Presentation by Terri Manning, Associate Vice President for Institutional Research/Director of the Center for Applied Research, Central Piedmont Community College; LACCD AtD Liaison at the 2nd Annual LACCD AtD Retreat
This document discusses the program review and planning cycle at LATTC and options for improving the process. It notes that LATTC received an accreditation recommendation to fully integrate program review, planning, and resource allocation. Two approaches are examined: a staggered program review by program every 4 years, or using modular cycles where all programs address 2-3 sections each year. The modular approach may better synchronize the college planning process and enable more relevant use of program review results, though it would be a new process requiring approval and time to implement. Input and questions are solicited on the pros and cons of each approach.
This document discusses the program review and planning cycle at LATTC and options for improving the process. It notes that LATTC received an accreditation recommendation to fully integrate program review, planning, and resource allocation. Two approaches are examined: a staggered program review by program every 4 years, or using modular cycles where all programs address 2-3 sections each year. The modular approach may better synchronize the college planning process and enable more relevant use of program review results, though it would be a new process requiring approval and time to implement. Input and questions are solicited on the pros and cons of each approach.
The document discusses LATTC's 2009-2010 budget, enrollment targets, and strategic planning priorities. It notes that the college reduced spending by $500,000 to balance the budget for 2009-2010 and offered limited summer and no winter classes. Projections show a deficit being covered by reserves. Top enrollment and resource priorities include basic skills, job placement assistance, and expanding alternative course delivery and marketing. A prioritized list of five resource requests is presented, with certifying culinary faculty as chefs being the top request.
Convocation Day Presentation on Planning and Budget WorkgroupBradley Vaden
This document outlines the integrated program review, planning, and budget process at a college. It lists the co-chairs and members of the faculty convocation committee that oversees the process. It then describes the multi-step process which includes program review by individual units, development of unit and department plans, prioritization of resource requests by divisions and committees, and approval of the annual operating plan and budget by the planning and budget committee and college council. Key dates and activities in the 2009-2010 cycle are also listed.
This highly interactive workshop will focus on the collaboration between a community-based organization and higher education institutions. It will concentrate on how the College Success Foundation – D.C. is bridging the pipeline from their HERO (Higher Education Readiness Opportunity) program for young men into the Achievers Scholarship Program, and how it strategically builds relationships to strengthen programs and the success of underrepresented students in college. Workshop participants will learn best practices for fostering and sustaining effective collaborations to better support underrepresented minority and first generation students, and will walk away with tangible information to apply to their organizations. The workshop will also explore the importance of establishing relations with all involved. Participants will share valuable tips around goal setting, effective communication, and developing creative, non-traditional strategic efforts to reach first generation underrepresented students.
Panel: Community Input on a National Research Council (NRC) Summit on the Changing Dynamics in STEM Education Between Two-Year and Four-Year Colleges and Universities
Presentation by Terri Manning, Associate Vice President for Institutional Research/Director of the Center for Applied Research, Central Piedmont Community College; LACCD AtD Liaison at the 2nd Annual LACCD AtD Retreat
This document discusses the program review and planning cycle at LATTC and options for improving the process. It notes that LATTC received an accreditation recommendation to fully integrate program review, planning, and resource allocation. Two approaches are examined: a staggered program review by program every 4 years, or using modular cycles where all programs address 2-3 sections each year. The modular approach may better synchronize the college planning process and enable more relevant use of program review results, though it would be a new process requiring approval and time to implement. Input and questions are solicited on the pros and cons of each approach.
This document discusses the program review and planning cycle at LATTC and options for improving the process. It notes that LATTC received an accreditation recommendation to fully integrate program review, planning, and resource allocation. Two approaches are examined: a staggered program review by program every 4 years, or using modular cycles where all programs address 2-3 sections each year. The modular approach may better synchronize the college planning process and enable more relevant use of program review results, though it would be a new process requiring approval and time to implement. Input and questions are solicited on the pros and cons of each approach.
The document discusses LATTC's 2009-2010 budget, enrollment targets, and strategic planning priorities. It notes that the college reduced spending by $500,000 to balance the budget for 2009-2010 and offered limited summer and no winter classes. Projections show a deficit being covered by reserves. Top enrollment and resource priorities include basic skills, job placement assistance, and expanding alternative course delivery and marketing. A prioritized list of five resource requests is presented, with certifying culinary faculty as chefs being the top request.
Convocation Day Presentation on Planning and Budget WorkgroupBradley Vaden
This document outlines the integrated program review, planning, and budget process at a college. It lists the co-chairs and members of the faculty convocation committee that oversees the process. It then describes the multi-step process which includes program review by individual units, development of unit and department plans, prioritization of resource requests by divisions and committees, and approval of the annual operating plan and budget by the planning and budget committee and college council. Key dates and activities in the 2009-2010 cycle are also listed.
This highly interactive workshop will focus on the collaboration between a community-based organization and higher education institutions. It will concentrate on how the College Success Foundation – D.C. is bridging the pipeline from their HERO (Higher Education Readiness Opportunity) program for young men into the Achievers Scholarship Program, and how it strategically builds relationships to strengthen programs and the success of underrepresented students in college. Workshop participants will learn best practices for fostering and sustaining effective collaborations to better support underrepresented minority and first generation students, and will walk away with tangible information to apply to their organizations. The workshop will also explore the importance of establishing relations with all involved. Participants will share valuable tips around goal setting, effective communication, and developing creative, non-traditional strategic efforts to reach first generation underrepresented students.
Panel: Community Input on a National Research Council (NRC) Summit on the Changing Dynamics in STEM Education Between Two-Year and Four-Year Colleges and Universities
This document summarizes the findings of a survey on dual enrollment programs conducted by AASA and Hobsons. Key findings include:
- Most respondents saw dual enrollment as benefiting students by giving them college experience and credits. However, barriers included requirements for instructor qualifications and difficulties transferring credits between institutions.
- The majority of respondents believed dual enrollment completion indicates college readiness and that the K-12 system should evolve into a K-14 system.
- Next steps discussed expanding dual enrollment opportunities and addressing challenges like credit transfer through partnerships between K-12 districts and community colleges. Two districts provided examples of how they deliver dual enrollment and early college programs.
Program design can increase graduation rates by maximizing program length, embedding certificate programs within degrees, limiting electives and prerequisites, removing structural barriers, and capitalizing on synergies between related programs. Strengthening online courses and advising are also important. The optimal program length is 60 credits; additional hours reduce graduation rates. Certificates of all lengths provide value for students and employers.
The document summarizes a presentation given at the 2016 ACPA National Conference about transfer students at UCLA. It discusses how UCLA supports its large transfer student population, addressing issues like transfer shock and helping students recognize their transferable skills to aid their transition. It also outlines UCLA transfer student demographics, programming to support academic and social integration, and strategies discussed to redefine transfer shock and apply transferable skills principles to better assist transfer students.
This document summarizes a study on fostering integration and success for transfer students at California Polytechnic State University. The study was framed around Snyder's hope theory and examined data from NSSE surveys and a survey of EOP transfer students. Key findings included a need for improved transfer preparation, advising, and support services for underrepresented groups. Recommendations included developing transfer student pathways through joint programs, orientation, advising and support services to improve integration and help students achieve their goals.
The document discusses community college to university transfer in North Carolina. It finds that while transfer is significant, with 31% of UNC System students being transfers, North Carolina lags national averages on some transfer indicators. Improving transfer is important to meet the state's workforce needs and help low-income, adult, and minority students attain degrees. The document recommends strategies like statewide transfer pathways, universal course numbering, and improved data sharing to create a more seamless transfer process.
Community College to University TransferMebane Rash
The document discusses community college to university transfer in North Carolina. It finds that while transfer is significant, with 31% of UNC System students being transfers, North Carolina lags behind national averages on some key transfer indicators. Improving transfer outcomes is important to meet the state's workforce needs and address educational disparities. The document outlines transfer rates and patterns, completion rates, and credit issues among North Carolina transfer students and recommends strategies like transfer pathways and improved data sharing to enhance the state's transfer system.
MyFutureNC Policy Brief: Community College to University TransferMolly Osborne
The document discusses community college to university transfer in North Carolina. It finds that while transfer is significant, with 31% of UNC System students being transfers, North Carolina lags some national benchmarks. It identifies improving transfer pathways and outcomes as important for meeting the state's workforce and educational needs. Key recommendations include developing statewide transfer pathways, universal course numbering, improved data sharing, and informing students early of transfer options.
MOOC Crafting an Effective Writer OverviewPat James Hanz
This document summarizes a massive open online course (MOOC) on basic writing skills offered by Mt. San Jacinto College. It provides details on:
- The course was developed over 8 months with funding from the Gates Foundation and involved 14 people including faculty, tutors, and teaching assistants.
- Over 45,000 students enrolled with around 3,000 completing all requirements and earning a certificate. The majority of students were from outside the US and not currently enrolled in other education programs.
- The intended audience was underprepared college students, current students needing writing support, and global community members seeking to improve their skills.
- Students reported taking the course to increase academic and career success as well as
The document discusses debates around promoting college enrollment and completion rates in the U.S. It notes that high school and college graduation rates have increased significantly over the 20th century. The GI Bill helped millions of veterans afford college after WWII. While more students are enrolling in college, completion rates, especially for minorities, lag behind. Some argue promoting college for all has failed, but others say more should have the option of at least some college. Developing a college-bound culture and better matching students to suitable colleges could help improve rates.
Free executive summary of the Chronicle of Higher Education's report titled "The College of 2020: Students," as downloaded from http://etcjournal.files.wordpress.com/2009/06/thecollegeof2020.pdf
The document discusses issues facing California community colleges, including a shortage of postsecondary credentials, leadership and decision-making problems, and regulations that undermine effective collaboration. It proposes revisions to clarify roles and ensure all voices are heard to improve conditions for students, implement student success initiatives, and strengthen the community college system overall.
The document summarizes reports from Target 2020 Summit Series held in North Carolina, California, and Florida between 2010-2012 focusing on community college completion. Key findings include that over 6.5 million students are enrolled in 1,195 community colleges in the US, with minorities making up 35% and females 60% of students. 46% of undergraduates are enrolled at community colleges. Challenges to completion included lack of financial support and inconsistent transfer policies. The roles of government, institutions, and students in ensuring completion were also discussed. Winning summit projects aimed to increase support services, advising, and involvement to address these challenges.
The document discusses the rising costs of higher education for students and families. It notes that open educational resources (OER) can help reduce costs by providing free or low-cost textbooks and course materials. The document provides several examples and data points showing that the use of OER is associated with improved student outcomes like higher pass rates and decreased withdrawal rates. It estimates that the widespread adoption of OER could save colleges and universities millions of dollars each year and help make higher education more affordable and accessible.
California's Educational System: A Failing Grade?Geneva Mae Lewis
Policy paper written for fellowship application which questions California's largest expenditure (education) based on the statistics of college-ready high school graduates.
California ZTC Degrees Panel: Past, Present, and FutureUna Daly
Online Teaching Conference 2020: Twenty-six California Community Colleges embarked on a journey to create thirty-four Zero Textbook Cost (ZTC) Degrees to dramatically reduce the financial burden of earning an associate degree or career technical education certificate. More than 20,000 students over three years would benefit from this approach to eliminating the barrier of textbook costs. Data collected from participating colleges show that all students in ZTC pathways did better than those in non-ZTC courses, and that traditionally underserved populations did even better.
With proven results of reducing equity gaps, the Governor has proposed doubling the initial $5 million ZTC program to $10 million in FY21, opening this opportunity to more colleges wishing to leverage ZTCs to increase student achievement and reduce equity gaps. Join us to hear from ZTC champions who led the initiative, supporting the faculty who transformed their courses to lower barriers and improve students learning, and ensuring the sustainability of the program. Consider how to integrate a ZTC approach with your distance education, equity, pathways and other student success-centered initiatives. Learn about how students and librarians are poised to play an essential role in the proposed $10 million grant. Finally, learn the critical steps for success and how to assess your college’s readiness for developing ZTC degrees.
The document discusses Roosevelt University's revision of its general education (CORE) curriculum to better support student success and align with state recommendations. Key changes include consolidating gen ed oversight at the university level, increasing consistency, requiring two experiential learning courses, and introducing a first-year seminar course. The revision process involved extensive stakeholder engagement and curriculum development is ongoing, including the mapping of courses, designing assessments, and faculty training. The new CORE aims to provide a clear pathway for students and emphasize applied learning to connect classroom and career.
The document describes a multi-sector collaborative effort in Central Texas led by the Greater Austin Chamber of Commerce to increase college enrollment and career readiness rates through data-driven research and policy changes. It outlines the collective impact approach taken and successes of the Student Futures Project in providing data that has informed improvements to programs and policies. Key lessons learned include the importance of continuous engagement between researchers and practitioners and maintaining relationships and research capacity over time.
The Hillsboro School District 2010 Annual Report summarizes the District's performance and key initiatives. It notes that all schools received satisfactory or higher ratings on state assessments, with 10 elementary schools receiving outstanding ratings. It also discusses financial challenges facing the District like state budget shortfalls. The report concludes by profiling the District's four feeder groups centered around its four high schools.
1. The USTEP program is a collaborative effort between three Chicago colleges, CSU, KKC, and OHC, to increase the number of underrepresented students entering and graduating from STEM programs through academic support and research experiences.
2. The program involves 53 students conducting research in biology, chemistry, engineering and other STEM fields under faculty mentors.
3. Program activities include mentoring, workshops, research conferences, and career exploration to help students succeed in STEM majors and facilitate their transition between the community colleges and 4-year programs.
Presented during the session, Student Success Initiative High Impact Practices Roundtable, of the Summit 2011: Taking Student Success to the Next Level
The document summarizes the kick-off meeting for strategic planning by the Los Angeles Community College District from 2012-2017. It includes an agenda for discussing the vision and timeline, evaluating progress on the current strategic plan, and agreeing on responsibilities and timelines for completing follow-up actions from accreditation. The committee will develop a new strategic plan to guide the nine colleges over the next 5 years by establishing goals, initiatives, and benchmarks to measure progress and close any gaps between the current state and desired future state.
This document summarizes the findings of a survey on dual enrollment programs conducted by AASA and Hobsons. Key findings include:
- Most respondents saw dual enrollment as benefiting students by giving them college experience and credits. However, barriers included requirements for instructor qualifications and difficulties transferring credits between institutions.
- The majority of respondents believed dual enrollment completion indicates college readiness and that the K-12 system should evolve into a K-14 system.
- Next steps discussed expanding dual enrollment opportunities and addressing challenges like credit transfer through partnerships between K-12 districts and community colleges. Two districts provided examples of how they deliver dual enrollment and early college programs.
Program design can increase graduation rates by maximizing program length, embedding certificate programs within degrees, limiting electives and prerequisites, removing structural barriers, and capitalizing on synergies between related programs. Strengthening online courses and advising are also important. The optimal program length is 60 credits; additional hours reduce graduation rates. Certificates of all lengths provide value for students and employers.
The document summarizes a presentation given at the 2016 ACPA National Conference about transfer students at UCLA. It discusses how UCLA supports its large transfer student population, addressing issues like transfer shock and helping students recognize their transferable skills to aid their transition. It also outlines UCLA transfer student demographics, programming to support academic and social integration, and strategies discussed to redefine transfer shock and apply transferable skills principles to better assist transfer students.
This document summarizes a study on fostering integration and success for transfer students at California Polytechnic State University. The study was framed around Snyder's hope theory and examined data from NSSE surveys and a survey of EOP transfer students. Key findings included a need for improved transfer preparation, advising, and support services for underrepresented groups. Recommendations included developing transfer student pathways through joint programs, orientation, advising and support services to improve integration and help students achieve their goals.
The document discusses community college to university transfer in North Carolina. It finds that while transfer is significant, with 31% of UNC System students being transfers, North Carolina lags national averages on some transfer indicators. Improving transfer is important to meet the state's workforce needs and help low-income, adult, and minority students attain degrees. The document recommends strategies like statewide transfer pathways, universal course numbering, and improved data sharing to create a more seamless transfer process.
Community College to University TransferMebane Rash
The document discusses community college to university transfer in North Carolina. It finds that while transfer is significant, with 31% of UNC System students being transfers, North Carolina lags behind national averages on some key transfer indicators. Improving transfer outcomes is important to meet the state's workforce needs and address educational disparities. The document outlines transfer rates and patterns, completion rates, and credit issues among North Carolina transfer students and recommends strategies like transfer pathways and improved data sharing to enhance the state's transfer system.
MyFutureNC Policy Brief: Community College to University TransferMolly Osborne
The document discusses community college to university transfer in North Carolina. It finds that while transfer is significant, with 31% of UNC System students being transfers, North Carolina lags some national benchmarks. It identifies improving transfer pathways and outcomes as important for meeting the state's workforce and educational needs. Key recommendations include developing statewide transfer pathways, universal course numbering, improved data sharing, and informing students early of transfer options.
MOOC Crafting an Effective Writer OverviewPat James Hanz
This document summarizes a massive open online course (MOOC) on basic writing skills offered by Mt. San Jacinto College. It provides details on:
- The course was developed over 8 months with funding from the Gates Foundation and involved 14 people including faculty, tutors, and teaching assistants.
- Over 45,000 students enrolled with around 3,000 completing all requirements and earning a certificate. The majority of students were from outside the US and not currently enrolled in other education programs.
- The intended audience was underprepared college students, current students needing writing support, and global community members seeking to improve their skills.
- Students reported taking the course to increase academic and career success as well as
The document discusses debates around promoting college enrollment and completion rates in the U.S. It notes that high school and college graduation rates have increased significantly over the 20th century. The GI Bill helped millions of veterans afford college after WWII. While more students are enrolling in college, completion rates, especially for minorities, lag behind. Some argue promoting college for all has failed, but others say more should have the option of at least some college. Developing a college-bound culture and better matching students to suitable colleges could help improve rates.
Free executive summary of the Chronicle of Higher Education's report titled "The College of 2020: Students," as downloaded from http://etcjournal.files.wordpress.com/2009/06/thecollegeof2020.pdf
The document discusses issues facing California community colleges, including a shortage of postsecondary credentials, leadership and decision-making problems, and regulations that undermine effective collaboration. It proposes revisions to clarify roles and ensure all voices are heard to improve conditions for students, implement student success initiatives, and strengthen the community college system overall.
The document summarizes reports from Target 2020 Summit Series held in North Carolina, California, and Florida between 2010-2012 focusing on community college completion. Key findings include that over 6.5 million students are enrolled in 1,195 community colleges in the US, with minorities making up 35% and females 60% of students. 46% of undergraduates are enrolled at community colleges. Challenges to completion included lack of financial support and inconsistent transfer policies. The roles of government, institutions, and students in ensuring completion were also discussed. Winning summit projects aimed to increase support services, advising, and involvement to address these challenges.
The document discusses the rising costs of higher education for students and families. It notes that open educational resources (OER) can help reduce costs by providing free or low-cost textbooks and course materials. The document provides several examples and data points showing that the use of OER is associated with improved student outcomes like higher pass rates and decreased withdrawal rates. It estimates that the widespread adoption of OER could save colleges and universities millions of dollars each year and help make higher education more affordable and accessible.
California's Educational System: A Failing Grade?Geneva Mae Lewis
Policy paper written for fellowship application which questions California's largest expenditure (education) based on the statistics of college-ready high school graduates.
California ZTC Degrees Panel: Past, Present, and FutureUna Daly
Online Teaching Conference 2020: Twenty-six California Community Colleges embarked on a journey to create thirty-four Zero Textbook Cost (ZTC) Degrees to dramatically reduce the financial burden of earning an associate degree or career technical education certificate. More than 20,000 students over three years would benefit from this approach to eliminating the barrier of textbook costs. Data collected from participating colleges show that all students in ZTC pathways did better than those in non-ZTC courses, and that traditionally underserved populations did even better.
With proven results of reducing equity gaps, the Governor has proposed doubling the initial $5 million ZTC program to $10 million in FY21, opening this opportunity to more colleges wishing to leverage ZTCs to increase student achievement and reduce equity gaps. Join us to hear from ZTC champions who led the initiative, supporting the faculty who transformed their courses to lower barriers and improve students learning, and ensuring the sustainability of the program. Consider how to integrate a ZTC approach with your distance education, equity, pathways and other student success-centered initiatives. Learn about how students and librarians are poised to play an essential role in the proposed $10 million grant. Finally, learn the critical steps for success and how to assess your college’s readiness for developing ZTC degrees.
The document discusses Roosevelt University's revision of its general education (CORE) curriculum to better support student success and align with state recommendations. Key changes include consolidating gen ed oversight at the university level, increasing consistency, requiring two experiential learning courses, and introducing a first-year seminar course. The revision process involved extensive stakeholder engagement and curriculum development is ongoing, including the mapping of courses, designing assessments, and faculty training. The new CORE aims to provide a clear pathway for students and emphasize applied learning to connect classroom and career.
The document describes a multi-sector collaborative effort in Central Texas led by the Greater Austin Chamber of Commerce to increase college enrollment and career readiness rates through data-driven research and policy changes. It outlines the collective impact approach taken and successes of the Student Futures Project in providing data that has informed improvements to programs and policies. Key lessons learned include the importance of continuous engagement between researchers and practitioners and maintaining relationships and research capacity over time.
The Hillsboro School District 2010 Annual Report summarizes the District's performance and key initiatives. It notes that all schools received satisfactory or higher ratings on state assessments, with 10 elementary schools receiving outstanding ratings. It also discusses financial challenges facing the District like state budget shortfalls. The report concludes by profiling the District's four feeder groups centered around its four high schools.
1. The USTEP program is a collaborative effort between three Chicago colleges, CSU, KKC, and OHC, to increase the number of underrepresented students entering and graduating from STEM programs through academic support and research experiences.
2. The program involves 53 students conducting research in biology, chemistry, engineering and other STEM fields under faculty mentors.
3. Program activities include mentoring, workshops, research conferences, and career exploration to help students succeed in STEM majors and facilitate their transition between the community colleges and 4-year programs.
Presented during the session, Student Success Initiative High Impact Practices Roundtable, of the Summit 2011: Taking Student Success to the Next Level
The document summarizes the kick-off meeting for strategic planning by the Los Angeles Community College District from 2012-2017. It includes an agenda for discussing the vision and timeline, evaluating progress on the current strategic plan, and agreeing on responsibilities and timelines for completing follow-up actions from accreditation. The committee will develop a new strategic plan to guide the nine colleges over the next 5 years by establishing goals, initiatives, and benchmarks to measure progress and close any gaps between the current state and desired future state.
Helping Students Become More Self-Regulated LearnersBradley Vaden
The document discusses strategies for improving student motivation and academic self-regulation in the classroom. It addresses the importance of students developing beliefs and skills related to self-efficacy, goal-setting, help-seeking, and developing adaptive attributions for success or failure. The document also discusses how instructor beliefs can impact student motivation and provides strategies instructors can use to foster student engagement and self-regulated learning.
Lattc Strategic Plan BOT Update Feb 25 09Bradley Vaden
The LATTC Strategic Plan outlines the college's vision, mission, and strategic priorities. The vision is for LATTC to be a global leader known for incorporating leading-edge theories and hands-on experiences into career technical programs. The mission is to provide high-quality technical and professional programs that meet students' lifelong career and academic goals. Key strategic priorities include ensuring student success, growing enrollment, developing community and business partnerships, and maintaining organizational excellence.
1) The document discusses Brazil's struggles as a modern democratic society, including issues like urbanization, poverty, natural resource depletion, and violent crime.
2) It provides an overview of Brazil's population demographics, religious breakdown, and historical periods from Portuguese colonization to the present democratic government established in 1985.
3) The 1988 Constitution established Brazil's current system of government with an elected president and legislative branch composed of an 81-seat Senate and 513-seat Chamber of Deputies.
1. The document outlines the agenda and goals of the Steering Committee meeting to discuss establishing a statewide infrastructure and regional networks to support student success, especially for underprepared students, at California community colleges.
2. The goals are to create a statewide coordinating center and regional networks to promote effective practices, develop campus leaders, and improve outcomes for underrepresented students through professional development and collaborative evaluation.
3. Activities will include a leadership institute, workshops, developing models of effective practice, and engaging policymakers to adopt policies supporting innovative teaching methods and student success.
The LATTC Strategic Plan outlines the college's vision, mission, and strategic priorities. The vision is for LATTC to be a global leader known for incorporating leading-edge theories and hands-on experiences into career technical programs. The mission is to provide high-quality technical and professional programs that meet students' lifelong career and academic goals. Key strategic priorities include ensuring student success, growing enrollment, strengthening community and business partnerships, and maintaining organizational excellence.
This document contains summaries of input from various stakeholders regarding Los Angeles Trade-Technical College (LATTC). It includes summaries of LATTC's service area demographics and trends in the local job market. It also summarizes opinions gathered from LATTC students, community members, and local businesses through surveys and focus groups. The input identifies both strengths of LATTC as well as opportunities for improvement in areas like programs/curriculum, facilities, relationships, and responsiveness to community needs.
The document discusses strategies to improve student motivation and academic performance. It explores how students' beliefs, perceptions, and motivation influence their learning and achievement beyond just skills and abilities. Both students' and instructors' belief systems can help or hinder learning, so interventions must address both to be effective. The document provides examples of students' counterproductive beliefs and strategies instructors can use to promote self-regulated learning and academic success.
Trade Technical College has been offering career technical programs for over 95 years, educating over 75,000 students in those programs over the past 5 years. 29 of their career technical programs are considered "high cost" due to specialized equipment, lab space, and instructional needs. A cost study found that direct costs for high-cost career technical programs are over 5 times higher than general education programs, and revenues are 68.7% lower due to smaller class sizes. Other states have implemented differential funding multipliers between 1.19 to 2.0 on average to compensate for these higher costs of career technical programs. The recommendation is for the college to approve a 1.59 multiplier to help fund their high-cost career technical programs.
This document contains information from a strategic planning retreat for LATTC including:
- An overview of trends affecting the community college sector such as changing job markets and technologies
- An environmental scan of LATTC's service area demographics and industries
- Details on student achievement and enrollment trends at LATTC
- Takeaways on leadership and strategic establishment themes including the need for stable direction and improved community connections.
LATTC Presentation on STP3 program at LAUSD LACCD MeetingBradley Vaden
The ST&P 3 Model is a partnership program between LA Trade-Technical College and several local school districts to help prepare K-12 students for college and careers in technical fields. The program provides a range of initiatives like early college orientations, career exploration activities, and college prep courses. It aims to have 50% of participating middle and high school students concurrently enrolled at LATTC by 11th grade and for 90% of seniors to complete 15 units of college coursework. Over 4,400 students total across several grade levels are projected to participate in the 2008-2009 school year through various early college and career awareness programs.
The document discusses the evolution of program review and accreditation standards over time. Initial standards in the 1960s focused on basic structures and processes, while later standards emphasized continuous improvement, assessment of institutional effectiveness, and program review. The most recent 2002 standards center on student learning outcomes and require institutions to assess learning at the course, program, and degree levels to drive improvements. An effective integrated system uses ongoing program review and assessment of student achievement and learning to inform planning, budgeting, and other decisions that lead to institutional betterment.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
2. “Slightlythe population you addedwork with.
California residentsthe people
“That’s more than 1/3 of have to
in California with bachelor’s degrees
between 2005 and 2025
“The status quo is from California. to rely much more on
come going to have 2/3 come
“You’re
aged 25-44:
morally unacceptable.” places.”
fromsuccess of community colleges.”
the other
To meet its growing need for college
“Our whole system
graduates, California will need to
breaks down if produce more of its own.
we don’t
make community
Dennis Jones
colleges work.” NCHEMS
Sacramento
2.7 million February 19, 2013
2.16 million
black and Latino
Das Williams
Chair, CA Assembly Committee
on Higher Education
3. 46% 23%
all all
students students
Six-year
Six-year transfer
graduation rates
rates among
for full-time first-
degree seekers
time freshmen 40% 14%
students of students of
color color
Source: CSU Graduation Initiative and
CCC Student Success Task Force
4. Lower Division
Major Prep
General
Education
60 transferable units
2.0 Grade Point Average
30 units of GE
Eligibility GE Breadth or IGETC
American Institutions
Oral Communication
Written Communication
Quantitative Reasoning
Critical Thinking
5. Lower Division
Major Prep
Impac
CAN
LDTP
SB 1440 Reform (STAR) Act
Student Transfer Achievement
• perfect 60+60
for the community colleges:
• start with GE (39 units)
• add 18 units lower division major preparation
for the state universities:
• grant admission priority
• finish in two years’ worth of coursework
6. Lower Division
Major Prep
112 CCCs
23 State Universities
X 23 CSUs
X 25 majors
64,400 degree pathways
112 Community Colleges
7. Lower Division
Major Prep
Transfer Model
Curriculum
23 State Universities
25 degree pathways
112 Community Colleges
8. two frameworks for articulation
course-to-course:
degree-to-degree:
Associate Degree
for Transfer
10. General
Education
integrative
engaging
purposeful
calstate.edu/app/compass
11. General Education
Certification
English Communication A
Math & Quantitative Reasoning B4
Arts & Humanities C
Social Science D
Science (including lab) B1-3
Self-Development E
12. Sources of General Education (48 units total)
prior learning at the
baccalaureate level
(“pass-along”) certifying
California Community College
* other CCCs or four-years (“sending institution”)
* military and other training
* external exams (AP or IB) 39 lower-division units
up to 39 units
California State University (“receiving institution”)
nine upper-division units
16. what we have what we want
reach hook
employability
17. CSU Chancellor’s General Education Advisory Group
2007-2008 revision of Executive Order on GE Breadth
Article 1 Applicability
Article 2 Pathways to Meet Requirements
Article 3 Premises
Article 4 Distribution of Units
Article 5 Transfer and Articulation
Article 6 Implementation and Governance
20. Graduation Rates by Ethnicity and
participation in High-Impact Practices
Source: CSU Northridge
Institutional Research 68%
65%
August, 2010 63%
55%
49%
38%
0 1 2 0 1 2
Latino/a not Latino/a
21. Chico First-Year Persistence
Town Hall Meeting first-time full-time freshmen
2010 86% 84% 91% 93%
with Town Hall Meeting
2009
2008
80% 74% 85% 80%
2007 white students
students of color
William Loker
Dean, Undergraduate Education
2006
Source: Institutional Research, CSU Chico
22. A better transfer curriculum will:
* foreground the essential learning
outcomes -- what we want students
to know and be able to do
* take full advantage of local
expertise, opportunities, and
high-impact practices
without sacrificing access and
portability.
Thanks for having me here, and thank you for your attention to what we all care about. During these remarks I’ll be connecting some ideas that we don’t always think about together, and I’ll try to leave time for Q and A. If more questions or reactions cross your mind later, then I hope you’ll stay in touch. You can see links to the reading that influences me, and contact me via my [click] blog at this address, which I’ll put up again at the end.The main point I want to make is that student success and transfer curriculum are intertwined in ways we don’t always recognize, or take full advantage of.And the need to change that feels increasingly urgent. You can probably think of some telltale signs of your own, but I’ll share this one, from --
[Information on this slide is from the Ventura County Star, “Lawmakers Told California Is Lagging in Higher Education,” 2/20/2013.]-- a hearing in Sacramento last month. The National Center for Higher Education Management Systems is one of those consulting and data-driven groups that periodically testifies to legislators about how we’re doing.In his remarks, Jones began with [click] a point about how our state has been relying on others to educate our workforce. And he points out that we [click] can’t keep doing so. Now note that he’s talking about my segment and not yours – these are bachelor’s degrees. But then he makes an interesting point.Our need to produce more degrees will be complicated by demographics. We can expect [click] another 2.7 million people at one of the critical periods of life where college helps, and [click] nearly all of those newcomers will be in ethnic groups that higher ed has had the [click] hardest time serving.And they’re the people who are likelier to begin with you than with me.Leading Jones to this [click] conclusion. Get it? If you want more baccalaureate degrees, then you need success at the community colleges. It’s a subtle point, but at least [click] one person in the audience got it. Here’s what he said to a [click] reporter afterward. We’ve heard that before. And he said [click] this.I’d like you to think for a moment about those --
-- students, the ones we share. In the last couple of years, both our segments have launched high-profile efforts to improve the rates at which students who start with us actually finish. I’ll share our [click] baseline numbers first. They aren’t pretty.Overall, our students were graduating within six years at a rate of [click] 46%, with an additional penalty for [click] those in the fastest-growing demographic groups.In the community colleges – against, systemwide, and not just the LACCD – the [click] rate of transfer after six years of trying, just among those saying they intended to, was even [click] lower, with another [click] penalty for Latinos and blacks.Now you and I know better than our critics just what we’re up against, in terms of student preparation, inadequate funding, and events beyond our control. But this is not who we want to be.And becoming who we want to be will mean working together. Because most of your students come to you saying they want a bachelor’s degree some day, and 60 percent of the CSU’s graduates began at a California Community College.So I’m going to talk about that transfer pipeline, in terms of students and curriculum, toward identifying with you ways that we can improve it. I’ll begin with the most basic step --