Academic Program Review

ACADEMIC YEAR	2014-2015	Basic Skills Transfer Career Technical Education (CTE)
PROGRAM	Distance Education
DESCRIPTION/PURPOSE	The mission of the Distance Education Program at Imperial Valley College is to utilize effective technologies to provide affordable, accessible, effective learning opportunities for those students who, because of time, geographic, or other constraints, choose not to attend traditional, on-site classes.
DIVISION	Academic Services
DEPARTMENT	Distance Education
SUBMITTED BY:	Gaylla A. Finnell, Distance Education Coordinator

INSTITUTIONAL GOAL 1	INSTITUTIONAL GOAL 2	INSTITUTIONAL GOAL 3	INSTITUTIONAL GOAL 4
INSTITUTIONAL MISSION AND EFFECTIVENESS – The College will maintain programs and services that focus on the mission of the College supported by data-driven assessments to measure student learning and student success. 1.1 Develop systems and procedures that establish the mission of the college as the central mechanism for planning and decision making. 1.2 Develop an institutional score card to assess student learning that drives integrated planning and resource allocation. 1.3 Develop systems and procedures to ensure that the college maintains a collegial and self-reflective dialogue that improves effectiveness. 1.4 Develop systems that are inclusive, cyclical, and understood by all stakeholders.	STUDENT LEARNING PROGRAMS AND SERVICES – The College will maintain instructional programs and services which support student success and the attainment of student educational goals. 2.1 Ensure that all instructional programs, regardless of location or means of delivery, address and meet the current and future needs of students. 2.2 Review program learning outcomes annually (or biennially) to assure currency, improve teaching and learning strategies, and raise student success rates. 2.3 Ensure that all Student Services programs, regardless of location or means of delivery, address and meet the current and future needs of students. 2.4 Ensure that all Student Services programs engage in a process of sustainable continuous quality improvement by annual review of Service Area Outcomes, and annual Program Review. 2.5 Ensure that the Library meets as closely as possible that “Standards of Practice for California Community College Library Faculty and Programs” of the Academic Senate for California Community Colleges. 2.6 Ensure that instructional labs continue to collaborate in sharing financial and human resources, thus maintaining continuous quality improvement.	RESOURCES – The College will develop and manage human, technological, physical, and financial resources to effectively support the College mission and the campus learning environment. 3.1 Develop and implement a resource allocation plan that leads to fiscal stability. 3.2 Implement a robust technological infrastructure and the enterprise software to support the college process. 3.3 Build new facilities and modernize existing ones as prioritized in the facility master plan. 3.4 Design and commit to a long-term professional development plan. 3.5 Raise the health awareness of faculty, staff, and students.	LEADERSHIP AND GOVERNANCE – The Board of Trustees and the Superintendent/President will establish policies that assure the quality, integrity, and effectiveness of student learning programs and services, and the financial stability of the institution. 4.1 Review all Board policies annually to ensure that they are consistent with the College mission statement, that they address the quality, integrity, and effectiveness of student learning programs and services, and that they guard the financial stability of the institution. 4.2 Maintain a clearly defined Code of Ethics that includes appropriate responses to unprofessional behavior. 4.3 Ensure that the Board of Trustees is informed and involved in the accreditation process. 4.4 Ensure that processes for the evaluation of the Board of Trustees and the Superintendent/President are clearly defined, implemented, and publicized. 4.5 Establish a governance structure, processes, and practices that guarantee that the governing board, administration, faculty, staff, and students will be involved in the decision making process.

I. INSTITUTIONAL GOALS

II. PROGRAM GOALS

PAST – EVALUATION OF PREVIOUS CYCLE OBJECTIVES/PROGRAM GOALS (SET IN PREVIOUS YEAR)

List your previous objectives/goals and associated Institutional Goals. All program goals must address at least one of the institutional goals.

1	PAST PROGRAM GOAL #1	INSTITUTIONAL GOAL(S) (Select one primary goal.)
Identify Program Goal and Budget request, if any, from the Program Review completed in 2013-2014 (Section II C): Hire full-time DE Coordinator to manage and coordinate distance education course development, training, and policy development and compliance. Budget requested of $90,000.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Met	Partially Met	Not Met
Describe how this program goal increased student achievement and/or program effectiveness in 2014-2015: Hiring a fulltime DE Coordinator improved program effectiveness by providing the consistent leadership necessary to establish and maintain policies and services in compliance with the guidelines and standards established by the State Chancellor’s Office and ACCJC. In addition, the hiring of a fulltime DE Coordinator supports a culture of ongoing learning for the faculty and students by providing the resources and support necessary for the development and maintenance of a quality distance education program in support of student access and achievement.

2	PAST PROGRAM GOAL #2	INSTITUTIONAL GOAL(S) (Select one primary goal.)
Identify Program Goal and Budget request, if any, from the Program Review completed in 2013-2014 (Section II C): DE Coordinator to be current on DE issues regionally and within the state and nation to support the development of a quality DE program for the benefit of student access and success. Budget requested of $4,000.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Met	Partially Met	Not Met
Describe how this program goal increased student achievement and/or program effectiveness in 2014-2015: By attending regular regional and state trainings, and keeping updated on national distance education issues and policies, the DE Coordinator was able to assist in the development of a Regular Effective Contact Policy, the development of the DE Course Development Procedures & Policies, and the evaluation of 14 new online courses. This provided the leadership necessary for an effective Distance Education program in support of increased student achievement.

3	PAST PROGRAM GOAL #3	INSTITUTIONAL GOAL(S) (Select one primary goal.)
Identify Program Goal and Budget request, if any, from the Program Review completed in 2013-2014 (Section II C): Provide professional development and training for faculty to improve Blackboard usage and online course development in support of student access and success. Funding provided through the ATLAS Grant.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Met	Partially Met	Not Met
Describe how this program goal increased student achievement and/or program effectiveness in 2014-2015: The DE Coordinator and ATLAS Grant trainers worked collaboratively to provide regular Blackboard trainings to insure that faculty and students had the skills necessary to succeed in an online environment. These trainings were essential to improving faculty and student Blackboard skills for increased Distance Education program effectiveness and increased student achievement.

4	PAST PROGRAM GOAL #4	INSTITUTIONAL GOAL(S) (Select one primary goal.)
Identify Program Goal and Budget request, if any, from the Program Review completed in 2013-2014 (Section II C): Provide a comprehensive DE Handbook for faculty teaching online courses to clarify policies and procedures for improved faculty performance in support of student access and success. No funding requested to accomplish this goal.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Met	Partially Met	Not Met
Describe how this program goal increased student achievement and/or program effectiveness in 2014-2015: The DE Coordinator continued efforts of the past DE Coordinator on the development of a comprehensive DE Handbook for faculty teaching online courses to clarify policies and procedures for improved faculty performance in support of student access and success. The DE Handbook is still under development.

5	PAST PROGRAM GOAL #5	INSTITUTIONAL GOAL(S) (Select one primary goal.)
Identify Program Goal and Budget request, if any, from the Program Review completed in 2013-2014 (Section II C): Through a process of collaborative consultation, develop a 3-year plan to guide the planning and implementation and continuous improvement of distance education at IVC in support of student access and success. No funding requested to accomplish this goal. .	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Met	Partially Met	Not Met
Describe how this program goal increased student achievement and/or program effectiveness in 2014-2015: The DE Coordinator compiled information regarding distance education plans from other community colleges. The evaluation and development of a 3-year plan to guide the planning and implementation and continuous improvement of distance education at IVC in support of student access and success continues.

PRESENT – DATA ANALYSIS AND PROGRAM HEALTH – ACCREDITATION

Summarize and analyze all disaggregated data by day, evening, gender, ethnicity, and distance education. Narrative only. Submit electronic excel file with graphs or trend data.

Enrollment and Fill Rates

Discuss the trends in enrollment and fill rate for each program by day and evening at the program level.

Enrollment Rates for Distance Education have decreased by 56.8% during the last three academic years. However, this decrease is mainly due to a suspension of online programming during the 2012-2013 AY pending substantive change authorization from ACCJC. ACCJC authorization was received for the 2013-2014 AY, at which time IVC began developing distance education programming using Blackboard as the course management system (changing from ETUDES). Since Spring 2013, online course enrollment has increased from 45 students to 844 students, an enrollment increase of 1775.5%.

Overall, online courses have represented a various percentage of the overall enrollment, starting with 8.0% of overall course enrollment in Fall 2011 to 3.7% of overall course enrollment in Spring 2014, representing an overall decrease in online course enrollment of -4.3%. However, since Spring 2013, the percentage of online course enrollment has increased from .2% to 3.7%, representing an overall increase in online course enrollment of 3.5% since converting to the Blackboard CMS.

Enrollment Rates for Online Courses Compared with Traditional Courses
Fall 2011	Spring 2012	Fall 2012	Spring 2013	Fall 2013	Spring 2014	Rate of Increase/Decrease since Fall 2011	Rate of Increase/Decrease since Spring 2013
Day Courses	16581	14958	17240	16103	17268	16325	-1.5%	+1.4%
Evening Courses	7334	6275	6962	6747	6365	5724	-22.0%	-15.2%
Online Courses	1953	1819	354	45	655	844	-56.8%	+1775.6%
Total Enrollment	25,868	23,052	24,556	22,895	24,288	22,893	-11.5%	-.01%
Percentage OL	8.0%	7.9%	1.4%	0.2%	2.7%	3.7%	-4.3%	+3.5%

Fill Rates for Distance Education have varied since Fall 2011, starting with a fill rate of 94% in Fall 2011 and ending with a fill rate of 96% in Spring 2014, representing an increase of +2% in online course fill rates. However, since Spring 2013, the fill rates for online courses has increased from 56% to 96%, representing an increase in online fill rates of 40% since converting to the Blackboard CMS.

Overall, online course fill rates have been greater than day and evening courses, by an average of 15% since Fall 2011 and by 27% since Spring 2013.

Fill Rates for Online Courses Compared with Traditional Courses
Fall 2011	Spring 2012	Fall 2012	Spring 2013	Fall 2013	Spring 2014	Increase/Decrease since Fall 2011	Increase/Decrease since Spring 2013
Day Courses	92%	81%	83%	88%	84%	78%	-14%	-10%
Evening Courses	93%	85%	91%	78%	85%	81%	-12%	+3%
Online Courses	94%	87%	81%	56%	97%	96%	+2%	+40%

The average number of online students per section has increased at a greater rate since Fall 2011 than day and evening courses (+6.9% for online courses compared to 0% for day courses and -6.9% for evening courses). Since Spring 2013, the average number of online students per section has also increased at a greater rate than day and evening courses (+34.8% for online courses compared to +3.4% for day courses and +8.0% for evening courses).

Average Number of Students in Online Courses Compared with Traditional Courses
Fall 2011	Spring 2012	Fall 2012	Spring 2013	Fall 2013	Spring 2014	Rate of Increase/Decrease since Fall 2011	Rate of Increase/Decrease since Spring 2013
Day Courses	30	27	29	29	30	30	0%	+3.4%
Evening Courses	29	26	27	25	27	27	-6.9%	+8.0%
Online Courses	29	27	30	23	30	31	+6.9%	+34.8%

Productivity

What are the trends in productivity?

Productivity in online courses was greater overall than productivity in day and evening courses for all terms since Fall 2011, with the exception of Spring 2012 and Spring 2013. In addition, productivity in online courses exceeded the goal of 525 established by state guidelines in all terms since Fall 2011, except Spring 2012 (512.38) and Spring 2013 (375.00). Overall, online courses on an average exceeded the productivity target goal of 525 four times out of six since Fall 2011; whereas, on an average, day and evening courses failed to reach the productivity target goal of 525 at any time during the same period.

While productivity in online courses decreased by -8.3% since Fall 2011, productivity in online courses increased by +45.6% since Spring 2013 (after redevelopment of the Distance Education program using the Blackboard CMS).

Productivity for Online Courses Compared with Traditional Courses
Fall 2011	Spring 2012	Fall 2012	Spring 2013	Fall 2013	Spring 2014	Rate of Increase/Decrease since Fall 2011	Rate of Increase/Decrease since Spring 2013
Day Courses	456.54	407.83	412.08	434.02	418.13	419.58	-8.1%	-3.3%
Evening Courses	453.46	418.27	426.60	389.81	424.10	412.44	-9.0%	+5.8%
Online Courses	595.30*	512.38	544.48*	375.00	713.99*	546.06*	-8.3%	+45.6%

*Exceeded the target goal of 525 established by state guidelines.

Success and Retention

Discuss the success and retention rates by day, evening (extended day), and online classes in each program and identify gaps.

Success rates for online courses are traditionally lower than success rates for face-to-face courses. This continues to be the trend at IVC. Success rates for online courses, although lower than traditional courses, improved by 20% since Fall 2011. When looking at the success rates since Spring 2013, there has been a decrease in the online course success rates by 9%.

Success Rates for Online Courses Compared with Traditional Courses
Fall 2011	Spring 2012	Fall 2012	Spring 2013	Fall 2013	Spring 2014	Increase/Decrease since Fall 2011	Increase/Decrease since Spring 2013
Day Courses	74%	74%	76%	73%	74%	75%	+1.0%	+2.0%
Evening Courses	74%	77%	78%	77%	74%	75%	+1.0%	-2.0%
Online Courses	57%	55%	59%	69%*	56%	60%	+2.0%	-9.0%

*Spring 2013 only included 45 online students. The data for this term is skewed due to low enrollment and should not be considered as an indicator of performance.

Overall, the average gap in student success between online courses and day courses is 16.8% (compared to 18.6% during Fall 2010-Spring 2013). The average gap in student success between online courses and evening courses is 18.2% (compared to 19.0% during Fall 2010-Spring 2013). Even though there continues to be a gap in success rates between online courses and traditional courses, we are pleased to see a decrease in that gap since the last program review.

GAP in Success between Online Courses and Traditional Courses
Fall 2011	Spring 2012	Fall 2012	Spring 2013	Fall 2013	Spring 2014	Increase/Decrease since Fall 2011	Increase/Decrease since Spring 2013	Average Gap	Prior Program Review Average Gap	Decrease in Gap since Prior Program Review
OL/Day	-17%	-17%	-17%	-4%*	-18%	-15%	-2.0%	-3.0%	16.8%	18.6%	-1.8%
OL/Evening	-17%	-22%	-19%	-8%*	-18%	-15%	-2.0%	-3.0%	18.2%	19.0%	-.8%

*Spring 2013 only included 45 online students. The data for this term is skewed due to low enrollment and should not be considered as an indicator of performance.

Retention rates for online courses are traditionally lower than retention rates for face-to-face courses. This continues to be the trend at IVC. Retention rates for online courses decreased by 2.0%. When looking at the retention rates since Spring 2013, there has been a similar decrease of 2.0% in online course retention rates.

Retention Rates for Online Courses Compared with Traditional Courses
Fall 2011	Spring 2012	Fall 2012	Spring 2013	Fall 2013	Spring 2014	Increase/Decrease since Fall 2011	Increase/Decrease since Spring 2013
Day Courses	88%	90%	90%	88%	88%	88%	0%	0%
Evening Courses	86%	89%	89%	89%	88%	87%	+1.0%	-2.0%
Online Courses	77%	81%	79%	93%*	77%	75%	-2.0%	-2.0%

*Spring 2013 only included 45 online students. The data for this term is skewed due to low enrollment and should not be considered as an indicator of performance.

Overall, the average gap in student retention between online courses and day courses is 11% (compared to 11% during Fall 2010-Spring 2013). The average gap in student retention between online courses and evening courses is 10% (compared to 9.8% during Fall 2010-Spring 2013). The gap between the retention rates for online courses and traditional courses continues to average around 10.5%.

GAP in Retention between Online Courses and Traditional Courses
Fall 2011	Spring 2012	Fall 2012	Spring 2013	Fall 2013	Spring 2014	Increase/Decrease since Fall 2011	Increase/Decrease since Fall 2013	Average Gap	Prior Program Review Average Gap	Decrease in Gap since Prior Program Review
OL/Day	-11%	-9%	11%	+5%*	-11%	-13%	+2.0%	+2.0%	11.0%	11.0%	0%
OL/Evening	-9%	-8.0%	-10%	+4%*	-11%	-12%	+3.0%	+1.0%	10.0%	9.8%	+0.2%

*Spring 2013 only included 45 online students. The data for this term is skewed due to low enrollment and should not be considered as an indicator of performance.

Success and Retention by Ethnicity

Discuss the success and retention rates by demographic diversity of students.

N/A: This information is covered in each departmental program review. Data is not available for success and retention by ethnicity based on whether courses are day, evening, or online.

Degrees and Certificates

Discuss the trends in the number of degrees and/or certificates awarded.

N/A: There are currently no online degrees and/or certificates awarded at IVC.

Program Changes

What program changes, if any, do you expect to have a positive effect on students?

IVC is a pilot college in the Online Education Initiative (OEI) during Spring 2015-Fall 2015. The OEI pilot will provide IVC with resources for online tutoring services, student readiness assessments, and an evaluation of our course management system. We anticipate that our participation in the OEI, together with the additional resources during the pilot, will help increase student success and retention in IVC Distance Education. We anticipate that these resources will continue for our online students when the OEI is launched in Spring 2016.

Summarize revisions, additions, deletions, and alternate delivery methods to courses and/or program based on the last program review.

The Distance Education Program added 17 new online courses during AY 2013-14 (14 in Fall 2013 and 3 in Spring 2014). We continue to develop online courses to provide students with improved access for completion of their educational goals.

Evaluate the program’s viability by addressing program completion, size (FTES), projections (growing/stable/declining), and quality of outcomes.

The Distance Education program is highly viable. Even though we have limited courses at this time, IVC continues to develop online courses in support of student access and success. More students are seeking online options, so it is important that IVC continues in their effort to provide online programming. In addition, IVC’s participation in the Online Education Initiation (OEI) will provide needed online resources for our student to improve student success and retention. We look forward to continuing our efforts to provide affordable, accessible, effective learning opportunities for those students who, because of time, geographic, or other constraints, choose not to attend traditional, on-site classes.
C. FUTURE – LIST OF “SMART” (SPECIFIC MEASURABLE ATTAINABLE RELEVANT TIME-LIMITED) PROGRAM OBJECTIVES FOR NEXT ACADEMIC YEAR TO ADDRESS PROGRAM IMPROVEMENT, GROWTH, OR UNMET NEEDS/GOALS. ALL PROGRAM GOALS MUST ADDRESS AT LEAST ONE OF THE INSTITUTIONAL GOALS.

FUTURE PROGRAM GOALS (Describe future program goals. List in order of budget priority.) You are not required to list 3 goals. Only list/identify goals that are viable in one year’s time or can be carried over a number of program cycles.	INSTITUTIONAL GOAL(S) (Select one primary institutional goal)
1	2015-2016 PROGRAM GOAL #1 Budget Priority #1	INSTITUTIONAL GOAL(S)
Identify Future Global Goal: Provide Professional Development and Training	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Objective: Provide training for DE Coordinator and Faculty in support of DE program development and student success.
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
DE Coordinator attendance at trainings as deemed necessary for the improvement of the DE program in support of student access and success, including but not limited to monthly SDICCCA DE Coordinators’ meetings, monthly CCCCO DE Coordinator’s meetings, and other conferences/retreats specifically designed for DE Coordinators. Scheduling of professional training for faculty in support of quality online course development and delivery.
Timeline: Training to occur throughout the academic year as scheduled by hosting agencies and as planned at IVC.
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$6,000.00
How will this objective be measured? Self-evaluations by training participants as to the effectiveness of the training.
How will the completion of tasks identified improve student/program success? Professional development is essential for the development and delivery of a quality distance education program, which is in compliance with state and federal regulations and standards of ACCJC. Professional training will improve our distance education programming, thereby improving student success and retention.
Who are the responsible party(ies) and assigned user(s)? DE Coordinator, Gaylla A. Finnell.

FUTURE PROGRAM GOALS (Describe future program goals. List in order of budget priority.) You are not required to list 3 goals. Only list/identify goals that are viable in one year’s time or can be carried over a number of program cycles.	INSTITUTIONAL GOAL(S) (Select one primary institutional goal)
2	2015-2016 PROGRAM GOAL #2 Budget Priority #1	INSTITUTIONAL GOAL(S)
Identify Future Global Goal: Increase enrollment in online/hybrid courses.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Objective: Develop new online/hybrid courses to expand the DE program.
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
Identify additional online training options for faculty, augmenting @ONE training, to provide accelerated training for faculty developing online/hybrid courses. Modify the DE course evaluation process to provide a process for the evaluation of more than 14 new online/hybrid courses per semester.
Timeline: Additional online training options established for faculty by September, 2015. DE Course evaluation process modified to accommodate more than 14 evaluations per semester by February, 2016.
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$00.00
How will this objective be measured? Successful completion of this objective will be measured by the completion of the tasks in accordance with the established timeline.
How will the completion of tasks identified improve student/program success? Faculty will be able to complete their required online training at a faster pace than currently possible, thereby providing a quicker pathway for faculty to develop online/hybrid courses. New DE courses will be evaluated at a faster pace, thereby increasing the number of online/hybrid courses placed on the course schedule. Having increased online/hybrid options will improved student success by providing increased access to courses for program completion.
Who are the responsible party(ies) and assigned user(s)? DE Coordinator, Gaylla A. Finnell.

FUTURE PROGRAM GOALS (Describe future program goals. List in order of budget priority.) You are not required to list 3 goals. Only list/identify goals that are viable in one year’s time or can be carried over a number of program cycles.	INSTITUTIONAL GOAL(S) (Select one primary institutional goal)
3	2015-2016 PROGRAM GOAL #3 Budget Priority #1	INSTITUTIONAL GOAL(S)
Identify Future Global Goal: Improve faculty understanding of DE policies and procedures.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Objective: Develop a DE Faculty Handbook.
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
Review DE Faculty Handbooks of other community colleges. Prepared a proposed DE Faculty Handbook for discussion and approval by the DE Committee. Submit recommended DE Faculty Handbook to the Academic Senate for approval. Post DE Faculty Handbook on the DE website for faculty access.
Timeline: Submit draft of proposed DE Faculty Handbook to DE Committee by September, 2015. Submit recommended DE Faculty Handbook to the Academic Senate by November, 2015. Post DE Faculty Handbook on the DE website by February, 2016.
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$00.00
How will this objective be measured? Successful completion of this objective will be measured by the completion of the tasks in accordance with the established timeline.
How will the completion of tasks identified improve student/program success? Completion of a DE Faculty Handbook will improve program success by improving the program’s standard of professionalism and faculty knowledge and adherence to DE policies and procedures. This will improve student success by providing students access to a quality program easily navigated for student success.
Who are the responsible party(ies) and assigned user(s)? DE Coordinator, Gaylla A. Finnell.

FUTURE PROGRAM GOALS (Describe future program goals. List in order of budget priority.) You are not required to list 3 goals. Only list/identify goals that are viable in one year’s time or can be carried over a number of program cycles.	INSTITUTIONAL GOAL(S) (Select one primary institutional goal)
4	2015-2016 PROGRAM GOAL #4 Budget Priority #1	INSTITUTIONAL GOAL(S)
Identify Future Global Goal: Provide a DE Program that is responsive to technological trends and accreditation standards.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Objective: Develop a 3-year Distance Education Plan.
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
Review DE Plans of other community colleges. Prepared a proposed DE 3-Year Plan for discussion and approval by the DE Committee. Submit recommended DE 3-Year Plan to the Academic Senate for approval. Post DE 3-Year Plan on the IVC website.
Timeline: Submit draft of proposed DE 3-Year Plan to DE Committee by September, 2015. Submit recommended DE 3-Year Plan to the Academic Senate by November, 2015. Post DE 3-Year Plan on the IVC website by February, 2016.
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$00.00
How will this objective be measured? Successful completion of this objective will be measured by the completion of the tasks in accordance with the established timeline.
How will the completion of tasks identified improve student/program success? Completion of a DE 3-Year Plan will improve program success by providing a pathway for goal attainment and accountability to insure that the DE program is developed in a manner which best serves the needs of our students, while responding to technological trends and the standards of accreditation.
Who are the responsible party(ies) and assigned user(s)? DE Coordinator, Gaylla A. Finnell.

(WSCH/FTEF) The goal is 525 as per state guidelines. A low number means that we are below target levels for productivity. For example, in a small class that has a mandated cap of 15 students, the fill rate may be 100% but the productivity number (WSCH/FTEF) will be very low. A class with a cap of 40 students with a 100% fill rate will have a productivity number close to or above 525.