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.

Executive Summary

Instructions: Use this summary to list all of the goals that you developed in your document. The strategies and needs should be directly linked to your prioritized goals.

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

I. Function and Services

Service Function

Contacts

Data Sources

Standards and Comparisons

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

II. Service Recipients

Demographic Information

Educational Information

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