The Office for Student Learning and Economic Development (OSLED) provides quality education and workforce training. We prepare our students for life-long learning through the mastery of basic skills, the achievement of degrees and certificates, and the pursuit of career and transfer pathways.
The Office for Student Learning and Economic Development (OSLED) and its personnel collaborate with faculty, staff, students, and the community to assure quality educational and economic development programs and services. The vision of this unit is to achieve the highest quality, documented outcomes possible. We pursue this vision through student learning, academic excellence, exceptional professional development for faculty and staff, lifelong learning without barriers, and an ethic of community service, sustainable economic development, stewardship of resources, and accountability. The Office oversees teaching and learning in transfer and general education, career and technical education, learning resources, athletics, non-credit programs, short-term vocational and special education, contract education, small business development, and targeted workforce development.
Sabbatical Leaves
A one-year sabbatical was granted to Lisa Nichols to create a webstie for organic chemistry laboratory techniques. The website will mimic an electronic textbook. A one-semester sabbatical was granted to Suzanne Wakim to develop a multi-year course plan for facilitating a student designed and collaboratively created Open Educational Resource introductory textbook. Also created is a collaborative website focused on innovative teaching ideas.
Online Course Development
Eight new online courses were developed for students in 2015-16.
Part-time Administrator to conduct Faculty Evaluations
Retired managers were hired to help Instruction catch up with full-time, tenured faculty evaluations.
Equipment
Computers were purchased for new faculty or to replace failing computers.
Increase Associate Faculty Office Hours
In the college's most recent Community College Survey of Student Engagement, results indicated that students felt they had limited access to faculty outside of classroom hours. This funding for more associate faculty office hours has helped to address this concern.
The course schedule offers a variety of courses at multiple locations utilizing different modalities to serve the communities throughout our District. The course schedule is built to meet enrollment management goals for the College. Students have access to succeed in courses in career and technical fields, general education and lower division major requirements, and developmental English, reading, ESL, and math. Clear educational pathways are available for students to complete sequenced basic skills, terminal certificate and degrees, and associate degrees of transfer. Economic and Workforce Development services meet the industry and community needs for workforce and business training and development. Student Learning Outcomes are developed and assessed and lead to continuous improvement in teaching and learning. Program reviews are regularly conducted and assessed. Curriculum development, course scheduling, faculty load and contracts, and the awards of degrees and certificates are in compliance with state and federal regulations. Relevant and meaningful professional development is provided to faculty and staff. Data-informed innovation that improves student outcomes is encouraged and supported.
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College |
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Program |
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Indicator |
Source |
2013-2014 Performance |
Standard |
Five Year Goal |
Fall 2014 Performance |
Standard |
Five Year Goal |
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Course Success |
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- Overall |
PDR |
71.1% |
70% |
73% |
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- Transfer/GE |
PDR |
71.5% |
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73% |
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- CTE |
PDR |
75% |
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77% |
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- Basic Skills |
PDR |
51.7% |
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55% |
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- Distance Ed (all) |
PDR |
62.5% |
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64% |
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Persistence (Focused). Note: The Persistence (Focused) that is included in the PDR is a different indicator than the three-primary term persistence indicator, from the state Student Success Scorecard, that is used to measure institutional persistence. The Focused Persistence indicator measures the percentage of students that took a second course in a discipline within one year. |
PDR |
72.6% (Three-Term) Scorecard |
67% (Three-Term) Scorecard |
75% (Three-Term) Scorecard |
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Degrees |
PDR |
1,455 |
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1,600 |
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Certificates |
PDR |
366 |
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475 |
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Developmental Strand Completion |
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- English |
State |
42% |
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45% |
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- Math |
State |
30.7% |
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33% |
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- ESL |
State |
25% |
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28% |
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Licensure Pass Rates |
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- Registered Nursing |
SC |
86% |
85% |
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- Licensed Vocational Nursing |
SC |
86% |
85% |
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- Respiratory Therapy |
SC |
100% |
80% |
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- Paramedic |
SC |
100% |
75% |
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- Cosmetology |
SC |
85% |
75% |
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- Welding |
SC |
94% |
85% |
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Job Placement Rates |
PIV |
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The Office of Student Learning and Economic Development is central to scheduling classes, ensuring appropriate breadth and balance in course offerings, overseeing the faculty evaluation process, inspiring and encouraging pathways development for our students, promoting diversity of our faculty and staff, approving curriculum, managing enrollment, producing and recording student certificate achievements, and managing the student feedback process among other activities. All of the activities in this office support in some form or another the six initiatives in the Strategic Direction.
The course schedule is continuously monitored and adjusted to meet AUO #1 and #2. Dialogue occurs at department levels and deans/directors level to address AUO #3 and #4. The Vice President for SLED works with EWD to identify and meet industry and community needs. SLOs are monitored at the VP and Dean/Director level. The VP plays an important role in the Program Review process in reading the Self Study and Validation Reports and participating in the Validation Team meeting. The OSLED office is central to approving curriculum, course scheduling, monitoring faculty load and producing contracats, and awarding and recording certificates.
For 2016-17, OSLED will again request additional funds to increase the amount of money we offer to support relevant and meaningful professional development. This was not funded last year. The Professional Development Instructional Coordinator reports to the VP of OSLED.
Ensure successful resolution of instructional ACCJC Follow-up Report recommendations. Continue strategic scheduling to meet District FTES target for 2015-16. Work with area high schools to increase the number of graduates who come to the college prepared to do college-level math and English. Collaborate with CSU and UC partners to improve transfer access. Refine and grow acceleration efforts to expand student success. Map out pathways for students, include course sequencing where appropriate. Foster connections with faculty by visiting classes and department meetings. Encourage and support professional development opportunities for faculty and staff. Review dean and department budgets for equity and consistency. Complete final required instructional Administrative Procedure currently in development. Emphasize mutual communication and common cause between OSLED and Academic Senate, OSLED and department chairs. Investigate long term OSLED reorganization to facilitate interdepartmental teamwork and resolve unmet needs. Partner with other operations in providing all feasible precautions to protect student and faculty safety. Identify and correct specific roadblocks to successful scheduling. Monitor associate faculty cost projection and address any imbalances. Leverage grant opportunities aligned with the College's mission and strategic initiatives. Promote water conservation in all instructional programs. Propose diversity initiatives as part of one deans' responsibilities. Ensure equal employment opportunity for all instructional faculty and staff hirings. Explore the possibilities of more widespread diversity training for instructional faculty and staff.
Strategy 1 - Collaboration with K-12
Work with area high schools to increase the number of graduates who come to college prepared to do college-level math and English.
Many high school students still come underprepared to do college-level work
Strategy 2 - Collaborate with CSU and UC Partners
Collaborate with CSU and UC partners to improve transfer access.
Increasing student transfer to CSU and UC improves student succes.
Strategy 3 - Refine Acceleration Efforts
Refine and grow acceleration efforts to expand student success.
Acceleration in Math and English can improve student success.
Strategy 4 - Student Pathways
Map out pathways for students, include course sequencing where appropriate.
Priority - Course sequencing is crucial to the college pursuing guided pathways for our students, currently the subject of discussion among faculty, staff, and administration. Sequencing is being developed for each program by individual instructional departments working with Scheduling Center and Curriculum Committee.
Strategy 5 - Strategic Scheduling
Continue strategic scheduling to meet District FTES target for 2015-16
Priority - Important to the fiscal soundness of the College, the Chief Instructional Officer evaluates the schedule, sets minimum enrollment numbers, and makes sure that the schedule meets student needs but also is fiscally responsible.
Strategy 6 - ACCJC Recommendations
Ensure successful resolution of instructional ACCJC Follow-Up Report recommendations.
Priority - make sure all recommendations are fully met.
Strategy 7 - Communication with OSLED and College Entities
Emphasize mutual communication and common cause between OSLED and Academic Senate, and Department Chairs.
Priority - Effective communication, cooperation, and teamwork with faculty leaders are critical to reaching our goals.
Strategy 8 - OSLED Reorganization
Investigate long term OSLED reorganization to facilitate interdepartmental teamwork and resolve unmet needs.
Priority - As we grow and change, we need to re-evaluate the organization to make sure it is effective and efficient.
Strategy 9 - Connect with Faculty
Foster connections with faculty by visiting classes and department meetings.
Improves communication between faculty and administration.
Strategy 10 - Professional Development Opportunities
Encourage and support professional development opportunities for faculty and staff.
Professional Development is important to faculty and staff to be able to better support student needs.
Strategy 11 - Consistent Budgeting
Review Dean and Department budgets for equity and consistency.
Some departments do not have the funding that they need to operate effectively.
Strategy 12 - Protect Student and Faculty Safety
Partner with other operations in providing all feasible precautions to protect student and faculty safety.
Priority - With recent attacks on public places, it is critical that we make sure door locks operate efficiently and that every precaution is taken to ensure the safety of our faculty, staff, and students.
Strategy 13 - Institutionalize Perkins Funded Items/Activities
Institutionalize currently funded Perkins personnel and supplies since they are past the three year mandatory requirement.
Perkins funding is approved for only three years. After three years those items/activities must be institutionalized or no longer funded.
Strategy 14 - Cost Projection
Monitor associate faculty cost projection and address any imbalances.
It is important to run an efficient schedule that stays within the budget for the 1300 account.
Strategy 15 - Leverage Grant Opportunities
Continue to leverage grant oportunities aligned with the College's mission and strategic initatives.
Strategy 16 - Support for Departments
Provide additional student assistant or clerical support to improve program efficiency and student success
SLED programs had their student assistant budgets reduced dramatically during the recession. Increased demands made on departments to serve additional students and meet mandates requires more bandwidth.
Strategy 17 - Diversity Training for Instructional Faculty and Staff
Explore the possibilities of more widespread diversity training for instructional faculty and staff.
Faculty and staff who are more aware and sensitive to divsersity issues, ensures a better educational experience for all students.
Strategy 18 - Diversity Initiatives
Propose Diversity initiatives as part of one Dean's responsibilities.
Priority - The importance of diversity to our campus may warrant focus from one particular Dean, either a Student Services Dean or one from Instruction.
Strategy 19 - Equal Employment Opportunity
Ensure equal employment opportunity for all instructional faculty and staff hirings.
A more diverse faculty and staff ensures a more diverse educational experience for students.
Strategy 20 - Promote Water Conservation
Promote water conservation in all instructional programs.
With California's extreme drought conditions, it is critical that all departments are aware and doing what they can to conserve.
Investigate a District-wide facilities/room scheduling tool whether within Colleague or an external application that works with Colleague.
Instruction and FTES generation should be priority for facilities use decisions.
Faculty office furniture needs replacing
Student Learning and Economic Development receives several grants for many of its programs and instructional departments. Perkins Title I-C brings in over half a million dollars for vocational programs. Basic Skills Initiative and Innovation Award grants help with Student Success initiatives. There are many grants that assist us in increasing access to Nursing students and recently a grant was received to hire an additional Welding instructor for two years to help with student success. A variety of grants, many funded through Chancellor's Office, also support Career and Technical Education as well as Economic and Workforce Development.
| Original Priority | Program, Unit, Area | Resource Type | Account Number | Object Code | One Time Augment | Ongoing Augment |
| Description | Supporting Rationale | Potential Alternative Funding Sources | Prioritization Criteria | |||
| 1 | Student Learning and Economic Development | Personnel | $0.00 | $100,000.00 | ||
| Curriculum/Scheduling Technician | Additional help is needed with input of the schedule, load calculations, Ed planner, degree audit, certificates, program and course approvals, etc. Currently going to be funded with SSSP grant. |
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| 2 | Student Learning and Economic Development | Operating Expenses | 56411 | $0.00 | $50,000.00 | |
| Computers for new faculty and replacement computers/upgrades for current faculty. | New faculty that are not replacing a retiree with a decent computer will need new computers. Computers that fall into the Computer Lifecycle Replacement program but are upgrades will need additional funding. Computers that do not fall into the CLR yet but are problematic will need replacing. |
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| 3 | Student Learning & Economic Develompent | Personnel | $100,000.00 | $0.00 | ||
| Coverage for Sabbatical Leave | Full-time temporary faculty is needed to backfill for a sabbatical leave to minimize negative effect on department. |
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| 4 | Student Learning & Economic Development | Operating Expenses | $30,000.00 | $0.00 | ||
| Online Course Development | Funding to motivate creation of eight specific general education online courses as identified by District, cost $3000 per course. Remaining funds to motivate other courses instructors self-select to develop, cost $1000 per course. |
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| 5 | Student Learning & Economic Development | Personnel | 52468 | $0.00 | $35,000.00 | |
| Increase Student Assistant budget | Additional student assistants are needed for critical support. |
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| 6 | Student Learning & Economic Development | Operating Expenses | 110004001660000 | 55200 | $0.00 | $50,000.00 |
| Professional Development - Travel & Conference | Increase professional development activities for faculty. |
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| 7 | Student Learning and Economic Development | Operating Expenses | $0.00 | $20,000.00 | ||
| Online Student Feedback/Survey | Update our antiquated paper ScanTron student feedback process, prepare for ability to survey students in Canvas classes. |
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| 8 | Student Learning and Economic Development | Equipment | 110994001660000 | 56410 | $25,000.00 | $0.00 |
| Furniture for New Faculty | There is not enough furniture to properly set up offices for new faculty. Estimate $3,000 each for eight offices. |
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| 9 | Student Learning and Economic Development | Personnel | 51110 | $0.00 | $0.00 | |
| New Full-time Faculty - Cost TBD | Every start of fall semester, the President's Leadership Team (PLT) reviews the full-time obligation number and in consultation with Planning and Budget Committee determines the number of new full-time instructor hires for the next academic year. Department chairs nominate possible positions to fill, documenting the need through student learning outcomes, data, program review, and unit planning. Deans and Directors in consultation with the Chief Instructional Officer and Chief Student Services Officer then determine priority of hires which is reviewed and approved by the PLT. |
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| 10 | Student Learning and Economic Development | Operating Expenses | 51393 | $0.00 | $50,000.00 | |
| Associate Faculty Office Hours | The college match of $50,000 to add to funds allocated by the Chancellor's Office for associate faculty office hours has allowed for payment of more office hours each semester, which compensates faculty for a portion of the time they spend with students outside the classroom. It has been a big boost to morale with faculty feeling like they are being recognized for the extra work they do. |
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| 11 | Student Learning and Economic Development | Equipment | 110994001660000 | 56411 | $0.00 | $25,000.00 |
| iPad Mobile Computer Lab for Collection of Student Feedback | If the District moves to electronic collection of student feedback, mobile devices will be needed to take into classrooms for students to use who do not have their own mobile device. |
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| 12 | Student Learning and Economic Development | Personnel | $50,000.00 | $0.00 | ||
| Manager to Assist in Full-time Tenure Faculty Evaluations | Accreditation noted that we are backlogged on tenure evaluations. We must bring these evaluations up to date. Headway was made in 2016-17 but additional coverage is still necessary. |
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| 13 | Student Learning and Economic Development | Operating Expenses | $20,000.00 | $0.00 | ||
| SLO Projects | This amount of funds ($20,000) was left unspent in 2015-16. We wish to pursue this program in 2016-17. Funding to be provided for SLO projects and for resources that were identified through specific SLO research. |
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