Standard Six: Information and Learning Resources
Committee Members:
| Faculty Jean Mecorney, Co-Chair Marilyn Hayward Frank Young Jack Preston Daniel Matsumoto Curtis Chee Kent Sutherland Nonan Villanueva |
Classified Jeanne Gross, Co-Chair |
Administrators Elizabeth Armstrong Frank Vaskelis |
Student Anthony Ferrari |
Information and learning resources and services are sufficient in quality, depth, diversity, and currentness to support the institution's intellectual and cultural activities and programs in whatever format and where ever they are offered. The institution provides training so that information and learning resources may be used effectively and efficiently.
1. Information and learning resources, and any equipment needed to access the holdings of libraries, media centers, computer centers, databases and other repositories are sufficient to support the courses, programs, and degrees wherever offered.
1.a LIBRARY
Descriptive
Summary
Cañada College's Library provides information equipment
and learning resources that support the courses, programs, and
degrees of the institution. The library staff includes three
full time employees: one Academic Coordinator and two Senior
Library/Media Technicians. In Fall 2000, a full time Reference
Librarian was hired, but subsequently withdrew. The position
has been readvertised to be filled for spring 2001. There are
also from two to three adjunct faculty librarians. Library resources
consist of 47,226 titles, 140 periodical print subscriptions,
approximately 2,494 full-text periodical subscriptions that
are accessible via on-line databases, 8 CD-ROM titles, and 629
videos. Twenty computers facilitate access to electronic resources.
These resources include Books in Print, College Source Online,
Ethnic Newswatch, Web Pac, et. al. (ref.1.1).
Self
Evaluation
Access to the information and learning resources in the library
can be evaluated as follows:
- For several years the staffing in the library was limited due to budget constraints. The upcoming hire of a Reference Librarian will provide more consistency in the delivery of services and development of outreach.
- The book collection is currently small and outdated. The Board of Governors of the California Community Colleges has adopted the American Library Association minimum standard of 60,000 books, and the library holds just over 47,000. The library needs an additional $32,735 per year, over the next 20 years, in order to meet the Board's minimum standard. The library's membership in the Peninsula Library System provides some additional resources as it includes over 2.5 million books.
- Necessary periodic computer upgrades are a constant. There is approximately a three year life cycle of library hardware.
- The location of the library may partially explain its minimal use. In Spring 2000 an FPP was submitted for final approval for state funding to build a new Library/ Learning Resource Center in a central area.
Planning Agenda
1. The new Reference Librarian will coordinate outreach and will schedule library training sessions during Flex Day activities.
2. The Academic Coordinator will seek funding for an increased book collection and computer upgrades.
3. Staff will participate in the new Library/ Learning Resource Center planning.
1.b ON CAMPUS LEARNING CENTER
Descriptive
Summary
Under the direction of the new interim Dean of Instructional
Services, the on-campus Learning Center integrates technological
learning resources and instructional assistance to support courses,
programs, and degrees across the curriculum at Cañada
College. Open 55 hours a week, Monday through Friday, the Learning
Center provides 63 computers in one open computer lab, supporting
classes across the curriculum, a lab/classroom supporting Math
classes, a lab/ classroom supporting English classes, and a
lab/ classroom serving students in the preparatory program of
the English Institute, all with internet access. The Center
also provides a range of instructional support services:
- Self-paced Learning Center courses and support for on-line classes
- Math Lab, providing drop-in math assistance from 8:30 a.m.-3:00 p.m. daily and two evenings a week
- Writing Lab, supporting English classes
- ESL Multi-Media Skills Center, providing classroom and computer-assisted language instruction for preparatory-level students of the English Institute's ESL program
- Tutorial Center, utilizing peer tutors
The on-campus Learning Center also houses and supports:
- MESA program, including subject-specific workshops
- Two computer technicians and one media technician who support the campus and off-campus sites
Staffing in the Learning Center complement the technological resources provided in the computer labs. Currently the on-campus Learning Center by
- a Learning Center/Tutorial Center Coordinator
- a Program Supervisor
- two Instructional Aide IIs,
- one part-time evening Instructional Aide II
- full-time and part-time faculty who do part of their load in the Learning Center,
Additionally, many faculty members hold some of their office hours in the Center. (docs) The presence of these faculty, and partnership relationships with Workability III, Psychological Services, and Middle College, combined with outreach and retention activities, such as study skill workshops, conversation circles and campus social events, create an atmosphere of collaborative learning, making the Learning Center one of the busiest, most dynamic areas of the campus. (docs).
Self
Evaluation
The on-campus Learning Center has thrived since the last Accreditation
Report. A Faculty Survey (3/00) indicated that 83% of the faculty
either strongly agree (48%) or agree (35%) that the on-campus
Learning Center adequately supports their course/program needs.
Learning Center and Tutorial Center administered campus surveys
indicate strong student support as well. (docs). Additionally,
the Faces of the Future Student survey indicates that 40.3%
of students feel computer labs in general are adequate although
they do not feel the lab hours are sufficient. (docs)
However, the Learning Center Coordinator and the Program Supervisor are newly hired. Consequently, some necessary tasks, such as convening the Learning Center Advisory Board and participating in the Technology Committee, have not been accomplished for some time. As a result, the Learning Center has not been able to develop further the collaboration between academic and student services, or take a leadership role in developing alternative methods of delivery, including technology-based instruction.
Planning Agenda
1. Beginning Spring 2001, the new Learning Center Coordinator will convene the Learning Center Liaison Board at least once a semester to gather input from all divisions about collaborative opportunities to support the programs, courses, and degrees offered at Cañada, including the off-campus Learning Center and technology-based instruction.
2. By Fall 2002, the Learning Center Coordinator will investigate, with input from the Liaison Board, expanding hours of service, including the possible addition of weekend hours.
3. The Learning Center Program Supervisor will participate in Technology Committee meetings at least once a semester to develop plans for technological learning resources.
4. Through these committees and other campus projects and initiatives, the Learning Center Coordinator and Program Supervisor will work with the Vice Presidents of Instruction and Student Service, Division Deans, faculty, and staff to further develop alternative methods of delivery.
1.c THE MENLO PARK LEARNING CENTER
Descriptive
Summary
The Menlo Park Learning Center was developed to meet the needs
of the off-campus community in East Palo Alto, East Menlo Park,
and the occupational training programs housed in the Occupation
Industrial Center West (OICW). Under the direction of the Dean
of Humanities and the Dean of Business/Occupational Education
and Off-campus Programs (B/OCED/ OCS), the Center offers varied
learning environments for enrollees and has also created partnership
programs with Project READ, OICW, and the Ravenswood School
District EvenStart Program. The Center is open from 7:30 a.m.
to 3:00 p.m. Monday through Thursday all year; the staff does
not take academic calendar breaks. Utilizing instructional assistance
and the technological resources of 17 computer stations, the
Center offers
- Self-paced, individualized instruction supported by one-on-one assistance and small-group study sessions using print, video, audio, and computer software in any 6 combination for English, ESL and math (basic arithmetic, pre-algebra, algebra);
- Large group lecture/exercise classes in high-beginning and intermediate ESL in two curricular combinations—reading/writing and listening/speaking. All sections are grammar-based and are team taught by instructors who develop the grammatical sequence for the courses each semester and follow it consistently in all classes;
- Small group advanced conversation/writing class in ESL;
- Small group literacy/beginning ESL grammar/writing class;
- Bilingual (English/Spanish) classes and individualized instruction in basic math, pre-algebra and algebra.
The Menlo Park Learning Center also offers self-paced instruction or space for
- Office Technology Program enrollees for out-of-class study;
- A variety of community groups;
- The Cañada College Counseling Center EUREKA software program;
- The OCIW-sponsored CISCO/SUN Academy enrollees studying math and computer skills;
- The OICW Voc-Rehab enrollees studying basic skills for occupational training;
- Two evening courses, Early Childhood Education and College Pre-Algebra;
- OICW evening and weekend programs.
The following Cañada College employees staff the Center:
- A Learning Center Coordinator/Basic Skills Instructor;
- A part-time ESL Instructor;
- One Instructional Aide II;
- One student assistant;
- One part-time, off-campus computer technician
In addition, the Menlo Park Learning Center benefits from the assistance of three OICW-sponsored volunteers.
Because the Menlo Park Learning Center provides a very student-centered learning environment, enrollment has increased rapidly from 6 enrollees in 1995 to 64 enrollees in Spring 2000. The collaboration between this off-campus location of Cañada and community-based organizations creates an active, flourishing site for the college.
Self
Evaluation
An in-house student survey conducted in 1998 indicated a high
degree of satisfaction with the Center, especially with the
computer-based, individualized ESL language instruction it offers.
In addition, students who have transferred to the main campus
exhibit preparation for college level courses and are successfully
attending degree and certificate programs. In the last year,
the Center served 45 OICW Vocational-Rehabilitation clients
and has seen the majority of these clients successfully complete
occupational training in the OICW Electronics Training Program
and in the Cañada College Early Childhood Education program.
In addition, the Ravenswood EvenStart program enrollees have been taking ESL classes at the Center for the last three years with excellent results. In fact, the Center's facilities and curriculum were studied and visited by the State of California Office of Education in 1998 before permission was granted for the Center to be the provider of ESL instruction for the Ravenswood School District. This year the Center staff received the Kent Award, given by the County of San Mateo for the outstanding educational program of '99-00, K-14.
Since the staff spends most of its time meeting the day-to-day needs of the students, presently insufficient time is spent developing new programs and up-dating the ones that currently exist. In addition, although students now have the technology that enables them to access the internet at all stations, no internet curriculum has been developed.
Planning Agenda
1. The College President, the Vice-President of Instruction, the Dean of Business, the Dean of Humanities, and the Menlo Park Learning Center Coordinator will work on a strategic plan for the Center during Spring 2000 and Fall 2000. This plan will address how the Center fits into the over-all goals of the college, what curricula needs to developed or expanded, what staffing needs to be added, and what recruitment efforts need to be carried out.
2. The Off-campus Learning Center Coordinator, with the Dean of Business and the Vice President of Instruction, will investigate installing PLATO as a basic skills software program in all computers in the Center. Two stand-alone packets will be purchased and installed by the end of Spring 2000 and piloted during Summer 2000. Plans will go forward to equip the remaining learning stations with PLATO access in Fall 2000.
3.The Coordinator of the Center will develop an ESL internet learning module by Spring 2001.
1.d CAMPUS COMPUTER LABS
Descriptive
Summary
The campus and off campus computer labs serve specific curriculum
and student needs. These are labs built and improved according
to the programmatic needs of the courses they serve. With the
exception of the Counseling Center computers, students using
these labs must be registered in specific classes and must purchase
lab cards. Students working on specific assignments have priority
over general use of these machines (e.g., web surfing and email
not associated with assignments). 8The college has the following
computer labs:
- Engineering/Physics labs: 20 PCs;
- On campus Business/Office Technology labs: 95 computers;
- Off campus labs Business/Office Technology labs: 90 computers;
- Multimedia labs: 22 Macintosh OS and 22 windows OS;
- Counseling Center: 4 windows OS
The Engineering/Physics labs are open to students with purchased lab cards when a faculty supervisor or student assistant is available. These labs support physics, astronomy, calculus, math, engineering, computer science, architecture, and GIS (Geologic Information Systems) and are evaluated informally by student verbal feedback.
The Business/Office Technology labs support the Office Automation and Computer Technician programs and are located on campus and off campus in Redwood City and Menlo Park. These labs are open to registered students with purchased lab cards. They are supervised when open. The off campus lab uses a student evaluation form for assessment.
Like the other campus labs, the Multimedia labs are open only when a faculty supervisor or student lab assistant is present. Students using these labs must be registered in the multimedia courses and purchase lab cards. These are evaluated informally by student verbal feedback.
The Counseling Center computers are available anytime the Counseling Center is open. Assistance is available only during staff time. These computers support College Success, Career and Life Planning courses. Eureka (a program providing college, vocational, job search, financial aid, and scholarship information), is also available. In addition, this area supports the Workability Program, CalWorks, and EOPS. Student feedback is provided as a part of the general Counseling Center questionnaire.
Self
Evaluation
Evaluation of interviews with faculty and computer technicians,
faculty surveys, and an e-mailed survey to persons responsible
for computer labs on campus were used to describe, assess, and
recommend a plan of action following the self assessment. The
computer technicians who bear responsibility for all computer
labs off and on campus reported that in general the current
level of computer equipment in the labs is adequate and is improving
in quantity and upgrades.
The student Faces of the Future Survey carried out in Fall 1999 reported the level of student satisfaction with the computing services and facilities of the campus. Nearly 43% agreed with the statement: "Computing services and facilities are available at the times I need them." Thirteen percent disagreed with this statement, 23.6% either left this blank or felt it did not apply to them.
Fifty-four percent of the faculty who responded to the Faculty Survey believe that the current computer labs adequately support their course and program needs. Nineteen percent disagreed and 27% had no opinion. Regarding media services, 39% agreed, 20% disagreed, and 41% had no opinion. There were many comments from faculty regarding the need for more working audiovisual equipment. Comments also included the desire for faculty to have their own computers to develop and provide curriculum materials for students. In response to the statement, "The College has provided me with the necessary technological equipment to teach effectively," 60% agreed, 40% disagreed, and there were no "no opinion" responses. There were several faculty comments attached to this question describing the need for individual computers for all faculty and better maintenance for audio/visual classroom equipment.
The campus computer labs are located throughout both the on-campus and off-campus locations. In addition, they are administered through the different divisions. An e-mailed survey of those responsible for these labs provided the following information:
- Engineering/Physics labs: Upgrades to hard drives are needed for new programs. Memory and CPU speed will soon become an issue. More computers are needed. Also better plotters/printers and more internet capability.
- Business/Office Technology labs: These labs need continual upgrading consistent with current technology. It has been suggested that the hours for the labs should be extended to include weekends.
- Multimedia labs: Lab hours need to be extended. The newest lab is sufficiently equipped; however, owing to the dynamic nature of the industry, upgrading and acquisitions are a constant issue.
- Counseling Center: On-going technical assistance is needed for these labs beyond the purchase of the equipment. Internet access and reliable printing capability are also sometimes a problem.
In summary, all those surveyed reported a need for consistent, effective, and timely maintenance from the technical staff on campus. Day to day and long-term maintenance responsibilities have inappropriately fallen to the teaching staff. The campus technicians also complained of a need for more A/V equipment. They expressed that while the student assistants are helpful, more technicians are needed as well as a more streamlined work-flow procedure. Broken computer equipment often languishes for months awaiting repair. There is a pressing need to improve campus technical maintenance.
A new district system of placing work orders, scheduling technicians, and communicating with the requestor will be implemented in Fall 2000. This process will also include a training component.
Planning Agenda
1. The new district process will be evaluated for its effectiveness one year after implementation.
2. More feedback mechanisms (questionnaires, suggestion boxes) in computer labs will be implemented.
2. Appropriate educational equipment and materials are selected, acquired, organized and maintained to help fulfill the institution's purposes and support the educational program. Institutional policies and procedures ensure faculty involvement.
2.a LIBRARY
Descriptive
Summary
In selecting educational equipment and materials for the Cañada
College Library, the foremost objective is direct support of
the programs and courses offered to students enrolled. Secondarily,
the library makes every attempt to provide state of the art
technology for accessing resources. Purchases of books and magazine
subscriptions are largely based on recommendations from faculty
librarians who review professional journals, such as Choice,
that emphasize resources for academic libraries. Recommendations
from classroom faculty are regularly solicited via fliers, voice
mail, and personal contacts. The most active response from classroom
faculty generally relates to video purchases.
A representative from the library frequently attends Curriculum Committee meetings, providing an opportunity to learn about emerging programs and courses for which library resources must be acquired. As a full member of the Peninsula Library System, Cañada College Library patrons also have access to hundreds of thousands of public library materials. These include books, books on tape, CD-ROMs, and videos. Although these collections have a heavy emphasis on recreational reading and viewing, many of these titles relate to the college curriculum, as well as students' personal interests. Students and faculty have the ability to borrow and return materials conveniently via the college library.
Since the library has a rather limited budget, a few subject areas are targeted for improvement each year. Although new programs and those up for accreditation are given priority, subject areas where developments are constantly emerging also receive great attention. Multiple copies of a New Acquisitions list are sent to each Division once or twice each academic year. There are plans to add this list to the library web page.
De-selection of materials is a regular part of library collection development, and faculty participate in this activity as well. Librarians methodically remove questionable materials and hold them for faculty review before any are permanently withdrawn. Librarians generally focus on subjects closely related to their college majors and/or their familiarity with Cañada College courses. Faculty members are asked to review titles within their discipline.
Circulating materials are conveniently arranged according to the Library of Congress Classification System in the Reading Room. Special collections, such as ESL Readers, Foster Parent Resources, Controversial Issues, and oversize art books are shelved in prominent locations. Reference materials, magazines, and videos are shelved near the Reference Desk, where assistance from a librarian is readily available. Reserve materials (primarily textbooks, supplementary reading, and sample tests) are shelved near the Circulation Desk for quick access. This collection is almost entirely composed of faculty submissions.
Because so much current material is now available online using Internet access, state of the art equipment is required. In 1995 the library converted its online catalog from "dumb terminals" to personal computers and installed its first Internet workstation. This opened the way to complete Internet access and numerous full text periodical databases. The library has greatly benefited from funding provided through the State Chancellor's Office for Telecommunications and Technology Infrastructure Program (TTIP). Selection and purchase of personal computers is handled by the District Information Technology Services (ITS) and Business Services departments.
Since Spring 1999, the library has received 14 Pentium based workstations for public use and 6 for staff use. Patrons may print laser quality copies on our network printer, and staff members have personal printers for their convenience as well. For large group orientations, a data/video projector facilitates instruction in online searching techniques. College library access to many electronic periodical database subscriptions and reference databases are funded via this state program. These resources, specifically aimed at college programs, are largely unavailable in county public libraries.
As library technology advances, the need for technical support quickly becomes apparent. Various options were tried without success. Currently the library shares the services of a part-time computer technician devoted to the three college libraries.
Self
Evaluation
Although the number of new materials (books, magazines and videos)
purchased each year is small, their quality is high, due to
the selectiveness of librarians and faculty. Most titles that
the library purchases have received highly favorable reviews
and fill a library collection need in areas that are known to
be out of date or under represented. Because we share a common
catalog with the Peninsula Library System, unnecessary duplication
can be avoided. The ability to place holds on titles held by
any public or community college library in the county and to
have those titles picked up and returned on campus provides
a tremendous benefit to our students. The rising cost of current
materials has been offset by grants from two state sources:
Instructional Equipment & Library Materials Block Grant,
and the Telecommunications & Technology Infrastructure Plan.
The first grant supports the purchase of books and videos, while
the second supports increased access to online journals and
reference sources.
The current number of computers seems to be adequate for individual patron needs. There is always ready access to library databases. There are also two word processing stations available to students on a first come first served basis. We have received few patron complaints regarding computer access. However, an electronic classroom would greatly enhance bibliographic instruction sessions. Selection, training, and managing of the library's part-time computer technician is under the direction of ITS. This assures that someone who is knowledgeable about the Peninsula Library System and SMCCCD network applications is available to handle our specialized needs.
Comments made by patrons on the Library Survey of Fall1999 indicate general satisfaction with the appropriateness of our resources. In response to question #11 (How would you describe the quality of the information you find in the library?), 88.5% chose "B. appropriate level", while 9.6% chose "C. too easy or too popular" and only 1.9% chose "A. too difficult or scholarly". Fifty-seven library users completed the survey.
Response to a faculty survey, distributed during Spring 2000, indicated a lesser degree of satisfaction with library materials. Of the 46 respondents to statement #1 (The materials selected and provided by the Library adequately support my course/program needs.) 52% chose Strongly Agree or Agree, while 13%chose Disagree or Strongly Disagree. Sixteen respondents (35%) responded No Opinion.
Planning
Agenda
None.
2.b ON-CAMPUS LEARNING CENTER
Descriptive
Summary
The selection, acquisition, organization and maintenance of
educational equipment and materials in the Learning Center has
been driven by the role that the Learning Center plays supporting
educational programs across the curriculum as these programs
are impacted by technological innovation. For example, the original
computer lab in the Learning Center was purchased through the
Science, Technology and Learning Resources Division to support
math and science courses taught at Cañada College, and
the self-paced, developmental skills classes taught in the Learning
Center. At the time of the last Accreditation report, the lab
consisted of approximately 30 MacClassics, five Apple IIe's,
and five 386 PCs. As the demand for computer programming courses
grew, the existing computers became inadequate, and the Learning
Center, in consultation with faculty and the Science, Technology
and Learning Resources Division, purchased Power Macs. Because
students need to develop cross-platform proficiency, PCs were
later purchased. Simultaneously, computer needs of all kinds
accelerated, making powerful, internet-access computers that
could support courses and programs across the curriculum necessary.
The increased use overwhelmed capacity, necessitating the development
of an additional computer lab.
To establish the new, networked computer lab/ classroom, consultation occurred between the Science, Technology and Learning Resources Division and the Humanities Division to insure that the computer equipment in the new lab/ classroom could be used effectively for courses and programs in both divisions. A PC, Proxima projection unit, and cart, shared by the Learning Center and Library, were also purchased to promote alternative teaching methodologies. The lab/classroom is now utilized by the pre-algebra class and partially by English, Reading, and ESL courses. When not in use by classes, it is an open lab.
Additionally, computers were needed in the Writing Lab to support the English classes, so 14 computers with internet-access were purchased through the Humanities Division, partially funded by a $20,000 private donation. Also, seven computers were purchased to create the ESL Multi-Media Skills Center in the Learning Center to support beginning ESL classes in the morning and to support all ESL classes as an open language lab in the afternoon.
The open lab and the new computer lab/ classroom are maintained on a daily basis by the Instructional Aide IIs, and by computer technicians when more serious maintenance issues arise. The computer technicians maintain the Writing Lab and the ESL MULTI-MEDIA Skills Center computer lab/ classrooms.
Educational materials, i.e., software, books, videotapes, and audiocassettes, are selected and acquired in consultation with Learning Center staff and the divisions. The Learning Center then organizes and maintains these materials for student/faculty use. (docs.) Some materials are purchased independently by the divisions; others are purchased jointly with the Learning Center.
To ensure faculty involvement, the Learning Center participates in the annual program planning process described in Standard 6, Section 7. Additionally, the Learning Center performs outreach activities to promote informal faculty participation. For example, all faculty are encouraged to hold office hours in the Center; 15 faculty members held office hours in the Center during Spring 2000. Also, Learning Center staff attend division/department meetings, conduct tours, and give in-class presentations about services and resources. Further, each semester faculty receive letters soliciting recommendations for tutor recruitment and lists of available tutors and their hours. Additionally, to establish good working relations and to ensure that the Center is responsive to program needs, the Learning Center staff serve on college committees, such as Curriculum, Technology, Scholarship, College Council, MESA, and Learning Communities.
Self
Evaluation
Faculty evaluation of the maintenance of the educational equipment
in the Learning Center has been critical. In a Faculty Survey
administered in March 2000, only 20% of the faculty surveyed
felt there was sufficient funding for maintenance and security
in the Learning Center. Further, only 39% of the faculty agreed
that the Learning Center has adequately trained staff to provide
for effective maintenance, security, and improvement. One faculty
member wrote, "Computer repairs are an issue at the Learning
Center. Too much down time."
Faculty comments on media services, which are housed in the Learning Center, were especially critical. For example, a faculty member wrote, "I complained (about the VCR) last semester, but nothing has been done." Another wrote, "Our overworked technicians cannot sometimes keep up with repairs." In response to these problems, the campus has hired a full-time media technician to serve the campus and off-campus sites, making a noted improvement in maintenance and availability of media equipment.
Funding issues have affected the ESL Multi-Media Skills Center as well. Although the lab/ classroom is used in the morning as a classroom for preparatory-level ESL students of the English Institute, it is not utilized in the afternoon as an open lab. However, the Learning Center Coordinator, the Vice President of Instruction, the English Institute Director, and the Dean of Humanities have coordinated ways to staff the Language Lab by Spring 2001.
While the annual program planning process and the extensive, but informal, consultation with faculty have ensured their participation in the selection, acquisition, and maintenance of educational equipment and materials, additional forums for faculty input, such as the Technology Committee, have not met regularly for some time. However, the Technology Committee started meeting again recently.
Campus and District Administration continue to consider new solutions to the problem of computer and media services. For example, the district will create a district-wide help desk designed to coordinate maintenance services better.
Planning Agenda
1. The Technology Committee, which has been recently re-instituted, will meet once a semester as another forum to ensure faculty involvement in the selection, organization, and maintenance of educational equipment and materials.
2. By Spring 2001, the Learning Center Program Supervisor will work with the computer technicians to develop training in troubleshooting to better handle day-to-day computer maintenance in the Center, and possibly other labs as well.
2.c MENLO PARK LEARNING CENTER
Descriptive
Summary
The selection, acquisition, organization, and maintenance of
the educational equipment and materials in the Menlo Park Learning
Center are determined by the needs of the community and the
partnerships developed with community organizations and agencies
in East Palo Alto and East Menlo Park. The off-campus Learning
Center was begun in 1994 through a proposal written by a Cañada
College ESL Instructor and supported by the 1994 Chair of the
Curriculum Committee and is funded through a 25-year redevelopment
grant administered through the Business, Occupational Education,
and Off-campus Division of Cañada College.
The Center has 11 internet access computers, eight audio recorders, and a TV/VCR on a cart. A part-time campus technician performs maintenance of the computers. The Center organizes and maintains a library of basic skills texts and reference books, CD's and tapes for individualized student use on the honor system.
Self
Evaluation
Since the Center was created through faculty initiative, there
has been important faculty involvement in the Center. The Coordinator
of the Center also consults with all staff about important policies
and communicates frequently with both the Humanities Division
and the Business Skills Division. As for maintenance of educational
equipment and materials, like all computer labs, the off-campus
Learning Center has unmet maintenance needs. However, these
problems have been partially eliminated through the hiring of
a part-time off-campus computer technician through the Business/Occupational
Education and Off-campus Programs Division. Also, the Center
has begun to experience the loss of CD's due to theft.
Planning
Agenda
None
2.d CAMPUS COMPUTER LABS
Descriptive
Summary
The equipment (hardware and software) in the campus and off
campus computer labs is selected, acquired, organized, and maintained
according to the programmatic needs of the specific courses
these labs serve. The maintenance for these labs is the responsibility
of two computer technicians. Industry standards dictate one
technician per 50 users. The two technicians are responsible
for 800 computers (this includes both computer labs and individual
workstations).
The faculty of affected disciplines are directly involved in the selection, acquisition, and organization of their respective labs. All requests for equipment purchased through outside grants are reviewed at the division and campus administrative level. The Counseling Center's equipment was purchased through CalWorks and Workability III specific programmatic funds.
Self
Evaluation
Evaluations of faculty and computer technician interviews, student
and faculty surveys, and an e-mailed survey to persons responsible
for computer labs on campus were used to describe, assess, and
recommend the planning agenda that follows this self assessment.
The Information and Learning Resources Faculty Survey was sent
to all faculty in early Spring 2000. In response to the statement:
"There are enough adequately trained staff to provide for
the effective maintenance security, and improvement of the Computer
Labs," 30% agreed, 45% disagreed, and 25% had no opinion.
Comments from faculty regarding this issue described serious
dissatisfaction with maintenance of the information and learning
resources on campus. Most faculty are satisfied with their involvement
with evaluating and selecting learning resources and equipment.
In response to the statement: "I have real opportunities
to be involved in evaluating and selecting the materials, equipment,
and other resources needed to teach effectively," 65% agreed,
23% disagreed, and 13% had no opinion.
In the college's Business and Computer Technician labs, faculty need their own equipment to develop curriculum. Current hardware is inadequate for the newest software programs. Maintenance is an ongoing problem, as classroom faculty use their own and class time to troubleshoot and maintain computers.
In the college's Engineering/Physics Labs, maintenance is an ongoing problem, as classroom faculty use their own and class time to troubleshoot and maintain computers.
In the college's Multimedia labs, faculty have a direct voice in the selection and acquisition of equipment. Maintenance is an ongoing problem, as classroom faculty use their own and class time to troubleshoot and maintain computers.
In summary, all those surveyed reported a lack of consistent, effective, and timely maintenance from the technical staff on campus. Day to day and long-term maintenance responsibilities have inappropriately fallen to the teaching staff. The campus technicians interviewed expressed a need for more audio/visual equipment and more staff. They believe the student assistants are helpful but there is a need for an additional position with the responsibility to maintain and repair this equipment. Work-flow procedures and point of contact personnel need to be improved. Faculty and administrators need to take a more active role in the selection and use of equipment and setting an overall technology plan for the campus. Towards this end, the Campus Technology committee has resumed meetings. Faculty polled see a need for individual computers for all campus faculty to develop and administer curriculum. Although much has been accomplished to provide up-to- date, adequate computing resources, there is no plan for regular upgrading of hardware and software throughout the campus. A new full time media technician was recently hired, allowing the computer technicians to focus on the maintenance of learning resources.
Planning Agenda
1. A plan to provide more computers for faculty curriculum development is being implemented and will be evaluated by the Campus Technology Committee.
2. A comprehensive plan will be developed for the ongoing replacement and upgrading of computer hardware and software throughout the campus by the campus Technology Committee.
3. Information and learning resources are readily accessible to students, faculty and administrators.
3.a LIBRARY
Descriptive
Summary
The library is located in an isolated area of campus in Building
6, Room 2. During the Fall and Spring semesters, the library
is open Monday through Thursday from 8:00 a.m. to 7:00 p.m.
and Friday from 8:00 a.m. to 3:00 p.m. The library is closed
on the weekend and during semester recess. When the library
is open, professional and paraprofessional staff is available
to help students and faculty. Library users may also access
electronic resources remotely from any computer on the college
network via the Internet, or from home if they have Internet
access.
Self
Evaluation
Current hours are sufficient for most library users. Some students
and faculty have requested additional hours in the evening and
on weekends. Perpetual staffing shortages, however, preclude
efforts to accommodate this request.
While current hours are generally adequate, access to the building continues to be a big problem. Because the library is not conveniently located on campus, many students and faculty do not take advantage of library resources and services. When surveyed, 54% of faculty felt that the library wasn't readily accessible to students, faculty, and administrators (faculty survey). Library usage could be improved significantly with a better location. 18
Planning Agenda
1. Library staff will explore the possibility of expanding hours in the evening and on weekends.
2. Library staff will coordinate an informational Flex Day activity for faculty and staff to promote usage of library services and resources, particularly electronic resources.
3. Library will participate in planning the new, centralized Library/Learning Resource Center.
4. Until a new library is built, library staff will focus on outreach efforts to increase usage of library resources and services among students, faculty, and staff.
3.b ON-CAMPUS LEARNING CENTER
Descriptive
Summary
The Learning Center is located on the western side of campus
in Building 5, Room 105. During the Fall and Spring semesters,
the Learning Center is open Monday through Thursday from 8:00
a.m. to 8:00 p.m. and Friday from 8:00 a.m. to 3:00 p.m. The
center is closed on the weekend and during semester recess.
When the center is open, professional and paraprofessional staff
provides instructional assistance, which includes tutoring and
access to electronic resources. Four computer labs are available
for specific class assignments and course instruction.
Self
Evaluation
While current hours are generally sufficient, many students
and faculty have requested additional hours in the evening and
on weekends.
Despite its integral link to course instruction, the Learning Center is not centrally located on campus. However, there is a high utilization of its resources and services by the students and faculty.
While the building that houses the Learning Center and Library is ADA compliant, the facility is not convenient for all users. Students and faculty with physical challenges have long struggled with access to restrooms and the elevator, which are unsuitably designed (e.g., narrow hallways in restrooms; some wheelchairs do not fit in the existing elevator).
Planning Agenda
1. The Learning Center will explore the possibility of expanding hours of service in the evening and on weekends.
2. The Learning Center staff will participate in planning the new, centralized Library/ Learning Resource Center, which will improve accessibility.
3.c MENLO PARK LEARNING CENTER
Descriptive
Summary
Since the off-campus Learning Center was founded to serve the
needs of the East Palo Alto and East Menlo Park communities,
it is very accessible to that community. It is open from 7:30
a.m.- 3:00 p.m. Monday through Thursday all year long, without
academic calendar breaks. ADA-accessible, it is housed in two
rooms, the main Learning Center and an auxiliary multi-purpose
room. In addition to the individualized learning stations, the
main Learning Center room has two small group teaching areas
with whiteboards.
Self
Evaluation
As evidenced through the rapid growth in student enrollment
from 6 to 64 since its inception, the Learning Center is very
accessible to the community. Growth has been so rapid that it
is not clear whether the existing Center is functioning at maximum
potential, and there is a need to reassess current utilization
and explore possible expansion.
Planning
Agenda
The Dean of Business and the off-campus Learning Center coordinator
will create a plan to improve and better utilize the multi-purpose
room for various uses by Spring 2001.
3.d COMPUTER LABS
Descriptive
Summary
Cañada College has several independent computer labs
on and off campus to support programs and coursework. Most labs
operate during specific hours that vary by semester, and may
require support staff and supervision. Each lab sets its own
access criteria, based on coursework, student need, and staffing.
During open hours, students may use computers to complete assignments,
receive computer training, and access the internet. Standards
for student use of the internet are established in the contract
with 4CNet, the district's internet provider. All student labs
are closed when classes are not in session. Faculty and staff
may take advantage of the Centers for Teaching and Learning
(CTL), a valuable resource lab that offers relevant computer
training. Open hours vary by semester.
Self
Evaluation
While most labs are sufficiently equipped, computers and other
media equipment are not consistently maintained. Several computers
require basic software/hardware upgrades to support changing
coursework and program needs. Timely and efficient maintenance
for computers and media equipment has been a major problem.
Currently, the lab technicians need assistance or training to
keep the equipment working at an optimal level.
Occasionally students engage in activities that modify the configuration of computers, making them unusable for their intended purposes.
Planning Agenda
1. To insure that students are using lab resources effectively, the computer labs will seek greater faculty and staff involvement in the supervision of computers.
2. To insure that students are using lab resources appropriately, the Technology Committee will review and disseminate standards for student use of learning resources. 20
4. The institution has professionally qualified staff to provide appropriate support to users of information and learning resources, including training in the effective application of information technology to student learning.
Descriptive
Summary
College faculty and staff are provided training and support
in the use of computer technology through the Center for Teaching
and Learning. The Center, developed and supported by the district's
Information Technology Services (ITS) Department, comprises
a MAC/PC classroom for short classes and a small room for individualized
work. Courses range from software for administrative purposes
to the use of instructional technology in the classroom. Interested
faculty learn how to develop their own Web pages and how to
construct Web- based courses. CTL classes, free to district
faculty and staff, are advertised through a semester schedule.
The Center is staffed on a part time basis by the college CTL
coordinator and supervised by a district CTL coordinator.
In addition to the CTL, faculty and staff may enroll in any of the college's own courses to increase their knowledge of the effective uses of technology. Professional Development funds may be requested to cover class fees. In addition, workshops on technology usages are usually included in Flex offerings.
Where instructional technology is used in the college, faculty and staff are skilled in its use and are able to assist students. The Learning Center and the Library have a special focus on the use of technology and their staffs are skilled and able to assist students, and staff, with the technology, as well as with the specific instructional component.
With the rapid expansion of administrative technology, the need to provide consistent on-going training for classified and administrative users has not kept up with the demand. While some training is available through the CTL and through classes, consistent training packages tailored to the employee's job classification does not yet exist. The district's Human Resources Department is developing a plan to address these needs.
Self
Evaluation
The college is fortunate to have the Center for Teaching and
Learning on the campus. The wide range of offerings, offered
free of charge to all employees, are a unique and valuable district
resource. Because of the technical and instructional support
provided, Cañada instructors have been able to move forward
more quickly with developing their own Internet courses. The
first such courses were offered in Fall 98 and by Fall 2000
21 Internet offerings existed, each developed by faculty who
work cooperatively to share their successes. Some faculty state
that they are unable to take CTL classes because of conflicts
with their teaching schedules. However, the Center is open for
individual faculty and staff use throughout the day and into
the evening. (Ref #: Faculty Survey of Learning Resources, March
2000.)
Lack of funding for computers in faculty offices has hampered faculty's efforts to incorporate technology into their teaching. More faculty might use classroom technology and use the Internet in their teaching if they had an office computer. Computers were provided for XX faculty offices in 1999-2000. All full-time faculty who requested a computer received one. The college currently has plans to provide additional faculty with computers, as well.
Through the CTL and through college course offerings, ample expert assistance is available to faculty and staff. However, the need for a consistent training package specifically designed for staff using the administrative computer system (Banner and office software) is great; the district's Human Resources department is planning to develop a program to meet this need.
Planning Agenda
1. The college and district will identify funding for faculty computers and plan for systematic maintenance and replacement of computers to keep them up-to-date.
2. The college Vice President of Instruction will participate in and support the district's Human Resources efforts to develop a training program for administrative computer system users.
3. The Center for Teaching and Learning will survey faculty and staff to assess the sufficiency of its offerings. 22
5. The institution provides sufficient and consistent financial support for the effective maintenance, security, and improvement of its information and learning resources.
Descriptive
Summary
As a small college with limited financial resources, funding
for all programs over the years has been less than optimal.
During the early to mid-90s, when the college experienced budget
cuts every year, discretionary operating budgets and funding
for classified positions were reduced significantly. The Library
and Learning Center participated in these cuts along with all
other areas of the college. Lost in the budget reductions were
the media technician positions, except for a half-time position,
that supported the college's audiovisual classroom needs. In
1998, the half-time Media Technician position was merged with
Computer Technician services provided by the college's two computer
technicians. In Spring 2000, a full-time position of Media Technician
was restored and filled. Now there is a staff of three employees
for the combined functions of computer and media technical support.
Because of budget cuts upon the retirement of the Reference
Librarian, the position was filled by adjunct librarians and
remained unfilled as a full-time position for several years;
the position will be filled Spring 2001.
Annual discretionary operating budgets remain quite small and requests for annual instructional equipment allocations are always more than the funds available. Years of insufficient operating budgets have led to library collections that are less than adequate, and we are making slow progress in catching up. However, instructional equipment funds have provided for computer replacement and equipment for the Learning Center and Library on a timely basis. In recent years, the district and college have allocated significant TTIP funds for library technology infrastructure. The district's libraries have joined the Peninsula Library System, which helps to offset the lack of a sufficient general operating budget. The district's ITS department coordinates these services for all district colleges. Because of this, the library is up-to- date in the technology-related resources it provides.
Self
Evaluation
The Learning Center and Library at Cañada have grown
and developed despite several years of limited budget. Equipment
is up-to-date and serves the college's instructional needs.
However, the budget for library book replacement is too small.
With the hiring of a full-time reference librarian in Spring 2001, the Library's professional staff complement will be back to previous levels and will be better able to support the college's needs.
Combining the audiovisual responsibility with the work of the two computer technicians proved to be less than workable because of the ever-increasing computer technician workload; adding a third Media Services technician will help to remedy the situation. The college is considering the possibility of becoming involved in district-wide coordination of technical computer and media services. This should provide a help desk for routing and tracking service requests, on-going training to increase expertise, the ability to have each of the district technicians develop a specialization, and the ability to pull together a large technical support team for big tasks, such as installation of a new computer lab.
Planning
Agenda
The Library staff will pursue ways increase the library book
replacement budget.
6. When the institution relies on other institutions or other sources for information and learning resources to support its educational programs, it documents that formal agreements exist and that such resources and services are adequate, easily accessible, and utilized.
Descriptive
Summary
In 1988, the San Mateo County Community College District Libraries
(CSM, Cañada, Skyline) became members of the Peninsula
Library System (PLS), a consortium of public libraries in San
Mateo County. Through a joint powers agreement approved by the
Board of Trustees, the District joined PLS to automate library
services, expand resources for students, faculty and staff,
and benefit from other cooperative activities of the San Mateo
County public libraries.
Self
Evaluation
Cañada Library has a beneficial relationship with PLS.
Library users at Cañada Library may now access a variety
of electronic resources, including Dynix, the library's online
catalog, and Infotrac, an extensive periodicals database, for
their resource needs. Users may place hold requests for library
materials available at other locations online in the library
or remotely through WebPac, the library's web-based catalog.
Other beneficial services include daily system-wide book delivery
and pickup, access to the PLS Video Center, and referrals to
the System Reference Center, a service designed to answer difficult
reference questions beyond the scope of Cañada Library's
resources.
Planning
Agenda
None. 2
7. The institution plans for and systematically evaluates the adequacy and effectiveness of its learning and information resources and services and makes appropriate changes as necessary.
Descriptive
Summary
The college engages in an annual program planning process that
starts at the departmental level. In late spring or early fall,
each department is asked to review the previous year's goals,
to develop goals for the upcoming year related to the college's
overall goals, and to identify priorities in the area of staffing,
facilities improvements, and equipment. The departmental plans
are coordinated into division plans and priorities are established
for the entire division, with input from the division council
and the division as a whole. With the ever-increasing use of
instructional and administrative technology, faculty and staff
are engaged in ongoing assessment and planning. The Library,
Learning Center, and Media Services engage in the planning process
and also identify learning resources that serve the college
as a whole, although faculty and division input is sought to
help identify these college-wide needs also.
At the Instruction Council, the Deans and Vice President of Instruction review the priorities for all instructional units and reach consensus on overall priorities. After review by the Instruction Council, goals are reviewed and prioritized by the college's Budget and Planning Committee before being submitted to the College Council for consultation.
Technology decisions are integrated in overall equipment decisions in the college planning process. The college's Technology Committee, intended to serve as a coordinating body for technology planning and purchases, has not served in this role recently. The committee was reconvened in Spring 2000, and is now working on writing a new technology plan that will serve as the foundation for these processes.
Each year the college receives an Instructional Equipment allocation, which funds the college's top priorities for equipment. The college's allocation is determined by its percent of the district's FTES. In the early 1990's, the District Shared Governance Committee recommended and the Board of Trustees adopted a policy that a specific percentage of the district's general fund be allocated for equipment purchases. Since the equipment requests are invariably larger than the funding available, non-funded items are carried over for inclusion in the next year's lists, although they are not given any special priority.
In addition to annual Instructional Equipment funding, in the past two years the district has made available FTES growth funding for large projects. Remodeling and equipping of the Multimedia Lab (1998) and the Networking Lab (1999) were made possible through the FTES growth funds, as was the Fitness Center (1998). During 1999-00, the District made available to each college an FTES-based allocation specifically earmarked for science laboratory equipment and/or renovation.
The Science and Technology Division has received grants that have assisted in equipment acquisition. For two years, the division received a $50,000 annual grant from the Packard Foundation that, together with some district funds, financed the creation of the Computer Engineering Lab.
Much of the college's technology development is influenced by the district infrastructure. In recent years, Information Technology Services has planned for and provided a fiber optic backbone at the college, provided internet capability in all classrooms and offices, updated the administrative Banner System, and provided district instructional and administrative intranets. In addition, ITS has developed and expanded the college Centers for Teaching and Learning, which provide technology training for faculty and staff. The college's own technology development is enhanced by the district infrastructure. Decisions about college technology purchases are made at the college level. (Ref #, Faculty Survey of Learning Resources, March 2000.)
Self
Evaluation
The college's Technology Committee had met infrequently. It
started regular meetings again in Spring 2000 and the intention
is to use this committee for systematic planning and evaluation
of technology needs and purchases. In the absence of a written
technology plan, the college's planning process described above
appears to be working well in assessing the adequacy and making
recommendations for change, as needed.
Planning
Agenda
Campus administration and the Technology Committee will develop
a technology plan that guides the college in technology planning,
assessment, and purchases.
Supporting
Documents
Information and learning resources at Cañada College
are defined as the Library, the on- campus Learning Center,
the Menlo-Park Learning Center, Computer Labs (on campus as
well as off campus), and media services. This marks the first
time the Learning Centers and the Computer Labs will be evaluated
for the accreditation process. The Library, Learning Centers,
and computer labs are described separately in topics one, two,
and three below as they support Cañada's intellectual
and cultural activities and programs from different locations
and in different ways.
To prepare the accreditation report for this Standard the following interviews, surveys and documents were used. Copies of these materials were given to the Accreditation Steering Committee.
1. Cañada College commissioned surveys of student satisfaction through the Noel-Levitz report and the Faces of the Future survey.
2. In-depth, personal interview questions were given to the two computer technicians.
3. An Information and Learning Resources Faculty survey was distributed to approximately 300 instructional faculty through their campus boxes; surveys were also made available through the Learning Center. 48 faculty returned their surveys.
4. Using the Faculty Survey, eight faculty members were interviewed in-depth.
5. A Classified Survey was used to interview seven staff in-depth.
6. A comprehensive survey was sent via e-mail to those responsible for specific computer labs on and off campus.
7. Documents were gathered from the Library and Learning Centers.
