Berkeley City College Title III: The Foundations Program Year One Evaluation Report

Valery and Associates Prepared by Paul Murphy, Ph.D.

Introduction
This report summarizes the first year progress towards goals and objectives identified in the Title III grant, The Foundations Program; formative evaluation of the outcomes and activities is provided along with recommendations for further action. The timeline of this report coincides with the end of year one of the grant. Specific objectives of the evaluation are delineated below, and they reflect the guidelines established for the evaluation as follows: 1. Asses the internal monitoring and evaluation procedures used to measure progress towards Title III goals and objectives including establishment of benchmarks; 2. Assess and evaluate the status of each of the Title III activities in relation to its stated objectives, milestones, and performance evaluation measures; 3. Determine the impact at Berkeley City College to date of the activities; 4. Summarize existing implementation barriers; 5. Recommend steps to ensure ongoing evaluation consistent with criteria set out in the Evaluation Plan This report is based on the the documentation and other relevant materials provided by the Title III Office. Additionally, two site visits were conducted where interviews with key personnel were held.

Background
Berkeley City College (BCC) is a small, single-building community college that has seen explosive growth in the past three-and-a-half years. In late 2006, when the college took possession of its new facility after thirty years in rented space, the student body stood at just over 4,000 headcount; as of spring 2010, almost 7,300 students were enrolled at BCC (Chancellors
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Office Data Mart). Because of strong enrollment growth and ever increasing academic challenges of incoming students, the college needs to strengthen its system for delivering quality education. Thus, BCCs focus has recently shifted from general education to also include developmental education as a priority. The problems that BCC identify in the grant application are common to California Community Colleges, and include: 1. Low educational attainment among basic skills students, especially African-American and Latino students. 2. Student learning outcomes are not assessed and the data are not incorporated into the college strategic planning process. 3. Insufficient resources for a strategic, considered planning process that would gather data and use it to improve student outcomes. 4. Insufficient learning opportunities for basic skills students to develop the competencies identified in the Institutional Learning Outcomes 5. Insufficient resources to create a program where every basic skills student can be supported to progress from the point of entry to transfer or a satisfying career. The Title III Programs overarching goal is to improve the capacity of minority serving institutions, which traditionally have limited resources and serve large numbers of low-income and minority students, to improve student success and to provide high quality educational opportunities for their students. The organizational structure of Title III participants is presented on the last page of this report.

Summary Status Report

Primary activities and strategic outcomes of the grant in year one were directed towards staff development and building student awareness around two Institutional Learning Outcomes (ILOs): communication and global awareness and valuing diversity. With regard to the scope of all grant projects, activities were organized around eight strategies aimed at training faculty in the assessment of student learning outcomes and carrying out initiatives aimed at
shifting the institutional focus to a learner-centered educational model to provide educational experiences for students to help them develop competencies that correspond to BCCs Institutional Learning Outcomes: 1. Communication, 2. Critical thinking and problem solving, 2

3. Global awareness and valuing diversity, 4. Information competency, 5. Computational skills, 6. Ethics and personal responsibility, 7. Self awareness and interpersonal skills.

As noted in the midyear report, major work on grant goals began in late January and early February of 2010. The college administration hired a manager instead of a faculty member on release time. Because the selection process followed district procedure for management hiring, the director was not in place until December 2009. Two faculty coordinators were hired in midDecember, and the faculty teams for the spring semester were in place at the beginning February. In March, the two activity coordinators, the Teaching/Learning Center coordinator, and the project director moved into a Title III office on the same floor as the Teaching/Learning Center, the Program for Adult College Education office, and the Extended Opportunities Programs and Services center. The grant coordinating team and college administration should be commended for the accomplishment of establishing the Teaching/Learning Center as this initiative will provide the infrastructure for implementing many of the grant projects. In addition to providing an overview of the activities and impact in year one, the college provided a report on the grant objectives, and Program measures. Progress is evident with regard to the seven goals established in the grant. Methods of assessing student learning and gathering data are underway, though more systematic methods of assessing student learning are needed. A number of activities have had high impact with unanticipated positive outcomes. Though there are institutional challenges that may impact the implementation of certain activities.

The Evaluation Model

In assessing the Title III grant progress, goals and objectives are reported and assessed along with program activities, and procedures and outcomes of each activity. Where possible, the
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evaluation centered on the progress towards planned program goals in the form of observable outcomes achieved within the time frame. Since this is a first year evaluation, the primary emphasis with regard to measuring objectives was on data collection and establishing benchmarks Two basic questions guided the information gathering process and served as the evaluation model: What are the desired outcomes of the program and at what state of the development or accomplishment are they? What are the program strategies and activities and how are they expected to result in the desired observable outcomes?

As a result of document review and interviews with appropriate faculty, staff and administrators, the following information was ascertained: Institutional goals over the current academic year. Specific objectives over the Title III grant period (year one). Specific objectives accomplished to date and corresponding performance evaluation measures with documentation. Specific objectives in progress for the year, if not completed, and projected time of completion. Specific objectives accomplished to date. Statistics (number of consultants used, number of students served, number of faculty served, workshops held or attended, etc.) Impact on the institution. Problems encountered.

Status of Goals and Objectives

Goal 1: Produce systematic evidence of student learning across courses, programs and the institution Status: Underway. The full report of progress will be available in January. Goal 2: Increase the educational attainment of basic skills students through developing culturally sensitive pedagogies and curriculum and improving tutoring, counseling and student services programs. Goal 3: Enhance the learning of basic skills students though developing culturally sensitive pedagogies and curriculum and improving tutoring, counseling, and student services programs.

Status: Kimberley Mayfield trainings; brown-bag lunches; student-centered classroom materials; basic skills learning center. Goal 4: Prepare students to communicate clearly, think critically, and manage information competently. Status: ESL study buddies; ESL workshops; ESL assessment/orientations; LRC/Library workshops. Goal 5: Develop ongoing and comprehensive planning that uses data to enhance student success. Status: Ongoing. Goal 6: Develop college-wide resources for creation of a basic skills program. Status: (1) Presidents campaign; (2) TRIO grant; (3) freshman experience planning. Goal 7: Develop community partnerships to help leverage resources. Status: (1) Presidents circle campaign. (2) Vision 2020 partnerships (3) Chabot college acceleration project. (4) State basic skills initiative (former Title III coordinator is serving as regional coordinator). These three primary goals can be summarized in the following overarching goals (grant application, page 20): 1. To provide students the opportunities to develop the competencies identified in the institutional learning outcomes and to provide faculty training to enhance student learning; 2. To provide outcomes-based, evidence-based assessment of the learning, including training of faculty and staff in assessment practices; and 3. To aid students in transitioning from basic skills to transfer-level courses or careers. Activities aimed towards addressing these goals are assessed later in the report. BCC indentified 16 measureable objectives that relate to the 7 goals: 1. By 2011, BCC will have a consistent and systematic process for assessing student learning outcomes implemented throughout the college (Goal 1, Problem 2) Status: The process has been implemented and is ongoing. Baseline: 2. Each year of the grant, two Institutional Learning Outcomes will be assessed by an evidence team comprised of a departmental liaison and a student learning outcomes task force member, until by 2014 all seven ILOs are assessed. (Goal 1, Problem 2) Status: The ILO goals were changed for the first year to (1) Global Awareness and Valuing Diversity and (2) Computational Skill. The first goal has been assessed via student and faculty surveys; the second ILO will be assessed in the spring/summer. The assessment of ILOs is a challenge. More work needs to be done on this.

3. By 2012, the number of basic skills students in credit developmental math and English courses who successfully complete a course at least one level higher will increase by 10 percent (2009 base year of cohort). (Goal2, Problems 1 and 4) Status: The fall 2009 English success rates for Basic Skills students was 66% (N=213/140). The fall 2009 math success rate was 46% (N=508/223). 4. By 2013 the percentage of basic skills students who complete an AA/AS (especially in math, science, PACE, and Multimedia Arts) or become transfer ready within three years will increase by 5% (2009 base year of cohort). (Goal 2, Problem 1). Status: 33% of the 2004 cohort had a goal of AA/AS or certificate. 8% earned an AA/AS or certificate by 2009 (regardless of goal). It should be noted that while BCCs completion rate is low (<17%), its transfer rate (according to the CCCCO Student Right to Know site) is 25.43%, the seventh highest in the state. Many transfer students take the courses they need to transfer and do not apply for a degree. 5. By 2014 the number of transfer-ready students with an AA/AS will increase by at least 20% over the fall 2009 baseline number (26). (Goal 2, Problems 1 and 4) See above. 6. Beginning in the fall 2010, BCC will convene workshops on diverse learning styles and basic skills pedagogies. (Goal 3, Problems 1 and 4) Status: Done. This will be ongoing. 7. Beginning in spring 2010, BCC will hire dedicated hourly counselors for basic skills students. (Goal 3, Problem 4) Status: This is an ongoing challenge. In spring 2010, three part-time counselors were trained to assist basic skills students and were working well with them. All three left for full-time jobs, and BCC has not been able to replace them. A dedicated counselor was hired in fall 2010 for PACE and PERSIST students. The severe counseling shortage has made dedicating counselors to basic skills populations difficult. 8. Beginning in fall 2010, BCC will implement a pilot peer group mentoring program. (Goal 3, Problems 1 and 5) Status: The peer-group mentoring program was initiated in fall 2010. Training will continue until November. Mentors will begin assisting students in spring 2011. 9. Beginning in fall 2010, BCC will provide evidence that students are achieving the ILOs of Communication, and Critical Thinking. In fall 2010, the competencies of Computational Skills and Global Awareness and Valuing Diversity will be assessed. By 2011, students will be able to demonstrate improved learning outcomes in these four ILOs. (comparison study between 09-09/ 09-10 academic years) (Goal 4, Problem 3) Status: The first ILO was changed to Global Awareness and Valuing Diversity. Work was done on this ILO in fall 2010. The process for assessing ILOs is incomplete. However, surveys were given to students and faculty members were trained in the inclusive classroom beginning in fall 2010.

10. By 2012, students who use the peer group mentoring services will succeed at rates 10% higher than students who have not used these new services. (Goal4, Problems 1 and 3). Status: Unknown for this report. PERSIST Get population baseline from institutional data. 11. In fall of 2009, the researcher, the project director, and the activity coordinators will finalize research projects that will generate data throughout the course of the Title III grant. (Goal 5, Problems 2 and 3) Status: Because BCC no longer has an institutional researcher, this goal has to be met by (1) faculty inquiry groups; (2) a Title III data team; and (3) the district institutional research data base. 12. Basic skills students will be sampled every fall to measure progress on key indicators such as course completion rates, success, transfer, and career readiness. (Goal 5, Problems 1 and 3) Institutional data. Status: The basic skills success rate rose from 47% in 2008 to 59% in 2009. This success followed a 6-year downward trend and takes the college back to 2001 levels. 2009 will act as the baseline for future measurement. Initiatives underway in the college, like the accelerated English pilot in 201, the freshman experience, late-start classes, orientations before classes, and student information should help boost this rate. 13. Beginning in spring 2010, the college will plan and implement a basic skills learning center (Goal 6, Problems 1 and 4) Status: Planning is underway. Furniture has been ordered (with college general funds); computers are in place; a task force has been planning ways to make the learning center useful to basic skills students. In addition, peer mentors are being trained to assist the most vulnerable basic skills students more directly in the classroom. 14. Beginning in summer 2010, the college will institute a summer bridge program in math. (Goal 6, Problems 1 and 4) Status: The planning was done in spring 2010, but due to problems internal to the math department, the implementation had to be put off for summer 2011. 15. Beginning in late fall 2010, the college will implement a writing and reading across the curriculum pilot project. (Goal 6, Problem 1) PERSIST has implemented this model as a pilot. Status: The Title III team led the planning of a freshman experience, which will include elements of this project. 16. By 2013, the college will have developed three new community partnerships to sustain basic skills education (Goal 7, Problem 5). Status: The president is developing new community partnerships, as are members of the Title III team. This goal is well underway to being met. The president is raising money for basic skills education as part of the institutional commitment to this important sector of the college. She has made basic skills one of the three institutional priorities.

Government Performance and Results Act (GRPA) measures: 1. The number of full-time degree-seeking undergraduates enrolled at institutions of higher education (IHEs). Note that this is a long-term measure, which will be used periodically to gauge performance, beginning in FY 2009. Status: The number of students at BCC has been increasing but note that California is working to decrease this number, thus slowing growth. The percentage of full-time students decreased 1% from 21% to 20% between 2008-2009. 2. The percentage of full-time undergraduate students who were in their first year of postsecondary enrollment in the previous year and are enrolled in the current year at the same institution. Status: Fall 2009 baseline 30%. 3. The cost per successful program outcome: federal cost per undergraduate and graduate degree at institutions. Cost and student count to be reported in APR
4. The percentage of students enrolled at two-year IHEs who graduate within three years of

enrollment. Status: Student Right-to-Know rates for fall 2006 cohort: Completion rate: 16.18%; transfer rate: 25.43%. (Statewide completion rate: 24.78%; transfer rate 16.69%).

Conclusion Strengths
ILO assessment started Baseline data have been established Mentoring program underway Good progress with basic skills learning center Freshman experience reading and writing across the curriculum Development of new community partnerships

Challenges
Collection of ILO data No institutional research support at BCC Access to data Not clear if reported outcomes match grant outcomes in all cases (e.g., objective # 3) Tracking cohort outcomes Basic skills counseling Survey results not reported/complete Organization and commitment within some departments (e.g., summer bridge math program)

Recommendations:
1. Review baseline data with evaluator and create reporting templates with baselines and specific descriptions of criteria to measure outcomes going forward.
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2. Focus concerted efforts toward measuring ILOs (,e.g., map course and program outcomes to ILOs, develop indirect assessment instruments such as student surveys).

Evaluation of Activities
As described in the Evaluation Plan, program activities will be evaluated along four primary areas: Effectiveness How well done were project activities? This component of the evaluation process attempts to evaluate the effectiveness of each project's activity. Effectiveness questions will focus on participant attitudes and knowledge. Surveys will be used to collect reactions from participants of staff development activities. Student data, both quantitative and qualitative will be used in mixed methods approaches to assess project effectiveness. Impact Did the project or activity make a difference? During this phase of the evaluation, questions will focus on identifying the changes that resulted from the project's activities, and are tied to the stated outcomes of the project. A key element will be the collection of longitudinal data. Data will be collected at the beginning of the project, during its implementation, and at the end of the project. Organizational Context What structures, policies, or events in the organization or environment helped or hindered the project in accomplishing its goals? The focus of this component of the evaluation is on identifying those contextual or environmental factors that contributed to, or detracted from, the project's ability to conduct activities. Unanticipated Consequences What changes or consequences of importance happened as a result of the projects that were not expected?

ACTIVITY ONE: Assessment Institute Strategy 1. Assessment Institute: providing outcomes- and evidence-based assessment of student learning and faculty/staff training in assessment practices. Primary Activity
Train faculty in assessment methods

Effectiveness
The assessment institute in August was very effective. 17 faculty members attended, and all but

Impact
Two large departments (encompassing 9 disciplines) that had done no

Organizational Context
In the past, work on assessment was slow and reluctant. Despite the efforts of a few people, most faculty

Unanticipated Outcomes
The work of the Assessment Institute has begun to interest a broad range of faculty in the concept of

one expressed a new or better understanding of the importance of assessment. All departments are now engaging in assessment work. The Inclusive Classroom workshops, which were part of the Assessment Institute Y1 have been effective in continuing the message of student-centered teaching.

Culturally sensitive pedagogy

assessment began assessing all their multi-section courses. That work is scheduled to continue throughout the second year of the grant. 30 faculty members attended the Inclusive Classroom workshop and plan to continue their work throughout the year.

members remained convinced that assessment was onerous. Few understood the reason for assessment.

student-centered and reflective teaching, as well as faculty inquiry.

Most of BCCs faculty members are white and have worked at the college for many years. While the context of the college is liberal, a substantial part of the teaching is traditional and geared toward transfer students. About 70% of BCCs students are of color. Basic skills students are marginalized.

The work of the Assessment Institute has begun to interest a broad range of faculty in the concept of student-centered and reflective teaching, as well as faculty inquiry. Awareness has grown that a large percentage of students begin at basic skills level, and that these are not the traditional student. Faculty has to meet them where they are in terms of culture, age, gender, and skill level.

Faculty Inquiry: 7 groups participated in a pilot Faculty Inquiry Group project sponsored by the Teaching and Learning Center

High. Faculty have expressed high satisfaction with the faculty inquiry process.

The groups have been very effective in answering questions about student response.

Conclusion and Recommendations The initial impact of this activity was effective in two ways: engaging faculty in the assessment process and expanding awareness of challenges faced by students at the basic skills level. The impact of the first two activities is noteworthy in light of the colleges small number of faculty. The steering committee is encouraged to develop more systematic methods of assessing activity effectiveness. At a minimum, post training surveys and follow up efforts should be implemented. If not in place, a centralized system of identifying the number of course, program and ILO outcomes and assessment status should be established; this information will be helpful for reporting grant outcomes and for accreditation.

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ACTIVITY TWO: Student Learning Outcomes across the Disciplines in both Instruction and Student Services Strategy 2: Computational Skills
Primary Activity Math Summer Bridge Effectiveness This was planned during the first year, but will not take place until Y2. Curriculum was put in place, and recruitment was planned. Impact Minimal as yet, with the exception of the beginnings of collaboration by the math department in acceleration work. Organizational Context The full-time faculty in the math department remain uninvolved in institutional improvement efforts. Unanticipated Outcomes Two math teachers have become interested in and enthusiastic about research on acceleration and basic skills best practices. One full-time math teacher and begun cooperating with project personnel on supplemental instruction. Some science teachers have become enthusiastic participants in Title III activities.

Faculty inquiry about active learning methods in science teaching.

High.

Faculty participants were surprised at the students answers to questions about learning preferences and have changed the way they teach classes.

Science and math have traditionally operated together in a silo, and have less often participated in collegewide work.

Strategy 3: Global Awareness and Valuing Diversity

Primary Activity Global Awareness Week Effectiveness Those who attended expressed satisfaction, but the activity was not well attended. On a survey given in late February, only 50% of the respondents, who were students in a convenience sample of classes (N=240), knew that valuing diversity was a core value of the institution. Impact Low Organizational Context BCC has students from 34 countries and over 100 international students. Unanticipated Outcomes None

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Primary Activity ESL/Global Studies Communication Projects

Effectiveness Very effective. The students who participated in the first-year pilot were enthusiastic. The ESL students said it helped them to practice English with native speakers, and the global studies students learned about other cultures from people who had lived in them. The work has begun to raise awareness of needs of basic skills students. A focus group of English tutors found that cultural sensitivity is still low.

Impact Medium. The pilot was be scaled to four global studies classes and three ESL classes.

Organizational Context ESL students are often isolated, while Global Studies students often take only transfer classes where they are unlikely to communicate frequently and deeply with natives of other cultures.

Unanticipated Outcomes The ESL teachers, who are trained to teach, have been helpful to other Title III faculty participants in terms of pedagogy.

The Tutoring Center is being expanded to emphasize basic skills tutoring. Planning began in summer 2010. The college is contributing furnishing and renovation of a lab space; Title III is contributing computers and basic-skills focused tutoring. The center will not be fully ready until Y2 ESL Assessment and Orientation: The ESL faculty gave special assessment and orientation sessions for students. They also experimented with 15-week sessions.

Medium. Concern is high because development of this center will change the way tutoring has worked for decades.

Traditionally, the Learning Resources Center has attracted transfer students. Basic skills students have found the space intimidating. Tutors are more comfortable with the upper-level students.

High degree of anxiety.

High. 215 students were assessed and given special orientations in the spring and summer.

All ESL courses are on the 15-week semester to give students time for thorough orientation to the college. ESL is operating like a program-wide cohort.

ESL students tend to be isolated from the rest of the students.

A high degree of interest in the college in the ESL model. More collaboration between student services and instruction. The data helps understand the student population and improvements to make in the future.

Faculty inquiry by English as a Second Language teachers on how to prepare students

High.

Some surprising insights emerged, which led to greater cooperation between ESL and

ESL students are sometimes isolated from other students.

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Primary Activity for English 1A Faculty inquiry about how creative writing can be used to prepare students for expository writing.

Effectiveness

Impact other departments. Some insights emerged, which led some English teachers to use more creative writing exercises in other courses.

Organizational Context Creative writing at the college has been treated as a separate strand of English.

Unanticipated Outcomes This led to some movement in the way that upper level basic skills and transfer level English are taught.

Medium

Strategy 4: Communication
Primary Activity ESL/Global Studies Communication Projects Effectiveness Very effective. The students who participated in the first-year pilot were enthusiastic. The ESL students said it helped them to practice English with native speakers, and the global studies students learned about other cultures from people who had lived in them. Impact Medium. The pilot was be scaled to four global studies classes and three ESL classes. Organizational Context ESL students are often isolated, while Global Studies students often take only transfer classes where they are unlikely to communicate frequently and deeply with natives of other cultures. Unanticipated Outcomes The ESL teachers, who are trained to teach, have been helpful to other Title III faculty participants in terms of pedagogy.

The Tutoring Center is being expanded to emphasize basic skills tutoring. Planning began in summer 2010. The college is contributing furnishing and renovation of a lab space; Title III is contributing computers and basic-skills focused tutoring. The center will not be fully ready until Y2 ESL Assessment and Orientation: The ESL faculty gave special

The work has begun to raise awareness of needs of basic skills students. A focus group of English tutors found that cultural sensitivity is still low.

Medium. Concern is high because development of this center will change the way tutoring has worked for decades.

Traditionally, the Learning Resources Center has attracted transfer students. Basic skills students have found the space intimidating. Tutors are more comfortable with the upper-level students.

High degree of anxiety.

High. 215 students were assessed and given special orientations in the spring and summer.

All ESL courses are on the 15-week semester to give

ESL students tend to be isolated from the rest of the students.

A high degree of interest in the college in the ESL model.

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Primary Activity assessment and orientation sessions for students. They also experimented with 15-week sessions.

Effectiveness

Impact students time for thorough orientation to the college. ESL is operating like a program-wide cohort.

Organizational Context

Unanticipated Outcomes More collaboration between student services and instruction. The data helps understand the student population and improvements to make in the future.

Faculty inquiry by English as a Second Language teachers on how to prepare students for English 1A Faculty inquiry about how creative writing can be used to prepare students for expository writing.

High.

Medium

Some surprising insights emerged, which led to greater cooperation between ESL and other departments. Some insights emerged, which led some English teachers to use more creative writing exercises in other courses.

ESL students are sometimes isolated from other students.

Creative writing at the college has been treated as a separate strand of English.

This led to some movement in the way that upper level basic skills and transfer level English are taught.

Strategy 5: Information Competency

Primary Activity Laptops purchased. Investigation of feasibility of getting inexpensive laptops to all students (through partner donation). Effectiveness Not apparent in first year. They are being deployed. Impact Low, as yet. Organizational Context Many students have no access to computers in their homes. Unanticipated Outcomes None.

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Strategy 7: Ethics and Personal Responsibility

Primary Activity Health Fair Effectiveness Low Impact Minimal; not well publicized. Organizational Context Unanticipated Outcomes Faculty learned that events have to be publicized in print to have impact on students.

Faculty Inquiry on factors that help support Latino students to complete. Faculty inquiry on service learning

High.

Counselors changed some of their procedures.

High

Faculty initiated service learning projects

Service learning has not been emphasized at BCC in the past. Because of the inquiry, some teachers made a commitment to host these opportunities for students.

Interdisciplinary bonding and learning by the members of the group.

Strategy 8: Self Awareness and Interpersonal Skills

Primary Activity Peer mentoring training initiated. Faculty Experiential Learning Institute held in early June. Effectiveness Fifteen students entered the first training. Fifteen faculty members were trained in the ACE model of learning styles, listening skills, cultural sensitivity, and high-retention pedagogy. High Impact Not yet apparent. Organizational Context The most vulnerable students have low support networks and low engagement. BCC has a high proportion of adjuncts (approximately 75%). These instructors are traditionally isolated and too busy to receive training in best practices. Traditionally, many of the tutors have been transfer level and university students who have little experience with basic skills Unanticipated Outcomes None apparent as yet.

Faculty inquiry on providing better access to tutoring for basic skills students

High. Faculty members spent 40 hours working together learning one of the most successful models of teaching for basic skills. Emphasized the need for tutor training in diversity.

High bonding among the faculty members present and greater faculty involvement in projects.

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Conclusions and Recommendations High impact activities have already been initiated and the college is encouraged to build off of these successes when planning future activities. These results should also be evaluated from the administrative level with regard to cost and potential institutionalization. This report also indicates that there has been some progress with engaging faculty in activities to improve institutional effectiveness. However, the lack of cooperation of some faculty/departments, in concert with the relatively small number of full-time faculty, is troubling and presents a challenge to executing the identified deliverables. In order to more effectively and systematically assess the impact of the strategies and activities, the Title III team is encouraged to prepare well in advance of future activities to ensure opportunity to gather useful data. Key qualitative and quantitative data need to be identified along with the means to gather the data, with this task considered a priority from an evaluative standpoint.

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Berkeley City College Title III Grant Organizational Structure T

Betty Inclan--President

Krista JohnsVice President of Instruction Suzanne Valery and Associates External Evaluation Consultants

Terry TricomiProject Director Background work in Outcomes Based Education; liaison with Assessment Committee of faculty senate and the curriculum committee Keeping records; overseeing clerical work; overseeing budget Working on student tutoring reorganization Publicity Lead in planning freshman experience

April Millerhourly staff assistant

Linda McAllister Faculty Research Liaison

Joan BerezinArea One Coordinator: Assessment coordination; coordinating workshops with Mary Allen to train faculty; collecting assessment data; coordinating inclusive classroom workshops with Kimberley Mayfield; overseeing Global Studies/ESL collaboration; overseeing work on Global Awareness events.

Scott HoshidaTeaching/Learning Center Coordinator Oversee faculty inquiry groups Plan and oversee brown bag lunches Lead in Planning Freshman Experience Convening committee, planning resources, and setting up TLC Faculty Inquiry Groups These groups are formed semester by semester to gather data about teaching and learning at the college.

Teams of faculty to carry out assessment work and plan specific events around ILO work Each department or area has a liaison and teams; the liaison stays the same, the teams change as the courses being assessed change.

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