Cuantificación de citocinas en sobrenadante de cultivo de esplenocitos de

Establish effective leadership, processes, and resources to

support an effective Developmental Education Program

Completion Date: April 29, 2010

Provost and Executive Vice Chancellor, Presidents, Vice Presidents

of Instruction, and Vice Presidents of Student Development

Complete

Strategy 2.6 was designed to improve the Developmental Education Program through effective leadership, processes, and resource allocation. The focus was on creating an organizational culture in support of basic learning, supported by the College leadership structure and regular college-wide meetings. Major accomplishments within this strategy framework include: (1) Customization of certain ESL courses to specifically address deficiencies, (2) Testing of early intervention models and cohort formats for underprepared students, (3) Development of a revised advising campaign to inform developmental

education students about resources available to facilitate their success, (4) Hiring of additional math, reading, and writing tutors, and (5) Project Degree grant application submitted with a focus on developmental education students.

2.6.1

Support an organizational culture dedicated to improving

basic skills development for all students and student outcomes

within Developmental Education.

Provost and Executive Vice Chancellor, Presidents, Vice Presidents of

Instruction, and Vice Presidents of Student Development

All Campuses

1 A proactive advising campaign has been implemented. Throughout the semester, students receive targeted messages inviting them to meet with an advisor and counselor, attend a workshop, and informing them of resources available to facilitate their success. In addition, the Developmental Education and Retention Standing Committee has submitted a comprehensive proposal to address the needs of Developmental Education students. The VPs of Student Development will support implementation of the approved recommendations resulting from the work of the Committee. (All, Vice Presidents of Student Development)

2 A Title III grant is being submitted to integrate academic learning center functions and resources to improve the success of underprepared students. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)

3 Adult Education is submitting grants to seek funding for College Readiness Academies. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)

4 Faculty members are customizing delivery of ESL courses for underprepared students to focus on specific deficiencies based upon assessment scores. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)

5 In support of underprepared students, GED testing has centralized and streamlined its intake processes, location and support services. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)

6 Short term, free basic computer workshops are being offered to underprepared students to increase technology skills. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost) 7 The Center for Training Development is being combined with an expanded Learning Center,

with dedicated increased study areas and study rooms. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)

8 The College is advising occupational students to take contextualized writing and math courses such as GTM and GTW to increase their skills. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)

9 The College is seeking a Gateway To College National Network grant to aid and track

developmental education students who have tested into all three developmental disciplines. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)

10 Using a cohort format with underprepared students, learning modules are being developed to link concepts of WRT 070 to WRT 100. Upon assessment, a similar approach may follow to link WRT 100 to WRT 101. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)

11 When working with business clients in the community, Workforce and Business Development staff members and faculty are increasingly designing customized courses to include

contextualized learning in an effort to increase workforce skills. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)

Desert Vista Campus

DV held a campus cabinet retreat that highlighted initiatives in the new College Plan

including Strategy 1 Improve Developmental Education. Discussions conveyed the significance of organizational culture at the campus level that supports improvement of basic skills for all students. DV identified potential developmental education pilots that can be implemented on campus. (DV, J. Bia)

2 Over 40% of all our Upward Bound students are considered academically at risk. Our mission is to prepare all of our students for success in a post-secondary institution, which includes

improving the basic skills of our academically at-risk (Developmental Ed.) students. This includes having them attend tutoring sessions in order to improve their basic skills and offering PCC's STU courses to our graduating seniors as well. (DV, D. Pacheco)

3 Pima's Center for Early Childhood Studies, working with the Math Department faculty, has designed course sections of MAT 086 and MAT 092 with continuous supplemental instruction for AA Early Childhood transfer students. These courses will be implemented in Fall 2010 and Spring 2011. (DV, S. Kukla)

East Campus

The East Campus offered GED Preparatory classes, expanding the availability of these classes to the far East Side of Tucson. (EC, EC and CC Presidents, EC VP of Instruction, CC Advanced Program Managers)

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2 The East Campus partnered with TUSD African-American Studies Department to co-sponsor "Parent University", an outreach effort to parents and grandparents of TUSD students to support the "going to college" attitude and provide resources to ready young students for higher

education. (EC, EC President, EC VP of Student Development, EC Executive Assistant, Outreach Coordinator)

3 The seating capacity of basic skills assessment at the East Campus was almost doubled to a total of 54 seats from 29. This expansion improved access to incoming students. (EC, EC President, EC VP of Student Development, Facilities staff)

Northwest Campus

Explored offering the GED test on campus. Initial research done by Diana Morris-Murphy. Challenges involve staffing and facility limitations. (NW, D. Padgett, L. Morales)

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2 Explored possibility of offering GED and ABE in the Town of Marana in collaboration with PCAE. Financial constraints with PCAE have prevented this from going forward. (NW, D. Padgett, P. Houston)

3 Retain more Developmental Education students with an early intervention model. Refined the referral process of Developmental Ed students from Assessment to Advising. (NW, D. Siddall)

2.6.2

Identify effective District and Campus organizational and

leadership structures compatible with needs and make

appropriate institutional assignments.

Provost and Executive Vice Chancellor, and Presidents

Desert Vista Campus

1 Additional tutors have been hired for math, reading and writing courses at DV. (DV, Hock) 2 In addition to the responsible parties listed in the College Plan for each initiative and

strategy, DV has identified individuals from within the campus cabinet for each initiative to serve as leads and points of contact to ensure campus contributions occur and are included in the reports. The DV academic dean served on the developmental education and retention committee as well as the college planning committee and will continue to be instrumental in the

implementation of developmental education pilots at the campus. (DV, J. Bia) District Office

A Vice President position was created in the Provost area in January 2010, focusing on Developmental Education. (DO, S. Miles, Provost and Executive Vice Chancellor) 1

2 The Vice President in the new position at the District Office attended numerous national conferences, learning about best practices in developmental education and reporting back to senior administrators. (DO, B. Murphy, AVC and VP)

East Campus

A team of East Campus Instruction and Student Services administration and staff met with principals and counselors of service area schools to encourage dual enrollment offerings and early assessment of high school students. (EC, EC VP of Instruction, EC VP of Student Development)

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2 The East Campus' Project SOAR hired and trained 5 tutors in math, reading and writing to serve more than 100 students with disabilities and developmental education needs. (EC, EC President, EC VP of Student Development)

Northwest Campus

Two Mathematics faculty attended the National Center for Academic Transfer conference which included Developmental Education. They provided a faculty perspective on this topic. (NW, J. Kooi, President and DV, C. Albrecht, President)

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2.6.3

Institute quarterly college-wide meetings to assess progress of

the Developmental Education initiative.

Provost and Executive Vice Chancellor

All Campuses

1 The College Plan is a standing item at the following meetings: Chancellor's Cabinet, Provost AVC meeting, Provost Lead meeting, Campus Cabinets, and both Vice President group meetings. These standing items cover all aspects of activities in support of the College Plan. Progress on the Developmental Education initiative has been carefully monitored and discussed as needed at these regularly scheduled meetings. (All, All senior administrators)

2 The Developmental Education and Retention Standing Committee met once every 2-4 weeks during the 2009-2010 academic year. The Committee submitted nine recommendations to the Chancellor: 1) Establish diagnostic assessment followed by placement; 2) Establish a faculty and instructor certification enrichment program; 3) Identify and expand support services; 4)

Implement a First-Year Experience course; 5) Deliver courses in multiple modalities; 6) Establish a Department of Developmental Education; 7) Leverage community and other resources; 8) Conduct a summative evaluation of the proposed program; and, 9) Create a business plan for the revised developmental education program. The recommendations were approved by the Chancellor in April 2010 and are moving forward to the Planning Committee. (All, J. Kooi, President)

2.6.4

Align resources in support of Developmental Education.

Provost and Executive Vice Chancellor, and Presidents

Desert Vista Campus

1 DV applied for a $250,000 Gateway to College National Network: Project Degree grant. Desert Vista Campus received a site visit from the grantor on 4/27/10, and is waiting for response on funding. (DV, C. Albrecht, President, T. Roush, VP of Instruction)

2 First Things First Professional Development Alliance grant funds were used in the creation of two developmental math courses. (DV, S. Kukla)

District Office

A Vice President position was created in the Provost area in January 2010, focusing on Developmental Education. (DO, S. Miles, Provost and Executive Vice Chancellor) 1

2 The Vice President in the new position at the District Office attended numerous national conferences, learning about best practices in developmental education and reporting back to senior administrators. (DO, B. Murphy, AVC and VP)

Northwest Campus

Two Mathematics faculty attended the National Center for Academic Transfer conference which included Developmental Education. They provided a faculty perspective on this topic. (NW, J. Kooi, President and DV, C. Albrecht, President)