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DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE

PART I: Mission and Goals

Always include Part I: Mission and Goals in your self evaluation. Part II: Assessment and Evaluation indicates the degree to which the mission and goals have been achieved. The remaining parts of this Guide address elements of program design that enable you to fulfill the mission and goals of the program. All of the criteria in this Guide, both Essential and Recommended, reflect best practice in the field.

Outline:Essential PracticesA. Mission B. Student Learning GoalsC. Program Goals

Recommended PracticesA. MissionB. Student Learning GoalsC. Program Goals

Section Scoring Summary

ESSENTIAL PRACTICES:While not an exhaustive list, these essential practices are necessary for a sound developmental coursework program. In a quality program, these practices will be reflected in its mission and goal statements.

A. MISSION

I.E.1. The written mission of the DCP focuses on promoting student learning and student development. Discussion and Supporting Evidence: The mission statement of the original Developmental Education Department states that faculty are "Committed to helping students succeed in college programs and college-level courses and to helping them prepare for lifelong success." Since the individual disciplines within the Department were split into subject areas in July 2012, each program area is operating under the same mission statement until the hosting departments complete revisions and approvals of new program related mission statements.

Current mission statements are: Department of Mathematics Salt Lake Community College: The mathematics department at SLCC delivers services that meet the

mathematical proficiency needs of a diverse student body at a premier comprehensive community college while enhancing the development and professional expertise of instructors to meet the changing needs of the student

body. We:• Meet the quantitative literacy requirements of the College,• Provide the necessary foundation for students whose incoming mathematical

background is insufficient to succeed at collegiate-level mathematics,• Deliver courses equivalent to the first two years of a traditional undergraduate

mathematical sequence thus promoting the successful transfer to four-year institutions,

• Provide specialty courses for those students whose career plans require more specialized training, and

• Support high school students by offering concurrent enrollment courses.

Mission Statement of English: The SLCC English department supports students with various levels of proficiency to engage purposefully and effectively with print and digital literacies in their academic, professional, and personal lives.

Developmental Math Discipline Mission: The primary mission of the Developmental Math Discipline is to ensure every

student entering SLCC has the opportunity to attain the level of math proficiency they need to achieve their own personal goals.

Developmental Math Discipline Goals:The Developmental Mathematics Discipline is committed to providing the assistance our

students need to develop:1. Competence in the basic mathematical skills necessary to either succeed in

college level mathematics courses or to accomplish related individual goals;2. Confidence and Comfort in dealing with abstract mathematical concepts and

symbols; and3. Concise analytical thinking and problem-solving skills that can be applied in

their daily lives.

Developmental Reading Discipline Mission: The mission of Developmental Reading at Salt Lake Community College is to

prepare students for their college level coursework and to establish reading habits that will contribute to lifelong learning.

Developmental Writing Discipline Mission: The Developmental Writing Discipline is committed to help students develop

their writing, reading, and critical thinking abilities through collaborative practices and creative processes to facilitate effective writing in college and in the world in general.

Score: 5

I.E.2. The mission of the DCP focuses on preparing students to be successful in their developmental courses, in their subsequent college level courses, and in their own learning goals.

Developmental Coursework – 2

Discussion and Supporting Evidence: See I.E.1Score: 5

B. STUDENT LEARNING GOALS

I.E.3. Students will develop skills and content knowledge in their DCP courses.1 Discussion and Supporting Evidence: SLCC conducts regular studies of student success in subsequent courses. These include SLCC participation in the National Community College Benchmark Project and the Voluntary Framework of Accountability which was developed by the American Association of Community Colleges. These studies show students who successfully complete developmental coursework have similar success rates in subsequent coursework to students who did not require developmental coursework. See data on successful completion and successful completion in subsequent courses. See Appendices B or C.Score: 4

I.E.4. Students will develop the thinking strategies or patterns specific to or inherent in the DCP discipline(s). Discussion and Supporting Evidence: SLCC administers the Community College Survey of Student Engagement (CCSSE) every two years. This survey provides valuable information on how students view key factors associated with student learning and engagement. The survey asks students to self report their need for developmental education courses and then provides comparisons on several questions within the survey. Item #5 within this report illustrates the levels of thinking experienced by our students. Note that 5b through 5f are considered by Bloom to be higher level thinking skills. In comparison with non-developmental students the developmental student means consistently matched the non-developmental population. (Although the means in each of these areas were higher, they did not reach a level of significance to demonstrate a difference). See CCSSE 2012 Means Report for details. The developmental math classes also provides a survey each semester that would give faculty more timely information on student perceptions of coursework. Critical thinking skills were targeted this year in the college's ongoing assessment cycle. See Math Survey results and successful completion data.Score: 4

I.E.5. Students will make use of metacognitive strategies in monitoring their own learning in the DCP course(s). Discussion and Supporting Evidence: Using the CCSSE data on questions 12i (Learning effectively on your own) and 12j (Understanding yourself) the comparisons on these two questions were significantly higher for developmental students. Students are helped to self monitor to different

1 DCP course(s): Courses, laboratories, or workshops; in short, any learning environment of the DCP.


degrees in all developmental classes. See CCSSE 2012 Means Report for details. The math has also taken a serious step recently to require a co-requisite of EDU 1020 (Essentials of College Study) as part of their CPMA, individualized mastery based courses. Score: 3

I.E.6. Students will develop the skills, knowledge, and behaviors that will enable them to succeed in the immediately subsequent college-level courses. Discussion and Supporting Evidence: SLCC participates in the National Community College Benchmark Project (NCCBP). One of the measures that is computed as part of this project is the enrollee success rate for developmental disciplines. The standard report looks at the success rates in English and Math in subsequent courses. At SLCC we have added a reading comparison which compares the success in a selection of reading intensive general education courses. The data for Writing (English track) shows success rates which have exceeded 80% every year of the study. This has ranked above the 80th percentile and above for all colleges who completed the survey. The Math success rates have exceeded 60% for all years of the study. The natioanl comparison in this discipline fluctuated widely from the 46th percentile to the 80th percentile. Concern in this area was expressed when the success rate declined from 2008 to 2011. Further investigation showed that the success rate of non-developmental students had also dropped during the same period indicating a change in the Math 1010 curriculum that intensified the difficulty of the course. The Reading success rates were above 70% for the study period. Where the reading success rates were lower than the comparison student population within the subsequent courses it should be noted that reading does not have a discipline matching subsequent course. The national comparisons are not available since the NCCBP does not measure this area. See data on successful completion in subsequent courses.Score: 4

I.E.7. Students will indicate satisfaction with the learning experiences and the learning environments created in their DCP course(s). Discussion and Supporting Evidence: On a global basis, SLCC conducts a survey of all graduates to determine satisfaction with the programs and experience at the College. As noted in the data from this survey students have rated their satisfaction at between 4.25 to 4.49 on a 5 point scale with 5 being "Very Satisfied". Data provided from this survey was taken from 2006-07 to 2012-13 to reflect the period of time that these students were participating in developmental coursework. ( See Graduating Student Survey) For a more specific connection to developmental satisfaction the Math unit surveys all their completing students each semester. Data from student surveys given to all DCP math students at the end of each semester shows students indicate satisfaction with their learning experiences and environments here. See Math Student Survey Data for details. On a more general level the College conducts a yearly survey of graduates. A section of this survey evaluated student


satisfaction with various factors. Since learning environments are not specifically unique to developmental education courses, this survey is considered a suitable measure for developmental education courses as well. Score: 4

I.E.8. Students in DCP courses will demonstrate active involvement in their own learning. Discussion and Supporting Evidence: The Community College Survey of Student Engagement (CCSSE) focuses on student engagement or active involvement. The Benchmark Scores for the CCSSE reflect the active involvement of our students. Note that the developmental student scores are higher than the non-developmental students at SLCC in all five measures. (See CCSSE Benchmark scores) We are developing projects to be used in the Math Emporium classes where students work with or without a partner to solve a practical application problem. The Math Emporium classes are all self-paced and students can progress as fast as they choose. Score: 3

C. PROGRAM GOALS

I.E.9. The mission and goals of the DCP include creating an environment that supports all members of the DCP community including faculty, instructional staff,2support personnel,3 and students. Discussion and Supporting Evidence: The former Mission and Philosophy statement of the SLCC DCP includes, "The members of the Developmental Education Department, are committed to helping students succeed in college programs and college-level courses and to helping them prepare for lifelong success." This encompasses the supportive environment that we hope to create. Since the individual disciplines were divided in July 2012, each area is in the process of including developmental education based supportive elements within their new departmental structures.Score: 4

I.E.10. The mission and goals of the DCP and each subject area4 within the DCP align with and support the mission and goals of the institution. Discussion and Supporting Evidence: The SLCC Developmental Education mission supports the College mission statement by providing the "open door"

2 Instructional staff: All persons, full time or part time, including faculty, graduate teaching assistants, and others who are responsible for designing and delivering a curriculum and classroom management and/or grading in developmental or non-developmental courses, workshops, seminars, or laboratories.3 Support personnel: Office staff, paraprofessionals, and students—any and all persons who provide service in support of the office operations and services to students.4 Subject area: A distinct discipline within the DCP. Examples include developmental writing, developmental mathematics, developmental reading or reading and study skills, developmental science, and so on.


access to all students in the community regardless of the educational level at which they enter. The College mission statement starts with this statement which emphasises this "open door" access, "Salt Lake Community College is a public, open-access, comprehensive community college committed to serving the broader community. Its mission is to provide quality higher education and lifelong learning to people of diverse cultures, abilities, and ages, and to serve the needs of community and government agencies, business, industry and other employers."

The mission statement of the Mathematics Department specifically mentions meeting the quantitative literacy requirements of the College. The mission statement of Developmental Education is to ensure every student entering SLCC has the opportunity to attain their own personal goals and to succeed in college level courses. The SLCC mission specifically mentions its commitment to developmental education. See Mission Statement of Math Department and Mission and Goals of DCP and SLCC.

The SLCC English department plays an integral role in the college's strategic mission to provide open-access, comprehensive education to the broader community and to encourage lifelong learning.Score: 5

I.E.11. The mission and goals of the DCP and each subject area within the DCP align with and support the mission and goals of the department or entity (academic affairs, student affairs, enrollment and retention) under which it is organized. Discussion and Supporting Evidence: All developmental disciplines are housed under Academic Affairs at SLCC. Academic Affairs does not have a specific mission statement to compare to. See Mission Statement of Math Department, English Department and Mission and Goals of Developmental Math.Score: 4

I.E.12. There is a clear connection between the mission and goals of the overall DCP and the goals of each subject area within the DCP, if such division exists. Discussion and Supporting Evidence: The DCP was combined under one mission statement until July 2012 when the department was split into various disciplines at SLCC. Since the Developmental Math is now joined with the Math Department and Reading and Writing are joined with the English Department, we are connected to our specific disciplines; in fact, our goals now focus on students completing all levels of Math and English successfully.Score: 5

I.E.13. Overall goals and objectives of the courses taught in the DCP support the institution’s academic standards and are carefully sequenced to align with and support the goals of the total college curriculum. Discussion and Supporting Evidence: Standards for courses within the DCP


follow the same pattern and process as other courses at SLCC. (See Course Curriculum Outlines) Data which compares the DCP with other students is compared yearly through the National Community College Benchmark Project, the Voluntary Framework of Accountability and internal measures of retention and subsequent course success.Score: 5

I.E.14. Overall goals and objectives of the courses taught in the DCP are carefully sequenced to align with and support the goals of the respective college-level subject area departments.Discussion and Supporting Evidence: The DCP has had a history of reaching out to the college level disciplines to provide crossover communication. Many of the DCP instructors have taught the subsequent courses in their disciplines to help provide context and understanding of the requirements that they prepare students for. On occasion the DCP has called special meetings of faculty from developmental and college level to discuss possible solutions to problems that developed when data trends showed divergent paths. With the division of the Department of Developmental Education into the discipline areas the communication within disciplines should remain strong for the future. See mission, goals and objectives of DCP Math, Reading, and Writing classes and the respective Mission and Goals of the Math and English Departments. Score: 4

I.E.15. There is a clear connection between the goals of each subject area in the DCP and the objectives written on the respective syllabi of courses in that subject area. Discussion and Supporting Evidence: The objectives written on the respective syllabi of courses are directly written from the goals of each subject area. See Course Curriculum Outlines (CCOs).Score: 5

I.E.16. The syllabus of each course in each DCP includes well-developed, clearly articulated objectives that are content-specific and which outline expectations for student learning. Discussion and Supporting Evidence: SLCC has a very carefully designed curriculum approval process of which the DCP courses must follow as with all College courses. The Course Curriculum Outlines (CCOs) and syllabi must show connection to the College-wide Student Learning Outcomes. This provides the connection for all courses to the objectives meant for all students at the College. See syllabiScore: 5

I.E.17. The DCP subject area course goals and objectives have been intentionally developed to address the assessed needs5 of the multiple populations served by

5 Assessed needs: Cognitive and affective needs, strengths, and weaknesses of the student body; in particular, the needs of incoming students.


the college. Discussion and Supporting Evidence: The DCP works directly with Student Services to address the needs of special populations. The Bruin Steppers program is an example of an outreach to underprepared minority students at SLCC. The director of multi-cultural advising has worked with reading and writing faculty to offer a learning community which addresses the needs of this population. SLCC also participates in the Voluntary Framework of Accountability through the American Association of Community Colleges to examine trends and data to support decisions on various demographics. See data on demographics of student population. See information on Bruin Steppers.Score: 4

I.E.18. Goals and objectives for the DCP and the individual courses within the DCP are communicated to students, faculty, and instructional staff in written and oral forms. Discussion and Supporting Evidence: Goals and objectives for the DCP are on the DCP website. Within the DCP each individual course syllabus includes written goals and objectives for the course which are reviewed by the individual teacher on the first day of class. The Course Curriculum Outlines are published on the College intranet for all staff and faculty to review.Score: 5

I.E.19. DCP subject area course goals and objectives are reviewed regularly (approximately every 2 years) and revised as needed by faculty and instructional staff in order to meet institutional, departmental and instructional goals, as well as the assessed needs of students. Input from students is included in such review and revision. Discussion and Supporting Evidence: All courses at SLCC must have a full review every five years as required by our accrediting association. Courses of recent development will have a review of progress at least yearly until evidence of successful outcomes is verified. The Math Emporium classes are new and receiving ongoing adjustments Fall and Spring. Math 0900 was just recently rewritten to better meet the needs of students. Other DCP Math classes are overdue for review. This year, 2013-2014, we will evaluate Math 0990 and have a plan to review one course a year for the next five years. Results of the Math Survey will be part of that review. The Math Surveys will be done by the online students where they have not been before.

Writing courses are updated with new editions of the textbook.

Score: 2

RECOMMENDED PRACTICES:


Practices that will enhance the program. The best programs will include these items as well as the Essential Practices. However, some of these Recommended Practices may be more appropriate for some specific DCPs than for others. A. MISSION

I.R.1. The DCP helps to create, advance the cause, and actualize the concept of the institution as a learning improvement system for all students. Discussion and Supporting Evidence: Since all developmental courses must show the connection through the Course Curriculum Outlines to the College-wide Student Learning Outcomes, the DCP is integrated with the larger College outcomes for all students. The DCP courses provide the assurance that all students might reach these desired outcomes. (See College-wide Student Learning Outcomes. See Developmental Math and English Mission statements).Score: 5

I.R.2. In addition to a focus on academics, overall DCP mission and/or goals include one or more of the following: a) Creating an environment in which students are able to interact with each

other in an inclusive, diverse, multicultural community. b) Student development in categories such as: developing communication,

leadership, collaboration, social responsibility, and self-actualization; appreciating diversity; and/or clarifying personal and educational goals.

Discussion and Supporting Evidence: The SLCC Mission Statement states, "Salt Lake Community College is a public, open-access, comprehensive community college committed to serving the broader community. Its mission is to provide quality higher education and lifelong learning to people of diverse cultures, abilities, and ages, and to serve the needs of community and government agencies, business, industry and other employers.

The College fulfills its mission by:• offering associate degrees, certificate programs, career and technical education,

developmental education, transfer education, and workforce training to prepare individuals for career opportunities and an enriched lifetime of learning and growing;

• offering programs and student support services that provide students opportunities to acquire knowledge and critical thinking skills, develop self-confidence, experience personal growth, and value cultural enrichment;

• maintaining an environment committed to teaching and learning, collegiality, and the respectful and vigorous dialogue that nourishes active participation and service in a healthy democracy."

The DCP clearly supports the various student development needs as addressed in the College Mission Statement. The Developmental Math Discipline Goals include developing students' competence necessary to accomplish individual educational and personal goals and concise, problem-solving skills that can be applied in daily life.


"Towards this mission, the SLCC English department provides courses in reading, writing, and critical thinking. These courses range from developmental literacy instruction to advanced explorations of the role of language in academic studies, students’ personal and professional experiences, and community/civic settings. We emphasize teaching students to take responsibility for how they communicate in a variety of contexts (e.g. academic, imaginative, work-related) and for how language may be used to achieve results. Courses are taught as intellectual inquiry, and expose students to diverse reading and writing tasks and address how power may be won or lost through the medium of words."Score: 4

B. STUDENT LEARNING GOALS

I.R.3. Students in DCP courses will acquire the college-level behaviors that will assist them in successfully negotiating the academic and social environment of the institution. Discussion and Supporting Evidence: The SLCC DCP helps students acquire college-level behaviors as evidenced by the data on subsequent coursework, the VFA data and the CCSSE Benchmark scores. The CCSSE Benchmark scores are probably the best example of the success of the DCP in this area. Developmental student exceeded the level of other College students on the basis of factors which demonstrate student engagement which leads to success. (See CCSSE Benchmark Scores) See successful completion data in subsequent coursesScore: 4

I.R.4. DCP students will develop and practice the transferable skills and thinking strategies or schema necessary for college-level courses in the same discipline and in the total college curriculum. Discussion and Supporting Evidence: The CCSSE Benchmark scores are probably the best example of the success of the DCP in this area. Developmental students exceeded the level of other College students on the basis of factors which demonstrate student engagement which leads to success. (See CCSSE Benchmark Scores) See successful completion data in subsequent coursesScore: 4

I.R.5. Students will develop skills in technology for use in their subsequent courses, future lives, and careers.Discussion and Supporting Evidence: The DCP has used technology in providing information and services to students in their classes. SLCC uses Canvas as their Learning Management System. Many courses use Canvas to post grades, provide syllabi, provide handouts, provide access to PowerPoint presentations and other instructional materials. We are preparing for a future


college-wide data sharing system where much of this information can provide early alerts to students through computer prompted intervention. The CPMA Math (a math emporium model) also uses computer technology to provide mastery based instruction and assessment. In the DCP we encourage the judicious use of calculators. Calculators are encouraged, but students must show all the process of solving. Graphing calculators are not allowed through the 900 level courses and through Math 1010, because we want students to understand the graphing well enough to complete it themselves. We do have computer-assisted instruction in some Math 0990 classes which use MyMathLab. We are doing a pilot with open math computer assisted instruction.

Reading faculty incorporate technology in the following ways: computer learning software such as Connect Read, and reading digital sources such as newspapers, magazines and dictionaries.

Most Writing 900 classes are done in computer classrooms. Instructors are encouraged to use Canvas, our Learning Management System, to introduce students to the online environment. Faculty have piloted Connect Writing and MyLab.

Score: 4

I.R.6. Students will increase in confidence, independent and collaborative learning strategies, and self-efficacy in learning situations.Discussion and Supporting Evidence: The confidence developed in developmental students is best observed in the fact that retention rates (both next semester and yearly) for developmental students exceeds the College-wide retention rate. (See retention studies) See Math Survey data and Dev Math and English Discipline GoalsScore: 4

C. PROGRAM GOALS

I.R.7. The syllabus of each course in the DCP area includes well-developed, clearly articulated objectives that address student growth and development in one or more non-cognitive domains such as leadership, social responsibility, appreciating diversity, or collaboration. Discussion and Supporting Evidence: See Course Syllabi

Score: 1

I.R.8. DCP instructional staff will assist students in understanding the appropriate classroom behaviors and attitudes, including academic integrity, civility, and ethical and responsible use of technology, that will lead to academic success in their subsequent college-level courses and in the general college curriculum.


Discussion and Supporting Evidence: With the integration with Developmental Math with College level math we have developed a progressive program for students to be accountable for their success. In Math 0950 and Math 0920 the students are allowed two retakes on exams. Starting in the academic year 2013-2014, Math 0990 students will only be allowed one retake. This follows nicely into the college level standard of not allowing retakes in Math 1010.

Helping DCP students work toward being independent learners, Reading instructors build increasing levels of responsibility into the class, for example, at the 900 level, instructors will accept late assignments with only a minor effect in the grade. There is a larger penalty for late assignments at the 990 level, helping students prepare for no late assignments in the subsequent college level courses.

The Writing Department syllabus includes a classroom courtesy statement that bridges students' maturity from high school to college level behavior.

DCP instructional staff also assist students in understanding appropriate classroom behaviors and attitudes as outlined in the Classroom Deportment part of class syllabus. Also See Student Code of Conduct.Score: 4


DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDESection Scoring Summary

Part I: Mission and Goals

Directions: Record and summarize the results for the Mission and Goals section below. Use the results of this summary along with insights gleaned during the self-evaluation process to determine which areas of this section will be given priority in goal setting and planning.

A. Possible Points: Check the option that describes the scope of the self-study to determine the points possible for this section.Option 1: Used Essential Practices ONLY95 points possible, if all Essential items apply. If all Essential items do not apply, deduct 5 for each designated “NA.”

. . . OR . . .Option 2: Used BOTH Essential AND Recommended Practices135 points possible, if all Essential and Recommended items apply. If all Essential and Recommended items do not apply, deduct 5 for each designated “NA”6 or “UK.”7

(Supply possible points as specified by Option 1 or Option 2. Do not total possible points for Options 1 and 2.)

B. Total Points (Sum of ratings for this section):110

C. Percentage Score for Section ([B / A] x 100):81.5%

D. Areas of Strength:Mission and Goals are clearly written.

E. Areas Needing Improvement:DCP course goals and objectives have not been reviewed regularly. Input from students has not been included in all classes.

F. Rationale for Criteria Designated “NA” or “UK”:

G. Proposed Actions to Address Areas Needing Improvement: Construct a list of actions that could be taken, if funding and support were ample, to effectively address those areas needing improvement identified by the self-study. It is from the lists of Proposed Actions at the end of each Section Scoring Summary that feasible actions will be selected for the self-study’s Comprehensive Action Plan.

Proposed Action(Step)

How Proposed Action is Intended to Improve Services to Students and/or Student Success

I.E.19 Syllabi for Math 0990 (2007), 0920 (2008) and 0950 (2008), and Writing 0900 (2008) and Writing 0990 (2007) have not been reviewed in several years. Review these syllabi soon and establish a rotating schedule for reviewing all syllabi every two years. Improve student and faculty input.

This action should make sure that the syllabi are more closely aligned with current practice and current goals, especially since we have had a major restructuring in the department since the syllabi were reviewed. Giving students some input in the review will allow their perceptions and needs to be addressed, so that the syllabi will speak to them directly, be better understood and better followed.

6 “NA” (Not Applicable): The evaluator considers the statement not applicable to the current program.7 “UK” (Unknown): The evaluator does not know the answer to the statement, but the answer would be relevant if the information were available.


PART II: Assessment and Evaluation

Quality DCP programs use assessment and evaluation to examine how well they are meeting their mission and goals. Consequently, they collect data for three major purposes: a) to assess the extent to which the program is meeting its mission, goals, and objectives; b) to evaluate the extent to which interventions have impacted student learning and program goals; and c) to analyze trends and patterns in the data in order to further revise goals, objectives, and action plans.

Always include Part II: Assessment & Evaluation in your self-evaluation process. The criteria in Parts A and B of this section reflect best practices in assessment and evaluation. Part C: Data Collection suggests data that can be collected to accomplish the three purposes noted above. (Note: Always use more than one measure to look at program or student outcomes).

Outline:Essential PracticesA. Student Learning-Related OutcomesB. Program OutcomesC. Data Collection

Recommended PracticesA. Student Learning-Related OutcomesB. Program OutcomesC. Data Collection


ESSENTIAL PRACTICES:While not an exhaustive list, these essential practices are necessary for a sound developmental coursework program. In a quality program, these practices will be reflected in its assessment and evaluation design.

A. STUDENT LEARNING-RELATED OUTCOMES

II.E.1. The DCP conducts a regular, systematic assessment to evaluate student outcomes, student learning and student development. Part C of this section lists some suggested measures. Discussion and Supporting Evidence: Student outcomes are measured on a course level. Each discipline and course has defined the assessments that are appropriate for the specified outcomes. In math classes, there are departmental tests for both the modules and the final exam. The final exam results in Math 0990 (the course which preceeds college-level work) are collected and analyzed for the entire department to determine outcomes through Spring Semester 2013. After that time, the final exam for the Math 0990 finals has been modified to include free response questions, so results for the entire department are not collected.


The writing courses have essays and portfolios tied to specific outcomes of the course. The reading courses have final papers, exams or projects that are tied to specific outcomes of the course. See data for student retention, student successful completion and successful completion in subsequent courses.Score: 5

II.E.2. The DCP analyzes student outcomes data to determine patterns and trends and uses the results to improve the courses, labs, and services it provides in order to impact student success.Discussion and Supporting Evidence: The Math 0990 faculty have changed emphasis to determine how effective we teach critical thinking skills.

Currently we are rewriting the course for Math 0900 to make it more meaningful/successful for students. The Math 001-002-003 classes are currently being tweaked based on the analysis of student achievement and mastery of the intended outcomes.

Reading and Writing faculty have changed assessment procedures within the courses to provide better information on student progress and outcomes mastered. For example, application of a final project has been recently added to the Advanced Reading course in order to better track critical thinking skills.Score: 4

II.E.3. DCP students’ academic progress is monitored throughout their enrollment in the DCP and beyond. Discussion and Supporting Evidence: SLCC participates in the National Community College Benchmark Project which measures the success of students in subsequent coursework after successful completion of Developmental Classwork. In the past three years, SLCC has participated in the Voluntary Framework of Accountability (VFA) which provides a more complete picture of Developmental and Non-developmental students throughout a six year period. The VFA tracks all students for these six years to show the successful completion and also including the transfer to four year institutions. See NCCBP and VFA data. See data for student successful completion and successful completion in subsequent courses.Score: 5

II.E.4. DCP students’ content knowledge, skill acquisition and/or gains in general competencies are assessed and evaluated frequently within their DCP courses.

Discussion and Supporting Evidence: DCP courses are expected to include assessments to evaluate student knowledge and abilities. Many courses have common assessments that are used through all sections of the courses. This provides a consistent measure of student performance. SLCC has a rigorous assessment program to assess and improve student attainment of expected learning outcomes. This program was first implemented only in terminal degree programs but is now incorporating the work of the DCP. See http://www.slcc.edu/assessment/index.aspx. The DCP math and reading practice tests, chapter


tests, and final exams are standard assessments. Writing students are assessed via graded essays, portfolios, and a pre- and post survey. Some faculty administer quizzes and some require oral presentations.

Score: 5

II.E.5. DCP students’ content knowledge, skill acquisition and gains in general competencies are evaluated in the context of entry-level requirements of subsequent college-level courses. Discussion and Supporting Evidence: DCP teachers regularly teach subsequent college-level courses and are aware of concepts needed in subsequent college-level courses, and data is collected for successful completion in subsequent courses. The administrative change of including developmental programs into discipline specific departments is expected to enhance communication on student competency attainment. Now that DCP courses have merged with the college-level disciplines (English and Math), there is regular collaboration between DCP and college-level faculty through discipline meetings and committees. See data.Score: 5

II.E.6. Students are provided with frequent feedback on performance in terms of content knowledge and skill acquisition. Discussion and Supporting Evidence: Chapter tests, homework and quizzes regularly give feedback on performance and skill acquisition in math, reading and writing. Many instructors now use Canvas (our LMS) to provide feedback data to students in a timely manner. Those students in the Math Emporium and those working with MyMathLab have almost instant feedback on all work. Students in reading courses are required to work in computer programs such as Connect Read and Merit Developing Critical Thinking Skills.

Writing students complete activities in the textbook and multiple writing assignments. Reading courses require the use of Connect Read (for Advanced Reading) and Developing Critical Thinking Skills from Merit Software. These programs provide clear feedback, and are available through Canvas and from SLCC’s “All Access”, making it convenient for students to work at their own pace and on their own time .Score: 5

II.E.7. As the curriculum advances, DCP courses assess and evaluate students’ development and use of increasingly sophisticated thinking strategies within the discipline, as well as their metacognitive strategies. Discussion and Supporting Evidence: The assessment of student progression in metacognative and thinking strategies is part of a larger college-wide effort to assess General Education Learning Outcomes. Assessment is evaluated through ePortfolios which every student who completes General Education coursework must participate in. This effort has taken several years to establish


enough data to measure the thinking strategies of students. Each student has a grouping of signature assignments from coursework throughout the College which is evaluated on a variety of measures to determine the improvement over the course of their academic experience. The College recommends modifications to courses and programs when weaknesses are identified. The DCP supports this effort by providing projects and assignments which may be added to the student ePortfolios. Since evaluation of these learning outcomes begins when students enter the institution, the participation of the DCP is a critical part of this overall evaluation.

The Math and English Departments have begun their own critical thinking assessment where their contribution to this college-wide goal can be evaluated and improved. This effort is now in the data collection stage.

Score: 4

II.E.8. DCP students’ learning is evaluated by feedback gathered through formative assessment methods such as Classroom Assessment Techniques, and such formative assessment is used to adjust the immediate teaching/learning activities.Discussion and Supporting Evidence: Periodic quizzes assess the students' math understanding. Questions directed to students assesses their understanding. Asking students to solve problems at their seats or at the board, alone or with a partner assesses their understanding. All these techniques are then used to adjust the immediate teaching/learning activities. The number of students in DCP courses is about one third less than college-level sections to assist faculty in providing the student-centered formative assessment in individual course sections. The DCP encourages faculty to use classroom assessment techniques through faculty development opportunities and the faculty evaluation process. These evaluations involve classroom observations and mentoring by full-time tenured faculty who encourage best practices. An example of the faculty development is the CPMA math faculty training recently held to demonstrate best practices to all faculty teaching with this format.

Reading and Writing classes are assessed daily through discussion of completed assignments. Students bring back their questions for further instruction. When an answer is wrong or misunderstood, the instructor completes the scaffolding before adding the next skill. The discussion takes the form of oral essays or quizzes. Students work in small groups to practice skills. They work together to draw conclusions or appropriate answers. This gives them the necessary feedback. By using these techniques, the teacher can determine whether to move to new material or continue reviewing current skills.


Score: 4

II.E.9. The DCP monitors and assesses students’ satisfaction with their learning experiences in DCP courses. Discussion and Supporting Evidence: Each semester a survey is given to each math and writing student in developmental education to assess their satisfaction. Each semester student course evaluations assess this also. The institution also uses a variety of satisfaction assessments (CCSSE, non-returning student surveys, and graduate surveys) which provide college-wide evidence of student satisfaction.

Based on the SLCC semester Course Evaluations, findings show Reading XXXXXXXXXXXXXXXX.Score: 5

II.E.10. Student needs are regularly assessed and changes in those needs are reflected in the developmental course goals and objectives. Discussion and Supporting Evidence: Summative and formative assessments are made of student needs. Some of the assessment data is used, as course goals and objectives are reviewed in the College required five-year review of all courses. We have evaluated for many years our success in subsequent courses, and this is aligned with our departmental objectives. Our students compare favorably to other students who were determined to have the basic skills on entering the college. The Reading and Writing 0900 and 0990 courses are changing to reflect sequencing, outcomes, and textbook adoptions. See success in subsequent course data. As new courses are developed in the form of eLearning, appropriate readiness tools and assessment tools are being developed and standardized for each course. Score: 4

B. PROGRAM OUTCOMES

II.E.11. The DCP conducts regular, systematic assessment to evaluate program outcomes. Discussion and Supporting Evidence: The DCP has assessed program outcomes by subsequent success data, retention, and completion rates in the past. The incorporation of developmental courses into college-level disciplines will enable a more detailed match within specific outcome areas. See data of successful completion rates and success in subsequent courses.Score: 4

II.E.12. The DCP analyzes program outcomes data to determine patterns and trends and uses the results to improve the courses, labs, and services it provides.Discussion and Supporting Evidence: Course grades are reviewed on a course and section level to facilitate the comparison of various sections and courses over time. The Math 0900 course was recently suspended, analyzed, and


rewritten to improve the course. We will watch the data coming in of the successful completion rates for the new course. The Math 001, 002, and 003 courses (Math Emporium classes) have been continually analyzed and improved since their inception to improve their success. Full-time writing faculty surveys students at the beginning and end of each semester, and faculty can make immediate adjustments to the department syllabus according to the survey results.

As a result of seeing research trends change nationally, a sizeable portion of the DCP population will take integrated reading and writing.

In the English Department, an Integrated Reading and Writing course is in the planning stage with implementation slated for Fall 2015. At that time, we will no longer offer separate reading and writing course, instead we will offer 2 levels of Integrated Reading and Writing. We are also in the process of refining our Efficient Reading course (now designated ENGL 1260) as a companion course to ENGL 1010 for students who require added support in reading.

We provide training annually to communicate course improvement to all full-time and adjunct instructors at a summer Reading and Writing retreat.Score: 4

II.E.13. The DCP conducts regular, systematic reviews of its mission, goals, and objectives to assure continued alignment with college-level departments and with the institutional mission and goals. Discussion and Supporting Evidence: The institutional mission statement is now being incorporated into the mission statements of the disciplines in which the DCP coursework is housed. The Math Department mission and goals were recently re-written to include the new developmental math courses, since those courses are now under the Math Department umbrella. Reading and Writing goals have been reviewed and re-written within the last eighteen months to align with the English Department and Writing Across the Curriculum (WAC). Some more rewriting should still be done. Other reviews and changes are pending. The English Department has created a matrix showing how assignments and outcomes sequence from course to course. Score: 4

II.E.14. The DCP conducts regular, systematic reviews of its mission, goals, and objectives to assure continued support of the college curriculum and the institution’s academic standards. Discussion and Supporting Evidence: SLCC has a very robust program assessment system which requires programs to evaluate progress toward program mission and goals. The initial assessment was required only for terminal programs of study but is now required for all College programs. Reviews within this system are conducted yearly and are defined and conducted by the departments themselves. See


http://www.slcc.edu/assessment/index.aspx. (This is an internal website.) See Course Curriculum Outlines (CCOs) and college and department mission

and goal statements.Score: 5

II.E.15. DCP faculty, instructional staff,8 and administrators and supervisors9 discuss and analyze program outcomes and make shared decisions.Discussion and Supporting Evidence: DCP faculty and administrators regularly discuss program outcomes and make shared decisions. Before the breakup of the Developmental department in Fall 2012, this was done monthly. The incorporation of developmental coursework into the College assessment will provide a yearly opportunity to discuss and analyze program outcomes. See http://www.slcc.edu/assessment/AssessmentTable/index.htm.Score: 4

II.E.16. The DCP shares program outcomes with part-time instructional staff and faculty, faculty in other areas served by the DCP, students, and other significant constituencies.Discussion and Supporting Evidence: Suzanne Writing part-time and full-time faculty met in February 2014 to discuss placement testing, outcomes, and assignments. The incorporation of developmental coursework into the College assessment will provide a yearly opportunity to discuss and analyze program outcomes. The results are posted on the College web site for all constituencies to view.

Yearly, a Reading Conference for full-time and adjunct instructors is held for DCP Reading instructors to discuss placement and outcomes, textbooks, software, and new course development, such as eLearning and Integrated Reading and Writing offerings. This conference is a half-day program. Score: 4

II.E.17. The DCP regularly reviews (at least every 2 years) its goals and objectives to assure that the assessed needs of the student populations at the institution are being met. Discussion and Supporting Evidence: Within the Utah System of Higher education there is a required review of all courses every five years. These reviews must pass the department, school, college, and state committees in charge of curriculum. Though this is not within the 2-year cycle stated in this requirement, it has proven to be a very comprehensive review process. The

8 Instructional staff: All persons, full time or part time, including faculty, graduate teaching assistants, and others who are responsible for designing and delivering a curriculum and classroom management and/or grading in developmental or non-developmental courses, workshops, seminars, or laboratories.9 Administrators and supervisors: Any and all personnel who act in a supervisory capacity for the developmental program, particularly those who have direct administrative oversight and responsibility for the program.


Math Department goals and objectives have recently been re-written since the merger with the DCP, to assure our DCP students' needs are met. Full-time Reading and Writing faculty do this as they revise and tweak the syllabus regularly.Score: 3

II.E.18. The DCP supports its faculty, instructional staff, administrators and supervisors, and support personnel, and systematically collects information to evaluate this support. Discussion and Supporting Evidence: Regular, systematic observations are done of faculty, full-time and adjunct, to evaluate their effectiveness. Tenured faculty are evaluated every three years. Non-tenured faculty and adjunct faculty are evaluated every year. Writing faculty observe adjuncts once a year and are moving to observe them twice a year--one announced and one unannounced visit.

Student evaluations on courses and faculty are collected, although this anonymous process is optional for students and so not enough students choose to complete an evaluation for the class and instructor. More needs to be done to encourage this process. For faculty and staff support SLCC boasts an FTLC (Faculty Teaching and Learning Center) and a Center for Innovation. Both of these entities provide ongoing training and support in areas such as technology, best practices, and universal design for learning to name but a few of the most recent workshops. SLCC encourages professional development for all their staff and provides money for faculty to present or attend conferences. Our Faculty Association includes the majority of our faculty and promotes compensation and good work environment for faculty. The Faculty Senate responsibility is to oversee and manage curriculum issues.Score: 5

C. DATA COLLECTION

This section suggests data essential to any DCP program. While this list is not exhaustive, it represents the best research and practices to assess the achievement of the DCP’s mission, goals and objectives and to impact program services and student success.

The key to effective assessment and evaluation is the systematic collection of similar data over time for whichever goal or objective is being assessed. This not only permits evaluation of the immediate results of interventions or actions but also provides comparative information over time which will ultimately be more useful in revising the goals and objectives of the program and developing new action plans. An analysis of the patterns and trends in such data provides a much more persuasive argument for programmatic changes.

II.E.19. The institution monitors demographic, academic, and/or affective information of incoming students as potential indicators of students’ needs. Discussion and Supporting Evidence: Demographic and academic


disaggregation is evidenced in the student surveys and within the regular college-wide reports. This has recently improved with more actionable data through the VFA reports. The College has recently received new funding for a data 'hub' that will collect additional data from student reports as well as high school transcripts to assist in identifying students at risk. See Student Surveys, Student Demographic data, College Fact Book, and VFA data.Score: 4

II.E.20. The DCP monitors and tracks the number and percent of all incoming students who place into developmental courses. Discussion and Supporting Evidence: Data on student placement has been generated yearly from our Department of Institutional Research. New VFA reports provide disaggregated data for improved informed decisions on student needs. See placement data and VFA reports. Score: 5

II.E.21. The DCP monitors and tracks trends in the number and percent of all incoming students who enroll in developmental courses. Discussion and Supporting Evidence: Data on student placement has been generated yearly from our Department of Institutional Research. New VFA reports provide disaggregated data for improved informed decisions on student needs. See placement data and VFA reports. Score: 5

II.E.22. The DCP monitors and tracks trends in the number of developmental courses and sections offered each term. Discussion and Supporting Evidence: Each term, trends in the number of course sections are evaluated and appropriate changes to the College class schedule are made. Recent years of unfunded growth has renewed the emphasis on efficiency which has required careful inspection of these trends. Score: 4

II.E.23. The DCP monitors and evaluates trends and anomalies in course completion rates and grade distributions for all developmental courses offered. Discussion and Supporting Evidence: The completion rates and grade distributions are evaluated regularly. Currently the Math Department is modifying the CPMA math coursework based on some of the findings. Adjustments are made yearly to provide enough data to justify changes.Score: 5

II.E.24. The DCP and/or the institution monitors and evaluates trends and anomalies in DCP students’ retention, term-to-term and year-to-year, while they are in the developmental program and beyond. Discussion and Supporting Evidence: Fall to Fall and Fall to Spring retention is generated on a yearly basis and compared with the general college data. The


benchmark for these data is that developmental retention is at least as high as the general college. Score: 5

II.E.25. The DCP and/or the institution monitors and evaluates trends and anomalies in pass rates and/or grades of successful developmental students in their subsequent, college-level courses. Discussion and Supporting Evidence: The National Community College Benchmark Project data provide a comparison year-to-year and developmental to general college. These data are inspected annually and some of these data are included in College wide standards.Score: 5

II.E.26. The DCP includes quantitative and qualitative measures of student learning as a part of its evaluation plan. Such measures might include pre-post test scores, teacher analysis of portfolios, and in-class activities that demonstrate and measure students’ actual learning. Discussion and Supporting Evidence: Incoming students take the Accuplacer test which has been very accurate to measure readiness for Math 0920, Math 950, Math 990. We found that for Math 0900, the most basic math class, we did not have an accurate measure, and are rewriting that course to be more effective.

Writing faculty uses the Accuplacer test which has not proven to be as accurate in placing Reading and Writing students. We also give a diagnostic essay within the first three days of class to check students' placement.

Reading includes a pre and post comprehension test at the beginning and end of the term. Scores were tracked across all Reading courses, but no revealing data was discovered. Since then we have piloted different reading tests, but no reading test has been discovered that will assess the abilities of the very wide range of students that we serve.

SLCC evaluates student learning outcomes on a global basis using ePortfolios. Every General Education class is required to have a signature assignment which may be evaluated to show student learning. Developmental courses have also used the ePortfolios to provide a demonstration of student work. Score: 3

RECOMMENDED PRACTICES:Practices that will enhance the program. The best programs will include these items as well as the Essential Practices. However, some of these Recommended Practices may be more appropriate for some specific DCPs than for others.

A. STUDENT LEARNING-RELATED OUTCOMES


II.R.1. Students’ use of active learning strategies is monitored and assessed in their DCP course(s).Discussion and Supporting Evidence: No monitoring or assessment is done specifically of the active learning strategies in Dev Ed courses, although we do use active learning strategies. Faculty are evaluated based on their instructional delivery, and those who incorporate active learning are highly rated.

Further, SLCC’s Faculty Teaching and Learning Center (FTLC) has provided extensive workshops in active learning and currently employs an Active Learning and Curriculum specialist, to assist instructors in incorporating this practice into the classroom.Score: 4

II.R.2. The DCP provides formal and/or informal feedback to students regarding their development of the college-level behaviors needed to succeed both academically and socially. Discussion and Supporting Evidence: Math, Reading and Writing classes do develop and provide feedback to students regarding their academic behaviors needed to succeed. Our student success class, EDU 1020: Essentials of College Study, focuses on social and academic behaviors. This class is a required co-requisite to Math 001-002-003 and to the Reading and Writing Learning Communities. Built into all DCP classes at SLCC is an emphasis on attendance, participation, meeting deadlines, etc.

Student Services provides an early alert system for faculty. If a student is not attending class regularly or if they are not passing tests, then an advisor will call that student to offer help. In Reading we are planning to structure and grade certain behaviors that lead to student success. For example, meeting deadlines, taking notes, attending class and participating, quality of work, effective test taking strategies, time management strategies (assigning intermediary exercises daily that build to an assignment or test) and civil behavior in the classroom (turn off cell phones, no side conversations, etc.)

A new college iniative is in process to have all courses use Canvas (the college-wide Learning Management System) to provide grades, attendance and email feedback to students across the institution. Score: 4

II.R.3. The DCP evaluates students’ ability to transfer knowledge and skills to related courses. Discussion and Supporting Evidence: The College is actively evaluating student knowledge and skills associated with all incoming students. Recent studies by The Community College Research Center and data from Complete College America have focused attention on student in developmental coursework. At the present time SLCC is trying to find the most appropriate


ways to evaluate this complex array of abilities in ways that measure student ability with the prime consideration of helping students succeed and not excluding students.

The Math department is currently doing an analysis to contribute to the College Wide study on how well we promote critical thinking through the math sequence classes from pre-algebra through intermediate algebra. We are developing a problem and a rubric to test this starting Spring 2014.

The Math, Reading and Writing classes also collect regular data on the success of the students in subsequent courses. See data.

Score: 4

II.R.4. Students’ competence in the use of technology is evaluated in their DCP courses. Discussion and Supporting Evidence: Math DCP classes use calculators regularly, although they must be non-graphing, scientific calculators. Math 0990 students use the internet to access infinite practice problems for homework. Some Math 0990 students use MyMathLab software to grade and do homework and quizzes. In the Math Emporium, students work on computers at their own pace. Thus their competence is built and strengthened beyond Facebook and texting.

In Writing, students must produce word-processed documents to demonstrate their key boarding and formatting skills, and familiarity with MS Word. Students interface with MyPage, Canvas, and the internet to complete assignments.

Many of the sections are now using Canvas (the state-wide LMS) to deliver syllabi, grades, and instructional content. Canvas provides instructors with the tools to build assignments or tests, including multiple choice style quizzes as well as assignments where text must be entered or documents downloaded. Links can also be included. There is a class discussion feature, email or audio communication and interface with other popular social media like Facebook and Twitter. Although most content is still classroom based, it is felt that students must adjust to learning technologies as part of their preparation for college courses.

Score: 4

II.R.5. The DCP evaluates students’ ability to demonstrate professional and ethical standards of conduct in the learning environment, including civility, academic honesty, and ethical use of technology.Discussion and Supporting Evidence: Individual faculty members evaluate a student's conduct and apply appropriate measures as directed by the Student


Code of Conduct in their classes. All syllabi include a reference to the Student Code of Conduct. See Student Code of Conduct in the Appendix.

Score: 4

II.R.6. The DCP evaluates students’ growth in self-efficacy within the DCP courses. Discussion and Supporting Evidence: The Community College Survey of Student Engagement contains items that can be considered part of a student’s self-efficacy. The items, “Learning effectively on your own” and “Understanding yourself” are both significantly higher for developmental students compared to the non-developmental population.

See the Math Student Survey. For Writing, see Pre-and Post Survey proposal.

Score: 4

II.R.7. The DCP assesses students’ development of skills such as communication, leadership, collaboration, healthy living (physical, emotional, spiritual), social responsibility, self-actualization, appreciation of diversity, and/or clarification of personal and educational goals. Discussion and Supporting Evidence: The Community College Survey of Student Engagement (CCSSE) contains items that can be considered part of a student’s “soft skills”. The items, “Working effectively with others”, “Understanding people of other racial and ethnic backgrounds”, “Developing a personal code of values and ethics” and “Developing clearer career goals” are all significantly higher for developmental students compared to the non-developmental population.

The DCP Mathematics and Reading Department does not formally assess student development of skills such as these. However, we do attempt to foster a healthy learning environment where communication with the teacher and with other students, leadership, collaboration, self-actualization, appreciation of diversity, etc, can flourish through rigorous discussion, group work, and the creation of a close-knit learning community.

Writing faculty assign oral reports; group work with assigned group leaders;

and a cultural traditions essay, which focuses on diversity. Score: 3

B. PROGRAM OUTCOMES

II.R.8. The DCP conducts institutional and/or other research to review, improve, and update its courses, labs, and services. Discussion and Supporting Evidence: All courses at SLCC must be reviewed every five years according to the Board of Regents' policy. These reviews focus on the success of the course in meeting the learning outcomes and how


the course may be modified to improve student success.Score: 4

II.R.9. The DCP conducts institutional and/or other research to review and improve student outcomes/student success. Discussion and Supporting Evidence: SLCC requires all programs to participate in the assessment of intended student outcomes. This is updated yearly and is part of the College accreditation report. See http://www.slcc.edu/assessment/index.aspx Score: 4

II.R.10. The DCP occasionally polls faculty from other areas for information on former DCP students’ preparation for and/or progress in their courses. Discussion and Supporting Evidence: Because of student rights to privacy, students are not classified as developmental or nondevelopmental in future coursework. Information on former DCP students has been an informal evaluation in the past, but the inclusion of developmental coursework in the individual disciplines has enabled better communication that will lead to better evaluation of student preparation as DCP faculty and faculty in the disciplines work together. Score: 3

II.R.11. The DCP assesses the ways in which it helps to create, advance the cause, and actualize the concept of the institution as a learning improvement system. Discussion and Supporting Evidence: We do this by keeping records as to completion rates, and success in subsequent courses. Much of this assessment is accomplished through comparisons of developmental and non-developmental students in the Community College Survey of Student Engagement.

Math is currently beginning a study of how well we teach critical thinking, by following a practical problem from Math 0950 to Math 0990 to Math 1010, writing a rubric to tell how the students progress in their critical thinking skills.Score: 4

II.R.12. The DCP assesses the ways in which it creates a community that is inclusive, diverse, and multicultural. Discussion and Supporting Evidence: VFA data provide a comparison with the general college population and disaggregates by age, gender and ethnicity. This new tool provides us comparisons that were not available before. See the VFA Cohort data.Score: 4

C. DATA COLLECTION


This section suggests data recommended for any DCP program. While this list is not exhaustive, it represents research and practices that will support the achievement of the DCP’s mission, goals and objectives. Such data will also be likely to have an impact on program services and student success. Therefore, the authors recommend that, in addition to the Essential Elements, an advanced program considers collecting several (perhaps, two) of the data below. The authors further recommend that a program consider the data that will most likely help to inform the program, improve services, and/or increase student success.

The key to effective assessment and evaluation is the systematic collection of similar data over time for whichever goal or objective is being assessed. This not only permits evaluation of the immediate results of interventions or actions but also provides comparative information over time which will ultimately be more useful in revising the goals and objectives of the program and developing new action plans. An analysis of the patterns and trends in such data provides a persuasive argument for programmatic changes.

II.R.13. The DCP monitors at least one of the following types of data as appropriate:a) Success rates of students who followed placement advice with those who

chose not to do so. [Suggested success measures include persistence in the college-level course, grade in the related college-level course, and/or retention.] An appropriate comparison is also completed.

b) Data on students’ pre-test to post-test gain scores and/or exit exam pass rates.

c) Students’ completion of the developmental course sequence to which they have been assigned. [Writing I, II and III, for instance.]

Discussion and Supporting Evidence: The DCP has followed the completion rates within the course sequence in the past, but since SLCC started participating in the VFA this has become our measurement of choice. The VFA provides information on students from a specific cohort year and follows their progress for two and six year periods. Since participation in the VFA started in 2011, the data is not available for the entire NADE certification study period but the richness and completeness of the data has been a major improvement from previous data gathering projects. It should be noted that this project is an institution wide data gathering initiative that connects to strategic planning and goals of the institution. The data are gathered by Institutional Research based on a standard data definition provided by the American Association of Community Colleges.

Score: 5

II.R.14. The institution monitors at least two of the following types of data and reports to the DCP as appropriate:a) Information on former DCP students’ certificate or degree completion,

licensure/certification pass rates, student goal attainment rates, transfer rates, and/or graduation rates, and it provides this information to the DCP.

b) Former DCP students after their transfer to a baccalaureate institution,


graduate school, or the work force, and it provides this information to the DCP.

c) For community outreach programs, data on students’ development of basic literacy skills or workforce related skills.

d) Credits earned versus credits attempted, through the second year or 24 credits.

Discussion and Supporting Evidence: The DCP has followed the completion rates within the course sequence in the past but since SLCC started participating in the VFA this has become our measurement of choice. The VFA provides information on students from a specific cohort year and follows their progress for two and six year periods. Since participation in the VFA started in 2011, the data is not available for the entire NADE certification study period but the richness and completeness of the data has been a major improvement from previous data gathering projects. It should be noted that this project is an institution wide data gathering initiative that connects to strategic planning and goals of the institution. The data are gathered by Institutional Research based on a standard data definition provided by the American Association of Community Colleges. (Which specific areas does VFA address?)

Score: 5



Part II: Assessment and Evaluation

Directions: Record and summarize the results for the Assessment and Evaluation section below. Use the results of this summary along with insights gleaned during the self-evaluation process to determine which areas of this section will be given priority in goal setting and planning.


. . . OR . . .Option 2: Used BOTH Essential AND Recommended Practices200 points possible, if all Essential and Recommended items apply. If all Essential and Recommended items do not apply, deduct 5 for each designated “NA” or “UK.”




D. Areas of Strength:We have particularly strong assessment and evaluation scores for student learning-related outcomes.

E. Areas Needing Improvement:II R 10 DCP course instructors rarely communicate with each other formally or informally concerning student success.





See II R 10 In Fall 2014 all Math instructors will use Canvas, a Learning Management System. Several Reading and Writing instructors also use Canvas. Within Canvas is the ability for faculty to communicate with one another regarding students' progress. Our goal is to have 75% of DCP faculty using this Canvas feature. In addition, we would like to communicate with 50% of faculty from other areas regarding our former DCP students.

These actions would show students that there is a community of faculty who care about their academic success.



PART III: Program Design and Activities

The criterion statements in this section are the essential and recommended elementsthat indicate the degree to which the program follows best practices for design and delivery of its courses and services. Such designs are intended to maximize the program’s effect on student development, student success, and student learning.

Outline:Essential PracticesA. Scope and Purpose B. Structure and OrganizationC. Theoretical BasisD. Operations and Learning Environments

Recommended PracticesA. Scope and Purpose B. Structure and OrganizationC. Theoretical BasisD. Operations and Learning Environments


ESSENTIAL PRACTICES:Practices that are necessary for a quality program. In a quality program, these items will appear in the program design.

A. SCOPE AND PURPOSE

III.E.1. The institution continuously monitors student needs, preparation levels, enrollment/demographic patterns, and student outcomes, and it shares that information with the DCP. Discussion and Supporting Evidence: The college is planning a student analytic data base as one of its strategic priorities. The college has a grant that will help to establish a data hub which will provide the information listed above. The College has worked with the local high schools to provide data on student preparation. Each term a meeting is held to provide this data to the schools. Internally the College shares data on student retention, assessment scores, completion rates and subsequent course success rates.Score: 3

III.E.2. DCP program and curriculum design modifications are based on institutional reports of students’ demographics, preparation levels, and enrollment patterns, as well as ongoing analyses of DCP outcomes and student learning outcomes. Discussion and Supporting Evidence: Coordinators are continually monitoring enrollment trends in connection with advising, scheduling, registration and other student services. When the institutional reports show a lack of progress


toward specific standards, the College organizes a task force to focus attention and suggest modifications to address the issue at hand. Faculty take an active role in these groups. Score: 4

III.E.3. The DCP curriculum10 supports student access, student development, and student learning. Discussion and Supporting Evidence: The DCP curriculum offers Math 0995 as a one credit tutoring course for Math 0990 to support student development and learning. Our Math Emporium classes are computer based learning with students progressing in a mastery based program at their own speed. Math, Reading and Writing courses are taught at all times of the week, night and day. We also have weekend only classes. Classes are taught at 10 different campuses. Access is demonstrated by the variety and level of developmental offerings in each of the developmental disciplines. Students entering at most any level have opportunities to find curriculum which meets their needs. The curriculum for each developmental course is designed to help students develop the ability to function in a college environment as well as improve basic skills.

Score: 5

III.E.4. The DCP curriculum is appropriate for the previous academic preparation of students enrolled in the institution, their varied cultural and demographic characteristics, their current academic needs, and college-level and/or workforce expectations. Discussion and Supporting Evidence: With the Accuplacer Test we assess students' current academic needs. The DCP curriculum is designed as a multi-level program to meet the students' needs at any level of mathematics, reading and writing skill. The new Math Emporium was organized to allow students to progress through the DCP classes at their own pace, to complete their academic math program from their current level to college-level mathematics.Score: 4

III.E.5. The DCP works with academic departments to assure that the content, scope, and learning outcomes of the DCP curriculum are aligned with subsequent courses in the college curriculum.Discussion and Supporting Evidence: Now that Reading and Writing are part of the English Department, a committee was formed to insure that assignments and outcomes are alligned across the composition courses. Another example is in the classes which examined the student success rate compared with scores on the CPT test, and determined that Biology courses needed a reading pre-requisite to enable student completion and success. See program CCO's and student success rates in subsequent courses.

10 DCP curriculum: The disciplinary courses offered as classes, labs, workshops; or through instructional services, learning communities, programs, and educational activities offered to students.


Score: 5

III.E.6. The DCP incorporates the principles of Universal Design in the planning and delivery of its courses, services, labs, and programs. Discussion and Supporting Evidence: All syllabi are required to contain a statement from our Disability Resource Center which informs students of alternative processes for testing and additional classroom helps when needed. Developmental coursework tries to provide a variety of viewpoints and processes in coursework to aid in student understanding. Universal Design workshops have been available this year for all faculty through the Faculty Teaching and Learning Center (FTLC).Score: 4

III.E.7. The DCP operates its curriculum in accordance with institutional academic standards and policies. Discussion and Supporting Evidence: All Course Curriculum Outlines, CCO's, are approved by first the Department, School and finally the College's Curriculum Committee, according to institutional academic standards and policies.Score: 5

B. STRUCTURE AND ORGANIZATION

III.E.8. The DCP is a clearly identified and prioritized unit within the academic structure of the overall institution.Discussion and Supporting Evidence: The DCP was disbanded in the summer of 2012 as an individual division with our own Department Chair. The math classes are now part of the Math Department. Reading and Writing Classes are now part of the English Department. The developmental classes are now taught under the umbrella of Academic Affairs. Each developmental discipline continues to have separate coordinators to provide for the needs of developmental students.Score: 1

III.E.9. The DCP is a clearly identified and prioritized unit within the structure of the department or entity (academic affairs, student affairs, enrollment and retention, etc.) within which it is organized.Discussion and Supporting Evidence: The DCP classes are not a clearly identified and prioritized unit within Academic Affairs. There is now no effort to coordinate the DCP students or faculty. Each developmental discipline continues to have separate coordinators to provide for the needs of developmental students or faculty.Score: 1

III.E.10. The DCP is a centralized or highly coordinated entity. Discussion and Supporting Evidence: The DCP was disbanded in the summer


of 2012 as a centralized entity. DCP Mathematics is now in the Mathematics Department. Reading and Writing are now in the English Department. There is now no effort to coordinate the DCP students or faculty.Score: 1

III.E.11. The organizational relationship of the DCP to other academic departments is clearly established and disseminated across the institution. This relationship may include the preparatory or bridge nature of the DCP, a co-curricular relationship (paired courses, learning communities), service to the community (literacy outreach, bridge to high schools), and/or other relationships. Discussion and Supporting Evidence: The Math, Reading, and Writing classes are clearly established and disseminated across the college and throughout the community via our satelite catalog. DCP classes serve as preparatory courses for college level courses.Score: 4

III.E.12. The DCP and its courses are listed in the institution’s course catalog. Discussion and Supporting Evidence: See SLCC CatalogScore: 5

III.E.13. The activities and assignments of any labs or workshops that support instruction in a DCP course parallel the activities and assignments of that course. Discussion and Supporting Evidence: Math 0995 and 0955 classes support instruction in the Math 0990 and Math 0950 classes they parallel. The Student Writing Center and the Academic Literacy Center directly support classroom instruction when tutors support students in the completion of course assignments. Additionally, SLCC uses ePortfolios to assess and track student work. At SLCC DCP students can take some college classes, without prerequisites, therefore the labs and workshops provide direct supplemental instruction to DCP students who are working to be successful.Score: 5

C. THEORETICAL BASIS

III.E.14. The DCP curriculum incorporates the application of relevant discipline-specific theories appropriate for its course content. Discussion and Supporting Evidence: DCP curriculum utilizes the practical application of adult learning theories which includes metacognitive awareness, social/cultural interaction and skills based practice and critical thinking as specified in the CCO's for each course. We are just now developing a plan to assess how well we succeed in developing discipline specific critical thinking skills.Score: 4

III.E.15. The DCP curriculum incorporates the application of relevant learning theory,


metacognitive development, cognitive development, and critical thinking appropriate for the population it serves. Discussion and Supporting Evidence: Individual course objectives specify the application of these theories in Developmental Math, Reading and Writing. Teacher observations indicate that these major learning theories are being used. They are being included on syllabi and in Course CCO's.Score: 4

D. OPERATIONS AND LEARNING ENVIRONMENTS

Authors’ Note: The institution and the DCP must recognize that developmental students, if they are to be successful, require learning environments specific to their needs— needs which heretofore may not have been fully met. Therefore, we must advocate for class sizes and student-to-instructor ratios that generate optimal learning environments. The following criteria reflect these principles. On the recommendation of our reviewers, citations have also been included for your use in the references section at the end of this Guide.

III.E.16. Developmental courses are offered at a variety of times (such as daytime and evening) to meet the needs of students. Discussion and Supporting Evidence: Developmental courses are offered from 7 a.m. until 9:50 p.m. at night. Some classes meet one, two, three, four or five days a week. We also offer classes that meet Friday evenings and Saturday morning. Also, we offer hybrid and online courses as an additional learning environment.Score: 5

III.E.17. Individual developmental class, sizes do not exceed 15 students in single-instructor developmental writing (NCTE11 1987; 1989; 1999; 2003) or reading classes, and 20 in single-instructor developmental mathematics classes. [Note: Because of the importance of limiting class sizes, this criterion is repeated in Human Resources VII.E.17.] Discussion and Supporting Evidence: Class size is capped at 20 students in Math 0900, Math 0920, Math 0950 and the Emporium classes, and 30 in the Beginning Algebra, Math 0990 single-instructor developmental mathematics classes. Reading and Writing have a minumum of 13 enrolled and a maximum of 20.Score: 3

III.E.18. The DCP utilizes trained tutors to support student success in developmental courses. Discussion and Supporting Evidence: The Learning Center employs trained tutors to support student success in developmental math. Trained tutors and lab aides are also available in the Math Emporium working along with the instructors. College Reading and Learning Association (CRLA) sanctioned trained tutors support DCP students in the Student Writing Center and the

11 NCTE: National Council of Teachers of English


Academic Literacy Center. Writing instructors often require students to take a draft of their essays to a writing tutor.Score: 5

III.E.19. Faculty and support personnel of the DCP collaborate with other student support offices and services on campus to enhance student success. Such offices may include the learning assistance center, the counseling center, the office for students with disabilities, the career office, advising center, registrar, and others.Discussion and Supporting Evidence: The DCP faculty and personnel work closely with the Learning Center, the Disability Resource Center, The Student Support Services, or TRiO, and others. One example is the Early Alert program where faculty identify and give early help to students who need it.Score: 5

RECOMMENDED PRACTICES: Practices that will enhance the program. The best programs will include these items as well as the Essential Practices. However, some of these Recommended Practices may be more appropriate for some specific DCPs than for others.

A. SCOPE AND PURPOSE

III.R.1. The DCP curriculum serves the needs of the community (literacy, job re-training, community outreach, technological training, educational enrichment). Discussion and Supporting Evidence: The DCP serves the math and English literacy needs of the community as it educates the many refugees and immigrants in our community, others who have been out of education for years and are retraining to get a new career, or those who want to enrich their education.

The English Department has the Community Writing Center near downtown Salt Lake City's Library Square.

See demographics

Score: 5

III.R.2. DCPs at multiple-campus institutions use consistent criteria, policies, and procedures across campuses.Discussion and Supporting Evidence: All criteria, policies, and procedures are standard for each course at any campus as evidenced in our syllabi.Score: 5

III.R.3. The DCP promotes institutional assessment of students’ changing demographics, values, attitudes, and needs, and supports institutional change based on these assessments. Discussion and Supporting Evidence: See statistics on demographics for the


DCP program, and also our own Math Student Surveys.Score: 5

III.R.4. The DCP works closely with appropriate offices and resources to promote Universal Design for all students throughout the institution. Discussion and Supporting Evidence: We do not have specific guidelines which address standards of Universal Design yet. However, it is being strongly promoted across the college. Several workshops have been held, and more are planned. See Universal Design InformationScore: 3

B. STRUCTURE AND ORGANIZATION

III.R.5. As appropriate, DCP courses are paired, linked, or connected in a learning community structure. Discussion and Supporting Evidence: DCP math courses have been paired with the Learning Enhancement 1020 class (LE 1020) as a co/pre-requisite in the Emporium classes. Learning Communities have been created with Reading and Writing Courses. See Class Schedule. Score: 3

III.R.6. The DCP maintains consistent standards and expectations throughout its various learning environments (e.g., accelerated programs, online, weekend, and/or evening programs).Discussion and Supporting Evidence: All DCP courses have consistent, departmental syllabi. Math and Reading also have standardized tests. We provide training for adjunct instructors. We also coordinate curriculum with subsequent college courses.Score: 4

C. THEORETICAL BASIS

III.R.7. The DCP curriculum, and/or the overall DCP itself, incorporates practices that are based on relevant theoretical foundations promoting student development. Student development topics may include areas such as communication, leadership, collaboration, independence, social responsibility, spiritual awareness, and self-actualization; appreciating diversity, and/or clarifying personal and educational goals. [Note: Not every student development topic may be relevant to a particular program.]


Discussion and Supporting Evidence: DCP classes encourage communication and leadership as students work together in groups, and analyze and explain principles and procedures in class, and to collaborate on class projects and study groups. They are also encouraged to appreciate the diversity of age and ethnic groups which enrich their horizons. Writing students write an essay and create a web site about a tradition or celebration in their family or culture to appreciate the diversity in the classroom.Score: 5

D. OPERATIONS AND LEARNING ENVIRONMENTS

Authors’ Note: The institution and the DCP must recognize that developmental students, if they are to be successful, require learning environments specific to their needs— needs which heretofore may not have been fully met. Therefore, we must advocate for class sizes and student-to-instructor ratios that generate optimal learning environments. The following criteria reflect these principles. On the recommendation of our reviewers, citations have also been included for your use in the references section at the end of this Guide.

III.R.8. The DCP curriculum provides support for the total college curriculum by teaching learning and content strategies that can be transferred to other coursework (in addition to aligning with the subsequent disciplinary course(s)). Discussion and Supporting Evidence: The DCP classes support the total college curriculum by preparing students for subsequent Math, Reading and Writing courses inside the DCP and in their overall coursework. See statistics for success in subsequent courses.Score: 5

III.R.9. Teaching loads (class hours) are adjusted to recognize that teaching developmental courses requires specialized skills, including but not limited to increased use of multiple teaching strategies (AMATYC,12 2007), increased preparation time, and an increased number of graded activities. [Note: Based on our endorsement of the NCTE position on faculty load noted above, we hereby recommend that teachers of developmental reading and writing courses have a total teaching load of no more than 45 students per semester and teachers of developmental mathematics and science courses have a total teaching load of no more than 60 students per semester.] Discussion and Supporting Evidence: Because of budget constraints the college encourages math faculty to teach overload, considering it college service. Also, Beginning Algebra classes are capped at 30 students. Therefore, an instructor may have considerably more than 60 students per semester.

Reading and Writing instructors, while not encouraged to teach overload, still would carry a minimum of 60 to 100 students.

Financial and cultural pressures will keep the load high for the forseeable

12 AMATYC: American Mathematical Association of Two-Year Colleges


future. Score: 1

III.R.10. The DCP collaborates with professionals or paraprofessionals from organizations such as local volunteer centers or departments of teacher education to provide in-class support. The DCP is involved in the training and supervision of any such assistants. Discussion and Supporting Evidence: No such in-class assistants are in use in Reading and Writing, but in the Math Emporium we are adding our own adjunct instructors as aides to help with the individualized computer instruction along with the instructor and hired tutors. As of Fall 2014, Math 0990 and Math 1010 classes will have in-class student tutors also. The English Department also uses full-time faculty to tutor students in the Writing Center.

Math and English practice is to use well-trained peer or certified tutors. Score: 3



Part III: Program Design and Activities

Directions: Record and summarize the results for the Program Design and Activities section below. Use the results of this summary along with insights gleaned during the self-evaluation process to determine which areas of this section will be given priority in goal setting and planning.






D. Areas of Strength:We have a wide variety of class offerings and times to meet student needs. We have a strong tutoring support system and support offices and services for Math, Reading and Writing. We have strong Math and Literacy programs for our many non-traditional students.

E. Areas Needing Improvement:Our central DCP program has been disbanded, and we need to organize a Coordinating Council to advocate for developmental education issues.





Organize a Coordinating Council for all DCP classes.

This Action Plan would establish that DCP students are a priority in our institution. We can use this Coordinating Council as a tool to inform and encourage instructors to use Canvas as a tool to strengthen our communication about DCP students, and organize all efforts to carry out our Action Plans outlined in the Recertification process.

Our DCP Coordinating Council will be instrumental in advocating for lower class size and/or hiring qualified aides.

Students will get more individual instruction and attention.



PART IV: Content and Delivery of Courses and Services

The criterion statements in this section are the essential and recommended elements which indicate the degree to which the program follows best practices in its content and delivery of courses and services in order to maximize the program’s effect on student learning, student success, and student development.

Outline:Essential PracticesA. Assessment and Placement B. Curriculum/Syllabus Design and Learning Objectives

1. Curriculum/Syllabus Design2. Learning Objectives

C. Instructional Materials and Activities

Recommended PracticesA. Assessment and PlacementB. Curriculum/Syllabus Design and Learning Objectives

1. Curriculum/Syllabus Design2. Learning Objectives

C. Instructional Materials and Activities


ESSENTIAL PRACTICES:Practices that are necessary for a quality program.

A. ASSESSMENT AND PLACEMENT

IV.E.1. The institution has established criteria, policies, and procedures for admitting, enrolling, assessing, advising, placing, and registering students into DCP courses and services.Discussion and Supporting Evidence: See College Catalog. The College has established criteria for all registering students. Students previously had to take the placement test before registering for any college course. As of April 2013 the policy changed to require testing only when a student needs a pre-requisite test score for math, reading or other courses where reading is a pre-requisite. Score: 3

IV.E.2. There is a mandatory, institution-wide assessment and placement process through which all students needing services are placed in DCP courses and services. Discussion and Supporting Evidence: Placement into math classes is determined by reading and math Accuplacer, ACT or SAT scores. The lowest levels of Math (Math 0001 and Math 920) also require basic reading skills as determined by coursework or testing (Reading 900). The old policy was that


every student who registered had to take the Accuplacer if they were matriculating students. College leaders felt the Accuplacer may be a deterrent, since several thousand students registered then dropped out. A new policy, of not requiring matriculating students to take the Accuplacer, as of April 2013, may result in students putting off their math classes till they have nearly finished all other coursework, resulting in many extra semesters of work, which is what happened before the new required testing was in place.

English students who have not met certain scores on the Accuplacer, ACT or SAT are placed into one of two DCP classes according to their score. The college is considering also looking at students' high school grades to determine placement.Score: 1

IV.E.3. Assessment and placement decisions take into account the demographics, assessed needs, and developmental needs of the students as well as the expectations of the college-level disciplines. Discussion and Supporting Evidence: There is a battery of assessment options (ACT, SAT, and Accuplacer) which determine placement for all students, including international, ESL, and DRC students. Placement testing is available at three campuses across the SLCC service area. Students may take it in the evenings, as well as daytime. The test is free the first time, and students may retake the test for a fee. At SLCC each discipline decides the appropriate prerequisite, in terms of Math, Reading and Writing, that will lead to accurate placement in their particular discipline. Score: 3

IV.E.4. Assessment and placement processes include multiple measures of students’ skill abilities, consideration of previous academic records, and an academic advising/counseling component. Discussion and Supporting Evidence: Assessments that can be used for placement include ACT, SAT and Accuplacer test scores. We do not require it, but we strongly encourage students to discuss course choices with academic advisors. Several college leadership committees recommend that placement includes a second factor such as previous academic courses and GPA. These changes are pending. Score: 3

IV.E.5. The DCP works with advisors to establish, implement, and enforce policies and practices for placement into DCP courses and services.


Discussion and Supporting Evidence: There are DCP representatives on the Placement Committee and they interact with advisors who implement and enforce placement policies and practices. DCP representatives contribute to the First-Year Experience Program, working to advise faculty to support beginning students more effectively.Score: 4

IV.E.6. Assessment and placement policies and procedures for developmental courses are clearly communicated to students before testing takes place. Discussion and Supporting Evidence: Mandatory student orientation and the SLCC website and placement test strategies workshops all provide information about placement testing. In addition, when students arrive for testing, they are given some of the policies and procedures to read. They are asked to print their name indicating they have read and understood the procedures. Score: 4

IV.E.7. Results of assessment and placement and the implications for developmental coursework are clearly communicated to students and their advisors. Discussion and Supporting Evidence: Students receive Accuplacer results and course placement immediately after taking the test. Advisor/student ratio is about 1200 to 1--much too high. (should be closer to 350 to 1). Advisors and teachers talk with students about options if students feel the testing didn't reflect their skills accurately.

Monies have been allocated starting with the 2014-2015 academic year to hire additional advisors to improve the student access to advisors.Score: 4

IV.E.8. Criteria, policies, and procedures for assessment and placement are regularly reviewed and DCP personnel13 have significant input into these reviews and resulting refinements and decisions. Discussion and Supporting Evidence: Starting Summer 2013 mandatory placement testing was abolished by the President. The college recently put in place a standing Placement Committee, which is to discuss these issues of placement policy and cut scores. As of fall 2014, testing is not mandatory. A member of the DCP faculty has been the Chair of the Placement Committee, which in 2014 has advised returning to mandatory placement. Score: 2

IV.E.9. Changes to assessment and placement policies and procedures are based on ongoing evaluations of incoming student demographics and developmental as well as non-developmental student outcomes.Discussion and Supporting Evidence: We do a validity study on the cut ranges

13 DCP personnel: Any and all DCP employees who interact with and/or support students and/or office management. This category includes the director, faculty and/or instructional staff, administrative and support staff, graduate or undergraduate assistants, and student workers.


for placement every three to four years for developmental as well as non-developmental students, but these are not based on demographics. The VFA data may now be used to develop improved placement procedures including demographics. Score: 3

B. CURRICULUM/SYLLABUS DESIGN AND LEARNING OBJECTIVES

1. Curriculum/Syllabus Design

IV.E.10. Goals, student learning objectives, materials, activities, and assessment tools for each DCP course are appropriate for the target student population(s) and are carefully sequenced so that students progress along a skill continuum. Discussion and Supporting Evidence: See CCO's, syllabi and tests for all DCP courses, which are standard throughout the DCP math classes.

We have developed the English Department Composition Course Sequence Overview to make sure that our courses are seamless if taken in sequential order.

All courses at SLCC must be reviewed every five years. Other changes are made when a need is identified. Changes in course curriculum must be reviewed on a department, division, school and College level to provide input from other disciplines which may be impacted by the changes.Score: 5

IV.E.11. Each DCP course provides a syllabus which outlines the overall goals of the course, provides an accurate and current course description, lists course objectives, and describes learning expectations, grading/evaluation criteria, and exit standards. Discussion and Supporting Evidence: See Syllabi for Courses. These are College-wide requirements for all course syllabi. Syllabi are submitted each semester to the Department office for each faculty member and each class they teach and kept on file.Score: 5

IV.E.12. Each DCP course syllabus includes statements on academic integrity, students’ access to accommodations, holidays, and instructor contact information and office hours.Discussion and Supporting Evidence: Students' access to accommodations, holidays, and instructor contact information and office hours are all included on course syllabi. Academic integrity is covered by the College-wide "Student Code of Conduct." See course syllabi which can be found online.Score: 4

IV.E.13. Syllabi among all sections of the same DCP course or service are consistent


and share common standards and expectations for content and curriculum, course objectives, learning expectations, and exit criteria.Discussion and Supporting Evidence: Math syllabi are all standard for each course. English syllabi are reviewed each semester. The College Curriculum Committee has a standard template to provide consistency across all courses.Score: 5

IV.E.14. DCP course objectives and content are consistent with established discipline-specific learning theories and developmental education theory. Discussion and Supporting Evidence: DCP faculty are active participants in regional and national conferences to provide appropriate course comparisons to established curriculum. See Course SyllabiScore: 5

2. Learning Objectives

IV.E.15. DCP course syllabi delineate measurable student learning objectives which indicate the specific skills and content knowledge students will develop in that particular course. Discussion and Supporting Evidence: See Course Syllabi and CCOs. Score: 5

IV.E.16. DCP course learning objectives articulate an expectation that students will develop critical thinking and metacognitive strategies. Discussion and Supporting Evidence: See Course Syllabi and CCOs.Score: 5

IV.E.17. Learning objectives for each DCP course are appropriate for the course level and are intentionally and sequentially related to the course(s) immediately preceding and following.Discussion and Supporting Evidence: See Course Syllabi and CCOs.Score: 5

IV.E.18. Learning objectives for DCP courses promote mastery learning. Discussion and Supporting Evidence: Learning objectives for DCP courses state that 'Students will demonstrate competency.' Competency means that to continue to the next level, a student must earn at least a 73% or C grade. In the new Math Emporium classes (Math 001, 002 and 003) mastery learning is expected, usually with a level of at least 80%.

Reading and writing students demonstrate competency using software and must have mastery of at least 73%.


Score: 4

IV.E.19. Learning objectives of the uppermost DCP course(s) are intentionally and sequentially related to the expectations of the subsequent, college-level related course(s). Discussion and Supporting Evidence: See syllabi of Math 0990 and Math 1010 classes. In Reading and Writing the textbooks and coursework are all designed to prepare students for college level coursework. See Composition Course Sequence Overview.Score: 5

IV.E.20. Learning objectives are purposefully designed to include all levels of Bloom’s Taxonomy of Educational Objectives. Discussion and Supporting Evidence: While critical thinking is part of every course objective, we don't specifically refer to Bloom's Taxonomy. See also the SLCC Learning Outcomes which set the framework for all courses and programs at SLCC. All CCOs must have the course outcomes linked to these College-wide Learning Outcomes.Score: 4

C. INSTRUCTIONAL MATERIALS AND ACTIVITIES

IV.E.21. Instructional materials and activities in each DCP course clearly link to and support students’ mastery of the course’s learning objectives. Discussion and Supporting Evidence: See Course Syllabi and CCO's. All CCOs are to have specific assessments and processes listed to show how learning objectives are taught and measured.

Score: 5

IV.E.22. Instructional materials and activities of learning environments14 in the DCP address the skills and content needed to prepare students for the subsequent developmental or college-level course(s). Discussion and Supporting Evidence: See Course Syllabi and CCO's.Score: 5

IV.E.23. Instructional materials and activities introduce students to educational technology that prepares them for subsequent courses and the general college curriculum. Discussion and Supporting Evidence: In Math we have some traditional classes, and some classes that are available on-line. Also, some are available in the Math Emporium, where students work at their own pace with computer

14 Learning environment: In addition to traditional classroom settings, learning environments include workshops, labs, and so on.


instruction, but with a teacher and tutor present for help. Some classes are available in a hybrid mode, where students use MyMathLab for homework and quizzes, but meet with the teacher in class as well. MyMathLab is available on any iPhone, iPad, iPod or other electronic device. Many of the subsequent math courses and general college curriculum use MyMathLab or similar technology.

We have Reading hybrid classes at the advanced level, where students use

ConnectRead. In addition, WRTG 0900 classes learn how to produce documents in MS

Word, such as essays, brochures, and templates. Students also us Weebly.com to produce a web site. Some assignments are e-mailed as an attachment; some are submitted via Canvas, a Learning Management System (LMS), as well as MyPage. Sometimes online programs from publishers have been used to reinforce course content.

Each DCP class has access to Canvas, a Learning Management System (LMS) which allows students instant access to their grades, assignments, syllabi, materials, activities, etc.

Score: 5

IV.E.24. Instructional materials and activities are designed to promote active, participatory learning. Discussion and Supporting Evidence: Active participatory learning is encouraged in all DCP classes. Our Faculty Teaching and Learning Center is providing on-going training in this area by David Bate, an FTLC staff member. Sharon Bowman, another nationally recognized expert in active learning has presented workshops at SLCC at least three times in the last ten years. Additionally, the FTLC website features Active Learning Videos.

Some Math instructors have students work at the board, some have students work in pairs or groups, teaching each other.

A Writing lesson plan includes an area for faculty to note the Active Learning

Activity for the day. See Appendix.

In Reading, many active learning techniques are incorporated such as technology, small group activities, quick mini-presentations. The purpose of the active learning assignments is to allow students to practice what they have learned and teach each other.Score: 4


IV.E.25. Instructional materials and activities purposefully allow students to appreciate their own and others’ identities, cultures, and heritages. Discussion and Supporting Evidence: DCP teachers are aware of the role understanding student identities, cultures and heritages plays in the learning process. They contextualize content knowledge by linking it to learner's experiences and culture. Specifically the Bruin Steppers program is a set of linked reading, writing and college readiness courses which deliberately addresses the diverse needs of minority students.

In the Writing classes, students write an essay about a tradition or celebration in their family or culture. After that, they produce a web site about their tradition and their culture.Score: 4

IV.E.26. Instructional materials and activities are chosen to accommodate students’ individual learning differences and incorporate the principles of Universal Design.Discussion and Supporting Evidence: We have multiple methods of representation, expression and engagement to meet the needs of multiple learners.

Math has some traditional classes, and some classes are available on-line. Also, some are available in the Math Emporium, where students work at their own pace with computer instruction, but with a teacher and tutor present for help. Some classes are available in a hybrid mode, where students use MyMathLab for homework and quizzes, but meet with the teacher in class as well.

We have traditional Reading and Writing programs and an Accelerated Learning Program (linking English 1010 to Writing 0990), and Integrated Reading and Writing courses. Reading 0990 is available as a hybrid where students use Connect Read for homework and quizzes, but meet with the teacher in class as well. Score: 4

IV.E.27. Instructional materials and activities address the critical thinking and metacognitive strategies students need in order to monitor the depth and breadth of their own learning or skill development.


Discussion and Supporting Evidence: Our Course Curriculum Objectives (CCOs) delineate our efforts to address critical thinking and metacognitive strategies students need in order to monitor the depth and breadth of their own learning or skill development.

The Math Surveys that the math students fill out each semester in the DCP courses monitor how well the students perceive we succeed in meeting these needs. In Spring 2014, Math 0990 and Math 1010 teachers gave a critical thinking quiz, which we will use to track the growth over those two courses.

In Reading and Writing, we use on-line student evaluations to track our success in teaching critical thinking and metacognitive strategies.Score: 4


A. ASSESSMENT AND PLACEMENT

IV.R.1. Both norm-referenced15 and criterion-referenced16 placement tests are used to assess and place students. Discussion and Supporting Evidence: Both criterion-referenced placement tests, such as the Accuplacer Test, and norm-referenced placement tests, such as ACT and SAT are used to assess and place students. Score: 5

B. CURRICULUM/SYLLABUS DESIGN AND LEARNING OBJECTIVES

1. Curriculum/Syllabus Design

IV.R.2. The DCP intentionally creates goals, student learning objectives, course activities, and chooses materials to support students in developing the thinking strategies or patterns specific to the particular discipline. Discussion and Supporting Evidence: The Math 0920 and Math 0950 goals and objectives all support students in developing "concise analytical thinking and problem-solving skills". The Math 0990 goals and objectives do not include that statement (that needs to be added), but we have been collecting

15 Norm-referenced tests: Tests where the average (mean) score is based on the scores of all students who took the exam at that point, or at a point determined on the past test scores of a set of persons. Norm-referenced tests give a snapshot of how well a student scores relative to all other students in the population.16 Criterion-referenced tests: Tests that indicate how well a student scores relative to a fixed set of standards or expected abilities. Criterion-referenced tests give a snapshot of how well a student scores relative to the expectations of a curriculum, a course, or the institution.


data to measure our students' success in solving practical story problems embedded in the Math 0990 final exam.

In Reading and Writing, for example, students use critical thinking to analyze and evaluate the content of their own writing and other authors, including other student authors.

Score: 4

IV.R.3. Goals, student learning objectives, course activities, and materials assist students in developing confidence, independence, collaborative learning behaviors, and self-efficacy. Discussion and Supporting Evidence: See Course Syllabi. The main intended outcome for developmental courses is preparation for college-level course success. Though they may not be specifically stated within the course learning outcomes, these behavioral outcomes are imbedded within the teaching of developmental coursework. This is one of the key reasons why these courses are developmental and not just remedial.Score: 4

IV.R.4. Goals, student learning objectives, course activities, and materials assist students in understanding appropriate classroom behaviors and attitudes, including academic integrity, civility, and ethical and responsible use of technology, that will lead to academic success in subsequent college-level courses and in the general college curriculum. Discussion and Supporting Evidence: The main intended outcome for developmental courses is preparation for college-level course success. Though not specifically stated within the course learning outcomes, these behavioral outcomes are imbedded within the teaching of developmental coursework. This is one of the key reasons why these courses are developmental and not just remedial. Score: 4

IV.R.5. DCP syllabi include due dates for major exams, projects, and other graded activities; a list of readings and class activities; and directions/expectations for activities and projects. Discussion and Supporting Evidence: All but one DCP syllabi include due dates for major exams, projects and other graded activities. See Course Syllabi.

Score: 4

2. Learning Objectives

IV.R.6. DCP course syllabi articulate expectations that students will grow or develop in


one or more non-cognitive domains such as leadership, social responsibility, and appreciating diversity. Discussion and Supporting Evidence: Math and Reading DCP course syllabi have no stated expectations that students will grow in non-cognitive domains.

In our basic writing course, students accomplish one of the course goals with an assignment designed for students to appreciate multicultural perspectives and diversity. Some non-cognitive domains are addressed via journal entries.

Score: 2

C. INSTRUCTIONAL MATERIALS AND ACTIVITIES

IV.R.7. Instructional materials and activities in DCP courses provide support for the total college curriculum by teaching study strategies that can be transferred to other coursework. Discussion and Supporting Evidence: A major goal in all DCP courses is to teach critical thinking. The Math department is currently developing a plan to measure how successfully we do this from pre-algebra classes to beginning algebra classes through intermediate algebra. Critical thinking skills would be transferable to other coursework and throughout life.

The Learning Enhancement classes that were previously part of our DCP

courses are no longer part of DCP since our department was dismantled in the summer of 2012. However, DCP students are encouraged to take EDU 1020, the Essentials of College Study, and Math Emporium students take this course as a corequisite class.

In Reading, a major component of all reading classes is developing competence in the reading process and in taking notes.

The Writing classes teach a reading process and study skills specifically designed for students to use throughout their college careers.Score: 4



Part IV: Content and Delivery of Courses and Services

Directions: Record and summarize the results for the Content and Delivery of Courses and Services section below. Use the results of this summary along with insights gleaned during the self-evaluation process to determine which areas of this section will be given priority in goal setting and planning.






D. Areas of Strength:Curriculum/Syllabus Design also Instructional Materials and Activities

E. Areas Needing Improvement:We have no mandatory placement testing.

We need to require some academic counseling before testing. Syllabi do not show expectations that students grow in non-cognitive domains.F. Rationale for Criteria Designated “NA” or “UK”:

G. Proposed Actions to Address Areas Needing Improvement: Construct a list of actions that could be taken,

if funding and support were ample, to effectively address those areas needing improvement identified by the self-study. It is from the lists of Proposed Actions at the end of each Section Scoring Summary that feasible actions will be selected for the self-study’s Comprehensive Action Plan.



IV E 2 A Coordinating Council will advocate the return of mandatory placement testing for matriculating students.

Students will have a more effective, efficient education plan.

IV E 6 Require students to watch a short video presentation prior to mandatory testing. Students will be aware of their choices and options

IV R 6 Rewrite syllabi to show expectations that students grow in non-cognitive domains.

Students will learn leadership skills, classroom and societal protocols, and to appreciate various cultural diversities.


PART V: Organization and Management

The criterion statements in this section are the essential and recommended elements that indicate the degree to which the program follows best practices in focusing its organization and management to maximize the effect the program has on student development, student success, and student learning.

Outline:Essential PracticesRecommended PracticesSection Scoring Summary

ESSENTIAL PRACTICES: Practices that are necessary for a quality program.

V.E.1. The DCP is purposefully organized and managed to promote student development, student success, and student learning.Discussion and Supporting Evidence: Score:

V.E.2. The DCP and its courses/instructional activities are well-defined components of the institution’s academic program.Discussion and Supporting Evidence: Score:

V.E.3. The DCP organizational chart shows positions and reporting relationships within and beyond the DCP.Discussion and Supporting Evidence: Score:

V.E.4. Detailed position descriptions exist for all DCP personnel. Discussion and Supporting Evidence: Score:

V.E.5. The DCP has a written set of administrative policies, procedures, and performance expectations which parallel institutional policies, procedures, and performance expectations. Discussion and Supporting Evidence: Score:

V.E.6. The DCP has systematic communication in place to share essential program information, coordinate delivery of courses and/or programs, address challenges, review assessment data and generate evaluations, make decisions and action plans, and envision the future via long- and short-range planning.Discussion and Supporting Evidence: Score:


V.E.7. Organizational policies and procedures are in place for orienting all new DCP personnel. Discussion and Supporting Evidence: Score:

V.E.8. Part-time faculty/staff of developmental courses are responsible to and supervised by a full-time administrator, faculty member, or staff member. Discussion and Supporting Evidence: Score:


V.R.1. There is a regular and systematic review of administrative policies and procedures within the DCP, and results of that report are shared with appropriate stakeholders. Discussion and Supporting Evidence: Score:

V.R.2. Organizational policies and procedures are in place for mentoring new DCP personnel. Discussion and Supporting Evidence: Score:

V.R.3. The DCP has an interdisciplinary and multifaceted advisory board that meets regularly, serves as an advocate for the DCP, and provides information and guidance. Discussion and Supporting Evidence: Score:

V.R.4. The DCP advisory board includes members from the home institution as well as experts from other DCP or learning assistance programs. Discussion and Supporting Evidence: Score:



Part V: Organization and Management

Directions: Record and summarize the results for the Organization and Management section below. Use the results of this summary along with insights gleaned during the self-evaluation process to determine which areas of this section will be given priority in goal setting and planning.




B. Total Points (Sum of ratings for this section):

C. Percentage Score for Section ([B / A] x 100): %

D. Areas of Strength:

E. Areas Needing Improvement:






PART VI: Leadership and Administration

The criterion statements in this section are the essential and recommended elements that indicate the degree to which the program’s administrators, faculty, instructional staff and other staff follow best practices in leadership roles and administrative responsibilities in order to maximize the program’s effect on student development, student success, and student learning.

Outline:Essential PracticesA. Leadership and Administration

1. Director2. Director, Faculty, and Support Personnel

B. Faculty Roles and ResponsibilitiesNote: In order to complete Part B, ‘Faculty Roles and Responsibilities,’ please complete ‘Instructor Roles and Responsibilities’ in the “Teaching and Learning Guide.”

Recommended PracticesA. Leadership and Administration

1. Director2. Director, Faculty, and Support Personnel

B. Faculty Roles and ResponsibilitiesNote: In order to complete Part B, ‘Faculty Roles and Responsibilities,’ please complete ‘Instructor Roles and Responsibilities’ in the “Teaching and Learning Guide.”

Section Scoring Summary ESSENTIAL PRACTICES:Practices that are necessary for a quality program.

A. LEADERSHIP AND ADMINISTRATION

1. Director

VI.E.1. The DCP is administered by a full-time professional or faculty member. This person will have appropriate academic credentials, specific experience in developmental education and/or learning assistance, and leadership ability. Academic credentials will parallel those of directors, deans, chairs, vice presidents, and/or faculty with similar departmental responsibilities at the institution. Discussion and Supporting Evidence: Score:

VI.E.2. The Director of the DCP17 is empowered by the institution to make program

17 Director of the DCP: The director is the individual who has direct responsibility for and oversight of the DCP program. This professional or faculty member may be a coordinator, chair,


decisions which affect the DCP mission and goals, student assessment and placement, and the courses and instructional activities of the DCP. Discussion and Supporting Evidence: Score:

VI.E.3. The Director of the DCP has responsibility for all faculty and support personnel of the DCP. Discussion and Supporting Evidence: Score:

VI.E.4. The Director of the DCP has input into institutional decisions that affect student assessment and placement, retention, and student success measures. Discussion and Supporting Evidence: Score:

VI.E.5. The Director of the DCP is included in the faculty promotion and review processes and decisions for DCP faculty. Discussion and Supporting Evidence: Score:

VI.E.6. The Director of the DCP has direct responsibility for performance reviews and input into salary adjustments for support personnel.Discussion and Supporting Evidence: Score:

2. Director, Faculty, and Support Personnel

VI.E.7. In conjunction with DCP faculty and instructional staff, the Director develops and articulates the vision, mission, and goals for the programs and services of the DCP. Discussion and Supporting Evidence: Score:

VI.E.8. The Director, faculty and instructional staff of the DCP, including part-time and adjunct instructional staff, remain current in their knowledge of appropriate pedagogy, practice, and theories in their respective content fields, and of advances and best practices in the field of developmental education/learning assistance. Discussion and Supporting Evidence: Score:

VI.E.9. The Director and full-time faculty of the DCP serve as practitioner-scholars and experts in developmental education/learning assistance for the institution. They create opportunities for communication and collaboration with faculty, support personnel, and administrators outside of the DCP.

dean, vice president, or individual holding similar rank.


Discussion and Supporting Evidence: Score:

VI.E.10. The Director and full-time faculty of the DCP, as practitioner-scholars and experts, provide guidance and mentoring for part-time, adjunct, and new faculty and instructional staff in the DCP. Discussion and Supporting Evidence: Score:

VI.E.11. A written set of procedures for creating and revising developmental courses exists.Discussion and Supporting Evidence: Score:

VI.E.12. All DCP faculty and instructional staff participate in discussions and decisions concerning the curriculum of current and proposed courses or services. Discussion and Supporting Evidence: Score:

VI.E.13. The director, faculty, and instructional staff participate in activities that positively promote the DCP’s courses and services. At a minimum, these activities include connections with the offices of admissions, testing and placement, advising, disability or special services; the tutoring center; related curricular areas; publicity/publications; and institutional research. Discussion and Supporting Evidence: Score:

VI.E.14. The director and discipline area coordinators18 work with advisors and the registrar (or appropriate persons involved in the registration system) to ensure accurate and effective placement of students into appropriate courses. Discussion and Supporting Evidence: Score:

VI.E.15. DCP faculty and support personnel serve on and/or chair key committees in the institution. Discussion and Supporting Evidence: Score:

VI.E.16. The DCP participates fully as a unit during accreditation and other administrative reviews.Discussion and Supporting Evidence: Score:

18 Discipline area coordinator: The person in charge of an instructional area such as developmental reading or developmental mathematics. This person would be directly responsible to the Director of the DCP.


B. FACULTY ROLES AND RESPONSIBILITIESNote: The essential criteria for Part B, ‘Faculty Roles and Responsibilities,’ are Criteria III.E.1 – III.E.22 in the ‘Instructor Roles and Responsibilities’ section of the “Teaching and Learning Guide.” However, include points earned for ‘Instructor Roles and Responsibilities’ in the “Total Points” portion of the section scoring summary for this section (Leadership and Administration) of this (DCP) Guide.


A. LEADERSHIP AND ADMINISTRATION

1. Director

VI.R.1. The DCP has a reporting relationship that allows for its Director to have direct access to the administrators of both academic and student affairs. Discussion and Supporting Evidence: Score:

2. Director, Faculty, and Support Personnel

VI.R.2. Full-time faculty and instructional staff collaborate to create and maintain common syllabi for developmental courses at each discipline level, relate the developmental curricula to subsequent course curricula and to the curricular needs of other academic departments, and plan and manage other DCP curricular issues.Discussion and Supporting Evidence: Score:

VI.R.3. The Director, faculty, and support personnel of the DCP participate in outreach activities on campus and at local, regional, state, or national level(s) in accordance with the institutional mission.Discussion and Supporting Evidence: Score:

VI.R.4. The Director, faculty, and instructional staff of the DCP participate in and contribute to local, state, regional, and/or national learning assistance/developmental education professional organizations and conferences. Discussion and Supporting Evidence: Score:

VI.R.5. The Director, faculty, and instructional staff of the DCP participate in and contribute to local, state, regional, and/or national professional organizations and conferences in their content areas.



B. FACULTY ROLES AND RESPONSIBILITIES

NOTE: The Recommended criteria for Part B, ‘Faculty Roles and Responsibilities,’ are Criteria III.R.1 – III.R.31 in the ‘Instructor Roles and Responsibilities’ section of the “Teaching and Learning Guide.” However, include points earned for ‘Instructor Roles and Responsibilities’ in the “Total Points” portion of the section scoring summary for this section (Leadership and Administration) of this (DCP) Guide.



Part VI: Leadership and Administration

Directions: Record and summarize the results for the Leadership and Administration section below. Use the results of this summary along with insights gleaned during the self-evaluation process to determine which areas of this section will be given priority in goal setting and planning.




B. Total Points (Sum of ratings for this section; also include points earned for the completion of the ‘Instructor Roles and Responsibilities’ section of the Teaching and Learning Guide.):









PART VII: Human Resources

The criterion statements in this section are the essential and recommended elements that indicate the degree to which the program follows best practices in deploying and supporting its human resources in order to maximize the program’s effect on student development, student success, and student learning.

Outline:Essential PracticesA. Initial Hiring Policies and ProceduresB. Continuing Employment: Promotional Policies and Procedures C. Working ConditionsD. Orientation, Supervision and TrainingE. Mentoring and Professional Development Opportunities

Recommended PracticesA. Initial Hiring Policies and ProceduresB. Continuing Employment: Promotional Policies and Procedures C. Working ConditionsD. Orientation, Supervision and TrainingE. Mentoring and Professional Development Opportunities



A. INITIAL HIRING POLICIES AND PROCEDURES

VII.E.1. All DCP full-time faculty are qualified to teach developmental courses and/or provide services by virtue of graduate credentials and/or a combination of education, training, and experience relevant to developmental education and learning assistance.Discussion and Supporting Evidence: Score:

VII.E.2. Instructional staff, including part-time instructors and any graduate teaching assistants, have academic degrees and preparation appropriate to their DCP teaching or supportive assignments. Discussion and Supporting Evidence: Score:

VII.E.3. Tutors who work with developmental students have appropriate qualifications and engage in training activities. Discussion and Supporting Evidence: Score:


VII.E.4. All DCP administrators and support personnel are qualified to perform their assigned duties by virtue of educational credentials and/or an appropriate combination of education, training, and experience relevant to developmental education and learning assistance. Discussion and Supporting Evidence: Score:

VII.E.5. The DCP Director, coordinators, administrators, faculty, and instructional staff hold degrees and have experience and qualifications equivalent to professionals in similar positions or at the same classification at the institution. Discussion and Supporting Evidence: Score:

VII.E.6. Faculty and instructional staff are knowledgeable in their discipline and its pedagogy.Discussion and Supporting Evidence: Score:

VII.E.7. All faculty and DCP personnel who hold joint appointments in the DCP and in another department or division are committed to the philosophy, objectives, and priorities of the DCP and are qualified to teach in their assigned discipline.Discussion and Supporting Evidence: Score:

VII.E.8. The DCP follows institutional policies and procedures for hiring personnel and determining salary and compensation packages. Discussion and Supporting Evidence: Score:

VII.E.9. The DCP salaries and compensation packages, including those for part-time or adjunct faculty and support personnel, are commensurate with those of personnel in similar positions at the institution. Discussion and Supporting Evidence: Score:

VII.E.10. The DCP uses fair, inclusive, and non-discriminatory practices in hiring and promoting employees. Discussion and Supporting Evidence: Score:

B. CONTINUING EMPLOYMENT: PROMOTIONAL POLICIES AND PROCEDURES

VII.E.11. Faculty and instructional staff remain current in both content-relevant and pedagogical theories and practices in their discipline, as well as in


developmental education. Discussion and Supporting Evidence: Score:

VII.E.12. The DCP uses regularized, written, and systematic institutional policies and procedures to evaluate DCP personnel, including the Director, faculty and instructional staff, support personnel, graduate assistants, tutors, and student workers. Discussion and Supporting Evidence: Score:

VII.E.13. DCP faculty and instructional staff are evaluated each semester by their students. Discussion and Supporting Evidence: Score:

VII.E.14. All personnel—faculty, support personnel, administrators— of the DCP are treated equitably with other institutional personnel in terms of performance reviews, regular and meritorious salary increases, and promotion, rank, and tenure processes.Discussion and Supporting Evidence: Score:

C. WORKING CONDITIONS

Authors’ Note: The institution and the DCP must recognize that developmental students, if they are to be successful, require learning environments specific to their needs—needs which heretofore may not have been fully met. Therefore, we must advocate for class sizes and student-to-instructor ratios that generate optimal learning environments. The following criteria reflect these principles. On the recommendation of our reviewers, citations have also been included for your use. Please refer to the references provided at the end of this Guide.

VII.E.15. The institution provides a sufficient number of qualified faculty and support personnel to administer the program, staff all sections of developmental courses, and (if appropriate) work or assist in the learning assistance center. [Note: We endorse the position statements issued by NCTE, the National Council of Teachers of English, (1987; 1989; 1999; 2003) that have consistently called for a maximum load of 15 students per developmental writing section, and a maximum faculty load of 45 developmental writing students (60 for non-developmental) per term.]Discussion and Supporting Evidence: Score:

VII.E.16. Full time faculty in the DCP teach at least 70% of the developmental class sections (or credits) offered. (See Boylan & Saxon, 1998). Discussion and Supporting Evidence:


Score:

VII.E.17. Individual developmental class sizes do not exceed 15 students in single-instructor developmental writing (See NCTE, 1987, 1989, 1999) or reading classes, and 20 in single-instructor developmental mathematics classes. [Note: Because of the importance of limiting class sizes, this criterion has been repeated from Program Design and Activities III.E.17.]Discussion and Supporting Evidence: Score:

VII.E.18. The DCP has regular and adequate access to the institutional research office (or the equivalent evaluation/assessment personnel). Discussion and Supporting Evidence: Score:

D. ORIENTATION, SUPERVISION, AND TRAINING

VII.E.19. All new full-time DCP employees participate in an orientation program and/or are provided with training sessions relevant to their legal and professional responsibilities. Such responsibilities are also provided in written form and/or are available on the institution’s website. Discussion and Supporting Evidence: Score:

VII.E.20. All new DCP employees receive information and/or training on safety regulations and procedures.Discussion and Supporting Evidence: Score:

E. MENTORING AND PROFESSIONAL DEVELOPMENT OPPORTUNITIES

VII.E.21. The institution recognizes and supports research, publications, professional service, and honors in the area of developmental education and learning assistance. Discussion and Supporting Evidence: Score:

VII.E.22. Faculty and instructional staff meet regularly to share teaching ideas, curriculum issues, and innovations. Agendas and minutes are distributed and/or are posted electronically.Discussion and Supporting Evidence: Score:

VII.E.23. Part-time faculty have opportunities to network with others in the department or program, both face-to-face and electronically. Discussion and Supporting Evidence:


Score:

VII.E.24. The DCP Director and full- and part-time faculty and instructional staff have opportunities and financial support for professional development (including professional conferences). At a minimum, this support is equal to the support provided to faculty and instructional staff at the institution as a whole.Discussion and Supporting Evidence: Score:


A. INITIAL HIRING POLICIES AND PROCEDURES

VII.R.1. DCP full-time faculty and instructional staff are committed to developmental education, have had significant classroom experience, and practice a broad set of teaching techniques to address developmental students’ learning needs. (See Rouche and Rouche, 1999; Boylan, 2002). Discussion and Supporting Evidence: Score:

VII.R.2. New and part-time DCP instructors are committed to developmental education, have had some classroom experience, and practice or are accruing a set of specific teaching techniques to address developmental students’ learning needs. (See Rouche and Rouche,1999; Boylan, 2002). Discussion and Supporting Evidence: Score:

B. CONTINUING EMPLOYMENT: PROMOTIONAL POLICIES AND PROCEDURES

VII.R.3. Faculty and instructional staff stay current in theories and practices of developmental education, student learning theory, adult learning theory, best practices in assessment, Universal Design, technology, and professional standards of practice in their area(s) of specialization.Discussion and Supporting Evidence: Score:

VII.R.4. Part-time faculty receive incremental financial compensation and pro-rated benefits based on their educational background and experience.Discussion and Supporting Evidence: Score:

C. WORKING CONDITIONS


Authors’ Note: The institution and the DCP must recognize that developmental students, if they are to be successful, require learning environments specific to their needs— needs which heretofore may not have been fully met. Therefore, we must advocate for class sizes and student-to-instructor ratios that generate optimal learning environments. The following criteria reflect these principles. On the recommendation of our reviewers, citations have also been included for your use. Please refer to the references provided at the end of this Guide.

VII.R.5. Teaching loads (class hours) are adjusted to recognize that the teaching of developmental courses requires specialized skills, including but not limited to use of multiple teaching strategies (AMATYC, 2007), increased preparation time, and an increased number of graded activities. [Note: Based on our endorsement of the NCTE position on faculty load noted previously, we recommend that teachers of developmental reading and writing courses have a total teaching load of no more than 45 students and teachers of developmental mathematics and science courses have a total teaching load of no more than 60 students.] Discussion and Supporting Evidence: Score:

VII.R.6. Regular, assigned duties such as advising or committee assignments are consistent with those of faculty and instructional staff in other areas of the institution.Discussion and Supporting Evidence: Score:

VII.R.7. Procedures are in place to adjust teaching load when faculty or instructional staff are assigned additional tasks (beyond “regular”) such as administrative responsibilities, evaluation or research, or committee work. Discussion and Supporting Evidence: Score:

D. ORIENTATION, SUPERVISION, AND TRAINING,

VII.R.8. All part-time DCP employees are oriented and apprised of their legal and professional responsibilities, either in a training session or in a meeting with the director. Such responsibilities are also provided in written form and are available on the institution’s website. Discussion and Supporting Evidence: Score:

E. MENTORING AND PROFESSIONAL DEVELOPMENT OPPORTUNITIES

VII.R.9. A mentoring program exists for all new DCP full- and part-time faculty, instructional staff, and support personnel. Discussion and Supporting Evidence:


Score:

VII.R.10. Training in institutional technology is provided when appropriate or requested.Discussion and Supporting Evidence: Score:

VII.R.11. As much as possible, in-house professional development is provided in both face-to-face and electronic venues so that participation is available for part-time instructional faculty and for faculty hired after the date of the activity. Discussion and Supporting Evidence: Score:

VII.R.12. The DCP maintains subscriptions or has access to journals in the field of developmental education and learning assistance as well as journals in the various disciplines connected to the DCP. Discussion and Supporting Evidence: Score:

VII.R.13. The DCP maintains a regularly updated library or has access to professional books in the areas of developmental education and learning assistance as well as professional books in the various disciplines connected to the DCP. Discussion and Supporting Evidence: Score:



Part VII: Human Resources

Directions: Record and summarize the results for the Human Resources section below. Use the results of this summary along with insights gleaned during the self-evaluation process to determine which areas of this section will be given priority in goal setting and planning.













PART VIII: Financial Resources

The criterion statements in this section are essential and recommended elements that indicate the degree to which the program follows best practices in deploying its financial resources to support its personnel and maximize program’s effect on student development, student success, and student learning.

Outline:Essential PracticesA. General B. Resources Associated with Instructional ServicesC. Resources Associated with Administrative Costs and Faculty/DCP Personnel Support

Recommended PracticesA. GeneralB. Resources Associated with Instructional ServicesC. Resources Associated with Administrative Costs and Faculty/DCP Personnel Support



A. GENERAL

VIII.E.1. The DCP has a specific budget or budget line(s) and the Director of the DCP is responsible for that budget. Discussion and Supporting Evidence: Score:

VIII.E.2. The institution provides the fiscal resources necessary to accomplish the DCP’s mission. Discussion and Supporting Evidence: Score:

VIII.E.3. Funds are allocated between administrative costs and direct instructional services in a manner commensurate with other institutional departments and programs.Discussion and Supporting Evidence: Score:

VIII.E.4. Funding and/or institutional fiscal resources are in place for the DCP to assess and evaluate the effectiveness of program elements, to conduct research on the conditions and elements that impact effectiveness, and to allow for planning processes. Discussion and Supporting Evidence:


Score:

VIII.E.5. Fiscal resources are available to provide for planning and visioning activities and for funding innovative initiatives and pilot projects. Discussion and Supporting Evidence: Score:

B. RESOURCES ASSOCIATED WITH INSTRUCTIONAL SERVICES

VIII.E.6. Fiscal resources provide for reasonable DCP class sizes and class loads. Discussion and Supporting Evidence: Score:

VIII.E.7. Fiscal resources provide for reasonable numbers of full-time DCP faculty, administrators, and support staff. Discussion and Supporting Evidence: Score:

VIII.E.8. Fiscal resources (program and/or institutional) provide for appropriate assistance for students with disabilities, as mandated by ADA requirements. Discussion and Supporting Evidence: Score:

VIII.E.9. Regular funding provides for new and upgraded texts, materials, computers, audio visual, and technological software and hardware to supplement and enhance classroom and laboratory activities.Discussion and Supporting Evidence: Score:

VIII.E.10. Institutional and/or grant-supported funding is available for innovations and initiatives in the DCP. Discussion and Supporting Evidence: Score:

C. RESOURCES ASSOCIATED WITH ADMINISTRATIVE COSTS AND FACULTY/DCP PERSONNEL SUPPORT

VIII.E.11. Fiscal resources provide for effective and efficient administration of the program. Discussion and Supporting Evidence: Score:

VIII.E.12. Direct budgetary lines provide for clerical support, instructional support specialists, technology specialists, paraprofessionals, research/assessment experts or services, and other personnel essential to the full operations of the DCP.



VIII.E.13. Funding for compensation for all DCP personnel (faculty, part-time and adjunct faculty, instructional staff, administrators, professionals, paraprofessionals, and all others) is sufficient and commensurate with compensation for comparable institutional positions. Discussion and Supporting Evidence: Score:

VIII.E.14. Funding is sufficient for regular promotional and meritorious salary increases for DCP personnel and such funding is commensurate with funding available for other institutional faculty and personnel.Discussion and Supporting Evidence: Score:

VIII.E.15. Funding is available to provide orientation and training for all new full-time and part-time DCP faculty and personnel. Discussion and Supporting Evidence: Score:

VIII.E.16. Funding provides for professional development for full-time and part-time DCP faculty, administrators, and instructional staff and is commensurate with funding provided for administrators, faculty and personnel in other institutional areas. Discussion and Supporting Evidence: Score:


A. GENERAL

VIII.R.1. As a part of its budget and accounting procedures, the DCP includes measures to demonstrate cost effectiveness associated with student retention and student success.Discussion and Supporting Evidence: Score:

B. RESOURCES ASSOCIATED WITH INSTRUCTIONAL SERVICES

VIII.R.2. Funding or institutional resources provide enhanced support for developmental students. Such support may include tutoring services, labs and/or workshops, pairing of courses or curriculums, learning communities, or similar ways to


provide individual or group assistance. Discussion and Supporting Evidence: Score:

VIII.R.3. Additional funding or institutional resources are available for DCP personnel to create and maintain innovative teaching methods especially suited to developmental students, given the at-risk nature of these students. Discussion and Supporting Evidence: Score:

VIII.R.4. Additional funding or institutional resources are available for DCP personnel to create and maintain innovative assessment methods to evaluate student success and student learning outcomes. Discussion and Supporting Evidence: Score:

VIII.R.5. Direct budgetary lines provide for clerical support, instructional support specialists, technology specialists, paraprofessionals, research/assessment experts or services, and other personnel that will maximize the operations of the DCP. Discussion and Supporting Evidence: Score:

C. RESOURCES ASSOCIATED WITH ADMINISTRATIVE COSTS AND FACULTY/DCP PERSONNEL SUPPORT

VIII.R.6. Funding provides for mentoring and support for all part-time DCP faculty, instructional staff, and personnel. Discussion and Supporting Evidence: Score:

VIII.R.7. The DCP has a direct budget line for memberships in appropriate professional organizations, subscriptions to professional publications, on-campus speakers, and/or books for a professional library.Discussion and Supporting Evidence: Score:

VIII.R.8. The DCP budget provides for release time for faculty, instructional staff, and personnel to devote time and energy to pursuing grants, to participate in sabbaticals, and to conduct research. Discussion and Supporting Evidence: Score:

VIII.R.9. Funding is available for DCP personnel to participate in and contribute to local, state, regional, and/or national learning assistance/developmental education professional organizations and conferences, as well as in their own content


areas and other fields represented in the DCP. Discussion and Supporting Evidence: Score:



Part VIII: Financial Resources

Directions: Record and summarize the results for the Financial Resources section below. Use the results of this summary along with insights gleaned during the self-evaluation process to determine which areas of this section will be given priority in goal setting and planning.













PART IX: Facilities and Equipment, Safety, and Technology*

*GUEST AUTHORS ON TECHNOLOGY: PAUL ELLIS, NORTHERN KENTUCKY UNIVERSITY, AND DAVID OTTS, MIDDLE TENNESSEE STATE UNIVERSITY.

The criterion statements in this section are the essential and recommended elements that indicate the degree to which the program follows best practices in focusing its facilities, equipment, and technological resources to maximize the effects the program has on student development, student success, and student learning.

Outline:Essential PracticesA. Facilities and EquipmentB. SafetyC. Technology

Recommended PracticesA. Facilities and EquipmentB. SafetyC. Technology



A. FACILITIES AND EQUIPMENT

IX.E.1. Classrooms, labs, and instructional areas provided for developmental courses and program activities have adequate physical space and are appropriate for instructional activities. Discussion and Supporting Evidence: Score:

IX.E.2. DCP facilities, including classrooms, labs, tutoring and counseling spaces, and faculty and personnel offices, are accessible to the physically challenged and comply with all relevant federal, state and local health and safety requirements.Discussion and Supporting Evidence: Score:

IX.E.3. Classrooms, labs, tutoring areas, offices, and other work spaces are well-lighted, well-ventilated, and adequately heated and cooled.Discussion and Supporting Evidence: Score:

IX.E.4. Classrooms, labs, tutoring areas, and other work spaces are furnished with


good quality tables, desks, chairs, whiteboards or blackboards, computers and other instructional technology. Discussion and Supporting Evidence: Score:

IX.E.5. Faculty, instructional staff, (and other personnel as appropriate) have private office space for office hours, counseling, tutoring, interviewing, and testing. Such spaces are acoustically designed to maintain privacy and confidentiality. Discussion and Supporting Evidence: Score:

B. SAFETY

IX.E.6. All instructional areas, office areas, and equipment are in compliance with relevant fire, health, safety, and security codes. Discussion and Supporting Evidence: Score:

IX.E.7. All fire alarms and safety equipment, including any laboratory safety equipment, meet local and institutional building codes, are in good working order, and are maintained by qualified institutional staff. Discussion and Supporting Evidence: Score:

IX.E.8. All DCP personnel are informed of emergency procedures for building evacuations. Discussion and Supporting Evidence: Score:

IX.E.9. All DCP personnel are informed of emergency procedures for crisis management.Discussion and Supporting Evidence: Score:

IX.E.10. DCP personnel are cognizant of the health, counseling, and safety resources on campus and make referrals when appropriate. Discussion and Supporting Evidence: Score:

C. TECHNOLOGY

IX.E.11. The DCP is provided access to and support for technological advances that support instruction such as Blackboard, WebCT, podcasting, and others.Discussion and Supporting Evidence: Score:


IX.E.12. Technology (i.e., computers, software, and assistive and/or adaptive hardware and software) is readily available to DCP students.Discussion and Supporting Evidence: Score:

IX.E.13. Technological equipment (hardware and software) provided in classrooms, labs, and teaching spaces for DCP students is at least commensurate with equipment provided in non-DCP instructional areas. Discussion and Supporting Evidence: Score:

IX.E.14. The DCP has regular and adequate access to technical support to meet its administrative and instructional technology needs.Discussion and Supporting Evidence: Score:


A. FACILITIES AND EQUIPMENT

IX.R.1. Facilities are located centrally, in areas convenient to campus academic activity.Discussion and Supporting Evidence: Score:

IX.R.2. The DCP has sufficient storage, work, and meeting spaces. Discussion and Supporting Evidence: Score:

IX.R.3. Ancillary facilities such as the library, computer center, printing and media services are easily available and accessible to DCP personnel and students.Discussion and Supporting Evidence: Score:

IX.R.4. Facilities, furnishings, and equipment are evaluated and updated regularly and renovated or replaced as needed. Discussion and Supporting Evidence: Score:

B. SAFETY

IX.R.5. DCP personnel know procedures to use when handling a potentially dangerous or compromising situation.



IX.R.6. DCP personnel keep written notes of communications (conversations, meetings, and electronic) with students regarding their work, grades, advising, recommendations, or other relevant topics. When warranted, DCP faculty and instructional staff keep copies of students’ submitted work. Discussion and Supporting Evidence: Score:

C. TECHNOLOGY

IX.R.7. Offices and work areas for all DCP personnel have technological hardware and software comparable to that provided for other institutional personnel. Discussion and Supporting Evidence: Score:

IX.R.8. Computers and technological hardware are updated regularly (at least every two to three years). Discussion and Supporting Evidence: Score:



Part IX: Facilities and Equipment, Safety, and Technology

Directions: Record and summarize the results for the Facilities and Equipment, Safety, and Technology section below. Use the results of this summary along with insights gleaned during the self-evaluation process to determine which areas of this section will be given priority in goal setting and planning.













PART X. Value System

The criterion statements in this section are the measurable essential and recommended elements that indicate the degree to which the program follows best practices in its value system in order to maximize the program’s effect on student development, student success, and student learning.

Outline: Essential PracticesA. Legal ResponsibilitiesB. Ethical ResponsibilitiesC. Access, Equity, and OpportunityD. Diversity, Multiculturalism, and Individual Differences

Recommended PracticesA. Legal ResponsibilitiesB. Ethical ResponsibilitiesC. Access, Equity, and OpportunityD. Diversity, Multiculturalism, and Individual Differences


ESSENTIAL PRACTICES:Practices that are necessary for a quality program.

A. LEGAL RESPONSIBILITIES

X.E.1. The institution provides written policy statements on legal responsibilities, obligations, and professional limits, and these statements are included in orientation/training meetings, in faculty and personnel handbooks, and in a clearly identified place on the institution’s website. Such information includes relevant civil and criminal laws which govern employees’ roles and functions in the institution as well as policies and procedures adopted and currently in use by the institution.Discussion and Supporting Evidence: Score:

X.E.2. The institution provides regular updates to DCP personnel for changes or modifications in policies and procedures related to the legal responsibilities, obligations, and limitations placed upon the institution by constitutional, statutory and common law; external governmental agencies; and institutional policies. Updates are provided through written communication and are available in a clearly identified place on the institution’s website.Discussion and Supporting Evidence: Score:

X.E.3. Information provided by the institution and distributed to all DCP personnel


includes institutional policies and practices regarding sexual harassment, discrimination, privacy and confidentiality for personnel and for students, the Family Educational Rights and Privacy Act (FERPA), the Americans With Disabilities Act (ADA), and Section 504 of the Rehabilitation Act. Discussion and Supporting Evidence: Score:

X.E.4. All DCP personnel follow their institution’s policies and procedures including FERPA, ADA, and other state and federal regulations. Discussion and Supporting Evidence: Score:

X.E.5. All DCP personnel have access to legal advice as needed to implement assigned responsibilities. Discussion and Supporting Evidence: Score:

B. ETHICAL RESPONSIBILITIES

X.E.6. The institution provides information packets and training for all new DCP personnel with regarding expected ethical behaviors and responsibilities. This information is also available in a clearly identified place on the institution’s website and includes but is not limited to expectations regarding research on human subjects, intellectual property, and conflicts of interest. Discussion and Supporting Evidence: Score:

X.E.7. When changes occur in policies and procedures related to expected ethical behaviors and responsibilities, the institution provides updates for all DCP personnel. Updates are provided through written communication and are available in a clearly identified place on the institution’s website. Discussion and Supporting Evidence: Score:

X.E.8. DCP personnel manage all funds and requisitions for funds in accordance with established institutional accounting procedures.Discussion and Supporting Evidence: Score:

X.E.9. DCP personnel comply with institutional policies and procedures regarding ethical practices when conducting research on human subjects, avoiding personal conflicts of interest or the appearance thereof, and avoiding harassment that demeans persons or creates an intimidating, hostile, or offensive classroom or campus environment. Discussion and Supporting Evidence: Score:


C. ACCESS, EQUITY, AND OPPORTUNITY

X.E.10. To provide a multicultural learning environment, the DCP intentionally diversifies its faculty and personnel to be representative of the cultures and characteristics of the DCP student population. Discussion and Supporting Evidence: Score:

X.E.11. The DCP incorporates Universal Design principles in its own operations, and promotes them elsewhere.Discussion and Supporting Evidence: Score:

X.E.12. The DCP recognizes the value of each student and his or her individual learning needs. Discussion and Supporting Evidence: Score:

X.E.13. DCP personnel are knowledgeable about and refer students to appropriate campus and community resources for academic and personal needs beyond the scope of the DCP and/or the expertise of its faculty, instructional staff, and support staff. Discussion and Supporting Evidence: Score:

X.E.14. The DCP provides reasonable accommodations for eligible students in compliance with ADA and Section 504 regulations.Discussion and Supporting Evidence: Score:

D. DIVERSITY, MULTICULTURALISM, AND INDIVIDUAL DIFFERENCES

X.E.15. DCP personnel promote a campus environment that recognizes, accepts, and honors the commonalities and differences among people.Discussion and Supporting Evidence: Score:

X.E.16. The DCP considers the diverse characteristics and needs of all of its students when designing and implementing courses, policies, and procedures. Discussion and Supporting Evidence: Score:

X.E.17. The DCP provides educational experiences that allow students to appreciate their own and others’ identities, cultures, and heritages.Discussion and Supporting Evidence:


Score:

X.E.18. The DCP provides support, assistance, and/or referral to appropriate resources for students whose native language is not English. Discussion and Supporting Evidence: Score:

RECOMMENDED PRACTICES:Practices that will enhance the program. The best programs will include these items as well as the Essential Practices. However, some of these Recommended Practices may be more appropriate for some DCPs than for others.

A. LEGAL RESPONSIBILITIES

X.R.1. The institution provides professional liability coverage for all DCP personnel. Discussion and Supporting Evidence: Score:

B. ETHICAL RESPONSIBILITIES

X.R.2. DCP personnel are familiar with and apply ethical standards and guidelines stated or implied by their respective disciplines. Standards may include but are not limited to NADE resolutions and position statements; guidelines and position statements from NCTE (National Council of Teachers of English), IRA (International Reading Association), MAA (Mathematical Association of America), and AMATYC (American Mathematical Association of Two-Year Colleges); the Statement of Ethical Principles and Standards from the American College Personnel Association (ACPA); and the Statement of Shared Ethical Principles for Student Services in Higher Education from the Council for the Advancement of Standards in Higher Education (CAS).Discussion and Supporting Evidence: Score:

C. ACCESS, EQUITY, AND OPPORTUNITY

X.R.3. Throughout the DCP, every effort is made to follow not only the equal opportunity laws, but also the spirit and intent of those laws. Discussion and Supporting Evidence: Score:

D. DIVERSITY, MULTICULTURALISM, AND INDIVIDUAL DIFFERENCES

X.R.4. The institution provides professional development opportunities for DCP faculty and other personnel to learn more about their students’ various cultures and heritages.Discussion and Supporting Evidence:


Score:



Part X: Value System

Directions: Record and summarize the results for the Value System section below. Use the results of this summary along with insights gleaned during the self-evaluation process to determine which areas of this section will be given priority in goal setting and planning.













PART XI: Campus and Community Relationships The criterion statements in this section are the essential and recommended elements that indicate the degree to which the program follows best practices in its outreach to and maintenance of relationships with the larger campus and the community.

Outline:Essential PracticesRecommended PracticesSection Scoring Summary


XI.E.1. The DCP establishes, maintains, and promotes effective working relationships with campus individuals, programs, and agencies whose operations are relevant to the DCP’s stated mission. Discussion and Supporting Evidence: Score:

XI.E.2. The DCP promotes projects and collaborates with departments or entities to establish and maintain initiatives that hold promise for strengthening developmental student success. Discussion and Supporting Evidence: Score:

XI.E.3. The DCP has direct representation on institutional committees relevant to the mission and goals of the program. [Note: Appropriate possibilities are committees on retention; orientation; basic skills; learning communities; first-year seminars; probation review; disciplinary actions, including academic integrity/honesty; academic standards and requirements; curriculum design; assessment and placement; and faculty development.] Discussion and Supporting Evidence: Score:

XI.E.4. Academic advisors are fully informed and regularly updated about developmental courses, their sequences, and criteria for placing students in DCP courses.Discussion and Supporting Evidence: Score:

XI.E.5. Clear statements regarding required and recommended developmental courses and instructional options are included in the catalog, on web-based or online documents, and in other institutional publications.Discussion and Supporting Evidence: Score:



XI.R.1. Curricular collaboration and constructive relationships with other academic units allow DCP students to move seamlessly to and from other programs. Discussion and Supporting Evidence: Score:

XI.R.2. The DCP and the institution establish, maintain, and promote effective relations with relevant city, county, state, regional, federal, and other external agencies. Discussion and Supporting Evidence: Score:

XI.R.3. The DCP is represented in relevant community and external agencies and uses those connections to build bridges between the institution and the agencies.Discussion and Supporting Evidence: Score:

XI.R.4. The DCP and the institution collaborate with local community organizations and businesses to establish partnerships, assess for needed educational services, and provide such services as appropriate. Discussion and Supporting Evidence: Score:

XI.R.5. The DCP and the institution collaborate with feeder high schools and institutions to clarify entry expectations, detect patterns and trends in skills of students from various feeder high schools, promote seamless transition from high school to college, and establish collaborative partnerships between high school and institutional faculty groups. Discussion and Supporting Evidence: Score:

XI.R.6. To enhance the DCP curriculum, DCP faculty, instructional staff, or other personnel form connections with upper level programs, graduate students, or graduate programs, either within the college or at nearby universities, to serve as learning resource specialists. The DCP also uses these connections to strengthen and inform the DCP program and curriculum.Discussion and Supporting Evidence: Score:



Part XI: Campus and Community Relations

Directions: Record and summarize the results for the Campus and Community Relations section below. Use the results of this summary along with insights gleaned during the self-evaluation process to determine which areas of this section will be given priority in goal setting and planning.













DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDESELF-STUDY SCORING SUMMARY AND COMPREHENSIVE ACTION PLAN

Directions: Record and summarize the results of all sections of the Developmental Coursework Program Guide below. Use the results of this summary along with insights gleaned throughout the self-evaluation process to determine which areas of this Guide will be given priority in formulating Action Plans.

Self-Study SectionPercentageScore for Section

Part I Mission and Goals %Part II Assessment and Evaluation %Part III Program Design and Activities %Part IV Content and Delivery of Courses and Services %Part V Organization and Management %Part VI Leadership and Administration %Part VII Human Resources %Part VIII Financial Resources %Part IX Facilities and Equipment, Safety, and Technology %Part X Value System %Part XI Campus and Community Relations %

A. Major Areas of Strength:

B. Major Areas Needing Improvement:

C. Comprehensive Action Plan: From the "Proposed Actions to Address Areas Needing Improvement" (listed in "G" of each Section Scoring Summary), select those improvements that offer the greatest impact, given the resources available. These become the Actions Feasible that will ultimately drive the self-study's Comprehensive Action Plan, for which the table below is provided as a possible framework.

Action Feasible(Step)

How Action Feasible is Intended to

Improve Services to Students and/or Student Success

Means of Assessment / Criteria for

Success

Target Date

Resources Required

(Funding, Time, Materials, Etc.)

Individual Responsible


DEVELOPMENTAL COURSEWORK PROGRAM (DCP) GUIDE

References Related to Working Conditions in Developmental Coursework Programs

American Mathematical Association of Two-Year Colleges. (Revised 2007, February). AMATYC Position statement on teacher qualifications for developmental mathematics. Retrieved May 31, 2007, from www.amatyc.org/documents/Guidelines-Position/other-statements.htm

Boylan, H. R. (2002). What works: Research-based best practices in developmental education. Boone, NC: Continuous Quality Improvement Network with the National Center for Developmental Education, Appalachian State University.

Boylan, H.R. & Saxon, D. P. (1998). An evaluation of developmental education in Texas colleges and universities. Austin, TX: Texas Higher Education Coordinating Board.

National Council of Teachers of English, Conference on College Composition and Communication. (2003). 2003 Resolutions: Resolution 5: On professional standards for instruction. Retrieved May 31, 2007, from www.ncte.org/cccc/gov/resolutions/123743.htm?source=gs

National Council of Teachers of English. (1987). Statement on class size and teacher workload: College. Retrieved May 31, 2007, from www.ncte.org/about/over/positions/category-class/107626?source=gs

National Council of Teachers of English. (1989). Statement of principles and standards for the postsecondary teaching of writing. Urbana, IL: College Composition and Communication/National Council for Teachers of English.

National Council of Teachers of English. (1999). Why class size matters: NCTE position on class size and teacher workload, kindergarten to college. Retrieved May 31, 2007, from www.ncte.org/aout/over/positions.category/class/107620.htm

Rouche, J.E. and Rouche, S. (1999). High stakes, high performance: Making remedial education work. Washington, DC: American Association of Community Colleges Press.


http://www.ncte.org/aout/over/positions.category/class/107620.htm

http://www.ncte.org/about/over/positions/category-class/107626?source=gs

http://www.ncte.org/about/over/positions/category-class/107626?source=gs

http://www.ncte.org/cccc/gov/resolutions/123743.htm?source=gs

http://www.amatyc.org/documents/Guidlines-Position/other-statements.htm

http://www.amatyc.org/documents/Guidlines-Position/other-statements.htm

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