Most CE programs are "career-focused" in their organization and marketing. During the Fall 2020 semester, Guided Pathways workgroups completed a set of recommendations, all of which were approved by the Senate for design and implementation work, which will commence in Spring 2021. Those recommendations include "a college-wide [...] program mapping project which makes explicit the many 'branches' of educational options available." Meta majors continue to be discussed but are not explicitly included in future work, although some people at the college continue to be interested in exploring this for possible future development. 

Progress is being made on program mapping, and CE programs are well designed to prepare students for employment in fields of importance to the college service area. Programs in the liberal arts and sciences are well designed to prepare students for transfer if they so choose, but generally not with reference to areas of importance to the college's service area. Students are able to pursue fields of study at SRJC that may be of global relevance, but not necessarily local importance, economic or otherwise.

The faculty continue to express support for both employment- and transfer-related educational priorities while also recognizing the importance of education for citizenship, the development of the whole person, and societal health. 

This area ("detailed information [...] on the college's website on the employment and further education opportunities" of programs is developed inconsistently, with the website providing program-specific employment and further education opportunities on some but not all department and program webpages. The Fall 2020 Guided Pathways workgroup recommendations, all of which the Academic Senate supports for further development, include an overhaul of the College’s website, prioritizing student experience and easy, logical access to the information that students need to explore, choose, and navigate programs.  

This subject continues to be a subject of inquiry in our current GP process and discussions. 

Programs are mapped, and most if not all departments and programs include these maps on their department webpages. The next stages of Guided Pathways work will address consistent design of and improved student access to these maps. 

The Math Department has redesigned math pathways and mapped them for different pathways; this is clearly communicated to colleagues in programs with Math prerequisites. The Senate is also preparing to support professional learning opportunities for faculty members outside of Math and English, to support their understanding of the implication of AB705 to their programs. 

Most students have educational plans, and creation of ed plans is encouraged and supported by integrating this goal with priority registration. The college offers numerous career and transfer events throughout the year, including events relating to CE (Career Education), and has a high-quality, high-presence Transfer Center that is accessible to students, has a web presence, and sponsors numerous events for students. 

Every student has an online “cubby”; the link to “My Education Plan” is on the Cubby homepage, so the student sees it every time they log in to their Cubby. 

Some course outlines include, and some individual classes integrate, exploration of fields of study and career options. 

The college was recently awarded a Hispanic-Serving Institution grant and implemented the HSI Lanzamiento(“We Launch!”) program in Spring 2021; this program integrates “guided pathways” principles and provides support for developing education plans and exploring and identifying educational goals. 

A “full-time program plan” will continue to be a challenge for our students as many of them work a lot of hours due to the very high cost of living in our county. 

The college offers a robust array of supports for students who are underprepared: a drop-in Math Lab, a drop-in Writing Center, and a multi-subject Tutorial Center that offers both 1:1 appointments and drop-in services. Tutoring services have transitioned to “remote” delivery during Covid, and departmental websites offer direction, helpful instructional videos for accessing remote lab support, and scheduling options. 

The faculty contract requires that all instructional faculty, both full-time and part-time, have scheduled office hours. The office hour obligation per instructional hour is based on the course classification (lecture, lab, etc.); for sake of example, each weekly lecture hour includes twenty weekly minutes of office hour time, or one hour of office hour time for a three-unit lecture course. This ensures vital student access to their instructors for much-needed support. 

While many of these services (labs, office hours) are drop-in, implying that students use these only by choice, it should be noted that many professors require or incentivize students’ use of the many resources that support students’ success. 

English and Math offer transfer-level course options that include a supplemental support course, and many classes have embedded peer tutors. The embedded peer tutoring program is being scaled up through the Lanzamiento (HSI) program.

Yes, including a Math Lab, which has transitioned to remote delivery, embedded peer tutors, and a supplemental-support course. Several Math professors have applied to and been accepted to participate in the Lanzamiento program, which allows the students in their courses to access the additional academic supports made possible by the HSI funding.

The English Department offers students the choice between freshman composition as a stand-alone course or with a two-unit supplemental-support course. There are also numerous course sections with embedded peer tutors. Several sections of freshman composition are part of learning communities—for example, Puente, APASS, and Umoja. 

Several English professors have applied to and been accepted to participate in the Lanzamiento program, which allows the students in their courses to access the additional academic supports made possible by the HSI funding.

Limited financial resources continues to be a challenge; there is insufficient money to ensure that every student has access to needed support. 

The College has a College Skills Department, which offers courses that prepare students for high school equivalency exams and provides basic skill instruction in math, reading, and writing. The Counseling Department offers “introduction to college” and “introduction to career development” courses, and English Department faculty have recently developed a practice of reaching out to students who do not pass their transfer-level English course, to provide support that will help the students to transition back and succeed in the subsequent attempt. 

The College also offers various "summer bridge" supports, to help students get on their feet before their first Fall semester. 

Some faculty members continue to have concerns regarding a perceived disconnect between acceleration and the fact that language acquisition takes time. There is also anecdotal evidence from colleagues in other departments that students who have passed transfer-level English are less prepared for courses in other disciplines with demanding reading and writing load. 

The College has a robust outreach program, as part of the Student Services side of the house, which connects with area high schools and some middle schools. The College sponsors campus visits by students from high schools that serve predominantly underrepresented groups, and also sends representatives to visit area high school campuses. The College’s Petaluma Campus also has a strong outreach presence with Petaluma high schools. 

The Math Department faculty has a long history of participating in math “camps” and other hands-on conferences with young (pre-college) students, to nurture their mathematical abilities and prepare them for college math. 

SRJC does not have “advisors”; Counselors monitor the programs that students are in when they come in for academic planning, and during these visits the Counselors work with students to create an educational plan. Students self select to see a counselor; this is not mandatory. However, having an active academic plan is incentivized by being linked to registration priority. Programs like EOPS are more actively engaged in monitoring students.

The point made on this practice in last year's scale of adoption form is worth repeating: as many students are lifelong learners or take a single class for skill enhancement, monitoring for program progress is not appropriate to all. 

The SRJC student “Cubby” portal system includes “Check my certificate progress” and “Check my degree progress” links in the main menu of the portal homepage, so students see this every time they log in and can easily check their progress toward their educational goals. 

Numerous programs at the college include counselors and other specialists who work directly with students in programs such as MESA, Puente, Umoja, Athletics, CalWorks, EOPS, Disability Resources, APASS, Veterans, and the “Second Chance” program, for formerly incarcerated students. These counselors facilitate responsive and timely intervention for students needing help. 

The College's "cubby" system, as well as Canvas, makes contacting students seamless. Faculty can and do quickly act on concerns about warning signs such as prolonged student absence, failure to submit work, or other signs that students are having difficulty. 

The College has academic and progress probation notification. Students are alerted about their academic and progress probation, and there are procedures in place to help this cohort. The College intervenes and supports students on probation by placing a limit in the number of units they can take, and they are directed to speak with a Counselor; these steps are designed to help students get back on track after the first probationary notification.

Staff reach out to students who attend one semester but do not register for courses in the subsequent semester.

The College does not have anything that automatically raises a red flag is a student does not follow an educational plan or identified program plan. It is very common for students to not follow the plan exactly as it was written. This has to do with course availability, times, change of goal, etc.

When working with students to create educational plans, Counselors always try to present options and discuss back-up plans if students are wanting a competitive program. Redirecting the student to another more viable path often depends on students’ situations—for example, Counselors may present geographic options for students interested in nursing, but not all students are able to relocate to pursue their educational goals, and in these cases Counselors discuss the necessity of reapplying if students don’t get into the program via the first lottery. Counselors are sensitive to the students’ needs and interests when discussing possible alternative educational goals and assist students based on their desires.

The College continues to work on effective scheduling and meeting students' needs in this regard. All department chairs and their deans collaborate on the schedule of classes for each term, studying the enrollment trends and "hits" on closed course sections to anticipate future need. Scheduling and enrollment software, which the College is currently looking to purchase, will help in this regard. Also, the College is currently in the process of finalizing its Institutional Effectiveness Partnership Initiative plan, based on its recent PRT visits, and the IEPI plan includes enrollment planning. 

We continue to work on the problem of meeting student demand in some areas, where the College is limited by physical space (for example, lab stations) or not enough full-time faculty members in disciplines where it is difficult to attract and keep good adjunct faculty members. 

The District performs well in this area, with academic departments regularly evaluating their majors and programs and CE programs maintaining solid advisory and other relationships with industry, to ensure that programs are preparing students for work and transfer. 

The College is strong in requiring critical thinking, active and applied learning, meaningful and relevant curriculum, and effective written and oral communication. Field trips are integrated into coursework, our students engage in service learning and do internships, and course readings and assignments reflect the day's most pressing social, political, environmental, and moral challenges. 

The College also supports a wealth of professional learning opportunities for the faculty, to support high-quality, innovative, engaged teaching and learning. 

We have done all these things for a long time. 

Last year's comment applies: All programs have program SLOs and they are assessed on a regular cycle. Individual practice varies, of course, but we have a system in place that does just this and we are current in our practice. 

Yes. Every program is reviewed and evaluated on a regular cycle, and the College is gearing up for its annual program review process, which will include a review of the rubric by the VPAA and Senate President. The process involves using assessment data. The College is particularly strong in having a robust professional development program, and perceived needs and weaknesses quickly translate into workshops to support instructor learning. 

There is portfolio activity in many areas of the College and in many classes. For example, students create portfolios and other collections or evidence of work in journalism (broadcast, digital, print). The College’s Arts programs, including theater and fine arts, offer numerous opportunities to create physical and virtual portfolios and other records that give testimony to students’ work in painting, printmaking, photography, live theater productions, music recitals and concerts, and dance productions.  

Many courses—such as those in Graphic Design, Interior Design, Creative Writing, Welding, Computer Studies, and Business—are designed to teach students how to create portfolios or include the creation of a project or portfolio as a key component of course goals. 

The Work Experience program helps students to document their reflections on and growth in their job performance; students produce a written record. Many departments offer competitive scholarships and provide students with documentation of these awards, providing and showcasing photographs of scholarship recipients. Many College programs also provide certificates acknowledging specific student accomplishments, for example, completion of the one-year Teaching Fellows Program.  

As stated above, the College has an extremely strong and responsive professional development culture and structure. We do not integrate CCSSE or SENSE into our process, but data produced by the Office of Institutional Research is frequently shared (at Board meetings, with committees, at professional development days, at department meetings, etc.), so that the college community is aware of areas of needed improvement, and these presentations are typically and quickly followed by further professional development, to respond to identified need.