Program Review Document

GLENDALE COMMUNITY COLLEGE

PROGRAM REVIEW/

PROGRAM IMPROVEMENT

SELF STUDY

Student Support Services Programs

Learning Center

YEAR 5

2002-2003
Contents

Contents

Glendale College Mission Statement

Executive Summary

I. Functions and Services

Service Function

Contacts

Data Sources

Standards and Comparisons

II. Service Recipients

Demographic Information

Educational Information

III. Staff Resources

Organizational Chart

Staff Diversity

Assignments and Specialties

Staff Preparation and Training

Professional Activities and Committee Participation

IV. Facilities and Equipment

Facilities

Equipment

V. Special Accomplishments

Grants

Leadership Roles

New Programs

Staff Development Programs

Advisory Groups/Committees

VI. Influencing Factors

Categorical Funding

Legal Mandates

Program Plans

VII. Program Effectiveness

Outcome Measures

Glendale College Mission Statement

Glendale Community College is a comprehensive public community college open equally to all adults or high school graduates who can benefit from its programs and services.

Its primary mission is to prepare students for successful transfer to four-year colleges and universities or for successful placement or advancement in rewarding careers. Its mission is also to serve its surrounding community through adult non-credit education and community services courses and programs.

As part of this mission, Glendale Community College considers the following to be particularly important:

2. to provide a rich and rigorous curriculum that helps students understand and appreciate the artistic and cultural heritage of this society, the history and development of civilization, the scientific environment in which they live, and the challenges of their personal lives;

3. to emphasize the coherence among disciplines and promote openness to the diversity of the human experience;

4. to help students develop important skills that are critical for success in the modem workplace, such as verbal and written communication, numeracy, effective use of technology for work and research, information analysis and evaluation, problem solving, and the ability to work with others and conduct their lives with responsibility;

5. to provide an extensive array of student services and learning tools, including state-of-the-art technology, to assist students in all aspects of their college experience.

For this purpose Glendale Community College maintains a supportive, non-discriminatory environment which enables students to reach their educational goals in an efficient and timely manner.

OBJECTIVES AND FUNCTIONS

Pursuant to its stated mission, Glendale Community College has one objective:

education.

Six primary functions support this objective.

a. Associate in Arts/Associate in Science: Education toward the granting of AA/AS degree(s) is provided in accordance with approved graduation requirements. General education and major coursework form the core of the required curriculum, the balance being electives.

b. Education for meeting the lower division requirements of a university or a four-year college – The college offers many courses which are equivalent to those available in. the freshman and sophomore years at the University of California, The California State University and other colleges and universities in the United States. A student with a satisfactory high school and community college record will receive full credit for al college and university level work done at Glendale Community College provided that the work meets the specific requirements of the college or university to which the student transfers.

c. Education beyond the high school level for vocational competence and/or occupational certification: Training programs are offered for many occupations in business and industry. Certificates are awarded upon completion of the requirements for the occupation-centered curriculums. Courses offered in these programs serve three groups of students: those training for entry-level positions; those preparing for advancement on the job; and those seeking to improve skills to meet new job requirements. Thus, students are offered a balance of technical and general education.

d. Pre-Collegiate Basic Skills: Educational programs prepare students for collegiate level work. Courses are designed to provide the student with basic skills instruction with emphasis on speaking, listening, reading, writing and computation.

e. Education beyond the secondary level for personal improvement - Recognizing the needs of post-secondary students for education which may lead neither to education in a higher institution nor to vocational preparation, Glendale Community College offers a diversity of courses which satisfy intellectual curiosity and provide knowledge about and appreciation of our diverse cultural heritage.

f. Non-Credit/Adult Education level- A comprehensive program includes basic education, courses leading to the high school diploma, citizenship, English as a second language, career and vocational classes, and courses that satisfy the many special interest needs of the community.

1.01 – 1.04 Functions and Services

Instructions: Complete the table below. You will need to develop instruments for collecting certain data if it is not provided by Planning and Research or Human Resources.

1.01 Service/Function List the Services and functions of this program	1.02 Contacts How many students accessed these functions and services?	1.03 Methods Indicate the source of your data.	1.04 Standards/Comparisons Indicate standards for comparison such as college -wide, regional, state, or year-to-year with the program.
Writing Center	2,091 students @ 3,765 contact hours	Collected from check-in data	Up from 1,980 in 2000-2001
Tutoring Center	7,414 students @ 52,099 contact hours	Collected from check-in data	Up from 6,160 in 2000-2001
Computer Assisting Instruction Lab *includes service below:	4,200 students @ 18,424 contact hours	Collected from check-in data	Up from 4,002 in 2000-2001
*Videotape Circulation	1,452 students	Collected from check-in data	Up from 1,063 in 2000-2001
*Mini-Courses	110 students	Registration records	Up from 102 in 2000-2001
*English Placement Challenges Exams	196 students	Collected from check-in data	Up from 194 in 2000-2001
*Make-up Tests	644 students	Collected from check-in data	Up from 469 in 2000-2001
*Proctored Distance Learning Exams	19 students	Collected from check-in data	Up from 5 in 2000-2001
In-Class Tutoring	2,543 students	Collected from check-in data	Down from 2,738 in 2000-2001

Total Learning Center 2001-2003	16,248 students @ 74,288 contact hours	Collected from check-in data	Up from 14,881 in 2000-2001

2.01 Demographics

Instructions: Review and analyze the data provided by Institutional Research on service recipients in the program and answer the following questions:

1. Given the data, how does enrollment in the program compare to the college’s ethnic, age, gender, and disability distributions?

	Higher	About the same*	Lower
African American		X
Asian/Pacific Islander		X
Hispanic/Latino Citizen	X
Hispanic/Latino Permanent Resident	X
Caucasian citizen			X
Caucasian permanent resident			X
Filipino	X
Other		X

Under 21	X
21-25		X
26-30		X
31-50		X
51 & over		X

Female		X
Male		X

Disabled		X
F-1 Visa		X

*Explain when data varies more than 20% from the standard.

2. What is indicated by the program data?

The data shows that the Learning Center serves a slightly higher percentage of Hispanic students, a lower percentage of Caucasian students and a slightly younger percentage of students than the College as a whole.

Comments?

This would make sense as we are often, though not exclusively, working with students who need help in reading and writing English. We are also a safe harbor for new students who need help getting on with college. I think this reflects well on the Learning Center as a place that encourages retention of students.

3. Should a goal be written addressing the data? Yes X No

(List any goals in the Summary.)

2.02 Educational Information

Instructions: Examine the educational information data provided by Institutional Research and answer the following questions:

1. How does this data compare with other college services?

	Higher	About the Same	Lower
Enrollment Status		X
Educational Goal		X
Major		NA
Units Completed		NA
Units Currently Enrolled		X
Current Grade Point Average		X

2. How does this data compare with other programs in this region?

	Higher	About the Same	Lower
Enrollment Status		NA
Educational Goal		NA
Major		NA
# of Units Completed		NA
# of Units Curr. Enrolled		NA
Current GPAs		NA

3. How does this data compare with previous years?

	Higher	About the Same	Lower
Enrollment Status		NA
Educational Goal		NA
Major		NA
# of Units Completed		NA
# of Units Curr. Enrolled		NA
Current GPAs		NA

3. Highlight any significant changes since this information was last reviewed. Provide explanations for changes.

Since this is our first year of program review there is no data with which to make a comparison. Additionally, it is impossible to obtain regional data.

5. Should a goal be written addressing the data? X Yes No

(List any goals in the Summary.)

3.02 Staff Diversity

Instructions: Analyze the data on staff diversity provided by Human Resources and answer the following questions:

How does this program information compare to the College Services diversity percentages?

Higher About the same X Lower

________________________________________________________________________

1. Given the program data, how does the ethnic and gender distributions compare to those in the labor force population? (Note: Explain when data varies more than 20% from the standard.)

	Higher	About the Same	Lower
Ethnic 85% Caucasian/European 14% Armenian			X
Gender 42% male 57% female		X
Disability none		X
Age Average		X

Please comment.

By far, most of the staffing in the Learning Center is done by part-time student workers. These figures represent contract staff: Part-time student workers reflect about the same levels of diversity as in the student body.

2. What else (if anything) is indicated by the program data?

Perhaps the issue of diversity should be considered when hiring new staff.

3. Should a goal be written addressing the data? Yes X No

(List any goals in the Summary.)

3.03 Assignments/Specializations

Instructions: Administer the Employee Survey provided by Institutional Research. Analyze the responses and other information and fill in the data below.

Program staff	Professional Assignment(s) – Over three year period	Specialty Area(s)
Dennis Doyle	Director (60%) Faculty	Reading, Learning Skills
Betty Myers	Coordinator Sr.Student Services Technician, Manager	Tutoring Coordinator
Maria Shufeldt	Sr.Instructional Lab Technician	Writing Center/CAI Lab
Andy Stires	Sr.Instructional Lab Technician	Writing Center/CAI Lab
Frederick Melikian	Instructional Lab Technician	Tutoring
Agnes Rudnick	Administrative Assistant	Challenge exams, Video tapes
Gretchen Davidson	Sr.Instructional Lab Technician	Night Service, Tutoring

4. How are the strengths and experiences of staff being used effectively to improve student outcomes?

The staff is well suited for their particular jobs. On staff we have experts in reading, writing and tutoring with nearly a 100 years of combined experience. Beyond the credentials and experience, we have very good rapport with students. Surveys indicate to the statements:

Strongly agree agree somewhat agree agree totals

“Staff is courteous and helpful.” 46% 34% 15% 95%

“Staff is knowledgeable.” 43% 33% 15% 91%

“Staff explained information clearly.” 43% 38% 13% 94%

“The information was accurate and useful.” 45% 37% 15% 97%

“All my questions were answered.” 41% 34% 19% 94%

“It helped me to use this department.” 45% 36% 15% 96%

5. What else (if anything) is indicated by the program data?

Students surveyed indicate that they use the Learning Center:

1-3 times 14%

4-6 times 33%

7-9 times 12%

10 or more times 40%

The Learning Center enjoys an 83% recognition rate from Glendale College students overall with an 85% satisfaction rate and a 34% usage.

Please comment.

These figures show that most of our students are aware of the Learning Center and when they use the Learning Center, they tend to use it several times. When students are in the Center, they like the service and are generally very happy with the staff.

3. Should a goal be written addressing the data? Yes X No

(List any goals in the Summary.)

3.04 Staff Preparation/Training

Instructions: Analyze the Employee Survey responses (see 3.03 Assignments and Specializations) and other information and fill in the data below. Answer the following questions:

Program staff	Education	Service years At GCC	Staff development workshops attended and courses taken.	Skills learned
Dennis Doyle	MA	23 years full-time	Recently: attendance at the Annual Winter Institute for Learning Center Professionals, University of Arizona 1999-2003 Various Humanities/Social Science Lectures: “San Fernando Valley” “Rep. Adam Schiff” “John Robinson: Trails of the San Gabriels”	Learning skills development, using the internet for instructional support, writing center improvement, distance learning support systems
Gretchen Davidson	MA	15 years, adjunct faculty and full-time classi-fied	Recently: took Library 191, various Math-Science lectures	Research on the internet, library use of printed material including online references
Andrew Stires	BA	6 years	MA in progress, workshops on Microsoft suite	Word processing, database, web page construction
Maria Shufeldt	BA	7 years	MA in progress, on campus workshops on MS Frontpage, Safety, Conflict Management, Mentoring, Customer Service	Web page design, Safety, Conflict Management, Mentoring, Customer Service
Betty Myers	BA	26 years	Officer in the College Reading, Learning Association. Numerous workshops as chair and mentor. Master Plan Task Force Lectures, Various Internet, Microsoft suite, First aid CPR, Web CT, Great Teachers Retreat-199c	Tutoring, recruitment, training, professional standards, testing, student preparedness, trends in technology.
Frederick Melikian	BA	6 years	Part-time	Helps prepare time reports for student workers.
Agnes Rudnick	Certificate Fulda Business College, Germany	12 years	On campus workshops: Microsoft suite, numerous Math-Science Lectures	Microsoft Word, Windows, Excel, e-mail, using the internet

1. How have these skills improved services that you provide?

Staff is well prepared to meet student needs. Mr.Doyle, Mrs.Myers, and Mrs.Davidson are experienced instructors with appropriate credentials. As the staff is active in ongoing conferences and staff development, they are keeping current in their fields. Mr.Stires and Ms. Shufeldt are working on MA degrees and have shown innovation in reworking the Writing Center program despite lack of funding.

2. What else (if anything) is indicated by the program data?

Please comment.

Lack of funding may result in fewer staff development activities. It is already impacting on our ability to participate in professional conferences.

3. Should a goal be written addressing the data? Yes X No

(List any goals in the Summary.)

3.05 Professional Activities and Committee Participation

Instructions: Fill in the data below for each full-time staff member for the period since the last program review, and answer the questions that follow.

Program staff	governance committee	other college related committee work	other campus participation
Dennis Doyle	Instructional Technology Campus-wide Computer Coordinating Student Affairs Network Planning	Reading Program Chair English Technology Committee	English Lab Coordinator Study Abroad: Ireland
Agnes Rudnick	International Students
Andrew Stires	None
Gretchen Davidson	None
Maria Shufeldt	Community Relations	Employee Handbook Ad Hoc	CSEA Negotiating Team
Frederick Melikian Part-time	None
Betty Myers	Scholarship subcommittee	College Services Division, Nominating Committee for the DeRowe and Connett Scholarships	CRLA Officer, Mentor AMP, Mentor Adult Re-entry, Classified Council, Classified CPU
Total ful-time staff _____6________	Total governance. com ___7_____	Total other coll. com ____5___	[not included in CPF below]

CPF index (Committees per full-time staff in the program) (most recent year)

[Total Committees divided by Total number of full-time staff]: #____2_____

How do the program data compare to the college-wide CPF?

Higher NA About the same Lower

_______________________________________________________________

1. Given the data, discuss the involvement of faculty in the program in campus activities.

While many of our staff are very busy with campus committee work, a few are not and likely should be encourages to participate more.

2. Should a goal be written addressing the data? Yes X No

(List any goals in the Summary.)

4.01 Facilities

Instructions: Fill out the data below and respond to the following questions.

Service	Type of Student	Number of students served
Comprehensive learning resource services including tutoring, writing center and computer assisted instruction	Tutoring clients, students doing research, lab work, studying alone and in groups	16,248 students

1. Are your facilities adequate based on the services provided?

X Yes No

2. Are your facilities adequate based on the number of students served?

X Yes No

The facilities are generally adequate, however, the Learning Center becomes very full most mornings in regular semesters. Due to a lack of funds, the Center will no longer be open on Saturday and will close at 2PM on Fridays.

3. Given the data, discuss how your facilities should be improved.

While the facilities are adequate now, the trend has been a steadily increasing number of clients, from about 8,000 students using the Center in 98-99 to over 14,000 in 2001-2002. We will need to look carefully at what impact, if any, the increase in student tuition and fees will have on student population. If the numbers of students continue to rise then larger facilities are necessary.

4. Should a goal be written addressing the data? Yes X No

(List any goals in the Summary

4.02 Equipment

Instructions: Fill out the data below and respond to the following questions. Refer to the table in section 4.01.

1. Is your equipment adequate based on the services provided?

X Yes No

2. Is your equipment adequate based on the number of students served?

X Yes No

3. Is your equipment adequate based on the services provided?

X Yes No

4. Given the data, discuss how your equipment should be improved.

There are about 50 computer and 9 video stations in the Center. Good practice dictates that we should cycle in new systems and cycle out old systems annually. Updates of software frequently will not work on old systems, and the computers themselves become irreparable due to daily wear and tear. We have had to stop this practice due to a lack of funds. Stopgap activities include upgrading old equipment or making do with computers borrowed from other departments.

5. Should a goal be written addressing the data? Yes X No

(List any goals in the Summary.)

5.00 Special Accomplishments

Instructions: Fill in the chart below with the number of each type of activity completed in the last three years and respond to the following questions:

Program staff and year(s) of involvement.	Service Years	5.01 Grants	5.02 New Programs Developed	5.03 Staff Development Workshops Taught	5.04 Leadership Roles/ Advisory Groups and Committees
Dennis Doyle	23	Von’s Supermarket donated $3,400 for tutoring services in the Learning Center, December 6, 2001 Various Innovative Project Grants over the years on developing College web pages, using the Internet for instructional support.	English 197 (Literacy Training Methods) Nov, 1999, Revised English 182 (Basic Communication – Vocabulary) Jan 2000 Revised English 183 (Basic Communication – Grammar) Jan 2000 English 200 (Speed Reading) May 1988	Various Staff Development Classes on the Internet, Using the Internet to Support Instruction, Using e-mail, Irish Culture and Music	Tenure Review Committee Chair: Nancy Phillips, Tenure Review Peer Mentor: Shelley Aronoff Co-Chair Accreditation Committee: Educational Programs Study Abroad: Ireland 1999,2001,2003, Validating Committee Self Study: Music Department Oct.. 2000 Created a 10-minute video: “Guide to the Learning Center”
Betty Myers	26		Tutor Training Certification through the California Reading, Learning Association (CRLA)		Accreditation Committee: Standard 6 Participant: Start Smart Program, College Information Day, various College Services Fairs CRLA Officer
Frederick Melikian Part-time				Lecture on “Digital Systems” for the Math-Science Center Staff
Andy Stires			Initiated Writing Center 2.0, a general reform of the mission and services provided by the Writing Center
Maria Shufeldt			Initiated Writing Center 2.0, a general reform of the mission and services provided by the Writing Center

6.01 Categorical Funding

Instructions: List all categorical funding in the table below and respond the following questions:

Categorical Fund	Source of fund	Use of Funds
Vocational Educational and ESL VocEd	VETEA VOC ED/Career Ed/Work Force & Development Program (Federal)	Funds are placed in the Job Placement/Student Employment Budget to pay for student peer tutors who work with vocational education student
Federal Work Study/Financial Aid	Federal Work Study/Financial Aid	Funds are placed in the Job Placement/Student Employment Budget to pay for student peer tutors who meet the Work/Study criteria
EOPS	Extended Opportunity Program and Services (Federal)	Funds are placed in the Job Placement/Student Employment Budget to pay for extra student peer tutors for student who meet the EOPS criteria
Partnership for Excellence	Partnership for Excellence (state)	For students enrolled in the Adult Community Training Center. Grant helps pay for tutors for noncredit students transferring into various credit vocational programs

6.02 Legal Mandates

Instructions: List all legal mandates that affect this program in the table below and respond to the following questions:

Mandate	Source of mandate	Relationship to program
Keep records and provide documentation of services provided to vocational education students	VETEA VOC ED/Career Ed/Work Force & Development Program (Federal)	Provides about 45% of funding for peer tutors
Keep records and provide documentation of services provided to Extended Opportunity Program and Services (EOPS) students	Extended Opportunity Program and Services (EOPS)	Provides about 8% of funding for peer tutors
Keep records and provide documentation of services provided by tutors on Federal Work Study/Financial Aid	Federal Work Study/Financial Aid	Provides about 25% of funding for peer tutors

1. Is this mandate linked to the source of the fund. If so, how is it linked?

We must provide documentation of meeting the criteria for each of these mandates to ensure future funding.

2. Is the mandate fully funded through categorical funding? If not, explain.

Our mission to provide free student tutoring is partially funded by these programs. Additional funding (about 22%) is from College “01” funds.

3. Does the program currently have adequate resources to meet mandates?

No. We do not have sufficient funding to serve all the students who wish to use the Learning Center. We currently budget our resources by limiting clients to one hour of individual tutoring a week per person per subject.

4. Should a goal be written addressing this issue? X Yes No

(List any goals in the Summary.)

6.03 Program Plans

Instructions: List all program plans for the near future in the table below and respond to the following questions:

The Learning Center plans to continue offering excellent services in peer tutoring of writing and every subject as well as to provide access to instructional programs via the computer or through video materials. We intend to provide these services for all students and staff in our Glendale College community. All of us are “remedial” in some area or another: we plan to aid any student who wishes to learn and to support the instructional program of any instructor who wants our help.

In these troubled times of limited budgets, we will, first of all, seek to maintain current programs or reform those programs so that there is no interruption of service for our students. In specific area we intend to work on the following:

The staff of the Writing Center is in the process of reworking their entire program. In the past, it had become a type of “triage” center for last minute quick fixing of student papers. The Writing Center is building up a program in which the process of writing is seen as a collaboration between our staff, client and instructor. Features of this collaboration would include:

-more use of referral forms aiding communication between staff and faculty

-better record keeping so staff can remember what they did with a particular student

-a library of exemplar essays from each instructor

-encouraging instructors to bring entire classes into the Writing Center for group orientations and also for the Center staff to provide mentoring and materials while the instructor teaches his or her class.

-install a digital projector in the Writing Center to make instruction using digital materials easier.

-initiate making appointments for Writing Center tutoring which is much more efficient than drop-in services.

-providing one-shot workshops on various writing related topics, for example, writing research papers.

-meet frequently with “pioneer” instructors willing to experiment with a higher level of collaboration.

-facilitate group-editing sessions among groups of students in specific classes.

-initiate a non-credit 1-unit Writing Center class, which allows students to have a weekly appointment time with a writing tutor during the semester.

-schedule time for first-time drop-in students for an appropriate orientation to Writing Center services.

-we have also had some success with having instructors volunteering an office hour to help tutors in the Writing Center. We’d like to get more involved.

The Tutoring program already has an excellent program and serves the bulk of Learning Center clients (over 7,000 students). Our goal for the Tutoring program is to keep it alive, functioning and funded. From this report, one can see that the program depends on a patchwork of funding sources. Although the funding for peer tutors is not in our basic “01” budget, we rely very much on money funneled through Student Employment.

In regards to the other services provided by the Learning Center:

-We will continue to experiment with delivering learning resources over the Internet and providing better support of Distance Learning classes.

-We will be working to widen the software offering in a our CAI lab to include software which addresses the needs of the traditional ESL students.

-We will seek to develop additional computer oriented mini-courses in reading and writing.

-We will purchase new computers and surplus old machines, and otherwise work to keep our equipment current.

-We will continue to allow instructors to use the Learning Center to administer make-up tests.

-We will continue to foster usage of the Center as a helpful place for learning and study.

7.00 Program Effectiveness

Instructions: Review and analyze the data provided by surveys, studies, etc. and answer the following questions.

1. Based on the data provided, how does the program contribute to access, retention and success?

For students who used the Learning Center for any service in the Fall 2001 semester (our latest figures) about 71% passed their classes or got CR in their coursework. About 7% dropped, withdrew or got an incomplete. The percentage of students college-wide who successfully completed their classes was 73%, so this is near average.

For students who used the Learning Center for tutoring in a specific class, about 80% passed or got a CR in their coursework. About 12% dropped, withdrew or got an incomplete. The percentage of students college-wide who successfully completed their classes was 73%, so this is 7 points above the expected outcome.

For students who used the Writing Center, about 77% passed or got a CR in their coursework. About 5% dropped, withdrew or got an incomplete. The percentage of students college-wide who successfully completed their classes was 73%, so this is 4 points above the expected outcome.

The data shows that students who use the tutoring program have a higher than average grades than those who don’t. This data is even more dramatic considering that our students tend to be more Hispanic and younger than the rest of the College. Additionally, English is the first language of only 18% of our students. Clearly we are helping students survive in their classes and succeed.

2. How can this program effectively increase its contribution to access, retention, and success?

Clearly, we need to maintain and expand our program of peer tutoring. It is effective, helps students stay with their educational goals and is relatively inexpensive.

2. Should additional goals be written addressing the data?

Yes X No

(List any goals in the Summary.)

Prioritized Annual Goals	Strategy	Who is responsible	Timeline	Resources Needed	Outcome Analysis
Maintain comprehensive student services and programs to facilitate student success despite current budget realities.	Investigate additional forms of financing of our programs, including the use of volunteers and sponsorship by businesses.	Dennis Doyle	Ongoing	The goal IS to find the resources.	Obtain or maintain service, obtain more volunteers and business sponsorship
Revise Writing Center and build additional services into the program and hence build clientele	Build relationships with individual instructors, encouraging Writing Center use, promoting use directly with students	Dennis Doyle, Andy Stires, Maria Shufedlt	Ongoing	Allot time for these tasks	Increase in numbers of students and instructors using this service.
Provide adequate facilities to match exponential growth in student use of Learning Center facilities	Participate in planning for new College Services building	Dennis Doyle	Ongoing	Too early to determine	To meet the increased demand for services in the future

Glendale College Mission Statement

Strategy

Who is responsible

Timeline

Resources Needed

Outcome Analysis

Investigate additional forms of financing of our programs, including the use of volunteers and sponsorship by businesses.

Dennis Doyle

Ongoing

The goal IS to find the resources.

Obtain or maintain service, obtain more volunteers and business sponsorship

Build relationships with individual instructors, encouraging Writing Center use, promoting use directly with students

Dennis Doyle, Andy Stires, Maria Shufedlt

Ongoing

Allot time for these tasks

Increase in numbers of students and instructors using this service.

Participate in planning for new College Services building

Dennis Doyle

Ongoing

Too early to determine

To meet the increased demand for services in the future

Higher

Higher

Higher

Education

3.05 Professional Activities and Committee Participation

4.01 Facilities

Type of Student

VI. Influencing Factors