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Mt. San Jacinto College Instructional Unit Plan

Mt. San Jacinto College Mission Statement:

Mt. San Jacinto College, a California Community College, offers accessible, innovative, comprehensive and quality educational programs and services to diverse, dynamic and growing communities both within and

beyond traditional geographic boundaries. We support life-long learning and student success by utilizing proven educational methodologies as determined by collaborative institutional planning and assessment. To meet economic and workforce development needs, MSJC provides students with basic skills, general and career education that lead to transfer, associate degrees and certificates. Our commitment to student learning empowers students with the skills and knowledge needed to effect positive change and enhance the world in which we live.

Approved by the Board of Trustees on September 10, 2009

Mt. San Jacinto College Instructional Unit Plan 2012

Mt. San Jacinto Community College District | 1

Components of Instructional Unit Plan

Instructional Unit Plan contains the following sections:

1. Executive Summary 1.1. Strengths 1.2. Opportunities and Challenges 1.3. Priority Action Plan

2. Division Overview

2.1. Mission Statement 2.2. Unit Description 2.3. Organizational Chart 2.4. Current Unit Staffing 2.5. Current Unit Budget 2.6. Current Unit Physical Resources 2.7. Current Unit Virtual Resources 2.8. Results of Previous Unit Plan (Relation to Institutional Goals and Ed Master Plan)

Accomplishments/Highlights/Achievements

3. Instructional Profile 3.1. Departmental Offerings/Enrollment 3.2. Class size/efficiency 3.3. FTES Generation 3.4. Student Success 3.5. Degrees and Certificates 3.6. Assessment of Performance and Trends

4. Learning Outcomes 4.1. Discipline Assessment of CLOs and PLOs – Summary 4.2. Assessment/Linkages to ILOs

5. Unit Plan Goals

5.1. Aggregate from Department Program Reviews (Relate to Ed Master Plan) 5.1.1. Curriculum Plan 5.1.2. Staff Plan 5.1.3. Equipment/Supply Plan 5.1.4. Facilities Plan 5.1.5. Virtual Resources Plan

5.2. Instructional Unit Goals 5.2.1. Objectives 5.2.2. Strategic Plan (Organized by Institutional Goals) 5.2.3. Instructional Unit Resource Needs (Staffing, Equipment, Supply, Facilities, Software)



Instructional Unit Plan Worksheet

Unit: Math and Sciences, Menifee Valley Campus

Prepared By: Richard D Rowley, Dean, Arts, Humanities, and Social Sciences

Academic Year: FY11-12

1. Executive

Dean’s note: One major challenge which faces the MVC Academic Programs is that one dean is shared by two of the largest instructional units of the college: Arts, Humanities, and Social Sciences and Math and Sciences. Together, the two units account for over 40% of the faculty and FTES of the college. On a day-to-day basis, both units run smoothly and efficiently due to the efforts and dedication of exemplary faculty and staff. As Dean, I fulfill the functions of my positions, facilitate the work of each unit, solve problems, and participate in the work of the college. In addition to the normal duties of my positions, I have filled the instructional void in the dual enrollment program and played a central role in planning the new Humanities and Social Sciences Building. As a result of this two-unit challenge, I set priorities to accomplish those tasks which are most important and pressing. Not everything gets done with the attention to detail which I would like to give it. This document is an example. I intend it to be adequate for its purpose. I would ask the reader to understand that if I had time, it could be fleshed out in greater detail.

1.1 Strengths

The greatest strength of the Math and Sciences unit lies in the dedication and talents of our faculty and department chairs. Imbedded in the culture of the college is the importance of the question, “What’s best for students?” The hiring process and decision-making procedures at the college ensure that we have selected faculty members with this attitude and reinforce this frame of reference with existing faculty. Fundamentally the college has provided faculty with the facilities, equipment, and support to excel in the process of education our students. Likewise, we have an exemplary support staff. In addition to an excellent faculty, the Math and Sciences unit has strength in its programs:

Math/Science instructors are innovative. In order to off-set the lack of lab and classroom space, departments have developed innovation online approaches. Examples are BIOL-115, in which students run experiments using kits in their homes. PE course in fitness



are run online, as students log and report measures of fitness gains. Various face-to-face courses incorporate clicker technology to enhance student engagement.

Due to the low number of science faculty and difficulty finding highly qualified associate faculty in the area, full-time faculty in various science disciplines have consistent taught overload courses in order for the campus to meet student demand for transfer.

Our science disciplines provide a heavy emphasis in courses for general education and the program needs of healthcare professionals.

Science faculty members have been creating new programs in response to industry demand. The biology department has written new courses in biotechnology, leading to an eventual degree. Similarly, viticulture courses have been written to meet local needs of the wine industry. An employment concentration has been developed, and a future degree is planned.

Finally, the Math and Sciences unit has strength in its administrative staff and procedures:

The administrative staff, including the dean, makes service a priority. Appointments are kept as a minimum in order to maximize immediate response to issues and problems. Forms and procedures are under revision to make schedule development response to issues more streamlined.

The administrative staff conducts periodic staff meetings to keep lines of communication open and assess current practices. In addition, the dean meets with the administrative associates distribute information and discuss the results of dean’s meeting and other relevant events.

1.2 Opportunities and Challenges

Members of most organizations say that they need more people, just as they say that they need more communication. However, just because these complaints are common doesn’t mean they are not true. Therefore, it needs to be said that one of the weaknesses of the Math and Sciences unit is the limited numbers of fulltime faculty members. Because of reassigned time for department chair duties, committee work, and other positions, many of our full-time professors are working overtime. We are slow to complete essential functions like curriculum development, program review, and the assessment of student learning outcomes, because our existing faculty members are stretched thin, and it’s difficult and sometimes unfair to engage associate faculty members in these functions. Support services are also stretched. The Humanities and Social Sciences Building which will be completed in May 2012, provides the campus multiple opportunities to improve programs through new facilities and the ability to repurpose existing facilities. The facilities will provide lab space in World Languages, Communication Studies, Psychology, Sociology, and Anthropology. This will allow many math and science classes to be moved out of the modular classrooms into the vacated space in buildings 300, 500, and 600.



1.3 Priority Action Plan

Priorities of the Math and Sciences unit will be guided by the following strategic directions:

To review current curriculum and develop new programs and offerings to support more effective student transfer.

To improve quality of instruction through dialog on student learning outcomes at course, program, general education, and institutional levels.

To improve delivery of courses through efficient scheduling of high-demand classes balanced with offerings which satisfy needs students in transfer programs.

To improve the development of basic skills across the curriculum.

To use space efficiently and creatively adapt existing space to increase the quality of teaching and learning.

2. Division Overview

2.1 Mission Statement

The mission of Menifee Valley Campus Math and Sciences administrative unit is to support

students, faculty, and educational programs which serve students in their quest for personal

and scientific awareness and understanding; appreciation of the aesthetics of nature and

mathematics; proficiency in critical thinking; information competency; effective expression of

ideas though the use of appropriate technologies; and success in transferring to higher levels of

education in pursuit of career and personal goals.

2.2 Unit Description

Beginning Fall 2007, academic programs on the Menifee Valley Campus were split into two divisions—the Math and Science Division and the Arts, Humanities, and Social Sciences Division. The bulk of this plan will focus on Math and Sciences. Where relevant, statistics to show trends will come from the Decision Support System from fall 2007 through the current semester, Spring 2012. The Math and Sciences is composed of three academic discipline areas:

Mathematics, which includes courses which range for basic skills math to Calculus 3.

Natural Sciences, which include Biology, Anatomy and Physiology, and Environmental Science.

Physical Sciences, which include Physics, Astronomy, Geology, and Chemistry.

2.3 Organizational Chart


Dean,

Dr. Richard Rowley

Administrative Associate,

Carrie Stantz

Dept. Chair

Jeff Slepski

Anatomy & Physiology

Associate Faculty

(3)

Dept. Chair

Patrick Smith

Astronomy, Geology, Physics

Full Time Faculty:

Paul Ney

Associate Faculty

(2)

Dept. Chair

Roy Mason

Biology, ENVS

Full Time Faculty:

Shelley Aguilar

Nick Reeves

Jason Hlebakos

Associate Faculty

(12)

Dept. Chair

John Schuler

Chemistry

Full Time Faculty:

Farah Firtha

Associate Faculty

(3)

Dept. Chair

Cindy Nance Geography, GIS

Associate Faculty

(5)

Dept. Chair Kelley

Billingsley

Health Science, Nutrition

Full Time Faculty:

Judy Gentry

Del Helms

Associate Faculty

(6)

Dept. Chair

Michael Beckahm

Math

Full Time Faculty:

Bobby Avila, Paul Hert,

Andreea Mardichian, Fadi Nasr

Beverly Schaadt, Shahla Razavi,

Bahram Sherkat (TEC)

Associate Faculty

(28)

Dept. Chair

Gina Oliver

PE

Associate Faculty

(6)


2.4 Current Unit Staffing

Math and Sciences division on the Menifee Valley Campus is headed by a dean (position currently unfilled) and shares six classified positions in the Instruction Office. Currently one full-time clerical positions report directly to the dean of Math and Sciences: An Administrative Associate III. The dean of the Math and Science division supervises an Administrative Associate III The dean of Libraries and Technology supervises an Administrative Associate III, a Clerk III, who also serves as the department chair secretary, and the evening receptionist (Clerk II). The classified staff members work well together and assure a smooth operation of the Office of Instruction. The division employs two instruction support positions: A 30-hour-per-week Instructional Aide II in the Ceramics area and a fulltime Performing Arts Technician III. We also employ sign-language interpreters on an as-needed basis to support our American Sign Language instructor and program. The division is assigned 24 full-time permanent faculty positions, of which two are currently unfilled (English and Music). We currently employ 192 Associate Faculty members. See table (Spring 2012):

Discipline Fulltime Associate Anatomy and Physiology 1 4 Biology 3.5 10 Chemistry 2 3 Environmental Studies 0.5 6 Geology 1 0 Health Science/Nutrition 3 6 Math 7 32 Physical Education 1 7 Physics/Astronomy 1 2 Totals 22 70

2.5 Current Unit Budget

Following is the overall budget for Math and Sciences:



Goal Code Discipline

Adopted Budget

(Discretionary Funds)

0302 ENVS 5,122

0401 BIOL 16,850

0403 MICRO 14,761

0410 ANAT 10,005

ANAT-Summer 1,500

0835 PE 644

0837 HS 1,113

1306 NUTR 736

1701 MATH 1,118

1902 PHY 1,341

1905 CHEM 11,486

1911 ASTR 1,319

1914 GEOL 4,798

2260 GEOG 2,238

6010 ADMINISTRATION 11,884

TOTAL 84,915

DMMS Administrator Salary 0

DMMS Administrator

Benefits & Fixed Costs 0

Classified Staff Salaries 519,930

Classified Staff

Benefits & Fixed Costs 165,067

Full-time Faculty Salaries 2,060,163.00Full-time Faculty

Benefits & Fixed Costs 422,097.00

TOTAL 3,167,257

Grand Total 3,252,172

Salaries/Benefits & Fixed Costs

FY 2011/2012 DMMS budget for unit plan



2.6 Current Unit Physical Resources

Currently Math and Sciences uses classroom in the following buildings:

• Building 300 – Classrooms, labs, prep areas, and faculty offices for Chemistry, Biology,

Microbiology and Physics/Astronomy.

• Building 500 – Labs and prep areas for Anatomy and Physiology.

• Building 600 – General classrooms and dedicated lab for Geology and Environmental

Sciences and faculty offices.

• Building 800 – Faculty offices

• Modular buildings – General classrooms and faculty offices.

2.7 Current Unit Virtual Resources

The college has subscribed to the Adobe Suite. Some courses within Math and Sciences, like

Statistics, are supported by software bundled with the textbook. GIS is the one area which still

has a license agreement.

2.8 Results of Previous Unit Plan (Relation to Institutional Goals and Ed Master Plan)

To review current curriculum and develop new programs and offerings to support more effective student transfer.

o Goal – New Programs approved by the System Office by the 2010-11 catalog. o Result – Transfer degrees in Liberal Arts AA in Math and Science, Geography AA,

and a Math AS. A degree in Biotechnology is being developed.

To improve quality of instruction through dialog on student learning outcomes at course, program, general education, and institutional levels.

o Goal – Complete and assess course-level student learning outcomes (SLO) for all general education and key transfer courses in each discipline.

o Result – The college provided reassigned time for an Assessment Coordinator, who has successfully moved the development of student learning outcomes and assessment ahead.

o Goal – Complete department-level student learning outcomes (DLO) for all disciplines and map to institution-level student learning outcomes (ILO).

o Result – All departments have developed department level student learning outcomes.

o Goal – Map discipline SLOs to DLOs and general education student learning outcomes

o Result – The introduction of eLumen database has advanced this goal. o Goal – Maximize involvement of associate faculty in development and

assessment of student learning outcomes.



o Result – The college provided reassigned time for an Assessment Coordinator, who has successfully moved the development of student learning outcomes and assessment ahead.

To improve delivery of courses through efficient scheduling of high-demand classes balanced with offerings which satisfy needs students in transfer programs.

o Goal – Better align section caps with classroom caps o Removing walls in modular classrooms 1009, 1011, and 1013 provided more

room for larger classes. Smaller classes were moved to smaller rooms which lead to greater efficiency in scheduling.

o Goal – Align classroom use with needs of discipline. o Result – Work on aligning is ongoing. Geology and Environmental Science labs

have been related to room 608, where they have running water.The Humanities and Social Sciences Build will reduce the impact on rooms and provide more opportunities for alignment. PE will be brought from outside to room 305.

o Goal – Coordinate online offerings to better serve students needs o Result – In spite of the the budget cuts, we have maintain an online presence to

ensure access. o Goal – Manage growth at a sustainable rate of 8% o Result – Growth of programs has been eliminated by budget shortfalls.

To improve the development of basic skills across the curriculum. o Goal – Support faculty development in teaching basic skills students in Math. o Result – Math and English departments have worked on streaming lining paths

for student to progress to college-level course work o Goal – Explore new methods of developing basic skills o Result – Initiatives like First-Year-Experience, the Student Success Summit, and

summer MSJCConnect aim to accelerate development and assessment of basic skills.

o Goal – Increase dialog with local high schools about basic skill development o Result – In Spring 2011, members of Math and English departments at MSJC and

the Murrieta District met to align curriculum.



2.9 Accomplishments/Highlights/Achievements

Learning Communities Districtwide Initiative

Ed Plan Supplement: “In addition, the district has long been unable to establish a successful learning communities model. The recent approval of funding from the basic skills initiative for a Learning Community Task Force that will be trained in learning communities is an important first step in implementing a robust learning communities program.” Page 54

Spring 2011 was a pilot semester for the new learning community model, which focuses on pairing transfer classes with basic skills and guidance. Three learning communities were offered and the three basic skills fast track combos. We continue to grow in the number of learning communities, as faculty interest increases.

English as a Second Language Districtwide Initiative

Master Plan: “English as a Second Language enrollments seem inordinately low considering the population of non-English speaking people in the District. In addition, there appears to be a gap between the non-credit classes and the lowest level of the credit program.” Page 286 Ed Plan Supplement: “ARCC data received in the last several years indicated the need to focus on basic skills and ESL student support services… The lack of a full-time faculty member in ESL was remedied in 2008 and this individual has been tasked to develop a district wide ESL program in collaboration with English/Reading departments and continuing education.” Page 53.

The promise MSJC had in hiring a full-time ESL instructor districtwide started coming to fruition in 2010-2011. Streaming the basic skills, aligning 062W and 098W with the preparatory English classes, and offering employment concentrations combined with course scheduling decisions have lead to effective transition of ESL students into ENGL-101.For example, 100% of the 89 ESL students who went through the entire sequence from ESL-050 through ENGL-101 received a passing grade.

Improved efficiency and class size Menifee Valley Campus

Ed Plan Supplement: “Costs per FTES may be somewhat higher than they need to be, given the small size of many permanent classrooms and the campus penchant for bank seating in modular classrooms, and MVC may as a result be less effective at meeting the demand for enrollments,…” See pages 46 & 59.

Major move in 2010-11, was to remove the partitions in three modular building. Six classrooms seating 24 became three classrooms seating 48. We were able to be much more efficiency in scheduling classes, like MATH and social science lectures. This has been part of an ongoing effort to better match course caps with room caps.

Part III. Findings and Improvement Recommendations:

3. Instructional Profile

Discipline FTES Seats S.R. R.R. %Ws

MATH 840 6,534 63% 81% 19%

BIOL 285 1,389 79% 90% 10%



CHEM 154 578 66% 80% 20%

ANTH 143 1,327 71% 89% 11%

PE 124 1,083 84% 90% 10%

HS 102 958 71% 89% 11%

GEOG 96 843 68% 84% 16%

ENVS 88 850 77% 92% 8%

NUTR 60 682 79% 95% 5%

PHY 45 313 66% 78% 22%

ASTR 31 165 65% 85% 15%

GEOL 30 212 55% 78% 22%

Total 1,998 14,934 69% 85% 15%

MATH 840 6,534 63% 81% 19%

BIOL 285 1,389 79% 90% 10%

CHEM 154 578 66% 80% 20%

ANTH 143 1,327 71% 89% 11%

PE 124 1,083 84% 90% 10%

HS 102 958 71% 89% 11%

GEOG 96 843 68% 84% 16%

ENVS 88 850 77% 92% 8%

3.1 Degrees and Certificates

AA.LA.Mathematics & Science/Opt. B 10 28

AA/Art 13 11

AA/Art/Visual Communication (Graphic Design) 2 4

AA/Communication Studies/Option B 5



AA/Dance 4 2

AA/English 1

AA/Humanities 205 206

AA/LA/Arts, Humanities & Communications/Opt. B 11 57

AA/LA/Arts, Humanities & Communications/Opt. C 8 13

AA/LA/Business & Technology/Opt. B 4 7

AA/LA/Business & Technology/Opt. C 2 4

AA/LA/Mathematic & Science/Opt. C 4 8

AA/LA/Social & Behavioral Sciences/Opt. B 8 43

AA/LA/Social & Behavioral Sciences/Opt. C 3 4

AA/Liberal Arts Studies (CSU) 121 53

AA/Liberal Arts Studies (IGETC) 38 8

AA/MUS/Advanced Audio Technology 3 5

AA/MUS/Music 2

AA/MUS/Music/Audio Technology 6 11

AA/PE/Physical Education 18 28

AA/Social/Behavioral Sciences 455 451

AA/Theatre Arts 3 4

AS/AJ/Administration of Justice 27 24

AS/Alcohol & Drug Studies 6 7

AS/Automotive/Transportation Technology 1 3

AS/BUS/Business Administration 91 110

AS/BUS/Business/Office Administration 22 15

AS/CDE/Child Development and Education 23 22

AS/CIS 31 30

AS/CIS-Internet Authoring 1

AS/Diagnostic Medical Sonography 7 5



AS/Fire Technology 12 13

AS/Geographic Information Systems 7 5

AS/GOLF/Golf Course/Turf Management 1

AS/LEG/Legal Assistant 6 8

AS/Mathematics 24 29

AS/Mathematics/Science 88 27

AS/MGT/Management/Supervision 5 7

AS/Multimedia 11 10

AS/NURS/Medical Assistant 6 11

AS/NURS/Nursing/RN 88 76

AS/Photography 6 6

AS/Real Estate 10 8

AS/Science 101 173

AS/Technical Theater 1

AS/Turf & Landscape Management 1

AS/Water Technology 12 8

Total Associate of Arts/Science Degrees 1502 1556

3.2 Assessment of Performance and Trends

Over the last three years, the Math and Sciences Unit has been contributing to

enrollment management by increasing efficiency and streamlining course offerings to

promote completion and transfer.

4. Learning Outcomes

4.1 Discipline Assessment of CLOs and PLOs -- Summary

Disciplines in the Math and Sciences Area have created program learning outcomes

(PLOs) for the 2011-2012 catalog. They are engaged in ongoing assessment of course

learning outcomes (CLOs).

4.2 Assessment/Linkages to ILOs

Currently, the Assessment Council is creating methods of assessing linkages of CLOs and PLOs to

the ILOs.



5. Unit Plan Goals

Aggregate from Department Program Reviews (Relate to Ed Master Plan)

o Curriculum Plan

Departments are planning to bring curriculum into compliance and update

courses every six years.

o Staffing Plan

Departments have reviewed staffing needs in Math and Sciences. In the

Natural Sciences, there is pressing need to add, expand and fill IA positions,

and to hire additional faculty members in Biology, Environmental Science,

and Biotechnology. In addition, student demand supports the need for

additional faculty members in Anatomy and Physiology,

o Equipment/Supply Plan

Departments have reviewed equipment and supply needs. In the Natural

Sciences, there is pressing need to purchase equipment required to teach the

biotechnology program, and to budget for routine maintenance and

replacement of aging equipment

o Facilities Plan

Growth of physical and natural cience lab classes has been forestalled due to

lack of lab facilities. This situation will continue until the planned

Math/Science Building is constructed. Fortunately the new Humanities and

Social Sciences Building adds opportunities for limited growth and

improvement of programs. In the Natural Sciences, there is pressing need to

expand the 301 prep area into room 303.

o Virtual Resources Plan

Math and Science classes are generally not software-dependent. Instructors

will benefit from the Adobe site license.

Instructional Unit Goals

Students should transfer effectively to continue their education. This outcome is related to the following institutional goal: Improve student success, maintain a fiscally sound position, and institutional pride.

o Goal – Provide clear pathways for students to complete transfer coursework o Goal – Continue to facilitate the development of learning communities



Students should benefit from strategies to increase student success. This outcome is related to the following institutional goals: Improve student success, implement integrated systematic planning and assessment model, and improve institutional pride.

o Goal – Streamline ongoing assessment of course learning outcomes (CLOs) for all courses in each discipline

o Goal – Maximize involvement of associate faculty in ongoing assessment of student learning outcomes

o Goal – Continue dialog within basic skills departments to flatten the levels of basic skills courses and expedite the movement of basic skills students into transfer level courses.

Student choice of courses and programs should be enhanced through efficient scheduling of high-demand classes balanced with offerings which satisfy needs students in transfer programs. This outcome is related to the following institutional goals: Improve student success, improve systematic planning and assessment, and maintain a fiscally sound position.

o Goal – Align classroom use with needs of the discipline. o Goal – Extend outreach of math and sciences to community and high schools o Goal – Manage needed FTES reductions with minimal damage to student

transfer.

Students should develop essential skills across the curriculum (computation, critical thinking, writing, reading, and oral communication). This outcome is related to the following institutional goals: Improve student success, improve systematic planning and assessment, and improve institutional pride.

o Goal – Support faculty development in teaching STEM classes. o Goal – Explore new methods of developing essential skills o Goal – Increase dialog with local high schools about essential skill development

o Strategic Plan (Organized by Institutional Goals)

1. Improve course completion rates.

a. Goal – Streamline ongoing assessment of course learning outcomes (CLOs) for all courses in each discipline

b. Goal – Support cohorts of students to progress through the sciences

2. Accelerate “time-to-completion” rate for those students pursuing a transfer track.

a. Goal – Continue dialog within basic skills departments to flatten the levels of basic skills courses and expedite the movement of basic skills students into transfer level courses.

b. Goal – Support faculty development in STEM courses. c. Goal – Explore new methods of developing essential skills



d. Goal – Increase dialog with local high schools about essential skill development

3. Integrate learning, engagement, access, and teaching initiatives that support student

academics and personal growth.

a. Goal – Participate in student success summits and other college activities designed to help students

b. Goal – Maximize involvement of associate faculty in ongoing assessment of student learning outcomes

4. Intensify the pursuit of grants, contracts, and other income streams.

a. Goal – Encourage faculty to attend grant-writing seminars.

b. Goal – Support faculty efforts to search out and apply for grants in their

respective disciplines.

5. Become a greener campus at all four learning sites.

a. Goal – Coordinate with Print management system to maximize black-and-white

laser printing.

b. Goal – Continue to encourage faculty to replace syllabi and course handouts with

electronic materials.

6. Emphasize College-wide data-driven assessment and decision-making utilizing internal

and external data.

a. Goal – Streamline ongoing assessment of course learning outcomes (CLOs) for all courses in each discipline

b. Goal – Continue to use data from DSS and Research Office to support programming decisions.

7. Promote quality institutional communication as a key College priority and practices.

a. Goal – Reduce use of email for sensitive communications.

b. Goal – Schedule brown-bag meetings during college hour to allow faculty to

discuss their teaching and research

8. Advance and celebrate student learning, sense of community, safe and positive

environment, diversity, and employee and student pride.

a. Goal – The Dean will increase attendance at student meetings and functions.

b. Goal – Increase the use of student involvement and focus groups in planning.

9. Promote more student engagement in campus life.

a. Goal – Initiate college hour activities which bring together faculty and students.

b. Goal – Increase the use of student involvement and focus groups in planning.



10. Increase the College’s visibility, value, and recognition in our service area.

a. Goal – Encourage faculty and staff participation in activities outside the college.

b. Goal – Plan open-houses in the science labs

c. Goal – Extend outreach of STEM programs

11. Intensify our reputation as a leader and important partner in all communities that we

serve.

a. Goal – Encourage professional involvement in community activities.

b. Goal – Promote development of student internship in community businesses and

organizations.

12. Enhance our interaction between MSJC faculty and staff and the faculty and staff from

area MS, HS, colleges, and universities.

a. Goal – Maintain involvement and standards of dual enrollment program.

b. Goal – Increase dialog with local high schools about essential skill development

o Instructional Unit Resource Needs

Note: Complete Needs Assessment Plan Part 5.1-5.6 on the following pages



Part 5.1 Instructional Unit Resource Needs - Staff

(Please include: How is the data outcome and analysis tied to your area needs?)

Position Staffing Levels for Each of the Previous Five Years Anticipated needs

2007 2008 2009

2010 2011 %

Change f r o m Year 1 to

Year 5

2012-13 2013-2014

Administration (Certificated Management)

1 (vacant)

1 (vaca

nt)

1 (vacant)

Classified Staff FT (Including Classified Management)

6 6 6

Full-time Faculty 23 22 22

Part-time Faculty 79 59 63

Classified Staff PT

6 5 5

Confidential Staff FT

0 0 0

Hourly Staff (by 1000 hour equivalent = .5)

0 0 0

Student Workers

0 0 1

Faculty Reassigned FTE Full time

3.2 4.3 7.0

Faculty Reassigned FTE Part time

0 0 0

Professional Expert 0 0 0

Total Full Time Equivalent Work



Part 5.2 Instructional Unit Resource Needs – Equipment/Equipment Repair/Supplies

List Equipment, Equipment Repair and/or Supplies Needed

for Next Academic Year.

Please list/summarize the needs of your unit on your

campus below. Please be as specific and as brief as possible.

Place items on list in order (rank) or importance.

Annual TCO*

Cost per

item

Number

Requested

Total Cost of

Request

1.

Reason:

2.

Reason:

3. Reason:

4. Reason:

5. Reason:

6.

Reason:



Part 5.3 Instructional Unit Resource Needs – Facilities

List Facility/Staff Needs for Next Academic Year. Annual TCO*

(Remodels, Renovations or added new facilities) Place items on list in order (rank) or importance.

Total Cost of

Request

1. Reason:

2.

Reason:

3.

Reason:

4.

Reason:

5. Reason:

6. Reason:



Part 5.4 Instructional Unit Resource Needs - Software

List Software Needs for Next Academic Year.

Annual TCO*

Place items on list in order (rank) or importance. Total Cost of

Request

1. Reason:

2.

Reason:

3.

Reason:

4.

Reason:

5. Reason:

6. Reason:



Part 5.5 Instructional Unit Resource Needs – Instructional Technology

List Technology Needs for Next Academic Year.

Annual TCO*

Place items on list in order (rank) or importance. Total Cost of

Request

1. Reason:

2.

Reason:

3.

Reason:

4.

Reason:

5. Reason:

6. Reason:



Part 5.6 Instructional Unit Assessment – Professional Development Needs

List Professional Development Needs for Next Academic Year

Reasons might include in response to CLO assessment findings or

the need to update curriculum. Please be as specific and as brief

as possible. Some items may not have a cost per se, but reflect the

need to spend current staff time differently. Place items on list in

order (rank) or importance.

Annual TCO*

Cost

per

item

Number

Requested

Total

Cost of

Request

1. Reason:

2.

Reason:

3.

Reason:

4.

Reason:

5.

Reason:

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