Substantive Change Proposal - WLAC.EDU

WEST LOS ANGELES COLLEGE: ACCJC SUBSTANTIVE CHANGE PROPOSAL 2008

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Substantive Change Proposal

IDENTIFIED CHANGE: ADDITION OF COURSES THAT CONSTITUTE 50% OR MORE

OF A PROGRAM OFFERED THROUGH A MODE OF DISTANCE OR ELECTRONIC DELIVERY

INSTITUTION NAME: WEST LOS ANGELES COLLEGE

9000 OVERLAND AVENUE

CULVER CITY, CA 90230

February 4, 2008

RESPONSIBLE REPORT PREPARERS: Cathy Froloff, Library and Learning Resources Division Chair; Eric Ichon, Distance Learning Coordinator and Distance Education Committee Chair; Frances Leonard,

Accreditation Faculty Representative; Diane Matsuno, Instructional Assistant Information Technology; Dr. Joshua Stern, Faculty Trainer; Betsy Regalado, Vice

President of Student Services; Alice Taylor, Distance Education Committee Vice Chair


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TABLE OF CONTENTS A. Description of the Change ............................................................................. 3 College Mission Statement ............................................................................... 4 Reasons for Proposed Change and Relationship of Change to Mission .......... 5 B. Not Applicable – This proposal does not involve a new educational program C. Planning Process............................................................................................ 7 Needs and Resource Assessment ................................................................... 9 Online Student Services ................................................................................... 9 Online Tutorial Services.................................................................................... 11 D. Evidence of Institutional Provision for Human, Management, Financial and Physical Resources ........................................ 13 Processes to Initiate, Maintain and Monitor the Change .................................. 16 Quality Assurance ............................................................................................ 16 Training and Professional Development........................................................... 17 E. Internal/External Approvals............................................................................. 21 F. Evidence that the Eligibility Requirement will be Fulfilled .......................... 23 G. Evidence That the Accreditation Standards Will Be Fulfilled ..................... 27


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TABLES

Table 1: Certificates available entirely online: ...........................................................31 Travel Skill Certificate (Basic Travel); Accounting, Business, Real Estate and Advanced Travel Certificates of Completion Table 2: Certificates soon to be available entirely online:...........................................35 Computer Network Management Skills Certificate, Computer Network Security Skill Certificate and Computer Network and Security Management Certificate of Completion requirements Table 3: Certificates available 50 – 88% online: ...........................................................36 Computer Applications and Office Technologies, Jewish Studies and Real Estate Skill Certificate Requirements Table 4: Associate degree majors available 50 – 100% online: ..................................37 Accounting, Administration of Justice, Business, Business Administration, Computer Applications and Office Technologies, Computer Science, Economics, English, History, Liberal Arts, Marketing, Philosophy, Political Science, Real Estate, Spanish, Travel Appendix A: West Los Angeles College 2006 – 2008 Catalog ............................. see insert Appendix B: 2008 – 2011 Educational Master Plan.....................................................48 Appendix C: Divisional Unit Plans and Program Review ..........................................53

Excerpts Regarding Distance Learning

Appendix D: Distance Learning Program Review (2006 – 2007) ................................57 and Unit Plan (2007 – 2008)

Appendix E: West Los Angeles College Organizational Chart ...................................72 Appendix F: Distance Education Course Approval Form............................................74 Appendix G: Distance Education Addendum Sample .................................................75 Appendix H: Academic Freedom ..................................................................................77 Appendix I: Online Teaching Certificate Program ......................................................78


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DESCRIPTION OF THE CHANGE

West Los Angeles College (West) currently offers five vocational certificates which may be completed entirely via distance education (online): one Skills Certificate (Basic Travel, 12 units) and four Certificates of Completion (Accounting, 34 units), (Advanced Travel, 30 units), (Business, 29 units) and (Real Estate, 24 units). See Table 1 charts for the complete requirements for these certificates. All but one of the required courses for the Computer Network Management Skill Certificate (16 units), the Computer Network Security Skills Certificate (15 units) and the Computer Network Security Certificate of Completion (30 units) are offered via distance education (online) and the Computer Science/Information Technology Division plans to offer the remaining course online in fall 2008. See Table 2 charts for complete certificate requirements. Fifty percent of the 30 required units for the Computer Applications and Office Technologies Certificate of Completion courses are offered via distance education (online). Four out of the five required courses for the Jewish Studies Skill Certificate (80 percent of the required 15 units) and five out of the seven required courses for the Real Estate Certificate (88% of the required 17 units) are offered via distance education (online). See Table 3 charts for specific course requirements for each certificate. In addition, the following programs offer associate degrees in which 50 – 100% percent of their courses are currently offered via distance education (online). Although some of these programs offer, or will soon offer, all of their discipline specific courses online there are other general education requirements for an associates degree which are not offered online. Accounting Administration of Justice Business Business Administration Computer Applications and Office Technologies Economics English History Liberal Arts Marketing Philosophy Political Science Real Estate Spanish Travel See Table 4 charts for specific degree requirements for each program.


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COLLEGE MISSION

The creation of West's Distance Learning Program began in the fall semester of 1999 with a pilot program offering a few courses via videoconferencing. In spring 2000 West offered its first online course. The creation and expansion of our Distance Learning Program furthers the College’s Mission Statement as stated on pages 6 – 7 of West's 2006 – 2008 Catalog (Appendix A) which reads, in part:

to serve the students and the community by providing quality instructional and support services including programs, facilities, and open access for all who can benefit from its instruction.

The College implements its mission through:

Transfer Education to provide general education and major preparation for those students who plan to continue their studies at a four-year college or university. Career and Occupational Education to provide certificate and associate degree programs which will meet the needs of those students preparing for employment in a changing, globally-centered society, and those currently employed who wish to train themselves or update their skills to meet the growing demands of increasingly interdependent societies. General Education to introduce students to the humanities, the arts, the social and natural sciences, allowing them the opportunity for personal, intellectual and cultural growth; while providing oral and written communication, mathematics, critical thinking skills and international perspectives necessary to succeed in life. Foundation Skills Program to provide students with the necessary capabilities in mathematics, verbal and written language skills, and study skills to successfully complete a certificate, degree, or transfer program. Support Services to assist students in defining and achieving their educational goals. The College promotes and encourages the continuous and timely examination of College programs and services to assess their effectiveness and ensure maintenance of academic excellence.


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REASONS FOR PROPOSED CHANGE AND RELATIONSHIP OF CHANGE TO MISSION

Our online classes provide access and opportunities for success to a variety of students, and many depend on our online courses to meet their educational goals. Online classes aid in student persistence by enabling students with work and family obligations to complete their educational goals online. Most of our online students reside in our service area, enroll in our on-campus classes and take online classes in order to increase the number of classes they take each semester to complete their degree and transfer requirements. In California Community Colleges Chancellor Office (CCCCO) surveys of WEST online students “to fulfill requirements for transfer” and “to fulfill requirements for associate degree” are cited as two of the top three reasons for enrolling in an online class. “Convenience” is selected as the most important reason. According to the CCCCO 2004 student survey 57 percent cited “unable to come to campus” as an important or very important reason for taking this distance education course. Students report a high level of satisfaction with our online classes and their most frequent suggestion is for additional online course offerings. As well as meeting the needs of on-campus students, our online classes provide access to our instructional programs to disabled students and those that do not live close to a community college. Nineteen percent of the respondents to the 2004 survey selected “Because of my disability” as an important or very important reason for taking this distance education course. Fourteen percent reported living over 16 miles from any community college and another 10 percent live over 10 miles from any community college. In addition to disabled students and those who do not have local access to a community college, our online classes have enabled us to serve international students, military and public safety personnel, high school students and senior citizens. Almost all of our online courses have the same transferability as our on-campus courses and are accepted by the University of Southern California, the University of California and California State University. As a result expansion of our online course offerings increases our students’ access to four year colleges and universities.


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PLANNING

One of the primary objectives of the 2008 – 2011 Educational Master Plan (Appendix B) is to “Build upon and support WLAC’s (West Los Angeles College’s) diversified modes of instructional delivery”. This proposed change supports that objective as well as the objectives of the corresponding Academic Divisions. The Distance Education Advisory Committee was established in 1998. In 1999 it was reestablished as the Distance Education Committee to make recommendations to the Academic Senate regarding distance education, to review administrative procedures related to distance learning, to evaluate new educational technologies related to distance learning and to evaluate new educational technologies, online course management systems and related topics. In the fall semester of 1999 West started a pilot distance learning program which offered a few courses via videoconferencing. Students could attend these courses at either Los Angeles Southwest College or at our campus. At the end of the fall 2001 semester our videoconferencing program was discontinued due to low enrollment and the high costs of providing technical support. However we offered our first online class in spring 2000 and since then enrollment in our online classes has continued to increase. Although initially online course development was driven by instructor interests, as our program has grown online course development is increasingly determined by Department and Divisional objectives, usually to meet certificate, degree or transfer requirements. Evaluation and goal setting for the Distance Learning Program has been included in the College program review and unit planning process since 1998. Each year the Distance Learning Program Unit Plan is forwarded to Academic Affairs for review and budgeting and distance learning is integrated into the College’s master and educational plans. Funds for the Distance Learning Program are provided out of the College budget and appropriate grants. The Academic Senate, the American Federation of Teachers (AFT) Local 1521, the Curriculum Committee, Distance Education Committee, Educational Policies and Standards Committee (EPSC), Technology Committee, the Faculty Position Identification and Prioritization (FPIP) Committee, Facilities Committee and other College bodies are all involved in decision making and planning regarding distance learning. In 2006 the Academic Senate confirmed the appointment of the Distance Education Committee Chair, Vice Chair, 5 members including 2 AFT representatives and one alternate each for the Academic Senate and the AFT. The Committee advises the College in its decision making regarding D/DL issues. It is a standing committee of the EPSC and reports to the Academic Senate. The Technology Committee is responsible for making recommendations relating to hardware, software and the necessary infrastructure to support instructional technologies. The Distance Learning Coordinator serves as a permanent member of the Committee as does the Information Technology Department Director and the Vice President of Academic Affairs. The 2002 – 2008 Educational Master Plan included “Enrollments in online distance learning will increase” as one of the assumptions. This assumption proved accurate. The 2008 – 2011 Educational Master Plan includes four primary objectives, one of which is that the College “Build


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upon and support West’s diversified modes of instructional delivery. Strategies which are recommended to achieve this objective are:

• Make available to all students online assessment, counseling, library and financial aid services

• Expand ETUDES NG (Easy To Use Distance Education Software Next Generation)

training for faculty and staff. • Provide the infrastructure (e.g., servers, WiFi, IT personnel) for technologies in and out

of the classroom (e.g., eportfolios, Podcasting, multi-media). In 2000 the Distance Learning Program and the Language Arts Division submitted a joint FPIP application for an Instructor of English – Distance Learning. The proposed position received a high ranking on the priority list and our first full-time online instructor was hired in 2001. More recently the Behavioral and Social Sciences Division and the Distance Learning Program have announced its plan to submit a joint FPIP application for an Education instructor. This position would provide faculty leadership to the newly proposed Online Teaching Certificate Program. To earn the certificate participants will complete four Education courses for a total of nine units and an additional three units in one of five areas of specialization:

• ETUDES-NG Course Development • Internet Literacy • Online Instruction • Online Library Research • Web Design

In a meeting with the Dean of Academic Affairs responsible for the Distance Learning Program and the Distance Learning Program Coordinator on April 10, 2007 the Vice President of Academic Affairs first brought up the need to submit a substantive change proposal. This requirement was also discussed at a Los Angeles Community College District (LACCD) Distance Education Committee meeting on April 12, 2007. West’s Substantive Change Proposal was discussed at the Divisional Council meeting on October 17, 2007, and information from Divisional Unit Plans was collected and is included in Appendix C. A draft of the proposal was reviewed by the Distance Education Committee and forwarded to the Academic Senate for input on November 7, 2007. The proposed change is called for in our current Educational Master Plan and has been demanded by our students. It serves to implement the College’s mission by providing increased access to our instructional programs. West has spent the last seven years developing our infrastructure to support the expansion of our distance learning program, expanding online access to student services and increasing the resources available to support online instructors and their students.


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NEEDS AND RESOURCE ASSESSMENT The assessment of the needs and resources necessary to support a growing distance education program has been ongoing and started before we offered our first distance learning class. The Distance Learning Program Unit Plan (Appendix D) serves as an annual mechanism documenting these needs, as do the minutes from Title V (a grant which supports the development of online student services) Steering Committee Meetings. As part of the unit planning process an annual Distance Learning Program budget is submitted to the Office of Academic Affairs. Basic program needs including personnel, supplies, equipment, software rental, etc. are included in this budget. Additional resources have been developed by the LACCD or provided by Student Services.

ONLINE STUDENT SERVICES Online student services which are provided by the LACCD for both our on-campus and online students include:

• Application for Admissions

• Course enrollment and withdrawal

• View schedule of classes

• Fee Payment

• View grades and transcripts In recent years the College has also developed additional online support services including:

Comprehensive Online Courses Website This site is constantly being updated with the latest course schedules and information. The site also serves as a repository for other invaluable student services such as:

• 24/7 Online Student Help Desk • Login instructions • Information about how to enroll in and add courses • Technical requirements • A direct link to the Online Student Helpdesk • Information about our Weekend College hybrid courses program • Access to the Online Writing Lab and online tutorial services • Helpful hints for new online students • Steps to success for new college students • A direct link to the College Bookstore website where students can access

information regarding required and recommended course materials and purchase materials to be picked up on campus or shipped to their home or business

• A direct link to the College library


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• Biographies, photos, and email addresses of online instructors • Instructor resources • Contact information to better direct student inquiries • A link to the main College Website

Online Library resources including

• Electronic access to the library catalog • An e-book collection • Periodical and research databases.

Assessment Services including • Scheduling Assessment Tests • Practice tests • Calendar • Online Orientation

Counseling Website including

• Counselors and their contact information • Hours, office location and FAQs • Online inquiry submission form • Scheduling a Counseling appointment • WLAC (West Los Angeles College) Course Equivalency System • Online student transfer information system (ASSIST) link • Associate Degree checklist • California State University checklist • University of California General Education checklists • Counseling discussion board and chat room

Financial Aid Website including

• Online application • Office location, hours and contact information • How to Apply • Eligibility • Types of Aid • Scholarships • Board of Governors Grant (BOGG) Fee Waiver information • Student Loans • How Financial Aid Works • Forms • Grant Application Deadlines • Daily Financial Aid Podcasts


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ONLINE TUTORIAL SERVICES

In spring 2007 West began offering online Writing Lab and Tutorial Services to students enrolled in pre-collegiate courses, English 21 and English 28. Online tutoring is delivered using the online course management system used for our online classes, Easy to Use Distance Education Software – Next Generation (ETUDES NG). This provides online students with a familiar interface and enables them to toggle between their online classes and the tutorial services site. Prior to developing the pilot program we researched the essential elements and priorities of writing lab services. Current, successful online tutoring technologies were also investigated and concordance with state tutoring regulations was also addressed. A certified ETUDES NG developer designed and created the online tutoring course shell with a similar format to that of our other online courses. ETUDES NG offers the necessary course management tools including announcements, a discussion board, assignments and a chat room. It also complies with the American with Disabilities Act (ADA). Discussion and chat technologies support tutor/tutee interaction. The assignments tool allows students to send drafts of writing assignments to Writing Lab staff. Tutors access the documents and return them to students with comments. Students are able to review previously completed assignments and our staff track students’ writing improvement as the semester progresses. The online tutoring program has a College email address which students use for questions or problems unrelated to course content. Links to the Online Writing Lab and Tutorial Services are included on the Online Courses Website and students can enroll online. Links direct students to the course description, the online enrollment system and a map to locate the Writing Lab on campus. Although these services are now available to all of our students, English 21 and English 28 students are specifically encouraged to enroll in the Supervised Learning Assistance section for online tutoring. Writing Lab staff training and development was essential to the success of the online tutoring program. The Writing Lab Instructional Assistant was exceptionally adept in tutoring skills and using ETUDES NG. She and two existing Writing Lab Tutors had prior online course experience and easily transitioned to ETUDES NG. Computer laptops and security software was provided for their use off campus. Online tutoring is provided seven days a week, including chat sessions on evenings and weekends. Student documents are reviewed and returned within 48 hours. Spring 2007 Survey Results West publicized the summer 2007 online tutoring pilot program to students enrolled in online English 21 and English 28 classes. 27 students enrolled for a total of 83 tutoring hours. The majority of these hours were generated through contact with nine students. Most of the students were from English 28 courses. A smaller but significant number came from English 21. Records from previous semesters showed English 21 students almost never use tutoring services of the Writing Lab. One factor for low English 21 numbers was a curriculum in which on-campus sections allowed for only in-class student writing. A creative idea to promote tutoring was used by another online instructor to extend due dates if a draft with tutoring comments were provided. An end of the semester student survey of students participating in the project showed that the majority of them had never used tutoring before. Most of the students were enrolled in the


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College the previous semester and were planning to enroll the following semester. Most of the students felt the online tutoring course was user-friendly and would take advantage of it again. Summer 2007 Survey Results In summer 2007 online tutoring was offered to all enrolled students. The majority of the students utilizing the online services were not enrolled in English classes, but in other courses requiring written assignments. Most of the students were enrolled in online courses, but the program was available to all enrolled students. Most students had prior experience taking online courses and knew how to utilize the discussion board and chat tools. The online tutoring site design was tested more fully by these users and it fared well. There were 11 students enrolled in online tutoring and 39 hours were generated. Online tutors were scheduled for a total of 10 hours per week. As in the previous semester, a student survey showed the majority of the students had never before used tutoring services.


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EVIDENCE OF INSTITUTIONAL PROVISION FOR HUMAN, MANAGEMENT, FINANCIAL AND PHYSICAL RESOURCES

West’s online courses have been developed and taught by our regular full-time and adjunct faculty. In addition to the same hiring criteria which are used to hire on-campus instructors, online instructors must also successfully complete training to get online teaching certification. West has always required its online instructors to complete such training, years before it became an AFT contract requirement. In addition to the required training, a variety of workshops and other training opportunities are available to online instructors and to instructors interested in teaching web-enhanced or hybrid courses. The Vice President of Academic Affairs is responsible for oversight of all academic programs including online course offerings. The Dean of Academic Affairs has direct responsibility for the Distance Learning Program. The Distance Learning Coordinator reports to the Dean of Academic Affairs and has overall responsibility for the daily operations of the program including course development management, enrollment and technical support as well as training coordination. Division Chairs and/or Department Heads are responsible for scheduling and hiring instructors for online classes. This reporting structure is described in West's Organizational Chart (Appendix E). The Office of Institutional Effectiveness provides essential research support to the Administrative and Divisional Councils, the Academic Senate, the Distance Education Committee and other groups and individuals involved in planning and decision making processes related to distance education. The Vice President of Administrative Services oversees the licensing of our course management software, through contracts with Foothill College. The LACCD Information Technology Lead for Student Information System Integration (SIS) works with the Distance Learning Coordinator to ensure that student enrollment files for online classes are updated and uploaded into course shells daily. In addition to the full time Instructor Special Assignment acting as the Distance Learning Coordinator, Distance Learning Program staff includes a part-time faculty member assigned to Web development, Online Student Help Desk management and faculty training, a full-time Secretary and a part-time student worker. Needs for additional faculty and staff support have been identified and planned for. Currently West offers online classes 50 weeks per year, but the Distance Learning Coordinator position is not a year-round position. Part-time Distance Learning Coordinator assignments for winter and summer intersessions have been funded using grant funds when online courses were offered. The need for a full-time, year-round (D basis) Distance Learning Coordinator position was identified in the Distance Learning Program Unit Plan for 2006 – 2007. College Administration supports this increase and plans to provide the necessary funding for the 2008 – 2009 fiscal year. Since its inception in 1999, the Distance Learning Program has relied heavily on student worker and work study positions for clerical and technical support. The need for classified staff support for the program was first identified in 2001 in the Distance Learning Program Long-Range Unit Plan. West’s administration recognized the need for classified support for the program, but due to budget constraints and hiring freezes was unable to establish a full-time secretary position until October 2007.


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Development and maintenance of the Online Courses Website was initially the responsibility of the Information Technology Department. As the number of online classes increased so did the need for frequent Website additions, changes and updates. In fall 2004, the Distance Learning Program assumed responsibility for the Online Courses Website, and in 2005 a full-time instructor received a partial assignment to develop and maintain the Website. These duties have since been combined with management of the Online Student Help Desk into a half-time position. With this increase in resources, the Website has been totally redesigned and serves as a model for other LACCD colleges and, according to the Director of the ETUDES Alliance, other California community colleges using ETUDES NG. Student workers and volunteers are still essential to the Distance Learning Program’s success. Student workers who have taken online classes are able to relate well with other students and assist them one-on-one with their technical questions and help them navigate college bureaucracy. West has worked diligently to combine high tech support including dynamic course management software, online technical support and a comprehensive Website with “high touch” support. Student emails and phone calls are returned daily, faculty and staff are available to assist students one-on-one by phone or in person. Distance Learning Program staff assist students who cannot conveniently visit campus to accomplish all necessary interactions with College staff so that problems are resolved quickly.

Management Resources

West recognizes the importance of faculty leadership to a successful distance learning program and distance learning was identified as one of the primary responsibilities for the Instructional Media Specialist (IMS) position when it was last filled in 1997. As the program grew the IMS position was replaced with a Distance Learning Coordinator (Instructor Special Assignment) position. Due to budget fluctuations the position has varied from .6 and 1.0 FTE. The Administration is committed to securing funding for a full-time, D basis (year round) Distance Learning Coordinator for 2008 – 2009. The Distance Learning Coordinator reports to the Dean of Academic Affairs as do the Division Chairs. The Coordinator is a member of the Administrative and Divisional Councils.

Financial Resources

The LACCD pays District Information Technology Department salaries and maintains the LACCD SIS system. The initial design and programming necessary to code and test the automated student parser for online classes required 90 hours at $38.00 an hour for a District Program Analyst totaling $3,420.00. In addition, the District spends roughly $3,000 at the beginning of each semester to resolve problems and modify the parameter file. The College pays for all the course management system costs as well as necessary personnel, supplies and equipment for the Distance Learning Program. For fiscal year 2008 – 2009, the projected course management system costs are $71,500.00, which covers the necessary software to support all online, hybrid and web enhanced classes including special project sites for the Online Teaching Certificate Program. Additional projected


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costs include $156,337.50 for salaries, benefits and online course development stipends; $3,000 for supplies and printing and $25,881.20 for equipment. Salaries for online teaching assignments of approximately $4,000 per section are not included in the Distance Learning Program budget but are paid by the College. It is estimated that instructional assignment costs for online classes totaled $1,444,000.00 for FY 2006 – 2007 and $668,000 for the first half of this fiscal year (Summer & Fall 2007, Winter 2008). The costs of teaching assignments and other Distance Learning Program costs are more than offset by apportionment income generated from student enrollment in online courses. Full Time Equivalent Student (FTES) funding was $3,636.83 per credit for fiscal year (FY) 2006 – 2007. Resident FTES enrollment in online classes resulted in over four and a half million dollars in revenue. The College receives $4,564.63 per credit for FY 2007 – 2008. Enrollment of 93.09 FTES for Summer 2007, 474.63 for Fall 2007 and 109.8 estimated FTES for Winter 2008 will result in revenues totaling almost three million dollars. It is projected that online course enrollment will generate six million dollars this fiscal year.

Physical Resources In 2001 the Distance Learning Program was established an entity separate from the Library and Learning Resources Division reporting directly to Academic Affairs. The Distance Learning Center was established in an office on the first floor of the Heldman Learning Resource Center (HLRC). As the program grew, the 255 square foot office became inadequate. Using the fourth floor of the HLRC to house an expanded Distance Learning Program was first proposed in the 1999 Unit Plan. In January 2007 the Distance Learning Program moved into a 1,068 square foot space on the fourth floor of the HLCR. The College spent almost $20,000 to upgrade the facility in order to provide three phone lines, a fax line and Internet access for four faculty/staff computers and a computer lab accommodating up to 12 computers. At the same time an adjacent office was assigned to the part-time instructor who is responsible for the Online Courses and Weekend College Websites, the Online Student Helpdesk and faculty training. The College Teaching & Learning Center is used for almost all faculty training. It accommodates 16 participants in addition to the trainer and is equipped with computers, a large smart board and a printer. In addition, part-time instructors have access to a computer lab with six computers and a printer. Many online instructors are full time faculty, and two are administrators. All full-time faculty and administrators have campus offices with computers. Through grants West has provided some full-time faculty with laptops they can use off-campus. Equipment for the Distance Learning Program and online instructors has always been a College priority. Currently, there are six on-campus computers and 18 laptops/notebooks assigned to the Program. Grant funding will be requested for nine computers for an additional training lab. The Distance Learning Center provides five printers and a designated fax machine.


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PROCESSES TO INITIATE, MAINTAIN, AND MONITOR THE CHANGE Online student services are routinely discussed at both Title V Steering Committee meetings and larger joint Administrative and Divisional Council meetings. Any concerns or new recommendations are brought to the Administrative and Divisional Council meetings; responsibility for follow up and/or resolution is assigned by the College President and a deadline is set for the responsible party to respond to the Council. This is a fairly new process and it appears to be working well. Human resource needs are documented in the annual Distance Learning Unit Plan. College processes for both certificated and classified staff hiring are well established and the Distance Learning Program has used them. The Distance Learning Coordinator has overall responsibility for the management of established budgets and for making annual budget requests as part of the unit planning process. The newly renovated Distance Learning Center provides adequate physical resources for the Program with room for growth.

QUALITY ASSURANCE As required by Title 5 regulations, before an online course is developed it is separately reviewed and approved according to the LACCD's course approval procedures. Course outlines are either created or updated and all online courses have been approved by the Articulation Officer, the Chair of the Library and Learning Resources Division, the Department/Cluster Chairperson, the Curriculum Committee, the Academic Senate, the Vice President of Academic Affairs and the College President. In addition to a new or updated course outline a Distance Education Approval Form (Appendix F) is required. This form certifies that:

• The same standards of course quality are applied to the distance education courses as are applied to traditional classroom courses. (Course Quality Standards - Title V, section 55372)

• Determination and judgments about the quality of the distance education course were

made with the full involvement of the faculty as defined by Administrative Regulation E-65 and College curriculum approval procedures. (Course Quality Determination - Title 5, section 55374)

• Each section of the course which is delivered through distance education will include

regular personal contact between instructor and students. (Instructor Contact - Title 5, section 55376)

As a result of an EPSC Report on Distance Education to the Academic Senate, in 2005 a Distance Education Addendum (Appendix G) was added to these requirements. The


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Addendum requires documentation of each course objective and an explanation of how distance learning strategies will be used to help students achieve the objective.

These forms and completed examples are all easily available to instructors online. Approved forms are kept on file in the Office of Academic Affairs. In 2000 West was the first College in the LACCD to offer instructors stipends of $1,000 per unit for online course development. The Distance Education Coordinator for West served on an AFT ad hoc distance education advisory board. One of the AFT Contract Negotiators for the 2002 – 2005 contract had previously taught online for West. For the first time the 2002 – 2005 contract between the LACCD and the Los Angeles College Faculty Guild (AFT) included a requirement that instructors developing online courses are to be compensated with an agreed upon amount of release time or with a fixed stipend of at least $1,000. In addition the contract requires that Colleges offering Distributive/Distance Learning (D/DL) courses shall “Insure that faculty who are preparing to teach D/DL courses for the first time must either demonstrate proficiency in D/DL instructional delivery methods or participate in D/DL training sessions.” West requires instructors to complete an online training course before being assigned to teach an online class and did so even before this contract took effect. The current contract also addresses class size, with a lower enrollment cap the first time a D/DL class is offered at a college. Online instructors are evaluated on the same schedule as their on-campus counterparts. Division Chairs must provide them with advance notification to secure access to their online classes. The current AFT contract includes a mandated Online Student Evaluation of Instructor form which is made available to students using an online survey. Results are forwarded to the appropriate Division Chair. In accordance with the Educational Master Plan, the Distance Education Committee is considering means to enhance the educational effectiveness of the Distance Learning Program.

TRAINING Faculty training support is another crucial element of the human resources needed to support a large online program and our faculty has access to ample training opportunities serving all experience levels from the novice computer user who does not work online to the veteran online instructor. These initiatives focus specifically on helping instructors to better use technology in their teaching and take the form of one-on-one sessions, 2-hour workshops and longer training courses. Current workshop offerings include:

PC & Windows Basics Workshop This workshop focuses on basic PC operation and key Microsoft Windows skills, such as organizing files and folders, resizing program windows and managing the desktop.


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Microsoft Word Basics Workshop This workshop addresses fundamental aspects of using Microsoft Word such as cutting and pasting, saving documents and using keyboard shortcuts. Web Basics Workshop This workshop addresses the World Wide Web and Microsoft’s Internet Explorer browser as well as Webpage anatomy, hypertext, URLs and critical evaluation of Web content. Email Basics Workshop This workshop focuses on sending, receiving and managing email with Microsoft Outlook’s Web Access Server. The rules of Internet etiquette or “netiquette” are also addressed. Introduction to Hybrid Courses Workshop This workshop is designed for those interested in developing courses that include both online and face-to-face components – the best of both worlds. All Weekend College courses fall into this category. Introduction to Online Teaching & Learning Workshop This workshop is designed for those looking for an introduction to the rapidly growing world of online education. The fundamentals of online teaching and learning will be addressed, including the technical tools and teaching skills required for success. Introduction to ETUDES-NG Workshop This workshop provides an orientation to the ETUDES-NG course management system. This introduction will position faculty to successfully complete the ETUDES-NG instructor certification course, which is required to teach online or Weekend College courses. ETUDES-NG Migration Workshop The College went through the process of switching from “Classic” ETUDES to ETUDES-NG for all online course delivery. This workshop helped current online instructors make this transition as smoothly and efficiently as possible. ETUDES-NG Roundtable Instructors meet with the faculty trainer to discuss problems and offer advice to one another.

The College has also taken charge of training and certifying its own ETUDES-NG instructors. This innovative, hybrid certification course has been extremely popular and successful with over 90 percent of participants successfully completing the certification.

ETUDES-NG Instructor Certification Course This 3 week course covers the basic tools and features of ETUDES-NG, the online course management system used by West and many other colleges. Successful completion of this course is required to teach online or Weekend College classes. This course is delivered in a hybrid format that includes face-to-face sessions in conjunction with online assignments.

We also provide instructors with the opportunity to meet one-on-one with an Instructional Designer to discuss whatever particular issues they might be having. Ready access to support


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like this has had a significant positive impact on faculty morale and instructors’ willingness to embrace technological change.

Drop-in hours and One-on-One Faculty Support Faculty may drop in during specific hours or make an appointment to discuss whatever technology-related questions they might have with the Faculty Trainer. Topics covered range from basic computer skills like managing email and Web browsing to advanced ETUDES-NG questions and troubleshooting.

The College has even more faculty development projects planned and in the works. The following initiatives will be rolled out in the coming year: Editing an Image in Adobe Photoshop

This workshop covers the basics of picture editing in Photoshop including size adjustment, pixel reduction, image cropping and more.

Online Syllabi and Web-Enhanced Courses Workshop This hands-on workshop is designed for instructors who would like to create online components to enhance their on-ground classes. The College’s goal is to make syllabi of all courses available to students via the Web. Online Teaching & Learning Tutorial Self-paced online tutorial focusing on the fundamentals of online teaching and learning, including the technical tools and teaching skills required for success. Online Pedagogy Training Course This 1 week course introduces the fundamentals of online teaching and learning, with an emphasis on “how to teach online” best practices. This course is delivered in a hybrid format. Online Instructor Mentoring Program This program pairs experienced online instructors with newly-certified instructors. New online instructors can ask questions, “lurk” in model online courses, and receive guidance and feedback from experienced practitioners. Microsoft FrontPage Step by Step Workshop Instructors will learn how to use FrontPage to convert Microsoft Word material into HTML. This is an important shortcut tool for online instructors to embed pictures, links and downloads into online and hybrid courses.

Podcasting Workshop This introductory workshop is for faculty interested in learning more about Podcasting in education. This is the first step towards creating and distributing their own Podcasts.

Voice Recognition Software This workshop allows instructors to explore several useful tools for both PCs and Macs. Topics include: Dragon Naturally Speaking, Sony Voice Recorder, Wave toText and the voice recognition tool in Microsoft Word for PC and Mac.

In addition to the professional development activities described above, we have also posted a number of valuable resources online for easy access by instructors. These are presented in the


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Instructor Resources section of our Online Courses Website. Current resources include: tutorials and other materials related to ETUDES-NG, ETUDES Classic materials, technology training workshop notes and handouts, curriculum forms and sample documents, and anti-plagiarism software download and instructions. These resources are updated and added to on an ongoing basis throughout the year. Another valuable resource which we encourage our online instructors to take advantage of is the ETUDES-NG Users’ Group. This is an online resource available to all ETUDES-NG certified instructors. This Website offers many valuable resources to instructors statewide, not the least of which is a discussion board where instructors can go to read about ask and answer ETUDES-NG-related questions. ETUDES-NG trainers respond to instructors’ questions within 48 hours and other instructors often offer their own valuable information. Alongside all of these training and professional development activities and resources, the College also provides substantial support to our online students which translates into time-savings for our faculty. By taking care of our online students needs, we enable our instructors to focus on teaching the content of their courses. Support services which fit into the category include:

24/7 Online Student Helpdesk This discussion board is available to students 24 hours a day, 7 days a week. Questions are answered daily and all posts are archived so students can learn from those who came before them. There is also a FAQ for easy access to the most common information and solutions.

Also, planned for the coming year is a course aimed at helping to orient new online students

Online Student Success Course This course is designed to introduce new online students to the basics of how to succeed in an online class. This course also helps new online instructors to better empathize with and ensure the success of their online students.

PROFESSIONAL DEVELOPMENT

In addition to providing the comprehensive training opportunities listed on pages 14 – 16 West

publicizes and provides funds to instructors who attend conferences for professional

development. Many online instructors take advantage of these opportunities. Popular

conferences for online instructors include the annual Technology in Education, League for

Innovation in the Community College and the National Institute for Staff and Organizational

Development conferences.


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INTERNAL AND EXTERNAL APPROVALS

Before a course can be offered online it must be approved by West's Curriculum Committee which is composed of elected representatives from the full-time faculty of each of the college’s 13 divisions. In addition, the Associated Student Organization, Administration, Classified Staff, the AFT union, and the Academic Senate each send one voting member. The Chair is appointed by the Senate. On the first Monday of each month there is a technical review session, where curriculum documents that have been developed and approved by departments are presented by faculty or division chairs and examined to make sure they fit the 5 curriculum criteria of mission, need, quality, feasibility, and compliance. Course outlines must include detailed content, course objectives, as well as institutional and program Student Learning Outcomes. Courses that pass the Tech Review screening are then presented at the monthly Curriculum Committee meeting, usually the last Wednesday of each month. The Committee examines and discusses each course and then votes whether to recommend it to the Senate. West’s Senate has imposed an additional requirement that all online courses submit an additional “Distance Delivery Strategies” addendum in which the instructor must explain how each course objective is met by specific online teaching strategies. In addition to a new or updated course outline a Distance Education Approval Form is required by the LACCD. Tech Review agendas and Curriculum Committee minutes are emailed to all faculty and administrators, and are posted on the college website. The curriculum chair appears at the Senate each month to formally ask the Senate to approve Curriculum recommendations, and while this is usually given, the Senate has the power to withhold approval if it feels a course is not rigorous enough. When the Senate approves the Curriculum Committee recommendations, the documents then go to the administration including the Dean of Curriculum, Vice President of Academic Affairs and College President for final approval. Once the College President approves a course it goes to the District and is placed on the agenda of the Board of Trustees. Only after the Trustees approve a course is the College permitted to include it in the Schedule of Classes. The LACCD Vice Chancellor was consulted regarding this proposal and confirmed that other than the described curriculum approval process there is no additional requirement for District or Board approval.


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EVIDENCE THAT THE ELIGIBILITY REQUIREMENT WILL BE FULFILLED The Western Association of Schools and Colleges (WASC) last visited West in spring 2006. The College’s accreditation is continued through 2012 with a Progress Report and visit in March 2007 and a Progress Report for March 2008. The Progress Report for March 2007 indicated progress on six key recommendations. The Progress Report of March 2008 focuses on two continuing College recommendations and two LACCD ones. West continues to meet the Eligibility Requirements for Accreditation (Adopted June 1995; Revised January 1996; Revised January 2004) in the following areas: Authority. West is authorized to operate as an Educational institution to award degrees by the State of California (ref. California Code of Regulations, Title 5, division 6). The development and offering of online courses fall within the scope of this authority (re. California Code of Regulations, Title 5, div. 6, chap. 6, sub chap. 1, article 3, §55205 &seq.). Mission. The mission clearly defines institutional commitment “to serve the students and the community by providing quality instructional and support services including programs, facilities, and open access for all who can benefit from its education…" The College promotes and encourages the continuous and timely examination of College programs and services to assess their effectiveness and ensure maintenance of academic excellence.” Institutionally, college wide committees such as the College Council and its two key subcommittees - College Planning and Budget reaffirm this commitment to our students. West recognizes that offering online courses and programs meets the needs of our community and aligns with the College’s goals of increasing enrollment, retention and success through diverse modes of instruction, to better prepare students to work and function in an increasingly technologically-sophisticated society. The Educational Master Plan, developed by the Academic Senate through its Educational Policies and Standards Committee, specifies as its fourth objective: “Build upon and support WLAC’s diversified modes of instructional delivery.” Governing Board. The LACCD Board of Trustees is responsible for the quality, integrity and financial stability of the College and for ensuring that the College’s mission is carried out. The Board is responsible for ensuring that institutional financial resources provide a sound educational program, and this includes courses offered online. Board members are elected from trustee areas by the registered voters for terms of four years for at large trustees. Elections are held every two years, with three members being chosen at one election and four members at the other. The President and Vice President of the Board of Trustees are elected by the Board for one-year terms at the annual organizational and regular meeting. A student member is elected annually--the term is June 1 through May 31 of each year. On February 7, 2007, the Board of Trustees amended the LACCD Mission Statement, found in Chapter I, Article II of the Board Rules: 1200 MISSION. “Changing Lives in a Changing Los Angeles” In an era of civic renewal, economic change, and cultural revitalization that is unprecedented in the history of Los Angeles, we–the faculty, staff, and administrators of the nine Los Angeles community colleges–dedicate ourselves to the goal of expanding access to educational


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opportunity across the many, diverse communities that contribute to the greater Los Angeles area. We serve all Angelenos by providing an unparalleled array of educational offerings, including programs that prepare students for successful careers, for transfer to four-year colleges and universities, for the improvement of essential life and workplace skills, and for civic engagement and life-long learning. To achieve this mission, we strive to create supportive instructional environments that challenge students to meet rigorous academic standards, to become active, self-directed learners, to develop critical and creative habits of mind, and to develop an abiding appreciation for other peoples and other cultures. Chief Executive Officer. The Chancellor of the LACCD and the President of the College are appointed by the Board of Trustees and serve as the chief executive officers, with full-time responsibility to the LACCD and College and possessing the requisite authority to administer Board policies. Both the Chancellor and the College President encourage and support the development of online courses and programs. The College President completed the coursework for ETUDES-NG certification in July and August of 2007, and taught a hybrid course, English 28, during the Fall 2007 semester. Administrative Capacity. The current 18 administrative staff members have been hired for the appropriate preparation and experience to provide the needed administrative services to support the College’s mission and purpose. With recent hires, there is sufficient administrative staff to provide oversight of and support for online courses and programs. Operational Status. Since its inception in February 1969, the College has remained in continuous operation, with students actively pursuing their educational goals, including degree programs. Online courses are extensions of existing courses and programs. Degrees. The College offers 25 transfer and 18 vocationally-oriented programs. All students are enrolled in courses that relate directly to completion of a degree/certificate program or are basic skills courses leading to degree/certificate applicable courses. Educational Programs. West Los Angeles College’s principal degree programs align with its mission. All the College’s programs must receive prior regulatory approval by the California Community Colleges’ Chancellor’s Office, ensuring they are based on recognized higher education field(s) of study, are of sufficient content and length, are conducted at levels of quality and rigor appropriate to the degrees offered, and culminate in identified student outcomes. All degree programs are a minimum of two academic years in length. Online courses and program are designed and conducted with the same level of academic quality and rigor as traditional, on-campus, face-to-face courses and programs. Academic Credit. Statutory requirements govern the granting of academic credits. The College Catalog provides information on academic credit. The award of credit is the same for both online courses and for courses offered through other methods of instruction. Student Learning and Achievement. The College’s course approval process has always included learning outcomes. Over the past three years West has held six workshops for 52 instructors in disciplines across the College, 15 student services staff members and three administrators, sponsored by a Title III grant and led by Don Prickel. Through these workshops,


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faculty have defined and developed student learning outcomes (SLOs) at the course, program and degree levels. Courses, programs and degrees offered online must meet the same standards as courses, programs and degrees offered by traditional methods. General Education. All degree programs require a substantial component (from 23 – 30 units) of general education, ensuring breadth of knowledge and align with the College’s educational philosophy. Competence in writing and computational skills, plus an introduction to major areas of knowledge are all components of this general education requirement. Although the general education requirements for an Associate of Arts degree cannot all be met online, online courses have been designed to help students meet the College’s general education requirements. Academic Freedom. Academic freedom is recognized and nurtured in our College community for the good of all citizens. Students, faculty, staff and administrators all benefit from the practice of academic freedom, which safeguards the search for truth and its free exposition. Academic freedom is a fundamental protection of the instructor’s right in teaching and the student’s right in learning in the college environment: classrooms, laboratories and library. Correlative with rights, academic freedom carries with it responsibilities, which are implicit in all freedoms and assured by members of the College to ensure the rights of others. Any alleged violation of academic freedom on campus shall follow the procedures of academic due process as provided for the students, faculty and the College, whichever be appropriate (Appendix H). Online instruction does not affect the academic freedom of faculty or students. Faculty. As of fall 2007, the College employed 106 full-time and 321 part-time faculty members. The Senate’s Professional Standards clearly states faculty responsibilities. The Vice President of Academic Affairs provides faculty before the fall Flex Day with a handout detailing college policies and procedures. Qualified full-time and part-time faculty members who meet or exceed the minimum qualifications for their disciplines develop and teach online courses. Student Services. The College provides appropriate student services designed to support student learning and development, in accordance with the institutional mission. The College has online access to applications for admission and registration. Students can also check their class schedules, grades, transcripts, financial aid status or fee information, all accessed at the LACCD’s Student Information System of the College’s homepage. Admissions. According to regulatory statutes, the College is an “open-door” institution, admitting anyone eighteen years or older. It is the Board’s prerogative that students under this statutory age may be admitted on a case-by-case basis to enroll in advanced courses unavailable to them through the normal school system. Enrollment in online courses follows the same statutes and Board policies as for traditional courses. Information and Learning Resources. The College provides, through ownership and contractual agreement, specific long-term access to sufficient information and learning resources and services to support its mission and instructional programs. Many of the popular periodical and reference resources are available electronically. The College Library’s online reference page was designed and is maintained by the Library’s faculty librarians. Financial Resources. The institutional funding base, financial resources and plans for financial development are adequate to support student learning programs and services, to improve institutional effectiveness, and to assure financial stability. The College has made a commitment to fund the development and offering of courses via online delivery to the same extent as for traditional courses.


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Financial Accountability. The LACCD is required to have an independent audit of its financial statements annually. Because the LACCD is the legal entity composed of nine individual colleges, those colleges are audited along with and as a part of the annual audit. The annual audit includes an audit of internal controls, state and federal compliance and provides an opinion on our financial statements. The audit is presented to the Board of Trustees for acceptance. Institutional Planning and Evaluation. The College systematically evaluates and publicizes how well and in what ways it accomplishes its purpose. The institution assesses progress toward its targets and goals and makes decisions regarding improvement through ongoing and systematic evaluation, integrated planning, resource allocation, implementation and re-evaluation. The development of online courses and programs is included in the College’s Educational Master Plan and other planning documents. Public Information. The College Catalog contains precise, accurate and current information concerning the following items. The inclusion of online courses will not affect this function. About the College Governance; Master Plan; Mission, Values Statement, Educational Philosophy; Objectives of the General Education Program; General Education Philosophy; Accreditation; Statement of Compliance Institutional Student Learning Outcomes Admission, Matriculation and Registration Fees and Refunds Financial Aid Veterans Educational Benefits Student Programs and Services Academic Regulations Student Rights and Responsibilities Student Organizations and Activities Transfer to a Four-Year College or University Graduation Requirements Programs of Study and Course Description Associated Student Organization Relations with the Accrediting Commission. The College assures the Commission that it adheres to the eligibility requirements and accreditation standards and policies of the Commission, describes itself in identical terms to all its accrediting agencies, communicates any changes in its accredited status, and agrees to disclose information required by the Commission to carry out its accrediting responsibilities. The College will comply with Commission requests, directives and policies, and will make complete, accurate, and honest disclosure. The submission of this substantive change report is in accordance with the College’s commitment to the Commission.


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EVIDENCE THAT THE ACCREDITATION STANDARDS WILL BE FULFILLED Standard I. Institutional Mission and Effectiveness Mission: The addition of online delivery of courses direct supports the College’s mission “to serve the students and the community by providing quality instructional and support services including programs, facilities, and open access for all who can benefit from instruction.” To fulfill its mission, West Los Angeles College’s additional delivery of online classes increases opportunities for access for our students. Improving Institutional Effectiveness: No change. Standard 2: Student Learning Programs and Services Instructional Programs: Online delivery methods increase students’ accessibility to education. Students now have additional options for access to the College’s high-quality programs. Those limited by their work schedules, transportation, distances and other factors can also access West’s classes and programs. Student Support Services: Development of online programs will require the College to determine how online students can best be supported, and this may require expansion of services. Student service supports are available to students enrolled in online courses, but West recognizes that as students rely increasingly on online access, the College must consider what parallel supports should be provided. Through the expanded College website, many academic resources are now available, including the college catalog, schedule, course descriptions, information on associate degrees and checklists of the transfer core curriculum which fulfills the lower division general education requirements for the California State University and the University of California. For high school students, the JumpStart page describes concurrent enrollment for interested high school students. Students can apply for admission, register for classes, go through an online orientation, purchase course textbooks, request assessment and counseling appointments, check grades and request a transcript – all online. At the Online Courses homepage, students can access an Online Writing Lab (OWL) as well as helpful hints for online students (see http://www.wlac.edu/online/helpfulhints.htm). Matriculation provides follow-up services to online students through the Academic Hurdlers program, which sends all online students a matriculation checklist. This gives students an opportunity to express various needs for student services. In addition, the dean of Student Activities has created an online electronic Frequently Asked Question page. Disabled student services offers some online accommodations for students with disabilities such as extended time on tests or assignments, if necessary; electronic text of books on CD; and liaison with instructors about enrollment in our program.


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The College’s financial aid website includes an online application, information on how to apply as well as information on eligibility, types of aid, scholarships, student loans, forms, grant application deadlines, how financial aid works and Board of Governors Grant (BOGG) Fee Waiver Information. West offers an online Writing Lab (OWL) and Tutorial Services to students. Using the same online course management system as is used for our online classes ETUDES NG, online tutoring is available, enabling students to toggle between their online classes and the tutorial services site. Spring 2005 data of online classes’ success report 79 per cent retention rate and a 54 per cent success (A, B, C, P) rate. Library and Learning Support Services: The Library provides a wide variety of learning resources to support the online student. These include electronic access to the library catalog, an e-book collection and a variety of periodical and research databases. Detailed information describing the variety of resources can be found at http://library.wlac.edu/. The home page includes tutorials on How to Use Online Databases and a Research Help Center and a listing of Library Services including a Library Orientation form. On the Library webpage under Online Research Tools, the Library also provides access to the online catalog and periodical and research databases. Library faculty have also developed an extensive library curriculum program of seven online Library Science courses two of which transfer to both UC/CSU and focus on the use of online resources such as the internet and specialized databases.

Library Science 88 – Business Resources on the Internet – 1 Unit This course provides an overview of the many business resources available on the internet, and elsewhere. The student will learn how and where to find information on companies, industries, stocks, securities markets, real estate, and on other business topics. Library Science 101 – Library Research Methods (UC:CSU) – 1 Unit Students will become familiar with the organization of the Library and the types of resources – both print and electronic – in the Library. Students will also learn to discriminate and select various types of resources in order to develop appropriate search strategies for research projects. Knowing which sources to use, and the most efficient ways of using them, will maximize the benefits of library research. Library Science 102 – Internet Research Methods (CSU) – 1 Unit Explore the World Wide Web. Learn to utilize general search engines and directories to locate the millions of home pages on the Internet. Obtain precise information with well-developed search strategies. Learn to apply critical standards to the sites you find on the Web. Library Science 103 – Information Literacy: Search Strategies, Tools and Resources (UC:CSU) – 2 Units Learn modern search strategies with the latest research tools that will enable the student to access information from resources in print and electronic format in any modern research library.


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Library Science 104 – Advanced Internet Research (CSU) – 1 Unit This class offers insights into advanced Internet search techniques; use of virtual libraries, mailing lists, Usenets and a discussion of substantial legal issues (i. e., copyright and intellectual property) surrounding the Web. Library Science 117 – Online Legal Research – 1 unit This class introduces paralegal students and interested laypersons to the wide array of primary and secondary legal sources on the Internet. It also provides an overview of Westlaw and/or Lexis/Nexis databases, and will prepare students to utilize their respective general search strategies and protocols. This course does not replace a traditional legal research class and assumes some familiarity with legal research and with computers on the part of the student. Such foreknowledge is not required to learn and benefit from the class. Library Science 130 – Travel and the Internet – 1 Unit This is an introductory Internet class on travel and tourism websites. It focuses on the many websites established by travel departments of the major countries of the world, and by travel businesses and agents. Students will learn about cruises, tours, discount fares, and vacations that are being made available to the fastest growing consumer group in the world: Internet users.

Standard 3: Resources Human Resources: All faculty and staff involved with online courses and programs will continue to meet all the minimum qualifications and be held to the same standard as regular faculty and staff, in accordance with applicable state codes. Instructors can take the ETUDES NG training at West free of charge. The costs are currently paid from a Title V grant, but soon the class will be offered for credit, and then the costs will be offset by apportionment income. Instructors also have the option to take the class online from Foothill College. The two-unit class costs $40, and instructors can be fully reimbursed by the West’s Academic Senate through the usual conference reimbursement procedure. Other training opportunities are paid by one of two Title V grants and are detailed in the Training section of the report, pages 17-19. In addition to the ETUDES NG hybrid training classes at West and the online classes from Foothill College that are currently available, the College is developing an Online Teaching Certification Program. See Appendix I. Physical Resources: The Distance Learning Program occupies a 1,068 square foot space on the fourth floor of the Library (HLRC). This upgraded facility includes space assigned to a part-time instructor who is responsible for the Online Courses and Weekend College websites, the Online Student Helpdesk and faculty training. In addition, faculty also have access to the Teaching & Learning Center (TLC), located in B6, next to the Information Technology Department. The TLC accommodates 16 participants, in addition to the trainer, and is equipped with computers, a large smart board and a printer. Part-time instructors also have access to a computer lab with six computers and a printer.


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Equipment for the Distance Learning Program and online instructors has been and continues to be a college priority. At the present time, six on-campus computers and 18 laptops/notebooks are assigned to the program. Through grant funding, the College plans to obtain nine computers for an additional training lab. Other dedicated equipment includes five printers and a fax machine. Technology Resources: The College’s technology plan along with that of the LACCD and the College’s Educational Master Plan, addresses the growing use of computer technologies in distance education as part of offering instruction in alternative modes of delivery to increase student access. Maintenance and upgrading of campus infrastructure and computers for faculty, staff and students all contribute to this effort. D. Financial Resources: The College currently contracts with and pays for an external service ETUDES NG to provide student and faculty access to online instruction. These direct costs are offset by apportionment income. The LACCD pays the salaries of the Information Technology Lead for SIS and Program Analyst. The institutional funding base, financial resources, and plans for financial development are adequate to support student learning programs and services, to improve institutional effectiveness, and to assure financial stability. The College has made a commitment to fund the development and offering of courses via online delivery to the same extent as for traditional courses.

Standard 4: Leadership & Governance Decision-Making Role & Processes: West Los Angeles College’s governance structure includes a Distributed/Distance Learning Committee (Distance Education Committee), comprised of a representative of the AFT Faculty Guild, five representatives of the Academic Senate and two alternates, one representing the AFT Faculty Guild and one representing the Academic Senate. The committee advises the College in its decision-making regarding distance learning issues. It is a standing committee of the Educational Policies and Standards Committee, which reports to the Academic Senate. The committee will discuss and refer any issues regarding working conditions and other labor issues to the appropriate bargaining unit(s). Thus, the Distributed/Distance Learning Committee, the Vice President of Academic Affairs and the Technology Committee all play important roles in decision making and planning. Priorities identified by the Distance Education Committee include: Review the Educational Standards and Policies Committee recommendations on Distance Learning in light of the current data Address issues of academic misconduct online Consider adopting the policies used by some LACCD Colleges by which each instructor has to pass a review of preparation before teaching a new class To work on Distance Learning issues raised by the College’s Educational Master Plan

B. Board and Administrative Organization: No change.


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TABLE 1 - CERTIFICATES AVAILABLE ENTIRELY ONLINE

Travel Skill Certificate – Basic Travel REQUIRED COURSES

UNITS

TRAVEL 100 Introduction to the Travel Industry*** 3 ELECTIVES 9 UNITS FROM THE FOLLOWING Any Travel Courses 9

TOTAL UNITS 12

ELECTIVES UNITS TRAVEL 110 Apollo Computer Reservations 3 TRAVEL 115 Sabre Computer Reservations 3 TRAVEL 130 Geography of North America, Hawaii, and the

Caribbean*** 3

TRAVEL 135 Geography of Europe and the Middle East*** 3 TRAVEL 137 Geography of Asia, Africa, South America, and the South

Pacific*** 3

TRAVEL 140 Travel Industry Sales, Service and Marketing*** 3 TRAVEL 155 Tour Escorting, Planning and Operations*** 3 TRAVEL 161 How to Run a Travel Business 3 TRAVEL 175 Meeting/Convention and Incentive Planning*** 3 TRAVEL 180 Cruise Sales Specialization*** 3 TRAVEL 186 Internet Travel Research 3 TRAVEL 200 Introduction to the Airline Industry*** 3 TRAVEL 300 Introduction to the Hospitality Industry*** 3 TRAVEL 311 Hospitality Marketing 3 TRAVEL 315 Hospitality Accounting 3 TRAVEL 320 Hospitality Law 3 TRAVEL 325 Guest Relations Management 3 TRAVEL 931 Cooperative Education/Travel (Internship) 3 ***Classes which are currently offered, or have been offered, online.


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Accounting - Certificate Of Completion REQUIRED COURSES

UNITS

ACCTG 1* Introductory Accounting I*** 5 ACCTG 2 Introductory Accounting II*** 5 ACCTG 15 Tax Accounting I*** 5 ACCTG 25 Automated Accounting*** 3 BUS 1 Introduction to Business*** 3 CO SCI 901 CAOT 35

Introduction to Computers and Their Use*** OR Word Processing: Concepts in Information Systems

3 3

LAW 1 Business Law I*** 3 ELECTIVES

9 UNITS FROM THE FOLLOWING

UNITS

ACCTG 16 Tax Accounting II*** 3 ACCTG 20 Managerial Accounting 3 LAW 2 Business Law II*** 3 ECON 1 Principles of Economics I*** 3 MGMT 1 Principles of Management 3 MKTG 1 Principles of Selling*** 3 MKTG 21 Principles of Marketing*** 3 TOTAL UNITS 34 *Accounting 21 plus Accounting 22 are the equivalent of Accounting 1. ***Classes which are currently offered, or have been offered, online.

Advanced Travel - Certificate Of Completion*

BASIC CERTIFICATE REQUIRED COURSES UNITS

TRAVEL 100 Introduction to the Travel Industry*** 3 ELECTIVES 9 UNITS FROM THE FOLLOWING Any Travel Courses 9 TOTAL UNITS 12

*ELECTIVES

TRAVEL 110 Apollo Computer Reservations 3 TRAVEL 115 Sabre Computer Reservations 3 TRAVEL 130 Geography of North America, Hawaii, and the

Caribbean*** 3

TRAVEL 135 Geography of Europe and the Middle East*** 3 TRAVEL 137 Geography of Asia, Africa, South America, and

the South Pacific*** 3

TRAVEL 140 Travel Industry Sales, Service and Marketing*** 3 TRAVEL 155 Tour Escorting, Planning and Operations*** 3 TRAVEL 161 How to Run a Travel Business 3 TRAVEL 175 Meeting/Convention and Incentive Planning*** 3 TRAVEL 180 Cruise Sales Specialization*** 3


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TRAVEL 186 Internet Travel Research 3 TRAVEL 200 Introduction to the Airline Industry*** 3 TRAVEL 300 Introduction to the Hospitality Industry*** 3 TRAVEL 311 Hospitality Marketing 3 TRAVEL 315 Hospitality Accounting 3 TRAVEL 320 Hospitality Law 3 TRAVEL 325 Guest Relations Management 3 TRAVEL 931 Cooperative Education/Travel (Internship) 3 ***Classes which are currently offered, or have been offered, online. *To earn this certificate, you must complete the 12 unit requirement for the Skill Certificate - Basic and then complete an additional (and different) 18 units of Travel courses, selected from the above list, for a total of 30 units.

Business - Certificate Of Completion

REQUIRED COURSES UNITS ACCTG 1 ACCTG 21 ACCTG 22

Introductory Accounting*** OR Bookkeeping & Accounting I*** AND Bookkeeping & Accounting II***

5

3

3 CO SCI 901 Introduction to Computers and Their Use*** 3 BUS 1 Introduction to Business*** 3 BUS 32 Business Communications*** 3 BUS 38 Business Computations*** 3 LAW 1

Business Law I*** 3

MGMT 1 MKTG 1

Principles of Management**** OR Principles of Selling***

3

3 MKTG 21 Principles of Marketing*** 3 REAL ES 1 Real Estate Principles*** 3

TOTAL UNITS 29

*Accounting 21 plus Accounting 22 are the equivalent of Accounting 1. ***Classes which are currently offered, or have been offered, online. ****Classes which will be offered online in 2008.


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Real Estate - Certificate Of Completion REQUIRED COURSES UNITS REAL ES 1 Real Estate Principles*** 3 REAL ES 3 Real Estate Practices*** 3 REAL ES 5 Legal Aspects of Real Estate I*** 3 REAL ES 7 Real Estate Finance I*** 3 REAL ES 9 Real Estate Appraisal I*** 3 REAL ES 21 Real Estate Economics*** 3

ELECTIVES 6 UNITS FROM THE FOLLOWING

REAL ES 10 Real Estate Appraisal II 3 REAL ES 14 Property Management*** 3 ACCTG 1 ACCTG 21 ACCTG 22

Introductory Accounting I*** OR Bookkeeping and Accounting I*** AND Bookkeeping and Accounting II***

5

3

3 LAW 1 Business Law I*** 3

TOTAL UNITS 24 *Accounting 21 plus Accounting 22 are the equivalent of Accounting 1. ***Classes which are currently offered, or have been offered, online..


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TABLE 2 - CERTIFICATES SOON TO BE AVAILABLE ENTIRELY ONLINE

Computer Network Management Skill Certificate

REQUIRED COURSES UNITS

CO SCI 965 Introduction to Computer Networks*** 3 CO SCI 967 CO SCI 981

Introduction to Windows Operating Systems OR Administering Computer Networks and Security****

3 3

CO SCI 982 Introduction to Microsoft Server Operating System*** 4 CO SCI 983 Introduction to Microsoft TCP/ IP*** 3 CO SCI 984 Introduction to Windows Active Directory Services*** 3

TOTAL UNITS 16

***Classes which are currently offered, or have been offered, online. ****Classes which will be offered online in 2008.

Computer Network Security Skill Certificate


CO SCI 980 Introduction to Computer and Information Security I*** 3 CO SCI 981 Administering Computer Networks and Security**** 3 CO SCI 983 Introduction to Microsoft TCP/ IP*** 3 CO SCI 984 Introduction to Windows Active Directory*** 3 CO SCI 985 Computer Network and Information System Security *** 3

TOTAL UNITS 15


Computer Network And Security Management Certificate Of Completion REQUIRED COURSES CO SCI 934 CS935

Operating System**** OR Linux Operating System ***

3

CO SCI 965 Introduction to Computer Networks*** 3 CO SCI 972 Introduction to Cisco Network Fundamentals*** 3 CO SCI 974 Introduction to Cisco Routers*** 3 CO SCI 980 Introduction to Computer and Information Security I*** 3 CO SCI 981 Administering Computer Networks and Security **** 3 CO SCI 982 Introduction to Microsoft Server Operating System*** 3 CO SCI 983 Introduction to Microsoft TCP/ IP*** 3 CO SCI 984 Introduction to Windows Active Directory Services*** 3 CO SCI 985 Network and Information System Security *** 3

TOTAL UNITS 30



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TABLE 3 - CERTIFICATES AVAILABLE 50% - 88% ONLINE Computer Applications and Office Technologies General Office Certificate of Completion

REQUIRED COURSES UNITS CAOT 1 Computer Keyboarding I*** 3 CAOT 2 Computer Keyboarding II 3 BUS 31 Business English*** 3 BUS 32 Business Communications*** 3 CAOT 35 Word Processing Concepts in Information Systems 3 CAOT 39 Word Processing: Keyboarding and Operations 3 ACCTG 21 Bookkeeping & Accounting*** 3 ACCTG 25 Automated Accounting Methods and Procedures*** 3 ELECTIVES PLUS 6 UNITS FROM THE FOLLOWING Any CAOT courses (only CAOT 1A***,1B*** are 1C*** are offered online) 6

TOTAL UNITS 30 RECOMMENDED UNITS

CAOT 101 Hands-On Internet 1 ***Classes which are currently offered, or have been offered, online.

Jewish Studies Skill Certificate REQUIRED COURSES UNITS JEWISH 3 Contemporary Hebrew Literature in Translation 3 JEWISH 6 American-Jewish Literature*** (Same as English 233) 3 JEWISH 26 Survey of Jewish Thought and Culture*** 3 JEWISH 27 Holocaust: A Prototype of Genocide*** 3 ENGLISH 127 Creative Writing***(Section on Jewish Thought, or Writing in

Jerusalem) 3

TOTAL UNITS 15

***Classes which are currently offered, or have been offered, online.

Real Estate - Skill Certificate

REQUIRED COURSES UNITS REAL ES 1 Real Estate Principles*** 3 REAL ES 3 Real Estate Practices*** 3 ACCTG 21 Bookkeeping & Accounting*** 3 BUS 38 Business Computations*** 3 REAL ES 4 Real Estate Office Administration*** 3 CAOT 75A Word Processing: Equip. Operation A 1 CAOT 101 Hands-On Internet 1

TOTAL UNITS 17 ***Classes which are currently offered, or have been offered, online.


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TABLE 4 - ASSOCIATE DEGREE MAJORS AVAILABLE 50% - 100% ONLINE

Accounting - Associate In Arts Degree

REQUIRED COURSES

UNITS

ACCTG 1* Introductory Accounting I*** 5 ACCTG 2 Introductory Accounting II*** 5 ACCTG 25 Automated Accounting*** 3 BUS 32 Business Communications*** 3 CO SCI 901 CAOT 35

Introduction to Computers and Their Use*** OR Word Processing: Concepts in Information Systems

3

3 LAW I Business Law I*** 3 ECON 1 Principles of Economics I*** 3 ECON 2 Principles of Economics II*** 3 MKTG 1 Principles of Selling*** 3

AND

ELECTIVES

(9 UNITS FROM THE FOLLOWING)

UNITS

ACCTG 15 Tax Accounting I*** 3 ACCTG 20 Managerial Accounting 3 LAW 2 Business Law II*** 3 MGMT 1 Principles of Management**** 3 MKTG 21 Principles of Marketing*** 3 TOTAL UNITS 40

*Accounting 21 plus Accounting 22 are the equivalent of Accounting 1.



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Administration Of Justice - Associate In Arts Degree

REQUIRED COURSES FIRST SEMESTER

UNITS

ADM JUS 1 Introduction to Administration of Justice*** 3 ADM JUS 2 Concepts of Criminal Law*** 3 ADM JUS* Elective*** 3 ENG 101* College Reading and Composition I*** 3 POL SCI 1* The Government of the United States*** 3 SECOND SEMESTER ADM JUS 3 Legal Aspects of Evidence 3 ADM JUS 4 Principles and Procedures of the Justice System*** 3 ADM JUS 6 Patrol Procedures 3 MATH 115 Elementary Algebra*** 5 SOC 1* PSYCH 1*

Introduction to Sociology OR General Psychology I***

3

3

ADM JUS 5

Criminal Investigation

3

ADM JUS 8 Juvenile Procedures *** 3 ADM JUS 75 Introduction to Corrections*** 3 HEALTH 11* Principles of Healthful Living*** 3 SPANISH 1* Elementary Spanish I*** 5

FOURTH SEMESTER ADM JUS 14 Report Writing for Peace Officers*** (See ENGLISH 130) 3 ADM JUS 67 Community Relations I*** 3 CO SCI 901* Introduction to Computers and Their Use*** 3 PSYCH 2* General Psychology II 3 ADM JUS* Elective*** 3 PHYS ED Physical Education 1

TOTAL UNITS 36 *Recommended courses for the Administration of Justice Major ***Classes which are currently offered, or have been offered, online.


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Administration Of Justice - Associate In Arts Degree Transfer Option ADMINISTRATION OF JUSTICE TRANSFER COURSES (Select Option 1 or 2)

OPTION 1: (DESIGNED FOR THE GENERAL CSU TRANSFER STUDENT) UNITS ADM JUS 1

Introduction to Administration of Justice***

3

ADM JUS 2 Concepts of Criminal Law*** 3 ADM JUS 3 Legal Aspects of Evidence 3 ADM JUS 4 Principles and Procedures of the Justice System*** 3 ADM JUS 67 Community Relations*** 3 ADM JUS 75 Introduction to Corrections*** 3

TOTAL UNITS 18

OPTION 2: (DESIGNED FOR THE CSULA LOWER DIVISION REQUIREMENTS) UNITS ADM JUS 1

Introduction to Administration of Justice***(CSU-Crim 101)

3

ADM JUS 2 Concepts of Criminal Law*** (CSU-Crim 126) 3 ADM JUS 4 Principles and Procedures of the Justice System***

(CSU Crim 203)

3 ADM JUS 75 Introduction to Corrections*** (CSU Crim 201) 3 ADM JUS 160 Police Organization and Administration***

(CSU Crim 202)

3 ADM JUS Transfer Elective*** 3

TOTAL UNITS 18 ELECTIVES Sociology 1 or Psychology 1*** are recommended “related disciplines” ***Classes which are currently offered, or have been offered, online.


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Business - Associate In Arts Degree


Introductory Accounting I*** OR Bookkeeping & Accounting I*** AND Bookkeeping & Accounting II***

5

3

3 CSIT 901 Introduction to Computers and Their Use*** 3 BUS 1 Introduction to Business*** 3 BUS 31 Business English 3 BUS 32 Business Communications*** 3 BUS 38 Business Computations*** 3 LAW 1 Business Law I*** 3 MGMT 1 Principles of Management*** 3 MGMT 13 Small Business Entrepreneurship 3 MKTG 1 Principles of Selling*** 3 MKTG 21 Principles of Marketing*** 3 REAL ES 1 Real Estate Principles*** 3

TOTAL UNITS 38

RECOMMENDED COURSES UNITS

CAOT 101 Hands-On Internet 1 MGMT 2 Organization and Management Theory*** 3 REAL ES 18 Real Estate Investments 3 *Accounting 21 plus Accounting 22 are the equivalent of Accounting 1. ***Classes which are currently offered, or have been offered, online.

Business Administration - Associate In Arts Degree


Introductory Accounting I*** OR Bookkeeping & Accounting I*** AND Bookkeeping & Accounting II***

5

3

3 ACCTG 2 Introductory Accounting II*** 5 BUS 1 Introduction to Business*** 3 BUS 32 Business Communications*** 3 CO SCI 901 Introduction to Computers and Their Use*** 3 ECON 1 Principles of Economics I*** 3 ECON 2 Principles of Economics II*** 3 LAW 1 Business Law*** 3 MGMT 1 Principles of Management*** 3 MATH 236 Calculus for Business and Social Sciences 5

TOTAL UNITS 36 RECOMMENDED COURSES UNITS

BUS 31 Business English*** 3 CO SCI 934 Operating Systems*** 3 LAW 2 Business Law II*** 3


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MGMT 2 Organization and Management Theory*** 3 MKTG 21 Principles of Marketing*** 3 *Accounting 21 plus Accounting 22 are the equivalent of Accounting 1. ***Classes which are currently offered, or have been offered, online.

Computer Applications and Office Technologies Associate In Arts Degree - Word Processing Option

REQUIRED COURSES UNITS BUS 1 Introduction to Business*** 3 BUS 38 Business Computations*** 3 ACCTG 21 Bookkeeping & Accounting*** 3 ACCTG 25 Automated Accounting Methods and Procedures*** 3 CAOT 2 Computer Keyboarding II 3 CO SCI 901 Introduction to Computers and Their Use*** 3 BUS 31 Business English*** 3 BUS 32 Business Communications*** 3 CAOT 35 Word Processing: Concepts in Information Systems 3 CAOT 39 Word Processing: Keyboarding and Operations 3 ELECTIVES PLUS 9 UNITS FROM THE FOLLOWING Any CAOT courses (only CAOT 1A***,1B*** are 1C*** are offered online) 9

TOTAL UNITS 39


CAOT 101 Hands-On Internet 1 LAW 1 Business Law 1*** 3 CO SCI 934 Operating Systems 3 ***Classes which are currently offered, or have been offered, online.

Economics - Associate In Arts Degree REQUIRED COURSES UNITS ACCTG 1 Introductory Accounting I*** 5 ECON 1 Principles of Economics I*** 3 ECON 2 Principles of Economics II*** 3 MATH 227 Statistics 4 MATH 235 Finite Mathematics 5 TOTAL UNITS 20


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English - Associate In Arts Degree REQUIRED COURSES UNITS ENGLISH 101 College Reading and Composition I*** 3 ENGLISH 102 College Reading and Composition II*** 3 ENGLISH 103 Composition and Critical Thinking*** 3 AND

ELECTIVES 9 UNITS FROM THE FOLLOWING ENGLISH 127 Creative Writing*** 3 ENGLISH 203 World Literature I 3 ENGLISH 204 World Literature II 3 ENGLISH 205 English Literature I 3 ENGLISH 206 English Literature II 3 ENGLISH 209 California Literature*** 3 ENGLISH 211 Fiction*** 3 ENGLISH 215 Shakespeare I*** 3 ENGLISH 219 The Literature of American Ethnic Groups 3 ENGLISH 233 American-Jewish Literature*** 3 ENGLISH 234 African-American Literature I 3 ENGLISH 239 Women in Literature*** 3 ENGLISH 254 The Latin-American Short Story 3 TOTAL UNITS 18


SPEECH 135 Storytelling 3 THEATER 100 Introduction to the Theater*** 3 THEATER 110 History of the World Theater*** 3 THEATER 130 Playwriting*** 3 THEATER 240 Voice and Articulation for the Theater 3 THEATER 505 History of Motion Pictures 3 ***Classes which are currently offered, or have been offered, online.

History - Associate In Arts Degree


HISTORY 1 Introduction to Western Civilization I 3 HISTORY 2 Introduction to Western Civilization II 3 HISTORY 11 Political & Social History of the U.S I*** 3 HISTORY 12 Political & Social History of the U.S. II*** 3

ELECTIVES 6 UNITS FROM THE FOLLOWING

ANTHRO 101 ANTHRO 102

Human Biological Evolution OR Human Ways of Life: Cultural Anthropology

3

3 ECON 1 Principles of Economics I*** 3 GEOG 1 Physical Geography 3 POL SCI 1 The Government of the United States*** 3 TOTAL UNITS 18



PAGE 43

Liberal Arts - Associate In Arts Degree - 60 Units Requires completion of the coursework required for a given general education (GE) core (student must choose the West Los Angeles College GE, the CSU GE, or the IGETC option) and complete a minimum of 18 additional units of coursework within a chosen area of emphasis. Students must also complete all other West Los Angeles College graduation requirements, as well as any electives that may be necessary in order to complete the required 60 units for the Associate degree.

PLAN A Using Graduation Plan A as described in the catalog, take at least three additional units from each of the following areas:

UNITS

A. NATURAL SCIENCES: Anatomy 1� Anthropology 101, 111*; Astronomy 1;Biology 3A&3B*, 4, 5, 10� ; Chemistry 101� , 60� , 51� ; Earth Science 1; Environmental Science 1, 2; Geography 1, 3**; Geology 1; Meteorology 3**; Oceanography 1; Physical

Science 1; Physics, 6� , 7� , 12, 37� ; Physiology 1� ; Psychology 2

3

B. SOCIAL AND BEHAVIORAL SCIENCES:

1. At least 3 units in American Institutions to be met from: African American Studies 4, 5; Chicano 8; History 11***, 12***, 13, 14, 41,42, 43, 44; Political Science 1***

3

2. At least 3 units in other Social Sciences to be met from: Administration of Justice 4***; African-American Studies 2, 4, 5; Anthropology 102, 103, 121;Child Development 1; Economic 1***, 2***; Geography 2, 7; History 1, 2, 25, 29; Law 1***; Political Science 2, 4***, 7, 14; Psychology 1***; Sociology 1, 2, 11; Speech 122

3

3. At least 3 additional units from 1 and/or 2, above 3

C. HUMANITIES: Art 101***, 102***, 103***, 109, 201, 501, 708, 709; Cinema 1, 3, 5,107; English-Any literature course in the 200 series; Foreign Language-any 5*** unit or 3*** unit class; French 10; History 40; Humanities 1, 5, 30***, 31, 60, 61, 72, 73, 77; Music 101***, 111***, 112, 121***,133, 141; Philosophy 1***, 3, 20, 33, 41; Theater 100***, 110***, 505

3

D. LANGUAGE AND RATIONALITY:

1. At least 3 units from English 28***, 31, 101***; Journalism 101 (completed with a "C” grade or better)

3 2. Communication and Analytical Thinking – at least 6 semester units from the following courses: Computer Science 901***, 902***, 906, 913, 915, 917***, 933, 934***, 936***, 938; English 102***, 103***; Math 125***, 215, 225, 227, 235, 236, 241, 245, 260, 261, 262, 263, 270, 275; Philosophy 6***, 8***, 9; Speech 101, 104, 121***, 151***

6

3. At least 3 additional units from 1 and/or 2, above 3

E. HEALTH AND PHYSICAL EDUCATION:

1. Health 11*** (3 units) AND a Physical Education Activity (1 unit) or 2. Health 2 (3 units) or Authorized Physical Education activity exemptions include:

a. Medical exemption b. Proof of completion of basic training in one of the armed forces of the U.S.

c. By petition (Board Rules Ch 6, Art IV, 6406)

3

F. MATHEMATICS: Math 115*** (Elementary Algebra) or Math 117 & 118 combined, or higher, with a “C” grade or better (See Mathematics Competency)

MATHEMATICS COMPETENCY REQUIREMENT: Completion of one of the following courses (or its equivalent at another college) with a grade of “C” or better: Math 115***, 116, 117 & 118, 119, 146, 147, or higher math class; Computer Technology 60; Electronics 10, 12, 14; General Engineering Technology 121; Engineering Technology 49, 50, 51; or Statistics OR Achievement of a score of 15 or higher on the District Mathematics Competency Examination. (Board Rule 6201.12/6201/14)

(***) Offered Online ( ** ) Credit for only one course ( * ) Laboratory course ( � ) Course with a laboratory component

DOUBLE COUNTING NOTE: Courses may satisfy a general education requirement AND at the same time a requirement for the major up to a maximum of five courses. A minimum of 60 units, however, must be completed for a degree.


PAGE 44

Marketing - Associate In Arts Degree

REQUIRED COURSES UNITS ACCTG 1 Introductory Accounting I*** 5 BUS 1 Introduction to Business*** 3 BUS 31 Business English 3 BUS 32 Business Communications*** 3 BUS 38 Business Computations*** 3 CO SCI 901 Introduction to Computers and Their Use*** 3 LAW 1 Business Law I*** 3 MGMT 1 Principles of Management**** 3 MGMT 6 Public Relations 3 MKTG 1 Principles of Selling*** 3 MKTG 21 Principles of Marketing*** 3

TOTAL UNITS 35

RECOMMENDED COURSE UNITS

MGMT 13 Small Business Entrepreneurship 3 ***Classes which are currently offered, or have been offered, online. ****Classes which will be offered online in 2008.

Philosophy - Associate In Arts Degree REQUIRED COURSES UNITS PHILOS 1 Introduction to Philosophy*** 3 PHILOS 20 Ethics 3 PHILOS 8 PHILOS 9

Deductive Logic*** OR Symbolic Logic I

3 3

AT LEAST 9 UNITS FROM THE FOLLOWING ANTHRO 102 Human Ways of Life: Cultural Anthropology 3 ECON 1 Principles of Economics I*** 3 ENGLISH 203 World Literature I 3 ENGLISH 204 World Literature II 3 HISTORY 1 Introduction to Western Civilization I 3 HISTORY 2 Introduction to Western Civilization II 3

TOTAL UNITS 18 ***Classes which are currently offered, or have been offered, online.


PAGE 45

Political Science - Associate In Arts Degree

REQUIRED COURSES UNITS HISTORY 11 HISTORY 12

Political and Social History of the United States I*** OR Political and Social History of the United States II***

3

3 POL SCI 1 The Government of the United States*** 3 POL SCI 2 Modern World Governments 3 POL SCI 7 Contemporary World Affairs*** 3 AND

6 UNITS FROM THE FOLLOWING

ANTHRO 101 SOC 1

Human Biological Evolution OR Introduction to Sociology

3

3 ECON 1 Principles of Economics I*** 3 HISTORY 1 HISTORY 2

Introduction to Western Civilization I OR Introduction to Western Civilization II

3

3 POL SCI 4 POL SCI 8

Introduction to State and Local Governments*** OR The Modern Far East – Politics of the Pacific Rim

3

3 TOTAL UNITS 18


Real Estate - Associate In Arts Degree REQUIRED COURSES UNITS REAL ES 1 Real Estate Principles*** 3 REAL ES 3 Real Estate Practice*** 3 REAL ES 5 Legal Aspects of Real Estate I*** 3 REAL ES 7 Real Estate Finance I*** 3 REAL ES 9 Real Estate Appraisal I*** 3 REAL ES 21 Real Estate Economics*** 3 SELECT SPECIALIZATION DESIRED (12 UNITS FROM THE FOLLOWING) REAL ES 14 Property Management*** 3 REAL ES 16 Income Tax Aspects of Real Estate 3 REAL ES 18 Real Estate Investments I*** 3 MGMT 2 Organization & Management Theory*** 3 MKTG 1 Principles of Selling 3 ACCTG 1 ACCTG 21 ACCTG 22

Introductory Accounting I*** OR Bookkeeping and Accounting I*** AND Bookkeeping and Accounting II***

5

3

3 LAW 1 Business Law I*** 3

TOTAL UNITS 30 *Accounting 21 plus Accounting 22 are the equivalent of Accounting 1. ***Classes which are currently offered, or have been offered, online..


PAGE 46

Spanish - Associate In Arts Degree

REQUIRED COURSES UNITS SPANISH 1 Elementary Spanish I*** 5 SPANISH 2 Elementary Spanish II*** 5 SPANISH 3 Intermediate Spanish I*** 5 SPANISH 8 Conversational Spanish 2 SPANISH 101 Spanish Language Laboratory*** 1 TOTAL UNITS 18

RECOMMENDED UNITS

ENGLISH 204 World Literature II 3 ***Classes which are currently offered, or have been offered, online.

Travel - Associate In Arts Degree REQUIRED COURSES UNITS TRAVEL 100 Introduction to the Travel Industry*** 3 AND AT LEAST 33 UNITS FROM THE FOLLOWING

TRAVEL 110 Apollo Computer Reservations 3 TRAVEL 115 Sabre Computer Reservations 3 TRAVEL 130 Geography of North America, Hawaii, and the Caribbean***

3

TRAVEL 135 Geography of Europe and the Middle East*** 3 TRAVEL 137 Geography of Asia, Africa, South America, and the South

Pacific*** 3

TRAVEL 140 Travel Industry Sales, Service and Marketing*** 3 TRAVEL 155 Tour Escorting, Planning and Operations*** 3 TRAVEL 161 How to Run a Travel Business 3 TRAVEL 175 Meeting/Convention and Incentive Planning*** 3 TRAVEL 180 Cruise Sales Specialization*** 3 TRAVEL 186 Internet Travel Research 3 TRAVEL 200 Introduction to the Airline Industry*** 3 TRAVEL 300 Introduction to the Hospitality Industry*** 3 TRAVEL 931 Cooperative Education/Travel (Internship) 3 TOTAL UNITS 36



PAGE 47

Appendix A

West Los Angeles College 2006 – 2008 Catalog

Please see hard copy/CD included in this package.


PAGE 48

Appendix B

2002 – 2008 Educational Master Plan


PAGE 49


PAGE 50


PAGE 51


PAGE 52


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Appendix C

DIVISIONAL PROGRAM REVIEW AND UNIT PLAN EXCERPTS REGARDING DISTANCE LEARNING

Behavioral & Social Sciences 2004 - 2005 Unit Plan Goals More online classes should be offered. A full-time on-line instructor is needed to train the rest of the division in the use of online courses. This reduces the impact to the college and at the same time increases revenue. 2006 - 2007 Unit Plan Goals Objective: Online training for faculty

Business 2006 - 2007 Unit Plan Goals ETUDES training to more faculty who are willing to teach online; increase stipends for developing online courses. Measurable Outcomes Offer entire programs with online components, e.g., Real Estate courses all online and in class. Critical Action Needed Update curriculum and Coordinate with Distance Ed Director for ETUDES training.

Computer Science & CAOT 2005 - 2006 Comprehensive Program Review Existing CS 901, CS 902, CS 936, CS 939, and CS965 classes have been offered as “online” classes using the Etudes system.

Office of Academic Affairs

2004 - 2005 Accomplishments Identify what actions were taken that contributed to unit’s meeting the goals of your program? Expansion of online classes What actions will continue to achieve the desired outcomes based on the unit’s goals? The support of the online classes needs to be carefully developed and maintained. The college needs to develop best practices for online classes to ensure integrity of offerings. 2006 - 2007 Goals Develop system for online support services


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Measurable Outcomes Develop plan for system and its implementation Critical Action Needed

Through Title V develop online student support system

Humanities & Fine Arts 2004 - 2005 Accomplishments Successful launch of Distance Learning classes in Art Appreciation, Humanities, Music and Spanish this year. Alice Taylor – Art Appreciation Online, Norma Jacinto – Spanish Online and Kurt Festinger – Music Online. Art Appreciation Online, Blake and Huotari. (Adjuncts) Art 103, Humanities and Spanish areas have elected to present course offerings through an online format.

Language Arts 2003 - 2004 Comprehensive Program Review Additional faculty have expressed interest in putting their courses on-line. Develop online sections of Speech 121-Interpersonal Communication. and Speech 122, Communications Across Cultures – designated as a proposed action Develop a Jewish Studies major online – designated as a proposed action Reach broader student audiences via online instruction – designated as a proposed action Conclusion - Looking at both the 2002/2003 and the current 2003/2004 objectives, what might you include in your 2004/2005 unit plan and why? Although the pressure of dwindling budget allocations haunts our division, we are on a trajectory of growth because of a strengthening alliance with technology: an increasing number of courses will be taught online, providing access to students around the globe. In one discipline, Jewish Studies, we are planning an A.A. degree program, which will be available via distance learning

2004 - 2005 Program Review Accomplishments Identify what actions were taken that contributed to unit’s meeting the goals of your program? Train more faculty in distance learning Students whose employment, geographic boundaries and family obligations prevent them from attending classes on campus require more courses taught online. Students who participated in marketing focus groups in early Fall 2005 were enthusiastic about online classes. What actions will continue to achieve the desired outcomes based on the unit’s goals? Two full-time faculty members and four adjuncts have taken training and are scheduled to teach online, in addition to one full-time instructor who teaches exclusively online. One ESL instructor has developed an online Learning Skills/ESL course and another online ESL course (6B) was developed by an adjunct ESL faculty member.


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Recruit more faculty to enroll in online training We have quadrupled the number of Language Arts instructors trained to deliver online courses 2005 - 2006 Program Review Accomplishments Identify what actions were taken that contributed to unit’s meeting the goals of your program?

A.) Increase online offerings to provide more opportunities for more students to enroll. B.) Faculties were encouraged to get ETUDES training and experience teaching online.

What actions will continue to achieve the desired outcomes based on the unit’s goals? A.) Several English courses that have not met enrollment targets on campus have drawn imposing

enrollment when offered online. English 127, Creative Writing, is one example. The campus section had to be cancelled three semesters in a row. Online, the class closes at 40. Most of the literature classes are now offered online. Multiple sections of English 28, 101 and 103 are filling. English 21 is being offered online for the first time in Fall ’05.

Speech 121, Interpersonal Communication, was offered for the first time in Fall ’04. The class closed immediately; an additional 300 students attempted to enroll. Three sections of the course were offered online during the winter session, accounting for 13 percent of the entire college enrollment two weeks before the semester began. Three more sections were offered in Spring’05; all filled to capacity, and an additional section was opened in the late spring semester. Speech 151, Small Group Communication, was offered for the first time in Summer ’06. The class filled immediately, and a second section was opened and filled. Additional sections of both speech classes have been opened for Fall ’05.

The enrollment has also increased in Jewish Studies as a result of taking the discipline online. In Fall 2005, 44 students signed up for Jewish Studies 26: Survey of Jewish Thought and Culture.

B.) Offer more online classes. 2005 - 2006 Unit Plan Goals Measurable Outcomes An increasing number of students are under-prepared for the rigorous reading, writing and critical thinking skills necessary to fulfill transfer requirements and career entrance and advancement. Critical Action Needed We must continue to make courses available in proper sequence and to offer these courses in a variety of time slots and via a variety of delivery modes. Offering classes at various times and days, for example adding sections on Fridays and Saturdays will help generate more FTES. This scheduling in addition to increasing the number of online classes will provide options to an extended base of potential students. Appropriate speech courses need to be made more available to students. Two courses, Interpersonal Communication and Small group Communication, are being offered online. Additional classes that do not require performance should be developed for online delivery. It is tempting to ask that we offer more literature courses on campus. However, these classes are most successful taught online. Several should be offered every semester.


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Language Arts enthusiastically supports online instruction, recognizing the benefits to the students and to the college in terms of generating FTES. We plan to offer additional sections of English composition at every level together with more literature and intensive grammar. The initial offering of Speech 121, Interpersonal Communication, has proven to be so successful that multiple sections have been offered to meet the demand. As soon as Speech 151, Small group Communication, was introduced online, a second section had to immediately be opened. ESL plans to offer online classes. 2006 - 2007 OBJECTIVES Hire two tenure-track English instructors, who would be capable of teaching all core classes from the developmental through critical thinking. These instructors must be able to teach on campus and online and be versed in classroom technology. Hire a speech instructor, who is experienced in teaching communication classes on campus and online. To ensure that we remain in the forefront of delivering standard-based, state-of-the art distance ed classes, our online English specialist should be granted reassigned time to assist in instructional design as well as create and revise course outlines and train other faculty. Language Arts is proud to be in the forefront of integrating technology to provide quality instruction. More faculty will be encouraged to train in the use of both distance ed and classroom technology such as the smart board.

Library and Learning Resources 2001 - 2002 Unit Plan “Students complain to me that they are unable to enroll in my Information Literacy class as the time conflicts with other classes. I’m developing an online version to enable students to study and learn the research skulls required to be educationally successful at a time convenient to them. This course will be in the fall 2002 class schedule.”


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Appendix D

WEST LOS ANGELES COLLEGE PROGRAM REVIEW AND UNIT PLAN

2006-2007

Distance Learning Eric Ichon Academic Division Division Chair

SIGNED COPY DUE BY FRIDAY, SEPTEMBER 22, 2006 to Cathy Froloff, Mailbox # 219B

ACADEMIC PROGRAMS Evidence based decision making as a result of program review should drive planning and budget allocation and is one of the key recommendations of the Accreditation Commission. The following is a Unit Plan and Program Review Cycle Guide. The Program Review corresponds to the Unit Plan of the same color. For example, during the year 2006-07, the Program Review in “Brown” will be used to evaluate how well the college unit fulfilled the 2005-06 Unit Plan Goals in “Brown” that were written in the year 2004-05.

2004-05 2005--06 2006-07 2007-08

Program Review for

2003-2004

Program Review for 2004-2005



Operational plans for 2004-

2005


2006


2007


2008

Unit plan for 2005-2006

Unit plan for 2006--2007




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PROGRAM REVIEW SECTION ONE (Based upon 2005-2006 unit plans)

Instructions: This document adds the data component into the Program Review instrument and the Unit Plan Guide in preparation for making the entire process online in 07/08. This document also incorporates the four standards of accreditation into the Master Plan objectives to ensure institutional effectiveness. Program Review and Unit Plan are activities that are now combined into one cohesive document that directly align with both the Master Plan and Student Learning Outcomes. The Master Plan focuses on three major areas of the college: I. Student Success – The student success strategy is to engage students in a diverse array of

program and service designed to meet his or her educational goals. II. Human Resources and Organizational Development, Financial Health, and Information Technology are infrastructures that offer support to enhancing organizational effectiveness.

III. Marketing and Outreach are efforts for achieving program and financial goals. Please review the Educational Master Plan at http://www.wlac.edu/masterplan/college_masterplan.html that provides more of an in-depth direction the college intends to implement.

Last Year’s Goal for 2005-2006

Review last year’s unit plan on Form 3 and write down the unit objectives, each outcome, and check whether it was met or not.

Were Objectives Met?

2005-2006 OBJECTIVES Measurable Outcome Yes No

Work with the Title V Grant Coordinator to develop online counseling and tutorial services.

Completion of counseling and tutorial services web page development by Fall 2005.

X Counseling website

X Tutoring website

Hire a full-time Distance Learning Program Office Assistant in order to provide clerical support for online instructors and increased technical support for online students. Clerical support is needed to ensure that student receive preliminary login instructions in addition to information about available web-based resources that increase student success. These resources include an ETUDES orientation as well as information bout Technical requirements and Helpful Hints.

Create and fill position. X

Send welcome letters to all enrolled online students

Welcome letters sent via email or by U.S. Post.

X


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ACCOMPLISHMENTS

Please identify accomplishments for that year and the actions taken that contributed to meeting your program goals?

What actions will continue to assure success?

Work with the Title V Grant Coordinator to develop online counseling services.

The Counseling Chair has agreed to let us attend one of their meetings in mid-November where we hope to establish a specific plan and timeline for the development of additional online counseling resources.

The website was updated to include Counselor and Counseling contact information, links to various student services: admissions, assessment, orientation, counseling, enrollment, articulation, assist.org, course equivalency charts and graduation plans.

Continued funding for web development of interactive online counseling services.

Send welcome letters to all enrolled online students

Division chairs should encourage their online instructors to send welcome letters and should ensure that they all have access to their rosters online.

AREAS TO IMPROVE Please identify factors that contributed to unmet unit goals?

What actions can be taken to achieve the desired outcomes based on your unit’s goals?

Work with the Title V Grant Coordinator to develop online tutorial services.

This objective was not funded, but will be this fiscal year. We are working with the Grant Coordinator, Tutorial Services staff and the website developer to plan for completion of this objective by February 2007.

Make any necessary adjustments based upon your current unit plan for 2006-07


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PART II - HUMAN RESOURCES, FINANCIAL HEALTH, AND TECHNOLOGY (Resources)

Last Year’s Goal for 2005-2006

From unit plan form 3 Were Objectives met?


Hire a full-time Distance Learning Program Senior Office Assistant.

Create and fill position. X

Train Distance Learning Program staff to develop and maintain the Online Classes website to ensure that the information is accurate and up to date.

Secure independent access to college server.

X

ACCOMPLISHMENTS

AREAS TO IMPROVE

Please identify factors that contributed to unmet unit goals?

What actions can be taken to achieve the desired outcomes based on the unit’s goals?


This position will again be included in this year’s unit plan (happy 6

th anniversary!). Although there is

administrative support for this position we still need to secure funding.

Please identify what actions were taken that contributed to unit’s meeting the goals of your program?

What actions will continue to achieve the desired outcomes based on the unit’s goals?

The website developer position was filled with someone working on-campus.

Continued funding of the 15/hour week Online Classes Website and Help Desk Manager position.


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PART III – MARKETING (If applicable)

Last Year’s Goal for 2005-2006 GOAL

From unit plan form 3 Were Objectives met?


Create and distribute winter/spring 2005 and summer/fall 2005 Online Classes flyers

Winter/spring flyers should be sent out by mid-December. Summer/fall flyers should be sent out by mid-June.

X

Development and completion of a comprehensive winter/spring and summer/fall 2005 online classes website.

Website completion X

ACCOMPLISHMENTS

Please identify what actions were taken that contributed to unit’s meeting the goals of your program?

What actions will continue to assure success?

Completion of some Fall 2005 course information was delayed, but to address this problem the website developer position was converted to an on-campus position and refilled.

Continued funding of the 15/hour week Online Classes Website and Help Desk Manager position.

AREAS TO IMPROVE

Please identify factors that contributed to unmet unit goals?

What actions can be taken to achieve the desired outcomes based on your unit’s goals? C

Create and distribute winter/spring 2005 and summer/fall 2005 Online Classes flyers

Due to the high demand for our online classes and the cost of postage Academic Affairs decided it was not cost effective to mail out flyers publicizing our online classes.


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Program Summary (narrative)

Program Strengths – What is your program doing well?

Dozens of instructors have received ETUDES NG training and attended supplemental on-campus workshops. We now have four NG certified trainers. Over half of our current online courses are offered using NG. We continue to experience growth in online course development and enrollment. There has been significant progress regarding the Online Classes website and improved training opportunities for current and prospective online instructors.

Program Weaknesses – In what areas can your program improve?

We need to continue to assist instructors migrating their courses from ETUDES Classic to ETUDES NG. Although over half of our courses already use NG, there are still dozens of instructors that need to migrate their courses before next Fall. We need to work with the D/DL Committee, the Senate and the Administration to provide contract mandated stipends for course migration.

There has been increasing demand for technical support and assistance from both instructors and students. Web-enhancements for on-campus classes and hybrid classes are becoming increasingly popular. However, although the College has provided some instructor training in these areas nothing has been done to increase staffing or resources for the Distance Learning Program office which already struggles to support over 60 online instructors and 11,000 online students each year with 8 start dates and online classes in session 51 weeks a year. Instructors teaching web-enhanced and hybrid courses, as well as their students, often need even more one-on-one assistance than their fully online counterparts. This problem must be addressed by increasing the physical resources and staffing assigned to the Distance Learning Program.

Discuss anything else you would like to share about your program that has not been addressed.

In addition to problems related to staffing the physical limitations of the current office are a problem. We only have one phone line and during the first several weeks of the semester it is constantly in use. This causes friction among staff members vying for this limited resource and we must frequently use another office to return calls. Since new callers can’t get through while we are returning calls they must leave repeated messages increasing their frustration. In addition, we assist dozens of students adding online classes via fax, but don’t have a fax line in our office.

Please explain any areas where you were over budget. Please explain any areas where you were under budget.


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SECTION TWO

UNIT PLAN

Institutional Student Learning Outcomes: Critical thinking, communication, quantitative reasoning, self-awareness/interpersonal skills, civic responsibility, technical

competence, cultural diversity, ethics, aesthetics.

Directions: As you complete your unit plan, please reference any of the following that apply to your area:

COLLEGE GOALS AND ANNUAL OBJECTIVES

2004 Leadership Goals - Develop a Student Center Create an environment where faculty care and have genuine concern for students Create more extracurricular activities for students Improve curriculum sequencing for smoother student scheduling of classes Improve communication via newspaper and website Provide quality instruction (maintain high standards)

Incorporate technology into the college infrastructure to optimize student success and institutional effectiveness

2005 Leadership Goals – Balance the budget Create options to generate sufficient FTES Update Course Outlines Streamline/Clarify Governance Structures and Process Consolidate Committees Replace chiller and air conditioning in the HLRC 2006 Leadership Goals - Student Success Team Building Self Study/Accreditation Planning Agendas/Recommendations Balancing the college budget by increasing enrollment while

maintaining academic standards


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College Perspective and direction based upon annual retreat, data analysis, and Board of Governor’s Budget for 2007-08.

See Program Review Packet handed out at workshop –Signed copy due by Friday, September 22, 2006.

Unit: Distance Learning Program Date: October 30, 2006 Please list assumptions or trends (from research data and program review findings) unique to your area that are likely to influence your division. You may want to describe how the nature and needs of students in your service are changing, etc. Please break the answers down by general or program/discipline specific. These are “outside” influences, such as trends in students’ goals, demographics, and demand. Also, consider such trends as degrees and transfer requirements, certificates, job market and continuing education demands.

A.

Assumptions/Trends/Program Review Findings

B. General

C. Program/Discipline

Specific

INTERNAL

- Nature and Needs of Students WLAC will continue to attract working students who need additional education for employment purposes and expect easy access to online student services.

The development of online counseling and tutorial services should be one of our highest priorities.

- Others There will be an exponential increase in the number of on-campus instructors who want to develop hybrid and web enhanced classes.

These instructors and their students will need the same type of technical and instructional support that online instructors and students require and currently the College has no plan that adequately addresses these needs.

EXTERNAL

- Students’ Goals The transferability of online courses will continue to be one of the leading reasons cited by students for enrolling in online courses.

The development of a “transfer culture” will continue to be a high priority for WLAC.

- Demographics WLAC will continue to attract more Latino students.

Since Latino students are less likely to have a personal computer at home the College will need to provide greater access to campus computer labs for online students.

- Demand Demand for online classes will continue to grow with an increasing preference for compressed classes (6 – 8 week).

To maximize potential enrollment Department Heads and Division Chairs need to increase the number of late start online classes.

- Degree and Transfer Requirements The demand for online classes will be highest for courses that transfer or meet A.A. degree requirements.

In order to maximize potential enrollment in our online classes the additional classes necessary to complete an A.A. degree online need to be developed.


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UNIT PLAN

OBJECTIVES FOR 2007-2008 NEW OR REVISED GOALS BASED UPON OUTCOME

HUMAN RESOURCES, FINANCIAL HEALTH, AND TECHNOLOGY

Review the shaded areas labeled B Part II Human Resources and determine objectives your unit needs to focus on to improve outcome measures.

Smart Goal Specific, Measurable, Action, Realistic, Timeline

Critical actions required to accomplish each objective

Budget Required to meet objective

2007-2008 OBJECTIVES Measurable Outcomes Critical Actions Needed

Budget


Position approval. Secure funding. $32,601

Expand the current Distance Learning Coordinator position from a C to D basis.

Revised basis approval. Secure funding. $14,848

Web Development/Instruction Design/Training Instructor Special Assignment Position

Web Development Transition the site content from focus on ETUDES Classic and NG to just NG by July 2007. Complete Fall 07 course schedule and individual course pages by September 07. Complete Winter 08 course schedule and individual course pages by January 08. Complete Spring 08 course schedule and individual course pages by February 08. Complete Summer 08 course schedule and individual course pages by July 08. Complete, update and maintain Online Instructors Bio pages. Revise, update and maintain the Instructor Resources pages. Update and maintain the online Counseling and online Tutorial Services pages. Complete various upgrades and improvements as required by the Distance Learning Coordinator.

Position approval. $70,000.00

Manage the Online Student Helpdesk. Respond to all student requests within 48 hours and usually within a few hours. Maintain the discussion board Website each term. Archive past discussions after each term.


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Training Deliver 5 workshops in Fall 07. Deliver 5 workshops in Spring 08. Deliver 5 workshops in Summer 08. Create, revise and update workshop handouts and presentations as needed.

Hold drop-in hours and one-on-one appointments for faculty to address technology issues.

Deliver 3 sixteen-hour F2F ETUDES-NG instructor certification courses throughout the year.

.

Develop intro to online learning course for new and prospective online students.

Develop Online Teaching and Pedagogy Workshop and schedule one workshop each semester.


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Appendix E

WEST LOS ANGELES COLLEGE ORGANIZATIONAL CHARTS


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Appendix F

DISTANCE EDUCATION COURSE APPROVAL FORM

Title 5, Section 55213 requires that each proposed or existing course, if delivered by distance education, shall be separately reviewed and approved according to a District’s certified course approval process. The distance education course should be reviewed through the six-year cyclical review process of Program Review pursuant to Title 5, Section 55201.

Approval Process

• Courses are initiated by and approved at college level by faculty in the discipline and/or department/division/cluster.

• The Curriculum Committee reviews each proposed and existing course offered through distance education separately in accordance with the provision of Title 5, sections 55205 “51% rule,” 55207 “Course Quality Standards,” 55209 “Course Quality Determinations,” 55211 “Instructor Contact,” 55213 “Separate Approval,” 55215 “Faculty Selection,” 55217 “Number of Students,” and other Title 5 Guidelines applicable to Distance Education.

• The review and approval of distance education courses shall follow the curriculum approval procedures outlined in Administrative Regulation E-65 – Approval of Credit Courses: Standards and Procedures.

Certification: The college curriculum committee certifies that the following requirements have been met for the following course: Subject Title: ______________ Course Title: _______________________ Course No. ____

Course Quality Standards (Title 5, section 55207) The same standards of course quality are applied to the distance education courses as are applied to traditional classroom courses.

__ Course Quality Determinations (Title 5, section 55209) Determination and judgments about the quality of the distance education course were made with the full involvement of the faculty as defined by Administrative Regulation E-65 and college curriculum approval procedures.

__ Instructor Contact (Title 5, section 55211)

Each section of the course which is delivered through distance education will include regular effective contact between instructor and students.

We certify that the information and answers above properly represent this course.

_____________________________________________ _______________________ Department/Cluster Chairperson Date

_____________________________________________ _______________________ Curriculum Committee Chairperson Date

_____________________________________________ _______________________ Vice President, Academic Affairs Date _____________________________________________ _______________________ College President

Date


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Appendix G

WEST LOS ANGELES COLLEGE

Using Distance Delivery Strategies to Achieve Course Objectives in ENGLISH 211 “FICTION”

The online format enables instructors to evaluate a great variety of each student's written interactions with assigned texts. Since textual interactions are posted, in writing, for thorough review by the instructor and classmates alike, students put significant critical thought into drafting both initial message addressing discussion prompts as well as responses to each other. Required written student interaction adds another layer of analysis in text interpretation and critical analysis that is particular to the online classroom. Explain the function of the plot in several stories. This will be accomplished online via instructor-moderated discussion which will be assessed by instructor for depth, quality of analysis and demonstrated understanding of plot concepts. Students will also be required to respond meaningfully to each other, demonstrating reflection and understand of classmate contributions. Responses will also be assessed. Analyze the development of several characters in one or more stories. Online students will submit written assignments to demonstrate character analysis skills which will be assessed for depth, quality of analysis and demonstrated understanding of character roles. Provide a detailed explanation of the way in which setting contributes to the meanings of a story. Online students will conduct internet research on setting and purpose and discuss research findings with classmates which will be assessed for depth, quality of analysis and demonstrated understanding of the setting. Students will also be required to respond meaningfully to each other, demonstrating reflection and understand of classmate contributions. Responses will also be assessed. Identify and explain the function of point of view (third-person narrator, first-person narrator) in several stories. Online students will conduct internet research on the function of point of view and post research findings to discussing forum with examples which will be assessed for depth, quality of analysis and demonstrated understanding of narrative concepts. Examine the use of symbolism in several stories. Instructor-moderated discussion on symbolism will be used to explore specific symbols and their meanings relevant to assigned readings. Contributions will be assessed for depth, quality of analysis and demonstrated understanding of symbolism. Explain the ways in which various elements of a story contribute to its theme. Online students will conduct internet research on critical interpretation of theme and submit written research-based assignments complete with proper citation of online sources. which will be assessed for depth, quality of analysis and demonstrated understanding of thematic concepts.


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Analyze the use of style, tone, and irony in various stories. Online students will post specific examples of irony to the forum and discuss the author’s purpose in using it. Tone and style will also be discussed. Contributions will be assessed for depth, quality of analysis and demonstrated understanding of style, tone, and irony concepts. Make several connections between the events in a story and events in your own life. Online students will submit written assignments to demonstrate understanding of significant plot points which will be assessed for depth, quality of analysis and demonstrated understanding of connections. Analyze several works by the same author and/or different authors to trace the development of a specific theme--for instance, love, death, the search for identity, or conflict with society. Online students will search internet databases for critical theory relevant to prevalent themes in assigned works, and discuss findings which will be assessed for depth, quality of analysis and demonstrated understanding of thematic concepts. Students will also be required to respond meaningfully to each other, demonstrating reflection and understand of classmate contributions.


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Appendix H

Academic Freedom LACCD Board’s Educational Philosophy states that “We further recognize that academic freedom is essential to excellence in education.” (Board Rule 1200). This statement ensures that the college maintains an atmosphere where intellectual freedom and academic independence prevail. Faculty and students are free to examine and test knowledge appropriate to disciplines, according to the general academic community even as the Board recognizes “the necessity to adapt to the changing educational needs of the Los Angeles Community Colleges’ communities and to the growing diversity among students.” This information is posted at the LACCD’s website.


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Appendix I

Online Teaching Certificate Program (OTCP)

The Online Teacher Certificate Program (OTCP) requires participants to complete the four Education courses that make up the core of the program (9 units). Participants may also select one of five specializations for which they complete additional courses (minimum 3 units) or they can complete any additional three units from the specialization list. A total of 12 units are required to complete the certificate. CORE COURSES (“Program Requirements”) All 9 Units Required:

EDUC 099AA: Introduction to Online Teaching and Learning (2 units) This online course introduces the fundamentals of online teaching and learning. Topics such as distance learning history and trends, online course design, online discussions and collaboration, and evaluation and assessment strategies are covered.

• Projected curriculum approval date: March 2008.

• Projected first delivery date: Fall 2008.

EDUC 210: ETUDES-NG Instructor Certification (2 units) This hybrid course covers the basic tools and features of ETUDES-NG, the online course management system used by West and many other colleges. Successful completion of this course is required to teach online or Weekend College classes.

• Projected curriculum approval date: October 2007.

• Projected first delivery date: Winter 2008.

EDUC 099BB: Online Pedagogy and Teaching Modalities (3 units) This hybrid course focuses on “how to teach online.” Best practices for both online students and instructors are addressed along with discussions of relevant learning theories and associated activities. The various delivery methods of computer-mediated instruction, such as fully online courses, hybrid courses, and Web-enhanced courses are compared and contrasted.

• Projected curriculum approval date: December 2007.

• Projected first delivery date: Summer 2008.

EDUC 099CC: Online Teaching Technologies (2 units) This course addresses various established and emerging technologies used to deliver educational content online, including but not limited to: podcasting, blogs, wikis, social networking, etc.

• Projected curriculum approval date: June 2008

• Projected first delivery date: Winter 2008.


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SPECIALIZATIONS (“Restricted Electives”) Minimum of 3 Units Required: 1. Online Instruction

EDUC 099DD: Current Issues in Online Education (2 units) This course addresses various topics of relevance to online educators, including but not limited to: diversity and disabled students, privacy, copyright and fair use, student support services, plagiarism and cheating, retention, etc.

• Projected curriculum approval date: May 2008.

• Projected first delivery date: Winter 2008. EDUC 230: Online Student Success Lab (1 unit) This course is designed to introduce new online students to the basics of how to succeed in an online class. This course also serves new online instructors to better empathize with and ensure the success of their online students.

• Projected curriculum approval date: November 2007.

• Projected first delivery date: Summer 2008. 2. Internet Literacy

Learning Skills 480A: Introduction to Internet Literacy I (1 unit) This course is the first in a three-part series that offers a thorough introduction to the Internet and World Wide Web. This course provides students with the necessary awareness and skills to recognize, understand, and make best use of the many research and communication resources available online. Course topics include: Internet literacy, history, and definitions; popular file types; societal issues such as copyright, free speech, and plagiarism. Learning Skills 480B: Introduction to Internet Literacy II (1 unit) This course is the second in a three-part series that offers a thorough introduction to the Internet and World Wide Web. This course provides students with the necessary skills to recognize, understand, and make best use of the many research and communication resources available online. Course topics include: evaluating online content for quality and relevance; Web browsers, Web pages and the WWW; using email; online search engines and search strategies.

Learning Skills 480C: Introduction to Internet Literacy III (1 unit) This course is the third in a three-part series that offers a thorough introduction to the Internet and World Wide Web. This course provides students with the necessary skills to recognize, understand, and make best use of the many research and communication resources available online. Course topics include: online research strategies and Web search engines; popular file types; modes of online communication such as listservs, newsgroups, blogs, chatrooms, and instant messaging; the latest advances in Internet technology.


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3. ETUDES-NG Course Development

EDUC 099EE: Advanced ETUDES-NG Topics (3 units) This course is designed for instructors who are already comfortable with the basics of teaching with ETUDES-NG. Topics covered in this course include: transferring courses from term to term, creating sample student accounts, incorporating images, hyperlinks and other media, tests and quizzes best practices, using question pools, using the gradebook effectively, discussions and private messaging best practices, customizing your homepage, the ETUDES-NG Users’ Group, etc.

• Projected curriculum approval date: November 2008.

• Projected first delivery date: Spring 2009. 4. Online Library Research

Library Science 102: Internet Research Methods (1 unit) Explore the World Wide Web. Learn to utilize general search engines and directories to locate the millions of home pages on the Internet. Obtain precise information with well-developed search strategies. Learn to apply critical standards to the sites you find on the Web.

Library Science 103: Information Literacy (2 units) Learn modern search strategies with the latest research tools that will enable students to access information from resources in print and electronic format in any modern research library. Library Science 104: Advanced Internet Research (1 unit) This class offers insights into advanced Internet search techniques; use of virtual libraries, mailing lists, Usenets; and a discussion of substantial legal issues (e.g., copyright and intellectual property) surrounding the Web.

5. Web Design

CSIT 957: Introduction to Web Page Design (3 units) This course takes students through the developmental phases of Web page construction. Students will learn everything from basic skills such as creating Web pages, tables, and forms, to more advanced skills like integrating a database with a Website and publishing the site on the Internet. This class is the first course in a series for Website development and e-commerce. It is a technical course, not an art course.

CSIT 958: Web Page Development Using HTML (3 units) This course teaches students to build Web pages using HTML (Hyper Text Markup Language). It will give students hands-on experience in building Web pages from scratch. The topics covered include building Web pages with tables, image maps, frames, and forms. This course also covers pop-up windows, validating forms, integrating HTML with Javascript, one of the popular Web programming script languages, and provides an introduction to creating and using XML documents. Multimedia 320: Web Design (3 units) A fundamental course in the application of the principles of design to build Websites. Students will use a Web interface design they have created to build and publish a third- or fourth-generation Website.

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