PK !NN _rels/.rels PK gT=2||word/document.xml Non-Instructional PPA: AA - Dean Languages, Learning Support & Resources Office (DN-L-LSR)PPA Review Narrative2021 - 2022 GENERALName and Title of ManagerGuy Hanna, Interim Dean of Languages, Learning Support & ResourcesName and Title of Contributor 1N/AName and Title of Contributor 2N/AName and Title of Contributor 3N/AName and Title of Contributor 4N/ADate Submitted to VP03/24/2022STUDENT SUCCESSHow does your service/office/non-instructional program focus on students?Students are at the heart of every decision and action of the Languages, Learning Support & Resources (LLS&R) office. The LLS&R office is staffed with the Dean and one Administrative Assistant, both of whom consider helping students a priority. Additionally, the office supports the Panther Academic Support Services (PASS), the Foster and Kinship Care Education (FKCE) office, the library system, and five academic areas (ASL, COM, ENG, ESL, SPA).  Each areas meets frequently with the Dean and contributes to the success of the many projects and services that we make available to the students in the Salinas Valley. The Dean’s office works to provide the resources needed to continue this work and to promote new ideas that contribute to student success and persistence. As we have transitioned back from the pandemic, we have been able to directly serve more students face to face in the office while continuing to offer digital support service for our students studying at a distance.The Dean also has oversight of the Outcomes and Assessment activities of the college. Lead by the Outcome and Assessment team, the office supports outcome assessment for four levels of outcomes at the college (SLOs, PLOs, SAOs, and CCs), all of which directly or indirectly facilitates student learning and conversations/interventions for improvement. The Outcomes & Assessment (O&A) team has developed processes, training, and support to create user friendly access to input and analyze assessment data. The number of assessments at all levels has continued to improve from each previous semester/assessment period.Lastly, the Dean of LLS&R is actively involved in three academic Senate committees (Curriculum, Outcomes and Assessment and the Student Success and Equity) that directly support the student experience by assessing learning outcomes and the development and growth of our faculty’s instructional toolset. This engaged approached allows the area to respond using a data informed approach and with just in time agility. This has empowered area and college faculty at large to push the boundaries on what has been done in the past and to put the student at the first of every experience. This year a special focus on equity efforts has allowed all three of these committees to ensure that we have trained practitioners, standardized metrics for classroom refinement and curriculum review experts with a focus on cultural awareness techniques that allow all of our students to display their fully abilities and capabilities.How does your service/office/non-instructional program support students in: a. Completing their program/educational goal? b. Completing their program on time? Is there more that it can do?The LLS&R office makes every attempt to ensure that scheduled courses meet student needs and program demands, while following the college’s catalog guidelines for when courses should be offered. Additionally, since many of the courses are also needed by all of Ĵý students wishing to transfer, there is often high demand for courses to complete those requirements. The implementation of AB 705 is positively impacting this process for English and ESL courses along with the implementation of the 16-week calendar. The pandemic has shown that distance education is pathway and has similar educational outcomes as traditional face to face delivery, so finding the right balance as we move back to more ion ground activities is key to continuing and improving. Using the FlexIT tool and other metrics to analyze data and demand patterns and working with the scheduling office and Deans of the satellite locations could improve delivery. This would allow students needing to complete area courses beyond just those needed for transfer better access and decrease time to graduation for those in major students (ENG and COM).Based on the mission of your service/office/non-instructional program, describe how you offer 'equitable services' to different student groups at Ĵý?The Languages, Learning Support & Resources (LLS&R) office supports two fundamental institutional learning systems, the library system and Panther Academic Support Services (PASS). Both of these support systems service all students independent of their location or modality. The library serves all student populations and programs by offering a textbook loaner program, checking out graphing calculators for math and science courses and supporting DSPS students with dedicated computer resources including enlarged keyboards, magnification equipment and adjustable desks for those students that may need accommodation. Additionally, the area works with cohort programs (CSN3, TPP, Guardian scholars) to ensure that needed courses are offered to ensure timely graduation for each set of students in the program.Describe the services that your program/service/office has offered to the Disproportionately Impacted (DI) student groups outlined in the 2020-21AY Summary of the Strategic Plan, which includes: American Indian/Alaskan Native, Foster Youth, Hawaiian /Pacific Islander, and/or Some other race.The LLS&R office supports the Foster and Kinship Care Education (FKCE) office, which directly supports foster youth students at the college. We have provided support and advocacy for multiple grants this year for this area so that they can offer more support, training and resources for this population. Additionally, our library system and Panther Academic Support Services (PASS) serve every student at the college both in person and online.Are there any Disproportionately Impacted (DI) groups that are currently NOT being served by your program/office/service? What resources would you need to better serve these student groups? Not Applicable as the Languages, Learning Support & Resources (LLS&R) office support for all students' the college serves with services from the library system or Panther Academic Support Services (PASS).Please describe any equity gaps that were not identified and/or discussed in the questions above, based on your experiences at Hartnell.The primary equity gap for this service area is the inequity of resources and services by service location. As we move to expand service to Alisal, Castroville, Soledad and King City we need to ramp up our library and PASS services to these locations in an equitable fashion. The area has started to conduct surveys/data analysis of these students in these locations to increase these services both physically and digitally to make sure that all students have the support they need to complete their educational goals’.SERVICE AREA OUTCOMESPlease describe any meaningful outcomes that have been achieved from the SAOs outlined in the prior academic year.Last years’ Service Area Outcome focused on scheduling of courses from the area’s faculty perspective. This data was collected when the college was still in a shelter in place order and all courses in the area were Distance Education (online) offerings. 86% of surveyed faculty within the area reported that their course assignments were timely, comparable to past loads and allowed for them to met other institutional commitments. Those that disagreed reported that course cancellations were the biggest factor in their disagreement/ rating. The area dean will work with the dean of scheduling and the VPAA to increase efficiency moving forward to more acutely schedule to mitigate this issue for faculty and students moving forward.Additionally, as this year progressed, we were able to move more class back to a face-to-face format as conditions allowed while maintaining a good balance of DE and hybrid offering for students still in an impacted state. As conditions improve, we will look at data to find the right blend of modality offerings to met the needs of our students, no matter of service location.Did the activities from the prior academic year, and any subsequent dialog lead to significant change in the effectiveness and/or efficiency of this service/office/non-instructional program during the current academic year? Please describe any resources that may help/have helped you overcome these challenges.The area focuses on scheduling efforts in the annual Service Area Outcome activities and last year’s focus was on the faculty’s schedule. As the college has gradually reopened after COVID, the areas disciplines have moved from all online courses to offering three choices (fully online, hybrid, and face-to-face). This has made teaching and learning more effective, flexible and accessible to all the students we serve independent of location. The last several years have been a challenging time for everyone, the area has learned to leverage our distance education capabilities while providing a physical presence to make sure that every learner is comfortable and well supported in a modality that works best for their situation.What factors and/or challenges have influenced the effectiveness of your service/office/non-instructional program (e.g. staffing, equipment, facilities, etc.) over the last three academic years?The COVID situation that forced us to serve remotely has been the greatest challenge due to the impossibility of in-person (face-to-face) interactions. The library, the PLL, and the Foster and Kinship Care Education have been exercising the best practices remotely. As the College has reopened, we have resumed in-person services gradually.A shortage of staffing was experienced in the library after the full-time librarian who was also the Library Head in Spring 2020 retired and has yet to be replaced.  Since then, two part-time librarians were hired, two full-time librarians have been sharing the duties of the Library Head and we all still in need of hiring an Outreach librarian to help address the ACCJC recommendation from their last visit to make library services more available to all students at our satellite locations.SIGN OFF / APPROVALI have certified that the information above is complete and is represented accurately. (Unit Mgr)Guy HannaPK !eH6 6 word/footnotes.xml PK !S0 0 word/endnotes.xml PK ! uword/theme/theme1.xml PK !uz word/settings.xml PK !@##word/webSettings.xml PK !C  word/fontTable.xml PK gT(ȯdocProps/app.xml 852211379Microsoft Office Word011falseTitle1false91falsefalse16.0000PK gT docProps/PK gTword/PK gT word/_rels/PK gT=AdocProps/core.xml Jason McElravyJason McElravy122020-07-22T14:41:00Z2021-03-31T16:52:00ZPK gTF~~word/_rels/document.xml.relsPK gTȹ(([Content_Types].xml PK gTc./word/styles.xml PK gTW word/header1.xml Non-Instructional PPA: AA - Dean Languages, Learning Support & Resources Office (DN-L-LSR)PK gT(AQword/footer1.xml 3/31/2022 Generated by Nuventive Improvement Platform Page PAGE * Arabic * MERGEFORMAT 1 of NUMPAGES * Arabic * MERGEFORMAT 1 PK !NN _rels/.relsPK gT=2||wword/document.xmlPK !eH6 6 "word/footnotes.xmlPK !S0 0 word/endnotes.xmlPK ! uword/theme/theme1.xmlPK !uz word/settings.xmlPK !@##word/webSettings.xmlPK !C  word/fontTable.xmlPK gT(ȯXdocProps/app.xmlPK gT docProps/PK gTword/PK gT word/_rels/PK gT=AdocProps/core.xmlPK gTF~~word/_rels/document.xml.relsPK gTȹ(( [Content_Types].xmlPK gTc./word/styles.xmlPK gTW word/header1.xmlPK gT(AQword/footer1.xmlPK_Q