 5 7 4 0 0 1 0

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Enrollment Patterns—Chart DFa 2005 Sp 2006 Fa 2006 Sp 2007 Fa 2007 Sp 2008 Fa 2008 Sp 2009 Fa 2009 Sp 2010

Total 1136 976 1109 947 1075 1029 1215 1028 1110 1038

FTES—Chart EFa 2005 Sp 2006 Fa 2006 Sp 2007 Fa 2007 Sp 2008 Fa 2008 Sp 2009 Fa 2009 Sp 2010

FTES 186.9 164.1 198.3 165.8 189.3 172.2 210.5 146.9 182 153.9

WSH—Chart FFa 2005 Sp 2006 Fa 2006 Sp 2007 Fa 2007 Sp 2008 Fa 2008 Sp 2009 Fa 2009 Sp 2010

WSCH 6192 5375 6547 5520 6101 5613 7088 5156 6156 5208

Success Rates—Chart GFa 2005 Sp 2006 Fa 2006 Sp 2007 Fa 2007 Sp 2008 Fa 2008 Sp 2009 Fa 2009 Sp 2010

African American

22% 22% 22% 21% 30% 28% 28% 29% 25% 25%

Asian (All other)

32% 27% 31% 21% 38% 28% 34% 29% 28% 25%

Asian/Cambodian

32% 25% 29% 22% 36% 27% 33% 27% 28% 18%

Asian/Chinese

22% 17% 14% 28% 33% 27% 16% 27% 28% 18%

Asian/Indian

32% 33% 29% 24% 31% 25% 32% 29% 24% 21%

Asian/Vietnamese

34% 26% 29% 27% 35% 22% 32% 28% 27% 27%

Filipino 31% 25% 27% 25% 31% 23% 29% 30% 30% 28%Latina/o 30% 26% 23% 24% 30% 23% 31% 27% 29% 26%Native American

23% 10% 50% 0% 0% 33% 0% 33% 67% 40%

Pacific Islander

26% 16% 21% 28% 28% 21% 24% 32% 35% 27%

White 35% 20% 24% 24% 33% 24% 29% 32% 25% 21%Other/Unknown

30% 23% 29% 21% 34% 19% 31% 24% 33% 29%

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