DEVELOPMENTAL SERVICES: THE LEARNING CORNERSTONE,
INSTRUCTIONAL
PROGRAM REVIEW
June 2003
Heidi Fulcher,
Director, Division of Developmental Services
Carl Heilman,
Vice President for Instruction & Student Services
TLC Faculty:
Willie Begay
Sandra Haggard
Angie James
Jan Kraai
Shannon Newman
Joan Valichnac
Rondi Moore,
TLC Community Advisor Committee
A. Program /Prefix Characteristics
B. Program Goals and Assessments
C. Program Enhancement Efforts:
E. Unique Characteristics of the program/prefix
F. Program Advisory Council (if applicable)
I. Program development or revisions in the last
3 years.
J. Comments regarding “outside of program”
services to this selected Instructional Program
Part
II: Historical Quantitative Data (from
Level I data)
Part III
A: Fiscal Contribution Analysis: Detail
Part III
B: Fiscal Contribution Analysis: Summary
Part IV: All College Program’s Rating (CPR) Comparison
Charts
Part V.
Summary/Recommendations
Name of Program or Prefix:
Developmental Services (TLC)
Division Director/Program Director: Heidi Fulcher, Director
Academic Year Review Completed for: 2000 – 2001
Not Applicable.
Not Applicable.
3a. Where are similar
programs/prefixes available in the state?
(Check all that apply)
XX Community Colleges ___ Proprietary
XX 4
Year ___ High School
XX Other-- Adult Basic Education programs,
literacy councils
3b. Check each type
of institutions with which you have an articulation agreement:
XX Other—Arizona Department of
Education, Division of Adult Education
*(Attach articulation
agreement/documentation for each marked in 3b.
4a. If an
occupational program, provide the number of students with a degree plan,
waiting for this program’s next admission point.
Not Applicable.
4b. If an occupational program, provide the
number of students having both a) registration in the most recent fall
semester and b) a degree contract on record with the registration
office.
Total
number of students meeting both 4a & 4b:
Not
Applicable
5.
How many years has this program/prefix been in existence at this
college?
XX
Over 10 years.
6.
List additional certificates or degrees, outside this program/prefix,
for which courses form this program/prefix are required, or satisfy restricted
electives for:
Degrees:
Not Applicable.
Certificates:
Not Applicable.
Restricted Electives for:
Not Applicable.
Degrees:
Not Applicable.
Certificates:
Not Applicable.
7.
List requirements for admission to program (if
applicable):
o
Satisfactory placement
o
Ability to benefit
What are the overall goals of your program/prefix? Attach copies of any adopted ones by advisory
councils, etc.
Developmental Services provides a centralized,
comprehensive, quality, developmental education program, offering learning
services and resources for Northland students.
Developmental Services works directly with community agencies and offers
open access for all who have the desire and ability to learn. To meet local needs, the curriculum spans
many levels. The curriculum is designed
to promote student personal growth, to develop individual skills, and to
prepare students for continuing educational and employment opportunities.
Developmental Services helps fulfill the following
institutional purposes:
Developmental Services consists of
three distinct, but integrated components:
I. The Learning Cornerstone (TLC,) developmental
instruction
II.
III. Learning Assistance
I. The Learning Cornerstone currently
offers fifty-two courses in reading, writing, math, English as a second
language, and study skills. Content
levels range from literacy to college preparatory. TLC courses are clustered in the following
instructional branches:
·
General Educational Development (GED) Preparation provides predictor tests and coursework to prepare
students to pass the GED.
II. The Student
Writing Centers provide all NPC students the facility, equipment,
and technical assistance for completing college writing assignments and
resumes. Student writing services are
offered at all campuses and centers.
Campus writing centers are housed in the dedicated TLC classroom
complexes; center writing centers are housed in the library or the computer
lab. Campus writing centers are each
staffed by a writing center aide and a learning assistant; whereas,
center writing centers are staffed by a learning assistant only. Campus Student Writing Centers provide 36
hours of service weekly; center Student Writing Centers provide 7-10 hours per
week.
III. The Learning
Assistance staff provides and coordinates tutoring for TLC
students, assists with TLC and college course placement (especially during
registration periods) and assists instructors with program record keeping and
report. Learning Assistants proctor TLC
placement throughout the year and offer students advice on TLC courses. They are an integral liaison between academic
advisors and TLC instructors, and between full time instructors and associate
faculty. They provide a strand of
communication between day and night shifts and consistency between fall/spring semesters
and summer school.
Describe the assessment of Student Academic Achievement
program for each learning related program goal and attach the most recent
annual learning assessment reports completed for the program (up to 3 years as
available). [appendices: Assessment of
Student Academic Achievement Reports 97-98, 98-99, 00-01]
The instructional component of the division, TLC, has
selected five outcomes for assessment.
Those outcomes and the assessment process are summarized below:
Outcome A: 100% of TLC students will be
placed at course entry into courses which are appropriate for their basic skill
levels in reading, writing, and mathematics.
Process: A portfolio system has been
implemented program wide. Portfolio
documentation includes diagnostic test scores (Skills Summary), interview notes
(CEP), and course placement notes (TLC Study Plan/Transcript). Each site is monitored biannually to verify
that a portfolio is kept for each student.
Each full-time instructor mentors several sites. Mentors randomly select 5 students from the
site rosters provided by Records and Registration. The mentor examines the corresponding student
portfolios for completeness and accurate placement. Results are recorded on a summary sheet and
shared at the biannual assessment meeting.
Outcome B: 75% of students who master (grade A or B) TLC courses will be successful
(C or better grade) in the next higher ABE level subsequent-related coursework.
Process: A sequential pair of courses is
chosen for each content area: reading, writing, math, and ESOL. The Registrar provides final grades for all
students enrolled fall, spring, and summer semesters sorted by student. The TLC assessment team scans the reports and
tallies the results.
Outcome C: 75% of students
who complete the GED Preparation Block will pass the GED test.
Process: The Director gathers
final grade information for students enrolled in GED preparation courses. These names are cross-checked with the GED
Examiner to verify which students have taken and passed the GED test. Students who have completed two or more GED
level courses are included in the data pool.
Outcome D: 75% of students who master (grade A, B, or C) a College Success level
writing course will successfully complete (grade A, B, or C) a subsequent
first-level English course.
Process: Students who enrolled in and completed a
pre-college writing course fall semester are tracked the following semester for
their performance in a college-level English course. TLC 090 Writing Skills III completers are
tracked in ENL 100 or 101.
Outcome E: 75% of students who master (grade A, B, or C) a College Success level
math course will successfully complete (grade A, B, or C) subsequent
first-level mathematics course.
Process: Students who enrolled in and completed a
pre-college math course fall semester are tracked the following semester for
their performance in a college-level math course. TLC 092 Beginning Algebra completers are
tracked in MAT 101, 103, 105, or 109.
Overall TLC’s assessment activities have evidenced student
success. The program faculty believe
that success with outcomes A and B has been established, and they have decided
to focus on outcomes C, D, and E in the next assessment cycle. Of these three outcomes, C completion of a
GED, is the most difficult to track.
Faculty are hoping to utilize the State’s NRS database to more
effectively track GED seekers.