EMP Discipline Outcome Report
2024 - 2025

Accounting	Clear and Effective Paths (2017-2021)	2	Video on Certificates	Create BCS division video describing the process to apply for and obtain certificates. Provide ongoing maintenance and updates for the videos.	Spring 2019	In Progress
Evaluation: This is an ongoing goal, to continue to promote certificates in the BCS division and to allow students to have an opportunity to achieve their educational goals with a clear understanding of the required courses they need to receive a specific certificate.

Accounting	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Ongoing assessment and lab modernization process	Develop short and long-range projections to provide current technologies to enhance student learning and provide a meaningful academic and CTE experience.	Ongoing	In Progress
Evaluation: Ongoing assessment and purchase of technology (including hardware and software) are reevaluated and purchase decisions are based upon the current industry standards. The refresh process is completed on a three-year cycle with newest equipment being allocated to highest use areas and cycled through by priority list generated by the BCS Dean with the recommendation of ITC and the lab supervisor.

Accounting	Students First (2017-2021)	1	Accounting web site (Ingeniux)	Faculty will maintain and update the Ingeniux accounting department website in August, 2015 and January 2016.	Ongoing	In Progress
Evaluation: The Ingeniux Accounting Department website update is an ongoing process. The Accounting Department Chair continues to maintain and update the site to include instructor website links, changes to faculty, links to accounting related organizations.

Accounting	Clear and Effective Paths (2017-2021)	2	Ongoing industry relationships (Advisory)	Develop industry relationships to recruit a diverse and active advisory committee membership.	Ongoing	In Progress
Evaluation: Faculty regularly monitor newsletters and publications, attend meetings and participate in continuing education provided by CalCPA and AICPA to ensure that our accounting curriculum aligns with career requirements. These are the premier professional organizations in the accounting field. Faculty continue to develop relationships with industry employers and invite them to be a member of our advisory committee.

Accounting	Clear and Effective Paths (2017-2021)	2	Departmental memberships in organizations	Identify and evaluate industry organizations for department memberships.	Ongoing	In Progress
Evaluation: The majority of department members are active members in professional organizations (CalCPA, AICPA) within their discipline. In addition to staying current, this provide networking opportunities for advisory committee membership, potential adjunct recruitment, and development of internship opportunities for our students. Accounting has worked with Work Experience referring employers to them for possible student internships. Accounting has partnered with the Learning Resource Center by recommending students for the Beacon Tutor Program. Accounting is currently involved with the LRC in trying to recruit and hire Accounting IAs.

Accounting	Students First (2017-2021)	1	Volunteer Income Tax Assistance (VITA) Program	Provide support to the VITA program which enables students to prepare income tax returns for qualifying members of the community. Hire 1.5 instructional assistants to provide faculty support. Serve a minimum of 22 students.	Ongoing	In Progress
Evaluation: Giving students the unique opportunity to participate in real world business related environments introduces them to current industry jobs and possible careers. This allows the student to see some of the key relationships between the courses they are taking and the application of topics being taught to a real world work experience.

Accounting	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	QuickBooks advanced training and certification	Faculty will research the viability of expanding the computerized accounting program to include QuickBooks certification. This will require a new higher level advanced QuickBooks course including a review to prepare for the certification exam.	Spring 2018	New
Evaluation: Quickbooks has established itself as a leading business accounting software used in both small and large businesses. The need for students to have the opportunity to become well rounded in the use of QuickBooks has never been more important. It compliments their accounting background with hands on training before entering the workforce.

Accounting	Vibrancy and Resiliency (2017-2021)	4	Provide training for faculty	Provide access to innovative training opportunities for faculty to enhance effective teaching strategies and accessibility techniques.	Spring 2017	In Progress
Evaluation: The ITC has provided training for the transition of Desire to Learn (our current learning management system) to Canvas. Online faculty are currently researching and training on how to best utilize textbook resources within the Canvas Learning Environment. Faculty have attended training on meeting ADA requirements for their online courses.

Accounting	Students First (2017-2021)	1	Future careers event/activity	Plan, organize, execute and evaluate an annual event to promote awareness, access and completion for high school and current students.	Spring 2017	In Progress
Evaluation: A high school visitation day for late April/early May 2018 is being planned.. Accounting department faculty who have participated previously through providing presentations to high school students as they rotated through the BCS Division. The presentation focused on Accounting Careers to encourage high school students to register at ARC to take accounting courses. This approach will continue with this Spring's event.

Accounting	Students First (2017-2021)	1	Student interns (BCS Project)	Develop, promote and provide increasing internship opportunities for students.	Ongoing	In Progress
Evaluation: The BCS Work Experience & Internship program have continued to produce opportunities for our students. The department continues to work on improving pathways to employment for students. Numerous internship opportunities have been offered to accounting students.

Accounting	Clear and Effective Paths (2017-2021)	2	Interdepartmental certificates	Identify and evaluate potential interdepartmental marketable certificates. Collaborate collegewide to develop/revise certificates.	Spring 2018	In Progress
Evaluation: This area of work is in the planning stages only.

Accounting	Students First (2017-2021)	1	Ongoing assessment of articulation process	Develop standards and processes for sustainable articulation agreements.	Spring 2018	In Progress
Evaluation: The Accounting Department has one course, ACCT 101 College Accounting, that has articulation agreements with high schools. We do not anticipate additional courses meeting articulation requirements.

Accounting	Students First (2017-2021)	1	Accounting Tutors	Faculty will work with the Learning Resource Center to identify a minimum of two master tutors for accounting students.	Spring 2018	In Progress
Evaluation: Faculty continue to recruit and refer prospective tutor candidates to the LRC. Particularly through use of the Beacon program.

Accounting	Students First (2017-2021)	1	Video on degrees	Create BCS division video describing the process to apply for and obtain degrees. Provide ongoing maintenance and updates for the videos.	Spring 2018	In Progress
Evaluation: n updated video was created for the Spring 2017 semester by Leslie Reeves of the BCS division and distributed to all BCS Faculty, including Accounting Faculty. Faculty then placed it on their D2L sites and on the Accounting Department web page for student access. This is an ongoing goal, to continue to promote degrees in the BCS division.

Accounting	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	New Faculty to replace retirements	Evaluate hiring additional full time faculty to replace retiring faculty.	Fall 2017	New
Evaluation: Recruiting a new faculty member from today's diverse population of professionals can be a challenging task to say the least. This outcome helps to ensure the success of not only hiring a talented and dedicated faculty member, but in addition, attracting a diverse pool of candidates.

Accounting	Clear and Effective Paths (2017-2021)	2	Ongoing assessment and curriculum updating process	Consistently update curriculum to provide meaningful and timely education experience for students.	Ongoing	In Progress
Evaluation: Ongoing assessment and purchase of technology (including hardware and software) are reevaluated and purchase decisions are based upon the current industry standards. The refresh process is completed on a three-year cycle with newest equipment being allocated to highest use areas and cycled through by priority list generated by the BCS Dean with the recommendation of ITC and the lab supervisor. Curriculum is reviewed on cycle with careful attention being paid to advice received at the annual Advisory Committee meeting.

Accounting	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Faculty will stay current.	Faculty will stay current with the changes in accounting by completing required CPA license continuing education hours.	Ongoing	In Progress
Evaluation: Faculty are and have been participating in courses to learn how to utilize the new LMS Canvas for use in their online classrooms. All full time faculty, and the majority of adjunct faculty, are Certified Public Accountants. Maintaining an active license requires 80 hours of continuing education every two years. Faculty regularly attend courses to meet that requirement.

Accounting_5/15	Organizational Effectiveness (2015-2016)	5.1	Promote mobile technology	Increase student active learning opportunities that enable the demonstration of learning and acquisition of contemporary, competitive workplace skills.	Spring 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Organizational Effectiveness (2015-2016)	5.3	Accounting Web Site	Faculty will maintain and update the Ingeniux site for the accounting department to keep it current, and continue to provide easy student access to accounting links.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Community, Economic and Workforce Development (2015-2016)	4.1	Liason with Accounting Organizations	Target organizations (the California Society of Certified Public Accountants, the American Society of Women Accountants, American Payroll Association, Assoc. of Governmental Accountants, an organization specializing in finance). Faculty will strengthen relationships with these organizations in the hopes of developing a robust relationship with some of the employers represented by those organizations.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Teaching and Learning Effectiveness (2015-2016)	2.3	SLO Testing - ACCT 311	As a continuous quality improvement process, we will also apply SLO assessment procedures during the next cycle to our second most enrolled course, Managerial Accounting ACCT 311, to evaluate student learning outcomes. Faculty members including adjunct instructors teaching this course are in the process of designing the assessment tools.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Student Success (2015-2016)	1.6	Textbook collaboration	Faculty will collaborate regarding instructional material required to be purchased by students. The use of the same materials facilitate cost negotiations with publishers, provide students with mobility when tragedy strikes and support the ability of substitute teachers to transition to courses when emergencies arise. The collaboration of faculty in subject areas provides for increased instructional technique and ideas to contribute to student retention and success.	Spring 2016	New
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Teaching and Learning Effectiveness (2015-2016)	2.3	Design, implementation & evaluation CTE	The Accounting advisory committee will meet regularly providing advice to faculty on the design, implementation and evaluation of the accounting program.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Teaching and Learning Effectiveness (2015-2016)	2.1	Mentor new faculty	Mentor new accounting faculty preparing them to teach all aspects of the accounting program.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Community, Economic and Workforce Development (2015-2016)	4.2	Support the ARC Accounting Club	Provide continued support and assistance to the ARC Accounting Club. Faculty will promote meetings by announcing information to students. The department will collaborate to generate a plan for continued support and assistance to the ARC Accounting Club.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Community, Economic and Workforce Development (2015-2016)	4.2	Internships - Placement	Place students in an internship position with employers.	Spring 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Teaching and Learning Effectiveness (2015-2016)	2.3	New Courses, Degrees and Certificates	Accounting is a high wage, high skill, and high demand occupation with many professional opportunities for students pursuing certificates, degrees or transfer. New courses and certificates will be introduced to meet the needs of employers and transfer students as appropriate.	Spring 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Access and Growth (2015-2016)	3.3	Careers In Accounting	The department will plan and host one event or a series of events to provide current and potential students with information about careers in accounting.	Fall 2015	New
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Community, Economic and Workforce Development (2015-2016)	4.1	Currency in profession	Faculty will stay current with the changes in their disciplines, prepare to teach in new educational delivery systems, and adjust their curriculum to meet the needs of business and industry.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Student Success (2015-2016)	1.5	Survey of incoming students	Request that the research department collaborate with accounting to develop and distribute a survey for entering students to identify their goals. The survey will be utilized when planning for new programs and certificates. The results will help to identify courses to offer, and number of sections to make available.	Spring 2016	New
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Teaching and Learning Effectiveness (2015-2016)	2.1	Mentor new faculty	Mentor new accounting faculty preparing them to teach all aspects of the accounting program.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Community, Economic and Workforce Development (2015-2016)	4.2	Facilitate the transition of CTE students	Faculty will pursue opportunities to articulate coursework with high school and ROP programs; and will articulate with university programs to provide transfer opportunities. We will continue to update curriculum to maintain C-ID status for ACCT 301 and ACCT 311.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Teaching and Learning Effectiveness (2015-2016)	2.2	Accounting Tutor Program	The department will continue to strengthen relationships and recruit tutors at the Learning Resource Center. Faculty will identify students who are strong candidates to serve as Beacon and Master tutors in accounting.	Spring 2016	New
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Community, Economic and Workforce Development (2015-2016)	4.1	Faculty will stay current.	Faculty will stay current with the changes in their disciplines, prepare to teach in new educational delivery systems, and adjust their curriculum to meet the needs of business and industry.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Teaching and Learning Effectiveness (2015-2016)	2.2	Increase student recruitment, outreach, retention	Support activities that provide training to help increase the recruitment, outreach, retention, persistence and employment of regular and nontraditional students. Faculty will pilot AnyMeeting, an online virtual meeting tool to meet with students. The increased meeting accessibility for online and onsite students may increase retention in courses.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Community, Economic and Workforce Development (2015-2016)	4.2	Volunteer Income Tax Assistance (VITA) Program	Provide continued support to the VITA program which enables students to prepare income tax returns for qualifying members of the community. This includes hiring an instructional assistant with a goal of serving a minimum of 22 students in two labs filing 180 federal income tax returns.	Spring 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Community, Economic and Workforce Development (2015-2016)	4.2	Liason with ARC articulation representative	Faculty will work with the ARC articulation representative to explore opportunities with local high schools.	Spring 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Student Success (2015-2016)	1.5	QuickBooks Software	The department will keep its software annually up-to-date. The software is required for instruction and lab use in ACCT 341 at the ARC main campus.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Community, Economic and Workforce Development (2015-2016)	4.1	New Courses, Degrees and Certificates	Accounting is a high wage, high skill, and high demand occupation with many professional opportunities for students pursuing certificates, degrees or transfer. New courses and certificates will be introduced to meet the needs of employers and transfer as appropriate. Faculty will explore development of two new taxation certificates, a governmental employee certificate, and a professional accountant certificate.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Community, Economic and Workforce Development (2015-2016)	4.2	CTE at the secondary & the postsecondary	Faculty will work actively with advisory committees and regional high school programs to articulate courses and develop curriculum to meet workforce needs.	Spring 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Community, Economic and Workforce Development (2015-2016)	4.1	Advisory Committee Meetings	The Accounting Advisory Committee will meet Fall, 2015 and committee members will be consulted on an as needed basis to facilitate development of new certificates and course curriculum.	Spring 2016	New
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Student Success (2015-2016)	1.5	Student retention in accounting software course	Computer lab portion of the Computerized accounting course will include an instructional assistant to facilitate student learning. Students will receive individualized support in the computerized accounting classroom resulting in greater retention of students. Obtain research to compare student retention in online ACCT 341 sections with and without instructional assistant.	Spring 2015	In Progress
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Student Success (2015-2016)	1.6	Special Populations - assess and discuss	The department will meet to assess and discuss the participation and success of special populations, and how to develop and implement ways to improve.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Community, Economic and Workforce Development (2015-2016)	4.1	Survey of past students	Request that the research department collaborate with us to develop and distribute a survey for students who have completed a certificate or degree and left ARC. The department proposes an exit survey to learn more about the achievement of job attainment after students leave our campus. The information can help to enhance development of our programs.	Spring 2016	New
Evaluation:  |   |   |   |   |   |   |

Accounting_5/15	Teaching and Learning Effectiveness (2015-2016)	2.1	Special Populations - enrollment and retention	Encourage and support the enrollment and retention of special populations in the accounting program. The department will obtain data regarding the populations, and meet to discuss opportunities for improvement.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Administration Of Justice/Homeland Security	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Conference Training	To create training through conferences.	Ongoing	In Progress
Evaluation: We were unable to create conference training due to higher priority needs within the department.

Administration Of Justice/Homeland Security	Students First (2017-2021)	1	Contract Partners	Develop ongoing partnerships with other organizations to enhance course offerings/presentations	Fall 2019	In Progress
Evaluation: Enrollments for our Homeland Security courses have been down, and resulted in course cancellations. We plan to offer 3 Homeland Security Courses in an online format to all interested students.

Administration Of Justice/Homeland Security	Vibrancy and Resiliency (2017-2021)	4	Workforce development	Develop partnerships with employers and professional organizations to ensure that courses, educational programs, and teaching methods are relevant and responsive to community, labor, and business needs of the region served.	Ongoing	In Progress
Evaluation: Develop partnerships with employers and professional organizations to ensure that courses, educational programs, and teaching methods are relevant and responsive to community, labor, and business needs of the region served.

Administration Of Justice/Homeland Security	Students First (2017-2021)	1	Increase student support	Increase the percentage of students who participate in academic and student support services and develop an Administration of Justice Club to support development of student knowledge and networking with individuals and organizations within the justice field.	Ongoing	New
Evaluation: Students continue to receive additional support services at the McClellan Center that were previously available only at main campus, including Financial Aid and Academic Counseling. Additionally, instructors are referring students to the Early Alert program.

Administration Of Justice/Homeland Security	Clear and Effective Paths (2017-2021)	2	Provide activities to prepare	The SRPSTC is working to create a relationship with local school criminal justice programs from continuation into college.	Ongoing	In Progress
Evaluation: The continued offering of a college level ADMJ introductory course to local high school students facilitates interest and student learning for those high school students that choose the path to higher education at ARC. Efforts are being made in this area to connect with more local high schools.

Administration Of Justice/Homeland Security	Students First (2017-2021)	1	Perkins- Develope, improve, or expand	Coordinator/Instructors will attend several activities each year which will develop, improve and/or expand the use of technology in the classroom, attending meetings and advisory committees on public safety. Instructors are also referring students for support services through the Early Alert program.	Ongoing	In Progress
Evaluation: Professors and Coordinators have attended technology training classes held at the main campus including Google docs, Canvas, textbook affordability, and other work related training courses.

Administration Of Justice/Homeland Security	Students First (2017-2021)	1	Increase student success	Increase the percentage of students who earn degrees by 2% by offering additional ADMJ course sections during the day, evening, and with online/hybind offerings.	Ongoing	In Progress
Evaluation: During spring 2017 ADMJ offerings were reduced due to retirement of the full-time faculty member. However, enrollments remained strong. Additional day and evening course offerings are scheduled for fall 2018 to increase availability of core and elective courses and thereby increase completion rate.

Administration Of Justice/Homeland Security	Students First (2017-2021)	1	Perkins- Developing initiatives that facilitate	Develop articulation agreements with high schools, colleges, and universities.	Fall 2019	In Progress
Evaluation: ARC ADMJ has continued to support articulation with CSU by updating curriculum and making textbook updates as requested by CSU.

Administration Of Justice/Homeland Security	Clear and Effective Paths (2017-2021)	2	Perkins- Link CTE at the secondary & post	Strengthen and develop links with employers for student internships and jobs.	Ongoing	In Progress
Evaluation: We were unable to implement an internship program in Administration of Justice. However, are meeting with the CTE coordinator in spring 2018 to develop internships with various organizations within he justice system.

Administration Of Justice/Homeland Security	Students First (2017-2021)	1	Student Success	Continue to consider and/or develop a new certificate program within the ADMJ program, and add transferable courses to the AS-T degree course options. Advertise the Homeland Security certificate, ADMJ degrees and any new certificates through contacts at other schools, businesses, and government organizations.	Ongoing	In Progress
Evaluation: This outcome is ongoing.

Administration Of Justice/Homeland Security	Vibrancy and Resiliency (2017-2021)	4	Perkins- Develope and implement evaluations	Program will be evaluated every 6 years, which will include assessment of how the needs of special populations are being met. Students will be followed in the LRCCD student follow-up study for success in program completion and placement.	Ongoing	In Progress
Evaluation: Program will be evaluated every 6 years, which will include assessment of how the needs of special populations are being met. Students will be followed in the LRCCD student follow-up study for success in program completion and placement.

Anthropology	Vibrancy and Resiliency (2017-2021)	4	Video Captioning and Accessibility	to caption our classic videos so that they meet current standards for student accessibility. There are other resources that may also need work to make them accessible, and we need to be able to take care of them.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Anthropology	Students First (2017-2021)	1	Distance Education	Offer distance learning options for ANTH 300, 310, 320, and 330 during both the regular semester and summer session. In addition, offer distance learning options for other classes where possible.	Ongoing	In Progress
Evaluation: Online offerings continue to fill first and to have long waitlists. We're now offering300 and 310 on a regular basis in an online format, and 320 is now being offered at least once or twice per year online. Other classes are being offered regularly in a hybrid format and occasionally online, but because most specialty classes are only offered once per year, those distance options alternate with traditional face-to-face offerings.

Anthropology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Lab Materials	Acquire additional lab materials for hands-on learning opportunities for lab courses taught at both the ARC main campus and the Natomas Center. This includes the resources and materials for the department's 3-D printer. We still need a new set of matching, working calipers and osteometric boards.	Ongoing	In Progress
Evaluation: This is an ongoing need as new fossils are discovered, and old casts and materials brake or otherwise need replacing.

Anthropology	Clear and Effective Paths (2017-2021)	2	Dedicated Lab Room	Obtain a dedicated classroom to offer physical anthropology laboratory course.	Ongoing	In Progress
Evaluation: The lab class is one of the requirements for the anthropology degree, and is one of the hardest classes for students to enroll in because in the current classroom the lab is competing for classroom space with lecture classes which seat more than twice the number of students. We simply cannot offer the number of sections necessary to meet the demand.

Anthropology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Educational technology for the classroom	To increase student engagement with appropriate technology in the classroom.	Ongoing	New
Evaluation: New technology allows better communication and more timely feedback for students.

Anthropology	Students First (2017-2021)	1	Full-Time Faculty Position	Additional full-time faculty position requested to replace 40% position lost due to retirement.	Ongoing	In Progress
Evaluation: full-time faculty allow more continuity for students and have a greater ability to do some of the background support work for programs and courses.

Anthropology	Clear and Effective Paths (2017-2021)	2	Anthropology Degree Promotion (AS and ADT)	We have been holding Anthropology Major's meetings and Brown Bag lunch events, but with the Liberal Arts construction room availability in Davies Hall is restricted and that reduces our ability to connect with students in a casual manner. We would like to ensure that at least one BSS classroom is available in Davies Hall during the "College Hour" time block on Tuesdays and Thursdays to accommodate these events for Anthropology and other disciplines who also hold such events.	Ongoing	In Progress
Evaluation: Outreach events give students a chance to ask questions of faculty actually working in the discipline. The Brown Bag Lunches and "Majors Meetings" have proven popular.

Anthropology	Vibrancy and Resiliency (2017-2021)	4	Community Development	Establish connections with local and regional groups that increase student involvement with community resources, i.e. Native American museums, zoological and archaeological societies, etc... As part of this process, we encourage our students to attend discipline-specific academic conferences.	Ongoing	In Progress
Evaluation: Applied anthropology is an emerging field in the discipline, so giving students the opportunity to "apply" their knowledge is crucial for those going into this field.

Anthropology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Display Museum	Preserve and showcase the ARC Ethnographic collection. A proper display area would help protect artifacts while making them accessible to the campus community. This would also allow us to give students experience at creating and maintaining such displays. Many anthropology students end up working in museums and similar educational environments, so this is an important skill for them.	Ongoing	In Progress
Evaluation: The ethnographic collection is held in a situation in which student access is limited. Having a small museum space where interested students could work with the artifacts would give them exposure to the necessary skills.

Anthropology	Students First (2017-2021)	1	Instructional Aid/tutor	Hire an Instructional Aid for 20 hours/week to help maintain, set-up, take down, and coordinate materials for use in the physical anthropology lab courses held at the ARC main campus as well as the Natomas Center. In addition, this individual would act as an anthropology tutor between lab classes for drop in tutoring session.	Ongoing	In Progress
Evaluation: The lab class is the most labor-intensive classes we offer, both from the student and from faculty perspectives, and because of the amount of material that needs to be moved from the lab storage room to the classroom and back, this cannot be managed in a timely fashion in the pass time between classes. Because we have a hard time finding and maintaining student help to assist the faculty, we've modified the start times of our lab classes to allow additional time before and after class to allow for setup and teardown of materials. This is not an effective use of classroom space, but is the only way we can manage until we have some way of hiring a more or less permanent aid/tutor.

Anthropology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Building Maintenance	Provide adequate climate control to Davies Hall classrooms, and work and storage spaces. The storage room for the ethnographic collection in particular has been showing signs of fluctuating humidity which is allowing for mold and mildew growth on some baskets and other organic artifacts.	Ongoing	In Progress
Evaluation: Uneven and inconsistent climate control is an ongoing issue in Davies Hall. This has most recently led to a situation where the Anthropology ethnographic collection has been struck with a mold/fungus on some of the basketry artifacts. Because the collection is a teaching collection, loss of these irreplaceable artifacts would result in students not being exposed to the range of artifacts they should have access to.

Anthropology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Classroom Environment	To create a healthy environment for students to learn and succeed, we need clean, well lighted rooms. Classrooms require routine maintenance including replacing light bulbs, painting, ceiling panels replaced, floors cleaned.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Anthropology	Vibrancy and Resiliency (2017-2021)	4	Archaeology off-campus materials	to assemble a traveling collection of tools and artifacts for faculty to use when teaching ANTH 320 in off-campus settings. The outreach centers have not scheduled ANTH 320 recently, but we still want to assemble this collection in anticipation for a time when 320 will be taught off campus.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Student Success (2015-2016)	1.1	Community Planning	To provide events through pre-apprenticeship for community information and opportunity. Continue to strengthen community partnerships.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Organizational Effectiveness (2008-2014)	5.7	Perkins- Develop & implement evaluations of CTE 2	Special needs populations are tracked and evaluated through our program review process and are placed in apprenticeships or into continued education.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Student Success (2015-2016)	1.3	Perkins- Provide in-service and pre-service CTE 4	All apprenticeship programs attend traditional and non-traditional career fairs, individual school presentations and Career GPS to talk to students and parents about the advantages of apprenticeship.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Community, Economic and Workforce Development (2015-2016)	4.2	Perkins- Link CTE at the 2nd and post level CTE 2	We developed an infrastructure and green construction pre-apprenticeship program that will be articulated and/or offered to the local secondary schools. We have partnered with SETA, PG&E, SMUD and the city of Sacramento in a career path bridge program for high school students that have recently graduated and participated in four years of a high school energy and utility academy.	Fall 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Organizational Effectiveness (2008-2014)	5.7	EMP connections	To develop linkages between the apprenticeship/pre-apprenticeship programs, EMP, program review, and SLOs. Continuity of these linkages provides high completion rates.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Student Success (2015-2016)	1.2	Perkins- Supporting training and activities	Non-traditional and at risk population recruiting is done on a regular basis in our apprenticeship and pre-apprenticeship programs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Teaching and Learning Effectiveness (2015-2016)	2.3	SLO Review	SLOs are in place that mimic skills and processes used in the field including OJT.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Student Success (2015-2016)	1.1	Perkins-Develop, improve, or expand tech use CTE 1	Pre-apprenticeship training classes are be offered to prepare students for advanced entry into infrastructure and green construction trade apprenticeship programs. Many pre-apprentices students enter and complete registered apprenticeship programs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Student Success (2015-2016)	1.3	Perkins- Developing and expanding postsecondary	Pre-apprenticeship program has developed a “fast track” for qualified students to pursue connections with our apprenticeship partners. Pre-apprenticeship is available to all students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Community, Economic and Workforce Development (2015-2016)	4.1	Partnerships	To attend CAC, CCA, SVACA and other trade organizations for the purpose of expanding our role as apprenticeship LEA to new programs. To expand our community awareness by attending career fairs, provide internships and externships (for counselors), and hosting middle/high school presentations and construction events. We continue to strengthen our partnership with the local WIB, various public and private agencies and organizations.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Teaching and Learning Effectiveness (2015-2016)	2.3	Perkins- Provide in-service and pre-service CTE 2	All apprenticeship instructors attend ITI classes to learn teaching modalities and techniques.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Community, Economic and Workforce Development (2015-2016)	4.1	Perkins- Provide activities to prepare CTE 2	Our pre-apprenticeship program has targeted special populations through advertising, secondary and post-secondary counselor seminars, local WIBs, and industry partnerships. All industry partners visit the classroom to discuss job related skills, employability, and career opportunities.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Organizational Effectiveness (2015-2016)	5.3	Perkins-Initiate, improve, expand & modernize CTE2	JATCs are embracing green construction technologies, changes to industry standards and curriculum updates to modernize existing programs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Student Success (2015-2016)	1.3	Perkins- Strengthening the academic & career CTE 2	They are linked with work skills that are evaluated by qualified industry personnel. Students acquire industry recognized certificates.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Student Success (2015-2016)	1.3	Perkins- Local education and business partnerships	Apprentices are enrolled in work experience classes that count towards a certificate or A.A. degree. Work experience is a partnership between the college, apprenticeship program, and employer. Instructors in apprenticeship programs are trade professionals and have in-service training or return to the trade for periods of time. Local industry leaders and employers are active members on the pre-apprenticeship advisory committee.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Student Success (2015-2016)	1.3	Perkins- Involve parents, businesses, and labor	Our apprenticeship program is guided by a strong labor advisory committee who oversees the direction and curriculum of the program.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Student Success (2015-2016)	1.3	Certificates and Degrees	To increase the number of certificates and degrees awarded to apprenticeship students. Being an approved RACC opens education opportunities to apprentices not currently enrolled with a partner program.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Student Success (2015-2016)	1.1	Outreach	To align with the pre-apprenticeship community outreach to bring diverse populations into the apprenticeship programs	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Access and Growth (2015-2016)	3.3	Perkins- Provide programs for special populations	Apprenticeship programs are proactive in recruiting non-traditional populations via local WIBS, DHA, career fairs and secondary school visitations. Our pre-apprenticeship program targets special need populations for training and placement into the apprenticeship programs.	Fall 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Student Success (2015-2016)	1.3	Perkins- Strengthening the academic & career CTE 3	Students are employed in the trade. Pre-apprentices and Apprentices receive a certificate upon completion of the program.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Student Success (2015-2016)	1.2	Perkins- Provide students with strong exp. CTE 1	All apprentices are employed in the trade before beginning training and must complete 4000-8000 hours of OJT and minimum 144 hours annually of classroom training.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Access and Growth (2015-2016)	3.2	Perkins-Initiate, improve, expand & modernize CTE1	Apprenticeship programs are guided by JATC committees that approve curriculum, add entry level classes, and provide training facilities and instructors. The JATC is made up of educators, labor, and employers. The committees assist apprentices in successfully completing programs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Organizational Effectiveness (2008-2014)	5.8	SLO Assessment	Apprenticeship SLOs are based on standards that are submitted to the California Division of Apprenticeship Standards (DAS) for approval. Apprentices must be able to meet those standards in order to advance through the apprenticeship program and become journey level trades persons. The standards are also reviewed and changed on a regular basis by the DAS. Once the standards are approved, curriculum with the approved SLOs are developed in the Joint Apprenticeship Training Committee for each apprenticeship program which is then approved by ARC acting as the Local Education Agency (LEA) -- also required by DAS. Each apprentice must perform the SLO to the standard that was approved and is monitored by JATC and the DAS. Evaluation of the SLO and standard is done by performance and lecture testing. No apprentice can pass their classes (lecture and hands-on) with less than a 70% grade as required by DAS and the JATC. No apprentice can become a journey level person without completion of the approved curriculum, SLOs, and 5000-8000 hours of on-the-job training in those standards.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Teaching and Learning Effectiveness (2015-2016)	2.2	Perkins- Provide services and activities	All of the college student services from financial aid to tutoring are available to apprenticeship students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Teaching and Learning Effectiveness (2015-2016)	2.1	Perkins- Provide in-service and pre-service CTE 5	All apprenticeship instructors are and will be attend construction technology training regarding current industry standards.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Organizational Effectiveness (2015-2016)	5.2	Professional Development	Instructor training is completed on a regular basis. Maintaining instructor proficiency ensures a high teaching standard utilizing professional in-service classroom and skills technique training. These skills translate directly into improved student learning outcomes, program completions, and gainful employment.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Teaching and Learning Effectiveness (2015-2016)	2.2	Perkins- Providing support for family	All students with small children are encouraged to take advantage of ARC’s day care center, health center and financial aid.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Organizational Effectiveness (2015-2016)	5.2	Perkins- Provide in-service and pre-service CTE 3	Secondary and post secondary counselors are updated yearly on apprenticeship program opportunities, developments, and degree paths.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Organizational Effectiveness (2015-2016)	5.2	Perkins- Provide in-service and pre-service CTE 1	All apprenticeship instructors attend in-service training classes to learn the latest trade technology and techniques.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Access and Growth (2015-2016)	3.3	Perkins- Provide activities to prepare CTE 1	All apprenticeship programs recruit from at-risk populations through traditional and non-traditional career fairs and advertising.	Fall 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Teaching and Learning Effectiveness (2015-2016)	2.2	Degree Programs	To encourage students to pursue general education classes to achieve their degrees in apprenticeship.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Student Success (2015-2016)	1.3	Perkins- ) Improving or developing new CTE	Curriculum is reviewed for currency and technology. New programs are encouraged to participate in our degree programs. All programs ensure high wage earnings for qualified individuals. Green construction technologies are becoming available to apprenticeship programs for teaching this skill set to apprentices for high-demand projects.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Student Success (2015-2016)	1.3	Perkins-Provide career guidance & academic support	The college provides academic counseling for apprentices to continue towards a certificate or A.A. degree in the specific trade. Career counseling is provided by the apprenticeship programs. The Apprenticeship Coordinator makes sure that apprentices are meeting academic requirements, while trade coordinators maintain work related student objectives. Apprenticeship programs are available for post secondary students and adults.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Organizational Effectiveness (2015-2016)	5.1	New Apprenticeship Programs	To bring in new apprenticeship programs and their inherent funding to help support ARC/LosRios services and growthTo bring in new apprenticeship programs and their inherent funding to help support ARC/LosRios services and growth. Currently, we are talking with several apprenticeship programs with the potential of a partnership.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Student Success (2015-2016)	1.2	Perkins- Provide students with strong exp. CTE 1	Apprentices earn from 32 to 54 semester credits in specific trade skill and education classes that can apply to a degree.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Student Success (2015-2016)	1.3	Perkins- Link CTE at the 2nd and post level CTE 1	Our apprenticeship programs are college level and meet post secondary accreditation requirements.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Organizational Effectiveness (2015-2016)	5.3	Perkins- Leasing, purchasing, upgrading	Apprenticeship and Pre-apprenticeship programs are purchasing current industry standard construction technologies equipment, teaching aids, multi-media, and internet products to strengthen our programs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Student Success (2015-2016)	1.3	Perkins- Strengthening the academic & career CTE 1	To ensure that all of our apprenticeship programs provide an A.A degree pathway for students. Some classes transfer to higher degree programs. Being an approved college for the RACC will provide more opportunity for this population.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Access and Growth (2015-2016)	3.2	Perkins-Initiate, improve, expand & modernize CTE1	Apprenticeship programs are guided by JATC committees that approve curriculum, add entry level classes, and provide training facilities and instructors. The JATC is made up of educators, labor, and employers. Keeping program content up-to-date with industry standards.	Fall 2015	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Organizational Effectiveness (2015-2016)	5.4	Health and Safety	To maintain a safe work environment and to provide health educational materials.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Student Success (2015-2016)	1.2	Perkins- Providing assistance	All apprenticeship students are employed at the start of the program and receive college credit towards their degree	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Organizational Effectiveness (2008-2014)	5.8	Perkins- Develop & implement evaluations of CTE 1	The college is active in evaluating student learning outcomes via numerous evaluation paths, including student assessment and instructor evaluation of the assessment. This is supported by completion rates.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Student Success (2015-2016)	1.1	Perkins-Develop, improve, or expand tech use CTE 2	The pre-apprenticeship program was developed through trade industry partnerships (advisory committee) and is reviewed on a regular basis. Suggested changes are incorporated into the curriculum. The addition of nationally recognized MC3 training has been included in the coursework.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Teaching and Learning Effectiveness (2015-2016)	2.2	Perkins- Developing initiatives that facilitate	All students are highly encouraged to work with a counselor to explore all avenues of higher education including, but not limited to, transfer general education classes.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Apprenticeship	Community, Economic and Workforce Development (2015-2016)	4.2	Articulation	To articulate our apprenticeship programs with secondary construction programs, pre-apprenticeship programs, and with the CSUS system for advanced degrees. Recently an application was submitted to the DOL to register ARC with the RACC (Registered Apprentice College Consortium) Providing Apprentices and Journey-level workers an accelerated pathway to earn an associate's or bachelor's degree.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Art	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Electric kiln	New electric kiln needed for ceramics department.	Fall 2018	New
Evaluation:  |   |   |   |   |   |   |

Art	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Maintain Studio Art Classrooms	To maintain the safety and effectiveness of all our classrooms, and in order for students and staff to work effectively, the updating of presentation tools and equipment, and materials are necessary to teach the content of our programs. This includes, but is not limited to, the cost to maintain and/or replace equipment like: easels, chairs, stools, drawing horses, and tables; mechanical fixtures like, lighting, electrical, structural, and ventilation; and consumable materials and tools like, paints, solvents, binders, substrates, small hand tools, lab equipment, matting, framing, storage, etc.	Ongoing	In Progress
Evaluation: Equipment and art supplies are necessary in Art studio rooms to provide for instruction in varied media

Art	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	New Art Gallery for the College	It is our long-term goal to build a dedicated, more centrally located Art Gallery to showcase the premiere exhibitions produced by the Kaneko Gallery, house ARC's Permanent Art Collection, serve as a classroom for students enrolled in our gallery courses, and house a multi-media art resource gathering space for ARC students, faculty, and staff. Additionally, this new facility would ensure a secure, and proper temperature-controlled storage location to house our permanent art collection, which grew greatly in value and merit recently by the addition of the Andy Warhol Collection. This new facility would also serve as a classroom for the courses that would be offered for the new Gallery Certificate we plan to launch soon. Our current gallery use to be a classroom that was cannibalized for an exhibition space many years ago, it would be nice to have this classroom back to use for the 2-D courses we offer. We currently block window light in the gallery with cardboard and an antique canvas curtain and the space is badly in need of updating. We have NEVER had a dedicated art gallery to showcase our exhibitions on campus.	Fall 2018	New
Evaluation: While we were given a space for the permanent art collection we still need a new, larger gallery that better prepares students for careers in Gallery Management.

Art	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Safety and work flow effectiveness for 3D programs	OSHA Machinery Safety Zone Guidelines require adequate spacing between machines and students work areas; currently the classrooms are too small to comply with these requirements, based on the number of students we are mandated to enroll by the college. The current housing of equipment and tools in both these classrooms causes a shortage of safe, working space for our students and employees inside the classrooms; this is a vital health and safety issue and needs to be remedied as soon as possible. We would like to remodel the existing Ceramics, and Sculpture FA 501 and 502, to accommodate more student work space by adding classroom square-footage to the south side of the existing building. The current size of these classrooms imposes a physical limitation to how many students can safely work in the classroom(s) at one time. It limits how many students should be allowed to enroll each semester if the classroom sizes do not change.	Ongoing	New
Evaluation: Students cannot safely learn in overcrowded conditions. We need more floor space to accommodate current trends in class size.

Art	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Modernization of Housing the ARC Art Collection	The ARC Permanent Art Collection (PAC) has grown notably in recent semesters, most recently an addition of 6 new Andy Warhol prints donated to us from the Warhol Foundation at the end of 2013. The college has designated a secure and and temperature controlled location on campus to store our existing PAC and it is in the process of being remodeled in order to move the collection there. Flat Files and work storage are still required.	Fall 2018	In Progress
Evaluation: Our PAC is a vital part of learning in the art department. Having a quality art collection engages students in art making and presentation.

Art	Students First (2017-2021)	1	Visiting Artist Lecture Series	The Art department would like to develop a series of guest artist lectures and/or demonstration workshops, or visiting artists programs which offer an intense study or focus within the various disciplines of the visual arts. These could be workshops and/or lectures that augment the curriculum at ARC and would give our students an opportunity to learn from master artists and professionals.	Ongoing	In Progress
Evaluation: While we do not have a visiting artist "series" some areas, ie. photography, ceramic..., do invite artists to lecture. It is our hope to bring back this lecture series more fully.

Art	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	New Instructional Space for Figure Program	The art department needs a new instructional space for the figure program. The current size and shape of Room 510 imposes a physical limitation as to how many students can safely work at one time. During the Theatre/Music remodel, over 100 sq. ft. of this room was removed, thus changing the shape of the room to an odd configuration. It is not functional for the figure program because when using a model-stand, which is required in figure drawing and sculpture, it limits how many students can fit in the classroom. If this classroom remains as-is for the figure program, then it limits how many students should be allowed to be enrolled each semester. When more than 22 students and the model stand are in place, it imposes a health and safety issue, there is no room to move around the classroom, particularly in an emergency. Currently, the offerings in figure study remain demanding, as a preferred elective for students of the Art degree and new Studio Art Transfer Degree, it is also a core requirement for all ARTNM degrees and certificates and Fashion. Figure courses are increasing in enrollment and our ability to effectively accommodate our students is hindered due to our limited and oddly shaped classroom.	Ongoing	New
Evaluation: No improvement has been made to the inadequate space in 510

Art	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Increase Pay Rate for Models of the Figure Program	To increase the pay rate for our figure models who work for the district as Temporary Classified Staff.	Ongoing	In Progress
Evaluation: The pay rate still is low compared to other schools in the Sacramento area. Figure Models are required in all figure study classes and figure study classes cannot meet without them. We currently pay less than all other area institutions so the professional models are filling their schedules with other institutions leaving us less than professional models to work with. This affects pose holds, timing, quality and portfolio development of all figure studies students. We must pay our models a competitive wage and have tone most professional, trained models for our student success.

Art	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	New Facilities for the Entire Art Department	American River College needs new facilities for the entire Art Department. Our current classrooms were designed in the 50's and 70's and do not have the infrastructure to support current teaching technology. We have leaking roofs, inadequate pluming and electric and ADA compliance problems in nearly every classroom (except 101) In the photography area leaks and amperage problems endanger the computers and lighting equipment. The rotting roof over 510, 509 and 508 makes the area smell bad and contains mold and mildew. Viewing of presentations in 504, 509, and 510 is impaired by ceilings so low that only the front row of students can see entire presentations. Computer equipment or other students block full viewing in those classrooms. In 501 and 502 the angled ceiling prevents upgrades to teaching station and presentation technology. Cardboard and ancient canvas covers the windows in the Kaneko Gallery to allow for control of the track lighting. Room 101 has air conditioning so loud that instructors cannot be heard over it even when they shout. Room 101 is a beautiful classroom to look at but the sound problems are a detriment to teaching and learning. An air of neglect has fallen over our entire department.	Ongoing	New
Evaluation: Still waiting with baited breath.

Art	Clear and Effective Paths (2017-2021)	2	Curriculum and Effectiveness	Develop, modify, and enhance the curriculum for our programs to increase effectiveness and performance for student success in certificate and degree completion, transfer, and skill development.	Ongoing	In Progress
Evaluation: We are still waiting after a year plus for the gallery certificate to be approved.

Art	Clear and Effective Paths (2017-2021)	2	Transfer Curriculum Updates	We continue to partner with CSU'S and UC's to develop or refine our current programs and courses for transfer. We were the first college in our district to complete the new AA-T Studio Art Transfer Degree as required by SB-1440. We have revised and refined the AA-T degree. We are participating in the Major Mentoring events in our area and communicating with our majors in D2L and soon in Canvas. We continue to engage with our feeder high schools with the annual CTE events and participation at Steps for Success events.	Ongoing	In Progress
Evaluation: We continue to revise and create curriculum for UC and CSU transfer. We are also participating mapping our Degree/certificate with Pathways.

Art	Students First (2017-2021)	1	Exhibitions of Student Artwork in the Community	To improve the visibility of ARC student artwork, we are creating public venues or partnerships with galleries or museums to exhibit our student's artwork off campus. This develops a process for our students to interact with the community and business leaders, by allowing them firsthand experience to coordinate, organize, and install artwork for these off-campus art exhibitions. Additionally, these exhibits showcase our department and would attract the community at large to ARC's art department.	Ongoing	In Progress
Evaluation: Professional artists make art and exhibit it. By promoting student exhibitions in the community our students begin to work as professionals before leaving the classroom. This prepares them for careers in Art. This Year students have exhibited in many different venues off campus through the activities of the Art club and the gallery classes including the Crocker Art Museum.

Art	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Facility Improvement for Effectiveness and Safety	The Roofs are leaking in room 510, 509/508, and the 502 kiln room and need to be replaced. Roofs has been leaking since the theater building was completed. It is impossible to recruit when our facility is leaking on students and equipment.	Fall 2017	In Progress
Evaluation: After 10 years of EMP the roof to photography and the roof to the kiln room were finally repaired!

Art	Vibrancy and Resiliency (2017-2021)	4	Enlarging Existing Classrooms for the Art Dept.	The classrooms in our department were built in an era to only accommodate student enrollment at 18 or less. Enrollment today has increased by two-fold, but the classroom sizes have stayed the same. This imposes a physical limitation to how many students can safely work in our classroom(s) at one time. It limits how many students should be allowed to enroll each semester if the classroom sizes do not change. The enrollment requirements for a lecture class are different than that for a studio art class due to health and student safety concerns, exceptions to maximum enrollments must be considered for these reasons until the classrooms can be made larger or new classrooms can be built to accommodate the growing population in our department and programs.	Ongoing	New
Evaluation: Although enrollment is down, our facilities, rooms 501, 502, 504, 509, 510, are old and in need of updating. Our classrooms are still crowded and in some cases hazardous.

Art	Clear and Effective Paths (2017-2021)	2	AA in Freelance Photography	The Art Department needs an AA in Freelance Photography to serve Photography Students who wish to complete an AA degree as well as the FreelancePhotography Certificate	Fall 2017	In Progress
Evaluation:  |   |   |   |   |   |   |

Art New Media	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	ARTNM in Natomas	Continue to offer ARTNM course, such as Graphic Design Intern Artist, at the Natomas Outreach Center.	Ongoing	In Progress
Evaluation: This outcome provides access to the Art New Media course, such as Graphic Design, to the Natomas region. Instruction is hybrid, online and in-person.

Art New Media	Clear and Effective Paths (2017-2021)	2	Interdisciplinary	Collaborate with ANY other department on campus to develop and maintain interdisciplinary learning experiences that integrate technology, reading, writing, math, science, visual communication, etc.	Ongoing	In Progress
Evaluation: This outcome provides additional support from various disciplines, coalescing in ARTNM. ARTNM continues to reach out to other departments, including, but not limited to CIS, Design Technology, English, Fine Art, Journalism, Math, and Science.

Art New Media	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Software Upgrade	Upgrade the software to adequately support the industry demands of Art New Media certificates, degrees, and courses.	Ongoing	In Progress
Evaluation: This outcome provides students with training on the most recent versions of software, ensuring the student is aligned with or ahead of the employers and transfer schools, and provides the students with cutting edge tools and processes. Our advisers have informed ARTNM of the need for up-to-date software industry wide, providing students with employment opportunities. Advisers have warned of failed companies who did not keep up with the software trend changes, and recommend students with start-up business skills have up-to-date processes and skills.

Art New Media	Students First (2017-2021)	1	Workshops	Continue monthly weekend half-day workshops, called "Sunday Workshops", related to Art New Media disciplines that are free and open the public, taught by an industry expert.	Ongoing	In Progress
Evaluation: This past year we were unable to offer workshops, but we plan to continue these free offerings in the future.

Art New Media	Students First (2017-2021)	1	Speaker Series	Create an ARTNM speaker series, three to five speakers per academic year. It may be in conjunction local community organizations, such as galleries, artist guilds, conventions, or a collaboration with other departments at ARC. Guest speakers have visited the classroom with a "one-on-one" approach, and have presented formally to a larger campus audience.	Ongoing	In Progress
Evaluation: This outcome has provided students with experienced speakers in ARTNM fields. Most speakers are former students, but not limited to alumni. This has helped students get perspective on the industry, and has helped them find employment.

Art New Media	Students First (2017-2021)	1	Perkins- Involve parents, businesses, and labor	Continue our dialogue with our local businesses, by counseling and inviting guest speakers, and hold conversations with parents to assess the effectiveness of the services and activities we provide to students.	Ongoing	In Progress
Evaluation: Faculty continue to actively engage the employers of existing and start-up companies through the Advisory meetings for Perkins and other grants, as well as on-site visit to businesses, continuing the Advisory meeting conversations.

Art New Media	Students First (2017-2021)	1	Perkins - Non-Regular Hours	Continue to offer late evening and weekend courses.	Ongoing	In Progress
Evaluation: This outcome provides access to courses on non-regular hours to those who have family, health, employment, or other hardships. The evidence is in the high retention during late night and weekend course. ARTNM has held "midnight" courses, or Night Owl courses in the past with great success.

Art New Media	Students First (2017-2021)	1	Certificate: Mobile Tech. and Photography	Create one or more certificates centered around mobile technology and photography.	Fall 2019	In Progress
Evaluation: This certificate supports student learning by exposing them to the possibilities of the mobile platform and the job opportunities due to mobile tech. This objective is anticipated to be complete after ArtNM makes a full-time faculty selection this semester.

Art New Media	Students First (2017-2021)	1	Support the Design Technology Lab	This outcome is a record of ARTNM's continuing support for the development of new curriculum and acquisition of trending technology within the Design Technology program, support for the creation of grant driven programs, and the cross-disciplinary efforts of the student body. Also, a record of the technology trend of ARTNM modeling students enabling Design Technology students to realize and materialize their ideas.	Ongoing	In Progress
Evaluation: This outcome is has been instrumental in the creation of the Design Hub. The success of the Design Technology's 3D Printing curriculum has been predicated on the ARTNM student's 3D Modeling skill.

Art New Media	Clear and Effective Paths (2017-2021)	2	Utilize SLO Process	Continue to effectively utilize the three-year SLO review process to improve our communication to the student, community, and fellow colleagues.	Ongoing	In Progress
Evaluation: This outcome improves student learning through continued assessment and revision, where needed, of SLOs.

Art New Media	Clear and Effective Paths (2017-2021)	2	Expand Degree Opportunities	Create degrees in Animation and Art Science Technology.	Spring 2020	In Progress
Evaluation: This outcome would support student demand and industry demand for degrees and transfer degrees beyond the standard Art New Media umbrella.

Art New Media	Vibrancy and Resiliency (2017-2021)	4	Perkins - Advisory Committee	Continue to rely on our advisory committee for ARTNM development and improvement.	Ongoing	In Progress
Evaluation: This outcome provides support by informing ARTNM what changes need to be made to software and hardware, as well as certificate and course offerings. Critical decisions are made with the advisers support, and has resulted in more students gaining employment. The Advisory members have a direct impact on student's employment ops.

Art New Media	Clear and Effective Paths (2017-2021)	2	Evaluate and Assign TOP Codes for Streamlined Data	Work with the curriculum committee to evaluate and assign TOP codes for Streamlined Data Collection.	Ongoing	In Progress
Evaluation: This ensures proper TOP codes are used for the purpose of collecting accurate and detailed data on successful completions of all special populations. Continuing evaluation of courses and certificates to accurately report data.

Art New Media	Clear and Effective Paths (2017-2021)	2	ARTNM Success Event	Develop orientation for Art New Media students in the form of an "Advisory Day", and mandatory advising sessions with students throughout the semester to ensure the students success with their chosen pathway. A database to be created to support the process. Modeled after the Success Event held by the Music Dept.	Ongoing	In Progress
Evaluation: This outcome will provide support by way of articulating between the counselor and the area instructor. This event has not been implemented yet. (A former version of this outcome was accomplished with success in 2004-5).

Art New Media	Vibrancy and Resiliency (2017-2021)	4	Perkins- Work Placement in Emerging Games	Create work placement program for emerging game and 3D visualization companies in Sacramento.	Ongoing	In Progress
Evaluation: This support network concept has not developed beyond the standard advisory meeting or normal contact with local businesses, and is being discontinued.

Art New Media	Vibrancy and Resiliency (2017-2021)	4	Perkins- Quarterly Advisory Meetings, Non-regular	Continue conversations on a quarterly basis for a "check up" with our advisory members, through non-regular meetings, for advice on program development and improvement.	Ongoing	In Progress
Evaluation: Ongoing conversations with employers and industry persons has resulted in a tighter integrated curriculum and flow of skill sets from classroom to work environment. Improves student learning because quarterly changes to industry practices are applied in the classroom.

Art New Media	Students First (2017-2021)	1	Perkins - Internships and Local Business	Work with ARC Cooperative Work Experience/Internship coordinator, Design Technology, and CIS to develop additional internship opportunities for Art New Media students.	Ongoing	In Progress
Evaluation: This has been a very successful collaboration between Work Experience, ARTNM, Design Technology, and CIS to create the Design Hub, employing over 35 paid internships and over 35 unpaid internships.

Art New Media	Vibrancy and Resiliency (2017-2021)	4	Perkins- Recruit Adjunct	Recruit adjunct faculty from industry to teach specialized Art New Media courses.	Ongoing	In Progress
Evaluation: This outcome improves learning by creating diversity in faculty skill and perspective. Students exhibit a variety of skill sets and processes due to diverse faculty choices.

Art New Media	Students First (2017-2021)	1	Tutoring for Students	Identify and advise students who are qualified to tutor for Beacon, RAD, WAC, and/or DSPS.	Ongoing	In Progress
Evaluation: This outcome improves student learning, as we encourage successful students to be Beacon Tutors. Students grades are higher on average, and there is greater retention whenever we have a Beacon Tutor.

Art New Media	Students First (2017-2021)	1	Online Delivery	Develop new and revise existing online courses.	Ongoing	In Progress
Evaluation: This outcome provides support for special populations, such as single-work-at-home mothers or employed individuals who need to make their own schedule.

Art New Media	Clear and Effective Paths (2017-2021)	2	Articulate with Private School Programs	Articulate with private colleges and continue development of the transfer program with Cogswell Poly-technical College.	Ongoing	In Progress
Evaluation: This outcome is a continuing commitment to serve transfer needs of students.

Art New Media	Clear and Effective Paths (2017-2021)	2	Articulation with High Schools	Articulate with local high schools through CTE.	Ongoing	In Progress
Evaluation: This outcome has supported student success from the high school to college entrance process. Several students have successfully articulated with ARTNM.

Art New Media	Clear and Effective Paths (2017-2021)	2	Perkins- Create Modular Certificates	Create modular certificates that create pathways for student success. Expand our current certificate offerings and reduce the unit requirements to a minimum of 12-18 units and maximum of 30 per certificate. ARTNM's current areas of study are Illustration, 3D Animation, Web Design, Graphic Design, and Art and Science. Each area will be split into 2-4 certificates, reducing the overall unit load, and allowing students to complete one or more certificates in two years. In addition, clear diagrams will be made showing the options of pathways within each discipline area, and how they overlap with each other, enabling the student with more options for employment and/or transfer to a four year schools.	Fall 2019	In Progress
Evaluation: This outcome has had a dramatic effect on student success and certificate completion. ARTNM is not done, but five certificates have been approved, and can be applied for by students. Continuing the effort to modularize Illustration, Web/Mobile/Social, and Graphic Design. Illustration, as it has been known, might be dissolved into the Graphic Design, 3D, and Web/Mobile/Social certificates. To be determined.

Art New Media	Students First (2017-2021)	1	Perkins- Provide services and activities	Continue to work with DSPS to provide students with supplementary assistance and tutoring.	Ongoing	In Progress
Evaluation: Provide students with improved learning practices.

Art New Media	Clear and Effective Paths (2017-2021)	2	Perkins- For mentoring and support services	Develop online, video workshops about self-employment, online markets, and freelance strategies within the Art New Media fields targeting special populations. Edit and rebuild, as needed, the Art New Media website, keeping the content current, accessible, and friendly.	Fall 2019	In Progress
Evaluation: This outcome will provide support fro students and community members, enabling them to create their own at-home business and other strategies. This outcome has not been implemented yet. ARTNM is rebranding the ARTNM logo, website, and interactivity for mobile devices. Development is still in the early stages.

Art New Media	Vibrancy and Resiliency (2017-2021)	4	Perkins- Partner with CSUs and UCs	Partner with CSUs and UCs: Transfer Academy, Liberal Studies Courses Engage with feeder high schools: F&AA Day. We now direct attention to all CSUs and all UCs, rather than just CSU Sacramento and UC Davis. Develop curriculum addressing transfer to CSU and UC.	Ongoing	In Progress
Evaluation: This outcome provides support student support and success, when readying for transfer. ARTNM has made new connections to teachers at CSUS, UCDavis, and continue to transfer students to CSUS, CSU Chico, and other bay area colleges. Also, faculty participate in the C-ID process for Digital Media for the 2 and 4 year programs of California.

Art New Media	Clear and Effective Paths (2017-2021)	2	Perkins- Develop and Revise Curriculum	According to industry and transfer standards, develop new and revise current curriculum in all areas of Art New Media; 3D Animation, Art and Science, Graphic Design, Illustration, and Web Design.	Ongoing	In Progress
Evaluation: This outcomes ensures the students have the newest information, techniques, strategies, and/or transfer standards met. There is an increase in the number of students applying for certificates in Art New Media, and an increase in job placement directly from Art New Media courses and certificates. Curriculum development and revision has slowed, but continues while ARTNM weathers several transitions.

Art New Media	Clear and Effective Paths (2017-2021)	2	Perkins - Visualizing Certificate Pathways	Create a computer program that has a visually intense graphic interface to dynamically display and update information fed from Socrates, allowing the end-user to "see" the internal structure of Socrates, the certificates pathways, and how they connect or don't connect.	Fall 2019	In Progress
Evaluation: This outcome will provide support for the students and public to "see" the flow of certificates and degrees in ARTNM. This outcome has not yet been implemented. Researching the use of Kumu visual paths. Began conversation with the ARC Web Team to find a solution to prototype a UI design interpreting data from Socrates. Working with interns at the Design Hub to find an effective solution.

Art New Media	Vibrancy and Resiliency (2017-2021)	4	Art and Science	Create a cross-disciplinary program that bridges between the arts and sciences. Expand the course list to include more courses in art and science.	Spring 2020	In Progress
Evaluation: This outcome would broaden the students use of art and application with science and technology, and vice-verse. Also, create another pathway for transfer to CSUs and UCs. Evidence of local businesses developing visual comics and interactive comics teaching science and technology, targeting children, using the multiple skills of science and tech, has developed in the last year. Continuing to develop a strong relationship with the sciences through direct conversations, cross-lab assignments, and through Design Technology projects.

Art New Media	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Hardware Upgrade	Routinely upgrade computers (desktops, laptops, and mobile devices), interactive monitors, and peripheral devices to meet industry and transfer standards, and reduce student attrition rate due to hardware failure.	Ongoing	In Progress
Evaluation: Modernizing technology supports student learning by enabling them to create with speed and accuracy. Also, this trains students on work-place equipment. The hardware has to stay current with software, as software is always designed and optimized to work with the most recent hardware.

Art New Media	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Increase Square Footage for Equipment and IT	To expand Art New Media's classroom space, expand space required to house the various forms of equipment used in the creative processes in ARTNM. Meet proper fire code and ADA regulations by moving equipment into a new space.	Fall 2018	In Progress
Evaluation: The Design Hub has been helpful in our need to expand for new equipment and space. ARTNM is able to solve several problems through collaboration with the Design Hub and Design Technology.

Art New Media	Clear and Effective Paths (2017-2021)	2	Evaluation and Revision of Distance Education	Work with the research office and faculty to closely evaluate and devise ways to improve Distance Education success rate.	Ongoing	In Progress
Evaluation: This outcome supports students by ensuring their success with online courses, and targets this special populations needs.

Art Photography	Students First (2017-2021)	1	Exhibition opportunities	Provide opportunities for students to participate in professional level portfolio development and exhibition	Ongoing	In Progress
Evaluation: Preparing work for exhibition is similar to preparing work for clients and is excellent practice for the skills necessary to prepare images in professional manner for portfolio development and client sales.

Art Photography	Clear and Effective Paths (2017-2021)	2	Professional activities	The Photo area is seeking active participation in professional organizations such as Viewpoint gallery, Professional Photographers of Sacramento Valley (PPSV)(and by extension the Professional Photogrophers of America (PPA)) and the Society of Photographic Education (SPE)	Ongoing	In Progress
Evaluation: Viewpoint and Professional Photographers of Sacramento Valley are the two main freelance photography organizations in Sacramento and student involvement encourages networking, internships possibilities and professional growth for our students.

Art Photography	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Career and Skill Development	Provide professional photography activities for career and skill development. Such as: gallery exhibits, loaner equipment and books, photography resume building opportunities in the community, professional association meeting attendance and other photography related activities.	Ongoing	In Progress
Evaluation: By Maintaining an equipment locker for student use we level the playing field and make freelance photography a possibility for all students. Campus based work-study experience and internships are possible for all photo students because we maintain the necessary equipment for training in professional practice until students can acquire their own equipment. Competitions and exhibitions give students opportunities to participate in Freelance activities before they had developed a client base and they help students develop a client base.

Art Photography	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Advanced Technology Skills	The Photography area needs to be able to access current technology that is relevant and responsive to the needs of the photography industry. New technology skills allow students to demonstrate their business culture awareness. Students will be able to acquire contemporary skills to be employable in the workplace.	Ongoing	In Progress
Evaluation: Without updated computers and cameras and lighting equipment and innovative use of older technologies our students would be unable to be entrepreneurs.

Art Photography	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	New facility for the entire Art Department	American River College needs new facilities for the entire Art Department. We have leaking roofs, inadequate pluming and electric and ADA compliance problems in nearly every classroom. In the photography area leaks and amperage problems endanger the computers and lighting equipment. The rotting roof over 510, 509 ad 508 makes the area smell bad and contains mold and mildew. Viewing of presentations and critiques in room 509 is impaired by ceilings so low that only the front row of students can see entire presentations. Computer equipment or other students block full viewing. The Photography area at American River College cannot compare to the new facilities at CRC and SCC and any student who can travel leaves our program for the better equipped programs with better facilities. Our lighting studio is so small that students must use portable equipment and set-up in other rooms or the yard to do portrait or fashion work. We are not providing adequate classroom or lab space for photography students at ARC	Ongoing	New
Evaluation: We are still in need of an environment that resembles professional level education in Studio Art.

Art Photography	Students First (2017-2021)	1	Skill Mastery	Develop, modify and enhance curricula for the Freelance Photography Careers Certificate	Ongoing	In Progress
Evaluation: New Curriculum and a clarified path with Fall and Spring semester requirements is in the pipeline.

Art Photography	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Student Access to Professional level Lab	Provide software and hardware, equipment, chemistry, lab-ware and facilities for current professional level photographic practice at ARC.	Ongoing	In Progress
Evaluation: The roof does not currently leak but we are in need of updated dryers and printers. We are also in need of blended water in the film making lab.

Art Photography	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Serving Special Populations	Use the recommendations of the advisory committee to access the effectiveness of services and activities provided to students. We continue to work with DSPS to provide students with supplementary assistance and tutoring.	Ongoing	In Progress
Evaluation: At the Pathways Workshop at Ethan Way, using the new software to track our stats, we discovered that we are one student short of equity in access and success. According to the core indicator reports we are still under 10 people in the certificate program so no data is being reported. Anecdotally we have very diverse populations and the equipment locker allows us to serve all students.

Art Photography	Students First (2017-2021)	1	AA in Freelance Photography	The Photography area needs an AA in Freelance Photography to extend opportunities for degrees for Freelance Photography Certificate students. The Degree has been proposed in the ARC curriculum process and has been at DCCC status since November of 2015	Fall 2018	In Progress
Evaluation: Our students must still transfer to other institutions to achieve an AA in Photography. A Degree is not required for success as a freelancer but it is required for life long economic benefit. We will not have equity until our students can earn degrees in their chosen field.

Art Photography	Clear and Effective Paths (2017-2021)	2	Curriculum Development	Develop new curriculum in photography related technology and practice providing opportunities for certificate and degree in Freelance Photography	Ongoing	In Progress
Evaluation: Our Certificate has been re-designed but a degree is still not possible for our students unless they transfer to another Los Rios campus

Art Photography	Vibrancy and Resiliency (2017-2021)	4	Facility Improvement for Effectiveness and Safety	Provide a safe and effective working environment within the current photo lab for staff and students.	Ongoing	In Progress
Evaluation: Students cannot learn in an overcrowded, unsafe environment.

Art Photography	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Faculty Professional Development	Provide regional and national conference and workshop attendance for photography faculty to stay current in industry trends and standards.	Ongoing	In Progress
Evaluation: The Faculty at ARC are attending nation wide workshops and conferences but need to continue to update curriculum and to motivate entrepreneurs in the most contemporary trends and methods of freelance photography.

Articulation	Student Success (2015-2016)	1.5	Transfer Rate	Improve overall transfer rate for American River College by offering clear guidelines of requirements for transfer which also allow for degree and certificate completion (ADTs, CSU-GE/IGETC certificates.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Articulation	Student Success (2015-2016)	1.2	Curriculum	The articulation officer is a resource for ARC faculty in the development of new curriculum and the revision of existing curriculum. Works with other faculty to identify courses that can be submitted for: CSU and UC transferability; to fulfill AA/AS Graduation Requirements, CSU-GE and IGETC requirements; to articulate with lower division major requirements; be approved for appropriate C-ID descriptors.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Articulation	Student Success (2015-2016)	1.2	Articulation Agreements	Increase the number of articulation agreements between ARC and 4-year colleges and universities.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Articulation	Student Success (2015-2016)	1.2	Associate Degrees for Transfer (ADTs)	All Associate Degrees for Transfer that ARC is required to create are submitted to the CCCCO by the deadline published on the CCCCO website. The articulation officer assists faculty in the development of Associate Degrees for Transfer (ADTs). These degrees provide students priority in admissions to the CSU a variety of majors. Work with Office of Instruction in the completion of CCCCO Templates.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Articulation	Student Success (2015-2016)	1.2	Transfer General Education	CSU-GE and IGETC patterns are up-to-date and accurate. These patterns are published in the Catalog, are available via the ASSIST website, and are used by counselors in the certification of lower-division general education. These patterns also form a significant part of all Associate Degrees for Transfer (ADTs), and each pattern also is an approved "Certificate of Achievement." Transfer patterns are currently in paper form - there is a desire to have these forms converted to fillable PDFs, which could increase efficiency and accuracy.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Articulation	Student Success (2015-2016)	1.2	ARC Catalog	Ensure that articulation-related information in ARC catalog is current and correct. Update course information in SOCRATES to current status of course-level information relevant to articulation (i.e., CSU and UC Transferability; AA/AS GE, CSU-GE, and IGETC approvals; C-ID approval).	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Articulation	Student Success (2015-2016)	1.2	ASSIST	Ensure that ARC course information in ASSIST is complete, accurate and up-to-date. This involves information entry on a regular, on-going basis during the year: adding information about new courses, deleting courses no longer in ARC's Catalog, and revising course information (title, unit values, department designators)for consistency with ARC's Catalog.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Articulation	Student Success (2015-2016)	1.2	ARC Graduation Requirements	ARC Graduation Requirements are reviewed on an annual basis, and meet all statutory requirements. Documents detailing the Graduation Requirements are updated and correct.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Articulation	Student Success (2015-2016)	1.2	C-ID	ARC courses for which there is a corresponding C-ID descriptor are submitted for evaluation/approval. Courses approved for their respective C-ID descriptor are used in Associate Degrees for Transfer; information about C-ID approval is entered into SOCRATES by the articulation officer, and appears in the ARC Catalog.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Assessment Office	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	LASSI in Science Success Center	Continue to support the Science Skills Center in their ongoing efforts to administer the Learning and Studies Strategies Inventory (LASSI) to students participating in their academic support program.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Assessment Office	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Spanish Pre-Requisite Challenge	Offer Pre-Requisite Challenge Exams for the Spanish Department in the Assessment Center.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Assessment Office	Students First (2017-2021)	1	Research	Assist with validity research and disproportionate impact studies on all placement instruments as required per Title V regulations.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Assessment Office	Students First (2017-2021)	1	GPS Sessions	Schedule Testing Sessions so that GPS sessions can be held in the Assessment Center, when needed.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Assessment Office	Students First (2017-2021)	1	Natomas	Continue to support the English, ESL and Math assessment instruments to assist students in their placement process in order to help students achieve their educational goals and improve student retention and persistence at the Natomas Outreach Center.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Assessment Office	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	OEI Test Proctoring	Work with the State-wide Online Education Initiative (OEI) to offer distance exams for other California Community Colleges.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Assessment Office	Students First (2017-2021)	1	Paper pencil	Schedule alternate testing time and space to administer the CTEP paper/pencil instrument.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Assessment Office	Students First (2017-2021)	1	Identify ed.goals	Continue access to English, ESL and Math assessment instruments to assist students in their placement process in order to help students achieve their educational goals and improve student retention and persistence.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Assessment Office	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	ASL -Pre-Requisite Challenge Exam Pilot Program	Work with the Deaf Culture and ASL Studies Department to implement a pre-requisite challenge exam pilot project for ASL classes, to be administered in the Assessment Center.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Assessment Office	Students First (2017-2021)	1	Graduation	Schedule and administer graduation competency examination for reading and mathematics.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Assessment Office	Students First (2017-2021)	1	Technical support	Provide programming and technological support to staff developing test instruments and scanning evaluation forms, and maintaining the placement database.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Assessment Office	Students First (2017-2021)	1	Achiev@ARC	Work with the Achieve at ARC program to help students in the program complete all their steps and become successful students.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Assessment Office	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	AB 705 Acceleration	Working with English and Math Departments and Counseling, help students to determine their correct placement by distributing course placement flyers in the Assessment Lab and by processing the new PREP forms, to determine placement based on High School transcripts.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Assessment Office	Students First (2017-2021)	1	ARC Advantage Program	Continue to work with the ARC Advantage Program (summer, fall, spring) which prepares students to accelerate their progress in English and Math by offering an intensive 6-week Saturday program.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Assessment Office	Students First (2017-2021)	1	Chemistry	Continue to provide placement testing for students who wish to enroll in Chemistry 400, General Chemistry.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Astronomy/Physics/Physical Science	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Astronomy Observatory	Provide students with hands-on experience with astronomical observations using modern technology.	Spring 2019	In Progress
Evaluation: The observatory will provide students with hands-on experience with astronomical observations using the most up-to-date technology.

Astronomy/Physics/Physical Science	Clear and Effective Paths (2017-2021)	2	Increase Class-Sections Offerings	Provide greater access to all our programs and to all our classes that serve other program on campus, for the benefit of all the growing communities in this region.	Ongoing	In Progress
Evaluation: Completion of this outcome will provide greater access to all our programs and to all our classes that serve other program on campus.

Astronomy/Physics/Physical Science	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Faculty and Course Web Pages	Expand access to instructors and to information and increase the effectiveness of outreach efforts.	Ongoing	In Progress
Evaluation: Expand access to instructors and to information and increase the effectiveness of outreach efforts. Course webpages will help increase access during after-hours and will provide an effective communication tool with students.

Astronomy/Physics/Physical Science	Clear and Effective Paths (2017-2021)	2	Community and Campus Outreach	Increase awareness about our programs in astronomy, engineering and physics. Increase participation in the Astronomy, Engineering and Physics Clubs. The clubs all nurture a positive environment for exchange of ideas and group projects that go beyond the classroom.	Ongoing	In Progress
Evaluation: Increase awareness about our programs in astronomy, engineering and physics. Increase participation in the Astronomy, Engineering and Physics Clubs. The clubs all nurture a positive environment for exchange of ideas and group projects that go beyond the classroom. It brings recognition to both our department, our students and ARC as an institution.

Astronomy/Physics/Physical Science	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Classroom Improvements for Faculty and Students	Provide easier access to our faculty and our students to a copy machine. Increase teaching effectiveness.	Spring 2020	New
Evaluation: This outcome supports teaching teaching effectiveness and efficiency.

Astronomy/Physics/Physical Science	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Laboratory Equipment and Technology	Provide the highest quality learning opportunities with the aid of modern technology, up-to-date data gathering systems, and new instruments in all our laboratories and classrooms.	Ongoing	In Progress
Evaluation: We strive to provide the highest quality learning opportunities with the aid of modern technology, up-to-date data gathering systems, and new instruments in all our laboratories and classrooms. This requires continuous updating of equipment and technology.

Astronomy/Physics/Physical Science	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	New Full Time Faculty	Hiring of more full-time Physics/Astronomy faculty will increase the number of sections that we can offer, and will increase the number of students that can complete their degrees or transfer requirements.	Ongoing	New
Evaluation: Hiring of more full-time Physics/Astronomy faculty will increase the number of sections that we can offer, and will increase the number of students that can complete their degrees or transfer requirements.

Astronomy/Physics/Physical Science	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Professional Activities	Keep our faculty current and up-to-date with technology and teaching techniques, as well as providing a flexible environment for professional growth.	Ongoing	In Progress
Evaluation: Participation in professional development activities allows our faculty to remain current in topics of physics and astronomy, as well as in teaching modalities and new teaching technology.

Astronomy/Physics/Physical Science	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	New Faculty Office Space in the Physics Area	Having faculty housed near or in the same building where they teach increases the access for students who need to get help during office hours and makes the instructor a more visible part of the department. We need offices for our new hires.	Fall 2020	New
Evaluation: Having faculty housed near or in the same building where they teach increases the access for students who need to get help during office hours and makes the instructor a more visible part of the department. We need offices for our new hires.

Athletes	Student Success (2015-2016)	1.4	Dusty Baker Student Athlete Resource Center	A long term plan for the DB Center needs to be established.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Automotive Collision	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Automotive Collision Technology	Expand facility another 8,0000 square feet (Structural Lab). Purchase Structural Alignment Equipment, Composit Repair Equipment, Lab Preparation Equipment and program update information.	Ongoing	In Progress
Evaluation:

Automotive Collision	Students First (2017-2021)	1	Perkins- Supporting training and activities	Promote opportunities in automotive to high school and community organizations including nontraditional students to enroll in the ARC automotive program. To expand our Work Experience Program and local Industry Meetings also bring opportunities.	Ongoing	In Progress
Evaluation:

Automotive Collision	Students First (2017-2021)	1	Perkins- Link CTE at the secondary CTE 1	Continuation of two part-load coordinators for visiting local high school automotive programs to provide those students with program and contact information for entry into our auto programs. Our auto coordinators are visiting all of the high school programs within a 50 radius of our campus to promote the ACT.	Ongoing	In Progress
Evaluation:

Automotive Collision	Students First (2017-2021)	1	Perkins- Link CTE at the secondary CTE 2	Articulation agreements either signed or are in process for every secondary school that has an automotive or auto collision program.	Ongoing	In Progress
Evaluation:

Automotive Collision	Vibrancy and Resiliency (2017-2021)	4	Perkins- Provide services and activities CTE 1	We strengthened our automotive partnerships with PATC, Manufacturers, and the independent automotive repair sector.	Ongoing	In Progress
Evaluation:

Automotive Collision	Students First (2017-2021)	1	Perkins- Involve parents, businesses, & labor CTE3	We host automotive collision advisory committee meetings that include industry, secondary, and other college participants. They approve curriculum and help guide the future of our program.	Ongoing	In Progress
Evaluation:

Automotive Collision	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Local education and business partnerships	Incorporate new and emerging technologies for delivery systems, institutional curriculum. Maintain currency with industry electronic resources on automotive collision repair, diagnostics, repair-order generation, and internet information systems. Factory training on diagnostics, electronic repair, and computer based management is in place. Promote internship opportunities for students of Automotive Collision.	Ongoing	In Progress
Evaluation:

Automotive Collision	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Strengthening the academic & career CTE 2	We are continuing our coordination efforts to bring our industry and educational partner's needs into our program. We are partnering with many industry leaders such as I-Car, ASE, BASF, Evercoat, 3M, Chief, Caroliner, Snap-On Tools, Sherwin, and House of Color.	Ongoing	In Progress
Evaluation:

Automotive Collision	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Develop, improve, or expand tech CTE 1	Incorporate new and emerging technologies for delivery systems, institutional curriculum.	Ongoing	In Progress
Evaluation:

Automotive Collision	Clear and Effective Paths (2017-2021)	2	Perkins- Develop, improve, or expand tech CE 3	Implement collision repair training on wheel alignment machine. Enhance the student’s understanding and application of structural steering and suspension components.	Ongoing	In Progress
Evaluation:

Automotive Collision	Clear and Effective Paths (2017-2021)	2	Perkins- Develop and implement evaluations CE 2	The student learning outcome requirements of our college require evaluation of the questionnaire responses and instructional assessment of the methods of evaluation.	Ongoing	In Progress
Evaluation:

Automotive Collision	Clear and Effective Paths (2017-2021)	2	Perkins- Develop and implement evaluations CE 3	Our program has participated in the first round SLO evaluation process.	Ongoing	In Progress
Evaluation:

Automotive Collision	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins-Initiate, improve, expand & modernize CE1	Incorporated new and emerging technologies for delivery systems and institutional curriculum.	Ongoing	In Progress
Evaluation:

Automotive Collision	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins-Initiate, improve, expand & modernize CE3	Factory training on diagnostics, electronic repair, and computer based management is in place.	Ongoing	In Progress
Evaluation:

Automotive Collision	Vibrancy and Resiliency (2017-2021)	4	Perkins - Leasing, purchasing, or upgrading	Maintain an up-to-date, technologically advanced, teaching environment and instructor training opportunities.	Ongoing	In Progress
Evaluation:

Automotive Collision	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Department Expansion	Equipment and staff expansion to be able to run classes.	Ongoing	New
Evaluation:

Automotive Collision	Clear and Effective Paths (2017-2021)	2	Perkins - Provide students with Results	Track and work with students in assisting them with getting their certificates after finishing the designated classes.	Ongoing	In Progress
Evaluation:

Automotive Collision	Students First (2017-2021)	1	Perkins- Provide students with Positive Experience	Work with students to keep them engaged in the classes and program to completion.	Ongoing	In Progress
Evaluation:

Automotive Collision	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Develop and implement evaluations CTE 4	Our department is involved in high school career day presentations, special population presentations, career fairs, and open house events.	Ongoing	In Progress
Evaluation:

Automotive Collision	Clear and Effective Paths (2017-2021)	2	Perkins- Provide students with strong exp CTE 4	Established a work experience class for automotive collision students for paid and unpaid industry internships	Ongoing	In Progress
Evaluation:

Automotive Collision	Vibrancy and Resiliency (2017-2021)	4	Perkins- Provide students with strong exp CTE 3	Factory training on diagnostics, electronic repair, and computer based management is in place	Ongoing	In Progress
Evaluation:

Automotive Collision	Clear and Effective Paths (2017-2021)	2	Perkins- Provide in-service & pre-service CTE 3	All automotive collision instructors, through required office hours help students with career choices and opportunities	Ongoing	In Progress
Evaluation:

Automotive Collision	Students First (2017-2021)	1	Perkins-Initiate, improve, expand & modernize CTE2	Maintain currency with industry electronic resources on automotive repair, diagnostics, repair-order generation, and Internet information systems.	Ongoing	In Progress
Evaluation:

Automotive Collision	Students First (2017-2021)	1	Perkins- Provide activities to prepare	Encourage and support the enrollment and retention of special populations in the auto collision program.	Ongoing	In Progress
Evaluation:

Automotive Collision	Clear and Effective Paths (2017-2021)	2	Perkins- Assisting career & technical student org	Provide assistance for student participation in local, state and national professional competitions	Ongoing	In Progress
Evaluation:

Automotive Collision	Clear and Effective Paths (2017-2021)	2	Perkins- Developing initiatives that facilitate	Many of our automotive collision classes are transferable to higher level degree programs and our Student Services include financial aid, EOP&S, counseling, and employment opportunities.	Ongoing	In Progress
Evaluation:

Automotive Collision	Students First (2017-2021)	1	Perkins- Supporting other CTE activities	Support recruitment, outreach, retention, persistence and employment of regular and nontraditional students. Promote outside activities such as SEMA, Sacramento Autorama and Industry events at Mather Facility.	Ongoing	In Progress
Evaluation:

Automotive Collision	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Automotive Collision technology	Develop a good learning outcome by reviewing lab assignments, tests and one on one study time with each student.	Ongoing	In Progress
Evaluation:

Automotive Collision	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Strengthening the academic & career CE 1	Expand existing part time auto collision program taught at Mather into a full time program. Full time instructor hired and program is now operating day and evenings. Curriculum is now being expanded to include advanced technologies.	Ongoing	In Progress
Evaluation:

Automotive Collision	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide in-service & pre-service CE 1	To ensure that all instructors are highly qualified both in terms of industry knowledge and instructional strategies, our college provides training as paid flex activities.	Ongoing	In Progress
Evaluation:

Automotive Collision	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide in-service & pre-service CE 2	Our program is NATEF (ASE) certified and as such requires 20 hours of update training per year for each instructor. This training is supplied by our industry partners	Ongoing	In Progress
Evaluation:

Automotive Diesel	Clear and Effective Paths (2017-2021)	2	Program Growth	Develop relationships with Cummins, Navistar and Volvo.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Community Outreach	Ensure that all instructors are highly qualified both in terms of industry knowledge and instructional strategies.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Diversity	Complete remodel of Clean Diesel Technology laboratory space to accommodate growing student population, as well as the use of new teaching strategies, starting clean diesel courses and weekend programs. Daytime classes are currently impacted.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Clear and Effective Paths (2017-2021)	2	Perkins - Link CE at the secondary and the post	Continue visitation of local high schools and participation in career fairs to introduce our program as well as information on entrance into the Clean Diesel Technology Program. SETA continues to assist in recruitment efforts for the program.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins - Develop, improve, or expand	Continue to incorporate new and emerging technologies into curriculum as they become available—clean diesel, biodiesel, retrofit, particulate filters, emissions standards, etc. Maintain industry contacts for resources as they apply to diesel/clean diesel technology, current systems, older systems and emerging systems and technology such as retrofit and emission technology. Industry based training is ongoing.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Perkins - Provide services and activities	Continue to strengthen partnerships with industry leaders and agencies. We have partnered with the California Council of Diesel Education and Technology (CCDET), and are working toward full membership.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Perkins- Assisting career and technical student	Provide assistance for student participation in local, state, national professional competitions, such as the Industrial and Technological competitions at the California State Fair.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Vibrancy and Resiliency (2017-2021)	4	Perkins - Improving or developing new CE	The Clean Diesel Technology program is now being offered as a full time program at Mather Center. The program is operating both day and evening, soon to include a Saturday course. Curriculum has been expanded to include clean diesel and advanced technologies such as biofuels, retrofit of older diesel technology, and particulate filter technology. Cummins INSITE software has been installed and a course for this is being instructed.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Perkins - Supporting training and activities	Promote opportunities in clean diesel technology to high school and community organizations, including non-traditional students to promote enrollment in the clean diesel technology program by participating in career fairs and festivals at local high schools and industry career fairs. Participation in the Russian American Media “Best of the Best” program.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins - Providing support for training	Develop and maintain current industry contacts, as well as creation of new relationships. Instructor training is ongoing.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Automotive Diesel	Provide assistance for student participation in local, state, and national industry competitions, such as the Industry Technological Competition at the California State Fair and Skills USA. Participation and attendance at the local student/career fairs that our promoted throughout the communities to let them know who we are and how we can assist them in filling that goal of working in the Diesel Technology Industry.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Program Growth	Make use of current facility by instructing classes for California Counsel Diesel Emission Technology (CCDET) I & II. CCDET I is a Heavy Duty Vehicle Inspection Program (HDVIP) and Periodic Smoke Inspection Program (PSIP). CCDET II is a Diesel Exhaust After Treatment Maintenance. These programs bring in outside industry representatives to ARC Diesel to update and expand their knowledge of the newer technologies of clean diesel.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Vibrancy and Resiliency (2017-2021)	4	Diversity	Attendance at local education fairs to promote and advise students of our program. We have spring and fall events that allow students to intermingle with other departments, community members, and industry partners to exchange ideas and perspectives of the industry. We create teams for the State Fair projects, which allows students to voice their experiences with the varied projects by engaging in creative and critical thinking.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Partnerships	Develop new, larger clean diesel facilities, not renovation of existing space which provides nothing in terms of new usable space, as our current classes are impacted, and we are introducing clean diesel courses as well. In order to grow, more classroom and laboratory space is required.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Community Outreach	Provide a safe, clean, and efficient environment that supports instructors, staff, and students. Continue to offer workshops for industry.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Vibrancy and Resiliency (2017-2021)	4	Perkins- Local education and business partnerships	Incorporate new and emerging technologies into curriculum. Maintain industry relationships as they relate to clean diesel technology, such as electronic and internet resources of diesel repair, retrofit of older generation diesel systems and internet information systems. Factory training on clean diesel, diagnostics, retrofit technology, emission technology, system repair and computer based management, such as Cummins INSITE. Promotion of internship opportunities for students.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Clear and Effective Paths (2017-2021)	2	Partnerships	Meeting new community industry partners through Clean Cities events, career days, and various field trips. We use industry members to come into the classrooms to speak on current and new technologies related to Diesel. We work with SETA to support our efforts in filling the training and employment needs of local businesses. We also invite those members to our celebration events to get more one on one time with our students. We offer our facility for industry classes and meetings.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Clear and Effective Paths (2017-2021)	2	Community Outreach	Continue to work with the Russian community as a resource for culture, through events such as the Cultural Media Event. Allowing industry partners to use the facilities for continuing learning participation, Foundation Board, etc.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Perkins- Provide students with strong experience	New and emerging technologies in relation to Diesel/Clean Diesel Technology and green technology are being incorporated into the curriculum as they become available. Strong relationships with industry partners for diesel/clean diesel technology, repair, retrofit, diagnostics, older generation and internet systems such as INSITE are being maintained. Factory based training is ongoing.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins - Initiate, improve, expand	New and emerging technologies continue to be incorporated into curriculum. Maintenance and development of industry relationships as they relate to diesel/clean diesel technology, including solicitation of resources, as well as use of internet and electronic resources is ongoing. Electronic resources continue to be utlized and expanded upon.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Involve parents, businesses, & labor	Maintain relationships with industry partners to offer industry specific training for the technician, instructor, and students. We have ongoing relationships with HOLT of California as well as Cummings, and Caterpillar systems. We have developed relationships with the California Air Resources Board and, the California Council of Diesel Education and Technology (CCDET).	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Community Development	Increase connections with secondary schools, such as career fairs, colleges, universities, and businesses to articulate our programs that are available to them.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Vibrancy and Resiliency (2017-2021)	4	Outside Funding	To strengthen partnerships with Cummins, Navistar, Cal Trans, Volvo, and the Diesel Advisory Board. We would like to request an yearly operating budget of $15,000 per year.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Vibrancy and Resiliency (2017-2021)	4	Continuing Education	Ongoing Cummins, EPA, and California Air Resources Board committee involvement.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Environment Sustainability	Participate in developing grants and alternative funding sources.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Health & Safety	Support and attend campus health and safety events for students and employees.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Vibrancy and Resiliency (2017-2021)	4	Budgeting Effectiveness	Continue to develop grant and alternative funding. Planning to implement needed improvements.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Overall SLO	Continue to effectively use budget resources and program review through the advisory board to ensure that student learning outcomes are being met.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Connection Effectiveness	Review SLO's to ensure that student outcomes are met.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Develop and implement evaluations	Develop program evaluation questionnaires for students to rank diesel program. Due to student learning outcome requirements of our program, the evaluation questionnaires are in process of development. Our program has participated in the first round of SLO evaluation process.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide activities to prepare	Coordinate with the ARC CTL to develop teaching strategies. CTL flex activities do address these teaching strategies. All newly hired instructors will be required to attend these classes.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Leasing, purchasing, upgrading	Maintain an up to date, technologically advanced, instructional environment and instructional training opportunities. Twenty hours of factory training for instructors is required each year.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Vibrancy and Resiliency (2017-2021)	4	Outside Funding	Our department is currently in the process of receiving approval for the California Counsel Diesel Emission Technology (CCDET) which will bring funding to our program. We will continue to search out and apply for any grants or additional funding that we may qualify for that is essential to achieving our mission.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Budgeting Effectiveness	Creating ongoing improvement lists to include tools, equipment, and teaching aids to enrich our program for the students per the fiscal budget allocated.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Clear and Effective Paths (2017-2021)	2	Connection Effectiveness	Verify that the EMP, program review, and the SLO’s accomplish the same goals, working together to build a stronger program and not conflict each other.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Overall SLO	Improve our program to inter-promote the Reading/Writing/Math classes or the learning resource center to assist our students in being better-rounded in their knowledge for their careers in Diesel Technology.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide in-service & pre-service	Ensure that all instructors are highly qualified in not only industry knowledge, but instructional strategies as well. Our institution provides instructions strategy training as a paid flex activity, as well as training provided by our industry partners. Instructors continue to attend instructional strategy training as provided by institution and industry training is attended as available.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Continuing Education	Receive training in DL2 Learn, Google Docs, attending Convocation day, attending the Convergence programs, Diversity in the Classroom Series, etc.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Health & Safety	Continue to promote the Diesel Industry Safety for students and staff with documents, equipment, and videos, like Caterpillar’s video that they supplied “Shake Hands with Danger”.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Vibrancy and Resiliency (2017-2021)	4	Environment Sustainability	Through Clean Cities we keep up to date with the latest environmental sustainability efforts by reducing our negative impact on the environment and showing responsible citizenship as it benefits the local community.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Student Retention	Partner with SETA, Cal Trans, Cummins, California Air Resources Board, Heavy Duty truck repair shops, and independent repair shops in maintaining a high quality, articulated program that includes clean diesel technology.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Financial Assistance	Maintain institutional currency.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Clear and Effective Paths (2017-2021)	2	Post - ARC	Incorporate new and emerging technologies for delivery systems, institutional curriculum. Maintain currency to include emissions systems, heavy duty diesel repair, clean diesel repair, and internet information systems.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Basic Skills Initiative	Increase Mather facility to accommodate new instructional technologies such as clean diesel, and a greater student population. Morning classes are currently impacted due to lack of space.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Successful Completion of Status	Enhance night classes offered and develop a weekend program. This will help improve education for students, and enhance our partnerships with SETA, Cal Trans, Regional Transit, California Air Resources Board, Heavy Duty truck dealers, and independent shops. Additional shop space will help existing partners, and alleviate the currently impacted courses. Develop weekend and Friday Saturday classes to utilize existing shop space.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Perkins- Supporting other CTE activities	Support recruitment, outreach, retention, persistence and employment of nontraditional students, utilizing career fairs at local high schools, the Russian American Media, Granite Construction, and the Industrial and Technological competitions of the California State Fair.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Perkins- Strengthening the academic and career	The Diesel Technology A.S. Degree as well as the Diesel Technology and Clean Diesel Technology Certificates were approved by the Chancellors office. Courses are run four days per week, with a Saturday class being added, at the Mather Transportation Center. Curriculum continues to be expanded to include advanced and clean diesel technologies. We continue to partner with industry, SETA, and SCOE in maintaining a high quality program. Coordination efforts are continuing, to bring industry and educational partners’ needs into our program.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Basic Skills Initiative	Continue to teach Diesel Technology classes....????basic college math and English skills.	Ongoing	New
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Basic Skills Initiative	Prepare students without basic college math and English skills by introducing them to the people within the Student Learning Centers that can assist them in developing their abilities to succeed in a competitive work environment. (i.e. RAD, WAC, etc.)	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Student Retention	Inform all of our students to take advantage of the different assistance programs (RAD, WAC, and LRC) available to them even though we are a satellite facility.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Successful Completion of Status	The diesel technology program is offered in the morning, afternoon, and evening hours so that students can complete the required credits needed for the certificate/degree. The availability for the classes can be coordinated with the Workforce Development Department to assure students that the application process is complete.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Financial Assistance	Apprise students of all current and upcoming grants, with special emphasis for women, persons with disabilities, non-traditional students, and minority scholarships, and other financial aid that is available to them.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Clear and Effective Paths (2017-2021)	2	Post - ARC	To maintain the biography book that is sent out to employers highlighting our students’ successes, goals, and looking for employment opportunities within the industry. We would like to also maintain a tracking method to assist our students in their development and that would also give us information in how to update or improve our classes.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Organizational Effectiveness	Receive training in Google Docs and D2L.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Automotive Diesel	Prepare students without basic college math and English skills by introducing them to the people within the Student Learning Centers that can assist them in developing their abilities to succeed in a competitive work environment. (i.e. RAD, WAC)	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Continuing Education for Staff	Ongoing training for full time and adjunct diesel faculty to increase knowledge in emissions and electronics training as they evolve in the industry.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Support Services	Continue to hire industry adjuncts to keep pace with advances in technology as the industry evolves.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	SLO Assessment	Acquire instructional equipment to keep pace with emerging diesel and clean diesel technology.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Continuing Education for Staff	Through Convocation, basic skills have been and continue to be updated. Also through ARC we attend the classes/workshops offered, like the Google docs workshop. Various field trips allow staff to see new and current technologies in the industry. We also watch out for and attend various opportunities for professional development, service, and leadership as it relates to our program.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Students First (2017-2021)	1	Support Services	Obtain Workforce Development Department, LRC, WAC, and RAD to be involved by divulging what type of assistance they can offer to our students.	Ongoing	In Progress
Evaluation:

Automotive Diesel	Clear and Effective Paths (2017-2021)	2	SLO Assessment	To insure SLO’s are being met, development of assessment tests for students at the end of courses. (i.e. DCDT 110 Repair Assessment of engine teardown, SLO’s have been met. DCDT 130 Diesel Brake assessments of brake assembly, SLO’s have been met.)	Ongoing	In Progress
Evaluation:

Automotive Diesel	Vibrancy and Resiliency (2017-2021)	4	Continuing Tech Knowledge	Receive training in Google Docs, DL2 Learn, etc.	Ongoing	In Progress
Evaluation:

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Auto Program	Maintain institutional currency	Ongoing	In Progress
Evaluation: Maintain institutional currency

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Leasing, purchasing, upgrading CTE 2	Twenty hours of factory training for instructors is required each school year.	Ongoing	In Progress
Evaluation: Twenty hours of factory training for instructors is required each school year.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Auto Program	Increase on campus and off campus facilities to accommodate new instructional technologies and alternative fuels vehicles to a larger student population.	Ongoing	In Progress
Evaluation: Increase on campus and off campus facilities to accommodate new instructional technologies and alternative fuels vehicles to a larger student population.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Auto Program	On site advanced training to be used during the night and weekends, this will help improve education for our students and enhance our partnership with AYES, Snap-on, and FCA.	Ongoing	In Progress
Evaluation: On site advanced training to be used during the night and weekends, this will help improve education for our students and enhance our partnership with AYES.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Automotive Website	Maintain a current and accurate website for the Automotive Program and for the Professional Automotive Training Center	Ongoing	In Progress
Evaluation: Maintain a current and accurate website for the Automotive Program and for the Professional Automotive Training Center

Automotive Technology	Clear and Effective Paths (2017-2021)	2	New Facitilites	Develop new larger automotive facility, not renovation of existing space which provides nothing in terms of new usable space. In order to grow, more classroom space is required.	Ongoing	In Progress
Evaluation: Develop new larger automotive facility, not renovation of existing space which provides nothing in terms of new usable space. In order to grow, more classroom space is required.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Parnerships	To strengthen automotive partnerships in PATC, Snap on, FCA, BMW, and the Automotive Service Council	Ongoing	In Progress
Evaluation: To strengthen automotive partnerships in PATC, Snap on, FCA, BMW, and the Automotive Service Council

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Staff Involvement	Ongoing PATC, AYES, ASC, FCA, BMW, and educational committee involvement as well as articulation with secondary programs	Ongoing	In Progress
Evaluation: Ongoing PATC, AYES, ASC, FCA, BMW, and educational committee involvement as well as articulation with secondary programs

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Develop, improve, or expand CTE 4	Alternative fuels, electric, and hybrid technologies classes are now being taught in a specific program, for green grant industry partners.	Ongoing	In Progress
Evaluation: Alternative fuels, electric, and hybrid technologies classes are now being taught in a specific program, for green grant industry partners.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Develop and implement evaluations CTE 4	Our department is involved in high school career day presentations, special population presentations, career fairs, and open house events.	Ongoing	In Progress
Evaluation: Our department is involved in high school career day presentations, special population presentations, career fairs, and open house events.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Provide activities to prepare CTE 4	Our coordinators attend career fairs with special needs populations targeted for inclusion.	Ongoing	In Progress
Evaluation: Our coordinators attend career fairs with special needs populations targeted for inclusion.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Involve parents, businesses & labor CTE 2	We maintain a current and accurate website for the Automotive Program and for the Professional Automotive Training Center. We are working on a social media presence for improved community awareness.	Ongoing	In Progress
Evaluation: We maintain a current and accurate website for the Automotive Program and for the Professional Automotive Training Center. We are working on a social media presence for improved community awareness.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins-Local education and business partner CTE 1	Incorporate new and emerging technologies for delivery systems, institutional curriculum. Maintain currency with industry electronic resources on automotive repair, diagnostics, repair-order generation and Internet information systems.	Ongoing	In Progress
Evaluation: Incorporate new and emerging technologies for delivery systems, institutional curriculum. Maintain currency with industry electronic resources on automotive repair, diagnostics, repair-order generation and Internet information systems.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins-Provide programs for special population	All of our automotive programs are available to special populations and our coordinators attend secondary career center and academic counselor update seminars which includes special need populations.	Ongoing	In Progress
Evaluation: All of our automotive programs are available to special populations and our coordinators attend secondary career center and academic counselor update seminars which includes special need populations.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Assisting career and technical student	Provide assistance for student participation in local, state and national professional competitions (Skills USA).	Ongoing	In Progress
Evaluation: Provide assistance for student participation in local, state and national professional competitions (Skills USA).

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Developing and expanding	ARC’s automotive program is offered in short term, evening, Saturday certificate programs, full term formats as well as hybrid distance learning classes.	Ongoing	In Progress
Evaluation: ARC’s automotive program is offered in short term, evening, Saturday certificate programs, full term formats as well as hybrid distance learning classes.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Supporting training and activities	Promote opportunities in automotive to high school and community organizations including nontraditional students to enroll in the ARC automotive program.	Ongoing	In Progress
Evaluation: Promote opportunities in automotive to high school and community organizations including nontraditional students to enroll in the ARC automotive program.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Supporting other CTE activities	Support recruitment, outreach, retention, persistence and employment of regular and nontraditional students.	Ongoing	In Progress
Evaluation: The College provides easily recognizable pathways to, through, and beyond ARC. Offering well defined and supported pathways provides a foundation for success as students enter the College, make timely progress toward achieving their informed educational goals, and seamlessly transfer to other colleges and universities or find employment in their chosen career.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Automotive Motorsports Program	Develop an automotive motorsports and engine tuning program to prepare students for careers in the motorsports industry.	Ongoing	In Progress
Evaluation: Develop an automotive motorsports and engine tuning program to prepare students for careers in the motorsports industry.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Auto Program	Incorporate new and emerging technologies for delivery systems, institutional curriculum. Maintain currency with industry electronic resources on automotive repair, diagnostics, repair-order generation and Internet information systems	Ongoing	In Progress
Evaluation: Incorporate new and emerging technologies for delivery systems, institutional curriculum. Maintain currency with industry electronic resources on automotive repair, diagnostics, repair-order generation and Internet information systems

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Auto Program	Partner with Cosumnes River College, Sierra College, local high schools, auto dealers, Snap-on, and independent shops in maintaining a high quality, articulated program and create dual enrollment programs with local high schools.	Ongoing	In Progress
Evaluation: Partner with Cosumnes River College, Sierra College, local high schools, auto dealers, Snap-on, and independent shops in maintaining a high quality, articulated program and create dual enrollment programs with local high schools.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Industry Partherships	Enhance our industry partnerships to offer industry-specific training programs for the in-service technician, instructor, and student training. PATC, FCA, Toyota, Subaru, Snap-on, Hybrid, and our Alternative Fuels classes target this population.	Ongoing	In Progress
Evaluation: Enhance our industry partnerships to offer industry-specific training programs for the in-service technician, instructor, and student training. PATC, FCA, Toyota, Subaru, Snap-on, Hybrid, and our Alternative Fuels classes target this population.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Strengthen Industry Hiring Connections	We Currently offer Job Fairs to bring industry partners to ARC to interview and hire automotive students. We offer students paid and unpaid internships with independent shops and dealerships	Ongoing	In Progress
Evaluation: We Currently offer Job Fairs to bring industry partners to ARC to interview and hire automotive students. We offer students paid and unpaid internships with independent shops and dealerships

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Syllabi	Include NATEF task lists and outcomes in the automotive class syllabi.	Ongoing	In Progress
Evaluation: Include NATEF task lists and outcomes in the automotive class syllabi.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Automotive Operating Process	Maintain an up-to-date, technologically advanced, teaching environment and instructor training opportunities	Ongoing	In Progress
Evaluation: Maintain an up-to-date, technologically advanced, teaching environment and instructor training opportunities

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Strengthening the academic & career	Partner with Consumnes River College, Sierra College, auto dealers, and independent shops in maintaining a high quality, articulated program. We are continuing our coordination efforts to bring our industry and educational partner's needs into our program.	Ongoing	In Progress
Evaluation: Partner with Consumnes River College, Sierra College, auto dealers, and independent shops in maintaining a high quality, articulated program. We are continuing our coordination efforts to bring our industry and educational partner's needs into our program.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Provide students with strong exp CTE 2	Maintain currency with industry electronic resources on automotive repair, diagnostics, repair-order generation and internet information systems.	Ongoing	In Progress
Evaluation: Maintain currency with industry electronic resources on automotive repair, diagnostics, repair-order generation and internet information systems.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Provide students with strong exp CTE 4	Established a work experience class for automotive students for paid and unpaid industry internship and is now a continuing part of our curriculum.	Ongoing	In Progress
Evaluation: Established a work experience class for automotive students for paid and unpaid industry internship and is now a continuing part of our curriculum.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Provide students with strong exp CTE 5	Established a “green” technology program for alternative fuels and hybrids and update the curriculum frequently.	Ongoing	In Progress
Evaluation: Established a “green” technology program for alternative fuels and hybrids and update the curriculum frequently.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Develop, improve, or expand CTE 2	Maintain currency with industry electronic resources on automotive repair, diagnostics, repair-order generation and Internet information systems.	Ongoing	In Progress
Evaluation: Maintain currency with industry electronic resources on automotive repair, diagnostics, repair-order generation and Internet information systems.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Develop, improve, or expand CTE 3	Factory training on diagnostics, electronic repair, and computer based management is in place and is directly imported into our curriculum.	Ongoing	In Progress
Evaluation: Factory training on diagnostics, electronic repair, and computer based management is in place and is directly imported into our curriculum.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Initiate, improve, expand & moderniz CTE3	Factory training on diagnostics, electronic repair, and computer based management is in place.	Ongoing	In Progress
Evaluation: Factory training on diagnostics, electronic repair, and computer based management is in place.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Initiate, improve, expand & moderniz CTE4	Factory training on alternative fuels and hybrid vehicles is in place and curriculum is being developed and/or modified regularly.	Ongoing	In Progress
Evaluation: Factory training on alternative fuels and hybrid vehicles is in place and curriculum is being developed and/or modified regularly.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Provide services and activities CTE 1	We are strengthening our automotive partnerships with PATC, Manufacturers, AYES, and the independent automotive repair sector by introducing FCA, Toyota, Subaru, and Snap-on certificates, and industry internships.	Ongoing	In Progress
Evaluation: We are strengthening our automotive partnerships with PATC, Manufacturers, AYES, and the independent automotive repair sector by introducing FCA, Toyota, Subaru, and Snap-on certificates, and industry internships.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Provide services and activities CTE 2	We have added FCA, Toyota, Subaru, BMW of North America, Snap-0n, Nissan, and Kia as well as PG&E and SMUD to our list of partnerships.	Ongoing	In Progress
Evaluation: We have added FCA, Toyota, Subaru, BMW of North America, Snap-0n, Nissan, and Kia as well as PG&E and SMUD to our list of partnerships.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Provide services and activities CTE 1	We strengthened our automotive partnerships with PATC, Manufacturers, and the independent automotive repair sector.	Ongoing	In Progress
Evaluation: We strengthened our automotive partnerships with PATC, Manufacturers, and the independent automotive repair sector.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Involve parents, businesses & labor CTE 1	Enhance our industry partnerships to offer industry-specific training programs for the in-service technician, instructor, and student training. We have ongoing relationships with the Greater Sacramento New Car Dealers Association, Toyota, Subaru, Snap On, BMW of North America, PG&E, and SMUD to provide in-service instructor and student training.	Ongoing	In Progress
Evaluation: Enhance our industry partnerships to offer industry-specific training programs for the in-service technician, instructor, and student training. We have ongoing relationships with the Greater Sacramento New Car Dealers Association, Toyota, Subaru, Snap On, BMW of North America, PG&E, and SMUD to provide in-service instructor and student training.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Involve parents, businesses & labor CTE 3	We host two automotive advisory committee meetings that include industry, secondary, and other college participants. They approve curriculum and help guide the future of our program.	Ongoing	In Progress
Evaluation: We host two automotive advisory committee meetings that include industry, secondary, and other college participants. They approve curriculum and help guide the future of our program.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins-Local education and business partner CTE 2	Factory training on diagnostics, electronic repair, and computer based management is in place. Promote internship opportunities for students.	Ongoing	In Progress
Evaluation: Factory training on diagnostics, electronic repair, and computer based management is in place. Promote internship opportunities for students.

Automotive Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Grants and Alternative Funding	write grants and continue PATC source funding for our articulation, Dual enrollment, and program development	Ongoing	In Progress
Evaluation: write grants and continue PATC source funding for our articulation, Dual enrollment, and program development

Automotive Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Economic Development	Develop grants and alternative funding sources.	Ongoing	In Progress
Evaluation: Develop grants and alternative funding sources.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Provide in-service and pre-service CTE 1	To ensure that all instructors are highly qualified both in terms of industry knowledge and instructional strategies, our college provides training as flex activities.	Ongoing	In Progress
Evaluation: To ensure that all instructors are highly qualified both in terms of industry knowledge and instructional strategies, our college provides training as flex activities.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Provide in-service and pre-service CTE 2	Our program is NATEF (ASE) certified and as such requires 20 hours of update training per year for each instructor. This training is supplied by our industry partners.	Ongoing	In Progress
Evaluation: Our program is NATEF (ASE) certified and as such requires 20 hours of update training per year for each instructor. This training is supplied by our industry partners.

Automotive Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Initiate, improve, expand & moderniz CTE2	Maintain currency with industry electronic resources on automotive repair, diagnostics, repair-order generation and Internet information systems.	Ongoing	In Progress
Evaluation: Maintain currency with industry electronic resources on automotive repair, diagnostics, repair-order generation and Internet information systems.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Student Recruitment	Continuation of two part-load coordinators for visiting local high school automotive programs to provide those students with progam and contact information for entry into our auto programs.	Ongoing	In Progress
Evaluation: Continuation of two part-load coordinators for visiting local high school automotive programs to provide those students with progam and contact information for entry into our auto programs

Automotive Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	English	Work with the English and Math departments to increase the number of students who take Basic Skills courses for success	Ongoing	In Progress
Evaluation: Work with the English and Math departments to increase the number of students who take Basic Skills courses for success

Automotive Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Instructor Currency	Ensure that all instructors are highly qualified both in terms of industry knowledge and instructional strategies	Ongoing	In Progress
Evaluation: Ensure that all instructors are highly qualified both in terms of industry knowledge and instructional strategies

Automotive Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Leasing, purchasing, upgrading CTE 1	Maintain an up-to-date, technologically advanced, teaching environment and instructor training opportunities	Ongoing	In Progress
Evaluation: Maintain an up-to-date, technologically advanced, teaching environment and instructor training opportunities

Automotive Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Automotive Work Environment	Provide a safe, clean, and effecient environment that supports instructors, staff, and students	Ongoing	In Progress
Evaluation: Provide a safe, clean, and effecient environment that supports instructors, staff, and students

Automotive Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide activities to prepare CTE 3	Our instructional staff encourages special needs populations through teaching methodologies and positive reinforcement.	Ongoing	In Progress
Evaluation: Our instructional staff encourages special needs populations through teaching methodologies and positive reinforcement.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Provide activities to prepare CTE 2	CTL flex activities now provide teaching strategies. All new hire instructors (full and part time) are required to attend these classes.	Ongoing	In Progress
Evaluation: CTL flex activities now provide teaching strategies. All new hire instructors (full and part time) are required to attend these classes.

Automotive Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Develop and implement evaluations CTE 3	Our program has participated in the first and second round SLO evaluation process and has now entered the third phase of SLO development.	Ongoing	In Progress
Evaluation: Our program has participated in the first and second round SLO evaluation process and has now entered the third phase of SLO development.

Automotive Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Develop and implement evaluations CTE 2	The student learning outcome requirements of our college require evaluation of the questionnaire responses and instructional assessment of the methods of evaluation.	Ongoing	In Progress
Evaluation: The student learning outcome requirements of our college require evaluation of the questionnaire responses and instructional assessment of the methods of evaluation.

Automotive Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Develop, improve, or expand CTE 1	Incorporate new and emerging technologies for delivery systems, institutional curriculum.	Ongoing	In Progress
Evaluation: Incorporate new and emerging technologies for delivery systems, institutional curriculum.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Provide students with strong exp CTE 3	Factory training on diagnostics, electronic repair, and computer based management is in place, and our instructors attend 20 hours of inservice training in order to provide students with a strong curriculum.	Ongoing	In Progress
Evaluation: Factory training on diagnostics, electronic repair, and computer based management is in place, and our instructors attend 20 hours of inservice training in order to provide students with a strong curriculum.

Automotive Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Evaluation	We use the instructor evaluation questionnaires to evaluate courses for needed improvements or changes	Ongoing	In Progress
Evaluation: We use the instructor evaluation questionnaires to evaluate courses for needed improvements or changes

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Providing support for training	Through the PATC, we provide equipment on a lend basis to secondary automotive programs and training for the instructor in the use of such equipment.	Ongoing	In Progress
Evaluation: Through the PATC, we provide equipment on a lend basis to secondary automotive programs and training for the instructor in the use of such equipment.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Providing support for family and consumer	Career and academic counseling, financial aid, student, health, day care services are available for all students.	Ongoing	In Progress
Evaluation: Career and academic counseling, financial aid, student, health, day care services are available for all students.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Developing initiatives that facilitate	Many of our automotive classes are transferable to higher level degree programs and our Student Services include financial aid, EOP&S, counseling, and employment opportunities.	Ongoing	In Progress
Evaluation: Many of our automotive classes are transferable to higher level degree programs and our Student Services include financial aid, EOP&S, counseling, and employment opportunities.

Automotive Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide career guidance	Students and adults are encouraged to contact academic counselors for pursuing the A.A., A.S, and upper level degrees. We give presentations to students on how to receive certificates and degrees. Our division now has a CTE counselor located in the Tech/ed area.	Ongoing	In Progress
Evaluation: Students and adults are encouraged to contact academic counselors for pursuing the A.A., A.S, and upper level degrees. We give presentations to students on how to receive certificates and degrees. Our division now has a CTE counselor located in the Tech/ed area.

Automotive Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide activities to prepare CTE 1	ARC Center for Teaching and Learning (CTL) has developed alternative teaching strategies. Students are required to take the assessment test, have an orientation and meet with a counselor.	Ongoing	In Progress
Evaluation: ARC Center for Teaching and Learning (CTL) has developed alternative teaching strategies. Students are required to take the assessment test, have an orientation and meet with a counselor.

Automotive Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Initiate, improve, expand & moderniz CTE1	Incorporated new and emerging technologies for delivery systems and institutional curriculum.	Ongoing	In Progress
Evaluation: Incorporated new and emerging technologies for delivery systems and institutional curriculum.

Automotive Technology	Vibrancy and Resiliency (2017-2021)	4	Perkins- Develop and implement evaluations CTE 1	Developed and is using program evaluation questionnaires for students to rank the automotive programs.	Ongoing	In Progress
Evaluation: Developed and is using program evaluation questionnaires for students to rank the automotive programs.

Automotive Technology	Vibrancy and Resiliency (2017-2021)	4	Perkins- Provide in-service and pre-service CTE 4	Career counselors at the secondary and post-secondary level are updated on a regular basis.	Ongoing	In Progress
Evaluation: Career counselors at the secondary and post-secondary level are updated on a regular basis.

Automotive Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide in-service and pre-service CTE 3	All automotive instructors, through required office hours help students with career choices and opportunities.	Ongoing	In Progress
Evaluation: All automotive instructors, through required office hours help students with career choices and opportunities.

Automotive Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide students with strong exp CTE 1	Incorporate new and emerging technologies for delivery systems, institutional curriculum.	Ongoing	In Progress
Evaluation: Incorporate new and emerging technologies for delivery systems, institutional curriculum.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Link CTE at the secondary and the post 2	Articulation agreements either signed or are in process for every secondary school that has an automotive program.	Ongoing	In Progress
Evaluation: Articulation agreements either signed or are in process for every secondary school that has an automotive program.

Automotive Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Link CTE at the secondary and the post 1	Continuation of two part-load coordinators for visiting local high school automotive programs to provide those students with program and contact information for entry into our auto programs. Our coordinators are visiting all of the high school programs within a 50 mile radius of our campus.	Ongoing	In Progress
Evaluation: Continuation of two part-load coordinators for visiting local high school automotive programs to provide those students with program and contact information for entry into our auto programs. Our coordinators are visiting all of the high school programs within a 50 radius of our campus.

Behavioral Science Division Office	Student Success (2015-2016)	1.2	student success 1.4	Improve awareness and access to student and instructional support services for all students including those in evening, weekend, off-campus and distance learning programs. Student	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Behavioral Science Division Office	Teaching and Learning Effectiveness (2015-2016)	2.1	teaching and learning effectiveness	improve the use and effectiveness of technology in teaching and learning	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Behavioral Science Division Office	Access and Growth (2015-2016)	3.3	campus health and safety 5.4	BSS meeds more training on preparing for an emergency	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Behavioral Science Division Office	Organizational Effectiveness (2015-2016)	5.2	organizational effectiveness 4.4	Strengthen college operating processes by maintaining an up-to-date technology work environment, timely technology support services, and comprehensive employee training. In particular, use of file-sharing, and staff training around these technologies, which facilitate communication in the offices.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Behavioral Science Division Office	Access and Growth (2015-2016)	3.2	Archive	Using technology, develop an archive of records for the department which will allow better, and secure, record keeping for department documentation.	Fall 2013	New
Evaluation:  |   |   |   |   |   |   |

Behavioral Science Division Office	Organizational Effectiveness (2015-2016)	5.2	organizational effectiveness 4.1	Further develop the planning process for the renovation and modernization of existing facilities and the development of new facilities by modernizing Davies Hall	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Behavioral Science Division Office	Teaching and Learning Effectiveness (2015-2016)	2.2	organizational effectiveness 4.2	Improve the effectiveness of facility use and maintenance.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Biology	Students First (2017-2021)	1	Engagement and Communication	Facilitate student engagement and faculty communication outside the classroom.	Ongoing	In Progress
Evaluation: Coordinated class scheduling is essential for improved student learning. When there is not coordination between disciplines, our courses accidentally overlap, forcing students to miss part of one class to attend another, causing them to miss vital information which decreases their success. In addition, lack of course coordination forces students to drive to other colleges to take courses they need. This reduces their study time and their ability to collaborate/set up study groups with students in their classes. This greatly effects their study skills. This also often prevents them from coming to faculty office hours. Lack of choice in class sections causes delays in degree completion and transfer to University. We need to offer courses in a time-frame that fits students’ schedules as well as in a format that addresses their learning styles. Classes need to be offered in various time formats for student success. Some students prefer a 2-day a week schedule for a class, but others are on campus the entire week and would like to see classes offered on a 3 or even 4-day a week schedule. Anecdotal evidence suggests that flexible schedules for students allow students to attend class when they can, and different formats allow students to approach the material at a rate that is comfortable for them.

Biology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Learning Materials Maintenance and Update	Expand support to the department with 0.2 FTE designated to update the materials and specimens in classes to reflect current teaching and advances in the field. Expand support to the department with updated equipment, staff time and repair/maintenance funding for museum collection, models, cadavers. Provide our students with the most current and student-friendly learning material available, including models, cadavers, museum collections materials and technology.	Ongoing	In Progress
Evaluation: Without appropriate equipment and specimens, we cannot offer laboratory science in a hands-on fashion. Decade-long data on BIO 310 (with lab) vs 300 (without lab)show much greater success rates with lab than without.

Biology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Safety	Remodel, reorganize or take such steps as necessary to avoid activities which put faculty and students at risk for any hazard (biological, chemical, physical).	Ongoing	In Progress
Evaluation: Resolving safety issues is critical for student learning. Proper ventilation allows students to continue to work on extensive dissections needed for training. Hands-on learning has been proven to enhance student learning. Utilizing fresh specimens that the students can handle for study as opposed to just observing fixed specimens is vital. Having functional hoods in our classrooms that students can run experiments in is also critical.

Biology	Clear and Effective Paths (2017-2021)	2	Accessibility and Class Scheduling	Analyze and coordinate class scheduling to meet student needs. Provide students access to appropriate learning spaces and materials. (Includes new staff, classroom/laboratory space, and storage spaces for materials)	Ongoing	In Progress
Evaluation: Coordinated class scheduling is essential for improved student learning. When there is not coordination between disciplines, our courses accidentally overlap, forcing students to miss part of one class to attend another, causing them to miss vital information which decreases their success. In addition, lack of course coordination forces students to drive to other colleges to take courses they need. This reduces their study time and their ability to collaborate/set up study groups with students in their classes. This greatly effects their study skills. This also often prevents them from coming to faculty office hours. Lack of choice in class sections causes delays in degree completion and transfer to University. We need to offer courses in a time-frame that fits students’ schedules as well as in a format that addresses their learning styles. Classes need to be offered in various time formats for student success. Some students prefer a 2-day a week schedule for a class, but others are on campus the entire week and would like to see classes offered on a 3 or even 4-day a week schedule. Anecdotal evidence suggests that flexible schedules for students allow students to attend class when they can, and different formats allow students to approach the material at a rate that is comfortable for them.

Biology	Students First (2017-2021)	1	Intra, Inter-campus Collaboration	Work with others in the academic community, including K-12, college, and university partners to develop interdisciplinary specializations, new courses, special projects and programs, and to analyze the appropriateness of pre-requisites. This includes partnerships with math, chemistry, earth sciences, natural resources, early childhood development, biotechnology, and other biology departments.	Ongoing	In Progress
Evaluation: Course series taught in an interdisciplinary fashion, with central unifying themes running throughout, have been shown to increase student learning. A prime example of this is the transition at the University level to this format for their lower division science series. Linked courses across disciplines were implemented because it was shown that they broaden students’ knowledge base and enhance collaboration between students from varying disciplines. Partnering with institutions such as high schools has directly improved student learning in a number of ways. We loan our biotechnology equipment to schools without which students would not be learning important skills and we train our students to be teaching assistants in these high school classrooms. As our students teach they become better students and educators themselves. The high school students we are assisting will then come to ARC better prepared and will be more successful. Thorough understanding/application of prerequisites is essential for student learning. When students are allowed in our biology courses without the appropriate prerequisite they are not successful.

Biology	Students First (2017-2021)	1	Reflect Community Diversity	Identify, develop, and implement programs that reflect the diversity of the community	Ongoing	In Progress
Evaluation: Course series taught in an interdisciplinary fashion, with central unifying themes running throughout, have been shown to increase student learning. A prime example of this is the transition at the University level to this format for their lower division science series. Linked courses across disciplines were implemented because it was shown that they broaden students’ knowledge base and enhance collaboration between students from varying disciplines. Partnering with institutions such as high schools has directly improved student learning in a number of ways. We loan our biotechnology equipment to schools without which students would not be learning important skills and we train our students to be teaching assistants in these high school classrooms. As our students teach they become better students and educators themselves. The high school students we are assisting will then come to ARC better prepared and will be more successful. Thorough understanding/application of prerequisites is essential for student learning. When students are allowed in our biology courses without the appropriate prerequisite they are not successful.

Biology	Students First (2017-2021)	1	New Health Sciences Discipline	Develop new academic discipline designation for Health Science courses offered in the Biology Department.	Ongoing	New
Evaluation: Health is a major economic sector in this economy. This new discipline designation allows students to effectively and efficiently identify courses that will transfer into health science majors/careers. Effectively planning their schedules helps students to complete their educational goals more quickly.

Biotechnology	Student Success (2015-2016)	1.3	VTEA/Perkins Goal 2	Recruit students via articulation agreements and advanced education process between appropriate ARC Biotechnology courses and high school programs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Biotechnology	Community, Economic and Workforce Development (2015-2016)	4.2	VTEA/Perkins Goal 5	Collaborate with biotechnology organizations and academic institutions to provide professional development and education outreach.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Biotechnology	Organizational Effectiveness (2015-2016)	5.3	VTEA/Perkins Goal 8	Develop and implement evaluations of the Biotechnology program using available data reports, in consultation with biotechnology organizations and academic programs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Biotechnology	Access and Growth (2015-2016)	3.3	VTEA/Perkins Goal 9	Create special programs at the community college and high school level to recruit special populations.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Biotechnology	Community, Economic and Workforce Development (2015-2016)	4.1	VTEA/Perkins Goal 3	Coordinate with biotechnology-related organizations, industry, and academic campuses to organize field trips and work experience opportunities	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Biotechnology	Student Success (2015-2016)	1.5	VTEA/Perkins Goal 6	Update and expand Biotechnology courses and programs to reflect ongoing developments and educational requirements in the biotechnology discipline.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Biotechnology	Student Success (2015-2016)	1.6	VTEA/Perkins Goal 1	Develop classroom activities and learning modules in biotechnology courses to address the need for academic skills (math, writing, communication) in the workplace.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Biotechnology	Student Success (2015-2016)	1.5	VTEA/Perkins Goal 4	Incorporate computational analysis tools into biotechnology laboratory courses to provide more career relevance to program certificates and degrees.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Biotechnology	Teaching and Learning Effectiveness (2015-2016)	2.2	VTEA/Perkins Goal 10 - Biotech Club (permissive)	Collaborate with the ARC Biotech Club student organization to promote biotechnology education and careers to students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Biotechnology	Student Success (2015-2016)	1.5	VTEA/Perkins Goal 7	Develop capstone learning opportunities in the Biotechnology program to address workforce and education needs of students.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Business and Computer Science_5/15	Organizational Effectiveness (2015-2016)	5.1	Office help	Provide student assistance for evening hours . This serves as a safety issue for a female employee working late by herslf in an isolated office environment as well as providing help with office tasks.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Business and Computer Science_5/15	Organizational Effectiveness (2015-2016)	5.4	faculty awareness of budgeting process	get faculty more involved in the planning of resource needs and reporting requirements of the different funding sources	Spring 2015	In Progress
Evaluation:  |   |   |   |   |   |   |

Business and Computer Science_5/15	Access and Growth (2015-2016)	3.1	BCS Outreach event	Bring students to campus for an activity that may be used to recruit more students to ARC in the BCS discipline areas.	Spring 2015	New
Evaluation:  |   |   |   |   |   |   |

Business and Computer Science_5/15	Organizational Effectiveness (2015-2016)	5.2	Division Office student assistance	Improve upon and provide immediate assistance to students needing answers about classes, programs, etc.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Business and Computer Science_5/15	Organizational Effectiveness (2015-2016)	5.1	Grant funding	Acquire funding to support program improvememnts as well as address community needs	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Business and Computer Science_5/15	Teaching and Learning Effectiveness (2015-2016)	2.2	Internship development	Increase the number of students obtaining experience through internships across all BCS disciplines.	Spring 2015	New
Evaluation:  |   |   |   |   |   |   |

Business and Computer Science_5/15	Community, Economic and Workforce Development (2015-2016)	4.2	Industry and Community Outreach	Support faculty and staff in their efforts to increase industry and community advisroy board participation.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Business and Computer Science_5/15	Teaching and Learning Effectiveness (2015-2016)	2.1	Classroom and lab modernization	Keep classrooms and labs up-to-date with technology	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Business and Computer Science_5/15	Student Success (2015-2016)	1.4	Student retention and persistence	Improve student and faculty awareness of support services available for the day time, evening, and weekend classes both on campus and at our outreach centers.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Business Office	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Refine & Enhance Access	Refine and enhance processes required of staff and students in accessing and using Business Services.	Ongoing	In Progress
Evaluation: The Business Office continues to add and modify processes to meet the needs of students and staff, as well as maintain auditable processes.

Business Office	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Budget Training	Provide staff with the knowledge and tools to manage operational funds for their areas/departments.	Ongoing	In Progress
Evaluation: Budget at the Campus level was presented to the Senior Leadership Team, New Deans' Academy, as well as one-on-one training with staff that manage budgets as needed.

Business Office	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Customer Service	Enhance customer service by encouraging and supporting staff in attending customer service training.	Ongoing	In Progress
Evaluation: As needed staff meetings are held and customer service is a regular topic of discussion.

Business Office	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	PeopleSoft Training	Proivde in-service training on the PeopleSoft student and financial systems.	Ongoing	In Progress
Evaluation: As PeopleSoft quarterly upgrades occur, training is provided either internally or from District IT for changes to PeopleSoft. Training was provided on the new Online Requisition module by district and campus staff.

Business Technology	Vibrancy and Resiliency (2017-2021)	4	Community Outreach	Support activities that provide training to help increase the recruitment, outreach, retention, persistence and employment of regular and nontraditional students. Faculty will pilot AnyMeeting, an online virtual meeting tool to meet with students. The increased meeting accessibility for online and onsite students may increase student retention and success.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Interdisciplinary Articulation	Faculty will articulated with other departments within the division as well as other instructional areas to create interdisciplinary courses that prepare students for industry requiring business technology related skills.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Instructional Support	Provide trained instructional assistance in all lab facilities to provide students with additional instructional support.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology	Students First (2017-2021)	1	Careers in Business Technology	The department will plan and host one event or a series of events to provide current and potential students with information about careers in Business Technology.	Spring 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology	Students First (2017-2021)	1	Current Technologies	Provide students with current technologies, resources and training to prepare meet the demands of the industry.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology	Clear and Effective Paths (2017-2021)	2	Employment and Internships	Place and track students into paid employment and internship positions and with employers. Using social media, such as a departmental LinkedIn to create a virtual environment for networking and sharing success stories and resources.	Fall 2016	New
Evaluation:  |   |   |   |   |   |   |

Business Technology	Students First (2017-2021)	1	Certificate and Degree completion	Conduct Research and analysis of completed BUSTEC Degrees, certificates and employment	Spring 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology	Students First (2017-2021)	1	Special Populations and program completion	Encourage and support the enrollment and retention of special populations in the business technology. The department will obtain data regarding the populations, and meet to discuss strategies for program completion.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Business Technology	Clear and Effective Paths (2017-2021)	2	CTE at the secondary & the postsecondary level	Faculty will work actively with advisory committees and regional high school programs to articulate courses and develop curriculum to meet workforce needs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology	Students First (2017-2021)	1	Career Ladder Certificates	Develop stackable certificates and student roadmaps to certificate completion	Spring 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Information Currency and Delivery	Faculty an staff will stay current with the changes in their disciplines, prepare to teach in new educational delivery systems, and adjust their curriculum to meet the needs of business and industry.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Advisory Board Development	Develop industry relationships to recruit a diverse and active advisory committee membership.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology_5/15	Community, Economic and Workforce Development (2015-2016)	4.2	Perkins- Leasing, purchasing, upgrading CTE 1	Replace computers in classrooms. Purchase office equipment, software and technology in support of instructional program	Fall 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology_5/15	Teaching and Learning Effectiveness (2015-2016)	2.3	Distance Education	Increase department awareness and use of current technologies and "Guidlines for web-based instruction" to provide quality distance learning and practice best practice for student success and retention.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology_5/15	Community, Economic and Workforce Development (2015-2016)	4.1	Perkins- Provide career guidance & academic CTE 2	Provide individual student assistance in selecting courses to complete Business Technology certificates and degrees.	Fall 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology_5/15	Student Success (2015-2016)	1.5	Perkins- Provide career guidance & academic CTE 1	Implement career-focused, skill-based assessment to evaluate students’ current skill level and develop individualized resource list and skill acquisition plan.	Spring 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology_5/15	Student Success (2015-2016)	1.3	Perkins- Supporting other CTE activities	Support recruitment, outreach, retention, persistence and employment of regular and nontraditional students	Fall 2013	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology_5/15	Student Success (2015-2016)	1.5	Perkins- Strengthening academic & career CTE 2	Invite campus programs including Reading Across the Disciplines (RAD), Writing across the Curriculum (WAC), and Beacon (Math tutoring) to one department meeting a year to discuss how best to collaborate to improve student support and success.	Fall 2013	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology_5/15	Student Success (2015-2016)	1.2	Courses and Programs	Redesign of certificate programs to minimize duplication, respond to employment trends and provide a clear progression of coursework to enhance student success and achievement of degress and certificates.	Spring 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology_5/15	Teaching and Learning Effectiveness (2015-2016)	2.3	Presentation Delivery	Provide video feedback to students to illustrate major points of effective presentations in business technology courses that contain a presentation or interview component. Employ the use of more web-based presentation and conferencing software, resources and techniques to prepare the students for employment.	Spring 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology_5/15	Access and Growth (2015-2016)	3.3	Facilities	Continue to assess effective use of the Business Technology Center so that it accommodates the needs of effective instruction and provides students the necessary resources as they achieve their educational goals.	Spring 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology_5/15	Organizational Effectiveness (2015-2016)	5.2	Perkins- Pooling a portion of such funds	Implement career focused, skill-based assessment to evaluate students’ current skill level and develop individualized resource list and skill acquisition plan.	Fall 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology_5/15	Student Success (2015-2016)	1.1	Perkins- Provide students with strong experience	Expand partnerships with regional businesses through additional outreach to the business community to expand the membership of the office technology advisory committee and faculty participation in government and business organizational leadership forums.	Fall 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology_5/15	Teaching and Learning Effectiveness (2015-2016)	2.2	Perkins- Leasing, purchasing, upgrading CTE 2	Provide instructional aides as needed to support the business technology programs	Fall 2013	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology_5/15	Student Success (2015-2016)	1.3	Perkins- Involve parents, businesses, and labor	In addition to ongoing articulation, the business technology advisory committee will have one formal meeting annually to discuss current employment trends, training needs, and provide feedback on current ARC course offerings and curriculum changes.	Spring 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

Business Technology_5/15	Student Success (2015-2016)	1.3	Perkins- Providing CTE programs for adults	Offer courses with varying length and delivery methods to provide adults and school dropouts flexible educational opportunities to upgrade technical skills.	Fall 2013	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management	Teaching and Learning Effectiveness (2015-2016)	2.1	Professional Development	Participate in on-going training for the continual development and implementation of web based courses and expand faculty who are trained in the use of D2L.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management	Student Success (2015-2016)	1.5	Video on Certificates	Create BCS division video describing the process to apply for and obtain certificates. Provide ongoing maintenance and updates for the videos.	Spring 2016	New
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management	Community, Economic and Workforce Development (2015-2016)	4.2	Collaboration	Develop collaboration opportunities with the Carmichael Chamber of Commerce to link students, faculty and business members in student internships, faculty externships and business projects. Specifically, partner to develop a marketing plan for the Carmichael Chamber of Commerce through the ARC AMA Student Chapter and conduct a social media "audit" and develop a social media strategy for the Chamber offices.	Spring 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management	Community, Economic and Workforce Development (2015-2016)	4.1	Departmental memberships in organizations	Identify and evaluate industry organizations for department memberships.	Spring 2016	New
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management	Access and Growth (2015-2016)	3.2	Ongoing assessment and lab modernization process	Develop short and long­range projections to provide current technologies to enhance student learning and provide a meaningful academic and CTE experience.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management	Access and Growth (2015-2016)	3.1	Business Department Advisory Board	Expand the membership of the Business Department Advisory Board, through the current collaboration with the Carmichael Chamber of Commerce. Specifically, utilize this relationship to ensure that a variety of areas within the business disciplines are represented on the Advisory Board and at our annual meetings.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management	Teaching and Learning Effectiveness (2015-2016)	2.2	Student Interns (BCS Project)	Develop, promote and provide increasing internship opportunities for students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management	Organizational Effectiveness (2015-2016)	5.2	Externships	The collaboration with the Carmichael Chamber of Commerce will provide externships for faculty members to work on projects that are specific to their subject matter expertise. Current collaboration includes marketing plan development and a social media strategy for the Chamber offices.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management	Access and Growth (2015-2016)	3.1	Future Careers Activities	Plan, organize, execute and evaluate an annual event to promote awareness, access and completion for highschool and current students.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management	Student Success (2015-2016)	1.5	Interdepartmental certificates	Identify and evaluate potential interdepartmental marketable certificates. Collaborate collegewide to develop/revise certificates.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management	Student Success (2015-2016)	1.3	Department Website	An important component of working with our students, potential students, our industry partners, and feeder high schools is a well-developed and easy to use website. We will hire an outside web designer under the management of the department chairs, to assist us in meeting this important goal.	Spring 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management	Student Success (2015-2016)	1.2	Videos on Degrees	Create BCS division video describing the process to apply for and obtain degrees. Provide ongoing maintenance and updates for the videos.	Spring 2016	New
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management	Community, Economic and Workforce Development (2015-2016)	4.1	Business Department Advisory Board	Expand the membership of the Business Department Advisory Board, through the current collaboration with the Carmichael Chamber of Commerce. Specifically, utilize this relationship to ensure that a variety of areas within the business disciplines are represented on the Advisory Board and at our annual meetings.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management	Access and Growth (2015-2016)	3.3	Training for faculty	Provide trainings for faculty on different teaching techniques and how to reach special populations(Accessibility training for online instructors).	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management_5/15	Teaching and Learning Effectiveness (2008-2014)	2.2	PerkinsM- Developing initiatives that facilitate 2	Continue to develop the American Marketing Association (AMA) ARC Student Chapter.	Fall 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management_5/15	Teaching and Learning Effectiveness (2008-2014)	2.3	Perkins- Local education and business partnerships	Faculty will stay current with the changes in their disciplines, prepare to teach in new educational delivery systems, and adjust their curriculum to meet the needs of business and industry.	Fall 2017	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management_5/15	Organizational Effectiveness (2008-2014)	5.3	Perkins- Develop, improve, or expand tech CTE 1	An important component of working with our students, potential students, our industry partners, and feeder high schools is a well-developed and easy to use website. We will hire an outside web designer under the management of the department chairs, to assist us in meeting this important goal.	Fall 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management_5/15	Organizational Effectiveness (2008-2014)	5.2	Perkins- Provide activities to prepare special	Create marketing materials as well as multiples modes of delivery which may necessitate the hiring of an independent contractor for a short period of time to work on this project to attract and retain special population students.	Fall 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management_5/15	Teaching and Learning Effectiveness (2008-2014)	2.3	Perkins- Develop and implement evaluations CTE 2	Assess participation and success of special populations.	Fall 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management_5/15	Student Success (2008-2014)	1.2	PerkinsM- Provide students with strong exp CTE 2	We will use field trips, site visits and student internships to help students in the industry form the points of view and labor and management.	Fall 2015	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management_5/15	Teaching and Learning Effectiveness (2015-2016)	2.1	Development	Participate in on-going training for the continual development and implementation of web based courses and transition to d2l for full-time and adjunct faculty.	Fall 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management_5/15	Teaching and Learning Effectiveness (2008-2014)	2.2	Perkins- Supporting other CTE activities	Support recruitment, outreach, retention, persistence and employment of regular and nontraditional students.	Fall 2017	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management_5/15	Student Success (2008-2014)	1.3	PerkinsM- Improving or developing new CTE	Work with advisory committee and American Marketing Association (AMA) to develop new curriculum, certificates and degrees that prepare students for high skill, high wage employment and transfer.	Fall 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management_5/15	Community, Economic and Workforce Development (2008-2014)	4.1	Perkins- Provide in-service and pre-service CTE 2	Provide professional development opportunities to assist faculty administration, and technical staff to maintain current with the industry.	Fall 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management_5/15	Teaching and Learning Effectiveness (2008-2014)	2.2	Perkins- Develop, improve, or expand CTE 2	Work with current programs to connect students to internships in management/business to support student preparation and transition to employment.	Fall 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management_5/15	Organizational Effectiveness (2015-2016)	5.3	Program Review	Continue an "open" process to review and measure programs to ensure alignment with EMP, SLOs effectiveness and industrial needs.	Fall 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management_5/15	Organizational Effectiveness (2008-2014)	5.7	Perkins- Develop and implement evaluations CTE 1	Implement recommendations developed in recent program review. Participate in student learning outcomes surveys.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management_5/15	Student Success (2008-2014)	1.3	Perkins- Develop, improve, or expand tech CTE 2	Develop internships in business to support student preparation and transition to employment.	Fall 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management_5/15	Access and Growth (2008-2014)	3.1	Perkins- Involve parents, businesses, and labor	The business advisory committee will meet regularly providing advice to faculty on the design, implementation and evaluation of the business program.	Fall 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management_5/15	Student Success (2008-2014)	1.2	Perkins- Supporting training and activities	Focus marketing materials and web page towards attraction and retention of nontraditional students.	Fall 2015	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management_5/15	Access and Growth (2015-2016)	3.2	Perkins- Develop, improve, or expand CTE 1	An important component of working with our students, potential students, our industry partners, and feeder high schools is a well-developed and easy to use website. We will hire an outside web designer under the management of the department chairs, to assist us in meeting this important goal.	Fall 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management_5/15	Teaching and Learning Effectiveness (2015-2016)	2.1	Enhancement	Identify dynamic professional development opportunities for full-time and adjunct faculty which increase faculty knowledge and program expansion.	Fall 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management_5/15	Community, Economic and Workforce Development (2015-2016)	4.2	Collaboration	Expand partnerships with institutions of higher education by continuing to meet with regional instituions of higher education (i.e. CSUS, UC Davis, National University, etc.) in communicating student, educational and industry needs.	Fall 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management_5/15	Access and Growth (2008-2014)	3.2	Perkins- Provide in-service and pre-service CTE 1	Participate in on-going training for the development and implementation of web based courses for full-time and adjunct faculty members.	Fall 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

Business/Marketing/Real Estate/Management_5/15	Community, Economic and Workforce Development (2008-2014)	4.1	Perkins- Link CTE at the secondary & postsecond	Faculty will work actively with advisory committees and regional high school programs to provide a well qualified and prepared workforce for the business community. Courses will be articulated, curriculum developed, professional development opportunities pursued, and new equipment, software and supplies purchased to meet the needs of the business programs.	Fall 2015	In Progress
Evaluation:  |   |   |   |   |   |   |

CalWORKs	Clear and Effective Paths (2017-2021)	2	Employment	Continue to increase employment readiness through collaboration with the Career Center on career assessment, exploration, and resume and interview skills workshops. Assist students in setting and achieving occupational goals. Provide workshops to improve communication skills, foster good work ethics, and other soft skills required for retention and advancement in employment. Increase employment readiness and retention.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

CalWORKs	Students First (2017-2021)	1	Case Management	Make two "live" and "email" contacts with each CW student at least once per semster to determine status with classes, ancillary items, tutoring, transportation needs, etc.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

CalWORKs	Students First (2017-2021)	1	Lending Library	Provide comprehensive access to required textbooks via a continuously updated lending library.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

CalWORKs	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Training and Staff Development	Encourage staff to participate in ongoing training, workshops and seminars.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

CalWORKs	Students First (2017-2021)	1	Community Connection	To set up a social media presence via outlets such as LinkedIn, Facebook, and Twitter, to increase awareness and connection of the ARC CalWORKs program, services, events, and important statewide program policy information to students and the community at large.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

CalWORKs	Students First (2017-2021)	1	Identify CW Students in Other Categorical Programs	Identify CalWORKs students who apply for EOPS/CARE, DSPS, Veteran's Services and transition them to CalWORKs Support Services to receive the support services through the county and collaborate with other categorical programs to provide wrap-around services.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

CalWORKs	Clear and Effective Paths (2017-2021)	2	Outreach and Employment	One primary goal of CalWORKs is to foster self-sufficiency among its recipients. In order to assist in providing employment opportunities to CalWORKs students, the job developer meets with potential on and off-campus employers and attends various meetings, workshops, and other events to discuss services, needs and employment trends. The job developer also works in conjunction with the Internship and Cooperative Work Experience department to foster employment opportunities for students. This contributes to students’ employment success and eventual independence.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

CalWORKs	Vibrancy and Resiliency (2017-2021)	4	SLO Staff Review	Review SLOs with peer advisors, counselors and other staff annually to ensure meeting the mission and vision of the college and state-wide CalWORKs program.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

CalWORKs	Clear and Effective Paths (2017-2021)	2	SLO Distribution	Include and review the program's SLOs in Student Intake packet.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Career and Job Opportunities, Service	Students First (2017-2021)	1	Community Outreach	Broaden business community partnerships to assist in educating students of relevant business needs, hiring practices, and available job opportunities in the greater Sacramento area. Integrate these businesses through membership in the Career Center Advisory Committee, participation in job-related panel events, career fairs, and online employment hiring.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Career and Job Opportunities, Service	Students First (2017-2021)	1	Career Assessments	Improve student retention by providing assessments to assist in researching and determining majors. Research indicates students with declared majors have higher retention rates.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Career and Job Opportunities, Service	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Workshops	Provide workshops on job search strategies, resume development, interview techniques and other custom workshops at the request of faculty and various departments.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Career and Job Opportunities, Service	Students First (2017-2021)	1	Marketing	Encourage partnerships with counselors, faculty, and staff in order to facilitate student referrals to the Career Center. Expand partnerships with CalWORKS program and Work Experience & Internship program.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Career and Job Opportunities, Service	Clear and Effective Paths (2017-2021)	2	Career Counseling	Provide career counseling for in-depth, one-on-one career exploration guidance; provide group workshops for further career exploration.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Career and Job Opportunities, Service	Students First (2017-2021)	1	Advising	Provide individual student appointments with Student Personnel Assistant for employment related assistance.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Career and Job Opportunities, Service	Students First (2017-2021)	1	Community Outreach	Invite community individuals – veterans, retired, re-entry, un-employed, under-employed – to explore the many resources and opportunities available to them through the Career Center. Work in unison with EDD, SETA, and other community based organizations.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Career and Job Opportunities, Service	Clear and Effective Paths (2017-2021)	2	Career Exploration	Promote and coordinate faculty from various academic and vocational programs to participate on panel presentations designed to highlight specific majors, course requirements, certificate and/or degrees offered, and employment opportunities afforded after graduation.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Career and Job Opportunities, Service	Students First (2017-2021)	1	Student Learning Outcomes - SLO's	Improve and implement importance of appropriate use of resume and cover letter as tools for securing employment. Provide students, particularly veterans, with a means of translating past experience/skills to reflect skills necessary to enhance success in today's job search.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Career and Job Opportunities, Service	Students First (2017-2021)	1	Community Outreach	Create relationships between academic programs and local businesses in an effort to build partnerships that provide students with employment opportunities directly related to their established career path. Foster these relationships by holding career/discipline specific panels and events and sharing contact information between businesses and academic programs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Career and Job Opportunities, Service	Students First (2017-2021)	1	Outreach to Classes	Expand and maintain Career Center awareness and participation by providing an overview of Career Center services to classes at faculty members' request. Orientation includes an overview of various services offered through the Career Center including information related to career exploration and job preparedness.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Career and Job Opportunities, Service	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Career Assessments	In an on going effort to provide current and relevant career and workforce related information to students, examine existing career assessment tools and explore new career assessment options.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Center for Leadership and Development (CLD)/(Campus Life)	Students First (2017-2021)	1	Student involvement	To provide opportunities for student involvement in campus activities which foster cultural and citizenship enrichment.	Ongoing	In Progress
Evaluation: It has been well documented through educational research that students who participate in extracurricular activities supported by the college campus have a higher degree of satisfaction with their academic experience, as well as, show greater propensity to reach their academic goals. Students and clubs continue to partake in the planning and participation of CL&D signature programs and events.

Center for Leadership and Development (CLD)/(Campus Life)	Students First (2017-2021)	1	Student Life Programming	Recruit faculty and staff from across the ARC campus for involvement in Center for Leadership and Development programming.	Ongoing	In Progress
Evaluation: The Center for Leadership and Development no longer has a faculty coordinator position. Therefore, staff work to involve faculty and other department staff in CL&D signature programs (Welcome Day, Black Heritage Celebration, Latino History Month, Financial Resource Fair). The Center for Leadership and Development also works closely with club advisors regarding District, college, and club affairs.

Center for Leadership and Development (CLD)/(Campus Life)	Students First (2017-2021)	1	Cultural competency	Coordinate or partner with a department, club, or other college areas on campus in order to provide a minimum of two cultural events per semester.	Ongoing	In Progress
Evaluation: The Center for Leadership and Development staff continues to provide campus wide programming that promotes social and cultural awareness, cultural competency, and enrichment. However, with the establishment of UNITE, the Pride Center, and the UndocuScholar Resource Connection, some of these programs have shifted. The CL&D supports UNITE, the Pride Center, and the UndocuScholar Resource Connection in their endeavors and collaborates with them whenever possible.

Center for Leadership and Development (CLD)/(Campus Life)	Students First (2017-2021)	1	Student Center/Multicultural Center	Plan an effective integration of college support for a student center that provides dedicated space and programs to support diverse students and provide a prominent demonstration of the college's vitality as a multicultural environment.	Ongoing	New
Evaluation: Equity Programs & Pathways, the CL&D, and other Student Services programs continue to work with instructional programs to support the efforts of UNITE, the Pride Center, Undocuscholar Resource Connection, and the Beaver Food Pantry.

Center for Leadership and Development (CLD)/(Campus Life)	Students First (2017-2021)	1	Student Leadership Development	Provide club and organization leadership trainings/workshops throughout the semester.	Ongoing	In Progress
Evaluation: The Center for Leadership & Development continues to collaborate with the student leadership programs at the other colleges in the Los Rios District to offer Student Leadership Summits every semester. These summits greatly enhance student leaders' exposure to opportunities to build a more inclusive campus climate. Additionally, the CL&D has updated the Club Manual, providing student clubs with the resources to be successful in managing their organizations. ASB also contracted two parliamentarians to help clubs with their governing documents.

Center for Leadership and Development (CLD)/(Campus Life)	Students First (2017-2021)	1	Student Leadership Development	Provide annual leadership retreat/training for ASB and club leadership.	Ongoing	In Progress
Evaluation: Annual retreats have been replaced by District wide leadership summits and campus specific trainings/workshops throughout the semester. More options for trainings has been identified by the student leadership. This is an area that requires attention as leadership is on-going.

Center for Leadership and Development (CLD)/(Campus Life)	Students First (2017-2021)	1	Student Involvement	Provide comprehensive and current websites for the Center for Leadership and Development, student clubs & organizations, the Clubs and Events Board, the Student Senate, SAGES and other student leadership groups.	Ongoing	In Progress
Evaluation: The ARC website is currently going through a major overhaul. The Center for Leadership and Development staff have been attending traings and workshops to learn techniques to make the CLD webpage student friendly.

Center for Leadership and Development (CLD)/(Campus Life)	Students First (2017-2021)	1	Student Involvement	Create a Center for Leadership and Development event poster each semester to inform campus of Student Life activities, and co-curricular and leadership opportunities.	Ongoing	In Progress
Evaluation: The Center for Leadership and Development has used social media, digital monitors, email communication, and physical posters/fliers to promote clubs, ASB, and programs/events. The CL&D has recently gained access to the ARC Google Calendar to promote events on the ARC website.

Center for Leadership and Development (CLD)/(Campus Life)	Students First (2017-2021)	1	Student Involvment	Regularly use and maintain Digital Monitors in the Student Center and the Liberal Arts Breezeways to promote campus activities.	Ongoing	In Progress
Evaluation: The Center for Leadership and Development has collaborated with ITC to improve advertisement on the digital monitors. Departments and clubs can now complete the Digital Signage Form online and attach advertisements to the form. ITC also created a Digital Signage Content Best Practices guide for users. Additionally, animation and graphics have been added to advertisements for appeal. Digital monitors continue to be regularly used by instructional and student services programs to advertise various opportunities for student involvement in student success initiatives.

Center for Leadership and Development (CLD)/(Campus Life)	Students First (2017-2021)	1	Student Involvement	Work closely with the Student Senate to identify opportunities and establish a system for recruiting and appointing students for shared governance committees.	Ongoing	In Progress
Evaluation: This outcome increases student involvement in extra curricular leadership opportunities that enhance student success, transfer, and completion efforts. This outcome is constantly in progress. ASB is currently relying on social media, digital monitors, posters, flyers, and class presentations to promote involvement. ASB Student Senate also changed their meeting dates from Thursdays to Fridays to provide students taking courses on Thursdays an opportunity to get involved.

Center for Leadership and Development (CLD)/(Campus Life)	Students First (2017-2021)	1	Increased Cultural Awareness	Coordinate and partner with community organizations or departments on campus to provide a minimum of 2 cultural events per semester.	Ongoing	In Progress
Evaluation: This outcome is always in progress. Through programs that celebrate ethnic and racial heritage, as well as raise awareness about different cultures and identities, the Center for Leadership & Development fosters a more inclusive campus climate that encourages the exchange of ideas and thoughts. The Center for Leadership & Development also collaborates with the Community and Diversity Center (UNITE), the Pride Center, the UndocuScholar Resource Connection in organizing and promoting events.

Center for Leadership and Development (CLD)/(Campus Life)	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Faculty Involvement	Create strategic plan to increase faculty involvement in campus clubs & organizations.	Ongoing	In Progress
Evaluation: The Equity Programs and Pathways staff continues to provide flex activities each year to provide knowledge and resources to faculty about the benefits of advising and serving as a resource to student clubs and organizations. There are currently 55 student clubs on campus advised by over 40 faculty. The Center for Leadership and Development staff is still in the process of researching Faculty Mentor Programs.

Center for Leadership and Development (CLD)/(Campus Life)	Students First (2017-2021)	1	Community Partnership	Design & implement a process for creating and maintaining community partnerships for student life programming.	Ongoing	In Progress
Evaluation: This outcome is ongoing. Currently the Center for Leadership and Development works with the community in providing students and staff with voter registration forms, contraceptives (condoms), housing information, and other resources. Welcome Day is a perfect example of when the Center for Leadership and Development collaborates with community partners to provide resources and services to the ARC campus. The CLD also partnered with the Muslim Student Association to create the Reflection and Meditation Space.

Center for Leadership and Development (CLD)/(Campus Life)	Vibrancy and Resiliency (2017-2021)	4	Student Life & Co-curricular Programming	Recruit Faculty and staff from across the ARC campus for involvement in Student life Programming and co-curricular activities (Center for Leadership and Development)	Ongoing	In Progress
Evaluation: This outcome is in progress as the involvement of faculty and staff in student leadership initiatives always enhances student engagement and success.

Center for Leadership and Development (CLD)/(Campus Life)	Students First (2017-2021)	1	Signature Programs/Cultural Celebrations	The Center for Leadership and Development needs to strengthen relationships and collaboration with other departments to establish signature programs and robust programmatic goals for cultural celebrations.	Ongoing	In Progress
Evaluation: Campus wide collaboration is imperative in creating and sustaining quality programming. Most importantly however, is building relationships with faculty, staff, and students who are directly involved in creating cultural programs. This is an area that the Center for Leadership and Development needs to improve on, especially when it comes to organizing of multi-day events.

Center for Leadership and Development (CLD)/(Campus Life)	Students First (2017-2021)	1	Faculty Involvement	Increase faculty involvement in campus clubs & organizations.	Ongoing	In Progress
Evaluation: The Center for Leadership and Development staff continues providing support for faculty involvement which ultimately leads to an increase in student involvement. This year the Center for Leadership and Development created a cheat-sheet for club budgets and travel to assist new club advisors with this process.

Center for Leadership and Development (CLD)/(Campus Life)	Students First (2017-2021)	1	Strategic Planning	The Center for Leadership and Development strategic budget and allocation planning for events, leadership training, staff development, and co-sponsorships of programming.	Fall 2013	In Progress
Evaluation: The Center for Leadership & Development continues to find new ways to fund and support faculty, staff, and community partnerships that enhance student engagement and leadership opportunities which positively impact student success. The CLD's source of funding continues to limit was we can do in regards to programs and events.

Center for Leadership and Development (CLD)/(Campus Life)	Vibrancy and Resiliency (2017-2021)	4	Strategic Planning	Provide opportunities for staff development & professional growth	Ongoing	In Progress
Evaluation: The Center for Leadership and Development continues to provide professional development and growth opportunities to our classified, management, and administrative staff. We encourage staff to apply for ARC Classified and LRSA professional development funds to attend local, regional, and state conferences. Additionally, staff are encouraged to attend College Hour and Classified staff workshops. Staff participation in conferences and workshops often leads to better services for our students.

Center for Leadership and Development (CLD)/(Campus Life)	Students First (2017-2021)	1	Student Leadership Development	Develop a strategic plan to recruit and train potential and new student leaders (visiting classrooms, hosting workshops, etc.)	Ongoing	New
Evaluation: The District, ARC, and the Center for Leadership and Development support student leadership through college-wide summits, club workshops, participatory governance, and trainings. Because of this, student have been involved and contributed to initiatives like Achieve the Dream, Meditation/Reflection Space, and Hunger Resources.

Center for Leadership and Development (CLD)/(Campus Life)	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Support in Student Activities	Provide and support a variety of student services.	Ongoing	In Progress
Evaluation: This outcome is always in progress as the promotion of student services for student support ultimately enhances student success, impacts retention and ensures persistence. Within the past two years, the Center for Leadership and Development helped establish the Meditation and Reflection Space, the UndocuScholar Resource Connection, and the Beaver Food Pantry.

Center for Leadership and Development (CLD)/(Campus Life)	Vibrancy and Resiliency (2017-2021)	4	Student involvement	Establish college-wide systematic opportunities for students to be engaged in shared governance.	Spring 2013	In Progress
Evaluation: ARC's Strategic Plan and Governance Redesign has created opportunities for the Center for Leadership and Development to be creative in finding students to serve on councils, committees, and strategic implementation teams. This year, students serving on councils and strategic implementation teams were paid via a stipend.

Center for Leadership and Development (CLD)/(Campus Life)	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Co-curricular activities	Establish a systematic method for identifying opportunities for supporting co-curricular learning related to various academic and technical disciplines.	Spring 2013	In Progress
Evaluation: Equity, Programs, and Pathways is currently assisting SSSP and CTE with Fresh Fridays and other recruitment activities. The Center for Leadership and Development staff have presented workshops and assisted with planning and logistics of these programs. This partnership provides an opportunity for ARC staff and students to get involved and be active participants in their community.

Center for Leadership and Development (CLD)/(Campus Life)	Students First (2017-2021)	1	Student Leadership	Increase involvement of the college's diverse student population in established student leadership programs, the Associated Student Body, campus clubs, and on college committees, including standing committees and faculty interview committees.	Ongoing	In Progress
Evaluation: Through student involvement in different leadership and student development opportunities, students more clearly connect instruction to student service and the application of classroom theory. Student involvement in established student leadership programs, the Associated Student Body, campus clubs, and on college committees, including standing committees and faculty interview committees helps to support student success. Currently, we have students involved in all aspects of ARC's Governance Redesign.

Center for Leadership and Development (CLD)/(Campus Life)	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Student Development	Offer student leadership courses (Student Government and a general education leadership class)	Ongoing	In Progress
Evaluation: This course is essential in providing student leaders with the foundation for effectively running an Associated Student Body. The course content and material teach students theories related to student development and advocacy. The Center for Leadership and Development does not have faculty to consistently revisit and review the existing curriculum. The availability of this course is entirely dependent upon current faculty.

Center for Teaching and Learning (CTL)	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Improve and Modernize College Hour Facilities	To improve and modernize Raef 160 to maximize comfort, aesthetic quality, and audio/visual capabilities for performances, readings, presentations, workshops, and trainings offered to ARC students and employees and to the Sacramento community at large.	Ongoing	In Progress
Evaluation: Currently, College Hour and other PD activities with larger audiences take place in Raef Hall 160, an outdated facility that provides only minimal ADA accommodations. An updated space for PD events would provide better access for students, staff, and faculty, improve presentation capabilities, and create a better overall learning and professional development experience for both audience and presenters. In addition to improvements to Raef Hall, we would like to plan for the future and request that the CTL be given priority consideration to regularly schedule events such as College Hour in an auditorium-style lecture hall (similar to Raef Hall 160 or Science 420) that may be available in the new STEM building currently under construction. If such a space in the STEM facility became available, then the CTL would no longer require the use of Raef Hall 160 as its primary lecture hall space.

Center for Teaching and Learning (CTL)	Students First (2017-2021)	1	CTL Office Task Efficiency	To continue to refine, institutionalize, and execute a regular list of low/medium difficulty office tasks which promote office efficiency through hiring and utilizing student help.	Ongoing	In Progress
Evaluation: A student assistant continues to be an indispensable resource for both the CTL director and staff assistant each semester. The student assistant receives guidance from the CTL student how-to handbook, which is updated on a yearly basis. The student assistant also receives guidance and direct supervision in tasks from the CTL staff assistant.

Center for Teaching and Learning (CTL)	Students First (2017-2021)	1	College hour signage	To more effectively promote college hour events to students and employees through use of signage and bulletin boards.	Ongoing	In Progress
Evaluation: With the ongoing construction on campus, display areas for the CTL's materials are fewer in number, but we continue to use available space in the Science area and along the side of the LRC. Replacement display space will be required once the new STEM facility is completed. Also, we continue to need permanent display cases and/or schedule holders installed next to each of the entry doors to Raef Hall 160 for College Hour promotional materials.

Center for Teaching and Learning (CTL)	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Program Development	To strengthen orientation and diversity programs for faculty, classified staff and managers, while maintaining a comprehensive professional development program.	Ongoing	In Progress
Evaluation: The CTL continues to focus on offering programming designed to strengthen orientation and diversity programs for faculty, classified staff and managers, while maintaining a comprehensive professional development program. As part of the college redesign, the CTL, under the direction of the office of the AVP of Instruction and Library Resources, will begin to coordinate more faculty professional development efforts with the New Faculty Academy, the Equity Action Institute, and other PD partners and entities at the college.

Center for Teaching and Learning (CTL)	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Professional Develpoment Resources	To enhance professional development resources for faculty, classified, and managers by providing books, journals, newsletters, and videos pertaining to effective teaching, serving, and learning strategies.	Ongoing	In Progress
Evaluation: As the availability of YouTube recording of CTL events, including College Hour, increases, faculty and staff appear to be using this resource more frequently and moving away from DVD or other physical media to review College Hour and other PD programming.

Center for Teaching and Learning (CTL)	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	CTL Director Position	To stabilize and institutionalize 1.0 FTE funding for the CTL director position.	Ongoing	In Progress
Evaluation: As previously stated, in order to fulfill the state requirements for professional development, we continue to believe the most effective manner of serving this campus would be to maintain co-directors, each at 1.0 funding. This would include one faculty, who would rotate every two years, and one permanent classified director who would be fully funded. While the classified director would be a permanent position, the faculty director would spend their second year in the role training the incoming faculty director so he/she will be ready to take over the position. We would like to revisit the possibility of presenting a request for a 1.0 FTE faculty position for the CTL director to the Academic Senate.

Certified Nurse Assistant/Home Health Aide (CNA/HHA)	Students First (2017-2021)	1	Improved Instructional Assets	Increasing acquisition of space and lab equipment to provide for pedagogical needs in the program including a separate and larger lab area with manikins and skill's equipment.	Fall 2017	New
Evaluation:

Certified Nurse Assistant/Home Health Aide (CNA/HHA)	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Advisory Council	Establish an industry specific advisory council in the area of long term care and medical home health. The expert panel will advise the department on best practice in training and job related readiness	Spring 2018	New
Evaluation: The courses; CNA/HHA are regulated by state level mandates as well as industry standards. The obvious contributors would be a state representative and a representative from the industry of long term care. It cannot end there, however. The other contributors must be from the college that administers/approves curriculum and from past students to evaluate the effectiveness of learning.

Certified Nurse Assistant/Home Health Aide (CNA/HHA)	Clear and Effective Paths (2017-2021)	2	Collaborative Efforts toward Class Capacity	Course enrollments for both the Nursing Assistant and the Home Health Aide will meet minimum level to prevent course cancellation and insure instructional capacity. Collaboration will continue with the counseling center and ESL for optimal class capacity.	Ongoing	In Progress
Evaluation: Our continued challenge to provide full classes and serve the over abundance of applicants continues. The CNA course usually has three times the applicants than we have seats related to the faculty to student ratio mandated by the state. For the HHA course, it is the opposite with difficulty filling the class with qualified candidates.

Certified Nurse Assistant/Home Health Aide (CNA/HHA)	Vibrancy and Resiliency (2017-2021)	4	LTC/HH Industry Workforce	In a continuing effort, support and collaborate work placement opportunities to current and graduate students in the Long Term Care and the Medical Home Health industries	Ongoing	In Progress
Evaluation: To provide the students in both the CNA and HHA course, it is required that we have a contract with a suitable clinical site in a long term care building. These facilities have no obligation to allow us to practice there and so it is vital that relationships between the college, program and facility be maintained.

Certified Nurse Assistant/Home Health Aide (CNA/HHA)	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Professional Development	Provide faculty with training opportunities unique to the student population served. Faculty will look for and attend national and local conferences in the areas of health-care provider's needs, personalities and capabilities to meet the growing demands of the long term care industry.	Ongoing	In Progress
Evaluation: Each year our granters provide a stellar conference and training in Santa Barbara. While much of the accommodations are paid for by the granters, travel and meals remains the obligation of the college. This is the only training currently attended mostly related to the fact that other worthy training are during the school year and there is no coverage for faculty.

Certified Nurse Assistant/Home Health Aide (CNA/HHA)	Clear and Effective Paths (2017-2021)	2	Connect with High Schools	In an effort to include technical certified program to career conscious high school students, connection with local high schools in the development of on-site programming	Ongoing	In Progress
Evaluation: Because of the lack of faculty for the CNA/HHA course, adding special consideration courses, such as one connecting specifically with the High School ROPs, is difficult. Still, continued communication is ongoing and faculty is being considered.

Chemistry	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Currency of instructional technologies	Update classroom/lab instructional technologies to stay current with andragogical advances.	Ongoing	In Progress
Evaluation: Obtaining necessary resources required for instruction will better reach our growing student population and improve student performance in our courses. This technology is in line with active learning andragogy (direct experience with technology that will will immediate relevance; problem-centered approach) and preparing our students for transfer to four year institutions.

Chemistry	Students First (2017-2021)	1	Outreach	Annual participation in on-campus and off-campus community activities to increase community awareness of department (e.g. welcome day, ACS speaker, Early College High School, and green presentations)	Ongoing	In Progress
Evaluation: Several of our faculty are involved in campus clubs and support services such as ARC-AMSA, MESA, TRIO STEM, Science Success Center, and mentor students within each. The chemistry faculty also help with the ARC Research club, Welcome Day, Sacramento Science Fair and other outreach events. Another faculty member coordinates the science Olympiad for regional middle schools and high schools. Some faculty is involved in local science fairs.

Chemistry	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Cultural Competency	To increase our awareness of the diversity of the students and staff; to increase department members' knowledge and practice of social justice and equity.	Ongoing	In Progress
Evaluation: The department members continue to attend numerous workshops and college hour lectures to maintain currency. This topic is also regularly discussed in department meetings.

Chemistry	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Facilites	Obtain a new facilities that would accommodate new hires, changes in staffing, fluctuating student population, additional course offerings, science student support services, and other departmental needs.	Ongoing	In Progress
Evaluation: The chemistry department is in dire need of lecture rooms with a minimal capacity of 60 and additional laboratory, stockroom, and office space. While two of our labs have upgraded electrical service, several other labs still need significant modernization. Currently there is insufficient electrical current to the laboratory rooms, insufficient water supply to the organic lab rooms, and poor access to water and sink facilities in most labs. The plumbing fixtures are often leaking, requiring continuous repairs. There are also ADA concerns.

Chemistry	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Demolition/Rebuild of Chemistry Building	Replacing the existing chemistry building that is unable to handle our current student population, current technology, and is not aligned with current American Chemical Society's guidelines.	Ongoing	In Progress
Evaluation: Our growth requires an additional lecture rooms accommodating up to 3 lab sections per lecture room; they must be equipped with current technology (internet access, computer station, projection system, etc.). They should have movable desks for small group work. The compressed schedule further impacts course offerings due to already severely limited lecture space. We are currently unable to add any additional students or sections until expansion of both facilities and equipment occur. We are also in need of more modern laboratory space to train our students in the most current technology in a safe environment. Due to space constraints, some of our faculty have four instructors per office making it difficult to hold office hours or meet with students.

Chemistry	Clear and Effective Paths (2017-2021)	2	ACS 2-year Objectives	Incorporate recommendations from American Chemical Society's 2-year college assessment report (12/23/14) to explore building partnerships with local industry and academic institutions.	Ongoing	In Progress
Evaluation: Aligning current SLOs with American Chemical Society's 2-year college objectives supports articulation agreements with transfer institutions.

Chemistry	Vibrancy and Resiliency (2017-2021)	4	Lab Equip/Supply Data Base	A current database of laboratory experiment requirements for courses offered that can be used for ordering supplies (reagents, chemicals, etc.), analysis of cost per student (or section), and quantifying waste streams. This is continually updated by the Chemistry Department technical staff.	Ongoing	In Progress
Evaluation: his is an ongoing activity every semester as experiments and demonstrations are updated. The current database helps make our laboratory classes run efficiently so that the student get the most out of the time period. These hands-on experiences align with current andragogy practices in STEM.

Chemistry	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Chem/Equipment Storage	Optimized/increased storage for chemicals and equipment.	Ongoing	In Progress
Evaluation: The department is still in need of additional storage facilities.

Chemistry	Vibrancy and Resiliency (2017-2021)	4	Equipment Maintenance, Repair and Replacement	An up-to-date inventory of all instructional equipment, including computers (laptop and desktop) for maintenance, repair, and adequate availability. The replacement of outdated equipment to reflect current standards (academic, research, industry, etc.)	Ongoing	In Progress
Evaluation: An adequate supply of functional equipment makes classes more effective, increasing student interest and success.

Chemistry	Students First (2017-2021)	1	Technical Staffing	One instructional assistant for every 4 faculty as stated in the American Chemical Society guidelines	Ongoing	In Progress
Evaluation: Increased IA help allows instructors to focus attention on student progress. The role of an IA has been clearly documented by the ACS and the stated faculty/IA ratio provides an optimal student learning environment. Our current ratio is 1 IA to 18 faculty.

Chemistry	Students First (2017-2021)	1	Tutoring	Additional tutoring opportunities for chemistry students through the Instructional Assistants, Beacon, Science Skills Center, and the LRC	Ongoing	In Progress
Evaluation: Students with access to additional tutoring have a less stressful academic experience and are more successful in class. Statistics gathered by the Beacon program and the Science Success program show increased student success for students participating in these programs.

Chemistry	Students First (2017-2021)	1	Science Success Center program expansion	Increased funding of the Science Success Center to provide appointments later in the day as well as more appointment availability during the daytime.	Ongoing	In Progress
Evaluation: The SSC gives students enhanced study strategies and has been shown to increase student grades and retention.

Chemistry	Students First (2017-2021)	1	Student Awareness of SLOs	Increased student awareness of course level and program level SLOs.	Ongoing	In Progress
Evaluation: Our SLO report indicates greater student awareness.

Chemistry	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Conference and workshop attendance	Maintain currency in discipline and andragogy consistent with ACS Guidelines for Two Year Colleges	Ongoing	In Progress
Evaluation: Conference and workshop attendance facilitates keeping faculty current with evolving chemistry course and laboratory andragogy. Faculty have attended and implemented active learning techniques in lab courses.

Chemistry	Students First (2017-2021)	1	Science Student Support Services	Increase student access to instructional hours and support services (IAs, beacon, online, LRC, etc. )	Ongoing	In Progress
Evaluation: Many chemistry students who have assessed above basic skills levels in both math and English still have difficulties applying reading and problem solving strategies with scientific content. Students who have participated in such student support services have shown higher retention, higher grade, and higher persistence than those who have not.

Chemistry	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Program Level SLO Alignment	Course level SLOs that align with program level SLOs (i.e. course level SLOs are mapped to program level SLOs when classes go through curriculum).	Ongoing	In Progress
Evaluation: SLO alignment supports transfer student success at four year institutions. The chemistry courses' SLOs are developed in accordance to the American Chemistry Society's requirements.

Chemistry	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Course Material Mapping to SLOs	Exam questions, homework questions, and lab activities are mapped to specific course level SLOs (to ensure that all materials address SLOs and to identify any SLOs that are not being addressed).	Ongoing	In Progress
Evaluation: Faculty have realigned assessment with current SLOs to reflect appropriate andragogy practices. One of the current assessments used is the American Chemical Society's Organic Chemistry exam at the conclusion of the second semester of organic chemistry (Chem 421)

Chemistry	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Informal SLO Assessment	All course level SLOs are assessed informally by instructors every semester, in addition to the formal SLO assessment process.	Ongoing	In Progress
Evaluation: Faculty have used assessment data to modify course materials to better reflect current andragogy practices in STEM.

Chemistry	Clear and Effective Paths (2017-2021)	2	Expand Course Offering	Expand course offerings as FTE becomes available including the introduction of hybrid-online and off-site course option for current chemistry courses.	Ongoing	In Progress
Evaluation: The department is currently exploring a hybrid offering of Chemistry 305 to determine if this learning setting: would make this introductory course more accessible for students who prefer or need on-line/hybrid courses to meet degree completion; would maintain the course standards for content rigor and coverage as face-to-face. The department has offered off-site courses at the Natomas Center (Chem 310), however the current laboratory setting does not meet the standards for a college chemistry laboratory experience.

Commercial Music	Clear and Effective Paths (2017-2021)	2	Perkins- Provide activities to prepare special pop	Recruit and prepare special populations students for high wage, high skill jobs in the commercial music industry. Coordinate with on-campus and community support services to assist students as they achieve their educational goals. Continue to serve as a resource for re-training, as well as for those seeking to enter the workforce for the first time.	Ongoing	In Progress
Evaluation: We are continually reviewing our offerings and programs as well as getting feedback from our Advisory Committee on how we can prepare our students for aspects of the industry that are literally in their infancy. Students entering our program from high school as well as those coming back for re-training are able to take advantage of these educational opportunities.

Commercial Music	Clear and Effective Paths (2017-2021)	2	Perkins- Developing initiatives that facilitate	Faculty will pursue opportunities to articulate coursework with high school and ROP programs; and will articulate with university programs to provide transfer opportunities.	Ongoing	In Progress
Evaluation: We host events that spotlight our Commercial Music program and seek opportunities to coordinate with any high school media programs already in place. We are continually seeking to identify local/regional programs for potential articulation. We are currently working with four area high schools. These articulations form a smooth transition for students between institutions.

Commercial Music	Students First (2017-2021)	1	Beacon tutor	Identify and train high-achieving students to serve as a Beacon tutor for our first level recording and Pro Tools courses.	Spring 2019	In Progress
Evaluation: Studies have shown that students who actively attend Beacon tutoring sessions will better their grade in that specific course. This is especially true for non-traditional and disadvantaged students. One challenge is to identify students who can successfully serve as a tutor. Our additional challenge is being able to get our identified prospective tutor into the required class for training since it typically fills very quickly.

Commercial Music	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Faculty	Request replacement for full-time faculty who retire. Develop pool of potential adjunct faculty to meet needs not able to be met by full-time faculty	Fall 2019	In Progress
Evaluation: Without the replacement of instructors, as a result of one of our current full-time faculty member's step-down, reduced-load retirement, we will not be able to offer the courses necessary for students to receive their degrees or certificates.

Commercial Music	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Commercial Music faculty professional development	Continue professional development opportunities for training in new recording technologies, new software, and pedagogical methodology.	Ongoing	In Progress
Evaluation: Faculty and staff participation in industry workshops and training sessions are essential to keep abreast of new technologies, techniques, and developments in the music industry. Faculty are then able to integrate this information directly into their course lectures, etc. for the benefit of the students.

Commercial Music	Students First (2017-2021)	1	Institutional planning process	Perform an informal review of the status and effectiveness of the program, including a review of student learning outcomes (SLO) and how the needs of special populations are being met. The results will be discussed with the Commercial Music advisory committee and recommendations will be implemented in the Educational Master Plan (EMP).	Ongoing	In Progress
Evaluation: This is an indispensable portion of keeping our program on track. We do it religiously and on a regular basis. This year's Advisory Committee will meet again In April. The findings and recommendations of our Advisory Committee are immediately discussed and implemented by the faculty in the program. In addition, we participate in other institutional planning processes such as the annual Educational Master Plan, SLO Assessment, and Program Review. We meet as a department once a month with many ad hoc meeting in between.

Commercial Music	Students First (2017-2021)	1	Perkins- Supporting other CTE activities	Support recruitment, outreach, retention, persistence, and employment of regular and nontraditional students.	Ongoing	In Progress
Evaluation: Current faculty not only are regular guest lecturers, clinicians, and presenters at potential feeder schools and music organizations, but are also working industry professionals themselves. This enables our department to reach out to a very diverse group of potential students. In addition, through careful scrutiny and analysis of Student Learning Outcomes data, we continually fine tune our program to maximize student success and retention in the classroom. We continue to reach out to institutions and organizations that represent non-traditional students.

Commercial Music	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Professional development programs	Provide professional development programs to teachers, counselors, and administrators, both at ARC as well as the community.	Ongoing	In Progress
Evaluation: We sponsor training sessions, workshops, tours, and hands-on activities for faculty, staff, and administrators from ARC and other schools. We also gave information, tours, and demonstrations to area high school counselors. This has led to a heightened awareness of our program and ability to assist new students in their path toward a music industry career.

Commercial Music	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide in-service and pre-service	Provide professional development opportunities for demonstration and exposure to new recording technologies. Faculty members will attend workshops and training sessions in new recording technologies, including formal Pro Tools training programs. Present music industry seminars and workshops in which our students, Los Rios faculty and staff, and the community can participate. We will also co-host events in conjunction with organizations such as AES, NARAS, NAMM, NAB, & NCSA. We will initiate recording projects with other parts of the music department. We will record the concerts of the Music Dept. Concert Series. Students and faculty will work side-by-side on these projects.	Ongoing	In Progress
Evaluation: The workshops, training sessions, and professional development opportunities that faculty have attended this year (Audio Engineering Society Convention, Recording Academy, NAMM, Flex Day activities, Avid training classes, etc.) have resulted in this knowledge being transferred immediately into the classroom. Those professional development opportunities which we presented for the benefit of other faculty and staff have been greatly appreciated and extremely valuable to them. We provide professional development opportunities for faculty and staff to receive training on the latest equipment added to our new recording studio on an ongoing basis.

Commercial Music	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Strengthening academic & career technical	Increase student access to recording labs, provide required maintenance, and develop an effective equipment management system for our rapidly expanding student and facilities base. Provide up-to-date industry standard teaching and learning facilities, methodologies, and equipment. Review curriculum with industry-driven advisory board to ensure industry relevance, focusing on meeting necessary job skills. Hold faculty-level discussions to insure continuity in content of multiple sections.	Ongoing	In Progress
Evaluation: With the granting of the additional 20 hours per week to our Commercial Music Instructional Assistant, we will be better able to meet the access needs of our studentsl. Our Advisory Committee keeps us abreast of industry changes and directions as well as reviews existing and suggests additions/revisions to our curriculum. We have monthly faculty meetings and additional ad hoc meetings as a faculty to discuss course offerings and scheduling that supports this goal.

Commercial Music	Vibrancy and Resiliency (2017-2021)	4	Serve on external boards and agencies	Proactively participate in the musical and general community through leadership in organizations and boards such as the Recording Academy, Northern California Songwriters Assn., Audio Engineering Society, various high school technology program board of advisors, and community organizations.	Ongoing	In Progress
Evaluation: Faculty are currently involved in all of the aforementioned organizations in the capacity of leadership, presenter, guest artist, and/or active participant. Students are attending and participating in these events, creating links to the industry while they are still pursuing their educational goals.

Commercial Music	Clear and Effective Paths (2017-2021)	2	Perkins- Link CTE at the secondary and the post	Continue to expand links to secondary and postsecondary vocational and technical education programs in the region to complement those articulation agreements already in place with Sierra College, Rio Linda High School, Cogswell Polytechnical, etc. Participate in Art Tech Day, Grammies in the Schools, Audio Engineering Society events, and as guest speaker at various high school career days to develop opportunities for articulations with additional institutions.	Ongoing	In Progress
Evaluation: We have continued our cooperative activities with educational and industry organizations. Several area high schools have begun the steps to develop commercial music classes and/or programs in their schools. We are working with them by serving on the CTE advisory boards and forming direct articulations when possible. We have two new high school articulations with Natomas High School and Highlands High School. We continually develop interest in formal articulations through informal recruitment opportunities such as Grammies in the Schools, Audio Engineering Society events, giving tours to high schools, and by serving as guest speakers at various high school career days and high school counselor training sessions. The added awareness and formal connections are yielding students entering our program with greater skill sets when coming from an institution with one of these articulated programs.

Commercial Music	Students First (2017-2021)	1	Perkins- Provide students with strong exp CTE	We will continue to integrate the Commercial Music program with the traditional and jazz programs through unique projects and opportunities. Continue our “Inside the Music Industry” workshop series that brings industry professionals into our classrooms as guest speakers. Encourage students to take advantage of internship opportunities within the local industry. Continue an emphasis on a combination of theory-based and practicum-based course structure.	Ongoing	In Progress
Evaluation: Our facilities and audio/video connectivity allow us opportunities to integrate our recording facilities and recording students with bands, orchestras, and choirs in the music & theater performance spaces. We regularly record all music department performances, student ensembles, and individual students using our facilities and equipment. This provides a tremendous opportunity for real world application of our students' newly acquired skills. Our advisory committee regularly reviews our curriculum and has advocated a continuation of the combination of theory and practicum-based course structure. We continue to bring industry professionals, including members of our advisory committee into the classroom and as guests at workshops.

Commercial Music	Vibrancy and Resiliency (2017-2021)	4	Perkins- Provide services and activities	We will continue to meet with our Advisory Committee on an ongoing basis to assess the effectiveness of the services and activities we provide to students. We will continue to promote hands-on learning through expanded open labs and recording projects, participation in international recording competitions, and partnering with other organizations and businesses to sponsor events, seminars, and guest speakers.	Ongoing	In Progress
Evaluation: We meet with our Advisory Committee regularly in order to keep abreast of changes in this rapidly-evolving industry. We bring as many of these industry professionals into our classroom as possible to give our students a varied perspective on their potential role in this industry.

Commercial Music	Vibrancy and Resiliency (2017-2021)	4	Perkins- Involve parents, businesses, & labor	Proactively participate in the musical and general community through leadership in organizations and boards such as Northern California Songwriters Assn., California Lawyers for the Arts, Audio Engineering Society, various high school technology programs board of advisors, and community organizations.	Ongoing	In Progress
Evaluation: The active participation with the community as well as local and regional organizations has led to tremendous recruitment and educational opportunities. Some examples are: "Stairway to Stardom" program for young musicians, California Lawyers for the Arts,West Coast Songwriters Assn.,“For Arts Sake” organization,“Fight Against Cancer” benefit, “Girls Day Out/Women in Music” forum, as well as Mix, TapeOp, Avid, and other publishing companies. Faculty serve as advisors, consultants, and members of boards to other educational institutions and organizations. We are seeing that our program is developing substantial name recognition in the area and among industry professionals.

Commercial Music	Clear and Effective Paths (2017-2021)	2	Perkins- Supporting training and activities	Promote opportunities in commercial music to high school and community organizations including nontraditional students to enroll in the ARC Commercial Music program.	Ongoing	In Progress
Evaluation: aculty members have served as guest speakers, clinicians, and liaisons between the ARC Commercial Music Program and local educational institutions as well as the community at large. We hosted career panels to educate traditional and non-traditional students about career options. We have also sponsored tours of our facilities to many groups and organizations, as well as serving as mentors for high school senior projects.

Commercial Music	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Equipment upgrade and replacement	The Commercial Music program will continue to foster student success by providing the opportunity to learn on hardware and software that represents the current state of the industry, and on which they will be expected to be proficient when entering the workforce.	Ongoing	In Progress
Evaluation: By acquiring the knowledge and skills in their studies in our program that will be required by the industry, our students are able to have a better chance of gaining employment and being successful in this highly technical and rapidly evolving field.

Commercial Music	Clear and Effective Paths (2017-2021)	2	Re-training role	Expand our role as a source for re-training and continuing education for music industry professionals. This specifically relates to the AVID's Pro Tools certification program and advanced training on our state-of-the-art audio recording equipment.	Ongoing	In Progress
Evaluation: We are finding many of our students are adults in the industry who are coming to our program to update and improve their skills. The State Chancellor approval of our Digital Audio Production Certificate and the Music Management and Promotion Certificate should make our program even more attractive for those seeking re-training or to update their skills.

Commercial Music	Students First (2017-2021)	1	Perkins- Assisting career and technical	Continue to sponsor and promote our student chapter of the Audio Engineering Society as well as involving students with music industry organizations.	Ongoing	In Progress
Evaluation: Our student Audio Engineering Society chapter and other student organizations continue to give opportunities for students to participate in activities and network with industry professionals that they would not have access to otherwise. They serve as a vital connection between the academic world and the music industry itself

Commercial Music	Clear and Effective Paths (2017-2021)	2	Pekins- Local education and business	Recruit adjunct faculty from industry to teach specialized commercial music courses. Work with ARC Cooperative Work Experience/Internship Coordinator to develop additional internship opportunities for Commercial Music students.	Ongoing	In Progress
Evaluation: This objective has renewed importance since one of our full-time faculty is participating in the reduced workload retirement program. We need qualified instructors to fill these vacancies. Students have been able to find internships in the industry whereby they can put their newly acquired skills and knowledge into practice.

Commercial Music	Clear and Effective Paths (2017-2021)	2	Link to other vocational programs	Identify and create linkage with secondary and post-secondary schools with audio/media courses. Schools in the Natomas Unified & Twin Rivers school districts, Woodcreek High School, and Lincoln High School will be targeted.	Ongoing	In Progress
Evaluation: We are beginning to see programs start to develop at several of our feeder schools. We continue to serve as a resource and regularly advise programs that have a small audio education component. We have renewed existing articulation agreements and initiated new ones. There are a few schools that are in the planning stages to bring back/expand their media classes, such as Highlands High School and Woodcreek High School. We will work closely with them to develop articulations.

Community Education	Access and Growth (2015-2016)	3.2	Meeting Community Needs	Meet the needs of community through courses in sports camps, diesel, automotive, and Spanish for Healthcare Professional.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Community Education	Community, Economic and Workforce Development (2015-2016)	4.2	Expand Community Education Offerings	Offer counses and workshops to members of the community whose educational goals don't necessarily require college credit	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Community Education	Access and Growth (2015-2016)	3.3	Workforce Development	Provide courses that meet the needs of working professionals in the areas of automotive and diesel.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Community Relations	Vibrancy and Resiliency (2017-2021)	4	STEM Capital Campaign	Raise major support from private donors to support the new STEM building and science lab modernization Capital Campaign.	Ongoing	In Progress
Evaluation: Ongoing as this is a five-year fundraising campaign.

Community Relations	Students First (2017-2021)	1	Communications outreach	Increased number of publications and online/social media content for prospective student audiences, working with Student Services and Instruction	Ongoing	In Progress
Evaluation: This is an ongoing effort in collaboration with other departments on campus and external partners.

Community Relations	Students First (2017-2021)	1	Website redesign	Begin the process of redesigning the college website, partnering with IT, IMS, and other appropriate departments, as well as a college-wide task force working under the Technology Committee	Fall 2018	In Progress
Evaluation: This process is moving forward with Folsom Lake College and the District office in partnership with the vendor Ingeniux.

Computer Information Science	Access and Growth (2015-2016)	3.2	Ongoing assessment and lab modernization process	Develop short and long range projections to provide current technologies to enhance student learning and provide a meaningful acade,mic and CTE experience.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Science	Student Success (2015-2016)	1.6	Close student achievement gap	Create BCS division video describing the process to apply for and obtain degrees. Provide ongoing maintenance and updates for the videos.Each semester highlight programs, department developments, upcoming events and student accomplishments. Develop and promote internship opportunities for students.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Computer Information Science	Student Success (2015-2016)	1.2	Future careers events/activities	Plan, organize. execute and evaluate an annual event to promote awareness, access and completion for high school and current students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Science	Organizational Effectiveness (2015-2016)	5.2	Provide training for faculty	Provide access to innovative training opportunities for faculty to enhance effective teaching strategies and accessibility techniques.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Science	Student Success (2015-2016)	1.2	Pathways for student goals	Create BCS division video describing the process to apply for and obtain degrees. Provide ongoing maintenance and updates for the videos. Create and publish a departmental newsletter. Establish interdepartmental certificates as feasible.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Computer Information Science	Access and Growth (2015-2016)	3.1	Video on degrees	Create BCS division video describing the process to apply for and obtain degrees. Provide ongoing maintenance and updates for the videos.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Computer Information Science	Community, Economic and Workforce Development (2015-2016)	4.1	Ongoing Industry relationships (advisory)	Develop industry relationships to recruit a diverse and active advisory committee membership.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Science	Community, Economic and Workforce Development (2015-2016)	4.2	Increase employability.	ARC BCS Division apply for membership in the Carmichael Chamber of Commerce to promote faculty externship opportunities.Develop industry relationships to recruit a robust advisory committee membership.Target industry organizations for department memberships.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Computer Information Science	Teaching and Learning Effectiveness (2015-2016)	2.2	Increase student participation in support services	Develop and promote internship opportunities for students.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Computer Information Science	Community, Economic and Workforce Development (2015-2016)	4.1	Consult with employers and proffessionals.	ARC BCS Division apply for membership in the Carmichael Chamber of Commerce to promote faculty externship opportunities.Develop industry relationships to recruit a robust advisory committee membership. Target industry organizations for department memberships. Collaborate collegewide to develop/revise interdepartmental certificates.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Science	Organizational Effectiveness (2015-2016)	5.4	Externship/Internship partnership - chamber	ARC BCS Division apply for and maintain an active membershuip in the Carmichael Chamber of Commerce to promote faculty externship opportunities.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Science	Student Success (2015-2016)	1.6	Ongoing assessment of articulation process	Develop standards and processes for sustainable articulation agreements.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Science	Student Success (2015-2016)	1.2	Interdepartmental certificates	Identify and evaluate potential interdepartmental marketable certificates. Collaborate college-wide to develop/revise certificates.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Science	Teaching and Learning Effectiveness (2015-2016)	2.1	Increase staff training.	ARC BCS Division apply for membership in the Carmichael Chamber of Commerce to promote faculty externship opportunities. Provide division training for accessibility training for faculty for online and web enhanced classes.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Computer Information Science	Student Success (2015-2016)	1.6	Student interns (BCS Project)	Develop, promote and provide increasing internship opportunities for students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Science	Access and Growth (2015-2016)	3.3	Video on Certificates	Create BCS division video describing the process to apply for and obtain degrees. Provide ongoing maintenance and updates for the videos.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Computer Information Science	Student Success (2015-2016)	1.3	Collaborate for Student Success	Promote awareness, access and completion for high school and current students. Have regular departmental open house for students.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Computer Information Science	Community, Economic and Workforce Development (2015-2016)	4.1	Ongoing memberships in organizations	Identify and evaluate industry organizations for department memberships.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Science	Teaching and Learning Effectiveness (2015-2016)	2.3	Ongoing assessment and curriculum updating process	Consistently update curriculum to provide meaningful and timely experience for students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Science	Organizational Effectiveness (2015-2016)	5.2	Increase professional developement oppertunities.	ARC BCS Division apply for membership in the Carmichael Chamber of Commerce to promote faculty externship opportunities. Develop industry relationships to recruit a robust advisory committee membership.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Science	Student Success (2015-2016)	1.6	Newsletter	Plan, organize, publish and evaluate each semester highlight programs, department developments, upcomming events and student accomplishments.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Science	Student Success (2015-2016)	1.5	Focus on completion for student sucess	Create BCS division video describing the process to apply for and obtain degrees. Provide ongoing maintenance and updates for the videos.Each semester highlight programs, department developments, upcoming events and student accomplishments.Develop and promote internship opportunities for students.Collaborate college wide to develop/revise interdepartmental certificates.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Computer Information Systems_5/15	Community, Economic and Workforce Development (2015-2016)	4.2	Perkins- Involve parents, businesses, and labor	Increase the number of contacts with workforce leaders in the greater Sacramento area. Add at least 1 new member to our industry contacts and meet with them at least once this year.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Systems_5/15	Teaching and Learning Effectiveness (2015-2016)	2.3	Perkins- Developing and expanding CTE 1	Maintain high quality, transferable curricula: meet with CSU and UC colleges, support counselors, add new courses and change curricula. Maintain high quality, transferable curricula: meet with CSU and UC colleges, support counselors, add new courses and change curricula. In order to do this meet with and discuss at least one course with a CSU and one course with UC college.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Systems_5/15	Teaching and Learning Effectiveness (2015-2016)	2.3	Perkins- Initiate, improve, expand CTE 1	Maintain high quality, transferable curricula: meet with CSU and UC colleges, support counselors, add new courses and change curricula. Maintain high quality, transferable curricula: meet with CSU and UC colleges, support counselors, add new courses and change curricula. Develop “fast-track” courses, degrees and certificates: review current offerings for offering in this format. Review at least one degree this year.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Systems_5/15	Student Success (2015-2016)	1.2	Perkins- Developing initiatives that facilitate	Maintain high quality, transferable curricula: meet with CSU and UC colleges, support counselors, add new courses and change curricula. Maintain high quality, transferable curricula: meet with CSU and UC colleges, support counselors, add new courses and change curricula. Meet with at least 1 UC college and 1 CSU college to discuss course offerings this year.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Systems_5/15	Teaching and Learning Effectiveness (2015-2016)	2.1	Perkins- Supporting other CTE activities	Support recruitment, outreach, retention, persistence and employment of regular and nontraditional students. Share at least 3 employment opportunities, and three internship opportunities with our students this year.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Systems_5/15	Student Success (2015-2016)	1.2	Perkins-Provide students with strong experience	Provide opportunities for students to put their CIS skills to use in the classroom, which may also include work experience in the industry, and internships. Share at least 3 Job opportunities and 3 Internship opportunities with students in our department.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Systems_5/15	Organizational Effectiveness (2015-2016)	5.2	Perkins- Provide in-service and pre-service CTE 1	Maintain currency of faculty and staff expertise: take courses and attend conferences as needed, and provide on-site training. Host at least one training flex activity this year.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Systems_5/15	Teaching and Learning Effectiveness (2015-2016)	2.3	Perkins- Strengthening academic & career CTE 1	Maintain high quality degree and certificate program: The CIS department will review degrees and certificates, meet with our advisory committee at least once for additional input, and add/update degrees and certificates as necessary.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Systems_5/15	Student Success (2015-2016)	1.6	Perkins- Provide services and activities CTE 1	Develop online courses as needed, certificates and degrees: review current and propose new classes, degrees and certificates to be taught online. Review all courses over 5 years old.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Systems_5/15	Teaching and Learning Effectiveness (2015-2016)	2.3	Perkins- Provide services and activities CTE 2	Develop and maintain a framework for mass articulation with regional high schools. Identify programs and courses which may potentially articulate with California colleges, and possibly modify such courses or programs to achieve articulation. Meet with at least one other college to seek articulation of our courses.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Systems_5/15	Organizational Effectiveness (2015-2016)	5.2	Perkins- Local education and business partnerships	Faculty will stay current with the changes in their disciplines, prepare to teach in new educational delivery systems, and adjust their curriculum to meet the needs of business and industry. Meet with Industry Advisers to discuss at least once this year.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Systems_5/15	Student Success (2015-2016)	1.6	Perkins- Develop, improve, or expand CTE 1	Develop online courses, certificates and degrees: review current and propose new classes, degrees and certificates to be taught online. We continue to review existing curriculum which is currently offered on-site only. Some courses lend themselves to the fully online teaching modality. Other courses for which this is not appropriate will be considered curriculum modification to accommodate hybrid delivery. As more courses become available for online delivery, it may also be possible for many certificate and degrees programs to near fully online offering. Review at least one degree for feasibility of being taught totally online.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Systems_5/15	Access and Growth (2015-2016)	3.1	Perkins- Strengthening the academic & career CTE1	Work with faculty from other departments and areas, as well as our sister colleges, to coordinate new course offerings and programs, leveraging synergies between colleges, departments and areas, giving students more opportunity to blend their education among related areas of study. Maintain high quality, transferable curricula: meet with CSU and UC colleges, support counselors, add new courses and change curricula. Also, as we develop new course curricula, we keep an eye toward existing course offerings at all UC and CSU campuses, and try to closely match our course content with those offered elsewhere in an effort to encourage articulation, and not just transferability. Talk to at least one other department, one high school, one CSU college,and one UC college about our course offerings this year.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Systems_5/15	Community, Economic and Workforce Development (2015-2016)	4.1	Perkins- Improving or developing new CTE	Computer Science is a high wage, high skill, and high demand occupation with many professional opportunities for students pursuing certificates, degrees or transfer. New courses and certificates will be introduced to meet the needs of employers and transfer. Will meet with Industry Advisers at least once this year to review or certificate and degree offerings.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Systems_5/15	Community, Economic and Workforce Development (2015-2016)	4.1	Perkins- Develop and implement evaluations	Maintain a Computer Information Science advisory committee consisting of community employers and members to help provide evaluations of, and input into our CIS programs. This committe will meet at least once a year.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Systems_5/15	Access and Growth (2015-2016)	3.3	Perkins- Provide activities to prepare	Encourage and support the enrollment and retention of special populations in the computer science programs. This may include activities which prepare special populations, including single parents and displaced homemakers enrolled in CTE programs, for high-skill, high-wage or high-demand occupations that will lead to self-sufficiency. Help at least one non-traditional student with a scholarship recommendation.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Systems_5/15	Teaching and Learning Effectiveness (2015-2016)	2.1	Perkins- Leasing, purchasing, upgrading	The computer science programs and its faculty require professional development opportunities, and new technology, software and equipment to maintain currency with the discipline. Meet with industry advisers at least once this year to go review this.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Systems_5/15	Community, Economic and Workforce Development (2015-2016)	4.1	Perkins- Developing and expanding CTE 2	Work with technology industry partners and college resources to develop internship and work experience opportunities. Work with technology industry to identify required skills and experience which are, or will be in demand, and develop curriculum to match new requirements. Meet with Industry Advisers at least once this year to do this.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Systems_5/15	Community, Economic and Workforce Development (2015-2016)	4.1	Perkins- Link CTE at the secondary	Continue development of our high school outreach program: visit high schools to discuss our degrees, certificates and course offerings, and offer on-campus “open house” events to acquaint high school students with our program. Maintain high quality, transferable curricula: meet with CSU and UC colleges, support counselors, add new courses and change curricula. Contact at least 2 Local High Schools, 1 CSU college, 1 UC college, and hold 1 open house this year.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Systems_5/15	Teaching and Learning Effectiveness (2015-2016)	2.3	Perkins- Initiate, improve, expand CTE 3	Provide faculty with the tools to teach our curriculum at levels that meet industry/academic standards: replace full-time faculty computers, update computer software and purchase new software and hardware. Update the Computer Information Systems Security program to maintain currency with industry standards: determine any changes needed to the courses, degree & certificate, and present curriculum changes to the curriculum committee. Meet with industry advisers at least once this year to discuss this.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Computer Information Systems_5/15	Community, Economic and Workforce Development (2015-2016)	4.1	Perkins- Develop, improve, or expand CTE 2	Maintain currency of hardware and software used and taught: replace computer hardware and peripherals on a three-year cycle with current hardware, and investigate new developments in hardware technology. Review new developments in software and upgrades to existing software. Order and obtain new equipment to keep up with this goal this year.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Department Division Office	Student Success (2015-2016)	1.2	Scheduling Appointments	Research innovative practices for scheduling appointments and modify our practices as deemed appropriate. Research alternative options with PeopleSoft integration capabilities. Produce guides and frequently asked questions accessible to students from our website on these new practices.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Department Division Office	Organizational Effectiveness (2015-2016)	5.3	Office Efficiency	With the increasing number of full-time and adjunct faculty in the department, the sole reliance on hand processing of hard copy forms and other paperwork has become inefficient. In an effort to increase office efficiency and streamline processes, develop and implement a plan to transition hard copy forms to an electronic format with accompanying processes and protocols for submission and processing.	Fall 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Services	Vibrancy and Resiliency (2017-2021)	4	Community Outreach	Maintain counselor relationships and communication with liaison high schools.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Services	Vibrancy and Resiliency (2017-2021)	4	Fillable PDF Forms	Create electronic PDF forms for all counseling forms used to assist, support, or guide students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Services	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	HCD Curriculum	Update curriculum for HCD courses to meet standards and timelines established by the Curriculum Committee and to meet student needs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Services	Students First (2017-2021)	1	Scheduling Appointments	Explore innovative practices and/or technology that promote increased efficiency in scheduling appointments and modify our practices as deemed appropriate.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Services	Students First (2017-2021)	1	Psychological Counseling Services	Advocate for and increase awareness of mental health needs of ARC students and allocate FTE to provide intervention services.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Services	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Training	Increase counselor knowledge and awareness of campus based programs and services.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Services	Students First (2017-2021)	1	Student Success Seminars	Create a course (class room and on-line) that can be taught by any faculty member, that would allow a student to complete all SSSP steps, or any follow steps tied to the SSSP, or the creation of the Comprehensive ISEP.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Services	Students First (2017-2021)	1	Student Success	Bring together a committee of counselors to revisit new student orientation to address Student Success Task Force recommendations of placing more responsibility on students and campus as well as student services.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Services	Students First (2017-2021)	1	Follow-up GPS communication plan	Create a follow-up communication plan for new to college students, who have completed GPS. These communications should remind students of the need to complete all SSSP steps, services on campus available to students, and access to counseling appointments for the completion of a comprehensive ed-plan.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Services	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Student Success	Discover additional ways to help students be more aware of and able to identify the many student support and academic support services available to them.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Services	Students First (2017-2021)	1	Student Retention	Expand the current cohort of instructional faculty participating in the SARS Alert - Connect for Success program to include a greater number of basic skills courses.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Services	Vibrancy and Resiliency (2017-2021)	4	Dedicated HCD Classroom Space	Continue to advocate for a dedicated classroom space for HCD classes based on productivity of HCD courses and student need.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Services	Students First (2017-2021)	1	Student Access	Increase student access to counseling services. SB 1456 requires all students, who seek priority enrollment, to complete all steps of SSSP (matriculation).	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Services	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Distance learning	Expand counseling services offered to students in a more accessible format,especially focusing on electronic services that benefit Distance Education students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Services	Students First (2017-2021)	1	Community Outreach	Maintain the number of counselor visits to liaison high schools.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Services	Students First (2017-2021)	1	Comprehensive ISEP	Develop a plan to accommodate students who, after completion of 15 units of degree applicable work, or are in their third semester, must declare a program of study, and have a comprehensive ISEP on file, in order to maintain priority enrollment under the mandates of SB 1456.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Counseling Services	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Campus-wide Crisis Intervention/Response Team/Prog	In conjunction with campus police and other departments review and/or develop a campus-wide crisis intervention/response plan. Identify missing components or areas in which the plan can be expanded, enhanced, improved. Specifically identify and outline roles, expectations and potocals for counselors.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Services	Students First (2017-2021)	1	Counselor Staffing	Maintain full staffing levels as determined by District staffing report and Academic Senate process.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Services	Students First (2017-2021)	1	Coordinate Learning Community	Increase the number of students enrolled in the Umoja-Sakhu, Puente Program Learning Communities who persist and complete their educational goal (certificate, associate degree, and/or transfer).	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Services	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Training	Increase counselor knowledge of appropriate ways to address situations where students pose a threat to themselves or others (threat assessment) and other crisis intervention situations.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Counseling Services	Vibrancy and Resiliency (2017-2021)	4	Community Outreach	Attend community events for underrepresented populations.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Custodial and Maintenance	Access and Growth (2015-2016)	3.2	Receiving Operations Scanner	Please consider implementing a bar code scanning system into the Receiving operations. Currently the Receiving Clerk does all package tracking manually by hand. This creates a cumbersome system that is prone to errors and inefficiencies. Having a bar code scanning system will allow for faster package processing which will support student success by delivering materials to the classroom quicker and with more dependability.	Fall 2016	New
Evaluation:  |   |   |   |   |   |   |

Custodial and Maintenance	Access and Growth (2015-2016)	3.2	Building Projects	Provide the campus with additional facilities and accommodate displaced programs.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Custodial and Maintenance	Access and Growth (2015-2016)	3.2	Operations Essential Services	Student help needed to sort and assist with delivery of mail. To clean, re-stock restroom supplies and assist with trash cleanup details. To assist with a wide array of unscheduled/unforseeable taskings.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Custodial and Maintenance	Organizational Effectiveness (2015-2016)	5.3	Department Accessibility	Restructure the department to provide increasingly accessible support and services to the campus and community through systematic changes to the department. To achieve this objective the department requires: unification of Operations and Custodial into one location; re-title the department to Operations with Maintenance, Operations and Custodial as divisions within; evaluation of workload and redistribution of duties to create a better work flow and make access to the departments services easier to obtain.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Custodial and Maintenance	Teaching and Learning Effectiveness (2015-2016)	2.1	Campus Outreach	Work with campus Faculty, Staff and Administrators to create a basic understanding of environmental health and safety as to increase campus awareness and to help campus compliance. Work with the campus community to enhance knowledge of safety, training, recycling, sustainability and compliance.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Custodial and Maintenance	Access and Growth (2015-2016)	3.2	Custodial and Maintenance	Provide clean facilities ready for classroom instructions on a daily basis for the American River College campus.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Custodial and Maintenance	Access and Growth (2015-2016)	3.2	Enhance Appearance	Enhance campus appearance by methodically upgrading and fixing campus facilities.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Custodial and Maintenance	Access and Growth (2015-2016)	3.2	Sustainable College Vehicle Fleet	Consider changing a portion of our vehicle fleet from Suburbans to more efficient large and mid-size vans. We propose to have one (1) 12 person van and three (3) 7 person mid-size vans replace 4 Suburban's within the current fleet. Accomplishing this objective would provide the campus community a more flexible and sustainable option when utilizing the campus vehicle fleet.	Spring 2017	New
Evaluation:  |   |   |   |   |   |   |

Custodial and Maintenance	Student Success (2015-2016)	1.3	Community Outreach	Provide services and facilities to outside communities for events and public relations. Provide the community with resources to hold events and provide facilities for on-campus events.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Custodial and Maintenance	Access and Growth (2015-2016)	3.2	Campus Growth	Provide the campus with a clean, safe, and accessible environment. While the campus continues to add additional buildings and facilities to accommodate a growing population, the department requires additional personnel to accommodate the additional facilities.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Custodial and Maintenance	Access and Growth (2015-2016)	3.1	Department Outreach	Expand outreach through various outlets to make Operations a better known resource and to enhance accessibility. While undergoing organizational changes, the department is working to make the website more accessible to the campus and community, assess outreach through various means of communication regarding safety, better communication on campus improvements and how work requests are completed and to better communicate how the department provides services to the campus.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Custodial and Maintenance	Access and Growth (2015-2016)	3.3	Department Effectiveness	Provide the campus with exemplary Custodial, Maintenance, and Operational services. To continue providing these services the Operations department requires review of how effective current equipment, personnel, vehicle’s, and programs are and evaluate needed changes.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Custodial and Maintenance	Access and Growth (2015-2016)	3.2	Operations Support Vehicles	Purchase 2-3 small vehicle with stakebed sides for transport of medium size equipment and furnishings such as furniture or stage pieces. This vehicle would navigate on campus sidewalks safely and efficiently. This vehicle is also essential for the increased event set ups taking place on campus.	Fall 2015	In Progress
Evaluation:  |   |   |   |   |   |   |

Custodial and Maintenance	Community, Economic and Workforce Development (2015-2016)	4.1	Curriculum Development	Work with the college to introduce Environmental Health and Safety into program curriculum. The Operations department is responsible for campus compliance regarding EH&S and there are several programs that would benefit from helping the campus stay in compliance while preparing students for the field of work they are studying. This could include learning about SDS’s, neutralizing Hazardous waste and other EH&S compliance laws and regulations.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Custodial and Maintenance	Access and Growth (2015-2016)	3.2	Maintenance Tech Support	Maintenance Carts - Provide 2 electric carts fitted specifically for Maintenance Technicians I & II. These carts would be used to safely navigate the campus and allow maintenance workers to discontinue driving full size van's and trucks on campus pedestrian walkways. This would also allow workers to travel across campus more quickly to address immediate needs. When using the larger vehicles less convenient, more time consuming routes were required. Lastly utilizing electric carts over gas powered vehicles would benefit the campus community from a sustainability perspective.	Fall 2016	New
Evaluation:  |   |   |   |   |   |   |

Design Technology	Access and Growth (2015-2016)	3.2	Perkins- Develop, improve, or expand	Maintain state-of-art CAD, Modeling, and design software’s with appropriate hardware/ related equipment. Continue to enhance classroom and studio facilities to provide students with a professional learning environment. Complete hardware and equipment upgrade of rooms 311 and 391, including new workstations upgrades, instructor station and projection systems. Continue master planning meetings with architects for year 2012 facility modernization.	Fall 2019	In Progress
Evaluation: Industry Advisory Committee stresses the need for students with current state of the art skills. See Design Tech Job Recruitment file.

Design Technology	Access and Growth (2015-2016)	3.3	Perkins- Develop & implement evaluations CTE3	Maintain a comprehensive technically based Design and Engineering Technology curriculum with a outcome of preparing students for professional employment or preparation for a four-year institution	Ongoing	In Progress
Evaluation: Program and course content meets industry standards. Approvals and direction by professional advisory in conjunction with department faculty.

Design Technology	Community, Economic and Workforce Development (2015-2016)	4.2	Articulation	Maintain a set of articulated-level Design Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento	Ongoing	In Progress
Evaluation: Articulation agreements prepares students for advanced placement. Allows students to accelerate the time required for certificates, degrees, and or transfer to the University.

Design Technology	Community, Economic and Workforce Development (2015-2016)	4.1	Perkins- Develop & implement evaluations CTE4	Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery.	Ongoing	In Progress
Evaluation: Meet with industry advisory group annually, and use recommendations to implement improvements to program. Continue to develop and modify coursework.

Design Technology	Community, Economic and Workforce Development (2015-2016)	4.2	Perkins- Local education and business partnership	Work with business partners to incorporate new and emerging technologies and updated curriculum. Promote internship opportunities for students.	Fall 2019	In Progress
Evaluation: Work with business partners to incorporate new and emerging technologies and updated curriculum. Promote internship opportunities for students through Design Hub.

Design Technology	Student Success (2015-2016)	1.5	Curriculum	Maintain a comprehensive technically based Design Technology curriculum with a goal of preparing students for professional employment or preparation for a four-year institution transfer.	Ongoing	In Progress
Evaluation: The DT/ET curriculum is constantly revised and adjusted to better prepare students for employment or transfer. Faculty utilize input from our professional advisory groups and other university and college faculty. The project based instruction curriculum allows course outlines and course curriculum to be routinely updated through the college formal process. Curriculum refinement is an ongoing process.

Design Technology	Student Success (2015-2016)	1.5	Eductional Facilities & Equipment	Maintain state-of-art design/CAD/modeling/BIM softwares, technical hardware,support equipment and general resources required for Architectural and Engineering technical training/education. Additionally, develop classroom and studio facilities appropriate for technical education and to enhance the overall student learning environment.	Ongoing	In Progress
Evaluation: Outcomes rendered from these essential software, supplies, and equipment result in the student achievement of certificates, AA/AS degrees, university transfers, professional skill upgrading and employment opportunities. (Supported by campus statistical data and documented student portfolios)

Design Technology	Student Success (2015-2016)	1.3	Perkins- Strengthening the academic & career CTE1	Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento	Fall 2019	In Progress
Evaluation: Design technology continues to add new high schools to our articulated pool. The online web site created, modified, and maintained for articulation by the Design Technology department has increased and simplified the formal process. This allows students and high school faculty a single information location for technical application, curriculum, and coursework examples.

Design Technology	Student Success (2015-2016)	1.3	Perkins- Strengthening the academic & career CTE2	Create and maintain framework for mass articulation to regional high schools. Develop conceptual architecture transfer program with CSUS.	Fall 2019	In Progress
Evaluation: Articulation allows student advanced placement within certificated and degree programs.

Design Technology	Student Success (2015-2016)	1.5	Perkins- Strengthening the academic & career CTE3	Maintain a comprehensive technically based Design and Engineering Technology curriculum with a goal of preparing students for professional employment or preparation for a four-year institution	Fall 2019	In Progress
Evaluation: The DT and ET curriculum are constantly being revised and adjusted to better prepare students for employment or transfer. Faculty utilizes input from our professional advisory groups and other university and college faculty. The project based instruction allows course outlines and course curriculum to be routinely updated through the college formal process. Curriculum revisions are ongoing. Learning outcomes thru curriculum development creates marketable graduates evident by employment, university transfer, or personal growth. Attained certificates, degrees, transfer, and course completion supports this assertion.

Design Technology	Student Success (2015-2016)	1.5	Perkins- Strengthening the academic & career CTE4	Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery. Maintain state-of-art CAD and design software’s with appropriate hardware/ related equipment. Continue to enhance classroom and studio facilities to provide students with a professional learning environment. Complete hardware and equipment upgrade of rooms 311 and 391, including new workstations upgrades, instructor station and projection systems. Continue master planning meetings with architects for year 2012 facility modernization.	Fall 2019	In Progress
Evaluation: Learning outcomes thru curriculum development creates marketable graduates evident by employment, university transfer, or personal growth. Attained certificates, degrees, transfer, and course completion supports this assertion. All programs and course content meets industry standards. All program approvals and direction are by the professional advisory committees and department faculty.

Design Technology	Student Success (2015-2016)	1.5	Perkins- Link CTE at the secondary & the post CTE1	Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento	Fall 2019	In Progress
Evaluation: Design Technology continues to add high schools to our articulated pool. The online web site created for articulation by the Design Technology department has increased and simplified the formal process. This allows students and high school faculty a single information location for technical application, curriculum and coursework examples. Articulation allows accelerated certificate and degree attainment.

Design Technology	Student Success (2015-2016)	1.5	Perkins- Link CTE at the secondary & the post CTE2	Create and maintain framework for mass articulation to regional high schools. Develop conceptual architecture transfer program with CSUS.	Ongoing	In Progress
Evaluation: The development of an conceptual architectural transfer degree for CSUS was not developed. Faculty are working with Adroit School of Architecture for transfer articulation.

Design Technology	Student Success (2015-2016)	1.5	Perkins- Link CTE at the secondary & the post CTE3	Maintain a comprehensive technically based Design and Engineering Technology curriculum with a goal of preparing students for professional employment or preparation for a four-year institution	Ongoing	In Progress
Evaluation: Maintain a comprehensive technically based Design and Engineering Technology curriculum with a goal of preparing students for professional employment or preparation for a four-year institution

Design Technology	Student Success (2015-2016)	1.5	Perkins- Link CTE at the secondary & the post CTE4	Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery. Maintain state-of-art CAD and design software’s with appropriate hardware/ related equipment. Continue to enhance classroom and studio facilities to provide students with a professional learning environment. Complete hardware and equipment upgrade of rooms 311 and 391, including new workstations upgrades, instructor station and projection systems. Continue master planning meetings with architects for year 2012 facility modernization.	Ongoing	In Progress
Evaluation: The DT and ET curriculum are constantly being revised and adjusted to better prepare students for employment or transfer. Faculty utilizes input from our professional advisory groups and other university and college faculty. The project based instruction allows course outlines and course curriculum to be routinely updated through the college formal process. Curriculum revisions are ongoing. Learning outcomes thru curriculum development creates marketable graduates evident by employment, university transfer, or personal growth. Attained certificates, degrees, transfer, and course completion supports this assertion.

Design Technology	Student Success (2015-2016)	1.5	Perkins- Provide students with strong exp CTE1	Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento	Ongoing	In Progress
Evaluation: Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento

Design Technology	Student Success (2015-2016)	1.5	Perkins- Provide students with strong exp CTE2	Create and maintain framework for mass articulation to regional high schools. Develop conceptual architecture transfer program with CSUS.	Ongoing	In Progress
Evaluation: Create and maintain framework for mass articulation to regional high schools. Develop conceptual architecture transfer program with CSUS.

Design Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Provide students with strong exp CTE3	Maintain a comprehensive technically based Design and Engineering Technology curriculum with an outcome of preparing students for professional employment or preparation for a four-year institution	Ongoing	In Progress
Evaluation: Maintain a comprehensive technically based Design and Engineering Technology curriculum with an outcome of preparing students for professional employment or preparation for a four-year institution

Design Technology	Student Success (2015-2016)	1.5	Perkins- Provide students with strong exp CTE4	Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery. Maintain state-of-art CAD and design software’s with appropriate hardware/ related equipment. Continue to enhance classroom and studio facilities to provide students with a professional learning environment. Continue master planning meetings with architects for year 2012 facility modernization.	Ongoing	In Progress
Evaluation: Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery. Maintain state-of-art CAD and design software’s with appropriate hardware/ related equipment. Continue to enhance classroom and studio facilities to provide students with a professional learning environment. Continue master planning meetings with architects for year 2012 facility modernization.

Design Technology	Student Success (2015-2016)	1.5	Perkins- Develop & implement evaluations CTE1	Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento	Ongoing	In Progress
Evaluation: Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento

Design Technology	Student Success (2015-2016)	1.5	Perkins- Develop & implement evaluations CTE2	Create and maintain framework for mass articulation to regional high schools. Develop conceptual architecture transfer program with CSUS.	Ongoing	In Progress
Evaluation: Create and maintain framework for mass articulation to regional high schools. Develop conceptual architecture transfer program with CSUS.

Design Technology	Student Success (2015-2016)	1.5	Perkins- Initiate, improve, expand CTE1	Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento	Ongoing	In Progress
Evaluation: Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento

Design Technology	Student Success (2015-2016)	1.5	Perkins- Initiate, improve, expand CTE2	Create and maintain framework for mass articulation to regional high schools. Develop conceptual architecture transfer program with CSUS.	Ongoing	In Progress
Evaluation: Create and maintain framework for mass articulation to regional high schools. Develop conceptual architecture transfer program with CSUS.

Design Technology	Student Success (2015-2016)	1.5	Perkins- Initiate, improve, expand CTE3	Maintain a comprehensive technically based Design and Engineering Technology curriculum with an outcome of preparing students for professional employment or preparation for a four-year institution	Ongoing	In Progress
Evaluation: Maintain a comprehensive technically based Design and Engineering Technology curriculum with an outcome of preparing students for professional employment or preparation for a four-year institution

Design Technology	Student Success (2015-2016)	1.5	Perkins- Initiate, improve, expand CTE4	Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery. Maintain state-of-art CAD and design software’s with appropriate hardware/ related equipment. Continue to enhance classroom and studio facilities to provide students with a professional learning environment. Complete hardware and equipment upgrade of rooms 311 and 391, including new workstations upgrades, instructor station and projection systems. Continue master planning meetings with architects for year 2012 facility modernization.	Fall 2013	In Progress
Evaluation: Wah-Wah

Design Technology	Student Success (2015-2016)	1.5	Perkins- Provide activities to prepare	Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento. Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery.	Ongoing	In Progress
Evaluation: Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento. Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery.

Design Technology	Student Success (2015-2016)	1.5	Perkins- Involve parents, businesses, and labor	Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento. Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery.	Ongoing	In Progress
Evaluation: Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento. Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery.

Design Technology	Student Success (2015-2016)	1.5	Perkins- Assisting career and technical student	Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento. Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery.	Ongoing	In Progress
Evaluation: Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento. Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery.

Design Technology	Student Success (2015-2016)	1.5	Perkins- Leasing, purchasing, upgrading	Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento. Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery.	Ongoing	In Progress
Evaluation: Outcomes rendered from these essential software’s, supplies, and equipment result in the student achievement of certificates, AA/AS degrees, university transfers, professional skill upgrading and employment opportunities. (Supported by campus statistical data and documented student portfolios).

Design Technology	Student Success (2015-2016)	1.5	Perkins- Improving or developing new CTE courses	Review and update curriculum to maintain current with the needs of employers. Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento. Continue to develop and modifying coursework for online delivery.	Ongoing	In Progress
Evaluation: Review and update curriculum to maintain current with the needs of employers. Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento. Continue to develop and modifying coursework for online delivery.

Design Technology	Student Success (2015-2016)	1.6	Perkins- Supporting training and activities	Focus marketing materials and web page development towards attraction and retention of nontraditional students.	Ongoing	In Progress
Evaluation: Focus marketing materials and web page development towards attraction and retention of nontraditional students.

Design Technology	Student Success (2015-2016)	1.5	Perkins- Link CTE at the secondary & the post CTE4	Student retention	Ongoing	In Progress
Evaluation: Evaluation of Outcome 3/15/2017 6:13:37 PM How does the outcome support or improve student learning, and what evidence supports this assertion? Results rendered from these essential software’s, supplies, and equipment result in the student achievement of certificates, AA/AS degrees, university transfers, professional skill upgrading and employment opportunities. (Supported by campus statistical data and documented student portfolios).

Design Technology	Teaching and Learning Effectiveness (2015-2016)	2.1	Perkins- Provide in-service & pre-service	Faculty release time has been granted for research, developing program revision and curricular development. Workshop attendance by faculty has been conducted. Subjects include new and emerging technology for A/E professions, sustainable and green technologies, and project collaborative in technology.Attendance to the Autodesk annual conference would be very benificial for all FT faculty.This proffessional inter discipline event draws Architects and Engineers from all of the United States.	Ongoing	In Progress
Evaluation: Access and Growth (2015 - 2016) Outcome Perkins- Develop, improve, or expand Maintain state-of-art CAD, Modeling, and design software’s with appropriate hardware/ related equipment. Continue to enhance classroom and studio facilities to provide students with a professional learning environment. Complete hardware and equipment upgrade of rooms 311 and 391, including new workstations upgrades, instructor station and projection systems. Continue master planning meetings with architects for year 2012 facility modernization. Addresses the following: | Strengths | | SLOs | | Perkins | Time Line: Fall 2019 Status: In Progress Input Date: 1/3/2011 2:19:37 PM Modified Date: 3/6/2018 Perkins- Develop & implement evaluations CTE3 Maintain a comprehensive technically based Design and Engineering Technology curriculum with a outcome of preparing students for professional employment or preparation for a four-year institution Addresses the following: | Strengths | | SLOs | | Perkins | Time Line: Ongoing Status: In Progress Input Date: 1/3/2011 2:28:10 PM Modified Date: 3/6/2018 Clear and Effective Paths (2017 - 2021) Outcome Perkins- Provide students with strong exp CTE3 Maintain a comprehensive technically based Design and Engineering Technology curriculum with an outcome of preparing students for professional employment or preparation for a four-year institution Addresses the following: | Perkins | Time Line: Ongoing Status: In Progress Input Date: 1/3/2011 2:15:59 PM Modified Date: 3/7/2018 Community, Economic and Workforce Development (2015 - 2016) Outcome Articulation Maintain a set of articulated-level Design Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento Addresses the following: | Strengths | | SLOs | Time Line: Ongoing Status: In Progress Input Date: 2/6/2007 12:09:39 PM Modified Date: 3/6/2018 Perkins- Develop & implement evaluations CTE4 Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery. Addresses the following: | Perkins | Time Line: Ongoing Status: In Progress Input Date: 1/3/2011 2:39:21 PM Modified Date: 3/6/2018 Perkins- Local education and business partnership Work with business partners to incorporate new and emerging technologies and updated curriculum. Promote internship opportunities for students. Addresses the following: | Perkins | Time Line: Fall 2019 Status: In Progress Input Date: 1/3/2011 3:08:59 PM Modified Date: 3/6/2018 Student Success (2015 - 2016) Outcome Curriculum Maintain a comprehensive technically based Design Technology curriculum with a goal of preparing students for professional employment or preparation for a four-year institution transfer. Addresses the following: | Challenges | | SLOs | Time Line: Ongoing Status: In Progress Input Date: 2/6/2007 12:10:51 PM Modified Date: 3/6/2018 Eductional Facilities & Equipment Maintain state-of-art design/CAD/modeling/BIM softwares, technical hardware,support equipment and general resources required for Architectural and Engineering technical training/education. Additionally, develop classroom and studio facilities appropriate for technical education and to enhance the overall student learning environment. Addresses the following: | Challenges | Time Line: Ongoing Status: In Progress Input Date: 2/6/2007 12:13:41 PM Modified Date: 3/6/2018 Perkins- Strengthening the academic & career CTE1 Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento Addresses the following: | Perkins | Time Line: Fall 2019 Status: In Progress Input Date: 1/3/2011 1:45:13 PM Modified Date: 3/6/2018 Perkins- Strengthening the academic & career CTE2 Create and maintain framework for mass articulation to regional high schools. Develop conceptual architecture transfer program with CSUS. Addresses the following: | Perkins | Time Line: Fall 2019 Status: In Progress Input Date: 1/3/2011 1:46:53 PM Modified Date: 3/7/2018 Perkins- Strengthening the academic & career CTE3 Maintain a comprehensive technically based Design and Engineering Technology curriculum with a goal of preparing students for professional employment or preparation for a four-year institution Addresses the following: | Perkins | Time Line: Fall 2019 Status: In Progress Input Date: 1/3/2011 1:47:59 PM Modified Date: 3/7/2018 Perkins- Strengthening the academic & career CTE4 Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery. Maintain state-of-art CAD and design software’s with appropriate hardware/ related equipment. Continue to enhance classroom and studio facilities to provide students with a professional learning environment. Complete hardware and equipment upgrade of rooms 311 and 391, including new workstations upgrades, instructor station and projection systems. Continue master planning meetings with architects for year 2012 facility modernization. Addresses the following: | Perkins | Time Line: Fall 2019 Status: In Progress Input Date: 1/3/2011 1:49:30 PM Modified Date: 3/7/2018 Perkins- Link CTE at the secondary & the post CTE1 Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento Addresses the following: | Perkins | Time Line: Fall 2019 Status: In Progress Input Date: 1/3/2011 1:58:59 PM Modified Date: 3/7/2018 Perkins- Link CTE at the secondary & the post CTE2 Create and maintain framework for mass articulation to regional high schools. Develop conceptual architecture transfer program with CSUS. Addresses the following: | Perkins | Time Line: Ongoing Status: In Progress Input Date: 1/3/2011 2:00:22 PM Modified Date: 3/7/2018 Perkins- Link CTE at the secondary & the post CTE3 Maintain a comprehensive technically based Design and Engineering Technology curriculum with a goal of preparing students for professional employment or preparation for a four-year institution Addresses the following: | Perkins | Time Line: Ongoing Status: In Progress Input Date: 1/3/2011 2:01:16 PM Modified Date: 3/7/2018 Perkins- Link CTE at the secondary & the post CTE4 Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery. Maintain state-of-art CAD and design software’s with appropriate hardware/ related equipment. Continue to enhance classroom and studio facilities to provide students with a professional learning environment. Complete hardware and equipment upgrade of rooms 311 and 391, including new workstations upgrades, instructor station and projection systems. Continue master planning meetings with architects for year 2012 facility modernization. Addresses the following: | Strengths | | SLOs | | Perkins | Time Line: Ongoing Status: In Progress Input Date: 1/3/2011 2:01:55 PM Modified Date: 3/7/2018 Perkins- Provide students with strong exp CTE1 Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento Addresses the following: | Perkins | Time Line: Ongoing Status: In Progress Input Date: 1/3/2011 2:09:38 PM Modified Date: 3/7/2018 Perkins- Provide students with strong exp CTE2 Create and maintain framework for mass articulation to regional high schools. Develop conceptual architecture transfer program with CSUS. Addresses the following: | Perkins | Time Line: Ongoing Status: In Progress Input Date: 1/3/2011 2:14:00 PM Modified Date: 3/7/2018 Perkins- Provide students with strong exp CTE4 Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery. Maintain state-of-art CAD and design software’s with appropriate hardware/ related equipment. Continue to enhance classroom and studio facilities to provide students with a professional learning environment. Continue master planning meetings with architects for year 2012 facility modernization. Addresses the following: | Perkins | Time Line: Ongoing Status: In Progress Input Date: 1/3/2011 2:16:42 PM Modified Date: 3/7/2018 Perkins- Develop & implement evaluations CTE1 Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento Addresses the following: | Perkins | Time Line: Ongoing Status: In Progress Input Date: 1/3/2011 2:24:07 PM Modified Date: 3/7/2018 Perkins- Develop & implement evaluations CTE2 Create and maintain framework for mass articulation to regional high schools. Develop conceptual architecture transfer program with CSUS. Addresses the following: | Perkins | Time Line: Ongoing Status: In Progress Input Date: 1/3/2011 2:24:57 PM Modified Date: 3/7/2018 Perkins- Initiate, improve, expand CTE1 Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento Addresses the following: | Perkins | Time Line: Ongoing Status: In Progress Input Date: 1/3/2011 2:44:37 PM Modified Date: 3/7/2018 Perkins- Initiate, improve, expand CTE2 Create and maintain framework for mass articulation to regional high schools. Develop conceptual architecture transfer program with CSUS. Addresses the following: | Perkins | Time Line: Ongoing Status: In Progress Input Date: 1/3/2011 2:45:26 PM Modified Date: 3/7/2018 Perkins- Initiate, improve, expand CTE3 Maintain a comprehensive technically based Design and Engineering Technology curriculum with an outcome of preparing students for professional employment or preparation for a four-year institution Addresses the following: | Perkins | Time Line: Ongoing Status: In Progress Input Date: 1/3/2011 2:46:12 PM Modified Date: 3/7/2018 Perkins- Initiate, improve, expand CTE4 Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery. Maintain state-of-art CAD and design software’s with appropriate hardware/ related equipment. Continue to enhance classroom and studio facilities to provide students with a professional learning environment. Complete hardware and equipment upgrade of rooms 311 and 391, including new workstations upgrades, instructor station and projection systems. Continue master planning meetings with architects for year 2012 facility modernization. Addresses the following: | Perkins | Time Line: Fall 2013 Status: In Progress Input Date: 1/3/2011 2:46:50 PM Modified Date: 3/7/2018 Perkins- Provide activities to prepare Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento. Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery. Addresses the following: | Perkins | Time Line: Ongoing Status: In Progress Input Date: 1/3/2011 2:55:31 PM Modified Date: 3/7/2018 Perkins- Involve parents, businesses, and labor Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento. Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery. Addresses the following: | Perkins | Time Line: Ongoing Status: In Progress Input Date: 1/3/2011 2:58:29 PM Modified Date: 3/7/2018 Perkins- Assisting career and technical student Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento. Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery. Addresses the following: | Perkins | Time Line: Ongoing Status: In Progress Input Date: 1/3/2011 3:12:03 PM Modified Date: 3/7/2018 Perkins- Leasing, purchasing, upgrading Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento. Meet with industry advisory group, and implement minor adjustments to program. Continue to develop and modifying coursework for online delivery. Addresses the following: | Perkins | Time Line: Ongoing Status: In Progress Input Date: 1/3/2011 3:13:53 PM Modified Date: 3/7/2018 Perkins- Improving or developing new CTE courses Review and update curriculum to maintain current with the needs of employers. Maintain a set of articulated-level Design and Engineering Technology courses to allow high school students to transfer to ARC and ARC graduate students to transfer to California State University, Sacramento. Continue to develop and modifying coursework for online delivery. Addresses the following: | Challenges | | Perkins | Time Line: Ongoing Status: In Progress Input Date: 1/3/2011 3:19:01 PM Modified Date: 3/7/2018 Perkins- Supporting training and activities Focus marketing materials and web page development towards attraction and retention of nontraditional students. Addresses the following: | Perkins | Time Line: Ongoing Status: In Progress Input Date: 1/3/2011 3:21:07 PM Modified Date: 3/7/2018 Perkins- Link CTE at the secondary & the post CTE4 Student retention Addresses the following: | Challenges | Time Line: Ongoing Status: In Progress Input Date: 3/26/2012 1:09:00 PM Modified Date: 3/7/2018 Teaching and Learning Effectiveness (2015 - 2016) Outcome Perkins- Provide in-service & pre-service Faculty release time has been granted for research, developing program revision and curricular development. Workshop attendance by faculty has been conducted. Subjects include new and emerging technology for A/E professions, sustainable and green technologies, and project collaborative in technology.Attendance to the Autodesk annual conference would be very benificial for all FT faculty.This proffessional inter discipline event draws Architects and Engineers from all of the United States.

Design Technology	Teaching and Learning Effectiveness (2015-2016)	2.2	Perkins- Provide services and activities	Department and on campus student services include, employment and internship development, academic advising, technical professional advising, social services, E.O..P and S..	Ongoing	In Progress
Evaluation: Department and on campus student services include, employment and internship development, academic advising, technical professional advising, social services, E.O..P and S..

Design Technology	Teaching and Learning Effectiveness (2015-2016)	2.2	Perkins- Supporting other CTE activities	Support recruitment, outreach, retention, and employment of regular and nontraditional students.	Ongoing	In Progress
Evaluation: Support recruitment, outreach, retention, and employment of regular and nontraditional students.

Dietary Management	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Program Assessment	Use the institutional program review process to assess how the needs of special student populations are being met. The program curriculum is assessed and the program re-certified by the State Dept. of Health Services every 5 years.	Fall 2012	In Progress
Evaluation: We keep our curriculum current by meeting with the CA Dept of Public Health semi-annually to learn about any changes in federal and state regulations. We are scheduled to have our certificate program reviewed by the CA Dept of Public Health this summer.

Dietary Management	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Internships	Develop partnerships with hospitals and nursing home facilities to provide internships in dietary management within the local industry.	Ongoing	In Progress
Evaluation: Our efforts continue to focus on marketing and recruiting students to the program as enrollment has been declining. Despite a decline in enrollment, Prof. Guthrie was able to add one additional clinical site. Several local skilled nursing facilities have reached out to us to recruit our students for employment.

Dietary Management	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Effectiveness and Industry Relevance	Work with our industry Advisory Committee to assess the effectiveness of the activities we provide to students. Develop partnerships with industry to offer seminars, continuing education classes, and new product training.	Ongoing	In Progress
Evaluation: We continue to meet with our Advisory Board annually in the Spring. We discussed ways to improve our marketing and recruiting efforts. One possibility that was brought up was to try to trim our curriculum to make it more competitive with other online programs that take less time to complete and cost only half of what our certificate program costs. However, our faculty feel that if we were to do this, we would be doing the students a disservice.

Dietary Management	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Professional Development Seminars	Offer professional development seminars for all Dietary Service Supervisors in the community to assist them in maintaining their skills and updating their knowledge base according to changes in regulations or industry practices.	Ongoing	In Progress
Evaluation: Since we've seen a decline in enrollment, our focus has been in recruiting students to our program. As our faculty attend continuing education events and professional conferences, we will be trying to partner with industry to offer professional development oppportunities to DSS/DM in the area.

Dietary Management	Clear and Effective Paths (2017-2021)	2	Recruiting Special Populations	Coordinate with on-campus support services such as the Counseling Dept. as well as community services such as SETA to recruit students from special populations. Recruit students already working at hospitals and nursing home facilities through partnerships with California Association of Health Facilities (CAHF).	Ongoing	In Progress
Evaluation: Marketing for our program has been ongoing. We continue to participate in outreach events to high school students. Our faculty have promoted our program to Nutrition students at our sister colleges, and promoted the program with EOPS, and CalWorks counselors as well. Our advisory board members have been helping us advertise our program though the California Association of Healthcare Facilities (CAHF). In Fall 2017 we started offering an Associate’s Degree of Transfer in Nutrition and Dietetics. Our department held a “Meet and Greet” event last semester and invited counselors to participate as well, to meet with students interested in Nutrition, and hopefully increase awareness of Dietary Management as a career.

Dietary Management	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Use of Technology	Collaborate with the Hospitality Management Dept. to insure up-to-date equipment is available for use by students in food production labs.	Ongoing	In Progress
Evaluation: Now that we have an Associate's Degree of Transfer in Nutrition and Dietetics, we hope that our DSS/DM Certificate Program also has more visibility on campus. Our department will continue to try to collaborate with Hospitality Management, Gerontology departments when possible, which should help promote our program on campus. Due to time and classroom space constraints, we have not been able to schedule another lab practicum final, but we will plan this out earlier in the Fall semester.

Dietary Management	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Use of Technology	Use the online course management system and offer hybrid courses to help students improve their computer skills. In clinical experience sites, instruct students about technology used by Dietary Managers, such as computer-based food ordering and computerized medical records.	Ongoing	In Progress
Evaluation: Canvas is now used in all of our Nutrition courses required for the Dietary Manager Program to improve students' computer skills. Students continue to gain experience placing food orders online in their clinical courses. This helps our graduates be comfortable with their computer skills and be successful in the workplace. This is evidenced by meeting our Department Set Standards and a 96.7% score in the Perkins Core Indicator Reports in Skill Attainment.

Dietary Management	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Academic and Technical Skills	Review curriculum with industry-driven Advisory Board to insure industry relevance. State Dept. of Health Services reviews and approves curriculum every 5 years.	Ongoing	In Progress
Evaluation: We hold annual meetings with our Advisory Committee to get their input on ways to improve our program to meet industry needs. Our department also attends annual teleconference meetings with Registered Dietitians from the Department of Health to stay updated on current federal and state laws. As new federal regulations are implemented, we adapt our curriculum to make sure we meet these new requirements. This is ongoing.

Dietary Management	Clear and Effective Paths (2017-2021)	2	Faculty and Staff Development	Meet with members of the Counseling Dept. to keep them informed of the program requirements so they may best advise students interested in careers related to this field. Partner with local hospitals and nursing home facilities to offer students internship experiences. Faculty will attend training sponsored by organizations such as the Association of Nutrition and Foodservice Professionals and the Academy of Nutrition and Dietetics.	Ongoing	In Progress
Evaluation: We continue to meet with college and high school counselors in the Sacramento region to inform them of Dietary Management as a career choice. As enrollment has declined during the last few years, marketing our program and recruiting students continues to be our main focus. Our faculty continue to attend professional meetings and trainings with the Northern Area Dietetics Association (NADA) and the Academy of Nutrition and Dietetics and the Association of Nutrition and Foodservice Professionals (ANFP).

Dietary Management	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Labor Partnerships	Develop partnerships with community organizations such as Sacramento Employment and Training Program (SETA) to market the Dietary Manager Program to unemployed persons wishing to train for this typre of career. Develop links to secondary and post-secondary school culinary arts programs to inform students about career opportunities as a Dietary Manager. Develop links with hospitals and nursing home facilities to inform current food service employees about opportunities to train for Dietary Manager positions.	Ongoing	In Progress
Evaluation: We continue to market our program both on- and off-campus. Our faculty gives presentations to high school students when they tour our ARC campus. This makes them aware of Dietary Management as a career choice. We also market our program though local skilled nursing facilities to recruit from the kitchen staff who may be looking for career advancement opportunities. Our advisory board members help market our program through monthly meetings held by the California Association of Healthcare Facilities (CAHF).

DSPS and LD Services	Students First (2017-2021)	1	Access	To implement a campus-wide Universal Design plan which addresses barriers to student success and focuses on Student Services and Instructional collaboration to meet this requirement. Additionally, to ensure equal access for students with disabilities in the CTE courses via contracted services.	Ongoing	In Progress
Evaluation: DSPS continues to work towards implementing a campus-wide Universal Design plan which addresses barriers to student success and focuses on Student Services and Instructional collaboration to meet this requirement. ARC has hired a new Universal Design for Learning Coordinator, who DSPS plans to work closely with. DSPS has also worked with the campus to update all labs, on the main campus as well as the Satellite Center, with Assistive Technology/ADA stations.

DSPS and LD Services	Students First (2017-2021)	1	Outreach	Ensure ARC students and members of the community are aware of services offered through the Disabled Student Programs & Services office and Learning Disability Program, and how academic services & accommodations may impact educational outcomes. Collect data from new student applications to ARC and reach out to students who have expressed interest in DSPS related services.	Ongoing	In Progress
Evaluation: Ensure ARC students and members of the community are aware of services offered through the Disabled Student Programs & Services office and Learning Disability Program, and how academic services & accommodations may impact educational outcomes.

DSPS and LD Services	Students First (2017-2021)	1	Students on Probation	Development of opportunities for students to successfully complete their educational goal: Reach out to DSPS/LD students on Probation 1 or Probation 2 status, and schedule them to meet with their DSPS Counselor for a follow up for appropriate guidance and referrals.	Ongoing	In Progress
Evaluation: Development of opportunities for students to successfully complete their educational goal: Reach out to DSPS/LD students on Probation 1 or Probation 2 status, and schedule them to meet with their DSPS Counselor for a follow up for appropriate guidance and referrals.

Early Childhood Education	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Maintain a high quality ECE instructional lab	Faculty will work with the CDC teachers and director to ensure the CDC continues to be a high quality teaching and learning environment(e.g. adequate staff, supplies etc.)that supports the campus and community.	Ongoing	New
Evaluation: The faculty worked with the Child Development Center to create a state-of-art Loose Parts room to serve as a resource for the CDC teachers, students and our community partners. ECE faculty continue to work with the CDC teachers to purchase high quality classroom materials and equipment.

Early Childhood Education	Access and Growth (2015-2016)	3.1	Perkins Required Goal: Outreach to Special Groups	Provide activities to prepare special populations, including single parents and displaced homemakers enrolled in CTE programs, for high-skill, high-wage or high-demand occupations that will lead to self-sufficiency.	Ongoing	In Progress
Evaluation: Our Perkins IA and Student Tutors work directly with our special population (e.g. special needs, second language, returning etc.) students providing both academic and skill development support. They connect with students identified as having a special need and our ESL students who have either sought support or were referred by faculty or mentor. Successful completion of these courses allows our ESL students to enter the Early Education field; allowing them to earn an income while completing coursework.

Early Childhood Education	Access and Growth (2015-2016)	3.2	Financial Stability of CDC	The faculty will support the CDC director’s efforts to increase revenue by recruiting more families and seeking outside funding (e.g. grants).	Ongoing	New
Evaluation: The CDC received a strong rating in the "Raising Quality together" program. This rating led to a financial allotment that was used to update the center and provide professional growth training for the CDC teachers. We anticipate additional funding next year.

Early Childhood Education	Access and Growth (2015-2016)	3.2	Perkins Required Goal: Expand CTE programs	Initiate, improve, expand and modernize quality CTE programs, including relevant technology.	Ongoing	In Progress
Evaluation: The addition of digital recorders, laptops and new camera’s along with IA and tutor support to use the equipment is slowing transforming the Child Development Center, our instructional lab. Faculty and some of our support staff are learning how to use the recorders. Systems for storing and checking out equipment and policies for safeguarding images of children, teachers and families have been institutionalized.

Early Childhood Education	Access and Growth (2015-2016)	3.3	Perkins Required Goal: Sufficient Services	Provide services and activities that are sufficient size, scope, and quality to be effective.	Ongoing	In Progress
Evaluation: In February the American River College Early Childhood Education Department in partnership with the Sacramento County Office of Education sponsored the 2nd annual RQT ECE Pathways Event. Faculty from our sister colleges met to evaluate transcripts, provide education and career counseling, and help with permit applications. College representatives from various colleges, including CSUS were available to help students navigate the transfer process. An American River College counselor helped students with Ed Plans and a representative from the Career Center helped with resumes. We offer tri-annual permit sessions where our community partners and current student are invited. This year we are offering an "ECE Info Session." During this session students will receive information and individual counseling on ECE degrees, certificate and permits. The event, which is offered in the afternoon, meets the needs of our day students. We will be meeting with CSUS faculty on April 27th to review our transfer agreement and to discuss plans to create a document that links our certificates and degrees to their degree pathways.

Early Childhood Education	Access and Growth (2015-2016)	3.2	Perkins Required Goal: Expand Technology	Develop, improve, or expand the use of technology in CTE, which may include training to use technology, providing students with the skills needed to enter technology fields, and encouraging schools to collaborate with technology industries to offer internships and mentoring programs.	Ongoing	In Progress
Evaluation: Our Perkins funded Student Tutor positions provide ongoing one-on-one and small group student tech support and instruction. Examples include: helping students use camera’s and computers to create documentation; how to use and transfer digital recording; support in navigating a computer and the web; and how find and upload documents to Canvas. These services have been especially supportive to our older returning students, second language learners and students with special needs. This year several of our adjunct faculty successfully completed the Online Teaching Institute and as a result we are adding two new courses to our online offerings: In the fall of 2018 ECE 422 Administration II and we plan to offer ECE 326 Making Learning Visible Through Observation and Documentation in the spring of 2019. Once the latter is added six of our eight AS-T ECE required courses will be online.

Early Childhood Education	Vibrancy and Resiliency (2017-2021)	4	Public Policy input related to ECE	Faculty will stay updated on current policy and advocacy issues and share this information at meetings, workshops, faculty retreats etc.	Ongoing	In Progress
Evaluation: Faculty serve on and are members of the California Community College Early Childhood Education (CCCECE), a statewide professional organization. Members work with faculty throughout the state to ensure that early childhood educators are impacting policy.

Early Childhood Education	Students First (2017-2021)	1	Perkins Required Goal: Assessment and Evaluation	Develop and implement evaluations of the CTE programs carried out with Perkins IV funds, including an assessment of how the needs of special populations are being met.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Early Childhood Education	Community, Economic and Workforce Development (2015-2016)	4.1	Curriculum Meets the Needs of the Workforce	Our curriculum will reflect the needs of our students, workforce, and field in general. We will seek advice from our advisory committee and take into consideration current and upcoming changes in education.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Early Childhood Education	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins Required Goal: Professional Development	Provide in-service and pre-service professional development programs to faculty, administrators, and career guidance and academic counselors involved in integrated CTE programs, on topics including effective integration of academics and CTE, effective teaching skills based on research, effective practices to improve parental and community involvement, effective use of scientifically based research and data to improve instruction. Professional development should also ensure that faculty and personnel stay current with all aspects of an industry; involve internship programs that provide relevant business experience; and train faculty in the effective use and application of technology.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Early Childhood Education	Teaching and Learning Effectiveness (2015-2016)	2.1	Professional Development Around Diversity	Work on ways to support faculty in continuing their own professional development around diversity issues with specific attention to ethnicity, dismantling bias and examining our own systems	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Early Childhood Education	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins Required Goal: Work-based Learning	Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Early Childhood Education	Students First (2017-2021)	1	Link Students to Jobs	Faculty will look for additional ways to link students to jobs and explore ways to track employment data.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Early Childhood Education	Students First (2017-2021)	1	Improve Student Success/Retention	Will find innovative ways to improve student success/student retention in our program and utilize campus programs and initiatives.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Early Childhood Education	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins Required Goal: Academic/Career Skills	Strengthening the academic, and career and technical skills of students participating in CTE programs through the integration of academics with CTE programs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Early Childhood Education	Clear and Effective Paths (2017-2021)	2	Perkins Required Goal: Link to Secondary Level	Link CTE at the secondary and the postsecondary levels, including by offering elements of not less than one program of study. An ECE faculty had release time to map the California Early Childhood Educator Competencies to all of ECE courses, certificates, and degrees.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Early Childhood Education	Students First (2017-2021)	1	Seek diversity of faculty, staff, and students	Recruit and support faculty, staff, and students who represent the diversity of the community and provide programs to support students' success.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Early Childhood Education	Clear and Effective Paths (2017-2021)	2	Certificates, degrees, transfer, career pathways	Will identify and implement strategies for promoting certificates and degrees. Will review and update certificates, degrees and transfer agreements in order to support students in navigating career pathways.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Economics	Students First (2017-2021)	1	Enrollment Growth	Develop program offerings, scheduling of courses, and delivery methods to better serve diverse student needs.	Ongoing	In Progress
Evaluation: The Economics Department did not meet student enrollment growth outcome for the 2016-2017 academic year. In order to increase student access and reverse the student enrollment trend, the Econ Department has changed the pre-requisite from intermediate algebra to elementary algebra in the 2015-2016 academic year. However, our enrollment has decreased three percent from the previous academic year. The reason we added the pre-requisite was because many universities in the CSU system require intermediate algebra as a pre-requisite for all transfer students. Since most of our students transfer to the CSU system, we added that pre-requisite in the 2011-2012 academic year. As a result, our student enrollment has dropped significantly. Now, the CSU system has removed the intermediate algebra as a pre-requisite for transfer. To coordinate our course transfer with the CSU System, we also revised our pre-requisite requirement for the 2015-2016 academic year. With this change in pre-requisite, we hope to see a gradual improvement in our enrollment.

Economics	Students First (2017-2021)	1	Course Expansion I	To offer more hybrid economics courses, Principles of Macroeconomics(Econ 302)and Principles of Microeconomics (Econ 304). These hybrid courses are developed by the Department of Economics. Although we are offering several hybrid courses, the demand for these hybrid economics classes are increasing. Currently, we have several qualified faculty members in the department to teach hybrid economics courses.	Ongoing	In Progress
Evaluation: We were not able to meet the course expansion outcome for the 2016-2017 academic year. Since the implement of intermediate algebra prerequisite in the 2011-2012 academic year, we have experienced continued low student enrollment for the past few years. This low enrollment has reduced Econ course offerings by one section for the 2016-2017 academic year (one course in the spring of 2017).

Economics	Students First (2017-2021)	1	Course Expansion II	To offer online economics courses, Principles of Macroeconomics(Econ 302)and Principles of Microeconomics (Econ 304). These online courses are developed by the Department of Economics. Currently, we offer a few online economics courses and the demand for these online economics classes are increasing. We now have several qualified faculty members in the department to teach online economics courses.	Ongoing	In Progress
Evaluation: We were not able to meet the course expansion outcome for the 2016-2017 academic year. Since the implement of intermediate algebra prerequisite in the 2011-2012 academic year, we have experienced continued low student enrollment for the past few years. This low enrollment has reduced Econ course offerings by one section for the 2016-2017 academic year (one course in the spring of 2017).

Economics	Students First (2017-2021)	1	Access and Growth - 3.1	Expand and assess the effectiveness of outreach efforts to ensure that members of the community are aware of community college education opportunity.	Ongoing	In Progress
Evaluation: Due to the limitation of resources, we were not able to expand and assess the effectiveness of outreach efforts to ensure that members of the community are aware of community college education opportunity.

Economics	Students First (2017-2021)	1	Access and Growth - 3.2	Increase access to programs and services by continuing to develop and effectively use facilities and technologies that support the college’s growing enrollment.	Ongoing	In Progress
Evaluation: Due to the limitation of resources, we were not able to increase access to programs and services by continuing to develop and effectively use facilities and technologies that support the college's growing enrollment. For example, we were not able to accommodate all students who need to take the RAD program. To provide more access to economics students, we constantly adjust our economics class schedules to accommodate students’ need. Currently, we offer eleven eight-week economics classes for the 2017-2018 academic year. These short term economics classes are designed to increase student access and improve student learning outcome.

Economics	Students First (2017-2021)	1	Access and Growth - 3.3	Provide programs, services, and events that address the diversity of the community and the college and nurture a positive environment for the exchange of ideas with sensitivity, civility, and respect.	Ongoing	In Progress
Evaluation: We will encourage more students to attend events offered by American River College's Community and Diversity Center located in the new Student Center Building, such as Welcome Day at the beginning of each semester. All full time faculty at the Department of Economics have completed their training in Hiring the Best during the fall semester of 2015. Hiring the Best Training is a workshop to inform ARC faculty about the educational benefits of workforce diversity; to eliminate bias in hiring decisions; and to provide best practices in serving on a selection or screening committee. Furthermore, all faculty are encouraged to participate in the ARC Equity Action Institute in the spring semester of 2018. The ARC Equity Action Institute is an intensive two-semester program designed for full-time ARC faculty who want a dedicated time and space, and a cohort experience, focused on improving disproportionately-impacted student population success rates at American River College. To further increase faculty diversity, faculty at the Department of Economics served as mentors for the Los Rios Community College Faculty Diversity Internship Program during the spring semester of 2018. In the year of 2016, one of the interns, who has completed the Internship Program, was teaching economics classes at ARC as an adjunct instructor.

Economics	Clear and Effective Paths (2017-2021)	2	Student Success 1.1	Establish and publicize clear, efficient, and structured pathways for completion of the student's educational goals. Increase the number of students who successfully complete the economics classes with a grade of C or better grade by encouraging students to use student services. And improve student persistence and retention.	Ongoing	In Progress
Evaluation: The success rate for Economics students has not changed much over the last academic year. The overall success rate has decreased about 2% during the 2016-2017 academic year. This may be due to the fact that we implemented the elementary algebra as a pre-requisite since the 2015-2016 academic year.

Economics	Clear and Effective Paths (2017-2021)	2	Student Success -1.2	Decrease the time from initial enrollment to successful completion of students' required basic skills course work. Increase the success of students who are underprepared for college level math and English through implementation of the Basic Skills Initiative Five-Year Plan.	Ongoing	In Progress
Evaluation: To increase the success of students who are underprepared for college level math and English, we have devoted part of our class lectures to math review and encourage students to enroll in the RAD Program.

Economics	Clear and Effective Paths (2017-2021)	2	Student Success - 1.3	Collaborate with service area high schools to promote community college access and completion. We're joining forces with CSU and local high schools on behalf of a very promising statewide initiative in support of student success called The Threshold Project. Some faculty has attended an initial campus conversation at Sacramento State University in the fall of 2014.	Ongoing	In Progress
Evaluation: The Threshold Project is a 3CSN and CSU sponsored event designed to establish relationships, foster conversations, and build a community of practice for the Sacramento area across the K12, CC, and CSU segments. The Threshold Project is directly in line with ARC's Student Success Initiative, Basic Skills Initiative, Student Equity Plan, Reading Apprenticeship, general education curriculum, and transfer degrees.

Economics	Clear and Effective Paths (2017-2021)	2	Student Success - 1.6	Increase the percentage of students completing orientation, assessment, counseling, ISEP, and follow up in the first year. Develop and implement a process to measure the achievements of students once they have completed their attendance at ARC.	Ongoing	In Progress
Evaluation: We rely on ARC counselors to complete this task because we do not have the resources to develop and implement a process to measure the achievements of students once they have completed their attendance at ARC.

Economics	Clear and Effective Paths (2017-2021)	2	Student Success - 1.4	Strengthen the program completion focus so that more students earn certificates and degrees by increasing the percentage of students who achieve certificates, degrees, or transfer.	Ongoing	In Progress
Evaluation: We offer Associate in Arts degree for Transfer (AA-T) in Economics discipline. To increase the percentage of students who transfer to CSU and other higher learning institutions, we changed the pre-requisite from intermediate algebra to elementary algebra during the 2015-2016 academic year. The reason we added the pre-requisite was because many universities in the CSU system require intermediate algebra as a pre-requisite for all transfer students. Since most of our students transfer to the CSU system, we added that pre-requisite in the 2011-2012 academic year. As a result, our student enrollment has dropped significantly. Now, the CSU system has removed the intermediate algebra as a pre-requisite for transfer students. To increase student access and reverse the student enrollment trend, the Econ Department has changed the pre-requisite from intermediate algebra to elementary algebra in the 2015-2016 academic year. In addition to that, we added the Associate in Arts degree for Transfer (AA-T) in Economics during the fall semester of 2014. This Associate in Arts degree for Transfer provides students with a major that fulfills the general requirements of the California State University (CSU) System for transfer. Students with this AA-T degree will receive priority admission with junior status to the California State University System. This new AA-T degree is part of our effort to prepare students for transfer to the CSU System and other four-year colleges. Besides this AA-T degree, we are also consider adding a new certificate program in international trade.

Economics	Clear and Effective Paths (2017-2021)	2	Student Success - 1.5	Develop strategies to further close the student achievement gap by reducing the achievement gap across ethnic and socio-economic groups.	Ongoing	In Progress
Evaluation: For the 2016-2017 academic year, our success rate has improved significantly for Filipinos, Pacific islanders, and unknown group students. There is 11% increase in the success rate for Filipinos and 8% increase for the unknown group. The success rate for Pacific islanders has increased 2%. As it is compared with 24% decrease in success rate for Pacific Islanders during the 2014-2015 academic year, this 2% increase in the success rate for Pacific Islanders during the 2016-2017 academic year indicates a big improvement from the 2014-2015 academic year. However, the success rate for African Americans has decreased 1%. And there is 2% decrease in the success rate for white and Asian students. The success rate for Hispanic and Latino Americans has decreased 3%. We need to make improvement on the success rate for these groups of students. The success rate for other ethnic groups has not showed much change during the 2016-2017 academic year.

Economics	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Using technology	Improve the effectiveness of teaching and learning through the use of technology in face-to-face classrooms as well as in virtual classrooms.	Ongoing	In Progress
Evaluation: We have added the online component to our face-to-face Economics classes. For example, students can access LearnSmart , an interactive learning tool, through McGraw-Hill’s website. However, due to the high cost, we cannot use clickers, another interactive learning tool, in our face-to-face classrooms. During the spring semester of 2018, we all use Canvas to enhance our face-to-face economics classes.

Economics	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Diversity	Provide an effective learning process to students of diverse backgrounds, learning styles, and levels of preparation; and encourage them to participate in academic and student support services.	Ongoing	In Progress
Evaluation: To improve student success rate, we have encouraged students to use the tutoring services at LRC as well as taking the RAD program. We also added group work in our face-to-face classes. Many students said that group works help them to learn better from their classmates. All faculty are encouraged to participate in the ARC Equity Action Institute in the spring semester of 2018. The ARC Equity Action Institute is an intensive two-semester program designed for full-time ARC faculty who want a dedicated time and space, and a cohort experience, focused on improving disproportionately-impacted student population success rates at American River College. To further increase faculty diversity, faculty at the Department of Economics served as mentors for the Los Rios Community College Faculty Diversity Internship Program during the spring semester of 2018. Last year, one of the interns, who has completed the Internship Program, was teaching economics classes at ARC as an adjunct instructor.

Economics	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Teaching and Learning Effectiveness - 2.1	Increase faculty and staff development activities to improve teaching and learning effectiveness, with particular emphasis on basic skills, distance education, and culturally responsive instruction.	Ongoing	In Progress
Evaluation: To increase faculty and staff development activities to improve teaching and learning effectiveness, some faculty members participated in Knewton Economics online training webinar during the spring semester of 2018. This webinar demonstrated Knewton Economics instructional online homework and showcased many ways in which we can engage the students and empower classroom instructions in economics. It was meant to introduce us to the Open Educational Resources (OER) as well as assist us in using technology as a teaching tool and it was quite helpful. Other faculty members attended webinars for Pearsonmylab and Econ Portal. With these webinars, we learned new tools that we can use for our Econ classes. Besides these webinars, we also participated in several technology workshops in the ITC Training room at ARC main campus during the academic year. To increase culturally responsive instruction, all faculty members attended "Hiring the Best and Equity Rep Training" workshop. This workshop informed faculty about state and federal nondiscrimination laws; the educational benefits of workforce diversity; the elimination of bias in hiring decisions; and best practices in serving on a selection or screening committee. We also learned some of the possible challenges that our students may face. All faculty are encouraged to participate in the ARC Equity Action Institute in the spring semester of 2018. The ARC Equity Action Institute is an intensive two-semester program designed for full-time ARC faculty who want a dedicated time and space, and a cohort experience, focused on improving disproportionately-impacted student population success rates at American River College. In addition, all faculty are encouraged to apply for a STEM Teaching Fellowship at UC Davis in the spring semester of 2018. The Transforming STEM Teaching Fellowship Program is a blended professional learning program designed to improve university STEM faculty’s instructional practice. The program nurtures an interdisciplinary learning community, provides continuous support, and is situated within faculty’s everyday work. As faculty redefine their role in the undergraduate lecture, students’ learning gains and experiences in these courses will be affected positively.

Economics	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Teaching and Learning Effectiveness - 2.2	Increase the percentage of students who participate in academic and student support services.	Ongoing	In Progress
Evaluation: To increase the percentage of students who participate in academic and student support services, we encourage our students to take the RAD program by giving a little extra credit to those students who have successfully completed the RAD program. The actual participation rate for the RAD Program has increased and many students' grades have improved by about a full letter grade. We hope that the improvement continues this academic year.

Economics	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Teaching and Learning Effectiveness - 2.3	Through the regular evaluation process, assess instructional and student services programs and use assessment results to make improvements and adjust SLOs as appropriate.	Ongoing	In Progress
Evaluation: The results of the faculty designed SLO Assessment have met the expectations of the Economics Department. We have decided that successful achievement should obtain at least 60% correct answers. There were ten questions drawn from five topics in this assessment. All but three exceeded the 60% correct answer mark. The overall average of this faculty designed SLO was 66.2% which exceeds the 60% target. Remarkably, two out of ten questions in the assessment were correctly answered by over 80% of the participating students. However, three questions were below the 60% target. One out of the three questions was on monetary policy. This question was a bit deep into the class that perhaps some classes were unable to get to it by the 15th week, i.e. the SLO exam week. The second question on monetary policy was answered correctly by 68% of the students. This probably indicates a need for teaching strategy adjustment, such as covering all the materials before the SLO exam week, or change the assessment question to a fiscal policy topic to be implemented next year. During the fall semester of 2016, we have developed a new fiscal policy question for our next SLO assessment. This new fiscal policy question is under the same SLO as the original monetary policy question. We are waiting for our next SLO cycle to see if students' performance will improve under this new fiscal policy question.

Economics	Vibrancy and Resiliency (2017-2021)	4	Work Environment	Strengthen department communication and operating process by maintaining an up-to-date technology work environment and comprehensive employee training.	Ongoing	In Progress
Evaluation: To keep us up-to-date with the technology, we have attended many training workshops at ARC main campus during the academic year and a few online workshops as well as off campus training workshops.

Economics	Vibrancy and Resiliency (2017-2021)	4	Support	Increase technology support for faculty and staff and experiment with department courses that support District, College, and Department goals.	Ongoing	In Progress
Evaluation: We have a full time faculty serves on the BSS Area Technology Committee. He keeps us informed about the new development in technology.

Economics	Vibrancy and Resiliency (2017-2021)	4	Community	Increase connections between the department and CSU, Sacramento and other CSU campuses and UC Davis. Articulate programs with other colleges and universities and ease students' trasfer.	Ongoing	In Progress
Evaluation: All faculty attended Los Rios Community College District (LRCCD) district wide convocation during the spring semester of 2018. We had meetings with our colleagues from other colleges at LRCCD at various times during the academic year and have kept constant communication with them via e-mails. We're also joining forces with CSU and local high schools on behalf of a very promising statewide initiative in support of student success called The Threshold Project. Some faculty have attended an initial campus conversation at Sacramento State University in the fall of 2014. We need to communicate more with the CSU and UC campuses.

Economics	Vibrancy and Resiliency (2017-2021)	4	Community, Economic and Workforce Development-4.1	Develop partnerships with employers and professional organizations to ensure that courses, educational programs, and teaching methods are relevant and responsive to community, labor, and business needs of the region served.	Ongoing	In Progress
Evaluation: Currently, we are working on an international trade certificate program. This will improve students' employment opportunities and train more responsible and global citizens in the future.

Economics	Vibrancy and Resiliency (2017-2021)	4	Community, Economic and Workforce Development-4.2	Increase connections with secondary schools, colleges, universities, business, and labor to articulate programs so students can move smoothly and efficiently through systems and into the job market.	Ongoing	In Progress
Evaluation: Increase connections with secondary schools, colleges, universities, business, and labor to articulate programs so students can move smoothly and efficiently through systems and into the job market. We're joining forces with CSU and local high schools on behalf of a very promising statewide initiative in support of student success called The Threshold Project. Some faculty have attended an initial campus conversation at Sacramento State University in the fall of 2014.

Electronics Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Electronics/CIS group meeting	Continue meeting with CIS group to discuss selecting Electronic Technology classes as requirements or electives to their degree/certificate program	Ongoing	In Progress
Evaluation: We have occasional one on one discussions between the two departments. We have found that having the folks that work on specific classes get together works substantially better than having a large group discussion. Before we make any changes in our computer related classes we always meet to ensure that we will be in sync with the outcome. This concept is currently working very well.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	Industry education	Work with industry to promote an ongoing education program for their employees involved in assembly, design, repair and fabrication.	Ongoing	In Progress
Evaluation: We are frequently meeting with employers in the Sacramento area to provide training opportunities for their workforce. We have several students in our program building their skills for career development.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	Automotive department courses	Work with Automotive Department to develop more Automotive/Electronic courses	Ongoing	In Progress
Evaluation: Work with Automotive Department to develop more Automotive/Electronic courses

Electronics Technology	Students First (2017-2021)	1	Perkins- Involve parents, businesses, & labor	Meet with industry in our local area to see what their projected employment needs will be over the next five years to ensure they have a well trained workforce. Continue ongoing advisory committee meetings and industry visits to keep current with industry needs.	Ongoing	In Progress
Evaluation: We had a successful day of soldering project day for local High Schools. We are continuing to work with local industry and our industry advisers to ensure that our students are getting current, relevant knowledge. We also conduct field trips and industry visitations so that the students and instructors are aware of changes and advances in the industry.

Electronics Technology	Students First (2017-2021)	1	Perkins- Assisting career and technical student	Encourage the participation of students in local, regional, state and national competitions to showcase their knowledge and skill.	Ongoing	In Progress
Evaluation: Encourage the participation of students in local, regional, state and national competitions to showcase their knowledge and skill.

Electronics Technology	Students First (2017-2021)	1	Perkins- Supporting training and activities	Develop support activities to encourage the enrollment and retention of women in electronics.	Fall 2013	In Progress
Evaluation: We participate in events that bring students in from local high schools so all students get a chance to see what we do in the electronics technology program. We recently participated in the recent Pathways to Paychecks event which we taught a soldering project to 90 students.We have found that once female students enter our program, they do extremely well and enjoy the classes. The challenge is still attracting them into the program. We continue to promote through word of mouth and peers the opportunities in electronics

Electronics Technology	Students First (2017-2021)	1	ET Reading Success with RAD	Improve student success in all ET courses by connection our students with the RAD (Reading Across the Disciplines)program	Ongoing	In Progress
Evaluation: Working with RAD has greatly increased our students success. In many of the classes it has reduced the study time while increasing the amount of knowledge retention. The methods taught by the RAD team can be used by our students in all of their classes. Each semester we actively promote RAD to our students.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	Articulation	Develop and promote articulation agreements with high school and ROP programs in our local area. (Class for class substitution)	Ongoing	In Progress
Evaluation: y articulating with local schools, we attract students to the college environment who would not otherwise go to college.We are working with various colleges and high schools to form a transparent path for our students. The lack of electronics programs in our area limit this activity.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	High School Promotion	Promote and market our program to high schools.	Ongoing	In Progress
Evaluation: We participated in two high school solder project days, Fresh Fridays high school events and regular High school visitations. We have articulations with Grant, River City and Rancho Cordova High Schools.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	Update for industry changes	Evaluate and plan what classes should be developed / implemented during the next five years to keep up with the constant changes in industry	Ongoing	In Progress
Evaluation: By working with industry and planning long term, our courses reflect current subjects that are in demand by local companies. The early planning allows us to create programs and curriculum and go through the long processes for approval. The evidence of this is industry approves our curriculum and hires our students.

Electronics Technology	Students First (2017-2021)	1	Career Fairs	Participate in career fairs at our College (ARC) for potential currently enrolled students who are undecided on a major.	Ongoing	In Progress
Evaluation: We are regularly attending career fairs to promote our program and promote the community college experience. We also team with local employers to reach qualified students. Classroom presentations from local industry are also scheduled.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	Advisory committee	Meet with individual members of the Electronic Advisory committee to determine actual industry needs from graduating students.	Ongoing	In Progress
Evaluation: We recently met with our advisory committee to discuss curriculum and job skills.By working with industry we keep up with technology and are able to produce students with the necessary education to excel when employed. We meet regularly with our advisory committee to ensure we are teaching what they need for industry success. We also meet directly with our industry partners to discuss their needs and new technology.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	Certificate development (cont')	Continue developing certificate programs that closely align with industry needs.	Ongoing	In Progress
Evaluation: We have several industry driven certificate programs that meet the needs of industry and are frequently reviewed with industry partners. All of our certificates were updated based on industry requests, SLO feedback, and SLO mapping.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	Local industry	Meet with industry in our local area to see what their projected employment needs will be over the next five years.	Ongoing	In Progress
Evaluation: By working with local industry to predict hiring trends, we are able to focus our courses and programs to supply qualified applicants to local employers. We work closely with local industry to find new training opportunities and requirements. We have placed our students in local careers based on local employer long and short term requirements.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	Advisory committee	Establish ongoing advisory committee meetings and industry visits to keep current with industry needs	Ongoing	In Progress
Evaluation: By working with industry and planning long term, our courses reflect current subjects that are in demand by local companies. The early planning allows us to create programs and curriculum and go through the long processes for approval. The evidence of this is industry approves our curriculum and hires our students.

Electronics Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Employable students	Continue and modify the ongoing task of updating our overall Electronics Division plan so that we can successfully graduate trained and employable students.	Ongoing	In Progress
Evaluation: We are working closely with local industry and our industry advisers to ensure that our students graduate/receive certificates with the proper skills to be employed in the electronics industry. Since industry approves of the changes that we make in the curriculum with their input, I feel we meeting the needs properly. Evidence of this is that students are getting jobs.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Provide in-service and pre-service	Evaluate and plan what classes should be developed / implemented during the next five years to keep up with the constant changes in industry. Put on presentations for counselors explaining the changes and updates in the ARC Electronics program. Continue ongoing advisory committee meetings and industry visits to keep current with industry needs.	Fall 2013	In Progress
Evaluation: By working with industry and planning long term, our courses reflect current subjects that are in demand by local companies. The early planning allows us to create programs and curriculum and go through the long processes for approval. The evidence of this is industry approves our curriculum and hires our students.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Develop and implement evaluations	Meet with industry in our local area to see what their projected employment needs will be over the next five years to ensure they have a well trained workforce. Continue ongoing advisory committee meetings and industry visits to keep current with industry needs.	Fall 2013	In Progress
Evaluation: Frequently, meet with industry in our local area to see what their projected employment needs will be over the next five years to ensure they have a well trained workforce. Recently met with the advisory committee and conduct frequent industry visits to keep current with industry needs.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Initiate, improve, expand	Meet as a department and discuss changes that should be made in the curriculum to best benefit the students. We are currently making changes in our curriculum by adding biomedical and energy programs and will continue to update our curriculum to keep ahead of industry trends. Attend Electronics Conferences / Trade shows that enable the instructors to keep current with quickly advancing changes and able to design our future curriculum to keep pace with emerging trends.	Ongoing	In Progress
Evaluation: From our meetings with our advisory committee and local employers we added an Advanced Communication, Industrial Automation and Soldering Certificates and updated the Robotics Certificates. Meet as a department and discuss changes that should be made in the curriculum to best benefit the students. We are currently making changes in our curriculum by adding biomedical and energy programs and will continue to update our curriculum to keep ahead of industry trends. Attend Electronics Conferences / Trade shows that enable the instructors to keep current with quickly advancing changes and able to design our future curriculum to keep pace with emerging trends.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Provide services and activities	Review the electronics program to reflect emerging technologies and current best practice	Fall 2013	In Progress
Evaluation: By working with industry and planning long term, our courses reflect current subjects that are in demand by local companies. The early planning allows us to create programs and curriculum and go through the long processes for approval. The evidence of this is industry approves our curriculum and hires our students.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Local education and business partnerships	Meet with industry in our local area to see what their projected employment needs will be over the next five years to ensure they have a well trained workforce. Continue ongoing advisory committee meetings and industry visits to keep current with industry needs. Work with the Work Experience Coordinator to promote internship opportunities for students	Fall 2013	In Progress
Evaluation: By continually meeting with industry we can constantly update our curriculum. We have evidence that this is working because at our advisory meetings employers tell other employers that we have incorporated their suggestions into the newest curriculum and lab projects.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	Curriculum Changes	Meet as a department and discuss changes that should be made in the curriculum to best benefit the students	Ongoing	In Progress
Evaluation: By working with industry and planning long term, our courses reflect current subjects that are in demand by local companies. The early planning allows us to create programs and curriculum and go through the long processes for approval. The evidence of this is industry approves our curriculum and hires our students.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	Counselor Presentations	Put on presentations for the counselors here at American River College explaining the changes and updates in the ARC Electronics program.	Ongoing	In Progress
Evaluation: We are working closely with our counselors and soon we will have a dedicated counselor in the ET area. We create documents on our certificates, degrees and courses for students and counselors.

Electronics Technology	Students First (2017-2021)	1	High school career fairs	Participate in career fairs at various feeder High Schools.	Ongoing	In Progress
Evaluation: We attend fairs and invite high school students to visit our program. We attend the state-wide Career GPS event at Cal Expo. We host local High schools for solder project days.

Electronics Technology	Students First (2017-2021)	1	Hosting career fairs	Host career fairs at our College (ARC) for potential Electronics students and their parents.	Ongoing	In Progress
Evaluation: We work closely with the Career Center and Internship Center to develop students for careers. Comcast frequently has Hiring fairs for our students.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Link CTE at the secondary & the post	Promote and market our program to high schools. We have conducted numerous high school visitations with positive results in getting new students into our program. Participate in career fairs for potential currently enrolled students who are undecided on a major. Host career fairs at our College (ARC) for potential Electronics students and their parents.	Ongoing	In Progress
Evaluation: Promote and market our program to high schools. We have conducted numerous high school visitations with positive results in getting new students into our program. Participate in career fairs for potential currently enrolled students who are undecided on a major. Host career fairs at our College (ARC) for potential Electronics students and their parents.

Electronics Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Improving or developing new CTE	Electronics is a high wage, high skill, and high demand occupation with many professional opportunities for students pursuing certificates, degrees or transfer. New courses and certificates will be introduced to meet the needs of employers and matriculation.	Fall 2013	In Progress
Evaluation: Electronics is a high wage, high skill, and high demand occupation with many professional opportunities for students pursuing certificates, degrees or transfer. New courses and certificates will be introduced to meet the needs of employers and matriculation.

Electronics Technology	Students First (2017-2021)	1	Perkins- Supporting other CTE activities	Support recruitment, outreach, retention, persistence and employment of regular and nontraditional students	Ongoing	In Progress
Evaluation: We plan on continuing to attract non-traditional students by attending job and career fairs . We plan on also attending a seminar covering technique that will attract non-traditional students.

Electronics Technology	Students First (2017-2021)	1	ET Math Success	Improve student success by improving our contextually based electronics math course. Set up local tutoring sessions and work with the LRC to produce and retain qualified tutors.	Ongoing	In Progress
Evaluation: Improve student success by improving our contextually based electronics math course. Set up local tutoring sessions and work with the LRC to produce and retain qualified tutors.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	ET Retention	Implement an early warning system for struggling students to receive tutoring, mentoring or reading assistance.	Ongoing	In Progress
Evaluation: Implement an early warning system for struggling students to receive tutoring, mentoring or reading assistance.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	Certificate Attainment Improvement	Implement regular certificate reviews in all course to educate and encourage students to receive certificates and degrees.	Ongoing	In Progress
Evaluation: Implement regular certificate reviews in all course to educate and encourage students to receive certificates and degrees.

Electronics Technology	Students First (2017-2021)	1	Student Service Information	Regularly inform and encourage students to participate in Student Services	Ongoing	In Progress
Evaluation: Regularly inform and encourage students to participate in Student Services

Electronics Technology	Vibrancy and Resiliency (2017-2021)	4	Curriculum research	Continue implementing the results of curriculum research (delete and establish new, progressive classes)	Ongoing	In Progress
Evaluation: By working with industry and planning long term, our courses reflect current subjects that are in demand by local companies. The early planning allows us to create programs and curriculum and go through the long processes for approval. The evidence of this is industry approves our curriculum and hires our students.

Electronics Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Conferences/Trade shows	Attendance at Electronic Conferences / Trade shows that enable the instructors to keep current with the quickly advancing state of the art changes and be able to design our future curriculum to keep pace with emerging trends	Ongoing	In Progress
Evaluation: We continue to attend conferences and trade shows. An example is the California Telephone Association Suppliers showcase where we take our students on a field trip. Instructors have also attended Parallax Teacher Training, Advanced Radio System Analyzer Training, and other trade shows related to electronics. This is working well because we can bring back the newest technology and share it with our students ensuring that they are getting relevant, up to date training on the newest technologies.

Electronics Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Seminars	Attendance at Electronic seminars that apply directly to the current class curriculum and to new and emerging curriculum that will be implemented in the future	Ongoing	In Progress
Evaluation: Attendance at Electronic seminars that apply directly to the current class curriculum and to new and emerging curriculum that will be implemented in the future

Electronics Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Job shadow	Job shadow in local Communication industry to enable instructors to keep current with the constantly changing technological advances	Ongoing	In Progress
Evaluation: We job shadow with local industries to enable instructors to keep current with the constantly changing technological advances. We recently spent time with SMUD, COMCAST, the Highway Patrol and California Office of Emergency Services.

Electronics Technology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Yearly review	Establish a policy that will enable all of the Electronics Instructors to meet yearly to review and evaluate the curriculum for each of the Electronics' classes	Ongoing	In Progress
Evaluation: By working with industry and planning long term, our courses reflect current subjects that are in demand by local companies. The early planning allows us to create programs and curriculum and go through the long processes for approval. The evidence of this is industry approves our curriculum and hires our students.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Strengthening the academic and career	Meet as a department and discuss changes that should be made in the curriculum to best benefit the students. We are currently making changes in our curriculum by adding biomedical and energy programs. We will continue to update our curriculum to keep ahead of industry trends. Evaluate and plan what classes should be developed / implemented during the next five years to keep up with the constant changes in industry. Promote and market our program to high schools. We have conducted numerous high school visitations with positive results in getting new students into our program. Develop and promote articulation agreements with high school and ROP programs in our local area. Work with high schools developing new programs and new articulation programs.	Fall 2013	In Progress
Evaluation: Meet as a department and discuss changes that should be made in the curriculum to best benefit the students. We are regularily making changes in our curriculum. We will continue to update our curriculum to keep ahead of industry trends. Evaluate and plan what classes should be developed / implemented during the next five years to keep up with the constant changes in industry. Promote and market our program to high schools. We have conducted numerous high school visitations with positive results in getting new students into our program. Develop and promote articulation agreements with high school and ROP programs in our local area. Work with high schools developing new programs and new articulation programs.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Provide students with strong experience	Evaluate and plan what classes should be developed / implemented during the next five years to keep up with the constant changes in industry. Put on presentations for counselors explaining the changes and updates in the ARC Electronics program. Continue implementing the results of curriculum research (delete and establish new classes). Attend Electronics seminars that apply directly to the current class curriculum and to new and emerging curriculum. Job shadow with employers within the local Communication industry to enable instructors to keep current with the constantly changing technological advances	Fall 2013	In Progress
Evaluation: By working with industry and planning long term, our courses reflect current subjects that are in demand by local companies. The early planning allows us to create programs and curriculum and go through the long processes for approval. The evidence of this is industry approves our curriculum and hires our students.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Develop, improve, or expand	Evaluate and plan what classes should be developed / implemented during the next five years to keep up with the constant changes in industry. Teach an Introductory Stamp Micro controller class over Comcast video cable system through CRC’s television studio facilities. Continue ongoing advisory committee meetings and industry visits to keep current with industry needs.	Fall 2013	In Progress
Evaluation: By working with industry and planning long term, our courses reflect current subjects that are in demand by local companies. The early planning allows us to create programs and curriculum and go through the long processes for approval. The evidence of this is industry approves our curriculum and hires our students.

Electronics Technology	Students First (2017-2021)	1	Perkins- Provide activities to prepare	Encourage and support the enrollment and retention of special populations in the electronics programs. Create a cross discipline sustainable energy course with natural resources to create a general education course covering relevant and timely subject and attract women to electronics.	Fall 2013	In Progress
Evaluation: We work closely with the counselors and DSP&S to ensure that the special populations know about our electronics program. We work closely with all students especially special-needs students to ensure success. We have frequent open labs and tutoring to assist all students succeed.

Electronics Technology	Clear and Effective Paths (2017-2021)	2	Perkins- Leasing, purchasing, upgrading	Purchase and upgrade equipment, laboratories, software and technology to meet the needs of emerging areas within the electronics industry.	Fall 2013	In Progress
Evaluation: We have been able to purchase new test equipment to ensure that the students have state-of-the-art equipment. By having properly operating industry standard test equipment, we ensure that the students will have a positive experience in our classes.

Engineering	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Laboratory Support Activities	For problematic classes with laboratory component: develop a plan to integrate subject matter knowledge, with hands-on activities in laboratory sessions.	Ongoing	In Progress
Evaluation: In the 2017 - 2018 academic year, the engineering department has purchased and is currently using a new Universal Testing Machine for the properties of materials course, ENGR 413. This machine is used extensively in industries ranging from civil engineering to aerospace engineering and will be an engineering tool that our students will encounter in their professional careers. It has been used on a weekly basis in the 2018 spring semester for laboratory work that supports the lecture and homework. By the time the new STEM building is ready to be moved into, the engineering department will have two more, for a total of three, Universal Testing Machines for student use, in addition to much additional equipment that will give students a 21st century laboratory education to buttress their theoretical course work.

Engineering	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Supporting Non-White and Female Students	Develop varied teaching approaches to address different learning needs, and to motivate students to learn, especially female and non-White students.	Ongoing	In Progress
Evaluation: This is an ongoing desire, that to enroll non-white and female engineering students is incumbant upon creating an environment where they can thrive. It is one thing to attract female and minorities to the prospect of engineering as a career. It is quite another to keep and retain and support transfer to a four-year university. The engineering department is aware of this challenge and with deliberate intent, creates an environment that is inclusive and challenging within the classroom. Female and minority students that do find their way to engineering do tend to do well on many of the student success metrics. It is the engineering department's ethos to keep vigilant yet rigorous, supportive yet challenging, of high expectations, and of encouraging the best of each and every student that comes into our classes. All in the best interest of learning for life and the more immediate concern of transfer success at a CSU or a UC campus.

Engineering	Students First (2017-2021)	1	Attract and Retain Minority Students	Find ways to attract minority and female students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Engineering	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Teaching Pedagogy	Implement improved teaching pedagogies based on student participation to improve student engagement with engineering concepts to foster the acquisition of conceptual knowledge rather than procedural rote memorization.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Engineering	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Using Engineering Software to improve Lecture	For courses with no laboratory component, implement instruction using software to carry out lengthy calculations, to focus teaching and learning on the understanding of engineering principles.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

English	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	WC Professional Development Activities	Develop and deliver PD activities for WC faculty and staff. Recent activities have included DSPS, financial aid, and security workshops. Classified staff have attended D2L and Ingeniux training. Since we will have new staff members in place and technology changes rapidly, this training must be ongoing.	Ongoing	In Progress
Evaluation: Professional development training for faculty teaching ENGWR 50 and for Instructional Assistants currently assigned to the Writing Center supports the success of students in ENGWR 50. Evidence of this success is apparent in the number of students who have challenged ENGWR 101 and moved directly from ENGWR 50 to transfer-level English.

English	Students First (2017-2021)	1	Provide funds for the AR Review	Provide funds for the AR Review literary magazine as it continues to win awards and increase AR's presence in the college literary world. Current fundraising efforts have been successful but need to continue.	Ongoing	In Progress
Evaluation: The American River Review provides a pre-professional experience for students who are interested in publishing and editing careers. The consistent recognition of the ARR by national prize-awarding organizations such as the Columbia Scholastic Press Association is evidence of its success in improving student learning.

English	Vibrancy and Resiliency (2017-2021)	4	Faculty Participation in SLO Assesssment	Encourage all faculty members to take part in the SLO Assessment and work toward improving learning.	Ongoing	In Progress
Evaluation: The involvement of all English Department faculty members in SLO Assessment ultimately translates to classroom and teaching effectiveness.

English	Students First (2017-2021)	1	Assessing SLOs Beyond MLA	Consider assessing different SLOs in the next assessment round. We have concentrated on the MLA SLOs for three assessment rounds.	Fall 2018	New
Evaluation: Consider assessing different SLOs in the next assessment round. The last three SLO Assessment cycles have focused on student mastery of MLA documentation standards. With the increased use of electronic citation features in most databases used in college research, it has become less essential to focus on this skill.

English	Students First (2017-2021)	1	WAC Grant Funding	Continue to support grant funding of the WAC Program.	Ongoing	In Progress
Evaluation: The WAC Program supports over 1,000 ARC students who rely on the program's provision of conferences, workshops, and Writing Center instruction to successfully complete writing assignments in all disciplines.

English	Students First (2017-2021)	1	Courses/Programs & Student Diversity	Continue to develop courses and programs that meet diverse students needs, such as creating a new course, ENGLT 365 - GLBT Literature.	Ongoing	In Progress
Evaluation: Courses such as our new offerings ENGLT 365 (GLBT Literature) and ENGLT 335 (Latino, Mexican-American, and Chicano Literature), as well as the ENGLT 330 and 486 (African American and Honors African American Literature) courses currently being developed, provide course offerings that are culturally relevant to our diverse students.

English	Students First (2017-2021)	1	Establish 300 Grading Rubric	Develop an ENGWR300 grading rubric approved and employed by all faculty in order to reduce grading variability and to implement the accreditation and SLO assessment requirements. Once we have completed the 300 grading rubric, we can establish rubrics for our other comp classes.	Ongoing	In Progress
Evaluation: Consistent standards for the evaluation of student writing in the Freshman Composition course is necessary for student success in and beyond the first year of college writing.

English	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Reliable Area Technology	We need reliable computer/projector/DVD access in all English classrooms. The new "white-box" campuswide technology is incompatible with our existing hardware. 3/22/2017: Currently we do have this, but some components need to be replaced/fixed/updated. 4/9/2018: Updates are needed in all classrooms, including instructor workstations with HTMI cables for Mac Book users.	Ongoing	In Progress
Evaluation: Continue to update technology in all English classrooms. Reliable technology is fundamental to innovative teaching.

English	Students First (2017-2021)	1	ERWC Partnership	Continue and expand the ERWC Partnership.	Ongoing	In Progress
Evaluation: The Expository Writing and Reading Curriculum Partnership with feeder high schools in the San Juan Unified School District promotes articulation between high school and college composition curriculum, increasing the number of students who arrive at ARC ready for transfer-level English

English	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	WAC Professional Development Activities	Develop and deliver WAC professional development activities	Ongoing	In Progress
Evaluation: WAC Professional Development activities help faculty and staff work to increase student success. A survey for students is administered every semester to evaluate and improve our program and our service to students.

English	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Increase Number of English Classrooms	To meet student demand, especially for our composition classes, we need more classrooms, particularly at popular times (mornings and early afternoons). In addition to lecture rooms, the English Department needs an open lab instructors can reserve to take their classes to for workshop activities.	Ongoing	In Progress
Evaluation: With new AB705 legislation requiring that the college place most students in transfer-level English by 2019, classrooms with appropriate computer technology will allow faculty to employ innovative, research-supported methods of instruction. Nationwide studies and research conducted by the California Acceleration Project support the use of intensive, in-class writing practice to ensure that students can successfully complete transfer-level English during the first year of college.

English	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Creative Writing Room	Provide a collaborative space for students editors and creative writing faculty for such activities as publishing the literary magazine,the American River Review,and Ad Lumen press.	Spring 2017	In Progress
Evaluation: By giving student editors and creative writing faculty dedicated collaborative space, it helps students continue to produce the award-winning American River Review and put together the annual writing festival, SummerWords. We have ample testimony from instructors and students that not having a dedicated space means creating writing projects are subject to the vicissitudes of an unstable, nomadic work space and all the wasted energy that implies.

English	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Optimize Davies Hall Classrooms' Configurations	Since English is likely to remain in Davies Hall for the foreseeable future, we need to find ways to make these classrooms' spaces work as well as possible until we are in a new building. We need to have a professional assessment of our classrooms' furnishings, technology, and space to make any changes to improve these workspaces.	Spring 2019	New
Evaluation: Since English is likely to remain in Davies Hall for the foreseeable future, we need to find ways to make these classrooms' spaces work as well as possible until we are in a new building. We need to have a professional assessment of our classrooms' furnishings, technology, and space to make any changes to improve these workspaces.

English	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Increase WAC Classroom/Lab Space	Because WAC does not have sufficient classroom and lab space to serve the large number of students in the program, the program needs more classroom/lab space.	Ongoing	New
Evaluation: The # of students in WAC has increased from approx. 1700 to 2000 in the past year. We need space to accommodate the growing need for computers, office/conference rooms, and student work space.

English	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Provide an acceptable physical environment	To provide staff, faculty, and students with the opportunity to attend and hold classes in a building that is consistently safe and comfortable. Davies Hall has multiple problems--heating and cooling, ADA compliance, physical capacity, etc.--that must be resolved either through renovation or replacement of the building.	Fall 2018	In Progress
Evaluation: Studies completed over the last 20 years show that students learn most effectively when they are provided with classroom space that is appropriate to the kind of learning in which they are engaged, safe, and comfortable. See e.g. Chism, N.V.N. & Bickford, D.J. (2003) The Importance of Physical Space in Creating Supportive Learning Environments. San Francisco: Jossey-Bass; Hiemstra, R. (1991) `Aspects of Effective Learning Environments', in R. Hiemstra (ed.) Creating Environments for Effective Adult Learning. San Francisco: Jossey-Bass, http://www.-distance.syr.edu/leindex.html [last accessed 23 September 2007]; Quinn, J. (2003) `The Dynamics of the Protected Space: Spatial Concepts and Women Students', British Journal of Sociology of Education 24(4): 449-60; and Vosko, R.S. (1991) `Where We Learn Shapes Our Learning', in R. Hiemstra (ed.) Creating Environments for Effective Adult Learning. San Francisco: Jossey-Bass, http://www.distance.syr.edu/leindex.html [last accessed 23 September 2007].

English	Students First (2017-2021)	1	Collaboration between WC/WAC/RAD/RC	Facilitate collaboration among English Support Centers to develop new approaches and methods for effectively meeting our student needs.	Ongoing	In Progress
Evaluation: Collaboration among the English Area support programs housed at the Learning Resource Center benefits students by providing a coherent academic experience in these closely related basic skills programs. Furthermore, the RAD and WAC programs share space and staff, so collaboration is not only desirable but inevitable.

English	Students First (2017-2021)	1	WAC Grant Funding	Continue to support grant funding of the WAC Program.	Ongoing	In Progress
Evaluation: The WAC Program supports over 1,000 ARC students taking classes where writing is assigned. The program is continually evaluated by the Research Office, whose findings consistently show that success rates in content classes for students enrolled in the program are about 80 percent.

English	Clear and Effective Paths (2017-2021)	2	Improve BS enrollment/success in later classes	Improve the persistence and success of students enrolled in ENGWR 50 and 300+ classes.	Ongoing	In Progress
Evaluation:

English	Clear and Effective Paths (2017-2021)	2	Increase the Number of English AAT Recipients	Increase the number of students receiving the English Associates of Arts (Transfer) degree. Identify interested students and make them aware of the degree's requirements and its benefits. Restore ENGLT course offerings (cut 36% during recession) to allow students to complete the degree in less time.	Ongoing	In Progress
Evaluation: Increase the number of students receiving the English Associates of Arts (Transfer) degree. Identify interested students and make them aware of the degree's requirements and its benefits. Restore ENGLT course offerings (cut 36% during recession) to allow students to complete the degree in less time.

English	Clear and Effective Paths (2017-2021)	2	Increase ENGWR Online Course Success Rates	Increase the ENGWR Composition Sequence online course success rate, which has decreased at a higher rate than the ENGWR success rates in the corresponding in-person courses. Consider designating an English faculty to oversee and coordinate the discussion and processes. As of 2017, designate the Area Technology Committee to oversee and coordinate the discussion and processes.	Ongoing	New
Evaluation:

English	Students First (2017-2021)	1	Identify Disparately Impacted Students & Courses	Working with the English Equity Group, continue to identify which specific student groups are disparately impacted; identify which categories of courses impact them.	Ongoing	New
Evaluation: Working with the English Equity Group, continue to identify which specific student groups are disparately impacted; identify which categories of courses impact them and address course curriculum to improve student success.

English	Vibrancy and Resiliency (2017-2021)	4	Resolve Learning Communities' PeopleSoft Issue	Work with the District to resolve the PeopleSoft issue with Learning Communities, wherein students cannot easily find and enroll in Learning Communities courses.	Ongoing	New
Evaluation: Work with the District to resolve the PeopleSoft issue with Learning Communities, wherein students cannot easily find and enroll in Learning Communities courses.

English	Vibrancy and Resiliency (2017-2021)	4	Evaluate Course Offerings and Scheduling	Continue to evaluate the kind and number of course offerings and when they offered to assure they are meeting students' needs.	Ongoing	In Progress
Evaluation: Continue to evaluate the kind and number of course offerings and when they offered to assure they are meeting students' needs.

English	Students First (2017-2021)	1	Support Student Equity Committee Recommendations	Continue to support and implement the Student Equity Committee recommendations.	Ongoing	New
Evaluation: Continue to support and implement the Student Equity Committee recommendations.

English	Students First (2017-2021)	1	SLOs & Student Equity	Consider student performance and needs based on the findings of the newly-formed Student Equity committee. Look at changing, adding, deleting, or teaching the existing SLOs differently to address issues with student performance and access in order to more fully meet the needs of varied learners.	Ongoing	New
Evaluation: Consider student performance and needs based on the findings of the newly-formed Student Equity committee. Look at changing, adding, deleting, or teaching the existing SLOs differently to address issues with student performance and access in order to more fully meet the needs of varied learners.

English	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Continue New Faculty Training & Mentoring	Continue our new and adjunct faculty mentoring programs.	Ongoing	In Progress
Evaluation: Continue our new and adjunct faculty mentoring programs. This provides professional development support, a sharing of best practices, and an environment of collegiality.

English	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	WAC Student Help	The WAC Program needs student help to work with us on orientation and to provide information to students on our programs throughout the year. Student help would also be able to help us with mentoring and day-to-day tasks and free up staff to tutor students.	Ongoing	In Progress
Evaluation: The WAC Program needs student help to work with us on orientation and to provide information to students on our programs throughout the year. Student help would also be able to help us with mentoring and day-to-day tasks and free up staff to tutor students.

English as a Second Language	Students First (2017-2021)	1	Evening IA Support in the ESL Center	Based upon expanding enrollment and greater use of the ESL Center during evening sections, we are requesting a 27-hour permanent evening IA position in the Center. In order to offer students attending in the evening the same opportunities to earn credit as students who attend during peak hours, we must have qualified workers to run the multi-media sessions, grade advanced level workbooks, and score tests (tasks for instructors and IAs) as well as monitor students in the general study area.	Fall 2018	New
Evaluation:  |   |   |   |   |   |   |

English as a Second Language	Students First (2017-2021)	1	Comprehensive Snapshot of ESL Population Needs	Monitor and, when necessary, compile additional demographic information via the intake process for the ESL Program and ESL Center in order to better track growth trends of various ethnic groups in our geographical area. Closely track the academic and CTE interests and declared majors of our student population. Proactively adjust current curricular offerings, create new curriculum, or develop modules to address the language needs of new and continuing populations.	Ongoing	In Progress
Evaluation: Specific country of origin, first language,and basic educational data about the populations we serve in the ESL Center enable us to predict and/or diagnose potential difficulties students face. For example, women from Afghanistan have not had access to education in their country for many years, so they have only a faint idea of how to be a student. This has led to the development of modules to address some basic study skills and strategies practice for this group. Because Research has been impacted by so many requests and updates from our area and many others across campus, we have had to rely on in-house data collection and must track the information using our limited ESL Center staff time.

English as a Second Language	Clear and Effective Paths (2017-2021)	2	Accelerated learning and CTE-specific-instruction	Increase student use of language program acceleration and supplementation materials and CTE-specific modules currently in use in the ESL Center; create, compile and expand additional materials to strengthen the academic and career and technical skills of ESL Center students.	Ongoing	In Progress
Evaluation: Since the definition of acceleration in this AB705 era includes passing a class the first time around, ESL Center students have consistently achieved an 85%+ pass rate in ESL and non-ESL courses on campus.

English as a Second Language	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Maintain access to effective ESL instruction	Secure highly qualified faculty replacements, including those with experience with ESL/Basic Skills initiatives, to ensure ESL students retain one of the highest success rates on campus. Recruit and hire classified temporary IAs and Master Tutors as well as student help student help to adequately staff the ESL Center	Ongoing	In Progress
Evaluation: Maintaining a highly qualified set of ESL professors supports student learning as evidenced by the fact that ESL students are retained and persist at 98%+ rates in addition to having one of the highest success rates on campus.

English as a Second Language	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Maximize Professional Development Activites	Develop a strategic plan to split professional development activities between ESL faculty (on-campus/off-campus PD; professional conferences/workshops/training; special speakers/outside resources) so a variety of information and resources can be shared department-wide.	Ongoing	In Progress
Evaluation: The past year has been unprecedented in the amount of extra work required from the ESL Dept. Chair and faculty. In addition to on-going professional development activities which strengthen our program, several faculty participated, as mentioned in the last EMP, on a variety of committees/work groups to address assessment issues in our state/district. Unfortunately, instead of "shoring up our assessment to insure that students will have more accurate placements which lead to better retention and completion rates and, in many cases, may reduce the number of semesters needed to achieve enough English to succeed in non-ESL courses," the entire project was scrapped, and we were left with a very unreliable assessment vehicle. AB705 has brought with it another set of challenges to which many ESL faculty have stepped up. Again, attendance at multiple day conferences, work groups, off and on campus meetings have stretched faculty thin with no guarantee of any real improvements made for our students.

English as a Second Language	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Incorporating Appropriate Classroom Technology	Increase student success, interest, persistence, and retention through the use of different forms of classroom technology such as clickers, ipads, etc. In addition, any addition/upgrade of technology should include the appropriate changes in wiring or the addition of furnishings that ensure the ease and effectiveness of operating the technology in an efficient and ergonomically sound manner.	Ongoing	In Progress
Evaluation: Having access to new or updated technologies as they come available will support and enhance the classroom techniques and best practices our faculty employ.

English as a Second Language	Vibrancy and Resiliency (2017-2021)	4	ESL Parrot Newsletter	Provide vehicle for student writing that reflects the diversity of our ESL population to be published and disseminated to ESL and non-ESL students on campus as well as the surrounding communities.	Ongoing	In Progress
Evaluation: The Parrot offers ESL students a chance to have their work published, encouraging them to share their stories and ideas, gaining real-life practical motivation to produce accurate grammar and appropriate vocabulary. In addition, the staff of the Parrot includes information about events in our general and campus communities that affect students directly. It is an ESL-student-friendly way to disseminate information that enriches students' academic and personal lives.

English as a Second Language	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Appropriately-sized classrooms for ESL courses	Serving nearly 1500 individual students with over 3000 enrollments, the ESL faculty continue to work in small and minimally technologically-assisted spaces. ESL faculty at ARC have insufficient space to easily and safely engage students in group activities that promote meaningful interaction in English.	Fall 2019	New
Evaluation:  |   |   |   |   |   |   |

English as a Second Language	Students First (2017-2021)	1	Portable Laptop Cart	Access to a portable lap top cart has merit for faculty and students alike. Many of our courses are supported by on-line workbooks, but booking a lab on campus for a hands-on orientation is almost impossible. Laptops can be used for many other classroom activities and testing purposes to promote student engagement and digital literacy.	Fall 2018	New
Evaluation:  |   |   |   |   |   |   |

English as a Second Language	Students First (2017-2021)	1	ESL Welcome Center for New Students	In the spirit of starting right, it is essential for all students to understand how to navigate the college system in order to connect early with the resources and classes they need. This is especially difficult for ESL students who do not yet have the language skills or cultural knowledge to understand even the most basic steps in enrolling and connecting with support services. New ESL students do not have a dedicated space where they can get the information in a language they understand in order to start right.	Fall 2018	New
Evaluation:  |   |   |   |   |   |   |

English as a Second Language	Clear and Effective Paths (2017-2021)	2	Dedicated Counselor for ESL	Serving nearly 1400 individual students with over 3000 enrollments, the English as a Second Language students at ARC deserve a counselor understanding of and dedicated to the needs of this special population.	Fall 2018	New
Evaluation:  |   |   |   |   |   |   |

English Division Office	Access and Growth (2015-2016)	3.2	Improve and Modernize College-Hour Facilities	To improve and modernize Raef hall 160 to maximize comfort, aesthetic quality, and audio/visual capabilities for performances, readings, presentations, workshops, and trainings offered to ARC employees and to the community at large.	Spring 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

English Division Office	Student Success (2015-2016)	1.5	Improving the Numbers of Degrees/Certificates	Increase the numbers of degrees and certificates awarded through the English Area.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

English Division Office	Student Success (2015-2016)	1.5	English area interface with Student Services	Increase interface/connection with student services to ensure efficient and effective student access, retention, persistence and completion.	Spring 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

English Division Office	Access and Growth (2015-2016)	3.2	Improve and Modernize College Hour Facilities	To improve and modernize Raef 160 to maximize comfort, aesthetic quality, and audio/visual capabilities for performances, readings, presentations, workshops, and trainings offered to ARC employees and to the Sacramento community at large.	Spring 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

English Division Office	Student Success (2015-2016)	1.6	Reduce achievement gap	Meet Student Equity Plan (SEP) guidelines to close the achievement gap by developing and implementing a series of projects identified as promising by faculty and staff and supported by SEP funding.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

English Division Office	Access and Growth (2015-2016)	3.2	Davies Hall Rennovation	To update and modernize Davies Hall to increase efficiency of the faculity, access to the building and its floors, and improve aesthetics for all those taking classes and working in the building	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

English Division Office	Student Success (2015-2016)	1.6	Support Learning Communities	Support the development of learning communities, including those that focus on under-prepared and/or under-represented groups.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

English Division Office	Teaching and Learning Effectiveness (2015-2016)	2.1	Support Instruction	2.1 Increase faculty and staff development activities to improve teaching and learning effectiveness, with particular emphasis on basic skills, distance education, and culturally responsive instruction.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

English Division Office	Teaching and Learning Effectiveness (2015-2016)	2.1	Adjunct Faculty Orientation English/Reading	Provide a standardized adjunct faculty orientation to all new adjunct faculty to include details specific to the English/Reading area such as building access, office hours, email, roster management, etc. Provide additional information that complements college adjunct orientation plan such as syllabus development, dealing with student issues, resources for students, etc.	Spring 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Enrollment Services	Access and Growth (2008-2014)	3.3	Enrollment Services	Continue improving access to enrollment services and programs for potential students and currently enrolled students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Extended Opportunity Programs and Services	Access and Growth (2015-2016)	3.1	Outreach	Expand the student population of EOPS to better represent the service population of the college.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Extended Opportunity Programs and Services	Organizational Effectiveness (2015-2016)	5.2	Professional Development	Provide EOPS counseling faculty the opportunity to attend targeted workshop/conference to support and enhance teaching skills for EOPS required HCD class.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Extended Opportunity Programs and Services	Teaching and Learning Effectiveness (2015-2016)	2.2	Tutoring	Increase one-to-one turoring services for students who have exhausted campus tutoring.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Extended Opportunity Programs and Services	Access and Growth (2015-2016)	3.1	Community Liasons	Strengthen ties between EOPS and community agencies who serve under-represented populations.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Extended Opportunity Programs and Services	Access and Growth (2015-2016)	3.3	Foster Youth	Develop collaboration with external and internal partners who identify and support former foster youth.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Extended Opportunity Programs and Services	Student Success (2015-2016)	1.3	Outreach	To increase the ratio of new/first time to college students to continuing students in the EOPS population.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Extended Opportunity Programs and Services	Organizational Effectiveness (2015-2016)	5.2	Targeted Staff Trainings	Provide small group trainings for EOPS staff in various computer programs: SARS, PeopleSoft, Outlook, etc	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Extended Opportunity Programs and Services	Student Success (2015-2016)	1.2	Educational Plan	Require students, through close monitoring, to follow their educational master plan as mandated by EOPS guidelines.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Extended Opportunity Programs and Services	Student Success (2015-2016)	1.6	Academic Progress Report	Provide students, instructors and counselors with tool to identify and monitor academic progress.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Extended Opportunity Programs and Services	Access and Growth (2015-2016)	3.3	Former Foster Youth	Increase the number of FFY participation in EOPS/CARE	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Fashion	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Develop, improve, or expand	Install a computer lab that can accommodate the needs of students in the Fashion program to maintain an up-to-date lab which meets the needs of industry. Obtain technology and software (either through purchase or donation) to meet the training needs of industry.	Ongoing	In Progress
Evaluation: With the laptop cart in its third year of use, the laptops cannot keep up with technology updates. Therefore, the computers do not have enough processing power to run Optitex or Abobe Cloud. In order to support students, the department needs computers that will support student needs for at least 5 years.

Fashion	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide in-service and pre-service	Provide opportunities for staff to tour industry, attend conferences and workshops in order to stay current with changes in the industry. Secure training for faculty on new computer patternmaking and design software. Work with industry representatives and advisory board members to identify training needs. Participate in training for the development and implementation of online classes and work with adjunct to integrate Desire 2 Learn into their curriculum. Sponsor an annual trip to the Los Angeles area for Fashion students and faculty to tour various aspects of the industry. Faculty will attend discipline specific conferences and workshops to keep current with changes in the fashion field.	Ongoing	In Progress
Evaluation: Last year faculty members attended ITAA in St. Petersburg, FL and Gerber Ideation in Los Angeles. Both faculty mebers networked with industry professionals and peers, became acquainted with new textile, cloud, 3D modeling and mass customization technology. This information was shared with students in FASHN 382, FASHN 358, FASHN 357 and, FASHN 320.

Fashion	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Initiate, improve, expand	Maintain an up-to-date inventory of mannequins and display props. Participate in training for the development and implementation of online classes and work with adjunct to integrate Canvas into their curriculum. Obtain technology and software (either through purchase or donation) to meet the training needs for industry. Keep the lecture/laboratory classroom and equipment updated and in good working order	Ongoing	In Progress
Evaluation: Our lab continues to be updated with current mannequins and dress forms. Sewing machines are serviced every year, and new ones added as needed.

Fashion	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide services and activities	Continue fashion show production as means of bringing the community on-campus and introducing them to the Fashion program. Obtain technology and software (either through purchase or donation) to meet the training needs for industry.	Ongoing	In Progress
Evaluation: The annual fashion show continues to be a cornerstone of our program, bringing students and the community together. With the addition of a mobile laptop lab, we are again able to bring technology to the classroom and teach the students skills demanded in the workforce. In order to continue this service, the department needs to update its hardware. As the software gets updated, the computers need to be sustainable enough to run with the updates. Right now, the laptops cannot run Optitex or Adobe Cloud without crashing.

Fashion	Students First (2017-2021)	1	Perkins- Leasing, purchasing, upgrading	Maintain up-to-date equipment and facilities to meet the needs of industry.	Ongoing	In Progress
Evaluation: With the use of industry specific equipment such as professional dress forms and industrial sewing machines, we are providing opportunities for the students to master the same skills used in the fashion industry. Persistence remains high at 90.8% and our Completions are at 88.6%.

Fashion	Vibrancy and Resiliency (2017-2021)	4	fashion club	Increase student integration into the college by increasing the size and scope of the fashion club	Ongoing	In Progress
Evaluation: The Fashion Club did not run this school year due to student schedules and time conflicts. The department hopes for a better turn out for Fall 2018.

Fashion	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide students with strong exp CTE 3	Department will produce a student generated annual fashion show to generate interest in and visibility of Fashion program. High school students and the community will be invited to attend.	Spring 2016	In Progress
Evaluation: This year's fashion show is titled "Metamorphosis- Fashion Through Stages". This year, the show will be staged in the student center. The area will seat 300 guests. With 2 shows, the event will attract approximately 600 people from the community, and actively involve about 100 from the college.

Fashion	Students First (2017-2021)	1	Perkins- Involve parents, businesses, and labor	Department will produce a student generated annual fashion show to generate interest in and visibility of Fashion program. High school students and the community will be invited to attend.	Ongoing	In Progress
Evaluation: We will present a high profile fashion show "Metamorphosis" in Spring 2018 and anticipate over 300 high school and college students and parents, as well as members of the community in attendance. It involves approximately 42 models from the community and the school, and 5 judges from local businesses. Local business helped sponsor the event with donations.

Fashion	Vibrancy and Resiliency (2017-2021)	4	Perkins- Develop and implement evaluations CTE 1	Review curriculum with advisory committee to ensure industry relevance, focusing on meeting necessary job skills.	Ongoing	In Progress
Evaluation: We continue to review the curriculum with our advisory committee to ensure industry relevance, focusing on meeting necessary job skills.

Fashion	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Link CTE at the secondary	Continue fashion show production as means of bringing the community on-campus and introducing them to ARC. Increase enrollment by actively recruiting high school students, participate in career days with high schools and speak to high school teachers concerning our program. Department will produce a student generated annual fashion show to generate interest in and visibility of Fashion program. High school students and the community will be invited to attend. Participate in annual Art Tech Day to introduce the Fashion program to high school and college students	Ongoing	In Progress
Evaluation: Our annual fashion show was a big success last year and was attended by over 300 students and members of the community. The Fashion department participated in a focused outreach to high school students that included the fashion show and hands-on activities that educated them about our program.

Fashion	Clear and Effective Paths (2017-2021)	2	Articulation with High Schools	Create articulation agreements with local high schools.	Ongoing	In Progress
Evaluation: The fashion department hosted three fashion shows with attendance from the community and local high schools. Program information was shared with the high schools via handouts and we also involved students in a hands-on sewing activity.

Fashion	Clear and Effective Paths (2017-2021)	2	Advisory Board	Review curriculum with industry driven advisory board to ensure industry relevance, focusing on meeting necessary job skills.	Ongoing	In Progress
Evaluation: Curriculum continues to be discussed with fashion advisory committee to ensure industry relevance. Topics stressed jobs in both design and merchandising, and curriculum continues to be adjusted and modified to meet those needs.

Fashion	Students First (2017-2021)	1	Perkins- Strengthening the academic and career	Increase the number of sections and add new curriculum. Increase student integration into the college by increasing the size and scope of the fashion club. Review curriculum with industry driven advisory board to ensure industry relevance, focusing on meeting necessary job skills. Hold faculty level discussions to insure continuity in content of multiple sections.	Ongoing	In Progress
Evaluation: We continue to review the curriculum with our advisory committee, and faculty continues to work together to ensure a cohesive department.

Fashion	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Training Needs	Work with industry representatives and advisory board members to identify training needs	Ongoing	In Progress
Evaluation: Job training skills were discussed at our advisory committee. As a result, we submitted a workforce proposal addressing needs for students to get practical experience where they can get knowledge and experience that they can apply to further their education, to a job or a business that they will create.

Fashion	Vibrancy and Resiliency (2017-2021)	4	Perkins- Providing support for family	Collaborate with other family and consumer science programs at the high school, college, and university level to promote and support Fashion.	Ongoing	In Progress
Evaluation: Collaborate with other family and consumer science programs at the high school, college, and university level to promote and support Fashion.

Fashion	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Additional Classroom Space	Add a lecture space with smart technology that will allow department to use existing space exclusively for lab activities.	Ongoing	In Progress
Evaluation: The department needs additional space for lecture classes. Once we have a classroom dedicated to lectures, we create a lab with industrial equipment and industrial cutting tables. This will help out students transition more easily into the workforce because they are working with the same equipment that industry professionals are working with.

Fashion	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Update Classroom	Keep the lecture/labratory classroom and equipment updated and in good working order	Ongoing	In Progress
Evaluation: We continue to have the sewing machines serviced every year to keep everything in good working order. We have purchased new irons and replacement sewing machines for those that were over 10 years old.

Fashion	Vibrancy and Resiliency (2017-2021)	4	Perkins- Local education & business partnerships	Meet with industry in our local area to see what their projected employment needs will be over the next five years to ensure they have a well trained workforce. Continue ongoing advisory committee meetings and industry visits to keep current with industry needs. Work with the Work Experience Coordinator to promote internship opportunities for students. We partnered with a local women's shelter to provide winter coats for women and childern housed there.	Ongoing	In Progress
Evaluation: We continue to revise and update our curriculum as a result of the recommendation of our advisory committee. Our advisory committee consists of educators, business owners, and entrepreneurs.

Fashion	Vibrancy and Resiliency (2017-2021)	4	Perkins- Improving or developing new CTE	Work closely with the Fashion Advisory Committee to identify new curriculum and programs that prepare students for employment.	Ongoing	In Progress
Evaluation: We work to continue to revise courses and certificates that prepare students to enter the workforce under the advice and guidance of our advisory committee. This year we have awarded over 20 department certificates.

Fashion	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Update Lab Resources	To maintain an up-to-date lab which meets the needs of industry.	Ongoing	In Progress
Evaluation: The department needs to update and technology on a regular basis in order to instruct students on the latest version of computer programs that are in use by the industry.

Fashion	Clear and Effective Paths (2017-2021)	2	Retention	Increase the number of students who successfully complete the fashion program.	Ongoing	In Progress
Evaluation: Our completers remain steady at 86% according to Core 2 Indicators. Our short certificates, which allow students to complete short the program in manageable "chunks" have contributed to our completion rate.

Fashion	Clear and Effective Paths (2017-2021)	2	2 year planner	Faculty will revise and maintain a two year planner that indicates courses offered each semester. This will be used as a planning tool for students, faulty and counselors.	Ongoing	In Progress
Evaluation: The department updated the two-year planner and created course rotations for a four-semester cycle where full-time students will receive degrees and certificates in a four-semester period. The department also hosted its first open house where students get information about fall courses, meet instructors and peers who are currently, or already taking courses. The first open house had over 25 attendees. With this new initiative, core indicator 3 persistence rate will surpass the current 88.24%.

Fashion	Students First (2017-2021)	1	Counseling Support	Faculty will work with counseling staff, creating flyers to take to high schools and keep them current with curriculum changes.	Ongoing	In Progress
Evaluation: Curriculum changes were discussed with the advisory committee, flyers were printed and distributed. Our two-year planner was also updated to reflect changes in the available FTE as well as curriculum changes.

Fashion	Clear and Effective Paths (2017-2021)	2	High School Recruitment	Increase enrollment by actively recruiting high school students.	Ongoing	In Progress
Evaluation: Although enrollment has gone down slightly, We have actively recruited high school students by participating in campus tours with various high school districts that are feeder schools to Los Rios District. This has greatly increased the visibility of our program in the community.

Fashion	Vibrancy and Resiliency (2017-2021)	4	Fashion Show	Department will produce a student generated annual fashion show to generate interest in and visibility of Fashion program. High school students and the community will be invited to attend.	Ongoing	In Progress
Evaluation: This year's fashion show "Metamorphosis" will be presented in May 2018, with a prospective attendance of 600 people, giving high visibility of the program to the community, students, and faculty. Participants included students, faculty, and members of the community.

Fashion	Clear and Effective Paths (2017-2021)	2	Computer Lab	Install a computer lab on the ARC campus that can accommodate the needs of students from Interior Design, Art New Media and Hospitality Management. Approximately 25 computers total.	Ongoing	In Progress
Evaluation: Although we are running a mobile computer lab, the laptops are starting to fail due to age and the inability to upgrade laptops. We are offering the latest computer software, the laptops cannot run these applications due to lack of sufficient minimum requirements. The mobile laptop cart needs to be replaced with computers that can sustain the interior design and fashion programs for at leastr 5 yhears.

Fashion	Students First (2017-2021)	1	Merchandising Inventory	Maintain an up-to-date inventory of mannequins and display props.	Ongoing	In Progress
Evaluation: Although the department's storage shed now houses an inventory of tools and display props that allow our merchandising students the opportunity to have hands-on experiences typical in the fashion industry, as they build intricate displays, and reusable props, the department needs additional storage in order to be sustainable.

Fashion	Vibrancy and Resiliency (2017-2021)	4	Community Outreach	Continue fashion show production as means of bringing the community on-campus and introducing them to ARC.	Ongoing	In Progress
Evaluation: Our annual fashion show was called "Metamorphosis" and the department plans to hold two fashion shows on campus. Over 600 college and high schools students, as well as community members, will attend the shows. The department will also invite 5 local business owners from the fashion industry to serve as judges.

Fashion	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Industry Technology and Software	Obtain technology and software through purchase or donation to meet the training needs for industry.	Ongoing	In Progress
Evaluation: Adobe CC has been purchased for student use and is now installed and updated on the new laptops. UIn addition Optitex has been installed for our CAD class. This technology is the same that is used in the industry.

Fashion	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Green Design	Incorporate green design into Fashion program.	Ongoing	New
Evaluation: Green design continues to be a theme that runs through much of our curriculum. Zero waste has been introduced to designers in FASHN 320 and FASHN 358. This is where fabric is cut and all fabric is used for garments or accessories.

Fashion	Clear and Effective Paths (2017-2021)	2	Develop Social Media Sites	Create a web presence for current and graduate students.	Ongoing	In Progress
Evaluation: We continue to develop our social media presence on Facebook, and Instagram. The fashion club using this website, as well as FASHN 393 to promote the annual fashion show.

Fashion	Students First (2017-2021)	1	Online Courses	Expand program offerings to include online courses.	Ongoing	New
Evaluation: In addition to FASHN 310, we will offer FASHN 397 as an online course for Fall of 2018.

Fashion	Clear and Effective Paths (2017-2021)	2	Perkins- Provide students with strong exp CTE 1	Increase the number of sections and add new curriculum.	Ongoing	In Progress
Evaluation: Upon the advice of our advisory committee, we have been working on new curriculum for Fashion Portfolios, as this is key to students getting jobs.We continue to rotate the classes through on an annual or bi-annual basis in order to offer the complete curriculum in a two-year period with limited FTE. We emphasize portfolio development in FASHN 342, FASHN 344 and FASHN 382.

Fashion	Clear and Effective Paths (2017-2021)	2	Perkins- Provide students with strong exp CTE 2	Department will sponsor an annual trip to the Los Angeles area for Fashion students and faculty to tour various aspects of the industry. Department will offer a bi-annual trip to New York to expose students to American designers and the fashion industry	Ongoing	In Progress
Evaluation: We were not able to travel to NYC or Los Angeles due to having two new full-time faculty member in the fashion department. ARC is planning a joint trip with Sierra College to NYC in Spring of 2019.

Fashion	Students First (2017-2021)	1	Perkins- Develop and implement evaluations CTE 2	Our advisory board meets once a year to update us on developments, concerns and industry changes.	Ongoing	In Progress
Evaluation: We continue to meet with our advisory committee to discuss relevant job skills and changes in the industry.

Fashion	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	New York	Department will offer an annual trip to New York to expose students to American designers and the fashion industry.	Ongoing	In Progress
Evaluation: Although the department did not successfully plan a trip to NYC this year, ARC is planning a joint trip to NYC with Sierra College for Spring of 2019.

Fashion	Students First (2017-2021)	1	Perkins- Provide activities to prepare	Encourage and support the enrollment and retention of special populations in the Fashion programs.	Ongoing	In Progress
Evaluation: We continue to serve students with special needs in our program, from hearing impaired to wheelchair-bound to developmentally challenged. Core 3 Persistence indicators show that 86.67% of our economically disadvantaged students were successful in 2017-2018.

Fashion	Clear and Effective Paths (2017-2021)	2	Perkins- Developing and expanding	Explore offering courses in a hybrid or online format	Ongoing	In Progress
Evaluation: In addition to FASHn 310, the department will offer FASHN 397 as an online course.

Fashion	Students First (2017-2021)	1	Distance Learning	Participate in training for the development and implementation of online classes and work with adjunct to integrate D2L into their curriculum.	Ongoing	In Progress
Evaluation: Faculty attended training for the Canvas transition and early adoption. The department Worked with the adjunct faculty member to transition from D2L to Canvas and implement Canvas as a hybrid platform for learning. Faculty members also signed up for Online Teaching Institute over the summer to better prepare for online teaching through Canvas. FASHn 397 will be the next course offered online in FAll 2018.

Fashion	Clear and Effective Paths (2017-2021)	2	Perkins- Supporting training and activities	Develop support activities to encourage the enrollment and retention of men in Fashion.	Ongoing	In Progress
Evaluation: Our demographic of male students has increased by 17.5%% in 2016-2017.

Fashion	Clear and Effective Paths (2017-2021)	2	Perkins- Supporting other CTE activities	Support recruitment, outreach, retention, persistence and employment of regular and nontraditional students	Ongoing	In Progress
Evaluation: Classes are still full and retention is good. The department is awarding many more students certificates than in the past. Core 3 Persistence shows 88.24% and Core 1 skill Attainment shows 70.59%.

Fashion	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Staff Development	Provide opportunities for staff to tour industry, attend conferences and workshops in order to stay current with changes in the industry	Ongoing	In Progress
Evaluation: Faculty attended Gerber Ideation in Los Angeles and ITAA in St. Petersburg FL. It provided opportunities to network with faculty from other institutions, exchange ideas, resource information, and keep apprised of the latest in industry trends.

Fashion	Students First (2017-2021)	1	Staff Training	Secure training for faculty on new computer patternmaking and design software.	Ongoing	In Progress
Evaluation: The department has subscribed to Lynda.com, an online training resource in order to stay current with the latest software. Faculty also received training on software updates for Optitex.

Fashion	Students First (2017-2021)	1	Continuity of Courses	Hold faculty level discussions to insure continuity in content of multiple sections.	Ongoing	In Progress
Evaluation: Faculty meets and collaborates at least once a year to exchange ideas and curriculum. Students are attaining skills and moving forward in the program.

Fashion	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Professional Development	Faculty will attend discipline specific conferences and workshops to keep current with changes in the fashion field.	Ongoing	In Progress
Evaluation: The faculty continues to attend textile and industry oriented conferences. This year faculty attended Gerber Ideation and ITAA where the latest textile trends and techniques were explored.

Fashion	Clear and Effective Paths (2017-2021)	2	Perkins- Assisting career and technical student	Increase student integration into the college by increasing the size and scope of the fashion club	Ongoing	In Progress
Evaluation: The fashion club was not active this past year. The department hopes to see more involvement for Fall 2018.

Fashion	Vibrancy and Resiliency (2017-2021)	4	Enhanced Skills in Fashion For the Workforce	Broaden and enhance student experience and employment opportunities by offering courses for specialized skills in the fashion program.	Fall 2019	New
Evaluation:  |   |   |   |   |   |   |

Fashion	Vibrancy and Resiliency (2017-2021)	4	Employment	Increase number of employed in the 4th quarter after exit by 10%.	Fall 2019	New
Evaluation:  |   |   |   |   |   |   |

Fashion	Clear and Effective Paths (2017-2021)	2	Increase Completion Rates	Increase number of students who got degree and certificate by 15% of baseline by 2019-2020.	Spring 2021	New
Evaluation:  |   |   |   |   |   |   |

Financial Aid	Organizational Effectiveness (2008-2014)	5.3	Enhanced Efficiency	Enhance efficiency and accuracy of office procedures.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Financial Aid	Access and Growth (2008-2014)	3.2	Improved Communication with Students	To better serve students who contact the financial aid office with questions by improving technology	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Financial Aid	Student Success (2015-2016)	1.6	Award Aid	Award and disburse financial aid funds in a manner that addresses students' needs while complying with federal and state regulations	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Financial Aid	Student Success (2015-2016)	1.6	Financial Aid Staffing	The Financial Aid programs have grown significantly and there is a need for an additional Financial aid officer. Recently, there has been changes to the federal requirements to administer funding in a more expedient manner to the students. There has been a 15.87% increase in FA applications and 50.5% awards processed and there has not been an increase in staff. Additionally, we need to better manage our Loan Default Cohort management system. Our rates are showing a marked increase each year: 12% for last year and a projected 24.5% for the upcoming year due to the change in the number of years the cohort default rate is calculated for from 2yrs to 3yrs. As the student population we serve continues to grow and economic conditions continue to decline, the threat of students defaulting on student loans increases. We need to agressively try to minimize our students entering default. The institution can suffer great consequences if our default rate reaches 30%. If we act now by having a dedicated person working our Default Management System, we can reduce the number of students in default. This position could help support student retention and help insure against a high default rate.	Summer 2015	In Progress
Evaluation:  |   |   |   |   |   |   |

Fine and Applied Arts Division Office	Vibrancy and Resiliency (2017-2021)	4	FAA Dean	To support the goals of the FAA Division, the FAA office will work to help provide the supply and equipment resources needed to facilitate the efficient operations of the division and to provide the best possible learning environment for our students.	Ongoing	New
Evaluation: Faculty and staff will have the necessary resources to support the outcomes of their department. The division will consider more specific outcomes.

Fine and Applied Arts Division Office	Vibrancy and Resiliency (2017-2021)	4	Outreach and Publicity	The Fine and Applied Arts division office will work to help the departments in the Fine and Applied Arts division centralize their advertising and outreach efforts.	Ongoing	New
Evaluation: This effort will clarify paths for students and increase efficiency of practices.

Fine and Applied Arts Division Office	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Facilities and Infrastructure	Secure appropriate space and facilities for the FAA programs to ensure student support.	Ongoing	New
Evaluation: Proper facilities will help ensure an environment that promotes high level education occurring.

Fine and Applied Arts Division Office	Vibrancy and Resiliency (2017-2021)	4	Purchasing and Budget	The Fine and Applied Arts office will work to create systems within the Fine and Applied Arts office to streamline processes and procedures for purchasing (equipment and supplies), paying ESAs, and other expenditures.	Ongoing	In Progress
Evaluation: This optimization of budget and tracking procedures will help in resource allocation, tracking, and help increase efficiency.

Fine and Applied Arts Division Office	Students First (2017-2021)	1	Tutoring and Support	The Fine and Applied Arts office will work with the FAA departments to create specialized tutoring and support opportunities to enhance the student success of FAA students.	Ongoing	New
Evaluation: Student support improves outcomes. This continued building of structures to help support our most vulnerable populations strengthens our program.

Fire Technology - Degree	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Review textbooks when updating curriculum	Through the regular evaluation process, assess the newest reference texts and manuals and use assessment results to make improvements and adjust student learning outcomes as appropriate.	Ongoing	In Progress
Evaluation: Periodic review of textbooks and either update or add new sources (as needed/required) keeps our program valid.

Fire Technology - Degree	Vibrancy and Resiliency (2017-2021)	4	Contract Partners	Develop new partnerships and restore relationships with former partner agencies. Look for opportunities to enhance our program with additional and specialized courses.	Ongoing	In Progress
Evaluation: Building or restoring relationships with new and past partners will enhance our program and increase our specialized courses for our students.

Fire Technology - Degree	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Instructor training/updates	Coordinator/Instructors should look for opportunities to attend training, conferences, and join committees that will keep them updated on key issues affecting the fire service today and in the future.	Ongoing	In Progress
Evaluation: Providing our instructors with opportunities to remain current on existing and anticipated future trends in the fire service will enhance our program and benefit our students.

Fire Technology - Degree	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Maintain and add relevant curriculum	Evaluate curriculum and course accountability at required intervals (2-4 years) or when changes are created by Federal, state or local and regional agencies. Seek new curriculum to keep program current and to better serve the needs of our students and our partner agencies.	Ongoing	In Progress
Evaluation: Maintaining current and adding new curriculum is essential to having a technology program that meets the needs of the students and the fire service.

Fire Technology - Degree	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Seek internship/reserve FF opportunities	Seek opportunities with our local and regional partners to develop an internship program or if one exists, to offer the program to our students.	Ongoing	In Progress
Evaluation: Work experience programs (internship, reserves, cadet etc.)are great opportunities for our students to increase the likelihood of securing a career in the fire service.

Fire Technology - Degree	Students First (2017-2021)	1	Perkins- Survey current and former students.	Seek feedback from our current students as well as tracking (the success) and connecting to our alumni will help identify how to stay responsive to our student's needs. Constantly evaluate if our program is meeting the needs of our students and if not, make necessary changes to the program. Devise a tracking system that would provide the names and number of students in the FT program, who reached their goal of attaining a position in the fire service, after attending our college program.	Ongoing	In Progress
Evaluation: Seeking feedback from our current students as well as tracking (the success) and connecting to our alumni will help identify how to stay responsive to our students needs.

Fire Technology - Degree	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Responsive learning opportunities	Add courses in new/different formats to serve students and in-service firefighter's needs. Perform needs assessment with our stakeholders (students, fire service personnel and employers) and be responsive to their needs.	Ongoing	In Progress
Evaluation: Providing different formats for learning (online, hybrid, ground)opens opportunities for all students.

Fire Technology - Degree	Student Success (2008-2014)	1.2	Perkins- Outreach and inclusion	Develop support and outreach to encourage the enrollment and retention of under-represented and nontraditional students in the Fire technology program and the fire service as a career. Development of new (and enhance) our existing marketing channels to increase enrollment with “pre service” (regional high school and post high school students) and “in service” students (those employed in the fire service).	Ongoing	In Progress
Evaluation: Continue and enhance outreach to underserved portions of our community. Encourage under-represented groups to explore the fire service as a career.

Fire Technology - Degree	Clear and Effective Paths (2017-2021)	2	Perkins-Reinvest in the Fire Technology Program	Purchase new or replace equipment and technology as needed to meet the needs of our students, instructors and the stakeholders we serve. Seek to identify trends in the fire service to develop a cutting edge Fire technology program and provide the equipment and technological advances to support our program.	Ongoing	In Progress
Evaluation: New equipment and technology will allow us to have a viable program that enhances the student's learning potential.

Fire Technology - Degree	Students First (2017-2021)	1	Prepare Students for Success in Various FT Courses	Increase the success of students who are underprepared for college level math and English, through the addition in the curriculum of an advisory for students to take an English reading and writing, and math prior to taking a particular FT course.	Ongoing	In Progress
Evaluation: Actively engage our students in order to provide advice towards their success in our program and to position them for success in obtaining their continued educational goals.

Fire Technology - Degree	Clear and Effective Paths (2017-2021)	2	Conference Training	To create training opportunities through the use of conferences. Invite local, regional and State emergency service agencies to our public safety center. Host conferences that are significant and related to our program to enhance student learning outcomes via interaction with leaders in the emergency services.	Ongoing	In Progress
Evaluation: Conferences can provide opportunites to invite local, regional and state agencies to our facility to meet and discuss current events and issues/incidents with our students and staff

Fire Technology - Degree	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Add FTE(1) to Fire Technology Program	The administrative duties of a single Fire technology coordinator without staff support does not support effective efforts towards long term program enhancements. The current workload for a coordinator without any staff support will not significantly allow the program to reach its full potential. Adding staff (even part-time) would provide a significant opportunity for the program to reach its full potential. An Instructional Services Assistant II position would provide valuable assistance to the program as a technical resource performing complex tasks, assisting in curriculum development, maintaining databases and developing reports and statistical data.	Ongoing	New
Evaluation: Adding a staff support person will enable the faculty coordinator to focus more on managing the program, outreach, course development and instruction development with our stakeholders. The amount of curriculum modification and review is significant and could deviate all efforts in one direction.

Fire Technology - Degree	Community, Economic and Workforce Development (2008-2014)	4.2	Perkins- Articulation pathway(s) development	Provide articulation agreement between secondary, postsecondary, and four-year institutions to better serve the student needs. Such articulation would include annual reviews with receiving institutions. Continue to seek opportunities with high schools to introduce or establish a fire technology pathway.	Ongoing	In Progress
Evaluation: Provides student with a clearly defined pathway to advanced degree programs in their field of study.

Fitness Specialist	Students First (2017-2021)	1	CTE #3 Perkins High School Outreach; New Programs	New programs need to be explored through advisory committee guidance, high school outreach, and partnership with local, state, and national organizations.	Ongoing	New
Evaluation: We continue to talk with the local high schools.

Fitness Specialist	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	CTE #4 Perkins New Classroom Technology/Software	Increase student access to equipment, technology, software, and supplies to meet the growing needs and demands of the Fitness Specialist certificate program.	Ongoing	In Progress
Evaluation: This is an ongoing objective. With the funds available to us we were able to purchase athletic tape, wraps, and bandages and other first aid material to demonstrate, practice and learn how to prevent and treat common injuries occurring in fitness facilities. We also purchased various group exercise and strength and conditioning equipment that will make our students better prepared to enter the workforce.

Fitness Specialist	Students First (2017-2021)	1	CTE #8 Perkins Special Populations Assessment	Assess participation and success of students, including special populations in the classroom and increase retention by assisting in obtaining internships in all areas of fitness including adapted physical education.	Ongoing	In Progress
Evaluation: We have had several students within the the program intern in our adapted physical education room. They have been able to see how adapted fitness works and how it applies in our population.

Fitness Specialist	Clear and Effective Paths (2017-2021)	2	CTE #6 Perkins Website Design	Design a website that helps create an environment that is inviting and informational and easy to navigate.	Ongoing	In Progress
Evaluation: This is an area that needs attention. A website needs to be developed.

Fitness Specialist	Vibrancy and Resiliency (2017-2021)	4	Perkins-CTE Secondary	Faculty will work with advisory committee and local fitness businesses to provide a well qualified and prepared workforce for the fitness community. Courses will be articulated, curriculum developed, professional development opportunities pursued, and new equipment, software and supplies purchased to meet the needs of the Fitness Specialist certificate program.	Ongoing	In Progress
Evaluation: We continue to have regular conversations with our advisory committee members. We are in the process of contacting local organizations keep our program current and relevant with our local businesses.

Fitness Specialist	Clear and Effective Paths (2017-2021)	2	CTE #1 Perkins Internship and Employment	There is a need to increase internship and employment opportunities in kinesiology and in fitness related fields.	Ongoing	In Progress
Evaluation: Interships are what will help students get and retain jobs. I will continue to talk with community members about internship possibilities.

Fitness Specialist	Students First (2017-2021)	1	CTE #7 Perkins Enrollment and Retention	Support recruitment, outreach, retention, persistence, transfer, and employment of all students including special populations through orientation and class material.	Ongoing	In Progress
Evaluation: We continue to develop the program and encourage the students who complete the program to apply for their certificate. We have developed a course planning sheet to help the students work through the certificate in a timely manner.

Fitness Specialist	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	CTE #9 Perkins Distance Ed. and Increase Sections	Develop online sections and increase daytime and evening sections.	Ongoing	In Progress
Evaluation: This will continue to reamain on of our outcomes. We continue to look at ways to present at least some of these classes online.

Fitness Specialist	Organizational Effectiveness (2015-2016)	5.2	CTE #5 Perkins Professional Development; Technolog	Increase professional development opportunities to increase awareness in technology, software and equipment advancements in the fitness industry.	Ongoing	In Progress
Evaluation: Attending professional development meeting keeps the faculty current and up to date. This is important for our students and the advancement of the program.

Foreign Languages	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	New Speakers in Foreign Language Classroom	To promote and maintain effective language learning through audio and video presentations.	Fall 2018	New
Evaluation:  |   |   |   |   |   |   |

Foreign Languages	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Maintain Access to Effective Instruction	to maintain course offerings and consistency in Spanish and French as well as the appropriate full-time/adjunct ratio.	Spring 2019	In Progress
Evaluation:  |   |   |   |   |   |   |

Foreign Languages	Students First (2017-2021)	1	Foreign Language Tutoring	aide, support and tutor students in Foreign Language courses.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Foreign Languages	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Integrate Technology	to promote effective teaching techniques for faculty and opportunities for students to experience the culture and use the target language through the use of technology.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Funeral Services	Clear and Effective Paths (2017-2021)	2	Funeral Home Chapel, Arrangement Room, and Viewing	Additional lab space in the form of a small chapel, arrangement room, and viewing area would help the students learn the competencies of funeral directing, which currently they have very little exposure to in a regular classroom setting. The addition would allow the students to interact with families in a working funeral home setting as well as provide indigent community families with small funeral and memorial services which they currently are not provided by outside agencies.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Funeral Services	Students First (2017-2021)	1	Exam Preparation	To prepare students for success on the National Board Exam. as well as, state exams.	Ongoing	New
Evaluation: The addition of the Indigent Embalming program will prepare students through hands-on experience to connect concepts learned in the classroom to test material on the National Board Exams Science section. Further experience in the area of funeral arrangements and services is needed to prepare students National Board Exams related to the Arts section of the exam.

Funeral Services	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Faculty and Student Research	To encourage student and faculty research in the field of funeral service .	Ongoing	In Progress
Evaluation: Faculty must stay current in funeral service trends through research and participation in the industry in order to better serve the student and community needs.

Funeral Services	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Comprehensive Curriculum	To offer students a comprehensive curriculum that will challenge their academic abilities that are consistent with the curriculum required by the American Board of Funeral Service Education.	Ongoing	In Progress
Evaluation: To offer students a comprehensive curriculum that will challenge their academic abilities that are consistent with the curriculum required by the American Board of Funeral Service Education. As well will are now offering extended opportunities in areas of skills increase through the Indigent Embalming program.

Funeral Services	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Human Services Profession	To prepare students to become members of the human services profession.	Ongoing	In Progress
Evaluation: To prepare students to become members of the human services profession.

Funeral Services	Vibrancy and Resiliency (2017-2021)	4	Student Profession	To increase the number of on-campus and off-campus activities that will allow FSE students to explore current issues relating to the funeral service profession	Ongoing	In Progress
Evaluation: Didactic instruction is enhanced by experiential learning. Evidence includes: Students continue to participate in on and off campus activities. These include activities, such as the UCD Donated Body Program Memorial Service, the Indigent Embalming program, Sigma Phi Sigma, ARC's Welcome Day, Early College High School Program, National Funeral Directors Association Annual Conference, the California Funeral Directors Association Annual Conference, and the various local funeral directors associations.

Funeral Services	Students First (2017-2021)	1	Increase enrollments	Promote the funeral service program to increase the number of applicants applying to the program.	Ongoing	In Progress
Evaluation: Enrollment is increasing, but could be further increased with increased lab activities including a lab for a chapel, arrangement rooms, and viewing room. Enrollment could also be increased through the offering of a distance education program in funeral service education.

Funeral Services	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Information	To equip students with information related to the social, legal, psychological, religious and public health issues that are associcated with death.	Ongoing	In Progress
Evaluation: It is mandated by the accrediting agency that the program makes current information and publications accessible to students. The program supplies current information in the form of professional publications, faculty also attend annual state, national and educational conferences to collect information that is later disseminated to students.

Funeral Services	Clear and Effective Paths (2017-2021)	2	Perkins- Developing initiatives that facilitate	Create articulation agreements with high school and ROP programs preparing students in regional health academies.	Ongoing	In Progress
Evaluation: Articulation agreements with high schools and ROP may increase enrollment, readiness and retention. Currently faculty in FSE participate in high school career outreaches to inform potential applicants.

Funeral Services	Clear and Effective Paths (2017-2021)	2	Embalming Laboratory Space	To develop a state of the art embalming laboratory to increase student exposure to death phenomena, the embalming process and for preparation for employment. Core curriculum will be modified to accommodate a greater than 25% usage of laboratory space across all cohorts.	Ongoing	New
Evaluation: To develop a state of the art embalming laboratory to increase student exposure to death phenomena, the embalming process and for preparation for employment. Core curriculum will be modified to accommodate a greater than 25% usage of laboratory space across all cohorts.Past programs such as San Francisco College of Mortuary Science active mortuary courses have shown that students are better prepared when they receive intense hands-on training.

Funeral Services	Clear and Effective Paths (2017-2021)	2	Community Service	To prepare students to be members of the community in which they serve and to be participants in the relationship between the bereaved families and those engaged in the funeral service.	Ongoing	In Progress
Evaluation: To prepare students to become members of the human services profession through programs such as Indigent Embalming in which they receive needed skills and provide community service to the population.

Funeral Services	Clear and Effective Paths (2017-2021)	2	Regulatory Compliance	To offer professional knowledge of compliance with federal, state and provincial/ territorial, and local regulatory guidelines. Additionally to be sensitive to the responsibility for public health, safety and welfare in caring for human remains.	Ongoing	In Progress
Evaluation: To offer professional knowledge of compliance with federal, state and provincial/ territorial, and local regulatory guidelines. Additionally to be sensitive to the responsibility for public health, safety and welfare in caring for human remains.

Funeral Services	Students First (2017-2021)	1	Expansion of Funeral Service Knowledge	To enlarge the background and knowledge of student about the funeral service profession. To educate students in every phase of of funeral service and enable them to develop the proficiency and skills necessary for the profession as defined by the American Board of Funeral Service.	Ongoing	In Progress
Evaluation: To enlarge the background and knowledge of student about the funeral service profession. To educate students in every phase of of funeral service and enable them to develop the proficiency and skills necessary for the profession as defined by the American Board of Funeral Service.

Funeral Services	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Ethical Conduct	To emphasize high standards of ethical conduct.	Ongoing	In Progress
Evaluation: To emphasize high standards of ethical conduct.

Funeral Services	Clear and Effective Paths (2017-2021)	2	Post secondary Curriculum	To provide curriculum at the post secondary level.	Ongoing	In Progress
Evaluation: To provide curriculum at the post secondary level as well as comply with ABFSE mandates.

Funeral Services	Vibrancy and Resiliency (2017-2021)	4	Research	To encourage student and faculty research in the field of funeral service by contributing to field related articles.	Ongoing	In Progress
Evaluation: This objective is mandated by the outside accrediting agency. Faculty and students have participated in various professional publications. Students are encouraged to research new trends in funeral service offerings. The college submits articles regularly to the California Funeral Director Association and other publications.

Funeral Services	Clear and Effective Paths (2017-2021)	2	Various needs associated with loss	To equip students with information related to social, legal, psychological, religious and public health issues that are associated with death.	Ongoing	In Progress
Evaluation: To equip students with information related to social, legal, psychological, religious and public health issues that are associated with death.

Funeral Services	Vibrancy and Resiliency (2017-2021)	4	Perkins- Develop and implement evaluations CTE 1	Collaborate with the CFB concerning issues relating to the field of funeral service and any licensing requirements.	Fall 2020	In Progress
Evaluation: Collaboration with the California Cemetery and Funeral Bureau, along with regular attendance professional meetings that concern laws and regulations relative to funeral service and related fields allows the program faculty to maintain currency and relevancy in class instruction concerning laws.New laws are being brought forward with regards to disposition options and licensing requirements. Continued collaboration with the CFB will benefit the Program

Funeral Services	Students First (2017-2021)	1	Student Retention	To increase the retention of students who begin the funeral service education program. This would include staying in contact with students and assisting in planning future semester courses.	Ongoing	In Progress
Evaluation: The development and maintenance of a cohort system has improved student retention. In the prerequisite semester students meet with a counselor to develop an educational plan, this is a requirement for admission to the program. Student progress is monitored through out the duration of the program. Students who are underperforming are connected with appropriate on campus services. To increase the retention of students who begin the funeral service education program. This would include staying in contact with students and assisting in planning future semester courses.

Funeral Services	Students First (2017-2021)	1	Tutoring	Identify tutors to assist students who are in the funeral services program, including getting the students involved in the Beacon program.	Ongoing	In Progress
Evaluation: Student study groups self-develop within each cohort, these groups are highly encouraged on a regular basis. Study groups are visited by faculty on a regular basis, this allows discussions between faculty and student groups regarding course material and successful study techniques. Through out the academic process students are evaluated for successful retention of material, if during an assessment a deficiency is recognized students are directed to on campus services such as, RAD, WAC, ESL and DSPS for tutoring and assistance outside the Funeral Service realm.

Funeral Services	Students First (2017-2021)	1	National Board Examination	To prepare students for success on the National Board Examination, as well as, state examinations.	Ongoing	In Progress
Evaluation: To prepare students for success on the National Board Examination, as well as, state examinations. The program's capstone course, FSE 297, has a series of weekly exams covering all of the course work encountered in the program. Embedded in this course are two nationally given practice exams. This course functions to aid the student in review of material, develop test taking skills as well as delineate areas of deficiency.

Funeral Services	Clear and Effective Paths (2017-2021)	2	Perkins- Developing and expanding	Offering FSE courses online.	Fall 2020	In Progress
Evaluation: Multiple formats of instruction provides additional avenues for knowledge acquisition and recruitment and retention of students. Offering FSE courses online would benefit the program and students.

Funeral Services	Students First (2017-2021)	1	Perkins- Supporting training and activities	Develop support activities to encourage the enrollment and retention of nontraditional students.	Ongoing	In Progress
Evaluation: Class scheduling was developed to provide instruction to non-traditional students. Block scheduling has allowed the program to successfully reach out to a large and diverse demographic of students currently working. This has impacted the depth of classroom discussion. Input from a diverse range of socioeconomic, cultural, multiple age groups is important in the field of funeral service, these enhanced discussions function to prepare the FSE student to serve diverse communities. Distance education offerings could further help enrollment and retention of nontraditional students.

Funeral Services	Clear and Effective Paths (2017-2021)	2	Embalming clinical equipment	Acquisition of two embalming machines. One for classroom discussion and lecture, currently we do not have a functioning embalming machine for demonstration use in our classroom. A second machine for use in a clinical setting. This will be necessary for our indigent case program.	Fall 2019	New
Evaluation: Embalming equipment and instruments are needed for the Indigent Embalming program labs.

Funeral Services	Students First (2017-2021)	1	Funeral Home Internships	Increase the number of funeral homes that accept students for the internship program.	Ongoing	In Progress
Evaluation: Increase the number of funeral homes that employ students at the start of the program, giving them a deeper understanding of the various tasks involved in day to day operations of the funeral home. Also to add higher numbers that accept funeral home internships in the last semester of the program.

Funeral Services	Clear and Effective Paths (2017-2021)	2	Comprehensive Exams	To assess and modify comprehensive examinations that align with SLOs that students complete at the end of each semester.	Ongoing	In Progress
Evaluation: Exams and lectures are evaluated at the beginning of each semester for consistence with SLOs on course outlines as well as accreditation agency mandated SLOs. Each Semester adjunct faculty are provided with course SLOs, course outlines, and accreditation SLOs and course outlines to assure consistence with lectures and examinations.

Funeral Services	Students First (2017-2021)	1	Professional Knowledge	To offer professional knowledge of and compliance with federal, state, provincial/territorial, and local regulatory guidelines.	Ongoing	In Progress
Evaluation: This objective is mandated by the accrediting agency. Students are trained to be current with state and federal rules and regulations. Faculty hold licenses that are current in the state of California. Students are also now required additional mortuary experiences in several areas of funeral industry as part of the graduation requirements per the ABFSE.

Funeral Services	Vibrancy and Resiliency (2017-2021)	4	Perkins- Link CTE at the secondary CTE 2	Collaborate with the FSE advisory board to ensure the program meet employers needs. Expose students to the community through public service activities.	Ongoing	In Progress
Evaluation: The advisory board represents the funeral service community of Northern California, these professionals provide direct input regarding the skill sets necessary for our students. Conversations with the advisory board ensure students becoming skilled in the areas most in demand in the funeral service community. To meet the needs of the community the program has reached out to non-funeral service people such as body donation and licensing bureau members to act as "outside" members of the advisory board and provide input into related areas of funeral service.

Funeral Services	Students First (2017-2021)	1	Perkins- Assisting career & technical student CTE2	Participate in the University of California Davis – Donated Body Programs annual memorial service.	Fall 2018	In Progress
Evaluation: In past years, students have participated in the willed body program in conjunction with UC Davis. This semester we have began the Indigent Embalming Program in conjunction with East Lawn Mortuaries, NorCal Crematory, and the Sacramento County Coroner to provide students to a wide variety of situations and experiences to further their learning in all phases of funeral service education. The students will have increased opportunity in embalming skills as well as contact with families to make arrangements and conduct viewings and services. The Indigent Embalming Program will also service the needs of our community by providing embalming, viewing, and the return of cremated remains to community members who were unable to financially to have this type of closure.

Funeral Services	Clear and Effective Paths (2017-2021)	2	Proficiency/Skills	Review and revise curriculum to meet the needs of students, employers, as well as, the accrediting agency for the funeral service program.	Ongoing	In Progress
Evaluation: Curriculum revisions are updated and mandated as prescribed by the accrediting agency. Additionally, the department maintains an open dialogue with the advisory board, the funeral service community at large and state licensing agencies to keep curriculum relevant.

Gerontology	Student Success (2015-2016)	1.5	Perkins - Initiate, improve, expand	Up-grade technology available in Gerontology Department to enhance student learning.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.2	Links with Employers	Strengthen and develop links with employers for student internships and jobs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.2	Perkins - Involve parents, businesses	Strengthen and develop links with employers for student internships and jobs. Host workshops for students and community with other agencies and organizations such as AARP, Alzheimer's Aid Society of Northern California, and California Council on Gerontology and Geriatrics(CCGG)	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.2	Perkins-Develop, improve or expand	Develop and implement distance education New modules have been developed for distance education and are offered as FTE becomes available. Integrate technology into classes to prepare students for work environment.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.5	Perkins - /developing initiatives	Develop articulation agreements with colleges and universities	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.5	Perkins-Link CTE 1	Continue to put Gerontology classes online.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.5	Perkins - Assisting career and technical - 2	Encourage student participation in professional organizations	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.5	Perkins - Providing assistance to individuals	Provide academic and career counseling to former and current students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.5	Capital Compaign for Endowed Scholarships	Develop capital campaign to establish two endowed scholarships for Gerontology students in conjunction with Wisdom Keepers (Gerontology Student Organization)	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.2	Perkins-Link CTE 1	Continue to put Gerontology classes online. Classes are put online as the need arises faculty are available, and there is sufficient FTE. Promote Gerontology program to regional high school and ROP health academies	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.2	Conferences	Co-sponsor community conferences	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.2	Develop New Programs	Continue to develop programs to meet student and community needs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.5	Mini-Certificates	Develop mini-certificate programs for training on the job	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.5	Perkins - Leasing, purchasing, upgrading	Provide electronic text and videos for our online students. Provide up-to-date technology, media, and resources for faculty.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.3	Professional Organizations	Maintain State and National memberships in professional organizations.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.2	Perkins - Local education ad business	Strengthen and develop links with employers for student internships and jobs. Host AARP, Alzheimer's Aid Society and CCGG workshops for students and community	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.5	Student Learning Outcomes	Assess Student Learning Outcomes and revise curriculum as needed	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.5	Electronic Text and Videos	Provide electronic text and videos for our online students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.5	Teaching Assistants	Hire teaching assistants for Geron 330 and 334 to facilitiate student classroom projects and activities	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.5	Perkins - Leasing, purchasing, upgrading	Provide electronic text and videos for our online students. Provide up-to-date technology media and resources for faculty.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.2	Perkins-Provide students with strong experience	Strengthen and develop links with employers for student internships and jobs. Provide up-to-date technology, media, and resources for faculty.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.5	Perkins - /developing initiatives	Develop articulation agreements with colleges and universities	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.2	Perkins-Strengthening 1	Strengthen and develop links with employers for student internships and jobs. Continue to develop programs to meet student and community needs. Integrate technology into classes to prepare students for work environment.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.2	Perkins - supporting other CTE activities	Support recruitment, outreach, retention, persistence and employment of regular and nontraditional students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.2	Program of Merit	Renew national certification as a Program of Merit	Fall 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.5	Distance Education	Develop and implement distance education to eventually offer the entire Gerontology core requirements online..	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.3	Perkins - Providing support for family	Collaborate with other family and consumer science programs at the high school, college, and university level to promote and support gerontology.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.5	Perkins - Provide services and activities - 1	Continue to develop programs to meet student and community needs. Develop new certificate programs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.2	Student and Community Needs	Continue to develop programs to meet student and community needs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.1	Perkins - Provide career guidance	Faculty will assist students in career and academic planning.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.5	Perkins-Provide in-service	Provide travel funds for Gerontology instructors who sit on State-wide and National boards to attend and make presentations at meetings. Provide opportunities for faculty to update technical skills.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.5	Geron Tech Equipment	Up-grade technology available in Gerontology Department	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.5	Perkins - Developing and expanding	Continue to provide online courses to serve students and employers.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.1	Work Experience Pathway Program	Establish a Pathways program for student success to work in conjunction with our Work Experience Program Geron 498 course. Increase FTEs for this course to allow for one on one career planning, face to face meetings with local high schools and adult education as well as with businesses and organizations	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.5	Perkins - For mentoring and support services	Instructional assistants for experiential classes to increase student success.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.5	Perkins - Improving or developing new CTE	Develop programs focused on senior learners in the community. Promote State approved RCFE Administrator, Activity Coordinator, and Social Services Designee programs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.2	Travel funds	Increase travel funds for Gerontlogy instrctors who sit on State-wide and National boards and make presentations at meetings.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.2	Student Learning Outcomes	Continue to develop Student Learning Outcomes for Gerontology classes	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.5	Classroom technology to support student learning	Facilitate student learning in experiential classes, such as Geron 330 and 334	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.2	Perkins - Supporting training and activities	Develop support activities to encourage the enrollment and retention of men in Gerontology	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Gerontology	Student Success (2015-2016)	1.2	Perkins-Develop and implement evaluations	Continue to develop programs to meet student and community needs. Meet with multiple employers in the area and develop certificate programs to meet their needs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

GIS/Geography/Geology	Clear and Effective Paths (2017-2021)	2	improve/promote field-based educational opps	Improve and promote safe, high-quality field-based teaching and learning activities.	Ongoing	In Progress
Evaluation: Our four new field courses (GEOG 391-394) each focus on a different region/geography. This allows students to visit and learn about up to four different geographic regions, as opposed to just one (as it became for GEOG 390 in the face of course repeatability restrictions). Four similar field courses are being developed for Geology.

GIS/Geography/Geology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	teaching technology	Expand the use of teaching and learning technology that promotes and enhances visualization of course content,exposure to real time data and imagery, and development of basic computer and professional skills.	Ongoing	In Progress
Evaluation: We actively seek out web-based data viewers for in-class visualization of geoscience phenomena. The new generation of GIS software (ArcGIS Pro, etc.) provides dramatic improvements in the visualization of spatial data in 2- and 3-dimensions.

GIS/Geography/Geology	Clear and Effective Paths (2017-2021)	2	promote geology AST degree	Promote the Geology AS-T transfer degree program in Geology to provide students with a focus to pursue more Earth Science courses.	Ongoing	In Progress
Evaluation: The Geology AS-T is announced in all Geology classrooms and is included in each syllabus. It is also promoted by Counselors and by word of mouth.

GIS/Geography/Geology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Strengthening the academic and career	Continue to provide skills in cutting-edge GIS technology, coupled with underlying theoretical and conceptual education.	Ongoing	In Progress
Evaluation: We teach the most up-to-date versions of the world's most powerful GIS software. Our instructors continue to participate in GIS conferences and technical training sessions (ESRI International User Conference, CalGIS, and GeoTech Center workshops and webinars) to keep up with the technology. In addition, we emphasize the importance of teaching the conceptual/theoretical underpinnings of our discipline, as opposed to simple "button pushing."

GIS/Geography/Geology	Clear and Effective Paths (2017-2021)	2	Perkins- Provide services and activities	Maintain the largest community college GIS program in the nation.	Ongoing	In Progress
Evaluation: Our GIS program is still the largest in the nation in terms of the number of unique courses that are offered. Despite declining enrollments, we continue to produce students who are very well trained, and whom local employers are eager to hire.

GIS/Geography/Geology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	organization and storage	Improve organization and storage in classroom and lab.	Ongoing	In Progress
Evaluation: We still lack adequate storage and lab preparation space, but this problem will be solved when we move into the current Physics building in two years. In the mean time, we have worked together to keep the facilities as well-organized as possible.

GIS/Geography/Geology	Clear and Effective Paths (2017-2021)	2	Host Information Session	Host an annual geoscience majors information session for students highlighting our degrees and certificates, local and regional transfer options, and career opportunities.	Ongoing	New
Evaluation: We hosted one during the 16-17 school year and tentatively plan to host another during Spring or Fall 2018.

GIS/Geography/Geology	Clear and Effective Paths (2017-2021)	2	Develop Robust Course Schedules	Develop a consistent schedule of course offerings which maximizes enrollment, productivity, scheduling flexibility, and diversity of course offerings.	Ongoing	New
Evaluation: We have made incremental changes to our schedules in order to improve student access. We look forward to using the new scheduling software, but we are also concerned that it might wrest some control of scheduling from us.

GIS/Geography/Geology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Develop Detailed Moving Plan	Develop a detailed plan – including identification of all necessary resources - which will promote a smooth transition to new classrooms and storage facilities (in the current Physics building) and which will provide for efficient use of space and a high level of organization for shared resources. This will involve communication and coordination with the Physics department.	Ongoing	New
Evaluation: As destruction of the old Humanities area approaches, we have begun to formalize our needs for the move. For example, we have created a "Geosciences Remodel Wish List" that contains specific needs for the old Physics building itself, as well as everything inside it. We will present some of this information at an upcoming meeting with the ARC Foundation.

GIS/Geography/Geology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Host Geoscience Prof. Development Activities	Host/facilitate more geoscience themed professional development activities, including faculty-led workshops, invited guest speakers, and local field excursions.	Ongoing	New
Evaluation: Geosciences sponsored a talk on flood control by Prof. John Aubert in March 2018, and Glenn Jaecks gave a college hour talk on developing a climate action plan for ARC in Fall 2017. We are collaborating with faculty from across campus to plan a campus-wide colloquia series on misinformation and disinformation. Finally, Glenn Jaecks, Lisa Levy, and Kathryn Stanton are collaborating to develop a cost free option for our largest enrollment labs in geology: 301 and 306.

GIS/Geography/Geology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Integrate Updated Learning Technology	Integrate and update teaching and learning technology that promotes technological currency, visualization of course content, exposure to real-time data and imagery, and development of basic computer and professional skills.	Ongoing	New
Evaluation: We actively seek out web-based data viewers for in-class visualization of geoscience phenomena. The new generation of GIS software (ArcGIS Pro, etc.) provides dramatic improvements in the visualization of spatial data in 2- and 3-dimensions.

GIS/Geography/Geology	Clear and Effective Paths (2017-2021)	2	state of the art GIS program	Continue to maintain and enhance a "state of the art" GIS program.	Ongoing	In Progress
Evaluation: We continue to teach cutting edge GIS courses using the latest software applications. We are also following a trend toward tablet-based data collection as opposed to traditional hand-held GPS data collection. Core indicators show that our students are successful in technical skill attainment, completions, and employment.

GIS/Geography/Geology	Vibrancy and Resiliency (2017-2021)	4	field trip transportation alternatives	Develop and share strategies to maintain field-based teaching and learning activities which do not require transportation support from the College or District. In doing so, take care to address issues of safety and liability.	Ongoing	In Progress
Evaluation: We are still in need of a single, high capacity vehicle could be shared among geography, geology, biology, natural resources, and other science programs, solving the problems associated with student drivers and hired buses.

GIS/Geography/Geology	Clear and Effective Paths (2017-2021)	2	Adopt Latest GIS Technology	Adopt and teach the latest GIS software applications, such as ArcGIS Pro and ArcGIS Online, which are not yet ready for prime time.	Ongoing	In Progress
Evaluation: We have integrated these new technologies into most of our courses, but only incrementally. This is because the GIS Advisory Committee recommends a gradual transition, and because the new technologies are not yet fully formed.

GIS/Geography/Geology	Clear and Effective Paths (2017-2021)	2	ensure quality transferable curricula	Ensure the continuation and improvement of current, high quality, transferable (when feasible) curricula that promote student success.	Ongoing	In Progress
Evaluation: We have recently revised two Geography degrees in order to simplify student pathways to success. We have also created four program maps for the GIS program: one for the certificate and one for the degree, assuming both fall and spring starts.

GIS/Geography/Geology	Clear and Effective Paths (2017-2021)	2	dev and improve teaching and learning	Continue to develop teaching and learning innovations by revising and updating curriculum and delivery methods to reflect changes and developments in disciplines, student learning and cross-content collaboration with other disciplines.	Ongoing	In Progress
Evaluation: We ensure that no geosciences course has gone more than six years without a complete revision. Our delivery methods are sound, but we continue to explore new approaches, such as online tools.

GIS/Geography/Geology	Clear and Effective Paths (2017-2021)	2	internship opportunities	Maintain and expand internship/employment network for GIS/Geol/Geog students	Ongoing	In Progress
Evaluation: Internships are of primary importance, especially to our GIS students. The work experience/internship is required for our GIS certificate and degree. The regional GIS community is aware that we produce well-trained GIS workers, and they approach us regularly for interns. The GIS coordinator visits work sites every semester to evaluate students and to meet with GIS managers and supervisors. This, together with face-to-face networking at GIS events opens up additional internship opportunities.

GIS/Geography/Geology	Clear and Effective Paths (2017-2021)	2	Perkins- Provide students with strong exp CTE 1	Continue to require GIS students to complete our Work Experience in Geography (GIS) course.	Ongoing	In Progress
Evaluation: Work experience remains a fundamental part of our program. It ensures that students get a taste of real-world GIS work, and sometimes results in a permanent position. Our network of internship providers continues to grow through word of mouth, our GIS jobs web site, and through face-to-face activities of our GIS coordinator. We have begun offering this course over summer, allowing some students to graduate sooner.

GIS/Geography/Geology	Clear and Effective Paths (2017-2021)	2	Perkins- Initiate, improve, expand	Revise GIS courses to integrate important GIS skills identified by our GIS Advisory Committee.	Ongoing	In Progress
Evaluation: We revise our GIS courses incrementally when dictated by technological or workforce changes, as indicated by the Advisory Committee. We perform full revisions a maximum of every six years.

GIS/Geography/Geology	Students First (2017-2021)	1	maintain department website	Update and maintain department web sites and continue to promote department offerings and activities via the web	Ongoing	In Progress
Evaluation: The Geosciences web pages (Geography, Geology, and GIS) are incrementally updated in order to provide students with current information on course offerings, scheduling, job opportunities, etc. However, the style of the web pages is outdated and in need of a face lift.

GIS/Geography/Geology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	updated classrooms	Ensure that all equipment and furniture for classrooms (on and off-campus) is well-maintained and up-dated as necessary in order to keep the classrooms "technology and student friendly" as well as ensuring that they are safe environments for teaching and learning.	Ongoing	In Progress
Evaluation: We recently replaced the computers in room 312 with new computers, but the old monitors cannot be replaced in a meaningful way due to the dimensions of the desks. The desks and chairs are in desperate need of replacement because they are poorly designed and in poor condition. Equipment and furniture in room 422 has been updated fairly regularly. The non-GIS lecture/lab rooms continue to be the among the oldest, smallest, and most poorly-maintained areas on campus. We look forward to moving Geosciences to the current Physics area in three years.

GIS/Geography/Geology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	department desktops/laptops	Upgrade department laptops for instructor use and desktops for GIS instructor use.	Ongoing	In Progress
Evaluation: The only computers we receive are part of the 5-6 year cycle of regular replacements. This cycle is too large; computers become slow and out-of-date in a 2-3 year cycle--especially computers used for GIS and other data/processing intensive activities. However, we have been unable to identify a source of funding for these computers.

GIS/Geography/Geology	Clear and Effective Paths (2017-2021)	2	Perkins- Develop, improve, or expand CTE 2	Place additional emphasis on server- and Web-based GIS applications	Ongoing	In Progress
Evaluation: In addition to providing server- and Web-based GIS courses, we have begun to integrate the technologies into many of our other courses. Students are now introduced to these technologies earlier in their program of study.

GIS/Geography/Geology	Clear and Effective Paths (2017-2021)	2	Collaborate with Other Colleges	Develop and promote collaborations with other Geography and Geology programs in the Los Rios Community College District and with programs at local 4 year institutions.	Ongoing	New
Evaluation: We continue to offer our basic mapping technologies course (GEOG 331) in order to provide students with a course that is directly transferable to several CSUs (and our sister campuses). The GIS Advisory Committee includes faculty members from Sac State, Sierra College, and our sister campuses. During the Spring 2018 District-wide convocation, Geosciences hosted separate meetings for geographers and geologists. Attendees came from all four Los Rios colleges and from Sac State.

GIS/Geography/Geology	Students First (2017-2021)	1	ensure student success	We want to recruit and maintain a pool of students qualified to tutor and/or lead BEACON sessions for various geography/geology/GIS courses.	Ongoing	In Progress
Evaluation: We have had little luck in attracting tutors, yet we continue to announce the opportunity in our classes.

GIS/Geography/Geology	Students First (2017-2021)	1	Support SSC	We will continue to support the existing Science Success Center.	Ongoing	In Progress
Evaluation: The renamed "Science Success Center" remains an important resource for our students. We support it by advertising it in our classes and by working there.

GIS/Geography/Geology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide in-service and pre-service	Several GIS faculty will participate in the ESRI International User Conference (the world’s largest GIS conference), and the related Education User Conference.	Ongoing	In Progress
Evaluation: After taking a break last year, the GIS Coordinator will return to the ESRI conference for the 19th time. It remains the most significant GIS meeting, training, and networking opportunity for our GIS instructors. Students benefit indirectly from it.

GIS/Geography/Geology	Students First (2017-2021)	1	collaboration with counselors regarding courses	Maintain collaborative relationship with ARC counselors to ensure they are aware of department offerings, innovations, and special programs (including field trips)	Ongoing	In Progress
Evaluation: We update our Counselors periodically when changes are made to our programs. In place of a Counselor, this year we are including the campus Articulation Officer on the GIS Advisory Committee.

GIS/Geography/Geology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	faculty collaboration with other groups	Develop and maintain constructive professional relationships with other Los Rios CCD, 4-year college Earth science programs, and K-12 institutions in areas of curriculum, course scheduling, field activities, etc. with periodic meetings. Separate GIS-related meetings are held every year for the purposes of information sharing and coordination.	Ongoing	In Progress
Evaluation: We communicate semi-regularly with regional Geoscience educators in regard to curriculum, scheduling, and related issues. Our Department Chair and GIS Coordinator participates in the Geography Roundtable events organized by Sac State's Geography Department. GIS representatives from Los Rios and Sac State meet once a year for an informal discussion of GIS education issues.

Health and Education Division Office	Students First (2017-2021)	1	Facilitate Community Use of College	Develop partnerships within the community.	Ongoing	In Progress
Evaluation: Through the creation of an Instructional Service Agreement with UC Davis Fire, the PMED/EMT programs will be able to offer more coursework and trainings to this area/county. Additionally, most of our programs have students placed in area hospitals and fire departments, providing the necessary on-site field/clinical experiences required for successful completion of these programs.

Health and Education Division Office	Clear and Effective Paths (2017-2021)	2	Academic and Supportive Student Services	The Division office will disseminate information to students regarding the academic and supportive services available to them at ARC.	Ongoing	In Progress
Evaluation: The Division Office provides on-going support and information to students, both currently enrolled as well as new students inquiring about the programs. The office also assists and supports the departments and faculty by assisting with processing various needs, including updating contracts with agencies where students do their field/clinical placements as well as the background/immunization checks required by these programs.

Health and Education Division Office	Students First (2017-2021)	1	Student Information Sessions	Division office will provide support to students' program specific informational needs.	Ongoing	In Progress
Evaluation: The division office provides continuing support and information to students about all of the programs in our area.

Health and Education Division Office	Students First (2017-2021)	1	Increase Student Access	The Division office staff will work with faculty to prepare class schedule each semester.	Ongoing	In Progress
Evaluation: The Division Office staff provide updated information to faculty to assist in the preparation of class schedules, including arrangements for room usage.

Health and Education Division Office	Clear and Effective Paths (2017-2021)	2	External Funding	Division Dean and faculty will continue to pursue additional funding sources for all programs in the Division.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health and Education Division Office	Clear and Effective Paths (2017-2021)	2	Increase Access	Program development will continue in Speech Language Pathology Assistant and Healthcare Interpreting. Additionally, the division has also added a new program in Certified Nursing Assistant and Human Lactation.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health and Education Division Office	Clear and Effective Paths (2017-2021)	2	Monitoring Courses	The Division Office Staff will assist students and promote formal and informal rewarding academic encounters for students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health and Education Division Office	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Division/Community Partnerships	The Division Dean will remain active in professional and civic organizations related to Departments with the Division.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Teaching and Learning Effectiveness (2005-2008)	3.3	Equipment	Expand the support of the discipline with updated equipment and classroom facility	Spring 2008	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Teaching and Learning Effectiveness (2005-2008)	3.1	Continue RAD utilization	Continue to work with RAD in order to increase student effectiveness	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Access and Growth (2005-2008)	2.3	Reflect community diversity	Identify, develop, and implement programs that reflect the diversity of the community.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Community and Economic Development (2005-2008)	5.1	New courses to meet community needs	Develop new courses as community needs change	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Teaching and Learning Effectiveness (2005-2008)	3.2	Faculty development	Enhance faculty and staff development activities to improve teaching and learning effectiveness.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Student Success (2005-2008)	1.3	Retention	Investigate partnering with counseling department to increase student retention	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Organizational Effectiveness (2005-2008)	4.5	New HEED 352 sections	Increase offerings of HEED 352	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Student Success (2005-2008)	1.3	Retention	Improve student retention and persistence.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Access and Growth (2005-2008)	2.2	Increase online course offerings	Increase the number of online course offerings	Fall 2012	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Student Success (2005-2008)	1.4	Student support service utilization	Increase student utilization of student support services	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Teaching and Learning Effectiveness (2005-2008)	3.4	Vary learning modalities	Provide effective learning processes to students of diverse backgrounds, learning styles, and levels of preparation.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Community and Economic Development (2005-2008)	5.1	Program development	Collaborate with other disciplines and colleges in the development of an associates degree program in health	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Organizational Effectiveness (2005-2008)	4.1	Classroom facilities	Obtain an health education classroom which contains up-to-date technology and supports current trends in the use of information technology in the field of health	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Organizational Effectiveness (2005-2008)	4.3	Faculty hiring	As enrollment and class offerings increase, hire additional adjunct and/or full-time faculty	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Organizational Effectiveness (2005-2008)	4.5	New HEED 300 sections	Continue to add new sections of HEED 300. Additional classes in Summer.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Student Success (2005-2008)	1.3	student success/Rad	Increase student participation in RAD program	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Teaching and Learning Effectiveness (2005-2008)	3.1	Instructional support access	Expand access to instructional support services to improve learning effectiveness.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Student Success (2005-2008)	1.2	Increase goal achievement	ncrease the number of students who achieve their educational goals.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Teaching and Learning Effectiveness (2005-2008)	3.4	Increase use of various learning modalities	Continue to plan and develop lesson plans and classroom activities that utilize a wide variety of learning modalities	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Organizational Effectiveness (2005-2008)	4.5	Scheduling	Continue to re-evaluate HEED class scheduling to continue to meet student needs	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Teaching and Learning Effectiveness (2005-2008)	3.3	Classroom laptop	Obtain and utilize a department laptop for delivery of lectures via in-focus projector	Spring 2007	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Organizational Effectiveness (2005-2008)	4.3	Conference and professional development	Develop a program for exchanging information received from professional conferences with program faculty	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Organizational Effectiveness (2005-2008)	4.3	Adjunct support and development	Develop a plan to mentor and support current and new adjunct faculty	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Teaching and Learning Effectiveness (2005-2008)	3.3	Obtain classroom internet access	Update discipline's lecture delivery by obtaining classroom internet access	Spring 2008	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Teaching and Learning Effectiveness (2005-2008)	3.3	Improve technology	Improve the use and effectiveness of technology in teaching and learning.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Student Success (2005-2008)	1.4	Service access and awareness	Improve awareness and access to student and instructional support services for all students including those in evening, weekend, off-campus and distance learning programs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Student Success (2005-2008)	1.4	library	Colaborate with ARC library for additional resources for health education	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Teaching and Learning Effectiveness (2005-2008)	3.6	Provide students with learning outcomes	Provide students with student learning outcomes for their courses and programs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Access and Growth (2005-2008)	2.1	Inderkum	Investigate bringing health classes back to Inderkum	Spring 2008	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Organizational Effectiveness (2005-2008)	4.5	New Health Program	Develop a new health degree program with new health courses	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Teaching and Learning Effectiveness (2005-2008)	3.1	Copies	As enrollment increases, support the program with additional photocopy privileges within the area	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Organizational Effectiveness (2005-2008)	4.2	tech ed 325 intensive clean, paint, and repair	Provide tech ed 325 with a deep cleaning and new paint. The room has brown glue on the wall that students must look at and students complain it looks like feces. In addition repair heating and cooling system. There are constant complaints about this room.	Fall 2007	New
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Access and Growth (2005-2008)	2.2	Program dev and sched	Coordinate the development of program offerings, scheduling of courses, and delivery methods to better serve student needs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Teaching and Learning Effectiveness (2005-2008)	3.3	Utilize latest clicker technology	Become proficient in and prepare for use of clickers in Health Science 300	Fall 2008	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Teaching and Learning Effectiveness (2005-2008)	3.3	Program webpages	Continue to develop and update HEED homepage and instructor web pages	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Student Success (2005-2008)	1.5	Increase activity participation	Increase student participation in college activities and programs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Education_old	Access and Growth (2005-2008)	2.4	Support services	Identify, pertinent student support services and continue to encourage student utilization	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Health Services	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Adjunct RN hours/fall & spring	Explore and initiate the process for obtaining adjunct RN hours during fall and spring semesters. To support continuity of service for visitors to Health Center during times that full time college nurses are participating in campus acitivities and outreach.	Fall 2018	In Progress
Evaluation: Explore and initiate the process for obtaining adjunct RN hours during fall and spring semesters. To support continuity of service for visitors to Health Center during times that full time college nurses are participating in campus acitivities and outreach. Our Dean of Enrollment advocated for adjunct RN hours but there was a lack of funding source.

Health Services	Vibrancy and Resiliency (2017-2021)	4	Policy and Procedure 1	Define Health Services' role in crisis intervention. Develop a structured communication protocol, referral process, and crisis intervention guidelines for assisting students/staff in crisis.	Fall 2018	In Progress
Evaluation: Counseling Department has a crisis counselor daily to respond to mental health crises. The Health Center continues to play a big role in filling the gap of onsite mental health counselors.

Healthcare Interpreting	Student Success (2008-2014)	1.3	Perkins- Improving or developing new CTE	Expand curriculum development to establish Associate Degree as well as Certificate of Achievement level for program completion	Spring 2017	In Progress
Evaluation:  |   |   |   |   |   |   |

Healthcare Interpreting	Community, Economic and Workforce Development (2015-2016)	4.2	Perkins-Strengthening the academic 3	Emphasize high standards of ethical conduct. Continue to incorporate content consistent with state and national professional organization standard-setting efforts.	Fall 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Healthcare Interpreting	Access and Growth (2015-2016)	3.1	Perkins- Provide services and activities CTE 2	Continue to expand available fieldwork site options to meet scheduling and enrollment demands. Schedule time in the simulation lab to mimic reality.	Fall 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

Healthcare Interpreting	Access and Growth (2015-2016)	3.3	Perkins- Local education & business CTE 2	Provide access to program alumni/mentors as fieldwork preceptors, language coaches, fluency screeners, and participants in the orientation for new student cohorts. Plan to evaluate the use of Federal Work study students to participate in role-playing, this will better allow the language coaches to focus on the role of evaluating the interpretation and increase the hours of student practice.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Healthcare Interpreting	Student Success (2008-2014)	1.2	Perkins- Provide activities to prepare CTE 4	Continue planning flexible and non-traditional course scheduling including night classes to meet student needs.	Spring 2017	In Progress
Evaluation:  |   |   |   |   |   |   |

Healthcare Interpreting	Teaching and Learning Effectiveness (2008-2014)	2.1	Perkins-Provide in-service and pre-service 5	Support faculty and language coaches in participating in local, state, and national healthcare interpreting professional organization conferences and activities. To provide professional knowledge of evolving federal and state regulatory guidelines as well as other developments in standard-setting and certification models within the profession.	Fall 2017	In Progress
Evaluation:  |   |   |   |   |   |   |

Healthcare Interpreting	Organizational Effectiveness (2008-2014)	5.3	Perkins- Provide services and activities CTE 1	Increase language coach support staff in conjunction with anticipated expansion of language groups and student enrollment based on student inquires and industry need.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Healthcare Interpreting	Organizational Effectiveness (2015-2016)	5.3	Perkins- Leasing, purchasing, upgrading CTE 3	Evaluate instant feedback system for use in the classroom.	Spring 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Healthcare Interpreting	Community, Economic and Workforce Development (2015-2016)	4.2	Perkins- Develope and Implement CTE 1	Identify outreach opportunities, improve awareness of employment opportunities, and assess participation and success of special populations and students with diverse backgrounds. An attempt will be made to reach out to High School and counselors at CRC to increase awareness of the program in the south area of the county. Explore alternative externships.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Healthcare Interpreting	Community, Economic and Workforce Development (2008-2014)	4.1	Perkins-Strengthening the academic 1	Continue to collaborate with RAD (Reading Across the Disciplines) and WAC (Writing Across the Curriculum) to improve student persistence rates.Strengthen faculty partnerships with English as a Second Language (ESL) department to encourage interested ESL graduates toward career development in healthcare interpreting and encourage students interested in healthcare interpreting to improve bilingual skills through ESL program participation. Strengthen faculty partnerships with Biology and Allied Health departments regarding application of anatomy/physiology and medical language coursework to technical skills development for healthcare interpreting. Begin relationship with Speech Pathology Assistant program to provide accent revision analysis and assistance to healthcare interpreting students while offering clinical practice to third semester speech pathology assistant students.	Fall 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Healthcare Interpreting	Access and Growth (2008-2014)	3.3	Perkins- Provide programs for special pop CTE 2	Continue to seek, encourage, and support the enrollment and retention of special populations in the unemployed/underemployed sector, displaced homemakers, foreign-trained healthcare professionals, and immigrant populations in the Healthcare Interpreting program.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Healthcare Interpreting	Community, Economic and Workforce Development (2015-2016)	4.2	Perkins- Link CTE 1	Develop articulation agreements with high schools in the District to provide program prerequisite coursework.	Spring 2017	In Progress
Evaluation:  |   |   |   |   |   |   |

Healthcare Interpreting	Teaching and Learning Effectiveness (2008-2014)	2.2	Perkins-Develop, improve, 2	Continue to develop college and industry partnerships to enhance exposure, access, training and sharing of applicable technology. Include incorporation of tele-interpreting and video-interpreting concepts and skills in course topics.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Healthcare Interpreting	Access and Growth (2008-2014)	3.2	Perkins- Initiate, improve, expand CTE 1	Encourage instructors to develop new teaching strategies using the latest technology and multi-media equipment and promote student involvement in computer-based learning through web-enhancements, presentation software, instant feedback technology, simulation and game-playing as available. This includes integrating simulation training with interactive scenario software, updating provided case-based scenarios to incorporate healthcare interpreting in multi-disciplinary experiences challenging critical thinking and skills application in complex situations.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Healthcare Interpreting	Teaching and Learning Effectiveness (2008-2014)	2.2	Perkins- Leasing, purchasing, upgrading CTE 4	Purchase and incorporate “instant feedback technology” in the classroom to improve student interaction/involvement and assessment of student learning.	Fall 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

Healthcare Interpreting	Access and Growth (2008-2014)	3.1	Perkins- Involve parents, businesses CTE 2	The Healthcare Interpreting Advisory Committee will continue to provide feedback and input on how the department’s curriculum is meeting the needs of community employers.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Healthcare Interpreting	Student Success (2008-2014)	1.2	Perkins- Local education & business CTE 3	Link industry preceptors for student fieldwork with online preceptor-preparation coursework to ensure effective mentoring and evaluation skills.	Fall 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

Healthcare Interpreting	Access and Growth (2015-2016)	3.3	Perkins-Provide in-service and pre-service 1	Support faculty and language coach development and training, including but not limited to professional knowledge of evolving federal and state regulatory guidelines. Mentor adjunct faculty, preparing them to teach all aspects of the program.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Healthcare Interpreting	Organizational Effectiveness (2008-2014)	5.1	Perkins- Providing assistance to individuals	Seek access to emergency funds for enrolled students as needed	Fall 2017	In Progress
Evaluation:  |   |   |   |   |   |   |

Healthcare Interpreting	Access and Growth (2015-2016)	3.2	Perkins- Leasing, purchasing, upgrading CTE 1	Increase the amount of healthcare interpreting software available to students. New programs/applications will be evaluated and used.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

History	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Increase technology training for history faculty	Increase the number of faculty who undergo training through the campus ITC in the learning management system technology that supports both onground and online courses.	Ongoing	In Progress
Evaluation: Over half of part-time and full-time history faculty members have completed at least one online training institute and are augmenting and/or teaching courses with Canvas.

History	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	World History Summer Institute	To host each summer a 3-day World History Summer Institute for Sacramento area public school teachers, utilizing ARC faculty and facilities.	Ongoing	In Progress
Evaluation: The history department tentatively plans to offer a World History Summer Institute in 2019. The purpose is to improve teacher instruction in world history in supoprt of their students developing academic skills useful to them as they transfer to colleges like American River College.

History	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Financial Aid for Study in Italy, Study Abroad	Develop contacts with businesses, corporations, and individuals to develop financial aid for study abroad, initially the Study in Italy program	Ongoing	In Progress
Evaluation: Federal changes to financial aid and expanded options for students are now available to students.

History	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Reading Enhanced Instruction	Expand reading instruction/literacy enhancement through the collaborative History-RAD pilot program, aimed at low proficiency reading students in select history courses. Develop training opportunities for instructors to become proficient in reading supportive classroom instruction.	Ongoing	In Progress
Evaluation: History faculty members continue to present and participate in Reading Apprenticeship FLEX workshops. The RAD-pilot program yielded valuable data showing that student success among below-proficient readers was significantly improved by pairing their course instruction with additional reading instruction in the RAD program.

History	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	New curricula reflecting diverse student body	Develop new curricula to better reflect the diverse student population and ongoing political, cultural, and economic concerns of our global age. New courses in Latin American History, Middle Eastern History, and Sub-Saharan Africa. In addition, look into the feasibility of developing a Big History course in line with established professional standards. This course would serve as both an introduction to historical thinking and methods, and build around a multi-disciplinary and global history curriculum.	Ongoing	In Progress
Evaluation: The development of two Latin American History courses expanded the department's curriculum offerings and emphasizes the importance of developing a global perspective of the human experience. The two courses are accepted for transfer to four-year institutions. Completion of one or both courses helps students fulfill degree, transfer, and graduation requirements.

History	Clear and Effective Paths (2017-2021)	2	Broaden opportunities for department certidicates	Implement a series of department certificates for students completing selected core course in non-western history.	Ongoing	In Progress
Evaluation: Collaboration within the department and with other departments to develop additional transfer degrees, such as Social Justice, will meet broader student interests and needs.

History	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Faculty training in Reading Apprenticeship	The aim of this outcome is to support teaching and learning effectiveness in the area of enhanced student literacy instruction. In particular, it will provide support for ongoing training resources to better equip faculty in the use of literacy enhanced instruction.	Ongoing	In Progress
Evaluation: Implementation of Reading Apprenticeship strategies supports student learning and improved reading of historical sources. Evidence is based upon the RAD pilot program study. The RAD-pilot program yielded valuable data showing that student success among below-proficient readers was significantly improved by pairing their course instruction with additional reading instruction in the RAD program.

History	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Student support services	Improve student success and retention by coordinating with campus programs such as Beacon Tutoring, RAD, and WAC. This outcome has grown to include faculty support for enhanced reading instruction in the classroom, particularly through training in and utilization of Reading Apprenticeship. RA is a literacy support program that offers instructors straightforward routines to enhanced student literacy.	Ongoing	In Progress
Evaluation: Collaborating with student support services provides students with additional academic assistance outside of the classroom. Evidence from the RAD pilot program reveals the effectiveness of support programs. The RAD-pilot program yielded valuable data showing that student success among below-proficient readers was significantly improved by pairing their course instruction with additional reading instruction in the RAD program.

Honors	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Increased Collaboration with ARC Transfer Programs	Coordinate with other transfer programs on campus	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Honors	Clear and Effective Paths (2017-2021)	2	Honors Administrative Support	To increase awareness of and access to the benefits of participation in the Honors Transfer Certificate Program	Ongoing	In Progress
Evaluation: Because the Honors Office is now staffed and open four days a week, students have consistent access to a quiet study space for work on honors research. In addition, the Honors Clerk is able to provide information about program entry and completion when the coordinator is not available. A log of student use is kept.

Honors	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Seminar-style learning environment	To promote and encourage a dynamic, seminar-style classroom environment in which students take an active part in their learning	Ongoing	In Progress
Evaluation: Research continues to endorse the benefits of the seminar classroom for engaging students in critical thinking and research. See Bonnie Nicole Kaiser et al, "Undergraduate Research and a Liberal Arts Education," Journal of College Science Teaching, 2014. The ARC Honors Program still lacks an appropriate physical space for the teaching of honors seminars.

Honors	Vibrancy and Resiliency (2017-2021)	4	Honors Database Improvements	An improved means of tracking the progress of students completing the Honors Transfer Certificate to ensure that more students maintain their participation and success in the the program and its opportunities for enhanced transfer benefits. An additional outcome would be integration with other campus programs in which students participate, e.g. TRIO, Puente, Umoja, EOPS, and the Veteran's Resource Center.	Ongoing	New
Evaluation: An improved means of tracking the progress of students completing the Honors Transfer Certificate to ensure that more students maintain their participation and success in the the program and its opportunities for enhanced transfer benefits. An additional outcome would be integration with other campus programs in which students participate, e.g. TRIO, Puente, Umoja, EOPS, and the Veteran's Resource Center.

Horticulture	Community, Economic and Workforce Development (2015-2016)	4.1	CLCA Test Site	Requisition materials and equipment to maintain existing structures, example being horticulture area grounds, and provide student learning opportunities.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Access and Growth (2015-2016)	3.3	Personnel	Conversion of part time position to a full time IA in horticulture status	Fall 2015	New
Evaluation: Conversion was complete 01/01/2018

Horticulture	Organizational Effectiveness (2015-2016)	5.2	Perkins- Strengthening the academic & career CTE1	Provide professional development opportunities to maintain faculty currency in the discipline	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Instructors	Instructors will continue to participate in industry workshops, seminars, and educational advancement to maintain knowledge of currently used methods, practices, and equipment for course activity and facilities uses.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Community, Economic and Workforce Development (2015-2016)	4.2	Plant Sales	Bi-annual horticulture unit plant sales open to campus and community continue to provide valuable visibility to community and campus of the quality and completeness of instruction the students receive	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Student Success (2015-2016)	1.2	Perkins- Develop and implement evaluations CTE 2	Participate in college program review and review of student learning outcomes	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Student Success (2015-2016)	1.5	Curriculum	Maintain a congrouos offering of courses	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Student Success (2015-2016)	1.5	Floral Funding	Increase funding for floral classes to purchase supplies needed to effectively teach classes each semester	Spring 2015	New
Evaluation:  |   |   |   |   |   |   |

Horticulture	Community, Economic and Workforce Development (2015-2016)	4.1	Perkins- Provide students with strong exp CTE 2	Plan internships and work experiences with local industries.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Community, Economic and Workforce Development (2015-2016)	4.2	Professional developement	Maintain the two full time, tenure tract faculty positions in horticulture. Instructors will continue to participate in industry workshops, seminars, and educational advancement to maintain currently used methods and practices for classroom use. The need for a third full-time tenure tract position should be evaluated based on growth	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Access and Growth (2015-2016)	3.1	Plant Sales	Acquire supplies that effectively display plants at the student plant sales in the horticulture area	Fall 2015	New
Evaluation:  |   |   |   |   |   |   |

Horticulture	Student Success (2015-2016)	1.1	Facilities	Instructors will continue to participate in industry workshops, seminars, and educational advancement to maintain knowledge of currently used methods, practices , and equipment for course activity and facilities uses.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Students First (2017-2021)	1	Ed Plans required for all students in the program	All students will be required to have an Ed plan upon entry into our program	Fall 2018	New
Evaluation:  |   |   |   |   |   |   |

Horticulture	Clear and Effective Paths (2017-2021)	2	Completion of degree in reasonable timeframe	Students are able to complete degree in two years (full time) and four years (part time)	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Organizational Effectiveness (2015-2016)	5.2	Perkins- Provide in-service and pre-service CTE 2	Attend Landscape and Nursery related workshops and seminars.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Student Success (2015-2016)	1.2	Curriculum	Maintain a congruous offering of courses and implementing new offerings to be current with industry trends preparing our students to be successful in their entry to the market place or four year University	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Access and Growth (2015-2016)	3.2	Computer Lab	Create and maintain a computer laboratory classroom for use by horticulture classes.	Fall 2017	New
Evaluation:  |   |   |   |   |   |   |

Horticulture	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Additional student help	Additional student help is needed in order to maintain our area in good working order. We need to find funding to hire one part time year round student employee to maintain the landscape areas.	Fall 2018	New
Evaluation:  |   |   |   |   |   |   |

Horticulture	Vibrancy and Resiliency (2017-2021)	4	Plant and floral sales and indstry competition	Students are given the opportunity to participate in plant sales, floral sales and landscape industry competition	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Access and Growth (2015-2016)	3.2	Perkins- Provide services and activities CTE 2	Convert the IA in Horticulture to a 40 hr/week full time position	Fall 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Community, Economic and Workforce Development (2015-2016)	4.2	Facilities	Continue to acquire new remodel of ER-3 as a office/management space and laboratory work space, equipment and materials for both, and existing facilities upgrades. Build a new Design Studio classroom facility for horticulture and floral design courses	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Access and Growth (2015-2016)	3.1	Perkins- Link CTE at the secondary CTE 1	Continue contacts with local high schools that teach related programs, or who have an interest in related programs.	Fall 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Community, Economic and Workforce Development (2015-2016)	4.1	Advisory	Advisory meetings to provide input from industry professionals.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Student Success (2015-2016)	1.1	Perkins- Developing initiatives that facilitate	Articulate courses with universities; encourage dual enrollment with high school programs; and promote opportunities for student financial aid	Fall 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Access and Growth (2015-2016)	3.2	Facilities	ER-3 needs to be modified to create an Office/Management facility and a Laboratory workspace for course activities. In addition develop a new Design Studio classroom for horticulture and floral design courses in conjunction with automotive	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Horticulture	Organizational Effectiveness (2015-2016)	5.2	Perkins- Provide in-service and pre-service CTE 4	Emphasize training in water and energy conservation, Integrated Pest Management and sustainable horticulture	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Facilities	Facilities are being upgraded to allow students to use the most current equipment used in industry and to allow for a more efficient operating facility	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Student Success (2015-2016)	1.2	Perkins- Provide services and activities CTE 1	Hire a recruiter/placement person to promote all programs in the technical education area. Coordinate such activities with work experience coordinator and internship developer.	Fall 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Access and Growth (2015-2016)	3.3	Plant Identification Labels	Create and display high quality, sturdy, state-of-the art labels that identify the permanent plants growing in the Horticulture area.	Fall 2016	New
Evaluation:  |   |   |   |   |   |   |

Horticulture	Students First (2017-2021)	1	Student open access to two full time faculty	Students are able to meet with one of the two full time faculty members to attain help with educational plans and post completion employment opportunities	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Clear and Effective Paths (2017-2021)	2	Pathways	Pathways need to be created to clearly communicate the classes and order of classes that need to be taken for completion.	Fall 2018	New
Evaluation:  |   |   |   |   |   |   |

Horticulture	Student Success (2015-2016)	1.2	Teaching	Course syllabus provides clear expectation of learning outcomes	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Student Success (2015-2016)	1.1	Perkins- Initiate, improve, expand CTE 1	Evaluate technology and equipment needs. Develop, repair, maintain, and replace all equipment as required.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Horticulture	Student Success (2015-2016)	1.5	Growth	Aquisition of part time faculty to allow implementation of course offerings.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Hospitality Management	Students First (2017-2021)	1	Perkins- Supporting other CTE activities	Support recruitment, outreach, retention, persistence and employment of regular and nontraditional students	Ongoing	In Progress
Evaluation: This year additional high schools and continuation high schools have been brought on campus to learn about the program and encourage enrollment. The campus outreach offices have been of additional assistance. At least one high school every other week this Spring has or will be visiting.

Hospitality Management	Clear and Effective Paths (2017-2021)	2	Perkins- Strengthening the academic & career CTE2	Work closely with the advisory committee to review and modify curriculum, maintain relevance and employ ability.	Ongoing	In Progress
Evaluation: The program met with the Advisory board to review curriculum and SLO's as well as review degrees and certificates this year. Both degrees and certificates are in the process of being updated. Additionally faculty work closely with restaurant community to ensure relevance, bring in guest chefs and provide job opportunities for students.

Hospitality Management	Students First (2017-2021)	1	Student Success 1.2	Increase program growth by improving student support services by increasing the number and quality of staff as well as student help to assist students to meet their educational goals. For all levels of student including adult and school drop out.	Fall 2017	In Progress
Evaluation: Strong workforce money has made major improvements in IA support. We are in the process of hiring a classified supervisor, we have replaced a .75 full time IA with a new .75 IA who needs to be full time, and converted a temporary IA into a full time permanent.

Hospitality Management	Clear and Effective Paths (2017-2021)	2	Perkins- Provide career guidance & academic	The hospitality and culinary department is requiring all students to participate in an orientation to discuss class sequences and prerequisites as well as strategies for success. This orientation will add a component for graduation requirements in an attempt to boost completion and persistence rates.	Ongoing	In Progress
Evaluation: Held orientation for new students in the program as well as guidance for existing students.

Hospitality Management	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide in-service and pre-service	To work with faculty and staff, and industry organizations, the state academic senate and our own industry advisory committee to improve industry knowledge and stay on top of industry trends. Faculty will attend the Western Restaurant Show, and each faculty member will participate in at least one continuing education class or program. Next year faculty will attend the national restaurant show.	Ongoing	In Progress
Evaluation: Faculty attended local and state wide trainings and meetings this year. New part time faculty continue to work in industry. Faculty are working with Align Sacramento. Faculty were unable to attend the National Restaurant Show, and hope to do so next year.

Hospitality Management	Clear and Effective Paths (2017-2021)	2	Perkins- Assisting career and technical	Promote student participation in professional organizations including the CRA and local chef collaboratives.	Ongoing	In Progress
Evaluation: Students participated in Pro Start competition with CRA, Bridge dinner with Sacramento Chefs and the farm to fork movement as well as volunteer opportunities with local farms.

Hospitality Management	Clear and Effective Paths (2017-2021)	2	Perkins- Local education and business CTE 3	Continue to work with the California Restaurant Association to expand partnerships and create opportunities for students.	Ongoing	In Progress
Evaluation: We continue to work with the Restaurant Association and local restaurants and hospitality employers. Faculty sit on the board of the local CRA chapter. Restaurant Association members and local business owners attended the advisory meeting to ensure curriculum is up to date and meets industry needs. Local businesses contact faculty on a weekly basis seeking students for employment.

Hospitality Management	Clear and Effective Paths (2017-2021)	2	Perkins- Local education and business CTE 2	Work closely with the advisory committee to maintain relevance and employ ability.	Ongoing	In Progress
Evaluation: The department works closely with the CRA, local restaurants, and the advisory board to review curriculum and the preparedness of graduates. Board members also participate in class room presentations, demonstrations and panel discussions with students on a regular basis. Data indicates students are getting jobs.

Hospitality Management	Clear and Effective Paths (2017-2021)	2	Perkins- Develop and implement evaluations	Ensure educational objectives are directly related to industries’ recommended required job skills. Work with DSPS, Writing Across the Curriculum and other student success services to help. Work closely with the advisory committee to maintain relevance and employ ability. The program is currently evaluation the findings of a full program and individual class student learning outcome assessments, making appropriate modifications for clarity through the curriculum process.	Ongoing	In Progress
Evaluation: Curriculum is reviewed on an annual basis by the industry advisory board. Additionally, industry professionals provide guest lectures and demonstrations for students, and feed back from local restaurants is on going as they hire students and graduates.

Hospitality Management	Clear and Effective Paths (2017-2021)	2	Perkins- Local education and business CTE 1	Ensure educational objectives are directly related to industries’ recommended required job skills by working with local chefs, restauranteurs, the CRA and advisory board.	Ongoing	In Progress
Evaluation: The program continues to work with local chefs, restaurateurs, and the California Restaurant Association as well as the advisory board to ensure the skills with which the students are provided are relevant and useful. Guest chefs have participated in working with the restaurant class as well as several demonstrations for the baking students. Feedback from local restaurants is ongoing as they hire students and graduates.

Hospitality Management	Students First (2017-2021)	1	Perkins- Strengthening the academic & career CTE1	Ensure educational objectives are directly related to industries’ recommended required job skills. Work with DSPS, Writing Across the Curriculum and other student success services to help students achieve their educational goals.	Ongoing	In Progress
Evaluation: Reviewed Curriculum with industry board, updated curriculum, and faculty continue to work with DSPS and other support services.

Hospitality Management	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide students with strong exp CTE 1	Continue to provide a highly professional program providing students with job skills through operations of the Oak Cafe work experience lab. Encourage ongoing training and growth for support staff and increase the support available to students.	Ongoing	In Progress
Evaluation: The Oak Café operation continues to maintain high industry standards and is regarded well by both the dining and restaurant community, new facilities have provided additional opportunities for student learning. The bakery production class continues to produce and sell regularly, meeting at 6am three days a week. Employers continue to tell faculty that graduates and students are well prepared for the diverse workforce.

Hospitality Management	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Develop, improve, or expand	Provide modern up-to-date industry standard teaching and learning facilities, equipment and supplies. Include the use of technology both in lecture and labs to maintain industry relevance. This goal will continue to support the core 1 skills attainment. As technology improves and equipment breaks, equipment will need to be replaced and improved.	Ongoing	In Progress
Evaluation: Students continue to learn on modern industry specific equipment. Advisory board is happy with the graduates they hire. Data from Chancellor’s office indicates graduates are getting jobs. New equipment has been purchased for the baking lab, and SMUD donated new state of the art equipment for the innovation lab.

Hospitality Management	Students First (2017-2021)	1	Perkins- Leasing, purchasing, upgrading	Purchase equipment to support the instructional program and emerging curriculum, based on the needs of the industry as identified by the advisory board. Replace items as they break and new models become industry standard.	Ongoing	In Progress
Evaluation: New and existing industry standard equipment allows students to be trained on the same equipment they will use on the job site. The local restaurant industry has approached us for more graduates and employees. The relationship with industry and their direction has helped ensure success and an easy transition for students.

Hospitality Management	Students First (2017-2021)	1	Perkins- Improving or developing new CTE	Work closely with the program advisory committee to develop curriculum and programs to meet the needs of employers within the region, resulting in not only skills attainment, but employment for the students, with a focus on underrepresented populations.	Ongoing	In Progress
Evaluation: Industry partners continue to be involved in the assessment and updating of the culinary curriculum. New curriculum has been introduced, and the degree and primary certificates are being updated. Industry partners are continually looking to hire students to fill the growing need for food service workers in Sacramento.

Hospitality Management	Students First (2017-2021)	1	Perkins- Supporting training and activities	Develop support activities to encourage the enrollment and retention of nontraditional students	Ongoing	In Progress
Evaluation: Non traditional students continue to represent a large portion of the culinary and HM student population. Advisory board is happy with graduates they hire. Data from Chancellor’s office indicates graduates are getting jobs.

Hospitality Management	Clear and Effective Paths (2017-2021)	2	Perkins-Developing initiatives CTE 1	Develop articulation agreements with regional high school and ROP programs	Ongoing	In Progress
Evaluation: Added or updated 4 articulation agreements last year.

Hospitality Management	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Local education and business CTE 4	All instructors will have and maintain extensive industry experience as well as attend annual continuing education classes.	Ongoing	In Progress
Evaluation: All instructors have attended additional training this year in some form, but not to the extend we had hoped. Resources will be needed next year to ensure this happens.

Hospitality Management	Clear and Effective Paths (2017-2021)	2	Perkins-Developing initiatives CTE 2	Faculty sit on the advisory boards for local high school culinary and hospitality programs to provide program level guidance and encourage a seamless transition for high school students entering the ARC program.	Ongoing	In Progress
Evaluation: ARC faculty remain active on the advisory boards for San Juan, Wood Creek, Rosemont, and Elk Grove high schools. Students from each of these high schools have enrolled in the ARC culinary program in the last year. Further, the program has hosted a dozen tours for high school and middle school students in the last semester, and has been working with the college articulation officer to update articulation with local feeder schools.

Hospitality Management	Clear and Effective Paths (2017-2021)	2	Perkins- Providing support for family and consumer	Collaborate with other family and consumer science programs at the high school, college, and university level to promote and support the Hospitality program	Ongoing	In Progress
Evaluation: Faculty and Students attended Pro Start, a high school culinary and management state wide competition and worked with high schools, universities and industry.

Hospitality Management	Students First (2017-2021)	1	Perkins Core 3, and Collge 1.2 Persistence	Improve student persistence within hospitality courses to lead to completion and employment.	Fall 2017	In Progress
Evaluation: his year's data indicates persistence of 83.74 percent, and improvement from the previous year, which was 78.62 percent, but below the goal or 89.9. This may be partial due to the fact that these numbers are a few years old and coincide with an increase in employment where students got jobs before graduating.

Hospitality Management	Vibrancy and Resiliency (2017-2021)	4	Perkins Core 2, College 1.3 Increase Completions	To increase the number and percent of students who complete the program with degrees and certificates in an effort to reach the state standard of 72.59 %	Ongoing	In Progress
Evaluation: 81/25 percent of students are reported as having completed degrees, certificates or being transfer ready. Above the original goal but below the current district goal of 86.6%

Hospitality Management	Vibrancy and Resiliency (2017-2021)	4	Perkins- Provide services and activities	To provide students with student learning outcomes for courses and programs, beyond basic course outlines and defined SLO's the department will continue to promote hands on learning and success, including increased responsibility for students through large scale caterings and ongoing successful operation of the Oak Café and catering opportunities.	Ongoing	In Progress
Evaluation: he program continues to provide a high level of hands on training. Courses and the program were reviewed again this year by the industry driven advisory board. Board members continue to find our students and graduates prepared for jobs.

Hospitality Management	Students First (2017-2021)	1	Perkins- Provide activities to prepare	Increase program growth by improving student support services as well as student help to assist students to meet their educational goals. For all levels of student including adult and high school dropouts. Continue to work with DSPS to meet the needs of special populations.	Ongoing	In Progress
Evaluation: Instructors continue to work with DSPS to help students meet their educational goals, through test preparation and testing modifications. Instructors have also begun using eh campus CAST program for students in crisis.

Hospitality Management	Clear and Effective Paths (2017-2021)	2	Perkins- Involve parents, businesses, & labor CTE1	Ensure educational objectives are directly related to industries’ recommended required job skills. Work with DSPS, Writing Across the Curriculum and other student success services to help	Ongoing	In Progress
Evaluation: Departmental outreach includes parents at the high school level and the department works very closely with industry. This year has seen the highest number of high school visits to the campus and the program in recent history.

Human Lactation	Students First (2017-2021)	1	Evaluate Outreach	Refine methods for collecting data to evaluate results of expanding outreach efforts for effectiveness in drawing students to the program, including targeted special populations.	Spring 2019	In Progress
Evaluation: Program evaluation must be an element of efforts to connect with historically underserved and marginalized groups in hopes of engaging students in an integrated experience with personalized, relational, proactive support for persistence and success. Part of that evaluation can be achieved by in-class demographic surveys to monitor success in serving targeted populations. These data are not available elsewhere as the applicable TOP Code is an amalgamation of too many disparate entities for coherent analysis. Data collection is ongoing and still being refined to best capture meaningful information to help the Department serve these students well. A focus on the underserved African-American community, as corroborated by collected data, has correlated with increasing enrollments, persistence and success.

Human Lactation	Vibrancy and Resiliency (2017-2021)	4	Industry Connections	Maintain and deepen consulting relationship with federal Women, Infants, & Children (WIC) and area healthcare agencies to ensure ongoing curriculum alignment with occupational labor market needs at all three Department Certificate completion levels as well as collaboration to provide job shadowing and clinical learning experiences. Through industry connections gather needs and employment data supportive of a Certificate of Achievement at the Lactation Consultant level for potential CCCCO and Regional Consortium application.	Ongoing	In Progress
Evaluation: Industry-informed planning supports student learning that is relevant to community and industry needs. The Fundamentals of Lactation Consultant Assisting and Interpreting Baby Behavior courses have been especially successful in providing specifically-required learning for WIC employment as well as being especially pertinent in the context of early childhood education and home visitation agencies for young families. Supporting the Mother-Baby Connection is a course explicitly designed to meet international and national standards for staff qualified to work in a Baby Friendly Hospital and expands core learning available particularly for those in the nursing profession. The course, Human Lactation for Lactation Counselors and Educators, specifically includes professional-level development in lactation, counseling, and education along with business considerations and entrepreneurialism to support job creation and self-employment. Careful attention to knowledge currency strengthens student learning and supports individual resiliency in relation to real-world vocational and entrepreneurial possibilities.

Human Lactation	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Faculty Professional Development	Faculty opportunities for international conference participation are afforded to maintain professional currency, cultural competence and networking in the field. Faculty will complete ARC Online Teaching Institute in preparation for developing online course options.	Ongoing	In Progress
Evaluation: Faculty professional development affords currency and competence that translates into quality classroom revisions and course updates keeping students current. The Gold International Lactation Conference plus the Optimizing Milk Production add-on, as well as multiple individual webinars and the Midwives of North America conference have added abundantly to faculty professional development this academic year. The International Lactation Consultant conference in July was attended virtually, which lacked some of the value of in-person connections and the education afforded by the full conference but was nevertheless of significant value. Faculty is currently completing the Online Teaching Institute with an eye towards meeting projected needs.

Human Lactation	Students First (2017-2021)	1	Secondary-Postsecondary Linkages	Appropriate contacts for liaison with area high schools are identified and relationships established for Program outreach. Linkages with programs for married, pregnant, and parenting students are explored and fostered as well as programs channeling student interest into healthcare professions.	Spring 2019	In Progress
Evaluation: This remains a clear priority in ongoing planning but has not yet been effectively realized. Ongoing participation in any available high school career events has given us greater visibility for this population.

Human Lactation	Students First (2017-2021)	1	Program Promotion	Effective avenues for publicizing the program within the College, District, and wider community are developed resulting in robust enrollments. Development of promotional video for use on the ARC YouTube channel is pursued and Department ARC webpage is improved. Male students, single parents, and displaced homemakers are targeted populations for promotion. To document program quality for better visibility and credibility, seek Lactation Educator/Counselor Certificate Recognition by the Lactation Education Accreditation and Approval Review Committee (LEAARC) of the Commission on Accreditation of Allied Health Education Programs (CAAHEP).	Ongoing	In Progress
Evaluation: The program continues to be promoted at multiple campus and district events including Welcome Day, Earth Day, Multicultural Day, High School Career events, a guest lecture for nutrition students in a campus childhood nutrition course, participation in the the Sacramento Breastfeeding Coalition, its African American Breastfeeding Sub-Committee, a local one-day conference on Reducing African American Infant Mortality through Breastfeeding, and presenting for the newly-launched grassroots organization, the Black Mothers Club. Relationships are being strengthened with WIC and area health agencies. Advisory Committee members have assisted with outreach. Enrollment numbers are stable, and more awareness of the program is apparent through mounting telephone and email inquiries. Funding has not yet been made available for video production, but most of the 2000 program brochures funded by North Far North Regional Health Workforce have already been utilized during various promotional events, and conversations around funding of a second printing are in process. More community outreach is needed to particularly target low income, single parent or displaced homemakers in diverse communities, but some inroads have been made. More interface with interrelated academic departments on campus, such as psychology and pre-med/dentistry, is needed to attract male students.

Human Lactation	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Improved Instructional Assets	Increasing acquisition of equipment to provide for pedagogical needs in the program including models/manikins, video and other visual aids, and technology for simulating, recording and debriefing lab sessions.	Ongoing	In Progress
Evaluation: iPads have been received and initialized for video conferencing, electronic health record-keeping and clinical lab debriefing. Plans for video-conferencing supplement to lab experiences did not materialize when volunteer participants were unexpectedly unable to accommodate scheduling. This will be prioritized for the upcoming class. Plans are currently to acquire a state-of-the-art lactation simulator that provides multiple assessment variations and realistic milk expression practice. Multi-sensory and hands-on experiences enrich student learning and support varied learning styles. Creative options allow constructing alternate learning environments.

Human Lactation	Vibrancy and Resiliency (2017-2021)	4	Faculty Expansion	Have a written job description for faculty and an established pool of adjunct faculty from which to draw. Provide FTE for faculty and coordinator roles for program expansion.	Fall 2018	New
Evaluation: Completing a written job description for faculty and establishing a pool of adjunct faculty continues as a priority and is expected to remain on track for Fall 2018 completion. FTE provision for further program expansion does not appear realistic at the present time.

Human Lactation	Students First (2017-2021)	1	Internal Partnerships	Expanded partnerships with nursing, early childhood education, and nutrition programs for improved opportunities in career exploration. Greater student connections with career and basic skills for employability.	Ongoing	In Progress
Evaluation: These continue to be important connections to groom. Our courses are largely enrolled by nursing/pre-nursing, early childhood education, and nutrition students with some in related perinatal, health and counseling fields. Regular attendance and involvement in Advisory Committee functions by these departments continues to strengthen communication and collaboration. Coursework continues to meet requirements for the Early Childhood Education Infant Care Specialist Certificate, and the lactation room continues to be maintained in the Child Development Center. A portion of nursing students are availing themselves of multiple courses and others participate as volunteer "clients" for lactation student clinical labs. The Canvas learning management system, with it's available ARC template is proving valuable for connecting students with campus resources related to basic and career skills.

Human Lactation	Clear and Effective Paths (2017-2021)	2	Enrollment-Related Timeliness of Course Scheduling	Course enrollments for each of the four human Lactation courses will meet minimum level to prevent course cancellation, allowing students to advance through sequence for completion of Lactation Educator/Counselor Department Certificate within two semesters, and this consistent course scheduling will be maintained for three academic years in a row.	Spring 2019	In Progress
Evaluation: Course enrollments are maintaining for every course, although the capstone course still at a very minimal level, and no courses were cancelled this academic year, so that has been so for two academic years running. A significant contingent will qualify for the Lactation Educator/Counselor Certificate at the end of this academic period. Continued steady performance is necessary to fully situate the program as a consistent ongoing presence. Focus is on maintaining, and if possible, growing, enrollments over the next academic year.

Human Lactation	Vibrancy and Resiliency (2017-2021)	4	Alternative Funding Sources	Continued servicing of grant partners for funding through the Community Lactation Assistance Program via First 5, Sacramento, and use of Perkins and Lottery funds to meet program needs. Heightened awareness of further grant-funding opportunities including exploration of W.K. Kellogg Foundation First Food grants.	Ongoing	In Progress
Evaluation: Community Lactation Assistance Program support for Lactation Consultant Assistant (LCA) faculty FTE is due to expire in June as First 5 has chosen not to renew the grant that has supported the larger program for whom we have been a sub-contractor. Positive community feedback indicates the importance and value of both the larger program and our contribution. Alternate funding is being sought. The two WIC programs in the area continue to send multiple employees to multiple courses for required education. Perkins and Lottery funding has provided equipment, books, and supplies integral to classroom and laboratory activities with positive student evaluation of learning.

Human Services	Clear and Effective Paths (2017-2021)	2	Perkins- Involve parents, businesses, & labor CTE1	Faculty work closely with various agencies providing work experience for our students.	Ongoing	In Progress
Evaluation: Faculty work with area agencies to provide internship experiences for students who are taking HSER 362 (a capstone course) and HSER 498 (work experience). The department is working with agencies and analyzing current scheduling practices to aid in student success. (PERKINS IV Core Indicators of Performance by 4-digit Vocational TOP Code Summary Detail Report for 2018-2019 Fiscal Year Planning)

Human Services	Students First (2017-2021)	1	Perkins- Provide activities to prepare	Faculty work closely with a diverse student body to insure student success.	Ongoing	In Progress
Evaluation: Human services students represent the diversity of the American River College student population. (PERKINS IV Summary Core Indicators by TOP code for 2018-2019 Fiscal Year Planning)

Human Services	Clear and Effective Paths (2017-2021)	2	Continuing Education	Investigate the feasibility of creating continuing education courses in Human Services.	Ongoing	In Progress
Evaluation: Career and technical education is an important part of the mission for American River College.

Human Services	Clear and Effective Paths (2017-2021)	2	Perkins- Provide students with strong experience	In addition to coursework, students are required to complete work experience hours in order to obtain a degree or certificate in human services or chemical dependency.	Ongoing	In Progress
Evaluation: The Human Services program had a 87.27 completion rate.(PERKINS IV Core Indicators of Performance by 4-digit Vocational TOP Code Summary Detail Report for 2018-2019 Fiscal Year Planning)

Human Services	Students First (2017-2021)	1	Perkins- Local education and business CTE 2	Regularly convene an advisory panel to discuss program goals and objectives.	Ongoing	In Progress
Evaluation: The department regularly convenes an advisory panel to discuss the program's goals and objectives. This panel includes faculty and members of agencies in the community

Human Services	Clear and Effective Paths (2017-2021)	2	Perkins- Developing initiatives that facilitate	Our department has matriculation agreements with several area colleges.	Ongoing	In Progress
Evaluation: Our department has continued to maintain matriculation agreements with other colleges to ensure successful transfers. Our program has a 87.27% completion rate. (PERKINS IV Core Indicators of Performance by 4-digit Vocational TOP Code Summary Detail Report for 2018-2019 Fiscal Year Planning)

Human Services	Clear and Effective Paths (2017-2021)	2	Perkins- Link CTE at the secondary & the post	The department currently offers both certificates and A.A. degrees in both human services and chemical dependency studies	Ongoing	In Progress
Evaluation: Students may earn either a certificate or degree in Human Services or Chemical Dependency Studies. Curriculum and programs are reviewed and updated regularly.

Human Services	Clear and Effective Paths (2017-2021)	2	Perkins- Provide career guidance and academic	Human services faculty are actively involved in providing career and academic guidance for students. Students are required to meet regularly with faculty for this purpose.	Ongoing	In Progress
Evaluation: Human services faculty are actively involved in providing career and academic guidance for students. Students are required to meet regularly with faculty for this purpose. We believe this one one of the reasons for the high completion (87.27%) and persistence rates (80.85%) for our programs. (PERKINS IV Core Indicators of Performance by 4-digit Vocational TOP Code Summary Detail Report for 2018-2019 Fiscal Year Planning)

Human Services	Students First (2017-2021)	1	Human Services Club	Investigate creation of a student club for Human Services/Chemical Dependency OR consolidate with Life is Worth the Walk.	Fall 2018	New
Evaluation: A human services club would give students additional educational experiences and networking

Human Services	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Develop, improve, or expand	Faculty are trained in the use of instructional technology. This is used for the purposes of simulations for training purposes	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Human Services	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide in-service and pre-service	Faculty regularly attend workshops in topics such as DSM 5- Diagnostic Training, Cultural Competence, Alcohol and Drug Treatment, Relapse Prevention, Ethics in the Workplace, and Evidence Based Counseling Practice.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Human Services	Clear and Effective Paths (2017-2021)	2	Perkins- Provide services and activities	The department consists of two full time faculty members and five part time faculty. Courses required for degrees and certificates are offered on a regular basis.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Human Services	Clear and Effective Paths (2017-2021)	2	Perkins- Strengthening the academic and career	Students receiving degrees in human services or chemical dependency studies are required to take general education courses in addition to those required by our program.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Human Services	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Initiate, improve, expand	Obtain/maintain instructional technology.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Human Services	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Teacher preparation programs	Faculty are encouraged (but are not required) to attend various workshops on teaching effectiveness which are offered by the Center for Teaching and Learning and the Instructional Technology Center.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Human Services	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Develop and implement evaluations	Measure student learning outcomes in courses in human services.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Humanities	Access and Growth (2015-2016)	3.2	online courses	Continue to develop curriculum for online and alternative instructional mode courses.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Humanities	Student Success (2015-2016)	1.5	Hire faculty to replace retiring teachers	To maintain the relationship of students to full-time faculty, replace retiring professors with full-time faculty	Spring 2015	In Progress
Evaluation:  |   |   |   |   |   |   |

Humanities	Teaching and Learning Effectiveness (2015-2016)	2.1	Basic Skills Success Improvement	To increase the success of students with basic skills abilities in humanities courses.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Humanities	Access and Growth (2015-2016)	3.3	Inter-action with agencies and museums	Enhance faculty development activities by accessing external organizations and conferences such as the Community College Humanities Association, the Oregon Shakespeare Festival (and similar venues), the Crocker Art Museum, and and other museums and cultural sites.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Humanities	Access and Growth (2015-2016)	3.2	Classroom materials and software	Obtain software and materials for use in the classroom	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Humanities	Teaching and Learning Effectiveness (2015-2016)	2.1	Tutoring and other student assistance	Expand the use of ARC student assistance programs by active participation in Beacon Tutoring, RAD, WAC, and others.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Humanities	Access and Growth (2015-2016)	3.2	Off-campus course offerings	Continue to expand course offerings at Natomas Center and other outreach venues.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Humanities	Teaching and Learning Effectiveness (2015-2016)	2.1	Increase faculty access to cultural programs	Increase the availability of access, time, and funding for faculty to attend cultural enrichment programs and venues in the fields of the humanities.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Humanities	Student Success (2008-2014)	1.3	AA Degree in Humanities	The establishment of an AA degee program in Humanities	Spring 2013	In Progress
Evaluation:  |   |   |   |   |   |   |

Humanities Division Office	Student Success (2015-2016)	1.6	Closing the Achievement Gap	Work with college/district partners and within statewide workgroups on projects focused on closing the achievement gap including, but not limited to Common Assessment Initiative, Adult Ed Initiative (CAERC), and other projects on campus.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Humanities Division Office	Organizational Effectiveness (2015-2016)	5.4	Achieving the Dream	Division is an active participant in Achieving the Dream activities to create and utilize those programs that support and improve student outcomes based on meaningful data.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Humanities Division Office	Organizational Effectiveness (2015-2016)	5.3	Modernize and ExpandTechnology and Equipment	Area classrooms, labs and offices are in dire need of systems and software upgrades. Some have outdated equipment, most have none at all. Once our classrooms are upgraded with new technology in the fall, we will need to equip at least two tech carts to serve as backups for Area departments to share.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Humanities Division Office	Organizational Effectiveness (2015-2016)	5.1	Develop and Allocate Resources	Contiue seeking to develop and use a variety of revenue streams in ways that are transparent, fair and fiscally responsible with the goal of supporting programs and enhancing student success.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Humanities Division Office	Community, Economic and Workforce Development (2015-2016)	4.1	Strengthen Community Partnerships	Continuing developing various means of fostering partnerships within the community with the goal of increasing student awareness of and engagement with, Area offerings.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Humanities Division Office	Student Success (2015-2016)	1.5	Increase Certificates and Degrees	Faculty will continue to design curriculum focused on development of streamlined certificates and degrees (e.g. ADTs in Journalism and Philosophy, certificates in ESL.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Humanities Division Office	Teaching and Learning Effectiveness (2015-2016)	2.1	Facilitate Professional Training & Development	Provide support to the Humanities Area faculty and classified staffing as a means of enhancing instruction and service to Area students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Humanities Division Office	Teaching and Learning Effectiveness (2015-2016)	2.3	Develop Area Programs	The Humanites Area staff and administrator provide a range of services to support and develop the seven departments and sub-programs housed within the division.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Humanities Division Office	Organizational Effectiveness (2015-2016)	5.2	Support Teaching and Learning	To provide ongoing support of professors and their instructional efforts in the Humanities Area.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Humanities Division Office	Access and Growth (2015-2016)	3.2	Improve and Expand Area Facilities	Replace, updgrade and expand Humanities Area's classroom, lab and office spaces as outlined in resource requests.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Humanities Division Office	Student Success (2015-2016)	1.1	Time to Completion in Basic Skills	Faculty will be involved in college, district, and statewide work to develop systems for course placement and interact educational community (e.g. adult ed) to facilitate increased transit through basic skills coursework.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Humanities Division Office	Access and Growth (2015-2016)	3.3	Support Access and Equity	The Humanities Area Office continues to support and uphold the principles of equitable access and treatment across the division among staff, faculty and students alike.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Humanities Division Office	Organizational Effectiveness (2015-2016)	5.2	Improve Emergency Procedures	The Humanites Area Office will update its emergency planning and equipment and procedures to appropriately address the needs of all building users in the event of an emergency.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

In-Reach/Outreach	Student Success (2008-2014)	1.2	Scholarship Workshops	Schedule and implement worskhops for currently enrolled ARC students designed to educate them in the process of finding and applying for scholarships.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

In-Reach/Outreach	Access and Growth (2008-2014)	3.3	Umoja-Sakhu Learning Community Village	Create an "Umoja Village" by locating and designating a space for Umoja-Sakhu Learning Community participants to gather which provides a welcoming environment.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

In-Reach/Outreach	Student Success (2008-2014)	1.4	College Preparation Workshops - MASCOT	Schedule and implement college preparation workshops for high school students in MASCOT program (first generation, low income students) to disseminate information on college opportunities within the Los Rios Community College District, financial aid and the enrollment process.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

In-Reach/Outreach	Student Success (2008-2014)	1.4	Cultural Enrichment Workshops	Conduct cultural enrichment workshops for student enrolled in the Umoja-Sakhu Learning Community and other students designed to build self-esteem, increase self empowerment and cultural pride.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

In-Reach/Outreach	Student Success (2008-2014)	1.2	Umoja-Sakhu Learning Community Coordination	Provide support and coordination for Umoja-Sakhu Learning Community through student recruitment, intake/enrollment, orientation and follow-up. Also collaborate with other faculty working in the learning community to monitor student progress.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

In-Reach/Outreach	Student Success (2008-2014)	1.4	College Enrichment Workshops	In conjunction with ARC MASCOT counselors schedule and implement college enrichment workshops and other activities designed to follow-up with and maintain contact with MASCOT students who enroll at ARC.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

In-Reach/Outreach	Access and Growth (2008-2014)	3.1	General Outreach	Make regular visits to feeder high schools to maintain relationships with school staff and to disseminate information and materials about ARC and the Los Rios Community College District to students.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Information Services	Students First (2017-2021)	1	Modernize Information Services Department	The improvement to the Information Services Department has given the front of ARC a modern and welcoming look. This new look has made it easier for the college community as well as our perspective students to find our department. This has increased our ability to engage our diverse clientele early and often directing them to the people and resources they require. This positive change helps the staff provide personalized one-on-one assistance which starts fostering a relationship that can help a person be successful in achieving their college goals. A welcoming and professional environment showcases the college’s standard of excellence.	Spring 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Information Services	Students First (2017-2021)	1	ARC College Tour Program	The ARC College Tour Program requires allocated funds for permanent staff to continue this vital institutional and outreach service which will continue to significantly increase due to the new upcoming ARC web redesign which now includes "Visit" and "Request Information" icons located on the ARC homepage increasing visibility of the tour program 100%. This is in addition to the impact that is already put on the understaffed area given the new District Initiatives and ARC's renewed focus on Outreach.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Information Services	Students First (2017-2021)	1	Program Resources	This permanent position will meet a critical global institutional need and aligns with the ARC’s Strategic Goals and Mission. The benefits will significantly improve college services, communications, enrollment, efficiency, and quality of service, therefore improving the level of success for students and the college. Due to the current workload, without this position, the college remains at an impasse and will not be able to move forward effectively and risk not achieving the new goals outlined and set forth by our new college redesign.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Information Services	Students First (2017-2021)	1	Steps to Success Online Videos for all Students	Maximize access to programs and services by continuing to develop and effectively use technologies that increase communication platforms in support of the college’s enrollment trends and outreach efforts. These videos provide access to information for all students helping them to achieve greater opportunity for academic success. We are also producing numerous 2D videos explaining essential college process and services to prospective and continuing students. These videos will be offered in multiple languages. Allocated funds are required for permanent staff to maintain the program and updated content; including the annual license contractual agreement with Oddcast (Sitepal).system. Information Services is developing a new 3D video “Welcoming Prospective Students to ARC”. We are also producing numerous 2D videos explaining essential college process and services to prospective and continuing students. These videos will be offered in multiple languages. Allocated funds are required for permanent staff to maintain the program and updated content; including the annual license contractual agreement with Oddcast (Sitepal).	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Information Services	Clear and Effective Paths (2017-2021)	2	ARC Online Virtual College Tour	Maximize access to programs and services by continuing to develop and effectively use technologies that increase communication platforms in support of the college’s enrollment trends and outreach efforts. Funding allocation required would include the following: 1) Hire permanent staff to maintain accuracy of college content and updates 2) Cost related to relaunching the outdated online tour. 3) Contract with Campus Tours Inc. to provide ongoing specialize technical support to maintain the technical aspect of the entire software program. 4) Allocation for ongoing purchase of new software version(s) and licensing. 5) Fund access to tracking feature that measures the effectiveness of the online system.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Information Services	Students First (2017-2021)	1	Intelli Response - Ask ARC/Answers 24/7	Increase access to programs and services by continuing to develop and effectively use technologies that support the college’s enrollment trends. The online Intelli Response - Ask ARC/Answers 24/7 tool provides students and the public with resources and college information 24/7. This technology supports Student Success and retention.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Information Technology Department (IT)	Access and Growth (2015-2016)	3.2	IT Infrastructure Ongoing Funding	Provide budgeting to provide ongoing replacement/upgrading of network electronics, power protection (UPS) and wireless Aaccess points.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Information Technology Department (IT)	Access and Growth (2015-2016)	3.2	Disaster Recovery	Eliminate our dependence on tape backups.	Summer 2016	New
Evaluation:  |   |   |   |   |   |   |

Information Technology Department (IT)	Access and Growth (2015-2016)	3.2	Website Redesign	Redesign the main ARC website to make it more responsive and user friendly	Fall 2017	In Progress
Evaluation:  |   |   |   |   |   |   |

Information Technology Department (IT)	Access and Growth (2015-2016)	3.2	Maintenance Contracts	Review and ensure that all collegewide maintenance contracts are renewed for mission critical equipment, software and support.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Information Technology Department (IT)	Access and Growth (2015-2016)	3.3	Mobile Technology	Transform our current user's (staff, faculty and students) wireless access experience on campus.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Information Technology Department (IT)	Organizational Effectiveness (2015-2016)	5.3	Redesign EMP Sorftware Program	The EMP program is a 10 year old program that is in need of a user experience facelift and a revisit to ensure the program still integrates with our current Institutional planning process	Spring 2018	New
Evaluation:  |   |   |   |   |   |   |

Information Technology Department (IT)	Access and Growth (2015-2016)	3.2	Improve IT Comunications	Improve the customer experience for users of the campus IT support service	Spring 2018	New
Evaluation:  |   |   |   |   |   |   |

Instructional Media Services (IMS)	Access and Growth (2015-2016)	3.1	Expand graphic design services	Expand awareness of graphic design services to serve more departments and areas across campus and increase consistency in print and digital materials - strengthen the college brand	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Instructional Media Services (IMS)	Access and Growth (2015-2016)	3.2	Classroom Presentation Technology Replacement	Create budget and process for replacing installed Classroom Presentation Technology	Summer 2017	In Progress
Evaluation:  |   |   |   |   |   |   |

Instructional Media Services (IMS)	Access and Growth (2015-2016)	3.2	Media Presentation Upgrades Large Lecture Halls	The existing media presentation equipment in Raef Hall 160,161 and 162 also Science 420 is old and in dire need of upgrade. These lecture labs service the greatest number of students per class and are used by faculty from all Divisions.	Spring 2017	In Progress
Evaluation:  |   |   |   |   |   |   |

Instructional Media Services (IMS)	Access and Growth (2015-2016)	3.2	Improve presentation offerings in classroooms	Start stretching the knowledge and expertise in the use of presentation technology in classrooms	Spring 2017	New
Evaluation:  |   |   |   |   |   |   |

Instructional Office	Student Success (2015-2016)	1.2	Improve effectiveness of curriculum	Educational pathways will be clear and curriculum up-to-date so that students will be able to understand degree requirements.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Instructional Office	Student Success (2015-2016)	1.1	Increase effectivenesss of ARC BSI Inititiative	ARC BSI initiative utilizes funding to support students with remediation needs. Support instruction with professional development to improve pedagogy to meet the needs of BSI students in all courses and programs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Instructional Office	Student Success (2015-2016)	1.6	Improve hiring process to ensure equity	Provide an equitable process with trained chairs and committee members. Utilize best practices for hiring with a diversity and equity lens.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Instructional Office	Student Success (2015-2016)	1.6	Improve equity for ARC community	The ARC students, staff, faculty, and administration will provide a welcoming environment for all members of the community. The achievement gap will be closed.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Instructional Office	Student Success (2015-2016)	1.2	Improve scheduling and catalog production	Provide scheduling that is high efficiency and promotes student access to courses so they can complete degree and certificate requirements in a timely manner. Ensure catalog production is efficient and accurate.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Instructional Technology Center (ITC)	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Self-Paced, ARC Employee Prof. Dev. Canvas Modules	This Canvas course is being developed in response to annual survey results from faculty, staff, and administrators to provide focused, self-paced Modules on multiple instructional technology tools. This includes items such as Proctorio, completing your Canvas profile, peer-review in Canvas, ConferZoom and VoiceThread.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Instructional Technology Center (ITC)	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Integrate New Technologies Which Advance Learning	Update 4/4/18: Continue to provide faculty with professional development opportunities which train them in the use of instructional technologies that have shown to be effective in engaging students and advancing learning. Goals for the upcoming year include: 1. Continue to provide opportunities with the addition of multiple modalities for faculty and staff access to resources that develop expertise in the course management system (CMS), Canvas. 2. Investigate instructional tools for use both within the CMS and in standalone environments. 3. Evaluate the impact of professional development by surveying users. Update 3/9/2017: Continue to provide faculty with professional development opportunities which train them in the use of instructional technologies that have shown to be effective in engaging students and advancing learning. The goal for the upcoming academic year is to continue in these endeavors: 1. Provide multiple opportunities for faculty and staff to develop expertise in the new course management system (CMS), Canvas. 2. Investigate instructional tools for use both within the CMS and in standalone environments. 3. Evaluate the impact of professional development by surveying users. Previous: Provide faculty with professional development opportunities which train them in the use of instructional technologies which have shown to be effective in engaging students and advancing learning. Provide faculty with professional development opportunities which train them instructional technologies which have shown to be effective in engaging students and advancing learning. The goal for the upcoming academic year is to: 1. Continue to investigate emerging technologies 2. Provide PD opportunities on at least three new tools 3. Evaluate their potential impact by surveying instructors and students	Ongoing	In Progress
Evaluation: To better promote flexible teaching and learning methods to support the success of our diverse student population, faculty and staff must receive training on new applications and emerging technologies.

Instructional Technology Center (ITC)	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Activities: Sound Pedagogical Practices in DE	Update 4/4/18: The ITC championed the successful Academic Senate adoption of the OEI Course Design Rubric as a guide for ARC course design. The OEI Course Design Rubric is fully integrated into the ARC ITC Online Teaching Institute, ARC OEI Course Design Rubric Academy, the ARC Accessible Course Creation Academy, all of which model different approaches to the use of the OEI Course Design Rubric in the online environment. Update 3/10/17: Increase the number of online course that align with the OEI Course Design Rubric by continuing current efforts and growing the number of faculty who successfully complete the ARC OEI Rubric Academy and with appropriate support, increase the number of sessions. As of Spring 2017, following on the Academic Senate for California Community Colleges’ (ASCCC) resolution encouraging local senates to establish rubrics for online course standards, the ITC is championing a proposal through the curriculum committee to adopt the OEI Course Design Rubric as a standard for ARC. Previous: DE Faculty will: Design and create an exemplary course using the OEI Course Design Rubric; Teach newly designed course using established effective practices for quality online instruction; Integrate effective practices which result in increased DE student retention and success.	Ongoing	New
Evaluation: The integration of best practices in effective course design, as outlined in the OEI Course Design Rubric, promotes student engagement, connection, assessment, learner support, and accessibility and our ARC commitment to Students First.

Instructional Technology Center (ITC)	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Technology Basic Skills Support and Training	Update 4/4/2018: Provide support and training for faculty and staff users of instructional technology, including the CMS, through drop-in labs, just-in-time training, and scheduled workshops to promote flexible teaching and learning methods which support the success of our diverse student population. The College is also renewing our emphasis on providing accessible course resources, a new task for some faculty requiring additional "Technology Basic Skills Support and Training". Previous: Provide support and training for faculty and staff users of instructional technology, including the CMS, through drop-in labs, just-in-time training, and scheduled workshops to promote flexible teaching and learning methods which support the success of our diverse student population. Previous: Promote flexible teaching and learning methods which support the success of our diverse student population through technology basic skills training in and ongoing support for the Learning Management System users.	Ongoing	In Progress
Evaluation: Faculty training in CMS tools and other educational technologies for online, hybrid, and face-to-face classes creates opportunities for expanding skills in presentation of resources in multiple ways in order to reach students with diverse learning preferences. Basic technology support for faculty allows them to effectively integrate educational technology in their teaching. The College has transitioned from the D2L Learning Management System (LMS) to the Canvas Course Management System. Along with this transition, ALL faculty will receive a Canvas Course shell for every class section they teach. While this will encourage more faculty to use the CMS, it will also require additional training to support the increase in new faculty and support staff users, as well as support for current LMS users who will need to learn the new system. The College is also renewing our emphasis on providing accessible course resources, a new task for some faculty requiring additional "Technology Basic Skills Support and Training".

Instructional Technology Center (ITC)	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Train the Trainers in the new CMS (Canvas)	Continue to develop skills needed to effectively provide training to faculty and instructional support staff in the new Course Management System, Canvas. Search for outside sources for Train the Trainer and Train the Instructor.	Ongoing	In Progress
Evaluation: The ITC coordinators continue to access training through multiple methods, including @ONE online training, Canvas peer community, Canvas Guides, and hands-on practice. Training of faculty and staff commenced Fall 2016 with one-hour hands-on introductory sessions and three-hour hands-on intensive workshops. As the Canvas LMS is updated monthly according to a continual improvement process, the coordinators also need to continually update their skills to be effective as trainers. By providing updated support and training for faculty and staff users of instructional technology, including the CMS, through drop-in labs, just-in-time training, and scheduled workshops the ITC coordinators promote flexible teaching and learning methods which support the success of our diverse student population.

Instructional Technology Center (ITC)	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Faculty Learning Communities (FLC)	Update 4/4/18 Beginning with survey results from faculty, continue to investigate topics to support innovative teaching practices for use within the CMS, both for online/hybrid and face-to-face classes, and within on-ground classes to support ARC's commitment to Students First! Foster the formation of cohort- and topic-based faculty learning communities to investigate, try-out, and adopt new technologies. Previous: Increase faculty interest in teaching and learning and provide support for them to investigate, try out, assess, and adopt new instructional technologies through cohort-based and topic-based faculty learning communities (FLC).	Ongoing	In Progress
Evaluation: Cohort-based and topic-based faculty learning communities provide support for faculty to investigate, try out, assess, and adopt new instructional technologies to meet the needs of 21st century students. The first ARC Accessible Course Creation Academy (ACCA) began in Spring 2018. ACCA facilitates the development of inclusive and equitable learning environments to promote student success.

Instructional Technology Center (ITC)	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	ADA Compliance & Universal Design	Update 4/4/18: Ensure ADA compliance of online course resources through professional development (PD) opportunities and continue to create a culture of inclusiveness, social justice and equity in the development and use of instructional resources: 1. ADA compliance continues to be addressed as a primary topic in the ARC Online Teaching Institute. 2. In the ARC OEI Rubric Academy, ADA compliance is integrated as a primary topic. 3. In Spring 2017, following on the Academic Senate for California Community Colleges’ (ASCCC) resolution encouraging local senates to establish rubrics for online course standards, the ITC successfully championed a proposal through the curriculum committee to adopt the OEI Course Design Rubric as a course guidance for ARC; Section D of the OEI Course Design Rubric addresses accessibility of online course design. 4. In Fall 2017, the ITC welcomed a Faculty Coordinator in the new position of Universal Design for Learning Coordinator to support the integration of ADA and Universal Design for Learning principles into ARC courses through workshops and individual course reviews. 5. In Spring 2018, the ITC began offering the Accessible Course Creation Academy for faculty to focus on the development of inclusive and equitable learning environments to promote student success. 6. In Spring 2018, the ITC Coordinators, along with the other LRCCD CMS administrators, successfully supported district-wide acquisition and implementation of Blackboard ALLY, a tool which allows faculty to make their digital content more accessible. Update 3/9/2017: Ensure ADA compliance of online course resources through professional development (PD) opportunities: 1. ADA compliance continues to be addressed as a primary topic in the ARC Online Teaching Institute. 2. As of Spring 2017, the inaugural offering of the ARC OEI Rubric Academy, ADA compliance is integrated as a primary topic. 3. As of Spring 2017, following on the Academic Senate for California Community Colleges’ (ASCCC) resolution encouraging local senates to establish rubrics for online course standards, the ITC is championing a proposal through the curriculum committee to adopt the OEI Course Design Rubric as a standard for ARC; Section D of the OEI rubric addresses accessibility of online course design. 4. The college is hiring a Universal Design Coordinator (faculty position) beginning Fall 2017 to support the integration of ADA and Universal Design standards into ARC courses through workshops and individual course reviews. Update 3/4/2016 1. In conjunction with accreditation preparation, DE courses were evaluated for ADA compliance. 2. DE instructors completed a self-assessment in Spring 2015 concerning ADA compliance in their courses. 3. Follow up one-on-one appointments were conducted with DE faculty in the Spring 2015 and Fall 2015 semesters to assess ADA compliance in their courses. 4. Spring 2016 flex activities included a day of workshops presented by the High Tech Center Training Unit which is a Chancellor’s supported facility dedicated to ADA compliance and support. 5. All Spring 2016 D2L courses include a prominently display information item with links to college, state, and federal ADA resources. 6. As of Spring 2016, the Online Teaching Institute includes a module dedicated to Universal Design and Accessibility in the learning environment. 7. The Instructional Technology Center’s website now includes a section devoted to Accessibility. 8. Accessibility workshops continue to be offered through the ITC each semester. ADA compliance is integrated into all ITC activities and presentations. Previous: Increase ADA compliance in online and web-enhanced course offerings through professional development (PD) opportunities: 1. Survey faculty on indicators of compliance with ADA 2. Follow-up with invitation to a variety of ADA professional development opportunities. These PD sessions will focus on how faculty can insure that their online content is ADA compliant and accessible 3. Administer a post PD ADA survey to determine greater ADA compliance 4. Develop a module within the Online Teaching Institute dedicated to ADA compliance.	Ongoing	In Progress
Evaluation: Federal and California State laws, and the ACCJC, all require that online content be ADA compliant. As instructors integrate online content within their classes, whether face-to-face or online, the training in how to create ADA compliant content continues. ADA compliant content and resources designed using Universal Design for Learning Principles (UDLP) support student learning for our students with disabilities and and diverse learning preferences.

Instructional Technology Center (ITC)	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Online Teaching Institute (OTI)	The OTI is a nine-session, professional development activity currently available in Canvas in both hybrid and online modalities. The OTI is revised on a regular basis to ensure alignment with the ARC Mission/Vision/Values, current OEI Online Course Design Standards and @One Principles of Quality Online Teaching, and research-based best practices. Faculty acquisition of effective online course design skills and teaching strategies promotes the inclusion of culturally relevant curriculum, innovative, high-quality instructional methods and technologies and facilitates the increased engagement of students to further their success and retention. Currently the OTI is offered in both online and hybrid modalities in Fall and Spring semesters. As evidenced by waiting lists during Fall and Spring semesters, and to respond to requests from faculty, the ITC proposes the offering of an additional online summer session of the OTI.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Instructional Technology Center (ITC)	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Promote Healthy Work Environment	Provide four ergonomic sit-stand workstations for three DE/VEC/ITC Coordinators and one Classified Professional. This will allow employees the healthy option to choose times during the workday to stand at their workstations reducing back, neck and shoulder strain.	Spring 2018	New
Evaluation:  |   |   |   |   |   |   |

Interior Design	Students First (2017-2021)	1	Program Marketing	Develop effective strategies to recruit students through marketing the IDES program with increased support from ARC and the District.	Ongoing	In Progress
Evaluation: We need to continuously attract new students into our program.

Interior Design	Clear and Effective Paths (2017-2021)	2	Perkins- Strengthening the academic & career CTE2	Maintain strong relationships with our professional partners in the community and advisory committee members.	Ongoing	In Progress
Evaluation: The professionals within our region continue to support our students and program.

Interior Design	Clear and Effective Paths (2017-2021)	2	Advisory Committees	Maintain and continue IDES Advisory Committee connections.Maintaining strong relationships with professional partners and advisory committee members allows our students to what employers are looking for, as interior design is a constantly evolving industry. We have created departmental certificates based on enhancing job skills (Green & Sustainable Interiors). Others are industry leaders (Designed4Life) and industry demand (Universal Design). Our newest proposed certificate is Event Design, based on people calling to see if we offer it, and employers looking for perspective employees. Designed4Life, Universal Design, and Event Design each have multiple discipline requirements. This will strengthen our students' skills compared to other programs, hence giving them more marketability. Our annual advisory committee meeting is a great way for our industry to come together and share ideas with us for curriculum enhancement. This year we are holding an Open House after our meeting. This will provide students to show their work and committee members to see our students skill levels. Networking is a great benefit from this as well. Funding is required to hold events such as Open Houses and Advisory Committee Meetings.	Ongoing	In Progress
Evaluation: Our students and professional design community benefit through contact with each other. Professional organizations (California Council for Interior Design Certification, National Kitchen and Bath Association, International Furniture and Design Association, and others) have members who will come and speak to our students, typically once a year, as well as faculty throughout our curriculum.

Interior Design	Clear and Effective Paths (2017-2021)	2	Future Employment	*Maintain a strong relationship with our professional partners in the community and advisory committee members. *Create specialty certificates for the Interior Design Program. *Hold annual Advisory Committee meetings. *Hold special events for advisory members, perspective employers, and students.	Ongoing	In Progress
Evaluation: This is the same as other Advisory Committee outcomes. It just needs to be merged with another one.

Interior Design	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Professional Development	For faculty to take courses that will enhance their knowledge which will be shared with students and improve courses being taught.	Ongoing	In Progress
Evaluation: Professional development + continuing education is required by the California Council for Interior Design Certification. Our full time instructors are both Certified Interior Designers and therefore must complete a minimum of 6 hours each year.

Interior Design	Clear and Effective Paths (2017-2021)	2	Certificates	*Create specialty certificates for the Interior Design Program. Work with our Advisory Committee to develop Residential, Commercial and Combination Certificates. Such as Project Coordination for Interior Planning and Design and CADD for Interior Planning and Design certificates. *Maintain strong relationships with our professional partners in the community and advisory committee members.	Ongoing	In Progress
Evaluation: We continue to modify and enhance our certificates to reflect the curriculum needs suggested by our Advisory Committee and evolving career requirements.

Interior Design	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Professional Development	*Provide professional development opportunities to strengthen the skills and knowledge of the faculty, and learn about new technology, products, materials and other subject areas within Interior Design.	Ongoing	In Progress
Evaluation: MERGE WITH THE OTHER PROFESSIONAL DEVELOPMENT OUTCOME

Interior Design	Student Success (2015-2016)	1.5	Course Schedules	To offer courses that are taught in time blocks that are most advantageous for our demographics. Offer more courses via online platform.	Ongoing	In Progress
Evaluation: We continuously strive to offer course that will best suit the needs of students.

Interior Design	Student Success (2015-2016)	1.2	Connections to Secondary Education	*Participate in the colleges’ annual Fine Arts and Technical Education Day. *On-going recruitment efforts at regional high school career fairs and college nights. *Participate with Statewide Career Pathways Committee to develop articulation agreements with high school and ROP interior design programs.	Ongoing	In Progress
Evaluation: Continue working to articulate with four-year colleges so our students can seamlessly transfer.

Interior Design	Vibrancy and Resiliency (2017-2021)	4	Student Support/Success	*Encourage all students to meet regularly with counseling staff, (DSP&S when needed), LRC, and other campus services.	Ongoing	In Progress
Evaluation: We strongly support teaching all students and assisting to find resources they may need to succeed.

International Students	Clear and Effective Paths (2017-2021)	2	International Student Counseling Services	Designating .5 FTE counseling services supports student success including; course completion, degree and certificate completion and transfer. This objective aligns with ARC's Student Success objective of establishing and publicizing clear, efficient, and structured pathways for completion of the student’s educational goals.	Fall 2018	In Progress
Evaluation: This objective has not been met, however effort has been made to support students in academic counseling. The International Student Program staff have developed trainings for counselors and have presented in several meetings to start building understanding of international student regulations and policies. International students must have all foreign transcripts evaluated by an independent evaluation agency and must be reviewed by the counselor for proper class placement. International students must adhere to strict F-1 federal regulations; basic knowledge of these regulations and their impact on International Students would greatly impact course completion, degree and certificate completion and transfer. It is critical for international students to receive accurate information to adhere to federal regulations. In addition, F-1 students are not allowed to enter the country 30 days before the program start date. The start of the semester is impacted by students utilizing counseling services and it becomes challenging to enroll for classes without meeting with the counselor. A designated counselor could assist students abroad with short general questions on class placement, majors and transfer choices.

International Students	Students First (2017-2021)	1	ISP Peer Mentor Project	The International Student Program (ISP) Peer Mentor Project provides community while studying in the United States enhancing the International Student experience. Student Assistants will be utilized as Peer Mentors to provide community and support to all international students.	Fall 2017	In Progress
Evaluation: This objective is ongoing. The program hired 4 student assistants to support international students during their time at the college. The ISP Peer Mentor Project supports student success by providing support, mentorship and leadership to the international student population. Peer mentors assisted with completing the Steps to Success process; application, orientation, assessment, counseling and registration that is challenging for new international students that are not familiar with the American system. They will provided follow-up services with assigned caseload and refer students to on-campus resources, if necessary. Peer mentors created and implemented engaging workshops and programs targeted for International Students and their success. Peer mentors participated in a comprehensive training program to become effective peer mentors and student leaders of the International Student Program. Engagement of new students has significantly increased. New students feel comfortable asking questions and Peer Mentors have built strong relationships with the international student population.

International Students	Clear and Effective Paths (2017-2021)	2	Local F-1 Recruitment	Market ARC International Student Department to local high schools, language schools, community colleges, and universities to increase enrollment and retention.	Ongoing	In Progress
Evaluation: Limited local recruitment has been accomplished. Conversations around recruitment and innovative ways of recruiting students have been discussed. The department has facilitated the application process by adding the application online. It has made it accessible to a broader audience. In addition, ISP staff has developed ideas and projects to recruit local high school students.

International Students	Clear and Effective Paths (2017-2021)	2	International Recruitment	To travel internationally to advertise, recruit, and admit students from all regions of the world. To establish relationships with global educational institutions, recruitment agencies, and diverse communities to support continued growth and development of the International Student Department.	Ongoing	In Progress
Evaluation: International recruitment continues to be the desire of the program and will be explored in the 2018-2019 academic year. The program will look at innovative and creative ways to recruit new International Students. The department has facilitated the admission process by uploading our application online and creating an email account specifically for international questions for quicker response. Growing the program will require recruitment and visibility. Innovative and creative ways to recruit students is being considered.

International Students	Clear and Effective Paths (2017-2021)	2	Additional Classified Staff	To use allocated funding for an additional classified staff member who will support the International Student Department in daily operations and functions.	Fall 2017	In Progress
Evaluation: This continues to be an objective for the International Student Program. Having knowledgeable staff on processes of F-1 international students creates a clear path and pathway for student success. A unique characteristic of the program is that students are served by the International Student Department from their start of the program until transfer or completion of their studies. International Student Program Staff become designated school officials and are fully trained in federal F-1 regulations surrounding F-1 visa students, thus it is important that the time and investment spent training this employee be realized in a full-time capacity, rather than for an employee that will only be with the program temporarily. Time spent training each classified staff costs the program valuable resources that could be directed to student retention, orientation and other services. Additional permanent classified staff will assist in the retention of International Students by being more available to develop supportive relationships. An additional staff person will also support, in new student orientation, administrative oversight and management of supporting Internationals Students to maintain their good F-1 standing through academic status, travel, insurance and opportunities to work requirements. Additional staff will also help to expand program needs to include outreach to more students, additional retention and follow-up services, and more District-wide and community partnerships. International Student Services is a specialized area that requires constant training and collaboration with federal agencies to properly advise students.

International Students	Clear and Effective Paths (2017-2021)	2	International Student Orientation	Offer information about the campus resources and community resources for international students. Also, offer information regarding maintainance of the student's F-1 Status, employment opportunities, transfer eligiblity, etc...	Ongoing	In Progress
Evaluation: The program continues to offer a new international student orientation every semester to inform students about F-1 regulations, maintaining their status, ARC policies, enrollment, educational plans, study skills, resources on campus and other important orientation topics. The International Student Program expanded the orientation to provide Peer Mentor meet and greets, interactive games and a portion of hands on Steps to Success completion portion. We have also included information on counseling information, semester progress meetings, grade checks, follow-up services, and other resources.

International Students	Students First (2017-2021)	1	F-1 Workshops	Offer a series of Workshops for international students which addresses F-1 Visa Maintainance, F-1 Visa Employment Opportunities, Traveling of an F-1 Visa, & F-1 Student Transferring.	Ongoing	In Progress
Evaluation: F-1 workshops and student engagement workshops have been provided and will continue to be provided and expanded on during the 2018-2019 academic year. Curricular Practical and Optional Practical workshops have been offered. In addition, a weekly newsletter has been developed to inform students of upcoming events and workshops. Workshops and presentations provide a clear understanding of expectations as an F-1 student.

International Students	Clear and Effective Paths (2017-2021)	2	UC/CSU Tours for F-1 Students	In collaboration with interested UC & CSU schools, we will offer a bus trip for current F-1 Students interested in transferring to a 4-year college. They will learn about the college in general, programs, F-1 admission processes, & resources provided by the 4-year college.	Ongoing	In Progress
Evaluation: College tours of local and regional UC, CSU and private four-year institutions provide International Students with a clear goal for college-wide completion of their educational pathway. The ISP will explore collaborations with other departments to achieve this outcome. ISP has announced college provided tours provided by the transfer center in the weekly newsletter. UC and CSU have visited our campus to give information about transferring. Because of budget restrictions the International Student Program has not been able to provide campus tours, although this continues to be an objective of the program.

International Students	Vibrancy and Resiliency (2017-2021)	4	NAFSA/F-1 Conferences & Training	To use allocated funding for participation in NAFSA and any F-1 Conferences, as well as all training regarding changing policies, procedures, regulations, and practices associated with Immigration and F-1 International Students.	Ongoing	In Progress
Evaluation: Staff in the International Student Program have attended conferences and trainings to understand F-1 rules and regulations to the best of our capacity. Annual national and regional NAFSA conference and trainings are vital to keeping the program staff updated and in compliance on any new regulations. Continual participation in these trainings and conferences are needed to provide accurate and effective services to our students. International students is a specialized area and requires constant training and professional development to be an effective designated school official for United States Immigration and Customs Services.

International Students	Clear and Effective Paths (2017-2021)	2	Allocated Fiscal Funding	Additional allocation of funding to support ink costs for new acquired printer.	Fall 2018	New
Evaluation:  |   |   |   |   |   |   |

International Students	Students First (2017-2021)	1	English Tutoring	English Proficiency is important for international student success. Providing tutoring services tailored for international students could improve academic performance and assist with student persistence and ensure that students complete all courses. Providing these services would provide comprehensive support for international students in achieving their educational goals.	Fall 2018	New
Evaluation:  |   |   |   |   |   |   |

Journalism	Clear and Effective Paths (2017-2021)	2	Certificate & degree completion	Conduct Research and analysis of completed Journalism Degrees, certificates and employment	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journalism	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Information Currency and Delivery	Faculty and staff will stay current with the changes in their disciplines, prepare to teach in new educational delivery systems, and adjust their curriculum to meet the needs of the journalism industry. This requires resources such as classes and professional conferences.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journalism	Vibrancy and Resiliency (2017-2021)	4	Advisory Board Development	Develop industry relationships to recruit a diverse and active advisory committee membership	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journalism	Students First (2017-2021)	1	CTE at the secondary and postsecondary level	Faculty will work actively with advisory committees and regional high school programs to articulate courses and develop curriculum to meet workforce needs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journalism	Students First (2017-2021)	1	Provide students with strong experience	The journalism advisory committee will meet annually to provide advice and guidance to faculty on the design, implementation and evaluation of the journalism program. The committee will also assist in suggesting new curriculum that reflects emerging industry standards, and identify internship freelance and opportunities for journalism students. The journalism use of technology standards will also be addressed.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journalism	Access and Growth (2015-2016)	3.2	On-line publishing of ARC Current	To publish the ARC newspaper, The Current, on-line, in addition to publishing a print edition.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journalism	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Community Outreach	Support activities and provide experiences that provide students with meaningful access to industry professionals. In addition, support training to help increase the recruitment, outreach, retention, persistence and employment of regular and nontraditional students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journalism	Students First (2017-2021)	1	Instructional Support	Provide trained instructional assistance in all lab facilities to provide students with additional instructional support.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journalism	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Interdisciplinary Articulation	Faculty will articulate with other departments within the division as well as other instructional areas to create interdisciplinary courses that prepare students for industry requiring Journalism related skills.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journalism	Students First (2017-2021)	1	Employment and Internships	Place and track students into paid employment and/or internship positions and with employers. Using social media, such as a departmental LinkedIn to create a virtual environment for networking and sharing success stories and resources.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journalism	Vibrancy and Resiliency (2017-2021)	4	Current Technologies	Providing students with current technologies, secured resources, and training to prepare to meet the demands of the industry.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journalism	Students First (2017-2021)	1	Special populations and program completion	Encourage and support the recruitment, enrollment, and retention of special populations in Journalism. The department will focus marketing materials, obtain data regarding the populations, and meet to discuss strategies for program enrollment and completion.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journalism	Vibrancy and Resiliency (2017-2021)	4	Newspaper and media advertising management	To improve the efficiency of obtaining and managing advertisement revenues	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journalism	Students First (2017-2021)	1	Careers in Journalism	The department will plan and host outreach events to provide current and potential students with information about careers in Journalism	Ongoing	In Progress
Evaluation: By providing these events we will educate students, current and future, on what it takes to achieve a career in journalism and how to complete that path at the community college level.

Journey	Student Success (2015-2016)	1.6	Reduce the achievement gap across ethnic and socio	75% of students participating in the Journey Program will meet the performance level required to stay in good academic standings at ARC.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journey	Student Success (2015-2016)	1.2	Improve student persistence and retention.	70% of all students participating in the Journey Program will persist from one academic year to the beginning of the next academic year or graduate and/or transfer to a 4 years institution during the academic year.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journey	Student Success (2015-2016)	1.6	Reduce the achievement gap across ethnic and soci	75% of all enrolled participants served by the Journey Program will meet the performance level required to stay in good academic standing at American River College	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journey	Student Success (2015-2016)	1.5	Increase the percentage of students who achieve ce	15% of new participants in the Journey Program served each year will transfer with an associates degree or certificate within four years.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journey	Student Success (2015-2016)	1.5	Increase connections with 4 year institutions.	The Journey Program will connect with other 4 year educational institutions with TRIO funded programs to support ARC students who are transferring to those institutions.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journey	Student Success (2015-2016)	1.2	Increase transfer rates of students	15% of students participating in the Journey Program will transfer with an associates dgree or certificate within four years.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journey	Student Success (2015-2016)	1.5	Increase the percentage of students who achieve ce	65% of new participants in the Journey program each year will graduate with an associates degree or certificate within four years.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journey	Access and Growth (2015-2016)	3.3	Providing a student support service program.	The Journey Program provides targeted social and academic supports to low income, first generation, and disabled students at ARC to achieve an associates degree, certificate and/or transfer to a 4 year educational institution.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journey	Student Success (2015-2016)	1.2	Improve student persistence and retention	70% of Journey students will persist from one academic year to next or graduate and/or transfer to a 4 year institution.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Journey	Student Success (2015-2016)	1.5	Increase the percentage of students who achieve ce	65% of all students participating in the Journey Program will graduate with an associates degree or certificate within four years.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Kinesiology & Athletes Division Office	Student Success (2015-2016)	1.2	Staffing	Enhance area's student success by providing better service in the Physical Education Division Office	Spring 2015	In Progress
Evaluation:  |   |   |   |   |   |   |

Kinesiology & Athletes Division Office	Students First (2017-2021)	1	Assistant Dean/Assistant Athletic director	With increased administrative oversight we can provide more service to both the athletes, general student population and the staff.The training room staff need more direct oversight, as does the Dusty Baker center. Additionally more oversight needs to be placed on instructional components as well as on the fundraising side.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Kinesiology and Athletics	Students First (2017-2021)	1	learning space	The area needs to develop another outdoor learning space. That allows for a multi-faceted education in a protected environment	Fall 2018	New
Evaluation:  |   |   |   |   |   |   |

Kinesiology and Athletics	Students First (2017-2021)	1	Academic and lab space	Maintain ADA standards in order for us to offer a safe program that serve our students and offers a quality education that allows us to meets our SLOs.	Ongoing	In Progress
Evaluation:

Kinesiology and Athletics	Students First (2017-2021)	1	SID	Provide consistent, current, and reliable information about our athletic programs for the public to access and utilize.	Ongoing	In Progress
Evaluation: This project is scheduled to begin May 2015. Additional facilities (new and renovated) allow for more advanced training and skill acquisition. Safe and effective use of space allows for greater participation.

Kinesiology and Athletics	Students First (2017-2021)	1	Public Relations	Provide consistent, current, and reliable information about our athletic programs and our kinesiology programs that include: Degrees in Dance, Kinesiology, Physical Education, Sports Medicine, and Recreation; Certificates in Dance, Fitness Specialist Specialist, and other related kinesiology fields.	Ongoing	In Progress
Evaluation: This project is scheduled to begin May 2015. Additional facilities (new and renovated) allow for more advanced training and skill acquisition. Safe and effective use of space allows for greater participation.

Kinesiology and Athletics	Clear and Effective Paths (2017-2021)	2	Certificates	Develop certificates in aquatics, coaching, elder populations, fitness, martial arts, and other related fitness areas.	Fall 2015	In Progress
Evaluation:

Kinesiology and Athletics	Students First (2017-2021)	1	Sports	Offer competitive, successful, and safe athletic opportunities for our students to participate in intercollegiate athletics.	Ongoing	In Progress
Evaluation: Offer competitive, successful, and safe athletic opportunities for our students to participate in intercollegiate athletics.

Kinesiology and Athletics	Clear and Effective Paths (2017-2021)	2	AA Degree	Develop AA/AS physical education degrees for specialty areas: athletic training, coaching, dance, aquatics, martial arts, and fitness specialty areas.	Ongoing	In Progress
Evaluation: Offer competitive, successful, and safe athletic opportunities for our students to participate in intercollegiate athletics.

Kinesiology and Athletics	Students First (2017-2021)	1	SLO Curriculum	Revise course curicullum to update SLO's for clarity and/or content to improve student learning.	Ongoing	In Progress
Evaluation: Offer competitive, successful, and safe athletic opportunities for our students to participate in intercollegiate athletics.

Kinesiology and Athletics	Students First (2017-2021)	1	Competitive and Performance Facilities	Create, improve, and renovate competitive, performance and practice facility areas to comply with ADA guidelines and allow for safety and growth.	Fall 2016	In Progress
Evaluation: This project is scheduled to begin May 2015. Additional facilities (new and renovated) allow for more advanced training and skill acquisition. Safe and effective use of space allows for greater participation.

Kinesiology and Athletics	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	workshops	It is important that with the mental health issues/concerns that have come forward with so many athletes that the coaching staff is prepared to help them deal with the circumstance. It will be important for the coaching staff to have the tools handle a student in crisis and know how to triage and appropriately refer a student. Communication and motivation are also key and the coaching staff should update their skills periodically and learn how each successive new generation wants to be worked with.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Kinesiology and Athletics	Students First (2017-2021)	1	van transportation	Ease the complication and congestion of requests for campus suburbans. Athletics has an almost daily need for the suburbans making it difficult for us to get transportation needs met via campus vehicles when other entities on campus also have need.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Learning Resource Center	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Tutoring Improvement	To strengthen the quality of tutoring services provided by the Beacon Program and Tutorial Center by providing clear and streamlined services in an efficient manner to ARC students, including the recruitment, training and hiring of faculty-recommended tutors for academic support to ARC students.	Ongoing	In Progress
Evaluation: Tutoring services provided by the Beacon Program and Tutorial Center in the LRC directly contribute to the academic success of ARC students. Every term the LRC tutoring programs conduct student surveys. According to the most recent Beacon Program (group tutoring) survey results, 89% of the respondents indicated that as a result of being tutored, their achievement level improved; 81% indicated that it specifically resulted in better grades. The Tutorial Center (individual and drop-in)results indicated that over 60% of the respondents felt that tutoring helped him/her understand the course content and helped them develop better study skills; over 50% felt it kept them from dropping the course and over 42% reported that it increased his/her self confidence.

Learning Resource Center	Students First (2017-2021)	1	Tutor Training	To provide comprehensive tutor training courses to faculty-recommended skilled students in a variety of disciplines for the purpose of providing group tutoring in the Beacon Program and individual, drop-in, and online tutoring in the Tutorial Center as well as other tutoring services at ARC.	Ongoing	In Progress
Evaluation: Tutor training supports and improves student learning by providing consistency of practice in tutoring services for the Beacon Program and the Tutorial Center, as well as other programs who provide tutoring on the ARC campus. Student/peer tutors hired by the Beacon Program and the Tutorial Center must enroll in a tutor training course and successfully pass the course in order to continue tutoring. The trainings consist of learning styles, best practices for tutoring, appropriate tutoring strategies, and recommendations for effective study skills. The courses participate in the SLO process for course evaluation. Temporary Classified Instructional Assistants and Master Tutors are provided trainings through staff meetings during the term. During spring 2018, further trainings have been provided to tutors through monthly workshops on topics such as Managing Difficult Situations During Tutoring Sessions and Developing Critical Thinking Skills for Tutees.

Learning Resource Center	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Support for Educational Training	To provide a computer lab room in LRC 104 for campus needs including testing, trainings, orientations, and workshops that will support the educational growth of ARC students and staff.	Ongoing	In Progress
Evaluation: The LRC's Room 104 computer lab provides an essential campus resource and space for faculty and staff to facilitate student learning and provide related professional development activities. While there may be other computer labs on campus, very few offer faculty and staff an open scheduling availability for using the space for such activities as student testing, student orientations and trainings. LRC 104 also serves as a space for faculty and staff workshops and trainings that may require computers for participants and projection capabilities. Feedback is received from the campus community through emails and verbal communications regarding the usefulness and needs of LRC Room 104.

Learning Resource Center	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Academic Support with Technology	To provide quality technical support to ARC students utilizing technology in the LRC's open computer lab through updated equipment, specialty software and trained lab technicians and instructional assistants.	Ongoing	In Progress
Evaluation: The LRC's computer lab supports and improves student learning through the availability of equipment and software necessary for students' academic work. The lab gives ARC students access to computers, including specialty software and other course materials needed for student learning and academic progress. The computer lab conducts surveys each term. The following are results from the most recent survey: 91.1% responded: It provided a quiet space to do my homework; 41.1% responded: It provided equipment and software that I do not have at home; 14.3% responded: It kept me from dropping my courses; 35.7% responded: The staff provided assistance with my assignments; 35.7% responded: It helped me improve my grades; 41.1% responded: It helped me develop better study skills.

Legal Assisting	Teaching and Learning Effectiveness (2015-2016)	2.2	On-campus awareness	Participate in on-campus activities such as “open house”.	Ongoing	In Progress
Evaluation: Continued participation in the campus "Majors Exploration," the 2 day Career GPS event held for Sacramento area K-12 students as well as faculty participation in on-campus activities designed to raise awareness of the program and requirements of our students. We have updated the program flyer and disseminated it to all groups on campus that have direct contact with students. The Legal Assisting Club has also created a Canvas page and a Facebook page to share information about activities related to the program. Participation by students in the legal assisting club helps with leadership skills which will stand them in good stead in the job market. In addition, the program is hosting informational sessions prior to students registering for classes to share information about the major and certificate program.

Legal Assisting	Teaching and Learning Effectiveness (2015-2016)	2.3	Instructor training	All instructors to use web enhancement and computer in class as appropriate.	Ongoing	In Progress
Evaluation: All instructors use some aspect of web enhancement and computer in class and/or homework assignments. Instructors are kept informed of continuing learning opportunities regarding teaching methods and classroom considerations both on campus and via the web and by e-mail. Students benefit when the faculty use different methods of presenting information and making assignments. They are also better prepared for the work place.

Legal Assisting	Teaching and Learning Effectiveness (2015-2016)	2.3	Safe, secure & effective learning environment.	Provide the students and faculty with a safe, pleasant, and secure environment in which to learn.	Ongoing	In Progress
Evaluation: Students are encouraged to be respectful of one another, but also to voice their concerns about their safety or the safety of others. ARC has done, and continues to do, quite a lot to address on campus security issues. Training sessions regarding management of various issues which may arise in classrooms has been made available to all faculty as well as equity training.

Legal Assisting	Teaching and Learning Effectiveness (2015-2016)	2.2	Perkins- Initiate, improve, expand	Faculty to work closely with the Career Center and Internship coordinator to increase internship and employment opportunities. In addition, new programs will be explored through advisory committee guidance, high school outreach, and partnerships with local and statewide and national organizations and practicing professionals.	Ongoing	In Progress
Evaluation: Faculty continue to be educated about on campus services available to students and to refer to those services in class presentations as well as to individual students identified as potential "clients" to such things as WAC and RAD. Reports, both from the resources when available, and verbal upon questioning of students about the efficacy of the resources used indicates students do find facilities useful. Also bringing in more guest speakers who may be potential employers to try and set up internships and/or job placements in the local community.

Legal Assisting	Teaching and Learning Effectiveness (2015-2016)	2.2	Perkins- Provide career guidance and academic	Faculty works in cooperation with other service providers on campus such Disabled Students Services, academic, career, and returning student counselors.	Ongoing	In Progress
Evaluation: Faculty continues to work cooperatively with other service providers on campus such Disabled Students Services, academic, career, and returning student counselors. Students are encouraged to participate in the Legal Assisting Club to hear the guest speakers. Those who have done so report the speakers have good and useful information to share. Speakers range from graduates to employers and law school representatives.

Legal Assisting	Teaching and Learning Effectiveness (2015-2016)	2.2	Perkins- Assisting career and technical student	Encourage student participation in professional organizations.	Ongoing	In Progress
Evaluation: Students are encouraged to join the Sacramento Valley Paralegal Association as early as possible to begin networking and learning about key topics and key players in the legal field. The program is also fostering relationships with other professional organizations such as California Association of Legal Document Assistants to increase exposure to potential career paths post-graduation. Student understanding of workplace requirements and connection to working professionals keeps the program relevant to the students and encourages persistence and completion. The Legal Assisting Club continues to be an active participant in this outcome. The Intro course requires students research into local professional organizations and encourages student membership in whichever is local to the student.

Legal Assisting	Students First (2017-2021)	1	Community outreach	Make contact with community professional organizations and employers using existing professional memberships, Advisory Committee members, appropriate campus personnel, and adjunct faculty.	Ongoing	In Progress
Evaluation: This outcome supports program improvement by ensuring that curriculum is consistent with current practices in the field. It also helps build the program's reputation making us more visible in the community and ultimately a trusted program for paralegal education.

Legal Assisting	Clear and Effective Paths (2017-2021)	2	Web enhancement	Develop web-enhanced courses and course materials. Encourage adjunct instructors to include web material and information in their presentation. Offer online and/or hybrid courses that allow students to take classes without having to come to campus. This will reach non-traditional students and working-professionals.	Ongoing	In Progress
Evaluation: The legal profession is rapidly moving away from paper-oriented offices to digital-only offices. Continuing to use online applications for student training will not only allow faculty to communicate throughout the week with students using web enhanced course materials, but we can offer more courses online expanding our reach, and prepare students for the digital office.

Legal Assisting	Vibrancy and Resiliency (2017-2021)	4	Perkins- Provide in-service and pre-service	Target the local bar, legal assistant, legal secretary associations as primary industry organizations. Faculty will strengthen relationships with the organizations in the hopes of developing a more robust relationship with all of the employers represented by those organizations. Faculty will work with representatives of the organizations to present internship and employment opportunities to the students and continuing education programs for both students, faculty, and others in the legal work force.	Ongoing	In Progress
Evaluation: This outcome will help us better prepare students for employment post-graduation. Through our community partners, we can create, tailor, and revise curriculum to meet current needs in the legal profession. In addition, relationships with local bar associations, paralegal organizations, legal secretary associations, and others will make our students more visible to employers. Faculty will strengthen relationships with the organizations in the hopes of developing a more robust relationship with all of the employers represented by those organizations. Faculty will work with representatives of the organizations to present internship and employment opportunities to the students and continuing education programs for both students, faculty, and others in the legal work force.

Legal Assisting	Students First (2017-2021)	1	Perkins- Local education and business partnerships	Faculty who are new to teaching will be mentored and all faculty offered opportunities to stay current with the changes in their disciplines. Opportunities to learn and integrate new educational modalities and delivery systems, and adjust their curriculum to meet the needs of the legal employment community.	Fall 2017	In Progress
Evaluation: This outcome helps maintain faculty who are not only current and up-to-date with legal trends, but with educational trends as well. Faculty will learn how to improve their own courses and will learn new ways to enhance the program as a whole by providing new and innovative educational opportunities for students. Faculty will also learn how to give students more real-world experience through practical assignments, clinics, and workshops.

Legal Assisting	Students First (2017-2021)	1	Placement options	Increase placement options for students and graduates. Involve Advisory Committee members in identifying potential placements.	Ongoing	In Progress
Evaluation: This outcome is directly related to increasing the rate of employment for graduates. Curated services, such as cover letter and resume workshops, as well as mock interviews with potential employers will prepare students for the job market.

Legal Assisting	Student Success (2015-2016)	1.1	Increase appropriate internship opportunities	To increase appropriate internship opportunities which satisfy both the college and the American Bar Association requirements.	Ongoing	In Progress
Evaluation: Partnering with community employers and Work Experience will prepare students to enter the job market upon graduation. In addition, creating a robust internship program will make employers and potential students aware of our program and ultimately increase enrollment.

Legal Assisting	Student Success (2015-2016)	1.3	Perkins- Provide services and activities	Mentor new legal assisting faculty preparing them to use effective modalities and pedagogy.	Ongoing	In Progress
Evaluation: Continued encouragement of all faculty, whether teaching in the current semester or not, to attend faculty meetings, paralegal educator conferences, and general education conferences has resulted in more faculty taking part in various sessions on teaching modalities and pedagogy. More accurate expectations of performance requirements by students is expected to result in greater persistence and completion rates.

Legal Assisting	Student Success (2015-2016)	1.2	Perkins- Provide activities to prepare	Encourage and support the enrollment and retention of special populations in the legal assisting program, work in cooperation with other campus offices with special knowledge and skill regarding special populations.	Ongoing	In Progress
Evaluation: The department is currently working on producing a flow chart of visual aids students can use to help chart their progress though the program. In addition, the department is working on a schedule of classes for the future so that students will know which classes will be offered in advance each semester and can choose classes accordingly. Continued active collaboration with DSP&S and counseling have been undertaken to encourage enrollment of special populations and to provide appropriate support for their successful completion of the their academic goals. Special services provided by the campus are discussed in the introductory class so that students who may need assistance outside the classroom are aware of services available. Students needing special services on campus continue to enroll in and complete the program. In addition, the program is seeking an online education consultant who can assist the program in creating additional online courses that are compliant with ABA guidelines.

Legal Assisting	Student Success (2015-2016)	1.4	Perkins- Supporting training and activities	Faculty participate with local professional organizations to encourage minorities to enter the legal assisting field and to develop employment and internship opportunities.	Ongoing	In Progress
Evaluation: Faculty and Advisory Committee members continue to represent of the local legal community and all have, at one time or another, been responsible for speaking to members of their various colleagues and professional organizations about the program and our graduates. The Dean has undertaken to track LA students entering the program starting with the Summer of 2015 when the English Writing pre-requisite became effective. While total enrollment is down, as it is for the college in general, it appears that persistence has increased.

Legal Assisting	Student Success (2015-2016)	1.2	Perkins- Supporting other CTE activities	Support recruitment, outreach, retention, persistence and employment activities, both on campus and in the community, of regular and nontraditional students.	Ongoing	In Progress
Evaluation: The department is working on visual aids/charts that clearly delineate the most efficient path through the Legal Assisting program. The department is also working on a class schedule that will show 3 or 4 years in advance which classes are being offered and in which semesters. Continued participation in the 2 day Career GPS event held for Sacramento area K-12 students as well as faculty participation in on-campus activities designed to raise awareness of the program and requirements of our students. The posting of all announcements that are of interest to LA students on the Legal Assisting Club Canvas website disseminates both on campus and other activities and opportunities.

Library	Teaching and Learning Effectiveness (2015-2016)	2.2	Information Literacy	The library will work to build students' information literacy skills. Specifically, the Library will assist in implementation of recommendations made to/from the Academic Senate regarding information literacy.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Library	Teaching and Learning Effectiveness (2015-2016)	2.2	Library Usage Data	Develop a structured method for routinely gathering usage data for student success evaluation and demographics including orientation attendance, computer usage, material checkouts, and library course enrollment	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Library	Teaching and Learning Effectiveness (2015-2016)	2.2	Staffing	Provide adequate staffing for library services, maintenance and safety.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Library	Teaching and Learning Effectiveness (2015-2016)	2.3	Instructional Service Modes	Continually evaluate the effectiveness of our instructional service modes and look for ways to improve them. Through ongoing professional development, explore innovative technologies and instructional models that can be used to provide instruction and research assistance to students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Library	Teaching and Learning Effectiveness (2015-2016)	2.2	Outreach/Marketing	Communicate the value, utility, and importance of library services and information literacy to faculty, students, administration and staff. Use and explore both traditional and innovative methods including but not limited to email, social networks, one-on-one as well as department meetings, flex activities and other instructional opportunities, and online and print promotional materials.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Library	Teaching and Learning Effectiveness (2015-2016)	2.2	Change	Work collaboratively with library faculty, staff, and administration to develop plans for allocating resources and establishing staffing models that best meet the needs of students and the library program.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Library	Teaching and Learning Effectiveness (2015-2016)	2.2	Facilities	Provide a safe, clean, well-equipped library facility that supports independent and collaborative research and study. With the support of all members of the College community establish and enforce policies and practices that contribute to a welcoming and respectful environment.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Library	Teaching and Learning Effectiveness (2015-2016)	2.2	Information Resources	Continually review and update library's print and online resources to ensure they meet the needs of students both on-campus and online. Work at the college and district level to implement a stable, adequate, and flexible funding formula that allows for purchase of resources in multiple formats.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Mathematics	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Classroom Space	Provide additional space for programs to grow and better serve students.	Ongoing	In Progress
Evaluation: The math department currently offers classes in rooms across the campus. Offering classes in a central location with math technology, and manipulatives will aid in the delivery of material to students. The New STEM building will increase the designated math classrooms by one classroom. This is a step in the right direction but still leaves us approximately 7 classrooms short - the math department strongly desires permanent - non portable teaching spaces.

Mathematics	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	General Services	Maintain and increase general services to students.	Ongoing	In Progress
Evaluation: Services provided to students and faculty should be timely and efficient as possible to better meet the needs of students and faculty.

Mathematics	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Enhancing current space	Improve and enhance the learning environment in current instructional spaces.	Ongoing	In Progress
Evaluation: Many of our current facilities and technology are out of date and updating them would provide students with a better learning environment. This also addresses the need for technology to be integrated to meet articulation needs.

Mathematics	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Office Space	Increase usability and functionality of office spaces	Ongoing	In Progress
Evaluation: Maximizing the space resources available will allow us to better meet the increasing demands in our current structure.

Mathematics	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Evaluation Process	Provide support to the evaluation process for our large department.	Ongoing	In Progress
Evaluation: The goal is to provide support for the evaluations of our roughly 35 full time and approximately 60 adjunct faculty.

Mathematics	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Technology	Provide access to appropriate technology to all adjunct and full time faculty in offices and classroom, for use in traditional and online environments.	Ongoing	In Progress
Evaluation: Ensuring faculty have access to current technology will give options of delivering instruction that will reach more students in a variety of ways.

Mathematics	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Faculty	Recruit full time faculty that will best serve students needs using a variety of instructional strategies.	Ongoing	In Progress
Evaluation: Ensuring that American River College attracts the best possible candidates will benefit our students in and out of the classroom.

Mathematics	Students First (2017-2021)	1	Support Services	Provide students with support services to meet the different needs of programs in all locations.	Ongoing	In Progress
Evaluation: This will provide students support in their educational pursuits.

Mathematics	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Institutionalize programs	Provide professional development and support to institutionalize new programs.	Ongoing	In Progress
Evaluation: This ensures faculty has the support and professional development to be the most effective in their positions.

McClellan center	Clear and Effective Paths (2017-2021)	2	Increase advertising for off-campus locations	Develop and seek advertising opportunities for the off-campus locations to better inform the community of the efforts by American River College to provide educational opportunities.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

McClellan center	Clear and Effective Paths (2017-2021)	2	Workforce partners	Create and expand workforce partnerships and programs to meet business and industry needs in the geographic locations within which the off-campus locations reside.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

McClellan center	Vibrancy and Resiliency (2017-2021)	4	McClellan Center	Further develop the planning process for the renovation and modernization of existing facilities and the development of new facilities.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

McClellan center	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Schedule development	Coordinate the development of program offerings, scheduling of courses, and delivery methods to better serve student needs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

McClellan center	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Class Schedule Development	Coordinate the development of program offerings, scheduling of courses, and delivery methods to better serve student needs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

McClellan center	Students First (2017-2021)	1	Recruit and Retain students	Recruit and retain students with diverse backgrounds and educational goals.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

McClellan center	Students First (2017-2021)	1	Access to Student Services	Provide students access to the same services they would receive if attending classes at ARC Main.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

McClellan center	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Work Environment	Provide a work environment that embraces diversity, enhances collaboration and effective communication, supports employee wellness and safety programs, and provides on-going human development opportunities for all staff.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

McClellan center	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	ADA compliant computer video monitor	Provide access to computer programs for visually handicapped students.	Spring 2008	New
Evaluation:  |   |   |   |   |   |   |

McClellan center	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Computer Technology	Effectively manage computer laboratories at McClellan center. Maintain the currency of computer and technology related hardware and software that is consistent with the ARC main campus.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Music	Students First (2017-2021)	1	Invitational Concerts, Honor ensembles	Work with area school music organizations in hosting performances, honor ensembles, festivals, and conferences.	Ongoing	In Progress
Evaluation: The Music Department has been proactively recruiting students by inviting area high school ensembles to perform on invitational concerts hosted by ARC. Within the past year ensembles have performed with El Camino High School, Folsom High School, Natomas Charter School, Woodcreek High School, and Placer High School. Every summer, ARC hosts a one-day Summer Jazz Workshop that is open to all ages from middle school to adult. In December of 2017, ARC hosted its 4th High School Honor Band.

Music	Clear and Effective Paths (2017-2021)	2	Recruitment through conferences	Increase recruitment through presentations at national, state and local music conferences, partnerships with area high schools, and advertisements of ARC music classes, performances, and faculty.	Ongoing	In Progress
Evaluation: he ARC Music Department continues to actively recruit students at local, national and international music conferences. Directors and ensembles have recently attended and performed at the ACDA (American Choral Directors Association) Western Division Convention in Santa Barbara and the ACDA National Conference in Salt Lake City, Folsom Jazz Festival, Monterey Jazz Festival, California Music Education Convention, Community Band Convention in Rancho Cordova, NAMM Show, California Lawyers for the Arts Music Industry Conference, Artistic License Awards, West Coast Songwriters Conference, Sac Valley State of the Music Industry Forum, Indie Artist Conference Los Angeles, Stanford Jazz Workshop, Brubeck Institute Summer Jazz Colony,and the Brubeck Institute Jazz Camp.

Music	Students First (2017-2021)	1	Parterships with community groups	Develop partnerships with area community music groups.	Ongoing	In Progress
Evaluation: he ARC Music Department continues to develop partnerships with area community music groups. The ARC Chamber Singers regularly team up with the Sacramento Master Singers for concerts and the ARC instrumental ensembles continue to partner with local bands for concerts and clinics such as the Sacramento Jazz Orchestra.

Music	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	New delivery technology	Update and implement new delivery technology in exisiting and future classroom and lab areas.	Ongoing	In Progress
Evaluation: he ARC Music Department continues to implement the latest delivery technology in the classrooms with the use of Keynote lectures that are controlled from iPhones and iPads, that allow for smooth slide transitions and easy embedding of all media types. Many instructors utilize Canvas for online course management system in their classes and include video and web-based content for students. Our labs have the latest music software for composition such as Finale and Sibelius and software for recording and sequencing such as Pro Tools and Reason.

Music	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Expand Facilities	Maintain, upgrade and expand the music facilities.	Ongoing	In Progress
Evaluation: The ARC Music Department hopes for the addition of a band shell on the lawn between the Music/Theatre area and the Administration Building. This would allow a multi-use performance venue that would benefit the entire campus.

Music	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Upgrade Equipment and Software	Upgrade hardware and software to state-of-the-art and provide training to faculty and staff on its effective implementation in the classroom.	Ongoing	In Progress
Evaluation: Computer software is constantly being updated and the Music Department must upgrade to the latest release. Funding is needed for software upgrades in classrooms, labs, and faculty offices. iOS devices and tablets are now common teaching tools and the need for additional cables, adapters, projectors, screens, and other technology needs are imperative to student success.

Music	Clear and Effective Paths (2017-2021)	2	Transferable Curricula with SLOs	Maintain a current, high quality, transferable curricula with clearly delineated student learning outcomes.	Ongoing	In Progress
Evaluation: he Music Department regularly assesses our SLO's through the SLO Review system in place. If any SLO show a standard deviation, the department addresses the SLO and and determines the best way to amend it.

Music	Clear and Effective Paths (2017-2021)	2	Proactive Counseling and Guidance	Increase the number of students who achieve their educational goal by proactive counseling by the Music Department and Counseling Center at the annual Music Major Student Success Event and Music Major Meetings.	Ongoing	In Progress
Evaluation: In the Fall of 2012, the ARC Music Department began its annual Music Major Student Success Events that are geared towards recruiting potential music majors and setting a pathway to success for those already in the program. The department has tamed with ARC counselors, Student Services such as the Transfer Department, and inviting guests from 4-year institutions to discuss transfer and education/career options.

Music	Vibrancy and Resiliency (2017-2021)	4	Develop Scholarship Funds	Develop scholarship funding to the minimum level of an endowment. Seek additional music scholarships.	Ongoing	In Progress
Evaluation: In these economic times, it is important that our department helps students achieve their educational goals through the awarding of scholarships. Many of our students cannot afford instruments or books needed to be successful in our courses and these additional monies would be of great help. The Music Department has established the Perla Warren Scholarship award for ARC music students to use towards their education.

Music	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Additional equipment funding	Seek additional funding sources for additional equipment needs	Ongoing	In Progress
Evaluation: Ongoing needs exist for classrooms and labs to to provide professional-level equipment and instruments for our developing musicians to use.

Music	Vibrancy and Resiliency (2017-2021)	4	Publicity Materials & Implementation/Box Office	The Music Department needs staffing and resources to help with the creation and distribution of publicity materials for our area offerings each semester. Additional Box Office duties are also needed for concert series.	Ongoing	New
Evaluation: The Music Department is in need of a Clerk III position to aid in the creation and distribution of publicity materials to be used for recruitment and promotion.

Music	Clear and Effective Paths (2017-2021)	2	Develop Recruitment Materials	Assess and develop recruitment materials that support the Applied Lesson program, Traditional and Jazz Studies programs, and performance ensembles.	Ongoing	In Progress
Evaluation: The Music Department continues to develop recruitment materials that support the Applied Lesson program, Traditional and Jazz Studies programs, and performance ensembles. We are in need of staffing and budgetary support for the creation of these materials.

Music	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Promote Mobile Technology for Teaching & Learning	Increase student active learning opportunities that enable the demonstration of learning and acquisition of contemporary, competitive workplace skills.	Ongoing	In Progress
Evaluation: The Music Department would like to increase the use of mobile technology and receive vendor training from a Development Executive at Apple Education, a Certified Google Trainer, and a Chromebook expert.

Natomas Education Center Office	Students First (2017-2021)	1	Outreach	Expand the visibility of the Natomas Educational Center through marketing collaterals, website, and community organizations.	Spring 2019	In Progress
Evaluation: ARC's visibility has continued to increase through the growth of the CECA Program.

Natomas Education Center Office	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Phase 2/3	Maximize access to programs and services by continuing to develop and effectively use facilities and technologies that support the college’s enrollment trends.	Fall 2019	In Progress
Evaluation: Phase 2/3 would increase and improve classrooms space for students taking classes at the Natomas Center.

Natomas Education Center Office	Vibrancy and Resiliency (2017-2021)	4	Procure multiple funding sources	Provide increased opportunities for employability.	Ongoing	In Progress
Evaluation: Wrote and was awarded Chancellor's Office Middle College Grant and Federal Upward Bound Grant.

Natomas Education Center Office	Students First (2017-2021)	1	High School/Middle School Partnerships	Expand partnerships with Natomas District High Schools, and Middle school.	Ongoing	In Progress
Evaluation: Research indicates that Middle College programs improved student success at the College level. Over 240 students are currently enrolled in the California Early College Academy (CECA). The first senior class of CECA Seniors will graduated in Spring 2017.

Natomas Education Center Office	Clear and Effective Paths (2017-2021)	2	Student Achievement Course Offerings	Enrollment in support service courses offered through the LRC at Natomas is steadily growing. Additional FTE to increase the number of sections offered will meet several objectives linked to reducing the achievement gap across ethnic and socio-economic groups (1.4)student success.	Ongoing	In Progress
Evaluation: Maintained FTE to support sections in Math 41, 42, 131, 132, 133, ENGWR 96, 306, and ENGRD 111, 315.

Natomas Education Center Office	Clear and Effective Paths (2017-2021)	2	Comprehensive Course List	Develop a more comprehensive list of courses at the Natomas Centr to facilitate a student's ability to complete their degree/certificate/transfer requirements.	Ongoing	New
Evaluation: Schedules for Fall 2017 and Spring 2018 have consistent block scheduling patterns and maintain a focus on student needs.

Natomas Education Center Office	Clear and Effective Paths (2017-2021)	2	Comprehensive Instructional Support LRC	The Natomas Educational Center strives to provide one-stop-shop support services in the LRC for students attending the Natomas Center. With consistent future funding and college support, the LRC at Natomas needs to maintain the MMLC, WAC, RAD, general computer lab use, and tutoring.	Ongoing	In Progress
Evaluation: Tutoring in Math, and ESL is available Monday through Thursday from 12PM to 8PM and Friday 8AM to 12PM. Classes in MMLC, RAD, and WAC were available to students.

Natomas Education Center Office	Clear and Effective Paths (2017-2021)	2	Student Persistence & Retention	Further expand and improve ACE Program. Schedule classes to provide increased opportunities for students to complete educational goals.	Spring 2016	In Progress
Evaluation: The course success rates for African American students from 2012-2015 was 81.6% while the course success rates for Hispanic/Latino students from 2012-2015 was 90.8%. These success rates far exceed students of like ethnicities taking traditional courses at American River College.

Natomas Education Center Office	Clear and Effective Paths (2017-2021)	2	California Early College Academy (CECA)	Increase the number of dual enrollment and advanced education students taking classes through the CECA program.	Ongoing	In Progress
Evaluation: A comprehensive plan for California Early College Academy at the Natomas Educational Center has been developed and implemented. 240 Inderkum students are enrolled in the program. Over 700 units have been completed by CECA students at ARC.

Natomas Education Center Office	Clear and Effective Paths (2017-2021)	2	Math Multimedia Learning Center	Decrease the time from initial enrollment to successful completion of students' required basic skills coursework.	Ongoing	In Progress
Evaluation: The average success rate from MMLC classes is 78%, which is significantly higher than traditional classes. Furthermore, students who are traditionally underrepresented in higher education such as African American and Hispanic/Latino students are performing significantly better than peers in traditional classes.

Natomas Education Center Office	Students First (2017-2021)	1	Natomas Unified School District	Collaborate with Inderkum High School and Natomas High School to promote community college access and completion.	Ongoing	New
Evaluation: Over 240 Inderkum High School students are enrolled in the California Early College Academy. Pathways partnership meetings took place during Fall 2016. Dual Enrollment pilot is scheduled for Fall 2018 with Natomas High School.

Natomas Education Center Office	Students First (2017-2021)	1	Steps to Success	Increase the percentage of students completing orientation, assessment, counseling, ISEP, and follow up in the first year.	Ongoing	In Progress
Evaluation: The number of assessments have increased at the Natomas Center.

Natomas Education Center Office	Clear and Effective Paths (2017-2021)	2	Certificates and Degrees	Strengthen the program completion focus so that more students earn certificates and degrees.	Ongoing	In Progress
Evaluation: The Fall 2017 and Spring 2018 class schedules were modified to focus on pathways for student completion of certificates and degrees.

Natomas Education Center Office	Students First (2017-2021)	1	Support Services for Student Success	Maintain student support services to help students successfully plan their academic program.	Ongoing	In Progress
Evaluation: Full staffing and Counseling services have been maintained at the Center.

Natomas Education Center Office	Students First (2017-2021)	1	Learning Resource Center	Develop strategies to further close the student achievement gap.	Ongoing	In Progress
Evaluation: Tutoring, MMLC, WAC, and RAD services continue.

Natomas Education Center Office	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Instructor Effectiveness	Increase instructor effetiveness in the classroom	Ongoing	In Progress
Evaluation: Procured PDF and supply funds through the Office of Instruction to support Instructor Effectiveness. Continued Monday Morning Update to provide additional information to faculty. Continued Natomas Center faculty meeting each semester.

Natomas Education Center Office	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Faculty and Staff Professional Development	Increase faculty and staff development activities to improve teaching and learning effectiveness, with particular emphasis on basic skills, distance education, and culturally responsive instruction.	Ongoing	In Progress
Evaluation: Continued to have over 50 faculty attend Natomas Faculty meetings to begin semester. Have included presentations by Virtual Center, WAC, and RAD.

Natomas Education Center Office	Students First (2017-2021)	1	Academic and Student Support Services	Increase the percentage of students who participate in academic and student support services.	Ongoing	In Progress
Evaluation: Continued ENGWR 362 and ENGRD 499. Continued ENGWR 50 peer mentor program.

Natural Resources	Clear and Effective Paths (2017-2021)	2	2-year completion	implement two-year plan of course offerings so that day and evening students are able to complete programs in reasonable period of full-time study (2 years)	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Vibrancy and Resiliency (2017-2021)	4	Empire Creek field station	Rehabilitation and maintenance of Empire Creek field site for field labs, student projects, long-term research, and other uses to make better use of a unique resource for which the college is responsible. Needed work includes building electrical & plumbing, including pump; trail maintenance; fuel load management; forest thinning. LRCCD needs to immediately address fuel loads/fire hazard issues for safety and liability concerns.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Vibrancy and Resiliency (2017-2021)	4	Dedicated classroom space for NATR courses	Secure additional space appropriate for our lab classes and/or develop formal agreement with Dean Meehan to continue use of ER1 and ER2 for NATR courses.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Fac & student technology skill development	instruction in and practice for faculty as well as students with state-of-the-art tools for survey, measurement, and monitoring in Natural Resources field, incl. remote-sensing technology, GIS, GPS applications	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Clear and Effective Paths (2017-2021)	2	articulation/transfer	maximize course-to-course and CSU-GE/IGETC transfer for NATR courses	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	new NATR FT faculty	Hire new FT instructor.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Students First (2017-2021)	1	Mentoring	Academic and career mentoring of current, prospective, and former students by NATR faculty.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Updating equipment and supplies	update equipment and supplies used in NATR courses and long-term projects at field sites, including replenishment of supplies used in soil and water testing; camera memory cards; vegetation assessment tools; aquatics assessment tools; wildlife monitoring equipment such as Sonabat instrument for sonar detection.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Students First (2017-2021)	1	Mentoring	Mentor students and create plans for tutoring, extra time with instructor and/or teaching aides, etc. to increase student success early in semester.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Clear and Effective Paths (2017-2021)	2	offer A.S. and certificate programs	offer A.S. and certificate programs preparing students for workforce as described in Perkins §122(c)(1)(A)(iv).	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Updating curricula, activities, and technology II	Revise lecture and lab activities and update equipment and supplies (incl. audio-visual tools and software applications) to maximize use of state-of-the-art technology (or as close as we can get) in NATR programs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Vibrancy and Resiliency (2017-2021)	4	adjunct faculty support	provide office space for adjunct faculty	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Clear and Effective Paths (2017-2021)	2	Online/hybrid classes	investigating distance and/or hybrid format for NATR courses such as NATR 300	Spring 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Clear and Effective Paths (2017-2021)	2	communication with counseling	Regular communication incl. formal meetings with interested parties, esp. counselors to explain and promote NATR programs, especially the integration of academic and technical skills.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Students First (2017-2021)	1	Updated and new programs and courses	Revise curricula and develop new courses as appropriate for our stduents.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Clear and Effective Paths (2017-2021)	2	Connections- high schools & new ARC students	Interact with area high school students and counselors to communicate specific information about the NATR program and encourage interest in the field and in attending college.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Students First (2017-2021)	1	ECOS club	E.C.O.S. student club (faculty mentor)--additional support and communication assistance	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Clear and Effective Paths (2017-2021)	2	Increase dept offerings	Increase departmental offerings to (1) meet needs of both day and evening/weekend students and (2) allow for 2-year completion of degree and certificate programs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Clear and Effective Paths (2017-2021)	2	Work opportunities for NATR students/graduates	Investigate and develop additional employment and internship opportunities for NATR students and graduates	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Students First (2017-2021)	1	Promote participation and success of special popns	Increased outreach to, engagement with, and support for special populations leading to greater participation and success of economically disadvantaged and other special population students--this includes flexible course scheduling (e.g., including eve/weekend), more creative outreach (high school, community) strategies, strong mentoring, innovative workshops for current/prospective students, and consideration of development of NATR 300 as (articulated) high school course.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Arcade/Kohler Creek on-campus field site	Develop area of Arcade Creek adjacent to campus as multi-use field site benefiting ARC students as well as public, including restoration projects, natural history interpretation, and environmental study related to stream health, riparian forest habitat measurements, wildlife monitoring, etc.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Clear and Effective Paths (2017-2021)	2	NATR 498 internships	Develop, expand, and promote NATR 498 student internships in Natural Resources	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Vibrancy and Resiliency (2017-2021)	4	Community garden	Develop community garden demonstration project on campus for use by students in our program but also other departments and divisions.	Fall 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Updating curricula, activities, and technology	Update curricula, activities, and technology to address the changing needs and opportunities of the dynamic field of natural resources and environmental conservation.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Vibrancy and Resiliency (2017-2021)	4	Sustainability efforts	Promote sustainability courses and events, further develop and encourage student club E.C.O.S., and encourage efforts to "green" the campus and the broader community	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Students First (2017-2021)	1	re-entry student support	support re-entry students that are changing careers and/or preparing for additional 4-year/graduate programs	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Students First (2017-2021)	1	Materials for loaning to students	Obtain instructional materials for library and/or dept to loan out to students, incl textbooks and supplemental materials such as maps & audio-visual material.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Students First (2017-2021)	1	Green/sustainability-themed workshops/events	Offer series of workshops to prepare participants for a new "green" economy--in areas of NATR related to conservation, wise use of resources, alternative energy, etc.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Natural Resources	Clear and Effective Paths (2017-2021)	2	Partnering with academia, agency, non-profit, comm	Partner with local organizations--including academic, governmental, private and nonprofit--to involve students in real-world projects, activities, research, internships, etc.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Vibrancy and Resiliency (2017-2021)	4	Perkins- Involve parents, businesses, & labor CTE2	Attend/host the Nursing Advisory Committee meeting to provide and solicit feedback from our community healthcare providers concerning nursing education.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Clear and Effective Paths (2017-2021)	2	Support Staff	Provide administrative support to effectively manage the Registered Nursing (RN), Licensed Vocational Nurse (LVN) to Registered Nursing (LVN - RN), Certified Nursing Assistant (CNA), Home Health Aide (HHA), Personal Care Assistant (PCA), Healthcare Interpreting (HCI), and Lactation Consulting programs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Students First (2017-2021)	1	Perkins- Assisting career and technical student	Offer support and guidance to the Student Nurse Association in the achievement of their goals.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Students First (2017-2021)	1	Gainful Employment Readiness	Coordinate with ARC Workforce Development and or the Association of California Nurse Leaders to offer workshops on campus to assist third or fourth semester students with job readiness skills. This goal will assist the Nursing Program to gather data on gainful employment post graduation. We will also meet with representatives from our healthcare partners to evaluate how our students are doing with interviewing.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Increase the collborative use of EMP	Faculty will review the prior year's EMP, they will contribute feedback and input for the current year's EMP. The most current EMP will be posted to the faculty D2L site for easy access and review. An analysis of the EMP will be incorporated in accreditation reports provided to the Board of Registered Nurses (BRN).	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Students First (2017-2021)	1	ELL students	The Allied Health Department is currently adopting a new course (AH299) that will address the needs of English Language Learners to understand terminology related to healthcare. It is hoped that this course will enhance communication skills as well as understanding and application of the medical language.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Faculty Orientation ESA	Faculty must be oriented to new clinical settings, processes (such as Electronic Medical Record systems) and new equipment used in the various clinical settings in order to teach in those settings and to stay current with the technology, equipment and skills utilized by the Registered Nurse. This requires from 1 - 3 days of orientation time.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Access and Growth (2015-2016)	3.3	Lactation Consulting Program	The curriculum for a Certificate in Lactation Consultant has been written and is in the approval process. There are three smaller stack-able certificates rolled into one large certificate program. We continue to evaluate the interest and employment opportunities for people completing these certificates prior to offering the entire program. A nursing faculty member has been granted a small amount of leave time to complete this evaluation and implementation of the program.	Fall 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Students First (2017-2021)	1	Perkins- Provide services and activities CTE 3	The update of the curriculum will be concept-based, will incorporate Quality and Safety in Nursing Education (QSEN)competencies with respect to the Institute of Medicine's suggestions regarding the direction of nursing education in the future. We are basing the new concept based curriculum on the foundation of the Giddens concept based curriculum and the Nurse of the Future Nursing Core Competencies (NOFNCC).	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Students First (2017-2021)	1	Counseling Updates	Meet with representatives from Counseling every semester to provide program updates which enable counseling to better serve students interested in the Nursing Program. When counselors attend the Nursing Information Sessions held by nursing faculty, the faculty become more aware of general education requirements required for degree attainment.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Students First (2017-2021)	1	Student Welcome	The Student Nurse Association hosts a "Welcome Event" each semester for incoming students, their family members and friends. The overall goal is to prepare students for the rigors of the program, help them recognize and plan modification in their lifestyle to increase success in the Nursing Program and get familiar with the campus and classrooms.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perceptorship Travel	Faculty will be reimbursed for travel during preceptorship component of the nursing program. Currently students stay at the same facility that their rotation was in which may limit some of the driving expenses.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Students First (2017-2021)	1	High School Articulation	Maintain relationships and develop new relationships with local high schools (and continuing education programs) to promote articulation when appropriate; this goal applies to both the RN and CNA programs. Within this goal evaluate a mechanism to track students coming from local High Schools with Healthcare Academies. Also evaluate opportunities for the Academy students to attend simulations at ARC.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Students First (2017-2021)	1	Perkins- Strengthening the academic & career CTE3	Collaborate with RAD (Reading Across the Disciplines) to improve student persistence and success rates. All students in the Nursing program who fail and have tested below 80% in reading comprehension section of the ATI TEAS test will be required by the Nursing Admission Committee to enroll in RAD. Some students are referred who struggle with dedicated study time and time management. Students having difficulty in the Certified Nursing Assistant and Home Health Aide programs will also be referred to RAD.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Utilization of Graduate Students	Utilize recent graduates as teaching assistants to support clinical instruction or assist with workshops. This activity is a great support for faculty, helps the recent graduate maintain bedside skills, add value to their resumes, and potentially show involvement that would enhance their ability to find gainful employment. We continue to explore other areas that they can help.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Clear and Effective Paths (2017-2021)	2	Perkins- Improving or developing new CTE 2	A new offering in the fall of 2015 will be the Personal Care Assistant Program. At the same time we will continue to offer the Certified Nursing Assistant and Home Health Aide programs based on community feedback and need.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Nursing	Clear and Effective Paths (2017-2021)	2	Perkins- Provide students with strong experience	Support post-graduation work experience opportunities/internships such as the "RN Strong" Program which was started in the Sutter system. Dignity Health opened up a few positions in Redding this past summer and BloodSource has also utilized this model when hiring new graduates. We will continue to encourage all of our healthcare partners to adopt this model for new hires, it has been very successful in helping graduates transition into practice.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Vibrancy and Resiliency (2017-2021)	4	ED Nurse Curriculum	Develop ED nurse competency training program as requested by healthcare partners and the Chancellor's Office	Spring 2018	New
Evaluation:  |   |   |   |   |   |   |

Nursing	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide services and activities CTE 2	Utilize the committee structure, faculty meetings, and faculty Canvas site to communicate clearly and ensure consistency within the Nursing Program.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Develop and implement evaluations CTE1	Evaluations for the nursing program are online for student completion. The data collected will be utilized to make changes for program improvement.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Clear and Effective Paths (2017-2021)	2	Student Success	Nursing faculty will offer workshops to support student success. The workshops will focus on learning strategies, utilization of online tools and assessments, physical assessment of specific body systems (ex. respiratory, neurology) and reiteration of advanced concepts that are challenging for many struggling students. Extended hours for SIM and skills labs - preferably overseen by faculty for remediation thereby facilitating student success.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Updating / Maintaing Technology	Continually evaluate new technologies that would closely mimic the hospital setting to enhance the simulation / skills lab environment. We will begin using tablets for student testing and we will make these tablets available to faculty for teaching or online searches in the classroom setting as well. As our simulators get old they will need to be replaced or repaired.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Update Equipment / Technology	Increase the number of faculty who utilize the simulation lab and the comfort level and ability to function more independently in that setting by attending workshops that model that approach to teaching. In the new concept based curriculum we plan to have set SIM experiences for each course so each student gets the same experience. HEED 710 (the main nursing classroom), the skills and simulation labs all need to continually to be updated to support new technology.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Nursing	Clear and Effective Paths (2017-2021)	2	Perkins- ADN - BSN	Articulation agreements are in place with the following "Degree Completion Programs in Nursing": California State University, Sacramento, Excelsior University and the University of Phoenix. We continue to work on exposing students to a full array of options for continuing their education beyond the Associate Degree level.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Nutrition and Foods	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Library Materials	Collaborate with ARC Library to make additional nutrition resources available.	Ongoing	In Progress
Evaluation: The ARC Library staff continues to be invaluable to nutrition faculty in helping us to achieve our goals. We continue to work closely with the library to make sure resources are up to date and applicable.

Nutrition and Foods	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Technology in teaching	Acquire, educate, and encourage use of current technology for teaching in the classroom. Increase student access to course information and documents using the online course management system and instructor websites.	Ongoing	In Progress
Evaluation: The Nutrition Department continues to offer several sections of Nutrition 300 and other courses in the online format. We also have a hybrid section that runs during Spring in an 8wk format. This seems to work well for those students who can only make it to campus once a week. Due to the success of this course, we will be offering another hybrid section this Fall for an early morning class. Several of the students who take classes at 7:30am are students who work at night. It can be challenging for these students to meet twice each week, so allowing them to do part of the coursework online should help them meet their educational goals. All faculty are now using Canvas for their courses to distribute class information, study guides, lecture notes, and to assess students (quizzes and exams). Our textbook's website (WileyPlus) also provides additional resources, such as an adaptive learning testing system that helps with their learning. In addition to using the online tools provided by our publisher, our faculty continuously search for additional online resources that can improve student success, which we then share with each other.

Nutrition and Foods	Clear and Effective Paths (2017-2021)	2	Academic Development and Continuing Education	Participate in continuting educational activites and attend pertinent statewide conferences, icluding utilization of CTL and ITC as well as partnering with CSU system, UC system, community college system, and state Chancellor's Academic Senate Committee for articulation of nutrition courses.	Ongoing	In Progress
Evaluation: In Fall 2017 we started offering our Associate's Degree for Transfer in Nutrition. We had 20 students declare themselves as Nutrition majors, and we held a "Meet and Greet" session to meet these students. Many were interested in career information, so we will continue to hold informal meetings with our students to provide support and help them succeed in our program and as they transfer to a 4-year university. We are in the process of developing an Associate's Degree of Transfer to the UC system, which can be beneficial to those students who are looking into the health field, mainly pre-med/dental/phramacy students. We will continue to partner with the CSU system, UC system, community college system, and state Chancellor's Academic Senate Committee for articulation of nutrition courses. Our Nutrition faculty continue to participate in continuing educational activities offered by the CTL and ITC to update our teaching methods and increase student success. Faculty also stay current in the field by attending seminars and conferences such as that held by the Academy of Nutrition and Dietetics (AND) and the Association of Nutrition and Foodservice Professionals (ANFP).

Nutrition and Foods	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Faculty	Engage in regular recruitment efforts to ensure an adequate adjunct pool for teaching nutrition courses and courses in the DM/DSS program.	Ongoing	New
Evaluation: The NUTRI 300 course continues to be a very popular course on campus. It is part of the IGETC UC/CSU transfer options and part of various certificates offered. With the number of sections offered each semester, we rely heavily on adjuncts. It is critical that we maintain an effective adjunct pool.

Nutrition and Foods	Vibrancy and Resiliency (2017-2021)	4	SLO and Program Review	Regularly assess SLOs for all courses and programs.	Ongoing	New
Evaluation: By keeping our SLOs current, we ensure that we are delivering the most current content to meet the needs of our students and their educational goals. The NUTRI302 class is currently being updated to include an online modality.

Nutrition and Foods	Students First (2017-2021)	1	Increase Student Retention	Investigate techniques for decreasing student attrition, particularly in online classes.	Ongoing	In Progress
Evaluation: All faculty are concerned about retention and student success and are using different approaches to engage and motivate students, especially in our online classes. With Canvas and the ARC Online Faculty Directory, we are hoping that we can better inform students of what to expect in an online class and to improve communication in all our classes, regardless of modality. Several of our faculty have been using ConferZoom to communicate with students, and it seems to work well with those who are not able to come to campus. We are constantly working on providing activities that will engage students in class, either through group activities, online discussion boards, videos, and presentations that will address the needs of all students with different learning styles.

Nutrition and Foods	Students First (2017-2021)	1	Websites for Nutrition Student	Increase student access to course information and documents using Blackboard and instructor websites. Continue to develop Nutrition Department home page to assist students in accessing course offerings and information.	Ongoing	In Progress
Evaluation: Faculty are now using Canvas for all their courses to distribute class information, study guides, lecture notes, and to assess students (quizzes and exams). We have also created a Facebook page for our department where we post current and relevant information in Nutrition. As more students choose Nutrition and Dietetics as a major, it may be beneficial to also create an alumni website (either through LinkedIn or Facebook) to help students network. We continue to assess and review online resources provided by different publishers that may help students in studying and understanding the material.

Nutrition and Foods	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Technology Equipment and Training	Encourage and increase participation in campus technology training [including faculty participation and completion of Online Teaching Institute (OTI)], and provide departmental workshops to demonstrate and discuss new methods of instruction, technology, and course development.	Ongoing	In Progress
Evaluation: All Nutrition Department faculty use Canvas for their classes. We have several faculty participating in the Online Teaching Institute as well as the Online Education Initiative (OEI) Rubric Academy and Accessible Course Academy. Our goal is to offer NUTRI300 in the next year through the CCC Course Exchange. We are also working with publishing companies to keep up with the newest online/digital tools offered to increase student success. Being able to offer students digital tools increases their success. Many students come to class with tablets, smart phones, or laptops and use the tools during lecture. With the reliance on technology, our students are familiar with online/digital textbooks and learning tools and utilize them fully in learning the materials.

Nutrition and Foods	Students First (2017-2021)	1	Course Offerings and Schedules	Create general interest courses that will increase enrollment, develop new courses, collaborate with other departments on campus (such as physical education, theater arts, psychology, early childhood education, culinary arts, and humanities), investigate offering courses at various times to meet the needs of students attending classes at Natomas/Inderkum center, promote traditionally under-enrolled classes to increase enrollments, especially in NUT 294, 305, and 310, and analyze class scheduling to meet student needs, particularly for eight-week, late-start classes, and online sections.	Ongoing	In Progress
Evaluation: NUTRI300 continues to be our core corse as part of General Education and certificates in other departments. We offer it at different times during the day, during the semester, in different modalities to accommodate, and at our outreach centers to accommodate students' schedules. Based on the success of our 8wk hybrid course, we will be offering a 16wk hybrid course in Fall 2018. The demand for NUTRI310 has increased, so this semester we added an additional section, which filled quickly and we anticipate that we will continue to offer 2 sections of NUTRI310 each Spring semester. Even though we continue to see low enrollments for the DM/DSS courses, our students are being successful in seeking employment. We just received notice from the State Chancellor's office that "100% of our students are employed in a job similar to their field of study".

Nutrition and Foods	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Advisory Committee and Employer Partnerships	Develop partnerships with local employers for the Dietary Manager Program, and collaborate with Dietary Manager advisory committee to ensure employer needs are being met. Continue to work with the state Department of Health to maintain approval of the current Dietary Manager program. We have been in contact with the California State Department of Health to make sure our program meets their approval and have made changes to the student learning outcomes accordingly as suggested.	Ongoing	In Progress
Evaluation: We are continuing to develop partnerships with local employers for the Dietary Services Supervisor/Dietary Manager (DSS/DM) Program, and collaborate with our advisory committee to ensure employer needs are being met. We continue to work with the California State Department of Health to maintain approval of the current DSS/DM program. Doing so ensures that our students will be adequately trained upon completion of their certificate.

PACE Discontinued 2010	Student Success (2008-2014)	1.4	Program Resources	Establish appropriate allocation for staff, space and other resources to support PACE activities and the increasing number of students served.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

PACE Discontinued 2010	Student Success (2008-2014)	1.2	In-reach PACE First-time Freshman/Former Students	Improve the first-semester college freshman retention rates of students who have completed the PACE Summer Institute as graduating seniors and are entering ARC in the Fall semester. Improve retention and success of former PACE students who matriculate as regular college students at ARC.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

PACE Discontinued 2010	Access and Growth (2008-2014)	3.1	PACE Outreach	Evaluate and continue to establish improved partnerships with primary feeder school districts to ensure opportunities for all eligible students in the ARC service area.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

PACE Discontinued 2010	Access and Growth (2008-2014)	3.3	Future Funding Sources	Explore possible funding sources (i.e. grants) to provide financial support for the operation and implementation of the PACE Program.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

PACE Discontinued 2010	Access and Growth (2008-2014)	3.3	Reinstate the PACE Program	With the current budget cuts administration had no choice but to decide not to offer the PACE Program until further notice. Following the 2009 PACE Summer Institute the program has been put on hiatus until it can be brought back in its full glory. The PACE Program relies solely on FTE, Matriculation and IR funds, without these funding sources there is no program.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Paramedic	Organizational Effectiveness (2015-2016)	5.2	Mobile Simulation for the Incumbent Worker	Provide mobile high fidelity simulation opportunities for the regional public safety incumbent worker.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Paramedic	Teaching and Learning Effectiveness (2015-2016)	2.2	Perkins- Provide students with strong exp CTE 2	Increase interaction between students and Medical Director. Expand clinical opportunities in the PMED 106 course. Have students attend program advisory meetings.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Student Success (2015-2016)	1.2	Perkins- Strengthening the academic & career CTE2	Continue integration of high-fidelity training mannequins. Interactive scenario software challenging critical thinking in paramedic students. Update case-based scenarios provided by the simulation suite provider to standardize assessment strategies.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Teaching and Learning Effectiveness (2015-2016)	2.1	Partnerships	Develop and strengthen local, regional, state and national partnerships.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Teaching and Learning Effectiveness (2015-2016)	2.1	EMS Faculty Professional Development	Develop and submit grant requests which allow for the development, and implementation of professional development training specific to the EMS discipline.	Fall 2020	New
Evaluation:  |   |   |   |   |   |   |

Paramedic	Student Success (2015-2016)	1.2	Student awareness of campus services	Improve student retention through increased campus familiarization and integration.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Student Success (2015-2016)	1.3	Perkins- Develop and implement evaluations	Develop and provide program offerings, scheduling of courses and delivery methods to better serve student and community partner’s needs. Faculty continue to work on courses required by National groups and local partners. Develop and strengthen local, regional, state and national partnerships. Continue ongoing search for regional partners. Provide educational programs that meet specific needs of community partners. Strengthen Advisory Committee membership. Continue to use campus based research and NREMT data to measure program success and challenges.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Access and Growth (2015-2016)	3.3	Perkins- Supporting training and activities	Develop support activities to encourage the enrollment and retention of nontraditional students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Teaching and Learning Effectiveness (2015-2016)	2.1	Perkins- Developing and expanding	Explore offering paramedic courses online. Develop a schedule that will provide the opportunity for students to complete the program in an alternate formats.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Student Success (2015-2016)	1.5	Success Faculty Mentor	Identify students who after faculty assessment demonstrate a high likelihood of program failure and provide a specific faculty mentor to monitor and provide student specific remediation plans in place.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Paramedic	Student Success (2015-2016)	1.5	Perkins- Link CTE at the secondary & the post	Provide increased access to program alumni/mentors. Increase the number of students completing field internships with ARC program graduates. Develop and provide program offerings, scheduling of courses and delivery methods to better serve student and community partner’s needs. Attend regional EMS meetings to better understand the need of recent high-school graduates.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Community, Economic and Workforce Development (2015-2016)	4.2	Alumni outreach	Provide increased access to program alumni/mentors	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Student Success (2015-2016)	1.5	Perkins- Develop, improve, or expand CTE 1	Increase the awareness of and use of effective educational technologies. Provide student access to specific health care related technologies to strengthen cognitive and critical thinking skills.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Community, Economic and Workforce Development (2015-2016)	4.2	Career and Job Opportunities	Improve awareness of employment opportunities for students with diverse backgrounds	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Student Success (2015-2016)	1.4	Perkins- Provide career guidance and academic	Continue to identify early students with academic challenges and have BEACON tutors work closely with these students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Student Success (2015-2016)	1.2	Medical Director student interaction	Increase interaction between students and Medical Director	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Student Success (2015-2016)	1.5	Academic success	Increase access to academic support services.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Teaching and Learning Effectiveness (2015-2016)	2.1	Perkins- Assisting career and technical student	Prepare students to be members of the community in which they serve. Expose students to the community through activities they can become involved in and fulfill their public service commitment as paramedic professionals.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Organizational Effectiveness (2015-2016)	5.2	Perkins- Develop, improve, or expand CTE 2	Continue integration of high-fidelity training mannequins and interactive scenario software challenging critical thinking in paramedic students. Update standardized case-based scenarios provided by the simulation suite provider. Provide faculty with technology specific training on the integration of technology in the classroom.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Teaching and Learning Effectiveness (2015-2016)	2.2	Perkins- Supporting other CTE activities	Support recruitment, outreach, retention, persistence and employment of regular and nontraditional students. Continue to work closely with Veterans students group.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Student Success (2015-2016)	1.5	Course offering efforts	Develop and provide program offerings, scheduling of courses and delivery methods to better serve student and community partner’s needs	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Student Success (2015-2016)	1.3	Guided Pathway	Develop articulation and dual enrollment opportunities for health career focused high school students designed as part of the EMS guided pathway.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Paramedic	Student Success (2015-2016)	1.5	Perkins- Strengthening the academic & career CTE1	Increase the awareness of and use of effective educational technologies. Provide student access to specific health care related technologies to strengthen cognitive and critical thinking skills.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Community, Economic and Workforce Development (2015-2016)	4.1	Employer Integration and Planning	Continue to increase the integration of employer supported internships, apprenticeships and other "on the job" learning opportunities.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Paramedic	Student Success (2015-2016)	1.4	Student Services	Increase awareness, access and use of student support services.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Access and Growth (2015-2016)	3.2	Perkins- Leasing, purchasing, upgrading	Maintain up-to-date equipment and facilities to meet the needs of industry.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Organizational Effectiveness (2015-2016)	5.2	Technology use for program	Increase the awareness of and use of effective educational technologies. Provide student access to specific health care related technologies to strengthen cognitive and critical thinking skills.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Community, Economic and Workforce Development (2015-2016)	4.1	Perkins- Provide students with strong exp CTE 1	Faculty will continue to work with regional employers to increase access to students of diverse backgrounds.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Paramedic	Student Success (2015-2016)	1.3	Perkins- Developing initiatives that facilitate	Explore articulation agreements with high school, and adult educational programs focused preparing health care students in regional health academies.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Philosophy	Student Success (2015-2016)	1.5	Associate in Arts Degree for Transfer (ADT)	We will be adding an ADT degree in Philosophy so as to provide students with the opportunity of earning an Associate in Arts Degree in Philosophy here at ARC. This will better prepare students who will transfer to a 4-year institution.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Philosophy	Student Success (2015-2016)	1.5	Update Philosophy Classroom	Using technology in the philosophy classroom (D-115) will help to facilitate teaching as well as help to increase student learning and success. Also, having proper, high quality teaching tools (such as quality whiteboards, a good video projector plus up-to date electronic writing tools) will facilitate teaching and thereby increase student learning and success.	Fall 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Planning, Research and Technology Division Office	Organizational Effectiveness (2015-2016)	5.4	Supporting Institutional Planning	To encourage greater participation in the college’s planning processes, continue to support PCC efforts to train its membership on planning and evaluation.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Planning, Research and Technology Division Office	Organizational Effectiveness (2015-2016)	5.2	Increasing Classified Participation in EMP	Establish method for increasing participation by classified staff in EMP by 1) continuing to offer training to classified staff, 2) encouraging awareness on the part of the management and faculty of the importance of classified participation in EMP.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Planning, Research and Technology Division Office	Organizational Effectiveness (2015-2016)	5.2	Presentation Upgrade	Improving the conference room equipment will create an environment that is more effective for communication and workflow.	Fall 2015	New
Evaluation:  |   |   |   |   |   |   |

Planning, Research and Technology Division Office	Organizational Effectiveness (2015-2016)	5.4	Safety and Integrity of ITC	Enhance, promote, and assure health and safety for all employees who work in the ITC building. Leaks in Programmers and Supervisor Offices, blinds, Entry-way tiles	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Planning, Research and Technology Division Office	Organizational Effectiveness (2015-2016)	5.2	Staff Accommodation	All staff require a space to work effectively. Re-designing the ITC to accommodate increased staff will increase our effectiveness with computer support and increase accessibility for the Professional Development aspects of the building.	Summer 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Political Science	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Beyond the Classroom:The MUN Experience	Support the activities and success of the Model United Nations (MUN) Club to provide opportunities for students to learn and practice skills associated with a major in political science.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Political Science	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Develop Active Learning Materials	Collaborate with faculty from the Technical Education Area to develop materials for hands-on classroom activities.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Political Science	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Student Environment	To create a healthy environment for students to learn and succeed, we continue to need clean, accessible, well lighted and adequately heated/cooled classrooms.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Political Science	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Teaching and Learning Professional Development	Support faculty in their efforts to participate in professional development opportunities regarding teaching and learning to improve classroom teaching effectiveness.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Political Science	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Safe and Appropriate Classroom Space	A classroom environment that promotes safe, equitable, and inclusive teaching and learning activities and experiences through appropriate equipment and space.	Fall 2019	New
Evaluation:  |   |   |   |   |   |   |

Political Science	Clear and Effective Paths (2017-2021)	2	Pathway to POLS Degree	To ensure that students can earn a POLS AA or POLS AA-T Degree, the department will continue to schedule, offer and advocate for commitment to predictable rotation scheduling of specialty courses.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Political Science	Clear and Effective Paths (2017-2021)	2	Student Performance	Maintain and increase enrollment by offering classes at times/days that meet students' needs. Increase student success in the political science classes by encouraging students' use of existing academic support services and supporting faculty in their efforts to participate in professional development opportunities regarding teaching and learning.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Political Science	Students First (2017-2021)	1	Student Centered Departmental Web Page	Develop and maintain a web page for department that is focused on student needs and interests, is accessible to all students, and reflects cultural competence and equity-mindedness.	Spring 2019	New
Evaluation:  |   |   |   |   |   |   |

Printing Department	Access and Growth (2015-2016)	3.2	New Print Shop	New larger location to house the Printing Services Department. The increase in student enrollment & staff has equalled an increase in demand from our department. We are currently servicing the college with 1100+/- square feet of working shop space (about half of the rest of LRCCD print shops) and putting out more than double the number of copies as our largest conterpart. We are finding it more and more difficult to keep up, and desperately need a better solution than simply more over-time.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Printing Department	Organizational Effectiveness (2015-2016)	5.3	Increase quality & turnaround	Increase quality of documents output from our department through equipment and training.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Printing Department	Organizational Effectiveness (2015-2016)	5.2	Increase sustainability efforts	To reduce our negative impact on the environment.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Printing Department	Organizational Effectiveness (2015-2016)	5.3	Increase Technology Support	Increase technology support to Printing Services for staff & faculty thereby helping our "customers" better understand the new technologies we have available.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Psychology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Improve and Modernize Large Classrooms	To improve and modernize Raef 160and 162 to maximize comfort, aesthetic quality, and audio/visual capabilities for classes, performances, readings, presentations, workshops, and trainings offered to ARC students and employees and to the Sacramento community at large.	Ongoing	In Progress
Evaluation: Hundreds of students every day attend classes in large classrooms. The environment must be clean, safe and comfortable, and the room must provide faculty the ability to use instructional technology.

Psychology	Students First (2017-2021)	1	Life is Worth the Walk	Continue to support the "Life is Worth the Walk" Resource Club. This club is designed to help students who are struggling with emotional or other issues to obtain support and access to resources.	Ongoing	In Progress
Evaluation: Life is Worth the Walk and our new chapter of NAMI (National Alliance on Mental Illness) helps students who are struggling with emotional or other issues to obtain support and access to resources.

Psychology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Study Abroad	Support study abroad program and connect those classes with AA degree and APA’s Guidelines for the Undergraduate Psychology Major.	Ongoing	In Progress
Evaluation: The study abroad programs enhance global awareness. In addition, students are given the opportunity to take a full semester of coursework that has been selected to help them continue with their degree plan.

Psychology	Clear and Effective Paths (2017-2021)	2	Interdisciplinary programs	Investigate creation of interdisciplinary programs such as a course on gender studies to attract enrollment	Ongoing	In Progress
Evaluation: Many programs do not "fit" into a single discipline. Interdisciplinary programs give students a clear pathway to a degree or certificate in a subject that interests them.

Psychology	Clear and Effective Paths (2017-2021)	2	Program Diversity	To maintain viability of our program and diversity within our program by offering all current psychology courses at least once every two years.	Ongoing	In Progress
Evaluation: Psychology continues to be one of the most popular majors in the United States. It is also a subject with many different subdisciplines/specialty areas. We are fortunate to have faculty with a variety of expertise and a diverse array of classes in our curriculum. Maintaining this diversity is vital to giving our students the background for future studies in psychology. The department is also attempting make more offerings available in different distance education modalities.

Psychology	Clear and Effective Paths (2017-2021)	2	Psi Beta	Support Psi Beta Honors Club. This club is a part of a national honors organization for Psychology majors. Its mission is to promote professional development of psychology students in two-year colleges through promotion and recognition of excellence in scholarship, leadership, research, and community service.	Ongoing	In Progress
Evaluation: Psi Beta is now a successful organization. This gives students resources and opportunities which enrich their current studies in psychology, and help them achieve goals to continue study and/or research in psychology. Some PsiBeta students are already doing research and presenting it at conferences such as the WPA.

Psychology	Students First (2017-2021)	1	Pride Center	Establish and support a campus Pride Center to promote an inclusive environment for all students.	Ongoing	In Progress
Evaluation: The Pride Center, now established, supports a safe and inclusive campus environment for LGBTQ students, staff, and faculty.

Psychology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Expand Resources	Collaborate with library services to obtain more adequate resources for psychological research. Obtain PsycINFO, the psychology research database produced by the American Psychological Association; Psych Books – e-books; Psychology and Behavioral Sciences Collection – EBSCO );expand streaming offerings in for Psychology; and obtain interactive software for labs and instructional purposes.	Ongoing	In Progress
Evaluation: Faculty currently work through a faculty liaison to the library so that necessary offerings can be obtained so instructors can provide richer content to students.

Psychology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Technology Update	Update / maintain our classrooms so they have the latest technology for professional and multimedia instruction such as Apple TV, which is ADA compliant.	Ongoing	In Progress
Evaluation: ADA compliant technology assures accessibility for all students.

Psychology	Clear and Effective Paths (2017-2021)	2	Distance Education Efficacy	Collaborate with District and Campus IT departments to obtain more reliable functioning of and training for online classrooms and their associated features.	Ongoing	In Progress
Evaluation: Faculty and students in online, hybrid and web-enhanced courses need reliable functionality of course management systems for access to course materials and assignments. The course management system should allow for meaningful student-faculty and student-student interaction.

Psychology	Students First (2017-2021)	1	Wellness Center	Support the establishment of a Wellness Center. Research has demonstrated that many of our students have emotional issues, although resources to deal with these have diminished. A wellness center could offer support and connect students to resources they need.	Ongoing	In Progress
Evaluation: Many colleges have established Wellness Centers for their students. At American River College there is a serious shortage of resources for students experiencing emotional issues.

Psychology	Students First (2017-2021)	1	Canvas Training and Support	Maintain canvas training and support for faculty and students, including access to 24-he help line	Ongoing	In Progress
Evaluation: As more students take online, hybrid and web-enhanced courses, students need a reliable course management system and assistance with using it.

Psychology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Building Maintenance	Provide adequate heating,air conditioning and pest control to Davies Hall classrooms, Raef 160 and 162 and Room 609A.	Fall 2018	In Progress
Evaluation: To our knowledge, there has been no renovation of the HVAC system to date. Rooms on every level of Davies Hall are often too hot or too cold. There is no way to adjust the temperatures of individual rooms and the windows are sealed shut.

Psychology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Classroom Maintenance	Maintain furniture and lighting in our classrooms. Replace as necessary.	Ongoing	In Progress
Evaluation: Most of the desks in the rooms our department uses are in fairly good condition currently. However, chairs for the instructors' desks are (in almost every instance) broken, dirty (beyond the point of being able to be cleaned) or unsafe. Unfortunately, if a good chair is obtained, it is often "transported" to another room.

Psychology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Elevator Maintenance	Provide safe and clean elevators in Davies Hall to transport students and faculty to all three floors of the building.	Ongoing	In Progress
Evaluation: Disabled students and faculty need safe and reliable elevators to get to class and work.

Psychology	Students First (2017-2021)	1	Non-shared space	Secure non-shared space for student and faculty needs outside of the classroom.	Ongoing	New
Evaluation: Our faculty provide opportunities for students outside of the classroom, such as research, tutoring, and clubs. Unfortunately, there are very few small meeting rooms available for this purpose.

Psychology	Clear and Effective Paths (2017-2021)	2	SPSS License	Maintain current site license for SPSS. This is necessary for both students and faculty for PSYC 330 and PSYC 335.	Ongoing	In Progress
Evaluation: SPSS licenses are necessary for instruction in PSYC 330 and 335 and to obtain our degrees in psychology. These courses are taken by all psychology majors. Students will continue to use SPSS if they major in psychology at most four-year institutions. By giving students this experience in our courses, they are better prepared for further study.

Psychology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Distance Learning	Develop online and hybrid versions of some existing courses.	Ongoing	In Progress
Evaluation: We believe that providing a variety of learning modalities to meet all of our students' needs. Distance learning provides access to more of our students.

Re-Entry_old	Student Success (2008-2014)	1.2	Campus Tours	Provide campus tours for new and returning students who are unfamiliar with American River College campus. The tour provides students with confidence in knowing where future classes and services are available.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Re-Entry_old	Student Success (2008-2014)	1.2	Student Success Workshops	Provide "Student Success" workshops that meet students' needs thereby encouraging personal and/or academic growth.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Re-Entry_old	Student Success (2008-2014)	1.2	Counseling	The Re-entry Center no longer makes counseling appointments. Students are directed to General Counseling, EOPS, or DSPS to schedule their own counseling appointments.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Re-Entry_old	Student Success (2008-2014)	1.3	Student Success Center	Expand the Re-entry Center into a "Reentry Center/Veteran Information Center" which will provide services to assist with student success. Students will be provided with individualized care and direction for meeting their educational goals.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Re-Entry_old	Teaching and Learning Effectiveness (2008-2014)	2.2	Program Development	The need to increase release time to 100% is not practical at this time. For the past academic year the Re-entry coordinator has had release time of 20%. This percentage is slightly low – 30% would be more in line to meet the needs of the Re-entry Center.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Re-Entry_old	Teaching and Learning Effectiveness (2008-2014)	2.2	Staff Training and Development	Offer monthly interactive training for Re-entry student assistants and staff to ensure professional services. Training will address interpersonal skills and knowledge of campus services.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Re-Entry_old	Teaching and Learning Effectiveness (2008-2014)	2.1	Community & Campus Resource Fairs	Re-entry Center will now concentrate solely with on-campus events such as: Welcome Day, Club Day, Veteran fairs, and any other campus events that are relevant.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Re-Entry_old	Student Success (2008-2014)	1.2	Student Call-Back	Provide call-back services to follow up on students’ progress. This service will include checking on student's needs and concerns and will provide the returning student with a feeling of being connected with the campus. This personal connection with students is a valuable tool to support student success.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Reading	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Technology in the classroom	Develop the effective use of technology in the classroom and labs to support student success.	Ongoing	In Progress
Evaluation: Effective use of technology in the classroom and support centers makes learning more accessible. Keeping up to date with technology will allow us to support different learning modalities, address the needs of hybrid and online students, increase students' technology literacy, and dynamically engage students in the learning process.

Reading	Students First (2017-2021)	1	Meet Student Demand for RAD support	More effectively meet student and campus demands. More programs and classes are referring students to RAD classes for support. As the numbers of underprepared students continue to grow this demand will only increase.	Ongoing	In Progress
Evaluation: The RAD program provides instruction of and practice with reading strategies and study skills students need to be successful in their Reading courses or other content area classes. Successful completion of this support program increases student success overall. For example, the success rate in content-area courses is 84% for students taking RAD along with that course; the success rate for students not taking RAD is 60%. Because of the number of unprepared students, adequate funding for faculty, staff, and equipment is essential.

Reading	Clear and Effective Paths (2017-2021)	2	Meet the Demand for College Reading Skills	To provide students access to the reading courses they need in order to progress through their educational plans and successfully achieve their goals.	Ongoing	In Progress
Evaluation: Students need reading comprehension skills to be successful in their college classes. This support provides students with sustained and explicit instruction in and practice with reading skills, strategies, and theory to allow them to be successful in their course of study.

Reading	Students First (2017-2021)	1	Campus and Community Outreach	To increase awareness of the role of reading in increasing student success.	Ongoing	New
Evaluation: To increase awareness of the role of reading in increasing student success

Reading	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Student Equity	The Reading Department, as part of the English area, is developing ways to increase the student success rates for disproportionately affected groups.	Ongoing	In Progress
Evaluation: The English area is exploring the many ways it can serve disproportionately affected groups.

Reading	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Professional Development	To provide more opportunities for Reading instructors to be involved with professional development.	Ongoing	In Progress
Evaluation: Professional development is an ongoing necessity. It energizes, inspires, and educates faculty so that they remain effective and innovative teachers. Evidence for the importance of professional development is available anecdotally from faculty who have attended conferences and workshops as well as from professional publications in any field, including Reading.

Reading	Clear and Effective Paths (2017-2021)	2	Curriculum alignment	Continue to work with Reading Departments across the district to align curriculum to meet the changing needs of students and changing priorities at the state level.	Ongoing	In Progress
Evaluation: The Reading Departments have been meeting this past year to address the changes brought about by AB 705.

Reading	Students First (2017-2021)	1	Campus Outreach with Centers	To increase awareness of the RAD program so that students understand how it can help them achieve their personal and academic goals, thus increasing enrollment in this program.	Ongoing	In Progress
Evaluation: The Reading Department has become more active at campus activities, such as Welcome Days, and in discussions with faculty across the campus to increase awareness of the need for adequate reading preparation among students and to encourage more students to enroll in needed classes. Participation in Reading Apprenticeship training has increased faculty awareness of the role of the Reading Department in student success.

Reading	Students First (2017-2021)	1	Library Links	Maintain liaison with library, especially regarding research orientation and library skills to increase information literacy of students.	Ongoing	In Progress
Evaluation: The research orientations and tailored library guides increase students' informational literacy and allow them to more critically evaluate sources and conduct effective research. This is evident in the quality of research assignments.

Reading	Students First (2017-2021)	1	RAD Grant Funding	Support grant funding of the RAD Program.	Ongoing	New
Evaluation: Research has determined that the RAD program increases student persistence and success.

Reading	Clear and Effective Paths (2017-2021)	2	Growing the ENGED program	English Education established a CTE committee and developed an Instructional Assistant I certificate that has been approved by the committee and at the regional level. The next step is to move toward the Campus Curriculum Committee. ENGED 326, Teaching Reading Strategies Across the Curriculum, was developed for the IA certificate and will also move forward to Campus Curriculum. The AA-T degree, Elementary Teacher Education, is still in the revision process.	Ongoing	In Progress
Evaluation: The ENGED program serves those students who are working toward careers in the education field, either as K-12 teachers or instructional assistants.

Reading	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	RAD Professional Development Activities	Develop and deliver RAD professional development activities.	Ongoing	In Progress
Evaluation: Given the changes brought about by AB 705 and the expanded role of RAD, the faculty would like to take part in professional development to ensure the high quality of the program. Students will need additional support in the accelerated curriculum.

Reading	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	RAD Student Help	The RAD Program needs student help to work with us on orientation and to provide information to students on our program throughout the year. Student help would also be able to assist us with mentoring and day-to-day tasks and free up staff to tutor students.	Ongoing	In Progress
Evaluation: With the changes brought about by AB 705, the RAD program is growing and will need adequate staffing to ensure that the students receive the help they need with reading comprehension.

Recruitment/Outreach	Access and Growth (2015-2016)	3.1	Recruitment/Outreach	Outreach has maintained a consistent presence in feeder schools through the Mascot program and are continuing monthly visitations to schools upon request to offer group sessions, attend assemblies, ensure the steps to success and present at parent nights and college fairs. Outreach is collaborating with various departments and programs, including the Student Success Program, the Campus Technology Education program and campus departments who are seeking to increase their enrollment numbers. Outdated marketing materials are in the process of being renewed to reach a broader base of prospective students. We continue to maintain a presence in the community and at feeder schools through the Mascot program and general pre-arranged visitations and services, in addition to attending outside schools and community entities upon request.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Research Office	Teaching and Learning Effectiveness (2015-2016)	2.3	SLO Assessment	Support the college’s established authentic assessment strategies for assessing student learning outcomes as appropriate for intended course, program, degree, and institutional learning outcomes.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Research Office	Organizational Effectiveness (2015-2016)	5.3	Integrated Planning	Ensure that the college’s program review processes are clearly and consistently linked to student learning, institutional planning, and resource allocation processes	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Research Office	Student Success (2015-2016)	1.1	Institutional Effectiveness: Dialogue	Support dialogue about institutional effectiveness as an ongoing, robust and pervasive manner using data and analyses that are widely distributed and used throughout the institution.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Clear and Effective Paths (2017-2021)	2	Teaching and Learning Effectiveness	Develop and revise student syllabus and student guidebook.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Teaching and Learning Effectiveness	Seek alternative funding to support faculty development and training. Faculty are kept current on new modalities and therapies. That information is integrated in our curriculum to make the students more prepared for clinicals.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Students First (2017-2021)	1	Student Success	Improve student retention	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Community and Economic Development	Seek grants and alternative funding sources to enhance community development and course offerings.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Clear and Effective Paths (2017-2021)	2	Perkins- Supporting other CTE activities	Support recruitment, outreach, retention, persistence and employment of regular and nontraditional students	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Initiate, improve, expand	Evaluate equipment needs for maintaining and enhancing instruction. Inventorying current equipment holdings for appropriateness’ and functionality. Encourage instructors to develop new teaching strategies using the latest technology and multi-media equipment. Explore alternative course offering on campus, through distance learning & externships. Refurbish and replace worn and dated technologies and supplies. Develop college and industry partnerships to enhance exposure, access, training and sharing of new technology.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Clear and Effective Paths (2017-2021)	2	Organizational Effectiveness	Work with internal and external agencies to evaluate student success and placement within industry.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Clear and Effective Paths (2017-2021)	2	Student Success	Explore methodologies to afford students opportunities to receive hands on instruction using the newest technology in an on-campus learning environment to ensure student success and patient safety.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Clear and Effective Paths (2017-2021)	2	Teaching and Learning Effectiveness	Work with instructional support services to improve student retention & success.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Strengthening the academic & career CTE1	Encourage instructors to develop new teaching strategies using the latest technology and multi-media equipment	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Community and Economic Development	Create and expand workforce partnerships and programs to meet business and industry needs. Expand clinical placements in our clinical sites.	Ongoing	In Progress
Evaluation: Create and expand workforce partnerships and programs to meet business and industry needs. We are also working with the Paramedics program and their mobile SIM lab to meet and expand clinical partnerships. This also aids our student clinical placements

Respiratory Care	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Community and Economic Development	Encourage faculty involvement in community service. Encourage faculty recency with attendance at national symposiums.	Ongoing	In Progress
Evaluation: The RC program continues to encourage faculty involvement in community service projects and professional organization events. The RC program would benefit and help our faculty stay current with funding to send them to national symposiums.

Respiratory Care	Clear and Effective Paths (2017-2021)	2	Perkins- Link CTE at the secondary	Enhance on campus activities highlighting the Respiratory Care program. Increase partnership with the community/industry through more frequent meetings. Reorganize advisory group for more active participation from community leadership. Students participate and present at the advisory board meetings.	Ongoing	In Progress
Evaluation: Advisory group was reorganized to provide a better representation of the population served by the program. A respiratory care club is very active on campus and in the community. Work with counseling and campus groups continues. Student officers participate in the advisory board meetings.

Respiratory Care	Clear and Effective Paths (2017-2021)	2	Perkins- Provide students with strong exp	Work with internal and external agencies to evaluate student success and placement within industry. The program is conducting ongoing student/employer surveys to evaluate program effectiveness and employment success. Create and expand workforce partnerships and programs to meet business and industry needs. We are working with industry partners to review current and future trends within the profession while expanding clinical externship training. Develop college and industry partnerships to enhance exposure, access, training and sharing of new technology. The program is developing industry partnerships for delivery of portions of the curriculum and access to hands on skills training.	Ongoing	In Progress
Evaluation: Work with internal and external agencies to evaluate student success and placement within industry. The program is conducting ongoing student/employer surveys to evaluate program effectiveness and employment success. Create and expand workforce partnerships and programs to meet business and industry needs. We are working with industry partners to review current and future trends within the profession while expanding clinical externship training. Develop college and industry partnerships to enhance exposure, access, training and sharing of new technology. The program is developing industry partnerships for delivery of portions of the curriculum and access to hands on skills training. We have invited clinical partners to present and teach portions of labs that reflect their expertise.

Respiratory Care	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Develop, improve, or expand CTE 3	Refurbish and replace worn and dated technologies and supplies.	Ongoing	In Progress
Evaluation: Continuing to update technologies, equipment, and supplies better prepares the students to succeed in their clinical placements as well secure a job as a Respiratory Therapist in the workforce following the completion of the program. Sacramento is one of the most competitive and highly paid cities for respiratory care. Making our students employable with relevant technology and equipment helps them in securing employment post graduation.

Respiratory Care	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Developing and supporting	Develop tutoring partnerships with industry leaders. Continuing to update technologies, equipment, and supplies better prepares the students to succeed in their clinical placements as well secure a job as a Respiratory Therapist in the workforce following the completion of the program. We provide a professional development day where students present and defend their case studies to a panel of clinical partners. These clinical partners then provide students with expectations at interviews and as new hires. We ask that this event be catered in an effort to have more clinical partners join us.	Ongoing	In Progress
Evaluation: Continuing to update technologies, equipment, and supplies better prepares the students to succeed in their clinical placements as well secure a job as a Respiratory Therapist in the workforce following the completion of the program. We provide a professional development day where students present and defend their case studies to a panel of clinical partners. These clinical partners then provide students with expectations at interviews and as new hires. We ask that this event be catered in an effort to have more clinical partners join us.

Respiratory Care	Vibrancy and Resiliency (2017-2021)	4	Organizational Effectiveness	Expand communication through more frequent department meetings and if unavailable, frequent emails to make sure faculty are aware of changes and updates.	Ongoing	In Progress
Evaluation: This is an ongoing outcome and is completed through communication in department meetings and department chair meetings at least twice a semester and every other month respectively. We also utilize emails to make sure faculty are all aware of changes.

Respiratory Care	Clear and Effective Paths (2017-2021)	2	Access & Growth	Analyze community need for continuing employment trends in Respiratory Care. Increase employability of our graduates.	Ongoing	In Progress
Evaluation: The advisory board members is comprised of community members. During this time, their needs for employment are routinely discussed. The program routinely and proactively increases the preparation of our students to make them more employable. Routine emails and visits to our clinical sites are also utilized to ask for feedback with regard to our graduate employability. CoARC annual reports completed by the RC program also require surveys to employers that have hired our graduates to evaluate their readiness for the career as a new therapist.

Respiratory Care	Students First (2017-2021)	1	Perkins- Providing assistance to individuals	Work with industry and advanced educational services through job fairs and advertising	Ongoing	In Progress
Evaluation: Work with industry and advanced educational services through job fairs and advertising

Respiratory Care	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Assisting career and technical student	Prepare students to be members of the community in which they serve. Expose students to the community through activities they can become involved in and fulfill their public service commitment as respiratory care professionals.	Ongoing	In Progress
Evaluation: Prepare students to be members of the community in which they serve. Expose students to the community through activities they can become involved in and fulfill their public service commitment as respiratory care professionals. This continues and increases in its frequency.

Respiratory Care	Students First (2017-2021)	1	Perkins- Improving or developing new CTE	Collaborate with Cosumnes River College, Sacramento City College, Folsom College, and local high schools in maintaining a high quality, articulated program.	Ongoing	In Progress
Evaluation: This outcome is ongoing. Courses are reviewed for relevance to keep up to date to current industry standards. Clinical partners are routinely asked to give updates in their current practices (and at the advisory board meeting).

Respiratory Care	Clear and Effective Paths (2017-2021)	2	Student Success	Collaborate with Cosumnes River College, Sacramento City College, Folsom College, and local high schools in maintaining a high quality, articulated program.	Ongoing	In Progress
Evaluation: The program has developed an articulation with local High School to provide some of the pre-enrolment course work to be completed on their campus prior to completion of High School. Have seen an increase in intra-district students enrolling in the RC program. Work with the other colleges to make sure that are aware of the RC program and its requirements for entrance.

Respiratory Care	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Develop, improve, or expand CTE 1	Evaluate new technology for incorporation into the curriculum.	Ongoing	In Progress
Evaluation: Respiratory Care is a fast-growing field. There are continuing advancements in the life-saving techniques and equipment utilized the in field. When the student have access to this equipment, they are more successful in their externships and in securing positions following graduation.

Respiratory Care	Vibrancy and Resiliency (2017-2021)	4	Perkins- Involve parents, businesses, and labor	Increase partnership with the community/industry through more frequent meetings.	Ongoing	In Progress
Evaluation: Increase partnership with the community/industry through more frequent meetings. Inviting community partners to be guest speakers and be involved in student learning.

Respiratory Care	Vibrancy and Resiliency (2017-2021)	4	Perkins- Local education and business partnerships	Increase partnership with the community/industry through more frequent meetings. Invite RC BS programs to come and share their information with the students.	Ongoing	In Progress
Evaluation: Increase partnership with the community/industry through more frequent meetings. We have clinical partners come to campus to introduce them to our program and our ability to train and prepare students.

Respiratory Care	Clear and Effective Paths (2017-2021)	2	Access and Growth	Maintain a current and accurate website for the Respiratory Care Program	Ongoing	In Progress
Evaluation: This outcome keeps current students, future students, and the community aware of what our program offers and the sequence of events with regard to application process.

Respiratory Care	Students First (2017-2021)	1	Access and Growth	Increase and refine recruitment efforts to maintain an adequate pool of students eligible for entry into the Respiratory Care Program.	Ongoing	In Progress
Evaluation: Increase and refine recruitment efforts to maintain an adequate pool of students eligible for entry into the Respiratory Care Program. The program director and Club officers frequently visit high school career fairs and hosts high school counselor and student events so the outside community is aware of what the RC program offers.

Respiratory Care	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide in-service and pre-service CTE 1	Seek alternative funding to support faculty development and training.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Teacher preparation programs that address	Explore methodologies for development of CTE training with industry	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Clear and Effective Paths (2017-2021)	2	Teaching and Learning Effectiveness	Develop, publish, and evaluate student learning outcome tools.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Develop, improve, or expand CTE 2	We are researching new technologies and replacing obsolete equipment with state of the art equipment and technologies.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Organizational Effectiveness	Develop college and industry partnerships to enhance exposure, access, training and sharing of new technology.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Students First (2017-2021)	1	Perkins- Supporting training and activities	Develop support activities to encourage the enrollment and retention of nontraditional students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Clear and Effective Paths (2017-2021)	2	Access & Growth	Enhance on campus activities highlighting the Respiratory Care program.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Organizational Effectiveness	Refurbish and replace worn and dated technologies and equipment.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Clear and Effective Paths (2017-2021)	2	Perkins- Provide activities to prepare	Provide additional opportunities for students to identify their educational goals and develop plans for achieving them.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Vibrancy and Resiliency (2017-2021)	4	Teaching and Learning Effectiveness	Evaluate new technology for incorporation into the curriculum.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Teaching and Learning Effectiveness	Encourage instructors to develop new teaching strategies using the latest technology and multi media equipment	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Students First (2017-2021)	1	Student Success	Evaluate and potentially revise clinical documentation for earlier identification of poor student performance.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Organizational Effectiveness	Seek alternative funding sources to develop and support program and services.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Develop, improve, or expand CTE 4	We are replacing/refurbishing older and obsolete equipment with functional and state of the art equipment.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Students First (2017-2021)	1	Student Success	Increase the number of students who achieve their educational goals.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Respiratory Care	Students First (2017-2021)	1	Perkins- Provide career guidance and academic	Develop coordination with counseling departments to provide specific guidance to CTE students	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Science Division Office	Students First (2017-2021)	1	Astronomy Observatory	To build a Astronomy Observatory on campus	Spring 2020	New
Evaluation: The observatory would provide direct hands-on experience on space observations for hundreds of Astronomy students each academic year.

Science Division Office	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Safety Training to Improve Laboratory Instruction	Develop necessary safety operating procedures and provide the required safety training for all staff and faculty who are associated with Science Laboratory Instruction.	Ongoing	In Progress
Evaluation: Regular and appropriate safety training for our staff and faculty members involved with science lab instruction is necessary for a safe laboratory environment and to ensure that students receive the most up-to-date safety training while performing labs. This is evidenced by an overall positive compliance with local regulations.

Science Division Office	Clear and Effective Paths (2017-2021)	2	Technology Competitiveness	Modernize classroom technology to provide the most updated and current knowledge and information in the Science field	Ongoing	In Progress
Evaluation: The effectiveness of Science Laboratory instruction relies upon the relevance of classroom technology to the technology that is used by contemporary industries. Appropriate instruction ensures success of our students in upper division science classes, and job performances. This outcome is often emphasized at Advisory Committees and 4-year Universities.

Science Division Office	Clear and Effective Paths (2017-2021)	2	Science Area Learning Resource Center	We are requesting space to allow science tutoring, MESA type academic development, small group faculty interactions, adjunct office space and expand science skills center activities.	Spring 2020	New
Evaluation: Provide appropriate and adequate tutorial help and other support services for the 6000+ student enrolled in the science classes each semester. For many 1st generation students and students with lack of basic background, tutorials and small group study opportunities might be the only assistance that these students can avail. The research data available from the work the Beacon program, Science Skills Center and other similar programs remarkable positive difference in outcome .

Science Division Office	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Grant and other Funding Support	Acquire additional funding to support curricular improvements, add new programs or provide adequate support services to more effectively address the needs of division and the community. Explore funding to improve instructional space that meets student needs for existing and additional classes.	Ongoing	In Progress
Evaluation: Additional funding will provide support for expansion of classroom spaces to allow for additional class sections, expand support services to current students for improved and increased success and retention. the division is currently unable to match demands for certain course sections. The use of Equity funds to tutor students in the past year is showing improved performances by students. additional funding would provide renovations that are necessary to increase instructional space for courses that are in high demand.

Sign Language Interpreter Studies	Clear and Effective Paths (2017-2021)	2	Program Evaluation	Program evaluation should be a continuing systematic process and should include: a. Internal and external curriculum validation in consultation with employers, faculty, mentors, students, and graduates. b. Follow-up studies of students’ employment and performance on state and national examinations. c. Review of admissions policies and procedures. d. Examination of curriculum design to assure integration of program’s mission and philosophy.	Ongoing	In Progress
Evaluation: Advisory committee members provided input on curriculum implementation and individual meetings with faculty members through SLO and cluster meetings which allowed for improved course instruction. Additionally, follow-up studies of students’ employment and performance on state and national examinations have been conducted and documented. An exit and graduate survey was conducted.

Sign Language Interpreter Studies	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	iPad, Google Apps, other technology training	IPP professors will have training regarding use of iPads and other technology in order to assist IPP students in the interpreting lab and classrooms without computers available.	Spring 2018	In Progress
Evaluation: Use of iPads consistently occurs with one professor outlining strategies. Additional technological resources for the lab and classroom use are under review. A Sorenson Synergy program is in progress wherein students observe in a Video Relay Service setting.

Sign Language Interpreter Studies	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Prepare trilingual interpreters	Infuse curriculum, source materials, and expert mentors and professors regarding trilingual interpreters throughout the Interpreter Preparation Program. Approaches to learning shall identify and support the learning needs of trilingual interpreters. Focus on recruitment, persistence and student success.	Ongoing	New
Evaluation: Curriculum, source materials, and mentors were provided with a focus on students who are trilingual. Evidence that demonstrates this assertion includes trilingual curriculum inclusion, mentoring and source materials incorporation.

Sign Language Interpreter Studies	Vibrancy and Resiliency (2017-2021)	4	Faculty Professional Growth	The program shall have a documented plan for continued professional growth to ensure that program faculty can fulfill their assigned responsibilities. Provide opportunities for faculty, mentors, and staff to attend training available to further develop pedagogical skills related to ASL and interpreting. This may include conferences, workshops, seminars, and/or in-house staff training. In particular, training is needed in terms of social justice and pedagogical skills related to specialized student populations: students of Color, Deaf Parented Interpreters, trilingual interpreters and Deaf interpreters.	Ongoing	In Progress
Evaluation: This outcome supports the application of data driven information shared with interpreting students. Faculty have attended ongoing training in both interpreting and interpreting education. Evidence that supports this assertion can be seen in Self Study Reviews and the Advisory Committee meeting minutes.

Sign Language Interpreter Studies	Clear and Effective Paths (2017-2021)	2	Secondary education recruitment	Maintain a set of articulated-level Interpreter Preparation Program courses for students transferring into and graduating from the ARC IPP with focused pathways for Deaf interpreting students and Children of Deaf Adutls. Targeted recruitment and marketing at secondary/post secondary settings focused on Students of Color, Children of Deaf adults, trilingual, and Deaf students. Also, recruitment efforts by Deaf people and/or interpreters from within the same demographic group.	Ongoing	New
Evaluation: The clear set of articulated-level Interpreter Preparation Program courses, via a matrix showing a progression of courses from semester to semester, allows all students access to the required courses and progression ensuring greater student success. The matrix is shared during the DEAF 390 introductory class, the class presentations in ASL 4 and 5, and during each semester of the ASL-English Interpreter Preparation Program.

Sign Language Interpreter Studies	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Access to Resources and Technology	Students shall have ready access in time and location technology where students can access course materials, streaming video, etc. This includes lab hour availability, iPad use, and facilities use for conversational practice. In particular, make materials accessible through increased lab availability, space for conversational groups, library loans and other means of access to disadvantaged students. Additionally, provide materials representative of these student populations:students of Color, Deaf Parented Interpreters, trilingual interpreters and Deaf interpreters.	Ongoing	In Progress
Evaluation: The lab has moved, due to STEM project. The environment is more conducive to student learning as there are greater hours available to students and increased space for ease of student interactions, group projects, and individual learning.

Sign Language Interpreter Studies	Vibrancy and Resiliency (2017-2021)	4	Internships and Mentorships	Identify and outline an approach for enhanced program structure, internships and mentoring programs outlined via the program webpage. Work with the advisory committee, consultants, and faculty to update informational and recruitment materials about the ARC IPP and to assist with the continued development of online programs and training in technology use through internships and mentoring programs. Conduct recruitment and employ persistence, and student success strategies and approaches. In particular, recruitment will focus on students of students of Color, Deaf Parented Interpreters, trilingual interpreters and Deaf interpreters	Ongoing	In Progress
Evaluation: The ARC IPP webpage continues to be updated and includes FAQs, an online application process, a clearly outlined checklist, and other pertinent information. Additionally, advisory committee members were consulted in terms of recruitment, persistence, and success regarding all interpreting students with particular emphasis on these demographic areas: students of Color, Deaf Parented Interpreters, trilingual interpreters and Deaf interpreters.

Sign Language Interpreter Studies	Clear and Effective Paths (2017-2021)	2	Strong Interpreting Skills	Provide students with a strong academic foundation in ASL and English in preparation for enhanced technical interpreting skills. Review and revise curriculum as needed to adhere to stringent academic standards. Pay faculty stipends and hire ASL and interpreting mentors in order to provide students with needed linguistic, culture and interpreting model exposure including such experiences as service learning and Fieldwork opportunities. Additionally, recruitment, persistence, and a focus on student success with particular emphasis on these demographic areas: students of Color, Deaf Parented Interpreters, trilingual interpreters and Deaf interpreters.	Ongoing	In Progress
Evaluation: This outcome supports or improves student learning by providing strong academic and CTE student skills. Provides students with strong experience in specialized settings. ASL mentors have worked with first year interpreting students enhancing cultural competence and ASL skills. And, Deaf interpreting, Deaf Parented Interpreters and interpreting mentors have provided students with needed linguistic, culture and interpreting model exposure in collaboration with campus-wide and community based programs. Deaf mentors were provided during Service Learning, Mock Interpreting and Fieldwork experiences. Additionally, mini trilingual lessons were incorporated with a focus on trilingual curriculum infusion in the future.

Sign Language Interpreter Studies	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Work-Based Learning	Provide students with a strong work-based learning experience with a sociolinguistic view, based on dialogue with Deaf and interpreting communities, that is infused throughout the Interpreter Preparation Program and culminates with individual mentored experiences. Hire mentors to work with students individually and in small groups in practicum experiences including but not limited to deaf-blind, educational, medical, multilingual, performing arts, agency and VRS settings. Additionally, mentors from these demographic areas are needed to work with specialized student populations: students of Color, Deaf Parented Interpreters, trilingual interpreters and Deaf interpreters. In particular, mentors are needed to work with those students who are non-traditional and economically disadvantaged.	Ongoing	In Progress
Evaluation: The outcome supports or improves student learning via individual and small group mentoring. Specifically, we hired mentors to work in these settings: performing arts, arts, business meetings, deaf blind events, video relay, etc. . Student surveys support this assertion.

Sign Language Interpreter Studies	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Access to Course Materials	Students shall have ready access in time and location to an adequate supply of current books, journals, periodicals, computers, video and audio material, and other reference materials related to the curriculum. In particular, make materials accessible through increased lab availability, space for conversational groups, library loans and other means of access to disadvantaged students. Additionally, provide materials representative of these student populations:students of Color, Deaf Parented Interpreters, trilingual interpreters and Deaf interpreters.	Ongoing	In Progress
Evaluation: This outcome supports student learning via current texts, CDs, DVDs, iPads, streaming video access for all students; particularly economically disadvantaged students. Student surveys support this assertion.

Sign Language Interpreter Studies	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Prepare Special Populations	Provide an approach to learning and instruction that supports the acquisition of knowledge and competencies associated with interpretation. Approaches to learning shall identify and support the learning needs of a diverse population including traditional and non-traditional students and male students as a minority in the field.	Ongoing	In Progress
Evaluation: All students have been supported through further access to course materials made available in the library and the interpreting lab. Additionally, ongoing consideration of Deaf interpreting infusion, trilingual curriculum considerations, an additional focus on Deaf Parented Interpreters took place. All of these findings were shared during the recent advisory committee.

Sign Language Interpreter Studies	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Prepare Deaf Interpreters	Infuse curriculum, source materials, and Certified Deaf Interpreter mentors and professors throughout the Interpreter Preparation Program with an emphasis on incorporation of specialized competencies of the Deaf interpreter. Focus on recruitment, persistence and student success.	Ongoing	In Progress
Evaluation: Deaf interpreter curriculum, source materials, and mentors were provided with a focus on the specialized Deaf interpreting competencies. A Deaf mentor was hired. Evidence that demonstrates this assertion includes training taken by professors, accessing the new Deaf Interpreter curriculum, developed source materials, and Deaf interpreter mentoring.

Sign Language Interpreter Studies	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Prepare Students of Color	Infuse curriculum, source materials, and mentors and professors of diverse ethnic backgrounds throughout the Interpreter Preparation Program. Approaches to learning shall identify and support the learning needs of a diverse population. Focus on recruitment, persistence and student success.	Ongoing	New
Evaluation: Throughout the two year cycle, curriculum, source materials, and mentors were provided with a focus on students of diverse ethnic backgrounds. Evidence that demonstrates this assertion includes training taken by professors, curriculum modifications, and source materials incorporation.

Sign Language Interpreter Studies	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Prepare Deaf Parented Interpreters-Heritage Signer	Infuse curriculum, source materials, and expert mentors and professors regarding Children of Deaf Adults throughout the Interpreter Preparation Program. Approaches to learning shall identify and support the learning needs of Children of Deaf Adults. Focus on recruitment, persistence and student success.	Ongoing	New
Evaluation: Throughout the two year cycle, curriculum, source materials, and mentors were provided with a focus on students who have Deaf parents. Evidence that demonstrates this assertion includes the provision of mentors, curriculum modifications, and source materials incorporation.

Sign Language Interpreter Studies	Clear and Effective Paths (2017-2021)	2	Promote Mobile Tech for Teaching and Learning	Increase student active learning opportunities that enable the demonstration of learning and acquisition of contemporary, competitive workplace skills via mock interpreting and fieldwork experiences.	Ongoing	In Progress
Evaluation: Students were able to easily videotape and upload movies to share with professors and peers providing additional feedback via Google Apps and QuickTime video. The evidence that supports this assertion is anecdotal via student discussion and input.

Sign Language Interpreter Studies	Students First (2017-2021)	1	Counselor Facilitator	A counselor/facilitator is needed in order to provide avenues for processing and self-care. Taking care of one’s needs is not a luxury; it is essential. In order for teachers and students to remain in a state of being where we can learn and use our widest skills, we need to manage change and stress in our lives.(Nieto (2010) Beyond Inclusion, Beyond Empowerment: A Developmental Strategy to Liberate Everyone) Ongoing, processing sessions facilitated and guided by a professional can both allow for increased student success and persistence during an educational program, and also provide tools for success in the working world.	Fall 2018	New
Evaluation:  |   |   |   |   |   |   |

Sign Language Studies	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Lab Activities	Develop a series of lab activities or classes to enhance skills of students who are struggling with the content and materials offered. This extra push will help develop marketability and skills of students in the IPP and advanced ASL classes.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Sign Language Studies	Clear and Effective Paths (2017-2021)	2	Lab hours and availability	Increase lab hours and availability to DEAF and IPP students. Daytime hours, in particular, need to be increased.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Sign Language Studies	Students First (2017-2021)	1	Tutoring	Further develop and maintain the turoring program in conjunction with the Tutoring Center and DSPS. New directions will include, in conjunction with LRC staff, an interactive class designed to train Deaf individuals to become tutors.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Sign Language Studies	Clear and Effective Paths (2017-2021)	2	Sign Language Lab	Develop strategies for an effective lab for sign language and interpreting classes (please review staffing, facility, resource requests).	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Sign Language Studies	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Staff interpreter	Hire a full-time staff interpreter to work with both full-time and adjunct faculty members.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Sign Language Studies	Students First (2017-2021)	1	Deaf Culture and American Sign Language Center	Establish a visually Deaf centric and Deaf-friendly facility including a new building, five classrooms, classroom lab, individual lab rooms and small group lab rooms.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Sign Language Studies	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Hire 1 more full-time faculty member	Hire 1 more full-time faculty member to provide consistent and high quality instruction to ASL and interpreting students.	Spring 2019	In Progress
Evaluation:  |   |   |   |   |   |   |

Sign Language Studies	Clear and Effective Paths (2017-2021)	2	Develop language assessment tool	Develop language assessment tools to determine appropriate placement for students in the SILA and IPP programs.	Spring 2019	In Progress
Evaluation:  |   |   |   |   |   |   |

Sign Language Studies	Students First (2017-2021)	1	Hire Faculty member for language assessment	Hire faculty member and/or additional FTE for provision of language assessment for student placement in DEAF and IPP courses.	Spring 2019	In Progress
Evaluation:  |   |   |   |   |   |   |

Sign Language Studies	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Hire Faculty member for lab	Hire faculty member and/or provide additional FTE for lab skills development modules.	Spring 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Sociology	Clear and Effective Paths (2017-2021)	2	Additonal FTE	With a new faculty member onboarding fall 2018, we need more FTE to offer regularly the courses that will feed our students through to a Sociology AAT degree. We are adding a new research course and need FTE to continue offering the courses that are relevant to the Sociology degree.	Fall 2018	New
Evaluation:  |   |   |   |   |   |   |

Sociology	Clear and Effective Paths (2017-2021)	2	Collaboration with Umoja and Puente	Sociology is focusing a particular course each semester to support Umoja and Puente students.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Sociology	Vibrancy and Resiliency (2017-2021)	4	Community Courses	It was suggested in a meeting that our local law enforcement and public safety agencies be encouraged to take sociology courses gratis in order to have a better understanding of the populations, issues, and problems in our community.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Sociology	Students First (2017-2021)	1	Diverse learning opportunities	Increase the opportunities for students to supplement their sociological learning through exposure to guest speakers, films, and workshops on campus that relate to course material. Our department is looking for opportunities to collaborate with UNITE, CTL, and Student Leadership to co-sponsor sociological programming.	Ongoing	In Progress
Evaluation: We continue to collaborate and innovate to provide information, support, and different ways to learn to our students.

Sociology	Students First (2017-2021)	1	Grow and strengthen Sociology to lead in region	We continue to look for opportunities to schedule courses that are appealing to students and community members, harness the strengths of our faculty, increase student enrollment and success, and grow our department to be the premier sociology department in this region.	Ongoing	In Progress
Evaluation: We continue to plan a full complement of curses at Natomas Center, are looking at providing classes to public safety agencies that are socially relevant, we are the originators for the new Social Justice AAT, and are investigating how to use data from research on student success in individual classes.

Sociology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Collaborative Workshops	Creating opportunities for faculty to collaberate in order to shift the institutional culture from underachieving students to increasing institutional effectiveness and addressing the needs of underserved students. The current Spring 2016 Diversity in the Classroom Institute is one such example.	Ongoing	In Progress
Evaluation: Sociology continues tobe active in creating and facilitating the Equity Action Institute and the Diversity in the Classroom: A Reaching and Learning Institute as well as other equity workshops.

Sociology	Students First (2017-2021)	1	Maintain contact with area high schools	This is a work in progress, and we continue in our efforts to establish contact with counselors in high schools located in the area to inform them about the sociology program at ARC. We also have created a degree information sheet available to students to give them a clear idea of what is needed to major in sociology and transfer. Working with counselors and providing concrete information encourages students to take sociology courses at ARC.	Ongoing	In Progress
Evaluation: We continue in our efforts to communicate with counselors in work in progress, and we continue in our efforts to establish contact with counselors in high schools located in the area to inform them about the sociology program at ARC. We also have created a degree information sheet available to students to give them a clear idea of what is needed to major in sociology and transfer. Working with counselors and providing concrete information encourages students to take sociology courses at ARC.

Sociology	Vibrancy and Resiliency (2017-2021)	4	Relevant Courses for local workplace needs	Create courses and a certificate program to address workplace needs in the local region	Ongoing	New
Evaluation: Ongoing.

Sociology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Collaboration in Programs	Sociology faculty have collaborated with the CTL, Basic Skills, and other faculty members to shadow the New Faculty Academy and classified staff training, guest lecture in the annual fall teaching institute, offer college-wide equity workshops, and work with faculty across the college.	Ongoing	In Progress
Evaluation: We continue to work with the campus in established and new programs.

Sociology	Clear and Effective Paths (2017-2021)	2	Develop AAT Degree	Increase the number of students who will be able earn a AAT degree in sociology. Offer entire program at Natomas.	Spring 2017	In Progress
Evaluation: A new sociology position has been approved and we anticipate that the new professor will be on board fall 2018. This person will develop and teach the Sociology research course that is missing from our AAT degree.

Sociology	Clear and Effective Paths (2017-2021)	2	Diverse curriculum development	We have developed three new courses over the last three years and are currently developing Sociology of Aging, Sociology of Marriage and Family, and an equity and diversity based certificate program for the future. We are looking for ways to address the needs of a diverse student population and ways to reflect the diversity of course offerings that should be available in a premier sociology depatment. We are also looking fror ways to address the needs of the Equity Initiative in our course development.	Spring 2019	In Progress
Evaluation: We continue to develop and offer a diverse complement of sociology courses and are working on offering a sociologically based Sociology of Aging course.

Sociology	Clear and Effective Paths (2017-2021)	2	Hire a new full-time sociologist in a tenure-track	A new full-time faculty member in Sociology who is able to teach quantitative and qualitative sociology research methods is crucial for us to fulfill our agreement for the 2012 legislature mandated AAT degree. The psychology research methods course has been inserted into our AAT as a stopgap measure. Without a sociology research methods course, our students are at a clear disadvantage. Not only are sociological and psychological research methods markedly different, but our students are also lacking a core component to their sociological knowledge. This reflects on ARC, our sociology department, and our students as they transfer. The integrity of our program demands a full-time faculty member who is able to work with students in the Sociological Research Methods Course.	Spring 2018	In Progress
Evaluation: We will be hiring in May 2018.

Sociology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Departmental support for Institutional Equity	Faculty members will work with programs to expand the practices related to serving underserved students and achieving student equity.	Ongoing	In Progress
Evaluation: Sociology Faculty continues to coordinate the Equity Action Institute, Diversity int he Classroom series, and other Equity workshops.

Sociology	Clear and Effective Paths (2017-2021)	2	Reduced AAT Sociology degree completion time	A new full-time faculty member in Sociology who is able to teach quantitative and qualitative sociology research methods is crucial for us to fulfill our agreement for the 2012 legislature mandated AAT degree. The psychology research methods course has been inserted into our AAT as a stopgap measure. Without a sociology research methods course, our students are at a marked disadvantage. Not only are sociological and psychological research methods markedly different, but our students are also lacking a core component to their sociological knowledge. It is weakens our sociology department and our students as they transfer. The integrity of our program demands a full-time faculty member who is able to work with students in the Sociological Research Methods Course.	Ongoing	In Progress
Evaluation: A new faculty member who can teach the research course will reduce the amount of pre-req courses a student will need to take to finish the degree.

Sociology	Students First (2017-2021)	1	Sociology Student Success	To develop mechanisms for more interactive classrooms.	Spring 2019	New
Evaluation: We continue to be challenged by classroom space and classrooms that are "movement friendly." We continue to work on creating classrooms that are more interactive in learning style and in classroom space.

Sociology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Diversity in the Classroom: A Reaching and Le	A sociology faculty member has developed and lead for the past three years the district wide "Diversity in the Classroom: A Reaching and learning Institute." It is currently being offered each spring semester.	Ongoing	In Progress
Evaluation: Continuing. As we seek data, we hope to be better able to measure outcomes for those who participate.

Sociology	Students First (2017-2021)	1	Student Publication	In collaboration with English and Umoja, a new student publication is being planned.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Sociology	Clear and Effective Paths (2017-2021)	2	Social Justice AAT	Sociology is the Originator for the new Social Justice AAT degree and the new Introduction to Social Justice course	Spring 2018	New
Evaluation:  |   |   |   |   |   |   |

Speech Communication	Clear and Effective Paths (2017-2021)	2	Learning Environment	Create a discipline appropriate learning environment in the main Speech classrooms.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Speech Communication	Clear and Effective Paths (2017-2021)	2	Guided Pathways	The Speech Department has created four-semester pathways as well as 8 semester pathways for ARC students to see possible options to complete their degree in the chosen timeframe.	Spring 2018	New
Evaluation:  |   |   |   |   |   |   |

Speech Communication	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Exemplary teaching	The Speech Department continues to offer instruction at a high level of content as well as a high level of concern for students and their success.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Speech Communication	Clear and Effective Paths (2017-2021)	2	Curricula	Maintain high quality, transferable, current curricula that contributes to student success and the enhancement of vital life skills.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Speech-Language Pathology	Students First (2017-2021)	1	Perkins-Assisting career & technical student CTE 2	Recruit SLPA students to assist with and support SLPA Program and Allied Health related events.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing: As activities arise, the SLPA students are encouraged to participate. All Career Center activities, scholarship notifications, and related-field job opportunities are announced in class and/or through the Learning Management System (LMS). The SLPA 121 students participated in a Meet and Greet event on 01/04/18, hosting a mixer to present their fieldwork manuals to their clinical supervisors. The SLPA 110, 120 and/or 121 students participated in the following: set up, registration and clean up of the CEU event "Developing a Mentor in SLP/SLPA Supervision: Real Life Application" (01/27/18); and management of the rooms and movement within for the round-robin SLPA 110 class activity (02/08/18). SLPA students are also encouraged to attend the annual California Speech-Language-Hearing Association (CSHA) conference. Multiple students (at least 22) attended this year's event in March 2018 as it was held at a local venue.

Speech-Language Pathology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Leasing, purchasing, upgrading CTE 1	Utilize at least three existing pieces of technology and augmentative and alternative communication devices (BoardMaker, recordable switches, adapted books, Speak Easy, etc.) to augment classroom and lab activities in core curriculum including: SLPA 105, SLPA 115, SLPA 120, and SLPA 121.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. The faculty has met this goal through the use of the following items: BoardMaker, BigMack switches, LittleMack switches, Communication Builder, Cheap Talk 8, sequencing switches (2), adapted books, iPads and a modified keyboard. These items have been used in class, demonstrated, and are made available for student use to practice in class for SLPA 105, SLPA 120, and SLPA 121. In fall 2018, they will be used in SLPA 115.

Speech-Language Pathology	Students First (2017-2021)	1	Perkins- Supporting other CTE activities	Support recruitment, outreach, retention, persistence and employment of regular and nontraditional students.	Ongoing	In Progress
Evaluation: Goal met and Ongoing. The SLPA Program attended several events including the following: The SLPA Program attended several events including the following: 08/10/17 = ARC "Get Schooled" Fall Kickoff; 09/07/17 = ARC Welcome Day; 09/25/17 = Health Tech Academy Career Seminar; 10/30/17 = Pathways to Paychecks - Sacramento City College; and 02/13/18 = ARC Career Education Exhibit Day. Additionally, the SLPA Program Coordinator attended the California Speech-Language-Hearing Association (CSHA) annual convention meeting (03/22/18-03/25/18) with SLPA students, SLPAs, and SLPs to discuss promotion of the SLPA Program and the field in general. This goal continues its relevance as evidenced by increased SLPA Program enrollment. Individual appointments are provided for students in SLPA 110 (1x), SLPA 120 (2x), and SLPA 121 (1-3x) to facilitate retention and persistence. Employment opportunities are researched as well - job leads (for the SLPA and related fields) are passed along to eligible students and SLPA graduates.

Speech-Language Pathology	Students First (2017-2021)	1	Perkins- Strengthening the academic CTE 2	Collaborate with RAD (Reading Across the Disciplines) to improve student persistence rates at the onset of each semester.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. The SLPA Coordinator received information on RAD and provided that information to the SLPA students at the onset of each semester. RAD information was provided on Canvas as well. Students who were identified as struggling were individually provided with the information.

Speech-Language Pathology	Vibrancy and Resiliency (2017-2021)	4	Perkins- Provide students with strong exp CTE 5	Work with SLPs in the community to evaluate student access, success, and placement within the industry, as well as overall professional conduct.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. The SLPA Coordinator maintains regular contact with SLPA Site Supervisors during fieldwork placement of the SLPA 121 students. Orientation to fieldwork occurs pre-placement, with a more formal opportunity at the annual Meet and Greet event. Performance-Based Competencies are reviewed to increase supervisor understanding of the student expectations and supervisory roles. If problems arise, the SLPA Coordinator works directly with the SLPA Site Supervisor and the student.

Speech-Language Pathology	Vibrancy and Resiliency (2017-2021)	4	Perkins- Develop and implement evaluations CTE 2	Participate and evaluate student learning outcome survey results and make changes based on feedback.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing.

Speech-Language Pathology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Leasing, purchasing, upgrading CTE 2	Explore methodologies twice annually to afford students opportunities to receive hands on instruction using the newest technology in an on-campus learning environment to ensure student success.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. The faculty has met this goal through the use of BoardMaker and iPad technology. These items have been used in class, demonstrated, and are made available for student use to practice in class for SLPA 105, SLPA 120, SLPA 121, and SLPA 125. The SLPA Program Coordinator attended the annual California Speech-Language-Hearing Association (CSHA) conference and visited the various technological vendors. Also, regular review of therapeutic catalogues occurs when received to incorporate into the teaching of the curriculum. All iPads have been equipped with 36 applications which are widely used in the industry.

Speech-Language Pathology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Develop, improve, or expand CTE 4	Provide student access to specific communication related technologies to strengthen cognitive and critical thinking skills as well as technological skills for use in therapeutic settings.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. The BoardMaker computer program has been installed on a total of 26 computers in the Health and Education Computer Lab for use by the SLPA Program - more computers will be equipped by the end of the fiscal year. A replacement CD was purchased to allow for loading the BoardMaker computer program on five (5) more computers. The SLPA Program now has 20 iPads for use with for second and third semester students to prepare for clinical fieldwork and employment. Each iPad has been loaded with 36 applications which are widely used in the industry. The SLPA Program utilized the iPads for in-class assignments for both the third semester students (fall) and the second semester (spring) students.

Speech-Language Pathology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Develop, improve, or expand CTE 5	Evaluate new technology and materials for incorporation into the curriculum - twice annually.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. The SLPA Program Coordinator attends the annual California Speech-Language-Hearing Association (CSHA) conference and visits the various technological vendors. Also, regular review of therapeutic catalogues occurs when received. The SLPA Program has built up the technological component of the SLPA Program with 20 iPads for classroom use - to review and practice use for clinical fieldwork placement and employment. Each of the iPads is loaded with a total of 36 applications which are used within the industry. A former SLPA student and leader in the use of iPad technology for therapy service provision was scheduled to conduct a technology seminar for current SLPA students on 11/21/17 - unfortunately she needed to cancel. The SLPA Program will have her speak again in fall 2018.

Speech-Language Pathology	Vibrancy and Resiliency (2017-2021)	4	Perkins- Strengthening the academic CTE 1	A variety of course offerings should be made to support completion of SLPA AS degree with Speech-Language Pathology and Audiology and Hearing Aid Dispensers Licensing Board (SLPAHAD Board); continue to review/revise and develop curriculum; communicating with the SLPAHADB once annually.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. Per SLPA Advisory Committee recommendations, the SLPA Program Coordinator created new core curriculum for the SLPA Program. New degree requirements began fall 2017. Core curriculum increased from four courses to six, eliminating three required courses in their entirety (being replaced by the core curriculum courses). The degree now has 41 required units instead of 42 - with a higher concentration on core curriculum. The SLPAHADB approved the modification on 12/04/17. New recommended courses are pending including the following: Adult Neurogenic Disorders - Overview and Therapy Procedures; Childhood Language Development; and Documentation for the SLPA.

Speech-Language Pathology	Vibrancy and Resiliency (2017-2021)	4	Perkins- Strengthening the academic CTE 3	Develop two additional college and industry internship sites to enhance exposure, access, training and sharing of new informational skills. The program is developing industry internship sites for delivery of portions of the curriculum and access to hands-on skills training. The partnerships developed will assist to meet business and industry needs as well.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. The following clinical fieldwork contracts were established: Language Essentials, Inc.; Modesto City Schools. These contracts were sufficient for the purpose of student internship placement during the 2017-2018 academic year. Additional agencies should be sought in the subsequent academic terms to diversify the clinical fieldwork pool for the SLPA Program and to meet the needs of the SLPA student body.

Speech-Language Pathology	Vibrancy and Resiliency (2017-2021)	4	Perkins- Link CTE at the secondary CTE 3	Visit/communicate with one SLPA program for information gathering and ideas for improving the SLPA Program at ARC.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. The SLPA Program Coordinator was able to communicate electronically throughout the course of the year on a variety of different topics with a few of the SLPA Program Coordinators at other educational institutions. Some of the topics included fieldwork supervision, CEU opportunities for the area of supervision, supervision hours, SLPA Program application process, and required SLPA Program curriculum. On 01/27/18, the SLPA Program Coordinator met with Santa Ana College SLPA Program Coordinator. At the California Speech-Language-Hearing Association (CSHA) annual conference in March 2018, the SLPA Program Coordinator met directly with three other SLPA Program Coordinators. A three-hour meeting was held.

Speech-Language Pathology	Students First (2017-2021)	1	Perkins- Link CTE at the secondary CTE 6	Present students the opportunity to become involved with non/for-profit organizations within their community - twice annually.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. The first semester SLPA students were made aware of various organizations through lecture (ASHA, CSHA, SASHA, NSSLHA). The second and fourth semester students were presented with a few professional organizations with which to become involved including the CSHA and NSSLHA organizations. CSHA District 2 Director-Elect, Katie Jackson, had a brief presentation in first, second and fourth semester classes. As opportunities became known to the Program Coordinator with non-profit or for-profit organizations, these were disseminated to the student body.

Speech-Language Pathology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide students with strong exp CTE 3	Work with the ARC librarians to increase the resources available to the students in the SLPA Program by five per year.	Ongoing	In Progress
Evaluation: Goal Partially Met and Ongoing. This goal has been met with respect to librarian outreach to the SLPA Program. The SLPA Program Coordinator has not reciprocated the communication of additional resources to add to the existing library secondary to time. In fall 2018, the SLPA Program Coordinator will have a release time to additionally support this goal.

Speech-Language Pathology	Vibrancy and Resiliency (2017-2021)	4	Perkins- Develop and implement evaluations CTE 5	Strengthen SLPA Advisory Committee membership to include no less than 60% membership by community/student members and no more than 40% membership by ARC faculty/administration/counseling.	Spring 2016	In Progress
Evaluation: Goal Met and Ongoing. At the present time, the SLPA Advisory Committee consists of ARC faculty/administration/counseling members (comprising 40% of the committee at 6/15 members), SLPA student (comprising 7% of the committee at 1/15 members), and community members (comprising 53% of the committee at 8/15 members). The membership base includes the following: school-based itinerant SLPs, SLPs in private practice, SLPA student, SLPAs, SLPA Program Coordinator, LRCCD Dean, ARC faculty, and ARC academic counselor. Only one SLPA Advisory Committee meeting was held during this progress reporting period.

Speech-Language Pathology	Vibrancy and Resiliency (2017-2021)	4	Perkins- Involve parents, businesses CTE 3	Provide educational programs that meet specific needs of community partners.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. The SLPA Advisory Committee is comprised of ARC faculty/administration as well as community members. Annual meetings are held to identify needs in the community and curriculum is discussed to address the needs. Additionally, SLPA 121 supervisors are interviewed to determine the areas of strength/weakness for their fourth semester fieldwork students. This information is collected to identify areas of need for the SLPA Program. SLPA Program modifications are subsequently made. The last official revision occurred with fall 2017.

Speech-Language Pathology	Vibrancy and Resiliency (2017-2021)	4	Perkins- Local education and business CTE 3	Continue to communicate with established fieldwork placement sites - 1-2x during the fall semester while identifying fieldwork supervisors; a minimum of 2-4x in the spring semester during student placement.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. The SLPA Program Coordinator has a lot of contact with clinical fieldwork supervisors. In the fall term, the community SLPs are approached by her for inclusion as SLP supervisors. The SLPA Program Coordinator attends agency SLP meetings to promote the SLPA Program, identify needs of the program, and probe for potential clinical fieldwork supervisors. Communication continues to keep the SLPs in the loop for the spring term clinical fieldwork placements. Before the spring term begins, the SLPA Program Coordinator offers a Meet and Greet orientation for the supervisors and a CEU opportunity on supervision. Ongoing contact occurs in the spring term during clinical fieldwork placements - scheduling observations, conducting observations, discussing strengths/weaknesses of the fieldwork students, and problem solving/consultating as needed. Each student is observed twice in each clinical fieldwork placement. Ongoing communication occurs to support the student and supervisor.

Speech-Language Pathology	Students First (2017-2021)	1	Post-Graduate Survey	Create a post graduate survey instrument that evaluates training received while enrolled in the ARC SLPA Program after the graduate has achieved employment.	Fall 2016	In Progress
Evaluation: Goal Unmet. The SLPA Program Coordinator has not yet scheduled time with the Research Team at ARC for the completion of this goal. The Research Team has responded to the initial request of the SLPA Program Coordinator, but the latter has not had the time to complete this goal.

Speech-Language Pathology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide in-service and pre-service CTE 1	Encourage instructors to develop new teaching strategies using the latest technology and multi-media equipment, including Power Point demonstrations.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. The SLPA Program Coordinator acquires continuing educational units to increase awareness and understanding of new therapeutic materials, techniques and current research within the industry. She also attends Flex activities and discusses use of technology/multi-media equipment with colleagues. A total of 20 iPads have been purchased to date to use with second and third semester students to assist with preparation for fieldwork and employment. Power Point presentations have been made to support most lectures for second semester students. The SLPA Program Coordinator met with adjunct faculty to discuss teaching strategies and overall presentation style. Power Point slides were provided to a new adjunct professor who will be teaching in the fall 2018. Desk copies of texts were also provided to adjuncts.

Speech-Language Pathology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide in-service and pre-service CTE 3	Provide an annual CEU opportunity for SLPs in the community and SLPA students at ARC with regard to Supervision and/or other topics of professional interest.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. The SLPA Program hosted one CEU workshop on 01/27/18. The topic was entitled, "Developing a Mentor in SLP/SLPA Supervision: Real Life Application." It was attended by 54 participants including community SLPs, SLPAs, and current SLPA students. The speaker was Monica Zarske, MA, CCC-SLP, SLPA Program Coordinator at Santa Ana College. The activity was lower attended, but this is attributed to the state professional conference being held in Sacramento in March 2018. This activity draws on a pool of repeat attenders.

Speech-Language Pathology	Clear and Effective Paths (2017-2021)	2	Perkins- Local education and business CTE 2	Create a department website for others to access information regarding the program.	Fall 2018	In Progress
Evaluation: Goal Unmet. The SLPA Department has updated curriculum with an onset of fall 2017. The SLPA Program Coordinator has received some release time for fall 2018 for the purpose of this project. Website will be a focus during the beginning of the next academic year.

Speech-Language Pathology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Develop, improve, or expand CTE 1	Incorporate the use a Learning Management System (Canvas) to enhance student access, learning, communication, and accountability meeting course objectives for all SLPA core courses (SLPA 300, SLPA 105, SLPA 110, SLPA 115, SLPA 120, and SLPA 121) and to increase course efficiency.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. The SLPA Program has a Canvas component to all existing course offerings to allow students to access information, to increase their learning potential, to prepare for assignments/quizzes/exams, to communicate with one another, and to increase accountability. Canvas has assisted with reducing "paper".

Speech-Language Pathology	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Provide in-service and pre-service CTE 2	Instructor attendance (at least two per year) at various professional workshops/conferences, included but not limited to: California Speech-Language-Hearing Association (CSHA) conference.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. The SLPA Program Coordinator/Instructor attended two major professional events. The annual ARC CEU workshop on 01/27/18. The topic was, "Developing a Mentor in SLP/SLPA Supervision: Real Life Application". A total of 6 hours of CEUs were earned at this event. The SLPA Program Coordinator was in attendance at the California Speech-Language-Hearing Association (CSHA) annual conference in March 2018. Over 20 hours of CEUs were earned mini seminars and short courses. One adjunct instructor attended both events listed above as well.

Speech-Language Pathology	Vibrancy and Resiliency (2017-2021)	4	Organizational Effectiveness	Develop an Instructional Assistant Position (or paid student help or paid clerk) to increase the efficiency of the SLPA Program - providing organizational assistance, lab-based activity assistance, and clerical assistance to the SLPA Program Coordinator.	Spring 2015	In Progress
Evaluation: Goal Met. A Temporary Clerk was funded through Perkins funding. This clerk was instrumental in providing assistance for administrative functions of the SLPA Program such as taking inventory of AAC devices, checking AAC devices and inserting batteries, updating/confirming iPad applications, filing paperwork, organizing fieldwork contract book, preparing labels, stuffing envelopes, assisting with the annual CEU workshop, running on campus errands, sending employment notifications out to former SLPA graduates/completers, etc. It would still benefit the program to have an Instructional Assistant/paid student/ clerk position, especially with the updated curriculum and the advent of a required additional lecture/lab class.

Speech-Language Pathology	Vibrancy and Resiliency (2017-2021)	4	Organizational Effectiveness - Adjunct Pool	Develop an Adjunct Pool for the SLPA Program, with specific need for coverage of clinical supervision in the spring semesters (only) for fieldwork placement, and/or course instruction.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. An Adjunct Pool was created, and currently houses three SLPs. One adjunct is presently being used for the spring 2018 term. She is teaching a three unit lecture course. Another adjunct is presently being used for a small section of clinical fieldwork supervision. She is also regularly attending SLPA 105 as she will be teaching a section in the fall 2018 term. The third adjunct was being utilized for a small section of clinical fieldwork supervision, but has since terminated her contract. This goal should remain as there new modifications to curriculum implemented fall 2017 which may necessitate the need for additional for clinical supervision and lecture.

Speech-Language Pathology	Students First (2017-2021)	1	Perkins- Link CTE at the secondary CTE 5	Involve and expose students to all aspects of service provision within the field of speech-language pathology both on and off campus.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. The overall course material from SLPA 300 provides initial insight as to the depth and breadth of communication disorders. As students work their way through the program, they are exposed to community sites where a total of 15 hours of observation of clinical service provision are required. These 15 hours are acquired throughout the first three core courses (three hours of observation for SLPA 300; six hours of observation each in SLPA 110 and SLPA 120). Analyzing client behavior during screening activities is a large component of SLPA 115. All experience culminates with fieldwork placement (at two sites and acquiring a minimum of 162 hours total) where direct service provision by the paraprofessional (SLPA student intern) will take place. Additionally, as activities arise, the SLPA students are encouraged to participate. All Career Center activities, scholarship notifications, and related-field job opportunities are announced in class. The SLPA 121 students participated in a Meet and Greet event on 01/04/18, hosting a mixer to present heir fieldwork manuals to their clinical supervisors. The SLPA 105, 110 and 121 students participated in the following: set up, registration and clean up of the CEU event "Developing a Mentor in SLP/SLPA Supervision: Real Life Application" (01/27/18); and management of the rooms and movement within for the round-robin SLPA 110 class activity (02/08/18). A SLPA panel was conducted on 04/03/18 for the fourth semester SLPA students in which employed SLPAs (former SLPA ARC graduates) are invited to sit on a SLPA panel for Q&A session with the current fieldwork students. Additionally, an SLP Panel is being presented to the second semester SLPA 110 students on 04/12/18 - this, too, is designed as a Q&A for the students to inquire about supervision, use of SLPAs, becoming an SLP, etc.

Speech-Language Pathology	Clear and Effective Paths (2017-2021)	2	Perkins- Provide students with strong exp CTE 1	Industry- and work-related courses to be offered including: SLPA 300, SLPA 105, SLPA 110, SLPA 115, SLPA 120, and SLPA 121.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. The academic coursework for the SLPA Program is currently approved by the California State Speech-Pathology and Audiology and Hearing Aid Dispensers' Board. Curriculum modification was implemented fall 2017 to increase SLPA core curriculum to include the following: SLPA 300, SLPA 105, SLPA 110, SLPA 115, SLPA 120, and SLPA 121.

Speech-Language Pathology	Students First (2017-2021)	1	Perkins- Develop, improve, or expand CTE 3	Assist students with ways to access SLPAHAD Board online as well as additional state and national governing bodies.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. Information is initially disseminated in the SLPA 300 course. Subsequent exposure occurs through the SLPA 110 course, in discussion of legal and ethical considerations for service delivery, as well as in SLPA 121, in preparation to exit the program and register as a SLPA with the SLPAHADB. Individual appointments occur for the latter. In all core coursework, additional discussion ensues about state affiliation and national affiliation.

Speech-Language Pathology	Clear and Effective Paths (2017-2021)	2	Perkins- Provide services and activities CTE 1	The SLPA Program offers several courses to acquire the SLPA AS degree requiring 41 units of Program-related coursework.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. The SLPA Program currently offers an AS degree after one has successfully completed the required 41 units of SLPA coursework (and related coursework), as well as the additional general education requirements of American River College. Revised SLPA Program degree requirements began fall 2017. Modifications and course developments were discussed with the SLPA Advisory Committee.

Speech-Language Pathology	Clear and Effective Paths (2017-2021)	2	Perkins- Provide services and activities CTE 2	Upon acquiring the SLPA AS degree, 75% of the students will have met the qualifications for state registration as a SLPA by the SLPAHAD Board.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. The SLPA students who completed the SLPA Program have been equipped with the necessary foundational knowledge to work in the field. Of the students in the most recent graduating class (May 2017), 91.67% have received their state registration number (22/24).

Speech-Language Pathology	Students First (2017-2021)	1	Perkins- Provide activities to prepare CTE 3	Encourage the support of special populations and non-traditional students in the SLPA Program through individualized appointments with the SLPA Coordinator - occurring with greater frequency throughout the SLPA Program (1-3x, depending on core course enrollment).	Ongoing	In Progress
Evaluation: Goal Met and Ongoing: The SLPA Coordinator has taken on a mentorship/supervisory/educator role with those enrolled in the SLPA Program with specific academic counseling in this field occurring. The second semester students participate in round-robin interview activities with community-based SLPs - receiving constructive feedback with strengths as well as areas of concern for entering the workforce as a SLPA. An academic planning meeting occurs in this semester. Third semester students receive a SLPA Coordinator consultation one-on-one on two occasions. Fourth semester students have the opportunity to meet three times individually with the SLPA Coordinator (in person or on the telephone) to discuss fieldwork placements and to individually complete final SLPAHADB registration process. All students are encouraged to meet on a regular basis with Academic Counseling at ARC to address additional academic needs.

Speech-Language Pathology	Vibrancy and Resiliency (2017-2021)	4	Perkins- Supporting training and activities	Pursue SLPA Advisory Committee recommendation on ways to support non-traditional students in this field.	Ongoing	In Progress
Evaluation: Goal Met and Ongoing. The SLPA Program has been advised by the SLPA Advisory Committee to continue ventures with non-traditional students. Suggestions are received and implemented if/when possible.

Speech-Language Pathology	Clear and Effective Paths (2017-2021)	2	Perkins- Link CTE at the secondary CTE 1	Attend four high school and college level career fairs and Allied Health activities for promotion of the SLPA Program.	Ongoing	In Progress
Evaluation: Goal met and Ongoing. The SLPA Program attended several events including the following: 08/10/17 = ARC "Get Schooled" Fall Kickoff; 09/07/17 = ARC Welcome Day; 09/25/17 = Health Tech Academy Career Seminar; 10/30/17 = Pathways to Paychecks - Sacramento City College; and 02/13/18 = ARC Career Education Exhibit Day. Additionally, the SLPA Program Coordinator attended the California Speech-Language-Hearing Association (CSHA) annual convention meeting (03/22/18-03/25/18) with SLPA students, SLPAs, and SLPs to discuss promotion of the SLPA Program and the field in general.

SRPSTC	Clear and Effective Paths (2017-2021)	2	State agencies	Develop additional contacts within the State agencies for increase FTES and courses.	Fall 2012	In Progress
Evaluation:  |   |   |   |   |   |   |

SRPSTC	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Building Maintenance	To ensure the Facility is up to the standards of Los Rios Community College District and passes health and safety standards.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

SRPSTC	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Training Dummy's	Confined Space Training Dummy's aid students during real life training scenarios. Thus preparing the student for the workforce.	Fall 2015	New
Evaluation:  |   |   |   |   |   |   |

SRPSTC	Students First (2017-2021)	1	Increase Funding to Support College Programs	Increase personnel to help make it possible for us in keeping-up with all of the many demands placed upon the current SRPSTC staff, in curriculum development, updating, and revisions.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

SRPSTC	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Health	To ensure the Facilty is up to the standards of Los Rios Community College District and passes health and safety standards.	Fall 2012	In Progress
Evaluation:  |   |   |   |   |   |   |

SRPSTC	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Actor AED Trainer	Used in conjunction with the CPR/AED Manikin	Fall 2015	New
Evaluation:  |   |   |   |   |   |   |

SRPSTC	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Requesting Hold Spots in Our Classes	Develop a workable plan that addresses the problem of our public safety agencies who request hold spots for their personnel in our courses, but don't show-up for the class.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

SRPSTC	Clear and Effective Paths (2017-2021)	2	High School Relationships	The SRPSTC is trying to create a relationship with local high school criminal justcie programs for continuation into College	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

SRPSTC	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Actar D-fib CPR/AED Makikin	CPR Manikin's are used in many courses offered by SRPSTC	Fall 2015	New
Evaluation:  |   |   |   |   |   |   |

SRPSTC	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Leasing, purchasing, upgrading	Purchase equipment and technology to meet the needs of employers and the instructional program.	Fall 2014	In Progress
Evaluation:  |   |   |   |   |   |   |

SRPSTC	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Concealable Body Armor	Concealable body armor is a necessary instructional and safety tool for our basic police academy.	Fall 2015	In Progress
Evaluation:  |   |   |   |   |   |   |

SRPSTC	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Perkins- Develope, improve, or expand	Coordinator/Instructors will attend several activities each year which will develop, improve and/or expand the use of technology in the classroom, attending statewide fire management meetings and advisory committees on public safety.	Fall 2013	In Progress
Evaluation:  |   |   |   |   |   |   |

SRPSTC	Students First (2017-2021)	1	Course Evaluation	After each SRPSTC course, every student will evaluate the presentation, facility, instructor, and their knowledge of the SLOs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

SRSPST Division Office	Students First (2017-2021)	1	Provide Student Services access to Basic Academy	Provide immediate access to student services departments and processes for the students of the Basic Police Academy. Matriculate students at the beginning of their program which can run for three full semesters. Allow access to computer labs, counseling, career & job placement, tutoring in Writing skills, and the Health Center.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

SRSPST Division Office	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Classified work space	Additional Classified work spaces.	Fall 2015	In Progress
Evaluation:  |   |   |   |   |   |   |

SRSPST Division Office	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	ISA II Position	Due to a dramatic increase in the POST guidelines, coupled with the reinstituted USDA contract, unfilled staffing vacancies there has been an increased demand on existing staff. Currently, we do not have the proper classifications to handle the increased workload. An ISA II can assists instructional areas in the scheduling of classes each semester (or week in our case); prepares and processes tentative faculty schedules. Assists in the curriculum development process. Designs and produces reports using independent databases and maintains backup systems; compiles, prepares, and proofs curricula data for college catalog and schedules.	Fall 2016	New
Evaluation:  |   |   |   |   |   |   |

SSSP (Matriculation)	Student Success (2015-2016)	1.2	College Readiness Assessment	Develop college readiness self assessment and associated academic/student services support resource/referral program/ network.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

SSSP (Matriculation)	Student Success (2015-2016)	1.2	Orientation - Credit course	Explore development of credit orientation course.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

SSSP (Matriculation)	Teaching and Learning Effectiveness (2015-2016)	2.2	ESL Writing Sample	Inconjunction w/ESL faculty, institutional research, counseling department and assessemnt center staff assess the utility of ESL writing sample as part of ESL course placement process. If determined to be useful and feasable support and assist in implementation of ESL Writing Sample as part ESL course placement process.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

SSSP (Matriculation)	Student Success (2015-2016)	1.2	Develop In-Reach Services	Develop and implement in-reach services to improve student persistence and retention	Fall 2010	New
Evaluation:  |   |   |   |   |   |   |

SSSP (Matriculation)	Student Success (2008-2014)	1.2	Title 5 Regulations	In conjunction with Institutional Research Department continue to conduct validity research and disproportionate impact studies on all palcement instruments as required by Title 5 regulations	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

SSSP (Matriculation)	Teaching and Learning Effectiveness (2015-2016)	2.2	English - writing sample	In conjunction w/english faculty, institutional research, counseling department and assessemnt center staff assess the utility of english writing sample as part of english writing course placement process. If determined to be useful and feasable support and assist in implementation of english writing ample as part english course placement process.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

SSSP (Matriculation)	Access and Growth (2015-2016)	3.2	Matriculation Office Space	Establish matriculation office space that is centrally located and easily accessible to students. A space is needed that provides office space for the matric SPA as well as seperate work area for student assistants and peer mentors.	Spring 2017	In Progress
Evaluation:  |   |   |   |   |   |   |

SSSP (Matriculation)	Student Success (2015-2016)	1.2	Orientation	Provide access to orientation for every new student. Continue to develop and improve orientations processes. Develop multi-lingual modes of delivery of identified orientation information. Enhance and expand the use of on-line orientation for both native and non-native speakers.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

SSSP (Matriculation)	Student Success (2008-2014)	1.2	Training & Development	Maintain and increase issue awareness, knowledge and information base. Attend and participate in local, regional and staewide meetings regarding student development, student success, matriculation, and Title 5	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

SSSP (Matriculation)	Organizational Effectiveness (2015-2016)	5.3	Matriculation Plan	Update college matriculation plan annually	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

SSSP (Matriculation)	Access and Growth (2015-2016)	3.2	Expand access to assessment services	Expand access to assessment services: Provide and increase assessment services at high schools and outreach centers.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

SSSP (Matriculation)	Student Success (2008-2014)	1.2	Assessment Processes for non-native speakers	In conjunction w/ ESL faculty continue to develop testing and course placement processes, delivery and/or materials to increase the accuracy of course placemnt for non-native speakers.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

SSSP (Matriculation)	Student Success (2008-2014)	1.2	Welcome Night	Develop and implement a "Welcome Night" for evening students	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

SSSP (Matriculation)	Student Success (2015-2016)	1.2	Steps to Success events	Develop and implement a "Sneak-a-Peak Day" for new students before the semester begins.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

SSSP (Matriculation)	Student Success (2015-2016)	1.6	Peer Mentor Training Program	Coordinate, formalize, further develop and institutionalize peer mentor training program inlcuding but not limited to peer mentor handbook, seminars, training modules, evaluations, ect.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

SSSP (Matriculation)	Teaching and Learning Effectiveness (2015-2016)	2.1	Pre/co-requisites	Facilitate continuing communication with student services and instructional departments regarding establishment and evaluation of pre/co-requisites as well as adherence to and enforcement of established pre/co-requisites	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

SSSP (Matriculation)	Student Success (2015-2016)	1.5	Follow-up/Early Alert	Institutionalize consistent student follow-up to assist the student in achieving his/her educational goals through implementation of an effective Early Alert program/process. Review and assess Early alert student follow-up process. Review other student follow-up/early alert processes statewide	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

SSSP (Matriculation)	Student Success (2015-2016)	1.2	Coordination of matric.	Serve as a resource to faculty/staff on campus and intra-district. Provide assistance in the development, implementation and continued improvement of matric. Chair ARC Matric. Committee, participate on campus, district and statewide committees. Ensure that students, faculty and staff have access to matriculation information and regulations.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Technical Education Division Office	Access and Growth (2015-2016)	3.2	Improve support services for summer school student	Identify, develop, and improve support services to better meet student needs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Technical Education Division Office	Student Success (2015-2016)	1.5	Increase Support for Summer School Students	Improve awareness and access to student and instructional support services for all students including those in evening, weekend, off-campus and distance learning programs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Technical Education Division Office	Community, Economic and Workforce Development (2015-2016)	4.1	Community, Economic & Workforce Development	Continue to consult with industry partners, potential employers and professional organizations to ensure the development of curriculum that aligns with continuing occupational and emerging labor market needs so students can move efficiently through the institution and into careers.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Technical Education Division Office	Student Success (2015-2016)	1.5	Facility Use Effectiveness	Improve the effectiveness of facility use and maintenance so as to maximize student use and learning effectiveness.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Technical Education Division Office	Access and Growth (2015-2016)	3.1	Access and Growth	Expand and assess the effectiveness of outreach efforts to ensure that members of the community are aware of community college education opportunities.Develop dual enrollment programs where possible.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Technical Education Division Office	Community, Economic and Workforce Development (2015-2016)	4.2	Community, Economic & Workforce Development	Expand partnerships with the Career Center and Work Experience, and with industry partners to provide improve student employability and increased opportunities for career exploration, internships, and jobs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Technical Education Division Office	Organizational Effectiveness (2015-2016)	5.3	Operating Processes	Strengthen college operating processes by maintaining an up-to-date technology work environment, timely technology support services, and comprehensive employee training.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Technical Education Division Office	Student Success (2015-2016)	1.5	Student Success	Strengthen the program completion focus so that more students earn certificates and degrees.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Technical Education Division Office	Organizational Effectiveness (2015-2016)	5.2	Collaboration Enhancement	Provide a work environment that embraces diversity, supports positive working relationships, enhances collaboration and effective communication, supports employee wellness and safety programs, and provides on-going professional development opportunities for all staff.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Technical Education Division Office	Access and Growth (2015-2016)	3.2	Operating Efficiency and Staffing	Coordinate the development of program offerings, scheduling of courses, and delivery methods to better serve student needs.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Technical Education Division Office	Organizational Effectiveness (2015-2016)	5.1	Organizational Effectiveness	Increase alternative funding sources to support division programs through grants, industry partnerships, and donations.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Technical Education Division Office	Community, Economic and Workforce Development (2015-2016)	4.1	Community, Economic & Workforce Development	Consult with potential employers and professional organizations to ensure the development of curriculum that aligns with continuing occupational and emerging labor market needs so students can move efficiently through the institution and into careers. Consult with Program Advisory Boards for major expenses, developing technolog	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Technical Education Division Office	Teaching and Learning Effectiveness (2015-2016)	2.1	Access to Office Staff	Expand access to instructional support services to improve learning effectiveness.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Test	Student Success (2015-2016)	1.6	Equity training	This is training as identified in our college student equity plan.	Fall 2017	New
Evaluation:  |   |   |   |   |   |   |

Test	Students First (2017-2021)	1	This is my goal	This is a test goal	Fall 2017	In Progress
Evaluation:  |   |   |   |   |   |   |

Test	Teaching and Learning Effectiveness (2015-2016)	2.2	Feb 18th	dsaflkjsad dsflkjdsalkj sadlkjf fdsa	Fall 2018	New
Evaluation:  |   |   |   |   |   |   |

Test	Student Success (2015-2016)	1.1	This is my title	To create EMP Training	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Test	Teaching and Learning Effectiveness (2015-2016)	2.3	My Title	;lksadlk a;jfdsa jsad fsa fd	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Test	Student Success (2015-2016)	1.1	New Outcome	asdfasdfasdfklj fasl fjlasdfj sldfjl ksjd fg	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Test	Student Success (2015-2016)	1.4	Research Communication	Improve methods of data communication and understanding across the college.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Test	Teaching and Learning Effectiveness (2015-2016)	2.3	TandL Title	this is my outcome dzsh;lkfdjh ;lkjdfg dfv fdg	Spring 2018	New
Evaluation:  |   |   |   |   |   |   |

Test	Teaching and Learning Effectiveness (2015-2016)	2.2	EMP Training	Improve training	Spring 2013	New
Evaluation:  |   |   |   |   |   |   |

Test	Vibrancy and Resiliency (2017-2021)	4	better wifi	make wifi better than ever	Fall 2016	In Progress
Evaluation: it makes learning better

Test	Clear and Effective Paths (2017-2021)	2	This is my new outcome for 2015	This is something we are working on.	Summer 2016	In Progress
Evaluation: Our program has been improved...

Test	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	staff development saturdays	We want to conduct training on Saturdays to improve effectiveness.	Fall 2017	New
Evaluation: Training sessions have improved student success by...

Theatre Arts	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Student Access	Increase opportunities for involvement by students of all abilities and backgrounds through methods such as interpreting productions for the deaf, exploring ethnic theatre and film, and facilitating access to production programs.	Ongoing	In Progress
Evaluation: This outcome supports student learning by facilitating students of all abilities and backgrounds to participate in and attend department activities productions. Activities are providing opportunities for students of all needs to participate, leading to an increase in the number of students who are returning for multiple classes in the area.

Theatre Arts	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Technology	Develop technology use in the theatre program, classes and productions.	Ongoing	In Progress
Evaluation: The development of technology use in the theater classes maximizes learning by integrating video, computer and audio components into our production program, as well as developing instruction in the capabilities of the lighting, sound and projection systems. This supports student learning by providing students with instruction on the latest in theatre technology, preparing them for transfer and employment. Our challenge is obtaining the computers and video lab necessary for complete instruction.

Theatre Arts	Students First (2017-2021)	1	Campus Involvement	Work on continuing campus groups collaboration and involvement in activities that support inclusive environment for students.	Ongoing	In Progress
Evaluation: The department continues to connect with campus groups and support activities which benefit multiple departments such as the sign language performance interpreting class, the Ashland Shakespeare players tour, receptions with the Culinary program, and the Dance department productions. These help student learning by increasing the diversity of type of students involved in activities associated with theatre.

Theatre Arts	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Facility Development	Continue work with campus staff on maintaining and improving the theatre facility and the Science/Arts classroom.	Ongoing	In Progress
Evaluation: Maintaining the theatre facilities is an ongoing process. Having a good building and equipment enable the students to practice their skills safely and competently. We continue to work with Facilities on maintaining the Theatre building and rooms to improve the student experience and learning environments.

Theatre Arts	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Safety	Work on maintaining safety program in the technical and production areas.	Ongoing	In Progress
Evaluation: We continue to train students on safety practices in technical and production areas, and in use of the technical facilities. This creates a safe working environment for student learning, and education in safe practices.

Theatre Arts	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Community Involvement	Continue production program as means of bringing the community on-campus, exploring community issues and introducing them to ARC.	Ongoing	In Progress
Evaluation: Our work with the community makes them aware of opportunities in our program through their attendance at on-campus productions and through touring shows to the elementary schools. We also support open access to the community for auditions. This supports student learning by increasing the breadth and scope of our new student population, and by exposing current students' work to the community.

Theatre Arts	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Community Service	Continue a strong program of service to and collaboration with the community through the off-campus production program -- touring children's shows and outdoor summer theatre -- which illustrate the opportunities available for training at ARC.	Ongoing	In Progress
Evaluation: We continue a strong off-campus presence with programs such as the Music Circus Intern program and the touring children's show. These off-campus community service activities demonstrate the training opportunities provided at ARC.

Theatre Arts	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Improve and modernize Media Lecture Facilities	To improve and modernize Raef 160, 161, 162 and Science 420 to maximize comfort, aesthetic quality, and audio/visual capabilities for classes, performances, readings, presentations, workshops, and trainings offered to ARC students and employees and to the Sacramento community at large.	Fall 2018	In Progress
Evaluation: The need continues for remodeling and updating of the large lecture rooms, as they are the primary large classrooms that can deal with film, and service a wide variety of classes and activities with great productivity. Some updates of the rooms and audio-visual equipment have happened. Other improvements are awaiting campus planning and funding. Remodeling of these spaces would greatly improve student learning within a more modern classroom with modern technological support. It would also help ameliorate some of the need that FAA has for a dedicated large classroom with AV support.

Theatre Arts	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Theatre Facility Personnel	Support and facilitate programs using the theatre facilities through the development of theatre facility staff (technical, promotions and box office) to host events.	Ongoing	In Progress
Evaluation: We continue to face the challenge of establishing adequate support staff for events in the theatre facility (technical, promotions and box office). This staff supports student learning by ensuring successful events in multiple areas, creating more opportunities for performance and capstone events, and by providing opportunities for theatre students to learn facility management and technical skills.

Theatre Arts	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Storage Space	Increase effectiveness of program and reduce costs by developing storage on-campus for program equipment.	Ongoing	In Progress
Evaluation: Adequate storage space for scenery and equipment (that was displaced with the new theatre construction, and will be displaced again with the anticipated garage construction) is necessary to enable students to create scenic projects at affordable cost. Storage space saves large amounts of yearly supply and acquisition costs, which frees up resources to support students creating advanced projects.

Theatre Arts	Clear and Effective Paths (2017-2021)	2	Industry coordination	Work with local industry representatives to identify training and educational needs, and develop internship and employment opportunities for our students.	Ongoing	In Progress
Evaluation: We continue to coordinate with our local industry representatives to identify training and educational needs. Students have participated in internships, work experience programs, and have obtained employment in community venues. This supports student learning by demonstrating real-world requirements and opportunities for graduates.

Theatre Arts	Vibrancy and Resiliency (2017-2021)	4	Staff Training	Develop staff training opportunities within the field through support of attendance at regional and national professional conferences and workshops.	Ongoing	In Progress
Evaluation: Faculty and staff from our department participate in training at regional and national conferences and workshops, but primarily at their own expense. To maintain an increasingly complex technological facility, and support the technological needs of our students, we need to develop more sources of funding for training opportunities. This is needed to support the training of our students in modern technology.

Theatre Arts	Students First (2017-2021)	1	Production Program	Provide a quality professional production program to provide many opportunities for students to prepare for successful work in the professional world. Provide acting and technical training through production opportunities.	Ongoing	In Progress
Evaluation: The department provides acting and technical training opportunities through a strong production program. This parallels classroom work, emphasizing students achieving successively more complex goals on their way to degrees or certificates. As a result our students have procured jobs in local and regional theatres, and positions in four year programs.

Theatre Arts	Students First (2017-2021)	1	Student Involvement	Foster student success by building a sense of community and inclusiveness on campus through convocations, field trips, student activities, and production involvement that help support and explore the diversity of theatre students.	Ongoing	In Progress
Evaluation: tudent involvement on campus supports student learning by creating experiences and relationships that result in the student feeling more connected to the department and the field, and in being more committed to the process and learning. This is shown by the experiences that are brought into the classroom by students' involvement in activities like Gumbo - An Exploration of Diversity, an event which is especially aimed at the beginning actor from historically underrepresented populations.

Theatre Arts	Clear and Effective Paths (2017-2021)	2	Student Competitions	Promote student involvement in theatre competitions and festivals as an alternative training tool for professional work.	Ongoing	In Progress
Evaluation: We promote student involvement in theatre competitions and festivals, which foster student achievement in classes and in obtaining employment. This year we participated in the American College Theatre Festival, where students competed successfully in multiple events. One of our students participated in the United States Institute for Theatre Technology, and was offered multiple positions.Our students were able to interview for employment, transfer and training opportunities in these festivals.

Theatre Arts	Clear and Effective Paths (2017-2021)	2	Student Advising	Promote student success by promoting advising opportunities and materials on degree and certificate programs, classes, and theatre opportunities to encourage successful completion of the program.	Ongoing	In Progress
Evaluation: We promote and publicize to our students pathways toward successful completion of A.A.s and certificates. We support student success by creating mentor and advising relationships with students, and by advertising further educational and employment opportunities possible through completion of classes and degrees. We have set up a joint advising session with Counseling for our students. Our challenges in the advising process is lack of access to student records to be able to find out who are theatre majors, or what classes they have taken or still need, especially for department certificates. More access for us to that information would make our advising efforts easier. The other challenge is the major changes in financial aid regulations which are affecting enrollments and plans.

Theatre Arts	Students First (2017-2021)	1	Student Recruitment	Increase student recruitment and build new student interest through high school theatre festivals, associations with the high schools, touring productions to feeder schools, and providing opportunities for advanced high school students.	Ongoing	In Progress
Evaluation: We recruit within the high school population by advertising productions, and casting advanced high school students. We provide special high school group admissions and show talks to productions. We connect with the San Juan Theatre Festival on campus. This has resulted in strong enrollments from students in our feeder area.

Theatre Arts	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Curriculum Development	Review and develop existing curriculum, especially degrees and certificates, and integrate classes into program.	Ongoing	In Progress
Evaluation: Our department is continuing reviewing and updating courses needed for the AA degrees, AA-T degree and certificates to integrate courses into revised programs, with a special focus on addressing multiple populations. We have focused this year on completing our 6 year review cycle. These activities will make the completion and transfer path and employment path clearer and more accessible to the students.

Theatre Arts	Clear and Effective Paths (2017-2021)	2	Student Learning Outcomes	Evaluate and update learning outcomes for courses as part of curricular process. Develop further common assignments and exit exams for courses with multiple sections. Clarify and develop SLOs as part of strategy for improving success in the classroom.	Ongoing	In Progress
Evaluation: As part of curriculum review, we do ongoing evaluation of SLOs, which support student learning by clarifying and developing goals and strategies for success in courses.

Transfer Center	Clear and Effective Paths (2017-2021)	2	Partnerships with Four-Year Institutions	Increase connections with faculty and staff from four-year universities to articulate processes & programs (academic & student support) in order for prospective students to progress smoothly and efficiently through respective institutions.	Ongoing	In Progress
Evaluation: Increase connections with faculty and staff from four-year universities to articulate processes & programs (academic & student support) in order for prospective students to progress smoothly and efficiently through respective institutions.

Transfer Center	Clear and Effective Paths (2017-2021)	2	College Representatives	Host representatives from four-year institutions in order to provide students with the opportunity to meet with them and learn about their institution's transfer admissions requirements, academic programs, student support programs, housing, financial aid, scholarships, etc. Additionally, develop ways for students to meet with representatives in an online format to learn about the information mentioned above.	Ongoing	In Progress
Evaluation: Host representatives from four-year institutions in order to provide students with the opportunity to meet with them and learn about their institution's transfer admissions requirements, academic programs, student support services, housing, financial aid programs, etc.

Transfer Center	Clear and Effective Paths (2017-2021)	2	Application Writing Component	Many of the 4-year institutions require a writing component in their application, often referred to as a personal essay or personal insight questions. Provide information and support that assists students in the writing portion of the application through various formats; workshops, individual sessions/appointments, online material, handouts (electronic version available).	Ongoing	In Progress
Evaluation: Many of the 4-year institutions require a writing component in their application, often referred to as a personal essay or insight questions. Provide information and support that assists students in the writing portion of the application through various formats: -Workshops -Individual sessions/appointments -Online materials -Handouts (electronic version available)

Transfer Center	Clear and Effective Paths (2017-2021)	2	Transfer Advisory Committee	Collaborate with the campus Transfer Advisory Committee to promote a transfer community throughout American River College by providing updates, recommendations, and action plans.	Ongoing	In Progress
Evaluation: Collaborate with the campus Transfer Advisory Committee to promote a transfer community throughout American River College by providing updates, recommendations, and action plans.

Transfer Center	Students First (2017-2021)	1	Transfer Center Expansion	Advocate for more physical space and expand programmatic activities that address current and projected student demands for transfer information and resources. A space on-campus that would increase Transfer Center visibility and strengthen collaboration with campus programs and services. Ideally, The Transfer Center would become the hub of the transfer pathway, housing the various transfer-based programs (Honors, STEM (MESA), TRIO, PUENTE, UMOJA, etc.) This outcome would also meet Strategic Goal 2 (SG2)-Clear & Effective Paths, by creating a true central location on campus for transfer.	Ongoing	In Progress
Evaluation: Advocate for more physical space and expand programmatic activities that address current and projected student demands for transfer information and resources. A space on-campus that would increase Transfer Center visibility and strengthen collaboration with campus programs and services. Ideally, The Transfer Center would become the hub of the transfer pathway, housing the various transfer-based programs (Honors, STEM (MESA), TRIO, PUENTE, UMOJA, etc.) This outcome would also meet Strategic Goal 2 (SG2)-Clear & Effective Paths, it would create a true central point on campus for transfer.

Transfer Center	Students First (2017-2021)	1	Collaboration with PUENTE	Work collaboratively with the PUENTE Counselor/Coordinator in providing transfer counseling and support to program participants who are first-generation and low-income students pursuing transfer as an educational goal.	Ongoing	In Progress
Evaluation: Work collaboratively with the PUENTE Counselor/Coordinator in providing transfer counseling and support to program participants who are first-generation and low-income students pursuing transfer. Collaboration includes attendance at annual student conferences and campus tours, on-going PUENTE program training, and instruction on university transfer.

Transfer Center	Students First (2017-2021)	1	Collaboration with TRIO	Work collaboratively with the TRIO (Journey, Veterans, STEM) faculty & staff in providing transfer support to program participants who are disabled, first-generation, and low-income students pursuing transfer as an educational goal.	Ongoing	In Progress
Evaluation: Work collaboratively with the TRIO (Journey, Veterans, & STEM) faculty and staff in providing transfer counseling and support to program participants who have a disability, first-generation, and/or low-income students pursuing transfer.

Transfer Center	Students First (2017-2021)	1	UC Transfer Admissions Guarantee (TAG)	The further development and implementation of the online UC TAG application has resulted in students being limited to applying to only one UC campus. UC TAGs no longer require a counselor appointment and onsite approval; however the Davis and Santa Cruz campuses require an online counselor review, requiring counseling faculty collaboration to evaluate transcripts for approval. UC TAG counselor training and student workshops have been initiated to meet such demand.	Ongoing	In Progress
Evaluation:

Transfer Center	Clear and Effective Paths (2017-2021)	2	Student Visits to Four-Year Institutions	Increase 4-year institution visits to allow students to explore prospective transfer institutions to include summer experience and transfer-related events. Collaborate with colleges within our district to provide students with more opportunities to visit campuses. Increase our efforts to advertise these opportunities.	Ongoing	In Progress
Evaluation: Increase 4-year institution visits to allow students to explore prospective transfer institutions to include summer experience and transfer-related events. Collaborate with colleges within our district to provide students with more opportunities to visit campuses. Increase our efforts to advertise these opportunities.

Transfer Center	Clear and Effective Paths (2017-2021)	2	Transfer Admission Agreements	Increase the number of Transfer Admission Agreements with partner four-year institutions to include CSU,UC campuses and private/independent college and universities.	Ongoing	In Progress
Evaluation: Increase 4-year institution visits to allow students to explore prospective transfer institutions to include summer experience and transfer-related events. Collaborate with colleges within our district to provide students with more opportunities to visit campuses. Increase our efforts to advertise these opportunities.

Transfer Center	Clear and Effective Paths (2017-2021)	2	Transfer Center Web Page	This summer the Transfer Center is planning on a complete website redesign in compliance with the campuses plans to redesign the ARC’s website as a whole. The Transfer Center director and staff will need training on the new version of the online management program. Maintain and update the Transfer Center’s webpage in order to give students access to transfer information and services online.	Ongoing	In Progress
Evaluation: Continue hosting Transfer Day each Fall Semester. Increase higher student turn out through additional advertisement and event activities such as games and/or prizes. Improve faculty attendance and participation. This summer the Transfer Center is planning on a complete website redesign in compliance with the campuses plans to redesign the ARC’s website as a whole. The Transfer Center director and staff will need training on the new version of the online management program. Maintain and update the Transfer Center’s webpage in order to give students access to transfer information and services online.

Transfer Center	Clear and Effective Paths (2017-2021)	2	Transfer Day	Continue hosting Transfer Day each Fall Semester. Increase higher student turn out through additional advertisement and event activities such as games and/or prizes. Improve faculty attendance and participation.	Ongoing	In Progress
Evaluation: Continue hosting Transfer Day each Fall Semester. Increase higher student turn out through additional advertisement and event activities such as games and/or prizes. Improve faculty attendance and participation.

Transfer Center	Clear and Effective Paths (2017-2021)	2	University Transfer Preparation Programs	Increase collaborations with transfer outreach programs at four-year institutions, such as UC Davis’s Avenue-E Program, CSUS Science Scholar Program, UC Berkeley’s Starting Point Mentorship Program, etc.	Ongoing	In Progress
Evaluation: Increase collaborations with transfer outreach programs at four-year institutions, such as UC Davis’s Avenue-E Program, CSUS Science Scholar Program, UC Berkeley’s Starting Point Mentorship Program, etc.

Transfer Center	Students First (2017-2021)	1	Transfer Rate	Increase the transfer rate of ARC students by increasing the services and information provided and developing better ways to provide the information to students. Encourage the campus as a whole to develop a transfer atmosphere and community.	Ongoing	In Progress
Evaluation: Increase the transfer rate of ARC students by increasing the services and information provided and developing better ways to provide the information to students. Encourage the campus as a whole to develop a transfer atmosphere and community.

Transfer Center	Clear and Effective Paths (2017-2021)	2	Catalogs	A catalog library no longer exists. Catalogs are now available online.	Ongoing	In Progress
Evaluation:

Transfer Center	Clear and Effective Paths (2017-2021)	2	College Guide Library	There is no longer a library, College Guides are now available online.	Ongoing	In Progress
Evaluation: There is no longer a library, College Guides are now available online.

Transfer Center	Students First (2017-2021)	1	Collaboration with MESA	Work collaboratively with the MESA/STEM Director in providing transfer counseling and support to program participants who are first-generation and low-income students pursuing transfer in mathematics, engineering and science undergraduate programs.	Ongoing	In Progress
Evaluation: Work collaboratively with the MESA/STEM Director in providing transfer counseling and support to program participants who are first-generation and low-income students pursuing transfer in mathematics, engineering and science undergraduate programs.

Transfer Center	Students First (2017-2021)	1	Collaboration with Honors Program	Work collaboratively with faculty in providing transfer support to program participants seeking transfer opportunities for high-achieving honors students to include completion of the honors certificate. Transfer programs include the newly-established Transfer Alliance Program (TAP) for honors students applying to UCLA.	Ongoing	In Progress
Evaluation: Work collaboratively with Honors faculty and staff in providing transfer support to program participants seeking transfer opportunities for high-achieving honors students to include completion of the honors certificate. Transfer programs include the Transfer Alliance Program (TAP) for honors students applying to UCLA. The Transfer Director is assigned the caseload of all Honors students (currently 120+ students) and is required to be a member of the Honors Committee. Increase the reassign and/or support faculty/staff to assist the Transfer Director with his assigned duties.

Transfer Center	Students First (2017-2021)	1	Collaboration with EOP&S	Work collaboratively with EOP&S faculty and staff in providing transfer support to program participants who are first-generation and low-income students pursuing transfer as a goal.	Ongoing	In Progress
Evaluation: Work collaboratively with EOP&S faculty and staff in providing transfer support to program participants who are first-generation and low-income students pursuing transfer as a goal.

Transfer Center	Clear and Effective Paths (2017-2021)	2	Transfer Comnmunity	Create a transfer community on campus. It is difficult to effectively communicate and provide pertinent information to transfer students. Additionally, many students are not aware of the many other transfer students on campus making it difficult to create opportunities like mentorship. A community that students are excited and proud to be a part of. One that is accessible to all. One that make creates a transfer atmosphere throughout the campus.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Transfer Center	Students First (2017-2021)	1	Colaborate with Umoja Sahku	Work collaboratively with the Umoja Sakhu Counselor/Coordinator in providing transfer counseling and support to program participants who are pursuing transfer as an educational goal.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

Transfer Center	Students First (2017-2021)	1	Collaborate with DSPS	Work collaboratively with DSP&S faculty and staff in providing transfer support to program participants who are students with a disability pursuing transfer as a goal.	Ongoing	New
Evaluation:  |   |   |   |   |   |   |

UNITE	Students First (2017-2021)	1	Brave Spaces	Continue to hold brave spaces, which are community dialogues that address particular issues both on campus and in the community. Raising awareness in culturally competent issues such as microaggressions, cultural identity and stereotypes are just some of the topics to be addressed.	Ongoing	In Progress
Evaluation: Students can find community or a greater level of understanding by attending UNITE Brave Spaces. Many students on our campus face barriers to their education outside the classroom, and these Brave Spaces are designed to help students navigate through the barriers they may face.

UNITE	Vibrancy and Resiliency (2017-2021)	4	UNITE Advisory Committee	UNITE would like to form an advisory committee made up of students, staff, faculty and administration to review, plan and implement the growth of UNITE. Provide guidance that helps staff solve day-today problems • Offer a forum for program stakeholders— school and community partners, business supporters, youth, parents, government workers, volunteers—to communicate their opinions, share their expertise, and coordinate services • Act as a link between program operations and the board through a member who serves on both groups • Support and represent the interests of a program within the campus such as a mentoring program or Multi-cultural Center	Ongoing	In Progress
Evaluation:

UNITE	Students First (2017-2021)	1	UNITE Peer Mentors	Either create or locate a program to train UNITE Community Interns to be peer mentors for the campus community. Mentors will be trained in the areas of safe and brave spaces, issues of identity, equity, access to education and inclusiveness. ...Would be vital for any case management with student cohort such as ARC Achieve.	Ongoing	New
Evaluation:

UNITE	Students First (2017-2021)	1	Multicultural/International Center	Acquire a facility to house UNITE and International Students while promoting campus inclusion and multiculturalism. Having a theater seating anywhere from 100-200 students that can house guest speakers, international performances, spoken word etc. As UNITE continues to grow, the need for facilities to hold brave spaces, guest speakers and workshops becomes more apparent. A smaller theater type setting allows for intimate discussions, performances etc, allowing the campus to continue to build cultural competence. Acquiring a centralized location can also house additional offices, meeting rooms and study spaces for students. Would also host a PRIDE center office, for students of the LGBTQ community.	Ongoing	In Progress
Evaluation:

UNITE	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	ARC CORE	A conference and continuing program dedicated to Race, Ethnicity and Identity. Partnering with local feeder schools, various campus departments and UNITE to strengthen partnerships with the community. Creating an atmosphere of cultural consciousness, addressing the achievement gap, access to education and discussing issues with historically impacted groups with local high schools. The need for collaboration with feeder schools on programs will increase retention rates, enrollment, and completion/success for historically impacted groups. Programs will include outreach, workshops, peer mentors and guest speakers. This program will not only be an outreach for ARC, but a commitment to the local community as well.	Ongoing	In Progress
Evaluation:

UNITE	Vibrancy and Resiliency (2017-2021)	4	Equity Conference	Conduct a conference to address social justice, inclusiveness, equity, and diversity issues for educational professionals within the area to create a stronger awareness and strategies to assist students reach their academic, professional, and personal goals. Would like to host the conference for the Los Rios community, with the long-term goal of reaching the regional, state and national level.	Ongoing	In Progress
Evaluation: This conference will promote cultural competency, equity and social justice on campus by incorporating students, staff and faculty at a equity minded conference. Learning outcomes, objectives would promote inclusiveness, equity for students historically disproportionately impacted.

UNITE	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	UNITE Speaker Series	Provide the ARC students, staff and faculty guest speakers that focus on cultural consciousness, addressing the achievement gap, social justice and access and completion of education.	Ongoing	In Progress
Evaluation:

UNITE	Clear and Effective Paths (2017-2021)	2	Culturally Competent Outreach Conference	Offer a culturally competent outreach/in-reach conference to address decrease in enrollment, retention and completion/success of students of historically disadvantaged college students.	Ongoing	In Progress
Evaluation:

Veterans Resource Center	Organizational Effectiveness (2015-2016)	5.2	VA Training Conferences Funding	Each year the VA compensates educational institutions at a rate of $12 for each student receiving assistance. This funding per the VA School Certifying Official Handbook page 20 is “… to help schools cover the cost of administering their VA programs, including, but not limited to attendance at VA sponsored training conferences”. We request access to some portion of these funds to complete those VA sponsored training conferences to stay up to date on new changes. This will allow us to disseminate updated information each year to the college and to our student population.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Veterans Resource Center	Organizational Effectiveness (2015-2016)	5.2	Collaboration and Improvements	a. Thorough and consistent review of VRC procedures used to process and track students enrolled in the various VA education benefit programs. b. Consistent and structured training with the Counseling Department and/or permanently designated full-time veteran counselors. The VRC requests that a regularly scheduled college success class be created to familiarize students with education benefits and the Veterans' Education Plan, as it applies to their specific program of study.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Veterans Resource Center	Organizational Effectiveness (2015-2016)	5.2	Attend annual VA WAVES Conference	Veterans Affairs holds one national conference each year. This conferences, WAVES, strives to promote and achieve the following: Promote high professional standards, policies, and ethical practices among members. Serve the needs and interests of veterans, faculties and administrators in the member institutions. Represent the mutual interests of the membership on matters coming before the organization. Provide a forum to facilitate the interchange of ideas and information. Foster communication and cooperation between all concerned and interested institutions and agencies on matters affecting the education of veterans and other eligible persons. Provide advisory liaison and coordinating services regarding educational programs affecting in-services military personnel.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Veterans Resource Center	Access and Growth (2015-2016)	3.2	VRC Clerk III	The VRC is serving over 1,000 unduplicated students each term and in the first year of providing services in the portable had over 5,000 contacts for a wide variety of services. Currently staffed with three certifying officials and one SPA, the VRC is in need of a clerk who can oversee day-to-day operations of the VRC including supervision of the work study staff, development and management of work study schedules, student appointment scheduling, tracking of all student contacts and SARS oversight, program promotion including electronic communications and promotional materials, ordering supplies for office staff and students and tracking of VRC expenses. This program is now on par with other categoricals within the college that are staffed with at least one clerk position. With the drawn down of US forces oversees, it is anticipated that the number of Veterans coming to the college will continue to rise for the foreseeable future. Adding a clerk position to the VRC will enhance services and make for a more effectively administered program.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Organizational Effectiveness (2015-2016)	5.2	Perkins- Provide activities to prepare CTE 1	Develop and evaluate information on the state-of-the-art technologies in manufacturing processes. The data base will assist in providing students with manufacturing information in reference to new technology to ensure a continuous supply of well trained students in the areas of welding, metallurgy, and related fields.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Community, Economic and Workforce Development (2015-2016)	4.1	Perkins- Assisting career and technical	Support student participation in state, local, and national skills competitions.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Student Success (2015-2016)	1.6	Perkins-Involve parents, businesses, & labor CTE2	Explore the growth of information technologies such as the internet which is an important driver that will have a great influence in the future of welding.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Student Success (2015-2016)	1.5	Articulation with CSUF	Articulation agreement with California State University Fresno. Degree Bachelor of Science in Industrial Technology. Develop curriculum and teaching strategies that meet University standards.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Access and Growth (2015-2016)	3.2	Perkins- Develop, improve, or expand	Provide services, activities, and training to assist staff in the successful completion of curriculum development. Examine the total needs of students; evaluation will become a continuous part of the maintenance and improvement of the curriculum. Explore the growth of information technologies such as the internet which is an important driver that will have a great influence in the future of welding. The welding industry is now in the midst of an explosion of new welding technologies, many of which have made quick passage from the research lab to the production line. Examples are laser technologies, phased array UT and friction stir welding. Increase the ability to have prepared specimens for students by purchasing more oxygen and acetylene cylinders for metal preparation.	Spring 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Teaching and Learning Effectiveness (2015-2016)	2.1	Perkins- Strengthening the academic CTE 2	Provide and promote professional development programs to enhance and improve information and teaching strategies.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Community, Economic and Workforce Development (2015-2016)	4.2	Related fields	To ensure a continuous supply of trained students in the areas of welding technology, welding metallurgy, welding inspection and related fields.	Spring 2019	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Student Success (2015-2016)	1.5	Perkins- Provide students with strong exp CTE 1	Provide career guidance and counseling to help students identify their educational goals and to develop plans to achieve them.	Fall 2019	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Community, Economic and Workforce Development (2015-2016)	4.2	Perkins- Provide in-service and pre-service CTE 2	Attend workshops, study current trends, and incorporate new technology into the curriculum.	Fall 2019	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Access and Growth (2015-2016)	3.2	Perkins- Initiate, improve, expand CTE 1	Explore the growth of information technologies such as the internet which is an important driver that will have a great influence in the future of welding. The welding industry is now in the midst of an explosion of new welding technologies, many of which have made quick passage from the research lab to the production line. Examples are laser technologies, phased array UT and friction stir welding.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Community, Economic and Workforce Development (2015-2016)	4.1	Perkins- Provide students with strong exp CTE 3	Attend workshops, study current trends and incorporate new technology into the curriculum. Integrating welding with other manufacturing and construction industries to provide students with experience needed for each disciplines.	Spring 2019	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Access and Growth (2015-2016)	3.2	Manufacturing processes	To develop and evaluate data base of infromation in the state of the art technologies in manufacturing processes.	Spring 2015	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Teaching and Learning Effectiveness (2015-2016)	2.1	Activities and programs	Provide services, activities and training necessary to assist staff in the successful completion of curriculum development.	Spring 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Access and Growth (2015-2016)	3.2	Perkins- Initiate, improve, expand CTE 2	To improve and maintain high quality standards we need to invest in green technology. Inverters power sources will allow us to expand without the cost of PG&E running more power to our facility. This can save several thousands of dollars. Energy efficiency power sources can yield a quick return on investment, helping us to justify the cost of upgrading.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Access and Growth (2015-2016)	3.2	Perkins- Develop and implement evaluations CTE 1	Provide career guidance and counseling to help students identify their educational goals and to develop plans to achieve them. Develop and evaluate information on the state-of-the-art technologies in manufacturing processes. The data base will assist in providing students with manufacturing information in reference to new technology. Technology in computer programs will be used to solve complex problems associated with the application of welding. Software in welding has now become an essential tool for acquiring information, quality control and education and training. Welding software will be integrated into our curriculum which will give us a completive edge by improving information.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Student Success (2015-2016)	1.6	Perkins- Supporting training and activities	Develop support activities to encourage the enrollment and retention of nontraditional students.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Community, Economic and Workforce Development (2015-2016)	4.2	Integrating with industry	Integrating welding and computer software with manufacturing and construction industries to provide students with experience needed for each welding discipline. Introduce students to welding through the use of virtual welding systems that provide the experience of welding without the hazards involved with hot metal and sparks.	Spring 2019	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Student Success (2015-2016)	1.5	Perkins- Provide activities to prepare CTE 2	Carefully prepared curriculum materials will contribute significantly to student success. The revised curriculum will provide students with specific instruction for study and assist students in achieving their objectives.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Community, Economic and Workforce Development (2015-2016)	4.1	Perkins- Leasing, purchasing, upgrading	Purchase equipment and software to maintain current with the needs of employers and the industry. Provide equipment that is currently in-use by industry to assist students with the transition from school training to industry. This equipment is to include: Fronius welding machines, plasma cam, pipe bender, notcher and bevelers and a UT Phased array system with probes. Improve the air circulation for fume extraction by purchasing air scrubbers or expanding the ventilation ducting. purchase equipment to facilitate safe transport and ability to inventory equipment between storage and lab. Get permanent lab space for teaching the ultrasonic testing courses.	Fall 2019	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Community, Economic and Workforce Development (2015-2016)	4.1	Perkins- Strengthening the academic CTE 3	Attend workshops, study current trends and incorporate new technology into the curriculum. Integrating welding with other manufacturing and construction industries to provide students with experience needed for each disciplines.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Teaching and Learning Effectiveness (2015-2016)	2.1	Teaching Strategies	Provide and promote professional development programs to exchance and improve information and teaching strategies.	Spring 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Community, Economic and Workforce Development (2015-2016)	4.2	Perkins- Local education and business CTE 1	Integrate welding with other manufacturing and construction industries to provide students with experience needed for each disciplines. Aid and improve student services and involve labor organizations in activities that will help students attain their goals.	Fall 2019	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Community, Economic and Workforce Development (2015-2016)	4.1	Perkins- Develop and implement evaluations CTE 2	To ensure a continuous supply of well trained students in the areas of welding , metallurgy, and related fields.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Access and Growth (2015-2016)	3.2	Comprehensive learning	Technology in computer programs will be used to solve complex problems associated with the application of welding.	Spring 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Student Success (2015-2016)	1.5	Perkins- Strengthening the academic CTE 1	Provide career guidance and counseling to help students identify their educational goals and to develop plans to achieve them.	Fall 2019	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Access and Growth (2015-2016)	3.2	Perkins- Local education and business CTE 2	Explore the growth of information technologies such as the internet which is an important driver that will have a great influence in the future of welding.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Access and Growth (2015-2016)	3.2	New technology	Explore the growth of information technologies such as the internet which is an important driver that will have a great influence in the future of welding. Also explore other welding processes, inertia welding, optical viewing systems and ultrasonic welding.	Spring 2016	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Student Success (2015-2016)	1.3	Perkins- Link CTE at the secondary	Develop Articulation agreement with area high schools that have welding/metal programs and California State University Fresno in Industrial Technology. The secondary is in the format of the 2 plus 2 which will give students easy entry into the welding program. The CSUF articulation program will provide the students with the opportunity to pursue a BS degree in Industrial Technology.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Student Success (2015-2016)	1.1	Student Sucess	Increase the success of students who are underprepared for college level math and English through implementation of the Basic Skills Initiative Five-Year Plan.	Spring 2019	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Community, Economic and Workforce Development (2015-2016)	4.2	Educational Goals	To aid and improve student services and involve labor organizations in activites that will help students attain their goals.	Spring 2019	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Teaching and Learning Effectiveness (2015-2016)	2.2	Perkins- Improving or developing new CTE	Explore the growth of information technologies such as the internet which is an important driver that will have a great influence in the future of welding.	Fall 2019	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Organizational Effectiveness (2015-2016)	5.2	Perkins- Provide students with strong exp CTE 2	Provide and promote professional development programs to enhance and improve information and teaching strategies.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Organizational Effectiveness (2015-2016)	5.2	Perkins- Provide services and activities	Provide services, activities, and training necessary to assist staff in the successful completion of curriculum development. Examine the total needs of students; evaluation will become a continuous part of the maintenance and improvement of the curriculum.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Community, Economic and Workforce Development (2015-2016)	4.1	Perkins-Involve parents, businesses, & labor CTE1	Integrate welding with other manufacturing and construction industries to provide students with experience needed for each discipline. Aid and improve student services and involve labor organizations in activities that will help students attain their goals.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Community, Economic and Workforce Development (2015-2016)	4.1	Perkins- Provide in-service and pre-service CTE 1	Provide and promote professional development programs to enhance and improve information and teaching strategies.	Fall 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Student Success (2015-2016)	1.2	Educational goals and development	Provide career guidance and counseling to help students identify their educational goals and to develop plans to achieve them.	Spring 2018	In Progress
Evaluation:  |   |   |   |   |   |   |

Welding	Access and Growth (2015-2016)	3.3	Perkins- Supporting other CTE activities	Support recruitment, outreach, retention, persistence and employment of regular and nontraditional students.	Fall 2019	In Progress
Evaluation:  |   |   |   |   |   |   |

Work Experience	Students First (2017-2021)	1	WEXP Course Offerings	Provide mandatory orientation sessions in a variety of options and provide students with opportunities to develop marketable skills in preparation for employment in their major field of study or advancement within their career choice to stay current with workforce shifts and trends. Using enrollment trend data, course offerings will be evaluated and updated each semester to maximize institutional resources.	Ongoing	In Progress
Evaluation: The program continues to promote student success by offering courses focused on providing students with opportunities to develop marketable skills in their major field of study. The Work Experience courses offer curriculum grounded in the development of soft skills through student reflection on workplace skills, strengths, abilities, and interests in support of their internship/work experience. During Spring 2017, the program continued to offer a total of 5 courses shifting the modality from a majority on ground to hybrid to better accommodate students: 2 full- term courses(one hybrid and one on-ground), one 2nd 8 week (hybrid), 2 Other Term/12 week courses (both hybrid). The total number of students enrolled was 95, a significant decrease of 58 students from the Spring 2016 term (N = 153). During Summer 2017, the program offered one hybrid course and a total of 33 students participated (a slight decrease of 1 student from the Summer 2016 summer term with 32 students). The program continued to see a significant decrease in enrollment the Fall 2017 term. Due to low enrollment, one of the full term sections was canceled and a total of 4 sections for the Fall 2017 were offered: 2 full-term courses (one hybrid; one on ground), one 2nd 8-week (hybrid), 1 Other Term /12 week courses (one hybrid). The total number of enrolled students was 88 a decrease of 22 students when compared to Fall 2016 (N = 110). Overall, a total of 215 students were enrolled in general and vocational work experience courses taught by the Work Experience instructors, which is a decrease of 80 students when compared to the Spring/Summer/Fall 2016 enrollment terms (N = 295). The program also collaborates with other areas to offer students discipline specific Work Experience courses. The total enrollment for these courses was: - Spring 2017 a total of 160 students (decrease from Spring 2016 a total of 167 students); - Summer 2017 a total of 38 students (a decrease from Summer 2016 a total of 45 students; - Fall 2017 a total of 168 students (an increase from Fall 2016 a total of 135 students). Overall a total of 366 students participated in discipline specific Work Experience courses (an increase of 19 students from 2016, N = 347). All Work Experience general courses and department specific courses were approved through curriculum and full course descriptions were published in the term schedules and catalog. A total of 581 enrolled in both general and discipline specific Work Experience courses in Spring/Summer/Fall 2017, which was a decrease of 61 students compared to the previous year's enrollment (N = 642).

Work Experience	Students First (2017-2021)	1	Career Fair	Attend each semester's Career Fair to network with both students and employers to develop internship opportunities and promote the program services and course offerings. The program will connect with minimum of 100 students and 10 employers at each event.	Spring 2016	In Progress
Evaluation: The Work Experience program continues to participate in on-campus events such as the Career Fair hosted by the Career Center. For the Spring 2017 and Fall 2017 Career Fairs, a total of 160 Student Guides were distributed. The program creates promotional materials every term which are available around campus at departments and on A-frames outside our building, more than 2,600 student guides were distributed during Spring/Summer/Fall 2017. Employer packets (including program brochures and flyers) continue to be updated and distributed by mail and in-person for internship development purposes, 194 employer packets were distributed (both electronically and hardcopy) between Spring/Summer/Fall 2017. The purpose of updating and distributing program information is to help increase opportunities for students to develop marketable skills in a professional environment.

Work Experience	Students First (2017-2021)	1	Student Outreach	Increase program awareness and participation by providing class presentations, club presentations, and program presentations to students at the request of campus faculty and departments about the benefits of internships, program requirements and procedures for participation. A minimum of 10 presentations will be completed each semester.	Spring 2016	In Progress
Evaluation: Classroom presentations continue to be essential to reach students who may not utilize traditional one-on-one services. In addition, classroom presentations allow the program to efficiently utilize resources by reaching a maximum amount of students during each presentation. The program continues to offer faculty and staff presentations. During the Spring/Summer/Fall 2017 time period, the program completed 30 classroom presentations to approximately 784 students. Information about the program and how to participate was presented. All students receive a Student Guide, containing comprehensive program information in addition to the LINCS guide. Direct contact with students has improved the program’s visibility and has increased student participation. For the Spring/Summer/Fall 2017 the program served a total of 949 students as“drop-ins” (an increase of 122 students from Spring/Summer/Fall 2016, N = 827) and a total of 635 students in individual appointments(an increase of 23 students from Spring/Summer/Fall 2016, N = 612). The program made a total of 190 student referrals to employers over this time period. The program continues to strive towards the long term goal of increasing outreach to classrooms.

Work Experience	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Instructor Resources - Learning Management System	Offer current and relevant instructional resources to faculty through Canvas for all Work Experience and Internship instructors. The Canvas site will be updated a minimum of 5 times each term with news items, new content, and uploaded Title 5 documents.	Spring 2016	In Progress
Evaluation: Efforts to promote the most current online teaching tools, resources, and information were communicated to the Work Experience faculty through the new Learning Management System, Canvas. This required the Faculty Coordinator develop a new "shell" to offer instructors access to this platform. This resource for faculty helped to streamline the distribution of each term’s Title 5 forms allowing instructors to easily access the program forms. In addition, program announcements and reminders were also communicated to instructors through Canvas. All Work Experience instructors successfully implemented Canvas beginning Spring 2018.

Work Experience	Students First (2017-2021)	1	Welcome Day	Attend each semester's Welcome Day event to promote the program's course offerings and services with the goal of reaching a minimum 100 students.	Ongoing	In Progress
Evaluation: The Work Experience program continues to participate in on-campus events such as Welcome Day. An average of 150 students received information from the Work Experience & Internship program at both the Spring 17 and Fall 17 Welcome Day events. The program creates promotional materials every term which are available around campus at departments and on A-frames outside our building, more than 2,500 student guides were distributed during Spring/Summer/Fall 2017. Employer packets (including program brochures and flyers) continue to be updated and distributed by mail and in-person for internship development purposes, 194 packets were distributed (both electronically and hard copy) between Spring/Summer/Fall 2017. The purpose of updating and distributing program information is to help increase opportunities for students to develop marketable skills in a professional environment.

Work Experience	Exemplary Teaching, Learning & Working Environment (2017-2021)	3	Professional Development WEXP Faculty and Staff	Continuously update WEXP faculty which may include: state and district regulations as they relate to Work Experience Education; workforce preparation information; and program requirements in order to provide a current, professional, and consistent instructional program for student participants. A minimum of 1 faculty meeting will be held each semester.	Ongoing	In Progress
Evaluation: The program held a faculty meetings for the Spring and Fall 2017 term with the program's former Area Dean, Dean of Kinesiology (as of submitting this report, the Work Experience and Internship Program reports to a new Dean, the Dean of Career Education and Workforce Development). These meeting agendas were created through a group collaboration of the program faculty. The meetings were particularly pivotal this year as the new online management system, Canvas, continued to be phased in and the meetings allowed for instructors to share in best practices. In addition, there were other signification changes that included: Course Applicability, new LRCFT Office Hour language, and a discussion about the district wide decreasing enrollment trend. In addition, the program coordinator attended 2 WEXP districtwide meetings, the statewide conference hosted by the California Internship & Work Experience Associate (CIWEA), and other trainings/webinars to keep current on state and district regulations. The program also holds bi-monthly program meetings for the classified team members to stay current on the program procedures and goals.

Work Experience	Vibrancy and Resiliency (2017-2021)	4	Program Assessment	Develop, implement, and maintain evaluation methods to assess the effectiveness of Work Experience program goals and objectives and make program improvements as appropriate. This will be accomplished by continual data collection methods (e.g. enrollment statistics, SARS, and student evaluations) to complete quarterly Perkins reports and an annual EMP report.	Ongoing	In Progress
Evaluation: With the implementation of new curriculum beginning Fall 2015, the program continues analyzing data using the employer and student evaluations that are administered at midterm and at final to evaluation the course SLOs. The goal of these assessments is to monitor students' growth as related to employ ability/21st Century Skills. The challenge for the program continues to be having consistent staff members (e.g. Student Help/Temporary Classified Clerk) complete the data entry and analysis of the information. With the primary focus of improving services to students and overall accessibility, the Work Experience program continues to assess program goals and objectives through various evaluation methods. The program continues to implement SARS GRID and SARS TRAK systems to collect statistics of students using the program resources. Using SARS TRAK, the program requires that all students and community members who visit the program check-in via the tracking system to collect statistics related to utilization of program resources. Additional statistic gathering methods such as tracking "quick questions" from students stopping by the office are being evaluated for effectiveness and efficiency. Using SARS GRID is effective to learn about the type of support students seek out. One of the recommendations is to evaluate the SARS system to identify more efficient ways to track data such a "successful referrals".

Work Experience	Clear and Effective Paths (2017-2021)	2	College Wide Advisory Committee Participation	Continue to develop professional networks at the college to present Work Experience and Internship program information at a minimum of 2 advisory committee meetings.	Ongoing	In Progress
Evaluation: The Work Experience & Internship program serves the entire college by working with all programs of study. The program works to develop strong relationships with other departments to provide program information to prospective employer partners. For the Fall 2017 term the program attended the Gerontology Advisory Committee. The program plans to attend the Legal Assisting and the Administration of Justice Advisory meetings for the Spring 2017 term. The goal of participating in these Advisory meetings is to promote internship opportunities with potential local industry partners.

Work Experience	Clear and Effective Paths (2017-2021)	2	Integrating WEXP in College Wide Curriculum	Foster professional relationships with other academic programs to integrate Work Experience course offerings in degree and/or certificate requirements. The target goal for this academic year is Work Experience will be included in 2 programs.	Ongoing	In Progress
Evaluation: The program continues to focus on the goal of promoting student success in the workplace by offering courses focused on providing students with opportunities to develop marketable skills in their major field of study. The Work Experience courses offer career planning/development as well as workplace skills and abilities development/enhancement in support of students' internship/work experience during Spring, Summer and Fall 20167 terms. This year, the program explored options, in consultation with the Automotive Technology Department Chair, to offer the first Work Experience dual enrollment course with the Placer County of Education (PCOE) for Automotive Technology 298. In addition, the program's partnership with the Design Hub's pilot has resulted in significant enrollment in DESGN 498, Work Experience in Design Technology. This has evolved into an exploration of the possibility of including DESGN 498 as an elective in the Design Technology certificate and/or degree. Lastly, the program is also exploring a partnership with the Administration of Justice to utilize Work Experience as a way to partner with agencies that offer non-traditional Administration of Justice career paths in areas such as victim's advocacy and research.

Work Experience	Clear and Effective Paths (2017-2021)	2	WEXP Curriculum Relevancy	Ensure that 100% of course curriculum is no older than 4 years.	Ongoing	In Progress
Evaluation: To promote student success, all Work Experience courses (general & occupational) were revised and cataloged to maintain relevancy and current industry standards this academic year. A total of 42 curriculum were updated with 34 being for Work Experience (general and occupational) and 8 Work Experience in Apprenticeship programs. The updated curriculum reflects best practices and innovations within the field of Cooperative Education. The ARC catalog program information continues to be updated yearly to reflect Title 5 and district regulation changes for the program. Partner departments include: Accounting, Art, Art New Media, Art Photography, Automotive Technology, Biotechnology, Business, Computer Science, Dance, Design Technology, Diesel Technology, Electronics Technology, Emergency Medical Technology, Fashion, Geography, Gerontology, Horticulture, Hospitality Management, Human Services, Interior Design, Physical Education, Legal Assisting, Marketing, Natural Resources, Paramedic, Recreation, Theater Arts, and Welding. Other partner departments include the Apprenticeship 298 courses for: Carpentry, Dry Wall, Sheet Metal, Electricians, Fire Technology, Plumbing, Operating Engineers, Sheet Metal and Iron Workers. Partnerships with specific departments help to promote the program and increase student participation.

Work Experience	Clear and Effective Paths (2017-2021)	2	Internship Development	Develop, expand and maintain partnerships with employers in order to provide training opportunities for current or potential employees and create internship opportunities in industry for students in a variety of disciplines and meet Title 5 regulations. A minimum of 10 work site visits will be completed each semester.	Ongoing	In Progress
Evaluation: Internship development and outreach to community employers provides greater internship opportunities for students in a variety of fields and continues to be a priority for the program. While having a total 2 full-time permanent staff, the program continues to develop student-centered internship sites to ensure that the internship opportunity meets Title 5 regulations and provides students with a learning experience. The program has continued its partnerships with a wide variety of department faculty such as Electronics Technology, Natural Resources, Art, Horticulture along with others to develop discipline specific sites for students. During the Fall 2017 term, the program hosted an employer training titled the "Total Internship Management Training" with the guest speaker, Robert Shindell. The event was attended by approximately 25 employer partners and focused on how organizations could begin to lay the foundation for a student-centered internship experience. In addition, the program hosted 2 successful internship outreach events in the Spring 2018 term for Intel and Kaiser Permanente Roseville. Both events were well attended with approximately 200 students attending the Intel session and 60 students attending the Kaiser session. During the Spring/Summer/Fall 2017 terms, a total of 23 work site visits were completed by program faculty/staff (a decrease of 2 from the previous year) and a total of 194 employer packets were distributed (an increase of 94 from the previous year). Approximately 200 new internships were posted on LINCS during the Fall/Summer/Spring 2017 terms. It is important to note that the program was not able to expand internship development during this time frame as the program was beginning to hire the Temporary Classified Internship Developers in the Fall 2017 term.

Work Experience	Students First (2017-2021)	1	Student Internship Referral Assistance	Provide individual assistance and support to students through emails, drop-ins, or appointments for Work Experience program related inquiries. A minimum of 100 students each semester will receive assistance from the program.	Ongoing	In Progress
Evaluation: The program provides individualized support to students seeking internship search assistance, which includes resume review and interview preparation. For the Spring/Summer/Fall 2017 the program served a total of 949 students as “drop-ins” (an increase of 122 from the previous year, N = 827) and a total of 635 students in individual appointments (an increase of 23 appointments from the previous year, N = 612). The program made a total of 190 student referrals to employers over this time period (a decrease of 148 from the previous year, N = 338). The program will continue to utilize SARS GRID and SARS TRAK to more accurately capture the number and type of assistance the program provides to students and community members. The program continued using an online self-service appointment feature via SARS which allows students twenty-four-hour-a-day access to make an appointment with the program. In addition, the system continues to utilize reminder emails to students to decrease “no-shows” thus increasing program efficiency.

Work Experience	Clear and Effective Paths (2017-2021)	2	Program Website	Provide clear and comprehensive on-line access to internship listings, resources, and program information on the ARC Work Experience & Internship Program website. This will be accomplished by ensuring that the information is updated each semester (e.g. faculty contact information, events, and course offerings).	Ongoing	In Progress
Evaluation: The program continues to provide ARC specific information through the ARC Work Experience Program website. The website provides information for students, employers, faculty, and staff. This year, the program anticipated an update to Ingeniux system and because of this upgrade, the program did not make any major changes to the content. Standard updates continued for the ARC program website to give ARC students specific information regarding ARC program availability, course information, and online internship resources. The RSS Feed that promoted internship opportunities from LINCS was removed due to technological difficulties. The decision to remove the RSS feed was made in consultation with the IT department. All resources are ADA compliant and better serve all students. Although the program was not able to develop new Camtasia videos, the program will continue to pursue the goal of producing Camtasia videos to provide clear and comprehensive program information and instructions about the program targeted to students and employers. These Camtasia videos will be posted on the ARC website and will be ADA compliant

Work Experience	Clear and Effective Paths (2017-2021)	2	LINCS	Maximize the efficiency and use of the LINCS system for students and employers with the target goal of a 10% increase in utilization of active users from the previous year.	Ongoing	In Progress
Evaluation: The program continues to utilize the district wide online posting system called LINCS (Los Rios Internships & Career Services) to provide students with information about current internships opportunities and on how to participate in the program. LINCS continues to be maintained and updated. Resource documents are updated and uploaded into the LINCS system to help users navigate the system better as well as access information about other internship resources such as LaunchPath. During Spring/Summer/Fall 2017, 2,588 (an increase of 1,300 from the previous year, N = 1,288) new students registered across the district on LINCS. Of the 2,588 new students, a total of 1,301, or 39% were ARC students. This is an increase of 5% from the previous year of 34% of the total new registered students being ARC students. In Spring 2018, the program, in consultation with the IT department, removed the ADF/RSS on the program's website due to technological issues. Currently, the LINCS vendor, CSO/GradLeaders, does not offer an alternative tool to replace the outdated ADF/RSS feed. Due to this challenge, the program is currently exploring other strategies on the website to increase student registration and usage of LINCS. There remains a need for training on the LINCS platform as the last training took place over 9 years ago. This training would provide vital training for the entire district to better utilize the LINCS system to improve student utilization would would contribute to the program's ability to serve the college. Lastly, the Faculty Coordinator is on a district wide team beginning Spring 2018 to explore other career search platforms to identify the best tool to promote employment and internship opportunities for our students.

Work Experience and Internship_5/15	Community, Economic and Workforce Development (2015-2016)	4.1	District Meetings	To provide consistent Work Experience program services across the Los Rios district and to share best practices for the purpose of addressing the needs of a growing district program	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Work Experience and Internship_5/15	Access and Growth (2015-2016)	3.2	Internship Resources	To provide clear and comprehensive on-line access to internship listings, resources, and program information on the district and ARC Work Experience & Internship Program website.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Work Experience and Internship_5/15	Teaching and Learning Effectiveness (2015-2016)	2.2	On-line courses	To include the use of modern technology for instruction of our mandatory orientations and course discussions	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Work Experience and Internship_5/15	Access and Growth (2015-2016)	3.3	Outreach – To Classes	To increase program awareness and participation by providing class presentations to students at the request of campus faculty and departments about the benefits of internships, program requirements, and procedures for participation	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Work Experience and Internship_5/15	Access and Growth (2015-2016)	3.3	Campus Faculty/Staff Meetings	To provide program information and requirements to campus staff and faculty departments in order to facilitate appropriate student referrals for program participation	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Work Experience and Internship_5/15	Community, Economic and Workforce Development (2015-2016)	4.1	Campus Faculty Partnerships	To encourage campus faculty to work with the Work Experience program and industry agencies in their fields of expertise in order to provide students with beneficial experiential learning opportunities	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Work Experience and Internship_5/15	Student Success (2015-2016)	1.2	Advising	To provide individual assistance and support to students through emails, drop-ins, or appointments for Work Experience program related inquiries	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Work Experience and Internship_5/15	Access and Growth (2015-2016)	3.3	Outreach – Info webshops	To increase student participation by providing informational online presentations (webshops) for students and perspective students on the benefits of internships, program requirements, and procedures for participation. Webshops reach a wider audience and are available during non-traditional business hours.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Work Experience and Internship_5/15	Community, Economic and Workforce Development (2015-2016)	4.2	Career Development	To collaborate with other campus student services such as the Career Center and CalWORKS for the purpose of providing comprehensive career services and support to all students and employers.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Work Experience and Internship_5/15	Community, Economic and Workforce Development (2015-2016)	4.1	Maintaining Partnerships/Site Visits	To provide students with industry experience and meet Title V Regulations.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Work Experience and Internship_5/15	Community, Economic and Workforce Development (2015-2016)	4.1	Curriculum	To maintain course curriculum and program information current through the campus catalog, course schedule and other campus resources to inform students of program practices, district and state requirements	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Work Experience and Internship_5/15	Teaching and Learning Effectiveness (2015-2016)	2.3	Program Statistics	To develop, implement, and maintain evaluation methods to assess the effectiveness of Work Experience program goals and objectives and make program improvements as appropriate	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Work Experience and Internship_5/15	Teaching and Learning Effectiveness (2015-2016)	2.1	Program Development	To meet the educational needs of a growing diverse student population and the training needs for a changing workforce by continually learning about education and labor trends through discussions, trainings and published reports.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Work Experience and Internship_5/15	Teaching and Learning Effectiveness (2015-2016)	2.1	WEXP Faculty Training	To continuously update WEXP faculty with state and district regulations as they relate to Work Experience Education and workforce preparation information in order to provide a current, professional, and consistent instructional program for student participants	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Work Experience and Internship_5/15	Student Success (2015-2016)	1.2	WEXP Courses	To provide mandatory orientation sessions in a variety of options and provide students with opportunities to develop marketable skills in preparation for employment in their major field of study or advancement within their career choice to stay current with workforce shifts and trends	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Work Experience and Internship_5/15	Community, Economic and Workforce Development (2015-2016)	4.1	Outreach – Employers	To develop, expand and maintain partnerships with employers in order to provide training opportunities for current or potential employees and create internship opportunities in industry for students in a variety of disciplines	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Work Experience and Internship_5/15	Access and Growth (2015-2016)	3.2	Program Marketing	To provide written materials to the campus community including email announcements, flyers, and brochures to increase student access and to businesses in the community to increase employer partnerships for internship development	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Work Experience and Internship_5/15	Access and Growth (2015-2016)	3.2	Course Options	To provide a variety of course options including full-term, eight week and on-line courses for students to earn college credit through Work Experience	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Work Experience and Internship_5/15	Teaching and Learning Effectiveness (2015-2016)	2.2	Online Resources	To provide clear and comprehensive program information and instructions through the Work Experience & Internship program website for continuous student and employer access.	Ongoing	In Progress
Evaluation:  |   |   |   |   |   |   |

Workforce and Economics Development Division Office	Students First (2017-2021)	1	VTEA - summer staff support	Improve ongoing review and support for CTE programs through annual budget review and maintenance	Fall 2007	New
Evaluation:  |   |   |   |   |   |   |

Workforce and Economics Development Division Office	Clear and Effective Paths (2017-2021)	2	Dual Enrollment	Increase the number of Dual Enrollment CCAP Agreements, Dual Enrollment classes, and Dual Enrollment completers	Spring 2019	New
Evaluation:  |   |   |   |   |   |   |

Workforce and Economics Development Division Office	Clear and Effective Paths (2017-2021)	2	Workforce Development	Expansion of program offerings through Contract Education, Advanced Transportation, Advanced Manufacturing, Apprenticeship, and the High Fidelity Simulator.	Spring 2019	New
Evaluation:  |   |   |   |   |   |   |

Workforce and Economics Development Division Office	Clear and Effective Paths (2017-2021)	2	Apprenticeship	Strengthen and expand Apprenticeship Program.	Spring 2019	New
Evaluation:  |   |   |   |   |   |   |