Instructional Support Program Assessment Summary

Program/Department PSLO/PSAO Activity assessed What did you learn from your outcomes assessment? Briefly describe the changes you will make based on your assessment. College-wide implications of your assessment project Assessment Reported
Bookstore Bookstore--Responsiveness to customer needs Educational supplies sales, Inventory management/control, Marketing/communication, Retail sales-clothing, food, misc, Textbook sales/rentals

Strengths: 92.5% agree or strongly agree that bookstore services are provided in a reasonable amount of time and 87.1% that the variety of products offered is sufficient to meet their needs. Comments include: "They are great, even at the last minute"; They are very responsive to the needs of the EGC"' "Consistently good service and communications"

Weaknesses: 4.3% (4 out of 93) disagree or strongly disagree that services are provided in a reasonable amount of time and variety of products offered is sufficient. Comments include: "Under ordering is a problem"; Most of the semesters, number of book for my classes are always insufficient"; "more CRC/Hawk gear"; "Ordering form could be easier to use"

Review and implement best practices to streamline processes. Review ordering to provide sufficient materials for courses. Evaluate software options (e.g., Verba) to improve ordering process.

08/09/2016 view
Duplicating/Mailroom Duplicating/Mailroom--Sustainability Printing Services

 

Every year for the college wide earth day event, we calculate the environmental impact of our paper use. During this past Earth Day, April 20, 2016 we shared following calculations.

  • Copies: 5,234,583

  • Number of Tress based on total paper (copies in duplicating plus paper sent to divisions): 834

  • Water used to create 24 pallets of paper: 48 averaged sized pools

 

 

After reviewing our environmental impact we decided to evaluate the purchase of paper with a higher recycle content. During the review and discussions with the paper representative we discovered that we could save money by purchasing larger quantities of paper. We analyzed the different in cost between 30, 50 and 100% paper.  We decided to purchase one large order of 100% recycled paper. We rearranged the printing shop to accommodate the storage of 21 pallets of paper.  Not only did we decrease our direct environmental impact by purchasing a higher content of recycled paper we saved carbon dioxide emissions by only having one delivery.

 

08/03/2016 view
Duplicating/Mailroom Duplicating/Mailroom--Efficiency Campus Directory, Mail Services, Printing Services

 

An assessment was done in Fall 2015 with a survey instrument developed with assistance from the Planning, Research and Institutional Effectiveness office. Among other program outcomes, P-SAO , Timeliness was assessed. The overwhelming majority, 95.2 % of survey respondents agreed that "procedures for utilizing Printing and Mail services are easy to use." No respondents indicated that they disagreed with the statement.

 

 

Although our survey indicates overwhelming satisfaction, we are reviewing our request form for potential improvements. We recently implemented a new half sheet form for basic walk-in requests which decreased the amount of time it takes for customers to complete.

 

08/03/2016 view
Duplicating/Mailroom Duplicating/Mailroom--Professionalism Printing Services

An assessment was done in Fall 2015 with a survey instrument developed with assistance from the Planning, Research and Institutional Effectiveness offices. Among other program outcomes, P-SAO 4, Professionalism, was assessed. Ninety-three percent of respondents indicated that they agree that "the variety of Printing and Mail services is sufficient to meet my needs"

The variety of Printing and Mail services is sufficient to meet my needs.
Strongly agree / Agree 0.929
Neutral 0.04
Strongly disagree / Disagree 0.032
Response Count 126

This past semester the manager did not receive any complaints about staff professionalism or any negative customer services related comments.

Although a high number of employees indicated satisfaction with the staff professionalism, the department will continue to monitor service requests.

06/16/2016 view
Duplicating/Mailroom Duplicating/Mailroom--Professionalism Printing Services

An assessment was done in Fall 2015 with a survey instrument developed with assistance from the Planning, Research and Institutional Effectiveness offices. Among other program outcomes, P-SAO 4, Professionalism, was assessed. Ninety-three percent of respondents indicated that they agree that "the variety of Printing and Mail services is sufficient to meet my needs"

The variety of Printing and Mail services is sufficient to meet my needs.
Strongly agree / Agree 0.929
Neutral 0.04
Strongly disagree / Disagree 0.032
Response Count 126

This past semester the manager did not receive any complaints about staff professionalism or any negative customer services related comments.

Although a high number of employees indicated satisfaction with the staff professionalism, the department will continue to monitor service requests.

06/16/2016 view
Duplicating/Mailroom Duplicating/Mailroom--Timeliness Printing Services

An assessment was done in Fall 2015 with a survey instrument developed with assistance from the Planning, Research and Institutional Effectiveness office. Among other program outcomes, P-SAO 1, Timeliness was assessed. The overwhelming majority, 92.9 % of survey respondents agreed that "printing and mail services are provided in a reasonable amount of time to meet my needs."

 

Although a high number of employees indicated satisfaction with timliness, the department will continue to monitor service requests. We are developing new intake form that clearly defines trunaround times. Also, we are upgrading two copiers which are replcaing slower and aged models.

06/16/2016 view
Duplicating/Mailroom Duplicating/Mailroom--Sufficiency Mail Services, Printing Services

An assessment was done in Fall 2015 with a survey instrument developed with assistance from the Planning, Research and Institutional Effectiveness offices. Among other program outcomes, P-SAO 3, Sufficiency was assessed. Eighty-eight percent of respondents indicated that they agree that "the variety of Printing and Mail services is sufficient to meet my needs"

The variety of Printing and Mail services is sufficient to meet my needs.
Strongly agree / Agree 0.881
Neutral 0.071
Strongly disagree / Disagree 0.048
Response Count 126

Although a high number of employees indicated satisfaction with the variety of services, the department will continue to monitor service requests. If repeat requests for services that are not provided we will evaluate the feasibility of adding those services.

06/08/2016 view
Duplicating/Mailroom Duplicating/Mailroom--Sufficiency Mail Services, Printing Services

An assessment was done in Fall 2015 with a survey instrument developed with assistance from the Planning, Research and Institutional Effectiveness offices. Among other program outcomes, P-SAO 3, Sufficiency was assessed. Eighty-eight percent of respondents indicated that they agree that "the variety of Printing and Mail services is sufficient to meet my needs"

The variety of Printing and Mail services is sufficient to meet my needs.
Strongly agree / Agree 0.881
Neutral 0.071
Strongly disagree / Disagree 0.048
Response Count 126

Although a high number of employees indicated satisfaction with the variety of services, the department will continue to monitor service requests. If repeat requests for services that are not provided we will evaluate the feasibility of adding those services.

06/08/2016 view
Media Services Media Services--Equipment Use Audiovisual and multimedia equipment check-out and repair

Durign this asssesment, we learnd that the Media Services laptops used for checkout where not up to date and several had performance issues.  There were also some issues with laptop login information when used; confusion from the employee with what credentials to use to gain access to the laptop.

 

 

Based on the assessment, we created a schedule to update all laptops bi-weekly. In addition, we upgraded the memory on all of the Media Services. Finally, based on the trouble tickets we recieved in Magic, we created a login SOP white paper with each laptop to guide the employee checking out the laptop with how to login and best practices.  

03/24/2016 view
Duplicating/Mailroom Duplicating/Mailroom--Service Quality Mail Services, Printing Services

In general satisfaction of printing and mail services is very high. Ninety-two percent of respondents indicated that either agreed or strongly agreed with the statement "Overall, I am satisfied with the services provided by Printing and Mail Services. Five of the six questions had over 90% positive responses

In the comments section, the majority of the positive comments indicated high satisfaction with timeliness of services. Also, the staff’s professionalism and friendliness was commended frequently.

To analyze the comments on the weakness section we categorized each of the comments. Here are the categories and the frequency at which each weakness was mentioned.
quality-mistakes 9
scope of services 9
customer services 5
staffing 4
accessibility 1
equipment 1
timeliness 1

=========Survey Results========
The quality of Printing and Mail services is sufficient to meet my needs.
Strongly agree / Agree 0.929
Neutral 0.024
Strongly disagree / Disagree 0.048
Response Count 126

The variety of Printing and Mail services is sufficient to meet my needs.
Strongly agree / Agree 0.881
Neutral 0.071
Strongly disagree / Disagree 0.048
Response Count 126

The Printing and Mail services are provided in a reasonable amount of time to meet my needs.
Strongly agree / Agree 0.929
Neutral 0.048
Strongly disagree / Disagree 0.024
Response Count 126

The procedures for utilizing Printing and Mail services are easy to use.
Strongly agree / Agree 0.952
Neutral 0.048
Strongly disagree / Disagree 0
Response Count 126

The Printing and Mail Services staff are professional.
Strongly agree / Agree 0.929
Neutral 0.04
Strongly disagree / Disagree 0.032
Response Count 126

Overall, I am satisfied with services provided by Printing and Mail Services.
Strongly agree /...

Review existing quality control procedures and modify as necessary.

01/29/2016 view
Office of Instruction Office of Instruction--Coordination Coordinate the college accreditation process through VPI’s service as the ALO (S,T,A,C,O), Support national accreditation processes appropriate to specific CTE Programs (S,T,A,C,O), Plan, coordinate and evaluate the use of federal and state funding in support of CTE with Divisions, the VPA and Business Services (S,T,A,C,O), Establish and maintain effective relationships with K-12,university, business and industry partners (S,T,A,C), Develops and supports educational programs at Elk Grove Center. , Coordinate the regional and state application and approval processes for new and revised academic programs (T,A,C,O), Work with District IT and their subcommittees in support of the development/modification of curriculum and instructional related systems, including PeopleSoft, SOCRATES and SAG, Crystal Reports and MIS Reporting (0), Work collaboratively with the Academic Senate and faculty in a participatory and shared governance environment (S,T,A,C,O), Interpret and implement the Faculty Contract (T,O), Coordinate the College’s involvement in the District Program Placement Council (A,C,O), Coordinate the adjunct and overload contracting payroll processes in support of instruction (A,O), Work closely in support of curriculum development and revision through membership on the College Curriculum Committee and the District Curriculum Coordinating Committee (T,A,C,O), Provide leadership and support for the continued evaluation and improvement of the instructional program, including program review, unit planning, and student learning outcome development and assessment (S,T,O), Develop and revise the Educational Master Plan through program review, unit planning and environmental scanning processes (A,C,O), Supervise the selection process and recommendations for employment of certificated staff (S,T,O), Coordinate the adjunct and overload contracting TCS processes in support of instruction (A,O), Coordinate the bi-annual production of an accurate Class Schedule for Summer/Fall and Spring (S,T,A,O), Coordinate the effective and efficient use of rooms for instruction (S,T), Coordinate the productive use of FTEF (S,T,O), Coordinate the faculty prioritization process for new positions (S,T,A,C,O), Coordinate the annual publication of an accurate College Catalog and its Addendum (S,T,A,O)

Assessment during this year’s mid-term review was largely focused on analyzing the Instruction Office’s operational functions as a mechanism to support the six stated Program Service Area Outcomes (P-SAO’s). This was an optimal time to conduct program assessment, given the office’s personnel changes and the college’s completion of its Accreditation cycle. The Instruction Office Staff – consisting of the three ISA’s and the Administrative Assistant – have had several planning sessions with the VP and Associate VP of Instruction, in which the topics of discussion were the procedures through which the office supports achievement of the six P-SAO’s.

The mid-term assessment process has revealed that the Instruction Office staff works well with the divisions to support a timely schedule and an accurate catalog. Communication channels (P-SAO-4, Communication) between the ISA’s and the division Administrative Assistants remains open, and pertinent information that impacts schedule production (e.g. faculty load, scheduling conflicts, complete course schedules) is generally communicated quickly. The ISA’s similarly maintain strong connections with Los Rios District Office staff to ensure compliance with District regulations/policies governing schedule production, faculty workload, purchasing guidelines, etc. The Instruction Office is timely (P-SAO 1, Excellence; P-SAO 2, Support), with a short processing time for schedule changes, faculty TCS’s and ESA’s. Approval of grant funds and turnaround for PD/travel requests is also short (P-SAO 5, Communication; P-SAO 6, Coordination), including those requiring consultation/approval from District Office and outside agencies (e.g. Chancellor’s Office, Department of Labor, etc.). The Instruction Office is also accurate (P-SAO 5, Compliance), with a firm understanding of district, state and federal regulations governing workload, curriculum production and management, purchasing guidelines/use of funds, curriculum production...

In the 2014-15 academic year, the college worked to ensure progress was being made on course SLO scheduling and assessment. The critical first step in SLO assessment was scheduling – with 100% of courses scheduled for assessment, the Instruction Office’s priority in future semesters will be providing instructional divisions the incentives and direction to adhere to documented timelines. In the coming months, the Instruction Office will explore ways to support and operationalize course SLO assessment completion. Given the shared oversight of SLO assessment between the Instruction Office and the Research Office, this work will be conducted in collaboration with Research Office efforts (e.g. SLO Coordinator activities, tracking/monitoring of assessment progress) to integrate and support SLO assessment.

While communication channels from division offices are open, an area for improvement noted through this process is early identification of faculty overloads and supplemental assignments. There have been a few instances of faculty overloads and/or reassigned time requests arriving to the ISA’s late in the scheduling process. The course assignment process can be jeopardized by late issuance of ESA’s/reassign time, as these activities are attributed to load. Instruction Office concerns are that a faculty member will be approved for specific assignments without confirmation that they have room in their load to assume the requested role. Early identification of faculty overload/ESA/release time assignments, and confirmation of their ability to assume these additional roles by the Instruction Office, is key. The Instruction Office will therefore work to ensure that division deans and administrators are made aware of this need by communicating the concern and requesting earlier notification of release time.

Finally, the college’s staffing of articulation responsibilities should be strongly examined. The need to comply with heightened local and statewide...

01/22/2016 view
Office of Instruction Office of Instruction--Compliance Coordinate the college accreditation process through VPI’s service as the ALO (S,T,A,C,O), Support national accreditation processes appropriate to specific CTE Programs (S,T,A,C,O), Plan, coordinate and evaluate the use of federal and state funding in support of CTE with Divisions, the VPA and Business Services (S,T,A,C,O), Establish and maintain effective relationships with K-12,university, business and industry partners (S,T,A,C), Develops and supports educational programs at Elk Grove Center. , Work collaboratively with the Academic Senate and faculty in a participatory and shared governance environment (S,T,A,C,O), Interpret and implement the Faculty Contract (T,O), Coordinate the regional and state application and approval processes for new and revised academic programs (T,A,C,O), Work with District IT and their subcommittees in support of the development/modification of curriculum and instructional related systems, including PeopleSoft, SOCRATES and SAG, Crystal Reports and MIS Reporting (0), Coordinate the College’s involvement in the District Program Placement Council (A,C,O), Coordinate the adjunct and overload contracting payroll processes in support of instruction (A,O), Work closely in support of curriculum development and revision through membership on the College Curriculum Committee and the District Curriculum Coordinating Committee (T,A,C,O), Provide leadership and support for the continued evaluation and improvement of the instructional program, including program review, unit planning, and student learning outcome development and assessment (S,T,O), Develop and revise the Educational Master Plan through program review, unit planning and environmental scanning processes (A,C,O), Supervise the selection process and recommendations for employment of certificated staff (S,T,O), Coordinate the adjunct and overload contracting TCS processes in support of instruction (A,O), Coordinate the bi-annual production of an accurate Class Schedule for Summer/Fall and Spring (S,T,A,O), Coordinate the effective and efficient use of rooms for instruction (S,T), Coordinate the productive use of FTEF (S,T,O), Coordinate the faculty prioritization process for new positions (S,T,A,C,O), Coordinate the annual publication of an accurate College Catalog and its Addendum (S,T,A,O)

Assessment during this year’s mid-term review was largely focused on analyzing the Instruction Office’s operational functions as a mechanism to support the six stated Program Service Area Outcomes (P-SAO’s). This was an optimal time to conduct program assessment, given the office’s personnel changes and the college’s completion of its Accreditation cycle. The Instruction Office Staff – consisting of the three ISA’s and the Administrative Assistant – have had several planning sessions with the VP and Associate VP of Instruction, in which the topics of discussion were the procedures through which the office supports achievement of the six P-SAO’s.

The mid-term assessment process has revealed that the Instruction Office staff works well with the divisions to support a timely schedule and an accurate catalog. Communication channels (P-SAO-4, Communication) between the ISA’s and the division Administrative Assistants remains open, and pertinent information that impacts schedule production (e.g. faculty load, scheduling conflicts, complete course schedules) is generally communicated quickly. The ISA’s similarly maintain strong connections with Los Rios District Office staff to ensure compliance with District regulations/policies governing schedule production, faculty workload, purchasing guidelines, etc. The Instruction Office is timely (P-SAO 1, Excellence; P-SAO 2, Support), with a short processing time for schedule changes, faculty TCS’s and ESA’s. Approval of grant funds and turnaround for PD/travel requests is also short (P-SAO 5, Communication; P-SAO 6, Coordination), including those requiring consultation/approval from District Office and outside agencies (e.g. Chancellor’s Office, Department of Labor, etc.). The Instruction Office is also accurate (P-SAO 5, Compliance), with a firm understanding of district, state and federal regulations governing workload, curriculum production and management, purchasing guidelines/use of funds, curriculum production...

In the 2014-15 academic year, the college worked to ensure progress was being made on course SLO scheduling and assessment. The critical first step in SLO assessment was scheduling – with 100% of courses scheduled for assessment, the Instruction Office’s priority in future semesters will be providing instructional divisions the incentives and direction to adhere to documented timelines. In the coming months, the Instruction Office will explore ways to support and operationalize course SLO assessment completion. Given the shared oversight of SLO assessment between the Instruction Office and the Research Office, this work will be conducted in collaboration with Research Office efforts (e.g. SLO Coordinator activities, tracking/monitoring of assessment progress) to integrate and support SLO assessment.

While communication channels from division offices are open, an area for improvement noted through this process is early identification of faculty overloads and supplemental assignments. There have been a few instances of faculty overloads and/or reassigned time requests arriving to the ISA’s late in the scheduling process. The course assignment process can be jeopardized by late issuance of ESA’s/reassign time, as these activities are attributed to load. Instruction Office concerns are that a faculty member will be approved for specific assignments without confirmation that they have room in their load to assume the requested role. Early identification of faculty overload/ESA/release time assignments, and confirmation of their ability to assume these additional roles by the Instruction Office, is key. The Instruction Office will therefore work to ensure that division deans and administrators are made aware of this need by communicating the concern and requesting earlier notification of release time.

Finally, the college’s staffing of articulation responsibilities should be strongly examined. The need to comply with heightened local and statewide...

01/22/2016 view
Office of Instruction Office of Instruction--Communication Coordinate the college accreditation process through VPI’s service as the ALO (S,T,A,C,O), Support national accreditation processes appropriate to specific CTE Programs (S,T,A,C,O), Plan, coordinate and evaluate the use of federal and state funding in support of CTE with Divisions, the VPA and Business Services (S,T,A,C,O), Establish and maintain effective relationships with K-12,university, business and industry partners (S,T,A,C), Develops and supports educational programs at Elk Grove Center. , Work collaboratively with the Academic Senate and faculty in a participatory and shared governance environment (S,T,A,C,O), Interpret and implement the Faculty Contract (T,O), Coordinate the regional and state application and approval processes for new and revised academic programs (T,A,C,O), Work with District IT and their subcommittees in support of the development/modification of curriculum and instructional related systems, including PeopleSoft, SOCRATES and SAG, Crystal Reports and MIS Reporting (0), Coordinate the College’s involvement in the District Program Placement Council (A,C,O), Coordinate the adjunct and overload contracting payroll processes in support of instruction (A,O), Work closely in support of curriculum development and revision through membership on the College Curriculum Committee and the District Curriculum Coordinating Committee (T,A,C,O), Provide leadership and support for the continued evaluation and improvement of the instructional program, including program review, unit planning, and student learning outcome development and assessment (S,T,O), Develop and revise the Educational Master Plan through program review, unit planning and environmental scanning processes (A,C,O), Supervise the selection process and recommendations for employment of certificated staff (S,T,O), Coordinate the adjunct and overload contracting TCS processes in support of instruction (A,O), Coordinate the bi-annual production of an accurate Class Schedule for Summer/Fall and Spring (S,T,A,O), Coordinate the effective and efficient use of rooms for instruction (S,T), Coordinate the productive use of FTEF (S,T,O), Coordinate the faculty prioritization process for new positions (S,T,A,C,O), Coordinate the annual publication of an accurate College Catalog and its Addendum (S,T,A,O)

Assessment during this year’s mid-term review was largely focused on analyzing the Instruction Office’s operational functions as a mechanism to support the six stated Program Service Area Outcomes (P-SAO’s). This was an optimal time to conduct program assessment, given the office’s personnel changes and the college’s completion of its Accreditation cycle. The Instruction Office Staff – consisting of the three ISA’s and the Administrative Assistant – have had several planning sessions with the VP and Associate VP of Instruction, in which the topics of discussion were the procedures through which the office supports achievement of the six P-SAO’s.

The mid-term assessment process has revealed that the Instruction Office staff works well with the divisions to support a timely schedule and an accurate catalog. Communication channels (P-SAO-4, Communication) between the ISA’s and the division Administrative Assistants remains open, and pertinent information that impacts schedule production (e.g. faculty load, scheduling conflicts, complete course schedules) is generally communicated quickly. The ISA’s similarly maintain strong connections with Los Rios District Office staff to ensure compliance with District regulations/policies governing schedule production, faculty workload, purchasing guidelines, etc. The Instruction Office is timely (P-SAO 1, Excellence; P-SAO 2, Support), with a short processing time for schedule changes, faculty TCS’s and ESA’s. Approval of grant funds and turnaround for PD/travel requests is also short (P-SAO 5, Communication; P-SAO 6, Coordination), including those requiring consultation/approval from District Office and outside agencies (e.g. Chancellor’s Office, Department of Labor, etc.). The Instruction Office is also accurate (P-SAO 5, Compliance), with a firm understanding of district, state and federal regulations governing workload, curriculum production and management, purchasing guidelines/use of funds, curriculum production...

In the 2014-15 academic year, the college worked to ensure progress was being made on course SLO scheduling and assessment. The critical first step in SLO assessment was scheduling – with 100% of courses scheduled for assessment, the Instruction Office’s priority in future semesters will be providing instructional divisions the incentives and direction to adhere to documented timelines. In the coming months, the Instruction Office will explore ways to support and operationalize course SLO assessment completion. Given the shared oversight of SLO assessment between the Instruction Office and the Research Office, this work will be conducted in collaboration with Research Office efforts (e.g. SLO Coordinator activities, tracking/monitoring of assessment progress) to integrate and support SLO assessment.

While communication channels from division offices are open, an area for improvement noted through this process is early identification of faculty overloads and supplemental assignments. There have been a few instances of faculty overloads and/or reassigned time requests arriving to the ISA’s late in the scheduling process. The course assignment process can be jeopardized by late issuance of ESA’s/reassign time, as these activities are attributed to load. Instruction Office concerns are that a faculty member will be approved for specific assignments without confirmation that they have room in their load to assume the requested role. Early identification of faculty overload/ESA/release time assignments, and confirmation of their ability to assume these additional roles by the Instruction Office, is key. The Instruction Office will therefore work to ensure that division deans and administrators are made aware of this need by communicating the concern and requesting earlier notification of release time.

Finally, the college’s staffing of articulation responsibilities should be strongly examined. The need to comply with heightened local and statewide...

01/22/2016 view
Office of Instruction Office of Instruction--Resources Coordinate the college accreditation process through VPI’s service as the ALO (S,T,A,C,O), Support national accreditation processes appropriate to specific CTE Programs (S,T,A,C,O), Plan, coordinate and evaluate the use of federal and state funding in support of CTE with Divisions, the VPA and Business Services (S,T,A,C,O), Establish and maintain effective relationships with K-12,university, business and industry partners (S,T,A,C), Develops and supports educational programs at Elk Grove Center. , Coordinate the regional and state application and approval processes for new and revised academic programs (T,A,C,O), Work with District IT and their subcommittees in support of the development/modification of curriculum and instructional related systems, including PeopleSoft, SOCRATES and SAG, Crystal Reports and MIS Reporting (0), Work collaboratively with the Academic Senate and faculty in a participatory and shared governance environment (S,T,A,C,O), Interpret and implement the Faculty Contract (T,O), Coordinate the College’s involvement in the District Program Placement Council (A,C,O), Coordinate the adjunct and overload contracting payroll processes in support of instruction (A,O), Work closely in support of curriculum development and revision through membership on the College Curriculum Committee and the District Curriculum Coordinating Committee (T,A,C,O), Provide leadership and support for the continued evaluation and improvement of the instructional program, including program review, unit planning, and student learning outcome development and assessment (S,T,O), Develop and revise the Educational Master Plan through program review, unit planning and environmental scanning processes (A,C,O), Supervise the selection process and recommendations for employment of certificated staff (S,T,O), Coordinate the adjunct and overload contracting TCS processes in support of instruction (A,O), Coordinate the bi-annual production of an accurate Class Schedule for Summer/Fall and Spring (S,T,A,O), Coordinate the effective and efficient use of rooms for instruction (S,T), Coordinate the productive use of FTEF (S,T,O), Coordinate the faculty prioritization process for new positions (S,T,A,C,O), Coordinate the annual publication of an accurate College Catalog and its Addendum (S,T,A,O)

Assessment during this year’s mid-term review was largely focused on analyzing the Instruction Office’s operational functions as a mechanism to support the six stated Program Service Area Outcomes (P-SAO’s). This was an optimal time to conduct program assessment, given the office’s personnel changes and the college’s completion of its Accreditation cycle. The Instruction Office Staff – consisting of the three ISA’s and the Administrative Assistant – have had several planning sessions with the VP and Associate VP of Instruction, in which the topics of discussion were the procedures through which the office supports achievement of the six P-SAO’s.

The mid-term assessment process has revealed that the Instruction Office staff works well with the divisions to support a timely schedule and an accurate catalog. Communication channels (P-SAO-4, Communication) between the ISA’s and the division Administrative Assistants remains open, and pertinent information that impacts schedule production (e.g. faculty load, scheduling conflicts, complete course schedules) is generally communicated quickly. The ISA’s similarly maintain strong connections with Los Rios District Office staff to ensure compliance with District regulations/policies governing schedule production, faculty workload, purchasing guidelines, etc. The Instruction Office is timely (P-SAO 1, Excellence; P-SAO 2, Support), with a short processing time for schedule changes, faculty TCS’s and ESA’s. Approval of grant funds and turnaround for PD/travel requests is also short (P-SAO 5, Communication; P-SAO 6, Coordination), including those requiring consultation/approval from District Office and outside agencies (e.g. Chancellor’s Office, Department of Labor, etc.). The Instruction Office is also accurate (P-SAO 5, Compliance), with a firm understanding of district, state and federal regulations governing workload, curriculum production and management, purchasing guidelines/use of funds, curriculum production...

In the 2014-15 academic year, the college worked to ensure progress was being made on course SLO scheduling and assessment. The critical first step in SLO assessment was scheduling – with 100% of courses scheduled for assessment, the Instruction Office’s priority in future semesters will be providing instructional divisions the incentives and direction to adhere to documented timelines. In the coming months, the Instruction Office will explore ways to support and operationalize course SLO assessment completion. Given the shared oversight of SLO assessment between the Instruction Office and the Research Office, this work will be conducted in collaboration with Research Office efforts (e.g. SLO Coordinator activities, tracking/monitoring of assessment progress) to integrate and support SLO assessment.

While communication channels from division offices are open, an area for improvement noted through this process is early identification of faculty overloads and supplemental assignments. There have been a few instances of faculty overloads and/or reassigned time requests arriving to the ISA’s late in the scheduling process. The course assignment process can be jeopardized by late issuance of ESA’s/reassign time, as these activities are attributed to load. Instruction Office concerns are that a faculty member will be approved for specific assignments without confirmation that they have room in their load to assume the requested role. Early identification of faculty overload/ESA/release time assignments, and confirmation of their ability to assume these additional roles by the Instruction Office, is key. The Instruction Office will therefore work to ensure that division deans and administrators are made aware of this need by communicating the concern and requesting earlier notification of release time.

Finally, the college’s staffing of articulation responsibilities should be strongly examined. The need to comply with heightened local and statewide...

01/22/2016 view
Office of Instruction Office of Instruction--Support Coordinate the college accreditation process through VPI’s service as the ALO (S,T,A,C,O), Support national accreditation processes appropriate to specific CTE Programs (S,T,A,C,O), Plan, coordinate and evaluate the use of federal and state funding in support of CTE with Divisions, the VPA and Business Services (S,T,A,C,O), Establish and maintain effective relationships with K-12,university, business and industry partners (S,T,A,C), Develops and supports educational programs at Elk Grove Center. , Coordinate the regional and state application and approval processes for new and revised academic programs (T,A,C,O), Work with District IT and their subcommittees in support of the development/modification of curriculum and instructional related systems, including PeopleSoft, SOCRATES and SAG, Crystal Reports and MIS Reporting (0), Work collaboratively with the Academic Senate and faculty in a participatory and shared governance environment (S,T,A,C,O), Interpret and implement the Faculty Contract (T,O), Coordinate the College’s involvement in the District Program Placement Council (A,C,O), Develop and revise the Educational Master Plan through program review, unit planning and environmental scanning processes (A,C,O), Coordinate the adjunct and overload contracting payroll processes in support of instruction (A,O), Work closely in support of curriculum development and revision through membership on the College Curriculum Committee and the District Curriculum Coordinating Committee (T,A,C,O), Provide leadership and support for the continued evaluation and improvement of the instructional program, including program review, unit planning, and student learning outcome development and assessment (S,T,O), Supervise the selection process and recommendations for employment of certificated staff (S,T,O), Coordinate the adjunct and overload contracting TCS processes in support of instruction (A,O), Coordinate the bi-annual production of an accurate Class Schedule for Summer/Fall and Spring (S,T,A,O), Coordinate the effective and efficient use of rooms for instruction (S,T), Coordinate the productive use of FTEF (S,T,O), Coordinate the faculty prioritization process for new positions (S,T,A,C,O), Coordinate the annual publication of an accurate College Catalog and its Addendum (S,T,A,O)

Assessment during this year’s mid-term review was largely focused on analyzing the Instruction Office’s operational functions as a mechanism to support the six stated Program Service Area Outcomes (P-SAO’s). This was an optimal time to conduct program assessment, given the office’s personnel changes and the college’s completion of its Accreditation cycle. The Instruction Office Staff – consisting of the three ISA’s and the Administrative Assistant – have had several planning sessions with the VP and Associate VP of Instruction, in which the topics of discussion were the procedures through which the office supports achievement of the six P-SAO’s.

The mid-term assessment process has revealed that the Instruction Office staff works well with the divisions to support a timely schedule and an accurate catalog. Communication channels (P-SAO-4, Communication) between the ISA’s and the division Administrative Assistants remains open, and pertinent information that impacts schedule production (e.g. faculty load, scheduling conflicts, complete course schedules) is generally communicated quickly. The ISA’s similarly maintain strong connections with Los Rios District Office staff to ensure compliance with District regulations/policies governing schedule production, faculty workload, purchasing guidelines, etc. The Instruction Office is timely (P-SAO 1, Excellence; P-SAO 2, Support), with a short processing time for schedule changes, faculty TCS’s and ESA’s. Approval of grant funds and turnaround for PD/travel requests is also short (P-SAO 5, Communication; P-SAO 6, Coordination), including those requiring consultation/approval from District Office and outside agencies (e.g. Chancellor’s Office, Department of Labor, etc.). The Instruction Office is also accurate (P-SAO 5, Compliance), with a firm understanding of district, state and federal regulations governing workload, curriculum production and management, purchasing guidelines/use of funds, curriculum production...

In the 2014-15 academic year, the college worked to ensure progress was being made on course SLO scheduling and assessment. The critical first step in SLO assessment was scheduling – with 100% of courses scheduled for assessment, the Instruction Office’s priority in future semesters will be providing instructional divisions the incentives and direction to adhere to documented timelines. In the coming months, the Instruction Office will explore ways to support and operationalize course SLO assessment completion. Given the shared oversight of SLO assessment between the Instruction Office and the Research Office, this work will be conducted in collaboration with Research Office efforts (e.g. SLO Coordinator activities, tracking/monitoring of assessment progress) to integrate and support SLO assessment.

While communication channels from division offices are open, an area for improvement noted through this process is early identification of faculty overloads and supplemental assignments. There have been a few instances of faculty overloads and/or reassigned time requests arriving to the ISA’s late in the scheduling process. The course assignment process can be jeopardized by late issuance of ESA’s/reassign time, as these activities are attributed to load. Instruction Office concerns are that a faculty member will be approved for specific assignments without confirmation that they have room in their load to assume the requested role. Early identification of faculty overload/ESA/release time assignments, and confirmation of their ability to assume these additional roles by the Instruction Office, is key. The Instruction Office will therefore work to ensure that division deans and administrators are made aware of this need by communicating the concern and requesting earlier notification of release time.

Finally, the college’s staffing of articulation responsibilities should be strongly examined. The need to comply with heightened local and statewide...

01/22/2016 view
Office of Instruction Office of Instruction--Excellence Coordinate the college accreditation process through VPI’s service as the ALO (S,T,A,C,O), Support national accreditation processes appropriate to specific CTE Programs (S,T,A,C,O), Plan, coordinate and evaluate the use of federal and state funding in support of CTE with Divisions, the VPA and Business Services (S,T,A,C,O), Establish and maintain effective relationships with K-12,university, business and industry partners (S,T,A,C), Develops and supports educational programs at Elk Grove Center. , Work collaboratively with the Academic Senate and faculty in a participatory and shared governance environment (S,T,A,C,O), Interpret and implement the Faculty Contract (T,O), Coordinate the regional and state application and approval processes for new and revised academic programs (T,A,C,O), Work with District IT and their subcommittees in support of the development/modification of curriculum and instructional related systems, including PeopleSoft, SOCRATES and SAG, Crystal Reports and MIS Reporting (0), Coordinate the College’s involvement in the District Program Placement Council (A,C,O), Coordinate the adjunct and overload contracting payroll processes in support of instruction (A,O), Work closely in support of curriculum development and revision through membership on the College Curriculum Committee and the District Curriculum Coordinating Committee (T,A,C,O), Provide leadership and support for the continued evaluation and improvement of the instructional program, including program review, unit planning, and student learning outcome development and assessment (S,T,O), Develop and revise the Educational Master Plan through program review, unit planning and environmental scanning processes (A,C,O), Supervise the selection process and recommendations for employment of certificated staff (S,T,O), Coordinate the adjunct and overload contracting TCS processes in support of instruction (A,O), Coordinate the bi-annual production of an accurate Class Schedule for Summer/Fall and Spring (S,T,A,O), Coordinate the effective and efficient use of rooms for instruction (S,T), Coordinate the productive use of FTEF (S,T,O), Coordinate the faculty prioritization process for new positions (S,T,A,C,O), Coordinate the annual publication of an accurate College Catalog and its Addendum (S,T,A,O)

Assessment during this year’s mid-term review was largely focused on analyzing the Instruction Office’s operational functions as a mechanism to support the six stated Program Service Area Outcomes (P-SAO’s). This was an optimal time to conduct program assessment, given the office’s personnel changes and the college’s completion of its Accreditation cycle. The Instruction Office Staff – consisting of the three ISA’s and the Administrative Assistant – have had several planning sessions with the VP and Associate VP of Instruction, in which the topics of discussion were the procedures through which the office supports achievement of the six P-SAO’s.

The mid-term assessment process has revealed that the Instruction Office staff works well with the divisions to support a timely schedule and an accurate catalog. Communication channels (P-SAO-4, Communication) between the ISA’s and the division Administrative Assistants remains open, and pertinent information that impacts schedule production (e.g. faculty load, scheduling conflicts, complete course schedules) is generally communicated quickly. The ISA’s similarly maintain strong connections with Los Rios District Office staff to ensure compliance with District regulations/policies governing schedule production, faculty workload, purchasing guidelines, etc. The Instruction Office is timely (P-SAO 1, Excellence; P-SAO 2, Support), with a short processing time for schedule changes, faculty TCS’s and ESA’s. Approval of grant funds and turnaround for PD/travel requests is also short (P-SAO 5, Communication; P-SAO 6, Coordination), including those requiring consultation/approval from District Office and outside agencies (e.g. Chancellor’s Office, Department of Labor, etc.). The Instruction Office is also accurate (P-SAO 5, Compliance), with a firm understanding of district, state and federal regulations governing workload, curriculum production and management, purchasing guidelines/use of funds, curriculum production...

In the 2014-15 academic year, the college worked to ensure progress was being made on course SLO scheduling and assessment. The critical first step in SLO assessment was scheduling – with 100% of courses scheduled for assessment, the Instruction Office’s priority in future semesters will be providing instructional divisions the incentives and direction to adhere to documented timelines. In the coming months, the Instruction Office will explore ways to support and operationalize course SLO assessment completion. Given the shared oversight of SLO assessment between the Instruction Office and the Research Office, this work will be conducted in collaboration with Research Office efforts (e.g. SLO Coordinator activities, tracking/monitoring of assessment progress) to integrate and support SLO assessment.

While communication channels from division offices are open, an area for improvement noted through this process is early identification of faculty overloads and supplemental assignments. There have been a few instances of faculty overloads and/or reassigned time requests arriving to the ISA’s late in the scheduling process. The course assignment process can be jeopardized by late issuance of ESA’s/reassign time, as these activities are attributed to load. Instruction Office concerns are that a faculty member will be approved for specific assignments without confirmation that they have room in their load to assume the requested role. Early identification of faculty overload/ESA/release time assignments, and confirmation of their ability to assume these additional roles by the Instruction Office, is key. The Instruction Office will therefore work to ensure that division deans and administrators are made aware of this need by communicating the concern and requesting earlier notification of release time.

Finally, the college’s staffing of articulation responsibilities should be strongly examined. The need to comply with heightened local and statewide...

01/22/2016 view
Facilities Facilities--Employee Knowledge of Procedures District maintenance, Campus Maintenance, Custodial Services, Groundskeeping

 

In our Custodial survey, only 75.5 percent of respondents agreed that “the procedures for utilizing custodial services are easy to use”. Statements in the weakness question also demonstrate some confusion or lack of understanding about the procedures to utilize custodial services. Similarly in the Facilities Survey, only 56.1% of respondents agreed or strongly agreed that “the procedures for utilizing facilities/maintenance services are easy to use”. Twenty percent of respondents either disagreed or strongly disagreed. This was the lowest satisfaction of all the outcomes we measured. In response to the open ended weakness questions, 7 respondents indicated some level difficulty learning, access or using the processes for obtaining service.

 

 

Publish instructions to staff on who to contact for custodial issues and how to request special services from the custodial department.

Work with the VP of Administrative Services to include facilities request in the next round of training for administrative processes.

 

01/19/2016 view
Facilities Facilities--Building Maintenance District maintenance, Campus Maintenance, Custodial Services

 

An assessment was done in Fall 2015 with a survey instrument developed with assistance from the Planning, Research and Institutional Effectiveness offices. The survey assesses P-SAO 3, P-SAO 5, P-SAO 6, and P-SAO 7.

 

The results indicated a very high level of employee satisfaction with the quality of services they receive from the Custodial department.  For example, 95.3 percent of respondents either strongly agreed or agreed that quality of Custodial services is sufficient to meet the person's needs. Similarly, in response to the general statement "overall, I am satisfied with services provided by Custodial services", 94.4% respondents either agreed or strongly agreed. Additionally, the majority of the comments collected on the open answer questions were positive. Out of the 49 descriptive comments we received, 34 were positive comments in response to the strengths question.  Respondents repeatedly used terms such "great", "good", "clean", "professional" “friendly” or "courteous" to describe strengths of our Custodial Services. In terms of areas of potential improvement, only 75.5 percent of respondents agreed that “the procedures for utilizing custodial services are easy to use”. Statements in the weakness question also demonstrate some confusion or lack of understanding about the procedures to utilize custodial services. Also there were 4 comments (out of 15 negative) related to dirty bathrooms.

 

The results for the Facilities Maintenance survey vary depending on what we asked. In response to the general statement, “Overall, I am satisfied with services provided by Facilities/Maintenance Services”, 73.7% of respondents either agreed or strongly agreed. Also, 82.5% of respondents agree or strongly agree that “the quality of facilities/maintenance services is sufficient to meet my needs. This indicates a high level of general satisfaction with facilities/maintenance services. Results about specific elements of service vary...

 

Continue to focus on total quality assurance processes and continue to provide appropriate training for Custodial department. Additionally is vital to recruit and retain custodial staff that understand and are committed to the mission of the College and the department.

We need to publish standard operating procedures on facilities maintenance processes. HOst a yearly training for new classified staff about facilities processes.

 

01/15/2016 view
Bookstore Bookstore--Fiscal Stability/Contribution to Campus Educational supplies sales, Inventory management/control, Marketing/communication, Retail sales-clothing, food, misc, Textbook sales/rentals

Online competition continues to provide challenges related to profitability. It is important to evaluate all options for improving sales and operating efficiency - reducing overhead and effective inventory control.

Streamline process, attend conferences, implement new ideas based on changes in the industry

12/18/2015 view
Bookstore Bookstore--Quality of services Educational supplies sales, Inventory management/control, Marketing/communication, Retail sales-clothing, food, misc, Textbook sales/rentals

PSAO 1-3 were assessed using a college-wide survey at the department level in Fall 2015. Individual activities are regularly assessed using register sales data, monthly financial reports, customer feedback and other operational information. 

Results of the survey were very positive. 92.5% of respondents were satisfied with the overall services provided by the Bookstore and another 2.2% were neutral. Only 5.4% (5 out of 93 respondents) were dissatisfied with the overall services. 98.9% of respondents were satisifed or neutral with regard to the professionalism of staff. The lowest level of satisfaction was with regards to the quality of services with 7.5% (7 out of 93 respondents) dissatisfied with the level of quality. The repeat comments include: number of books is insufficient (run out of books for classes); prices are too high; online ordering is not very user-friendly; need more variety of apparel.

Review and implement best practices to streamline processes. Review ordering to provide sufficient materials for courses. Evaluate software options (e.g., Verba) to improve ordering process.

12/15/2015 view
Business Services Business Services--Quality of services Accounting, Budgeting, Cashiering, Classified personnel-payroll/hiring, Purchasing

According to a college-wide survey, 90.1% agree/strongly agree that quality of services is sufficient while 2.8% (2 out of 71) were dissatisfied with service quality. Comments reflecting dissatisfaction primarily were directed at the lengthy, manual administrative processes (requisition/purchasing, time/absence reporting, accounting/budgeting, etc.), which are controlled by DO.

In addition to the survey results, ongoing assessment of services occurs via regular input from constituents, error rates on documents, timeliness of processing transactions and customer complaints. Both survey and other input indicates a need to continue to work with the District to improve the efficiency of processes, particularly requisitions, absence reports, timesheets, etc. to create automated, online forms. In addition, continuing staff training is needed to reduce errors and rework of paperwork that is not completed properly.

Continue to identify and implement best practices. Work with District to expand use of online, automated forms (requisition/POs, time/absence reports, JE/Budget entries). Continue to train staff on Business Office procedures.

12/15/2015 view
Public Information Office Public Information Office--Professionalism Presentations, Social Media/Website Communication, Graphic Design Support

The public information office receives quite a bit of verbal feedback on the professionalism of this office. There is no way to assess without a survey, which we will do in the near future, but I believe most employees are very pleased with the results that come out of this office.

One area where we could improve the look of projects generated from this office is a backdrop for interviews and press conferences. Many colleges and universities have a backdrop that can be set up anywhere fairly quickly for interviews conducted or press conferences as needed. Currently, for interviews, the campus is used as a back drop. The problem is that you have people walking through the background which can not only be a distraction, but many times requires us to stop the interview if the person has not given permission to use their image. Consistency is lost when you don’t have a backdrop.

 

In an effort to increase a professional look in the public information office, we would like to purchase a large back drop used for interviews and press conferences when needed.

12/11/2015 view
Public Information Office Public Information Office--Accuracy and Quality Publications, Graphic Design Support

The graphic design department has a need for another full time designer in order to maintain the quality the CRC community has come to expect. Job deadlines are being pushed beyond reasonable in some cases and although quality remains, timeliness is being compromised. Those in the CRC community that have made requests are complaining about deadlines not being met.

In order to maintain quality and accuracy, another full time graphic designer will be needed in the near future.

12/11/2015 view
Public Information Office Public Information Office--Timeliness Publications, Graphic Design Support

For several years, the graphic design office had 2 FT designers. One position was converted into a Public Relations Technician because of the increased responsibilities placed on the public information office. To handle the graphics request, a classified temp was hired. As more requests continue to come in from multiple areas on campus, the workload on the graphic designer, even with a classied temp, is too much. Timeliness of jobs has fallen behind as a result. At some point, we will need to hire another full time graphic designer to maintain the timeliness and quality that is expected from this office.

A request for additional support will be needed to handle the amount of work generated from the graphic designer.

12/11/2015 view
Office of Institutional Effectiveness Research Office--Culture of inquiry Consulting and/or advising with individuals and programs, Professional Development, including Convocation, FLEX, etc., Customized Research Requests (including cohort studies), CASSL Communications, CASSL PD offerings

The most significant PD opportunities tha promote a culture of inquiry are CASSL workshops that explore teaching and learning through the sharing of best practices and/or discussions of relevant articles along with the CASSL colloquium and institutes which always provide opportunties for individuals to work with their colleagues to explore case studies related to the topic that has been presented.  All FLEX workshop presenters are provided guidelines that this is to be an important component of their workshops and one of the evaluation criteria is directly related to this area.  In general, workshops have high ratings in this area - and if they don't the PD committee works with the presenter on future workshops.  Although the CC and E Committee regularly facilitates at least one workshop that directly supports cultural compoetence and the PD committee ensures that there are multiple offerings in this areas.  However, ffor the most part these workshops are attended by those who are already engaged in evaluating and enhancing their cultural competence so are in some senses "Preaching to the Choir".  The new Diversity Training provides opportunities for dialog abour issues related to diversity within the hiring process and the new CASSL Campus Conversations are constructed to enhance our ability to engage in dialog about student learning.  A recent PD needs assessment indicates that scheduling events to support attendance is an issue.  

we need to somehow broaden participation in workshops, particularly those related to cultural competence.  we also need to engage in deeper levels of dialog about student success and learning. 

11/10/2015 view

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