student success program review update pru templates... · student success program review update ....

Revised 8/24/2017

1

Student Success Program Review Update International Education Program

2016-17

Program/Service Description: Include Description/Mission Statement/Number of Years at COD/Benefits/Contact (source: Faculty/Dir/Coord/Dean – from AUR) Description: The International Education Program (IEP) admits non-immigrant students in F-1 visa status to pursue degree and certificate programs on a fulltime basis. The IEP strives to fulfill the mission of the District by offering comprehensive services designed to ensure international student success and by implementing programming that contributes to the vitality of the campus community. Our support services include academic, immigration and university transfer counseling, personal advising, housing assistance, and consultation with the District’s faculty and staff on matters pertaining to international enrollment. The IEP also promotes and advises on study abroad opportunities for the District’s students and faculty. Mission Statement: The International Education Program (IEP) assists students with achieving their educational goals by providing a program of comprehensive support services. The IEP actively supports initiatives that increase multicultural awareness for students, faculty, and staff. Number of Years at COD: International students have been admitted to COD since 1963; however, the program was formally developed in the late 1990s. Participants in the program/service receive the following benefits:

• Specialized counseling, including one-on-one advising & university transfer assistance • Assistance with admission and registration • Frequent extracurricular activities • Three-day orientation program • Immigration advising related to the F-1 visa and USCIS regulations • Housing assistance w/host families or off-campus apartment referrals • Scholarship opportunities • Targeted student success workshops • Advising on employment options and procedures • Advising on international travel/logistics • Study abroad advising and program development

Contact Person/Title: Cody McCabe, Director, International Education Phone: (760) 776-7205

Population Served: Include Number/Eligibility (source: Faculty/Dir/Coord/Dean - from AUR) Number of International Students Served: 175 international students were enrolled at COD in fall 2016 and 160 were enrolled in spring 2017. 35 countries were represented in the IEP during 2016-17. The following charts depict the global regions of origin for these students as well as recent international enrollment trends.

Revised 8/24/2017

2

The enrollment of international students who fund their own education (including family funds) at COD has been declining since 2011. There was a slight increase in 2016, but the declination trend has continued in 2017. This decline was not evident early-on in overall international enrollment, as a large influx in

4%7%

13%

30%1%

44%

1%

Fall 2016 International Enrollment at COD

North AmericaSouth AmericaEuropeMiddle EastAfricaAsiaAustrailia

020406080

100120140160180200220240260280

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

# O

F IN

TERN

ATIO

NAL

CO

D ST

UDE

NTS

YEAR/ TERM

COD International Student Enrollment 2010-2017

Fall Spring Summer

Revised 8/24/2017

3

government-sponsored students began enrolling at the same time. However, as the number of government-sponsored students has begun to rapidly decline, overall international student enrollment is at a 10-year low. The reasons for this decline in self-funded and government-funded students are listed elsewhere in the PRU. The following chart depicts the trend.

Number of Students Assisted with Study Abroad: In 2016-17, there was increased interest by local COD students in studying abroad.

• The IEP staff advised and assisted approx. 75 students interested in learning more about and applying for study abroad programs.

• 15 COD students participated in study abroad during the 2016-17. International Student Enrollment Eligibility Requirements: Non-immigrant students who are eligible to apply for the F-1 visa:

• Must be able to show full funding for the required annual tuition/living expenses currently estimated at $18,918

• 18 years of age or older and/or submission of high school completion documentation • Submission of required English proficiency test scores

FTES Generated by International Students (if applicable): 0 as F-1 students do not generate FTE; however, tuition generated from F-1 enrollment remains at COD.

Describe how Program/Service align with and contributes to the College’s Mission: College of the Desert provides excellent educational programs in basic skills, career and technical education, certificate, transfer preparation, associate degrees, noncredit and distance education, which are continuously evaluated and improved. Our programs and services contribute to the success, learning and achievement of our diverse students and the vitality of the Desert Community College District, surrounding areas and beyond.

0

50

100

150

200

250

300

International Student Enrollment Trends 2010-2017

Self and Family Funded Student Enrollment Government Sponsored Enrollment

Revised 8/24/2017

4

The IEP’s Mission aligns closely with that of the District. We assist students with achieving their educational goals by providing a program of comprehensive support services. The IEP actively supports initiatives that increase multicultural awareness for students, faculty, and staff. We also develop and implement programming that reflects the District’s Vision of being “a center of collaborations and innovations for educational enrichment, economic development and quality of life in the Coachella Valley and surrounding communities.” Additionally, our student enrollment and retention efforts directly support the District’s Core Value of embracing diversity.

Institutional Outcomes Program/Service Supports (Check all that apply). Source: College Catalog section “Who are we?” Critical Thinking and Communication

☐ 1. Apply principles of logic to problem solve and reason with a fair and open mind. ☐ 2. Compose and present structured texts in a variety of oral and written forms according to purpose, audience, and occasion with implementation of thesis, supporting details, and idea development. ☐ 3. Apply standard conventions in grammar, mechanics, usage, and punctuation. ☒ 4. Appreciate diversity as it is expressed in multiple disciplines and across various cultures through reading, speaking, and writing. ☐ 5. Conduct research, gather and evaluate appropriate information, organize evidence into oral and written presentation, using proper MLA, APA, and other discipline-specific formats to cite sources. ☐ 6. Summarize, analyze, and interpret oral and written texts, with the ability to identify assumptions and differentiate fact from opinion. ☒ 7. Utilizing various communication modalities, display creative expression, original thinking, and symbolic discourse.

Scientific Inquiry ☐ 1. Identify components of the scientific method. ☐ 2. Collect and analyze data. Skills of data collection include an understanding of the notion of hypothesis testing and specific methods of inquiry such as experimentation and systematic observation. ☐ 3. Predict outcomes utilizing scientific inquiry: using evidence and assertions determine which conclusions logically follow from a body of quantitative and qualitative data. ☐ 4. Analyze quantitative and qualitative information to make decisions, judgments, and pose questions. ☐ 5. Recognize the utility of the scientific method and its application to real life situations and natural phenomena.

Global Citizenship Scientific & Technological Literacy ☐ 1. Synthesize, interpret, and infer, utilizing information, data, and experience to solve problems, innovate, and explore solutions. ☐ 2. Utilize quantitative expression in a variety of contexts. These would include units of measurement, visual representations, and scales and distributions. ☐ 3. Produce oral and written information in various modes and media, using technology such as computers, the Internet, and library databases.

Revised 8/24/2017

5

Ethical Behavior ☒1. Integrate universally accepted values such as honesty, responsibility, respect, fairness, courage, and compassion into judgments and decision-making. ☐ 2. Apply ethical reasoning to contemporary issues and moral dilemmas. ☒ 3. Appreciate the complexity of global relationships between self and others, as well as self and the environment. ☒ 4. Exhibit respect for self and others.

Aesthetics

☐ 1. Apply and relate theories of aesthetics to everyday life. ☐ 2. Utilize the creative process to explain universal values such as beauty and truth. ☐ 3. Apply imagination to artistic expression. ☐ 4. Value appearance in terms of how pleasing it is in movement, form, and function.

Personal and Professional Development ☐ 1. Self-evaluate knowledge, skills, and abilities. ☒ 2. Develop realistic goals. ☒ 3. Display habits of intellectual exploration, personal responsibility, and physical wellbeing. ☒ 4. Demonstrate an understanding of ethical issues to make sound judgments and decisions. ☒ 5. Value diverse cultures and populations. ☒ 6. Value the feedback of others.

Program/Service Specific Outcomes

1. International students who complete an SEP will report a greater understanding of the requirements for graduation. (to be discontinued 2017-18) 2. International students will report that IEP services have helped them understand and properly maintain their F-1 immigration status. New SLO for 2017-18: International students will report that the academic and transfer planning services provided by the IEP have helped them with their graduation and university transfer requirements.

Program Requirements from outside agencies (source: Faculty/Dir/Coord/Dean) The IEP is required to maintain accurate immigration records and reporting through the U.S. Department of Homeland Security as required by 8CFR 214 federal regulations. Specific requirements for international students to maintain their F-1 status include: INA 101(a)(15)(F); 8 CFR 214.4(f); 8 CFR 214.3; and 8 CFR 214.4.

RESOURCES

Staffing for Program/Service: Include Funding Budget Level/Current Staffing Level (source: Faculty/ Dir/Coord/Dean)

Program Expenses and Revenue:

Total IEP Expenses Total IEP Revenue

Revised 8/24/2017

6

Staffing: Position # Director (65% of time) 1 Counselor (100% of time) 1 Specialist (60% of time) 1 Assistant (60% of time) 1 Student workers 4

Facilities (source: Faculty/ Dir/Coord/Dean) 1) List of all facilities (Please indicate if any of these were added last year): The IEP has an office suite located in the Cravens Student Services Center with a total of four offices, two work stations and a conference room (campus use). Additional campus spaces used for programming include various CSSC rooms, the gym, Beep’s Café, as well as Communicaiton, Business, MSTC, PSA, and Kinesiology classrooms. 2) Assessment of adequacy of current facilities: Advising and counseling facilities allow for sufficient privacy for student meetings, as well as adequate work and meeting spaces. However, it is becoming increasingly challenging to locate appropriate and available special event space for outreach, orientation, and cultural activities.

Equipment and Supplies (source: Faculty/ Dir/Coord/Dean) Equipment: 7 Dell computers, 2 Microsoft Surface Pro tablet computers, 1 HP printer, 2 Laser Printers, 7 Cisco telephones, 1 Taskalfa 4500i printer/scanner/copier

Summary- Narrative Interpretation (source: Faculty/Dir/Coord/Dean) Staffing for Program/Service: 2016-17 staff remained stable:

• Director of International Education • Senior Program Specialist • Program Assistant • Fulltime Counselor (FT counselor took a leave of absence for spring 17 and was temporarily replaced

by an adjunct counselor) An Outreach Specialist position was approved for the IEP during 2015-16. However, it was determined that this role would not be filled on a permanent basis until international enrollment stabilizes. Increased study abroad interest and programming, if it persists, will require additional staff training and a reevaluation of staff roles as they relate to outbound programming. Funding/Budget: The IEP budget is based on tuition derived from F-1 international student enrollment. No other funding sources are available. The IEP budget is established based on an estimate of anticipated student enrollment for the year.

COURSE INFORMATION

Revised 8/24/2017

7

(Complete only if Applicable)

Cycle II Comments Assessment Report & Discuss Implement Changes

IEP 10/FA 11/SP 11/FA Completed

Cycle III Comments Assessment Report & Discuss Implement Changes

IEP 12/SP 12/FA 13/SP Completed

Cycle IV Comments Assessment Report & Discuss Implement Changes

IEP 15/FA 16/SP 16/FA Completed

Cycle V Comments Assessment Report & Discuss Implement Changes

IEP 17/SP 17/FA 18/SP In progress

Changes Implemented as a Result of the Assessments (source: Faculty/Dir/Coord/Dean Analysis of the cycle IV IEP assessment (orientation survey) revealed that the data collected was useful in assessing student learning outcomes. However, the survey was not administered in a timely manner, which limited the response rate to 36%. To improve on this, the spring 2017 orientation survey was administered directly after students completed their final orientation activity. This resulted in a 71% response rate.

Summary - Narrative Interpretation (source: Faculty/Dir/Coord/Dean) A new IEP SLO was developed in 2016-17 to better assess if the IEP office helps students with their immigration status - International students will report that IEP services have helped them understand and properly maintain their F-1 immigration status. This SLO replaced the less specific SLO - International students will report that the services provided by the IEP office assisted them as students. The reason for this new SLO’s specificity is that proper F-1 status maintenance is a critical component of international students’ retention and success. Status maintenance requires:

• Remaining enrolled in at least 12 units during the fall and spring terms. • Taking no more than one online course (three units) to fulfill this enrollment requirement. • Completing all degree requirements, including remedial coursework, in 29 months or less. • Following all regulations pertaining to employment, program duration changes, records.

maintenance, and institutional transfers. A violation of any of these regulations results in an F-1 status termination requiring the student to immediately leave the U.S. or complete an expensive and lengthy reinstatement process. As a sign of progress toward this SLO, the spring 2017 orientation survey revealed that 100% of respondents felt that the F-1 status information and resources provided during orientation would help them maintain

Revised 8/24/2017

8

their status at COD. Additionally, during the spring 2017 semester, only one enrolled international student’s F-1 status was terminated for a status violation. That’s compared to three in spring 2016 and 14 in spring 2015.

GOALS/ACHIEVEMENTS/CHALLENGES

Program/Service Goal Summary for year (source: Faculty/Dir/Coord/Dean) The following are program achievements as they relate to IEP goals established for 2016-17. Conduct comprehensive analysis of international student retention and success and develop strategies for improvement. Develop a framework for a sustainable study abroad program. Throughout 2016-17, the IEP Director developed policies, processes, and procedures for enrolling COD students in short-term, faculty-led study abroad programs. This work was linked to a Foundation grant awarded to Dr. Wendy Sanders for an Early Childhood Education Costa Rica project. A program support structure was developed to include the following:

• Budgeting, fee collection, and program payments • Application and enrolled-student documentation • Student selection, orientation, and course registration • Logistics planning and management • Institutional partnership agreements • Faculty training and support resources • Risk management, insurance, and contingency planning • Student outreach and program promotion • Program records management

The program development process also involved extensive collaboration with COD faculty, Instructional and Student Success leadership, Fiscal Services, and Admission & Records. Outside contributors included risk management advisors, travel service and insurance providers, and international education administrators at multiple other institutions. Through these efforts and collaborations, a basic framework is now in place to support future faculty-led programs. Additional resources needed include a faculty handbook and program development timeline. It will also be important for decisions about future programs to include the input of campus stakeholders to ensure proper vetting and approval of program proposals and appropriate use of resources for program implementation. A program review committee is proposed to accomplish this, as well as to develop student learning outcomes for COD-sponsored study abroad programs. This was made an IEP goal for 2018-19. Implement fully online application process for international students. In spring 2017, the International Education Program, in collaboration with AMI Paperless, transitioned from a paper-based application system to a fully electronic process. This is a custom-built system that addresses the specific needs of our applicants, students, and their stakeholders. Features of this new Laserfiche system include:

• A more streamlined and user-friendly admissions process for all international admissions stakeholders

• Easier access to student records along with more organized and accurate record keeping • Significant reduction in paper usage • Shorter application review times

Revised 8/24/2017

9

• Improved intra-office, applicant, and stakeholder communications • Ability for all staff members to access a single student’s record at the same time and to share

important, related notes • Opportunities for applicant data to be used for strategic decisions related to international

enrollment management

Program/Service Accomplishments for year (source: Faculty/Dir/Coord/Dean) IEP Achievements and Programming that Relate to the Intersecting Goals and Objectives of the

Strategic Master Plan (SMP) and Education Master Plan (EMP) SMP 1.1 Support the development and implementation of a comprehensive student success plan EMP 3.1 Assess student needs on a regular basis and change accordingly EMP 3.2 “Scale up” effective student success strategies as determined via data analysis Based on analysis of recent student retention data, the IEP staff developed a collaborative educational and outreach strategy to minimize the number of international students who had their F-1 status terminated for failing to follow regulations. As a result, only one student’s status was terminated for regulatory violations in the spring of 2016 compared with three in spring 2016 and 14 in spring 2015. EMP 3.3 Provide effective individualized counseling services IEP counseling is modeled after an intrusive approach. International students come from rich diverse backgrounds, their needs and concerns are unique, and they have to adhere to strict immigration guidelines. Serving this population requires individual attention. Starting at orientation, students meet with the IEP counselor to assess their personal goals. They then are assisted to develop their individualized student educational plan (SEP) to meet their personal goals. Flexible appointment and drop-in times are providded to help students address their immediate needs and long term goals. Constant communication among IEP staff and teaching faculty is necessary to help students comply with F-1 regulations pertaining to course work. In addition, students have access to a network of supportive faculty, student leaders, campus services and resources to ensure their success, from language development to academic excellence. SMP1.5 Develop and implement a “program” of strategies and activities that encourage and recognize faculty, staff, and management innovation with a focus on increasing student success and completion EMP 6.1 Increase faculty and staff professional development and create mentor relationships for new and prospective full-time faculty (in addition to the new faculty orientation) IEP classified and counseling staff participated in 10 professional development activities through COD’s membership in various international education consortia. Through these activities, staff were able to broaden their external professional networks and learn strategies for improving our student support services. The IEP also welcomed an adjunct counselor to serve as the International Student counselor for the spring 2017 term. This experience allowed her to further develop her counseling skills and to understand the unique needs of students enrolled in special programs. In spring 2017, the IEP welcomed a COD Outreach Specialist to join our team on a volunteer basis to learn more about the field of international higher education. Her experiences included participating in program and outreach planning meetings and assisting with a global social media campaign. Through multiple consultations with the IEP Director, she learned about international enrollment management practices and trends.

Revised 8/24/2017

10

SMP 1.6 Support the continuing development and implementation for outcomes assessment, focusing on use of data to improve student learning and achievement and organizational efficiency and effectiveness EMP 2.6 Develop comprehensive, continuous improvement cycle for student learning outcomes at all levels, including non-credit programming, tied to the program review and planning process The IEP completed its Cycle IV assessments by implementing changes in the way international student orientation surveys are administered. These changes have increased response rates and have enabled the data collected to be more effectively incorporated into the orientation program review and planning process. Additionally, analysis of our program’s SLOs and international student retention data led to a refined focus on student retention as it relates to students’ maintenance of their F-1 immigration status. The result is a new SLO specifically targeting F-1 status maintenance along with a new advising plan and related resources for students. SMP 3.1 Provide support for maintaining the college’s fiscal strength through the development of the annual budget, monitoring expenditures and leveraging resources with an emphasis on compliance with articulate priorities, elimination of waste and efficiency of operations EMP 5.3 Reduce manual processes; provide interactive technology platforms (e.g. digital program review, workload and staffing, scheduling, etc.) In spring 2017, the IEP launched a new Laserfiche online application system, replacing a cumbersome, paper-based process. By collaborating closely with the AMI Paperless representatives on each phase of development, the new, custom-built system has resulted in fewer manual practices, fewer processing errors, faster application processing, better stakeholder communication, and more clearly defined staff roles in the admission process. Notable features include an online document upload section in the application form, automated email business processes, a student record search engine, and the capacity for future student record integration with Colleague. SMP 3.3 Continue the exploration of potential grants, partnerships, and gifts, which will benefit the college EMP 4.4 Partner with the COD Foundation and philanthropic organizations for support of educational programming The IEP Director, and two international students gave a presentation to the local chapter of PEO International, introducing its members to the unique challenges our international students face, as well as their important role in our campus community. We will continue to build on our new connection to this charitable organization and help our students to apply for the scholarships that they offer. SMP 3.7 Support realigning college’s educational/ instructional units with a particular emphasis on equitable workloads, staffing patterns, responsibility scope, and operational viability (effectiveness) relative to its responsiveness and adjustability to changes in college goals, institutional and state level priorities EMP 6.2 Identify strategies to develop a comprehensive, long-range staffing plan to meet diverse student needs at all campus sites Fall 2016 was the first semester for the Indio campus’s Department of Homeland Security (DHS) designation as a certified site of instruction for international students. This DHS recognition makes it possible for

Revised 8/24/2017

11

international students to now fully complete degree requirements away from the Palm Desert campus. Through new online resources, orientation programming, and increased staff availability for phone, Skype, and email advisement, the IEP was able to provide essential services to international students who take courses in Indio and other instructional sites. In spring 2017, we also held our first study abroad information session for students enrolled at the Indio campus. SMP 4.3 Continue to foster participatory team management orientation that is supportive of and enhances collaboration, consultation, and the governance processes EMP 5.2 Deploy modern platforms for communication and user access of data and information for analysis and decision making in a customized manner Throughout the year, the IEP classified and counseling staff played a critical role in shaping and improving the program’s policies, processes, and procedures as they relate to serving our students. This is also the case with assessments, strategic planning, outreach/recruitment efforts, and program resource prioritization. Systems in place to facilitate collaborative team work include a comprehensive shared network folder system, Laserfiche student record management, and a protocol for inclusive electronic communication. The IEP office culture is also one that encourages open communication and collaborative project management. SMP 4.4 Continue to encourage, nurture and support a college environment that fosters unity as well as recognizes and respects the creative potential and dignity of each individual in the college community EMP 5.1 Employ strategies and user-friendly approaches that encourage effective engagement of students, faculty, and staff in COD initiatives and activities Recognizing that the IEP office is an important “home base” for students who have travelled around the world to study at COD, we maintained an office culture that emphasized inclusion and facilitated interactions between international and local students. Our office space and conference room were open for student use at least 45 hours per week, and we encourage students to use our space for meetings and project/event planning. We worked closely with the International Student club and sought the collaboration of students to ensure that our programming and services met their needs, reflected their interests and perspectives, and helped them achieve their academic and extracurricular goals. Examples of this include building a robust team of international student orientation leaders and collaborating with International Club officers on planning and leading outings/campus activities. Faculty and staff input was also critical to our mission, and we incorporated it in our programming through faculty orientation panels, inviting key student service staff to all international student events, and international education presentations during biannual Flex trainings. SMP 5.2 Leverage COD’s economic and workforce development initiatives/programs to increase the job training and opportunities for local students EMP 1.4 Support internships, externships, and on-the-job training The IEP offered multiple professional development and leadership opportunities for international and local students through the program’s special events, presentations, institutional exchange programming, new student orientations, and cultural outreach activities. The students engaged in related leadership roles were provided with a support structure that enabled them to develop transferrable professional skills in team work, communication, planning, and time management. These roles also afforded them opportunities to practice networking with other students, staff, faculty, and community members. Examples of these leadership experiences include 23 student volunteers who completed a five-hour training and assisted with a

Revised 8/24/2017

12

three-day orientation program; 11 volunteers who served as COD hosts for a group of approximately 70 visiting Chinese students during a “COD Experience” day; and approx. 20 students who planned and hosted 350 guests for a large-scale cultural dinner and talent showcase. SMP 5.3 Continue to establish and maintain collaborative partnerships with business, industry, educational entities and government agencies EMP 1.2 Build foundations and expand high school and adult education collaboration on CTE and literacy pathways and support services In spring 2017, the IEP hosted a group of 22 French students for a cultural exchange program co-sponsored by Xavier College Preparatory School. This enabled the IEP to develop a collaborative working relationship with the faculty and staff at Xavier responsible for the school’s international enrollment management. This also laid the foundation for future collaborations including outreach to Xavier’s international student population and developing a COD enrollment pathway for Xavier students through COD’s Intensive English Academy. SMP 5.4 Through efficient and effective marketing, public relations and community outreach practices, continue to communicate the advantages of pursuing education at COD, the benefits the college provides the region and the success of its alumni EMP 5.4 Strengthen multilingual communications and the use of social media In 2016-17, the IEP worked with the Study in the USA and Brazil Business Review organizations to publish information about COD in 10 different languages. The IEP additionally marketed COD programming online through the following:

• Five additional web-based promotional platforms • Android and Apple smart phone applications • An online brochure • A geo-targeted mobile campaign in China

Along with these digital outreach efforts, we also printed and distributed thousands of promotional COD brochures, postcards, and information sheets around the world. These promotional efforts coincided with extensive international recruitment travel, which involved face-to-face promotion of COD with thousands of students and their influencers. The IEP utilized two Facebook accounts and a program Instagram account to widen the audience with which we engaged and to increase participation in our programming. These platforms helped us to celebrate the COD experiences of the students we serve and to share our programming with potential students and our stakeholders around the world. Additionally, we used our social media reach to amplify the messaging of other COD programs. Our Facebook and Instagram accounts also served as a space for our alumni to stay connected and network with new students. SMP 5.5 Create a greater sense of community and continue community outreach efforts EMP 4.4 Partner with the COD Foundation and philanthropic organizations for support of educational programming Throughout most of the 2016-17 academic year, the IEP worked closely with the Early Childhood Education program to implement the first phase of a Foundation grant to offer ECE programming for COD students in Costa Rica. The IEP created a program enrollment plan for the grant that included budgeting, student

Revised 8/24/2017

13

selection and enrollment, travel logistics management, and emergency planning. We also drafted an agreement with a regional institution to arrange lodging, food, transportation and field work, and enrichment activities. The program was administered under-budget, which allowed for more of the Foundation funding to be put toward local follow-up efforts, including presentations, possible conference participation, and other ways to maximize the positive impact of this program on its participants and to encourage the campus community to pursue similar international education opportunities.

Programming and Achievements that Relate to the IEP and COD Missions Achievements that have contributed to the success of the students we serve

• The IEP held 23 educational workshops on topics related to university transfer, course registration, government sponsorship requirements, and study abroad opportunities.

• Two international orientation were conducted as three-day programs including faculty and alumni discussions, interactive workshops, and expanded student success planning.

• A total of five IEP scholarships were awarded to acknowledge and support international students’ academic performance and campus contributions.

• The IEP hosted a fall 2016 international student university transfer series welcoming international admission representatives from five university campuses.

Achievements that have contributed to the vitality of our community and have increased multicultural awareness for students, faculty and staff

• Approximately 670 students, faculty, staff, and community members were hosted for five cultural activities and excursions throughout the year. These events facilitated cultural awareness and meaningful interactions between international students and the campus/local community.

• IEP staff helped the International Club to develop best practices in event management and to increase the number of local students who serve as leaders and participate in their events.

• Efforts were made to increase awareness of and access to study abroad programming available to COD students. This included study abroad workshops, high school resource fairs, classroom presentations, tabling events, and consolation with faculty.

• IEP representation and assistance was provided for events sponsored by the Transfer Center, Counseling/EDGE, Student Life, and Athletics. Additionally, the IEP provided assistance with Commencement, gave one Flex presentation, and two presentations to the Board of Trustees.

• International student enrollment generated revenue of $1,402,571 for the District. Achievements that have contributed to increasing the number and diversity of international students joining the COD campus community

• In 2016, the IEP developed and began implementing a five-year international enrollment growth strategy. The focus of this plan is on increasing the number of traditional international students enrolled in COD degree plans as well as non-traditional students focused on short-term enrollment in credit and not-for-credit programs. The plan includes nine goals that focus on more efficient and effective use of existing resources to attract, enroll, and retain international students.

• In 2016-17, the IEP staff recruited and enrolled 79 new international students to COD from 23 countries. In total, 35 countries were represented in the IEP during 2016-17.

• The IEP Director completed an annual international recruitment plan that included COD presentations and face-to-face meetings with students, parents, counselors, education agents, and other influencers in 10 countries (23 cities). These overseas activities were conducted in conjunction with a comprehensive, multilingual online and email promotional campaigns and wide distribution of multilingual print materials.

Revised 8/24/2017

14

• 28 new international agency recruiting partnerships were established.

Student Success Data -Program/Service (source: Office of Institutional Research)

• With the recommendation and support of the IEP, 11 international students were approved by U.S. Citizenship and Immigration Services for off-campus employment authorization.

• 62 international students transferred to four-year universities (23 after fall; 39 after spring) • In spring 2017, the IEP assisted one student with participation in a semester in Spain study abroad

program. In late spring/early summer 2017, 14 Early Childhood Education students participated in a faculty-led study abroad program in Costa Rica.

• Through close collaboration with faculty, the IEP supported the academic achievements of 102 international students on the Dean’s List and 77 on the Honor Role during 2016-17.

• Nearly 50 international and local students participated in IEP student leadership development activities.

Program/Service Challenges: (source: Faculty/Dir/Coord/Dean) Pending USCIS authorizations: Throughout 2016-17, prolonged adjudication by the U.S. Department of Homeland Security (DHS) of the District’s Student and Exchange Visitor Program (SEVP) recertification application has prevented the IEP from proceeding with program updates critical to implementing the 2016-20 international enrollment growth plan. This includes our inability to seek approval for creating a new ESL pathway program and non-degree enrollment options for international students. Difficulty with registration: The international student course registration challenges stated in previous PRUs persists for the IEP. While the program does have priority registration, some international students still face difficulty enrolling in a full course load of degree-applicable courses each semester. This is particularly the case for new fall-term international students, as many of them are not admitted to COD before registration begins in May. This difficulty impacts retention and success, and it limits our ability to grow the program. Additionally, international students who cannot maintain full-time schedules consisting of degree-applicable courses are vulnerable to severe financial and immigration consequences. Enrollment of government-sponsored students: The largest government sponsor of international students at COD, the Saudi Arabian Cultural Mission (SACM), continued major organizational changes in 16-17. These changes resulted in strict new requirements for SACM students including:

• Two-semester limit to community college enrollment • Discontinued approval of ESL course enrollment • Requirement for 75% of coursework to be transferrable • 2.5 minimum GPA requirement • Scholarship review and renewal each term

These new programs requirements, along with political and economic changes in Saudi Arabia, have led to a rapid decline in SACM student enrollment at COD. Recruitment challenges: COD has historically attracted international students with the lowest English language proficiency requirements among community colleges in California. With recent changes to the District’s English proficiency requirement, many of COD’s recruiting partners no longer favor promoting COD over comparable schools in locations perceived to be more desirable than the desert area. Additionally,

Revised 8/24/2017

15

there continues to be an increase in the number of community colleges, particularly in California, that actively recruit international students. Many of these schools offer costal and urban locations, as well as prestigious university linkages, which are international market advantages COD does not have. Compounding this, geopolitical and global economic forces are leading to a significant decline in international students’ interest in U.S. higher education. Feedback from students and influencers targeted by COD recruitment efforts indicates that our enrollment has been adversely impacted by this prevailing trend. Study abroad program access: Despite the recent success of the ECE 39 Costa Rica study abroad program and growing interest among faculty and students in study abroad opportunities, program participation by COD students is still very limited. The cost of programming is often the main obstacle preventing our students from participating. This is both a real and perceived challenge. Even with scholarships, loans, and other financial aid sources, many COD students are unable to pay for study abroad expenses. Among those students who can afford the experience, many often struggle to justify the cost. Another critical barrier related to program affordability is the reluctance of many COD students to prioritize time spent studying abroad over other local opportunities and obligations. Studying abroad requires a shift in focus from family, community, work and other local responsibilities. This shift presents a significant cultural challenge for many of the students who grew up in our local community.

Program/Service Objectives/Goals for 2017-18 (source: Faculty/Dir/Coord/Dean) 1. Increase enrollment from local/regional sources of international students. 2. Develop leadership opportunities and training for international and local students.

Program/Service Objectives/Goals for 2018-19 (source: Faculty/Dir/Coord/Dean) 1. Develop ESL pathway program for students with limited English proficiency. 2. Develop a gap-year program from visiting international students. 3. Create a task force for increasing the global engagement of COD’s students.

Completed By: Cody McCabe, Director of International Education Date: 9/18/2017

Revised 8/24/2017

16

PROGRAM REVIEW UPDATE Program Name: _______________________________ 1. Staff Needs

NEW OR REPLACEMENT STAFF (Administrator, Faculty or Classified) 1

* TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New positions (not replacement positions) also require space and equipment. Please speak with your college Business Officer to obtain accurate cost estimates. Please be sure to add related office space, equipment and other needs for new positions to the appropriate form and mention the link to the position. Please complete this form for “New” Classified Staff only. All replacement staff must be filled per Article I, Section C of the California School Employees Association (CSEA) contract.

1 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.

List Staff Positions Needed for the upcoming Academic Year. Please justify and explain each faculty request based on rubric criteria for your college. Place titles on list in order (rank) or importance.

Indicate (N) = New or (R) = Replacement

Annual TCP*

1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:

Revised 8/24/2017

17

Program Name: ______________________________ 2. Equipment (excluding technology) Needs Not Covered by Current Budget 2

List Equipment or Equipment Repair Needed for the upcoming academic year. Please list/summarize the needs of your unit on your college below. Please be as specific and as brief as possible. Place items on list in order (rank) or importance.

*Indicate whether Equipment is for (I) =

Instructional or (N) = Non-Instructional purposes

Annual TCO**

Cost per item

Number Requested

Total Cost of Request

1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:

* Instructional Equipment is defined as equipment purchased for instructional activities involving presentation and/or hands-on experience to enhance student learning and skills development (i.e. desk for student or faculty use). Non-Instructional Equipment is defined as tangible district property of a more or less permanent nature that cannot be easily lost, stolen or destroyed; but which replaces, modernizes, or expands an existing instructional program. Furniture and computer software, which is an integral and necessary component for the use of other specific instructional equipment, may be included (i.e. desk for office staff). ** TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your college Business Officer to obtain accurate cost estimates. Please be sure to check with your department chair to clarify what you current budget allotment are. If equipment needs are linked to a position please be sure to mention that linkage.


Revised 8/24/2017

18

Program Name: _______________________________ 3. Technology (Computers and equipment attached to them) ++

Needs Not Covered by Current Budget: 3 NOTE: Technology: excludes software, network infrastructure, furniture, and consumables (toner, cartridges, etc.)

Annual TCO* EQUIPMENT REQUESTED

Place items on list in order (rank) or importance.

New (N) or

Replacement (R)?

Program: New (N) or Continuing

(C) ?

Location (i.e. Office,

Classroom, etc.)

Is there existing

Infrastruc-ture?

How many users

served?

Has it been repaired

frequently?

Cost per item

Number Requested Total Cost of Request

1. Usage / Justification





* TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your college Business Officer to obtain accurate cost estimates. Please be sure to check with your department chair to clarify what you current budget allotment are. If equipment needs are linked to a position please be sure to mention that linkage. Please speak with your Microsupport Computer Supervisor to obtain accurate cost estimates. ++ Technology is a computer, equipment that attaches to a computer, or equipment that is driven by a computer. Remember to keep in mind your college’s prioritization rubrics when justifying your request.

3 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “justification” section of this form.

Revised 8/24/2017

19

Program Name: _______________________________ 4. Facilities Needs Not Covered by Current Building or Remodeling Projects*4

List Facility Needs for the upcoming academic year. (Remodels, Renovations or added new facilities) Place items on list in order (rank) or importance.

Annual TCO* Total Cost of Request

1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:

* Please contact your college VP of Business or your Director of Facilities, Operations and Maintenance to obtain an accurate cost estimate and to learn if the facilities you need are already in the planning stages.


Revised 8/24/2017

20

Program Name: _______________________________

5. Professional or Organizational Development Needs Not Covered by Current Budget*5

List Professional Development Needs for the upcoming academic year. Reasons might include in response to assessment findings or the need to update skills to comply with state, federal, professional organization requirements or the need to update skills/competencies. Please be as specific and as brief as possible. Some items may not have a cost per se, but reflect the need to spend current staff time differently. Place items on list in order (rank) or importance.

Annual TCO*

Cost per item

Number Requested


1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:

*It is recommended that you speak with Human Resources or the Management Association to see if your request can be met with current budget.


Revised 8/24/2017

21

Program Name: _______________________________ 6. Student Support Services (see definition below**)

Services needed by your Program over and above what is currently provided by student services at your college. These needs will be communicated to Student Services at your college6

List Student Support Services Needs for the upcoming academic year. Please list/summarize the needs of your unit on your college below. Please be as specific and as brief as possible. Not all needs will have a cost, but may require a reallocation of current staff time.

1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:

**Student Support Services include for example: tutoring, counseling, international students, EOPS, job placement, admissions and records, student assessment (placement), health services, student activities, college safety and police, food services, student financial aid, and matriculation.


Revised 8/24/2017

22

Program Name: _______________________________ 7. Library Needs Not Covered by Current Library Holdings 7 Needed by the Program over and above what is currently provided. These needs will be communicated to the Library

List Library Needs for the upcoming academic year. Please list/summarize the needs of your unit on your college below. Please be as specific and as brief as possible. Place items on list in order (rank) or importance.

1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:


Revised 8/24/2017

23

Program Name: _______________________________

8. Learning Support Center Services Not Covered by Current budget *.

List Learning Support Center Services Needs If your unit is responsible for running a learning support center such as the Writing and Reading Center, the Math Learning Center, Computer lab or similar learning support center please address those needs here. These do not include laboratory components that are required of a course. Place items on list in order (rank) or importance.

Total Cost of Requests If the cost is the responsibility of an administrative unit you do

not need to list it here.

Cost per item

Number

Requested Total Cost

Ongoing (O) or one-time (OT)

cost

1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

*It is recommended that you speak with your college IMC and/or Lab Coordinators to see if your request can be met within the current budget and to get an estimated cost if new funding is needed.

Revised 8/24/2017

24

Program Name: _______________________________ 9. OTHER NEEDS not covered by current budget 8

List Other Needs that do not fit elsewhere. Please be as specific and as brief as possible. Not all needs will have a cost, but may require a reallocation of current staff time. Place items on list in order (rank) or importance.

Annual TCO*

Cost per item

Number Requested


1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:

Completed by: Date:


Revised 8/24/2017

25

student success program review update pru templates... · student success program review update ....

Documents