| 2006-2007 |
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| 2005-2006 |
Athletics
The proposed plan was to incorporate a mandatory academic plan into the framework of a student-athlete academic success program. The plan was to be developed initially by both student-athlete and adviser. It was to include transfer goals, graduation requirements, and checksheet(s), transfer eligibility requirements, and a semester-by-semester academic plan. Completion of and a review of the plan each semester were/are required prior to participation in athletic competition.
Business
Business/IT Division created CDs providing information on our degree/certificate programs, classes and faculty. The CDs were demonstrated and distributed to students in business/IT classes in April. Students were encouraged to contact faculty for more information. Students can use the CD to opt into a database to later receive newsletters from the division highlighting new classes and programs of study. The next newsletter will be sent in May.
Career Services
Collaborated with students, faculty, and employers to create awareness of job placement and career services during career week and career fair. All occupational faculty were invited to promote their occupational programs during the Career Fair.
Communication/Humanities 1
Students met with team members as directed by the "Six-Step Guide Exercise" sheet. They were given 20 minutes to discuss the questions assigned to them. Then, each team had six to seven minutes to present their answers to their questions to the class in a round-robin format. The instructor provided clarification and examples.
Communication/Humanities 2
Students were divided into groups of six and given 15 minutes to discuss the following question: “What was the best film shown in class (HUM 210) so far and why? You must consider technical and thematic elements as well as the films' contribution to cinema." Each group then presented their conclusions and rationale to the class. Dissenting opinions within the group were then discussed.
Communication/Humanities 3
Each student created a typed agenda of ten discussion questions based on an assigned chapter from the textbook for the COM 110 Interpersonal Communication course. The nature of the questions were opinion or application-oriented. That agenda was then used to lead a round-robin discussion in small groups of five to six individuals. One student in each of the five groups would take a minute or two to propose the first question and then solicit discussion and input from their group members. All group members in each of the five groups would take turns asking questions until all the questions were posed or until class time expired. Students asked questions of others in the class and outside of class to see if they can argue for a position. Students reported back how the discussion went.
Counseling
Counseling focused on helping students develop clear career goals, gain information about career opportunities, and increase their satisfaction and frequency of use of career counseling.
English
The English Division is still in the process of publishing the English Division Guidebook for English 101 students; when published, PVCC freshman composition students enrolled in ENG101 will be required to have this book as a supplemental text in their ENG101 class.
IRTS
This project is in a pilot phase during which evaluation of equipment and processes will be conducted and documented. Once completed, the student intern will have gained valuable job skills related to his or her field of interest and will have performed a needed function for the department. The final output will be a Computer Asset system for the college's Technology Services.
Library
Encourage informal learning by 1) creating a leisure area furnished with popular reading materials and comfortable seating; 2) sanctioning food and drink throughout the library; 3) showcasing each semester favorite reading selections by the campus community; 4) debuting a blog to complement the library's monthly book club discussion; 5) displaying different artworks on a monthly basis along with information about the artist; and 6) adding bookstore-type signage to encourage discovery within the library's collection.
LSC
The Learning Support Center (LSC) created a survey which was piloted fall 2005, revised and piloted again spring 2006. The survey contained CCSSE-targeted questions: 1) to measure self-reported student satisfaction of peer or other tutoring and skill labs; 2) to measure the self-reported importance of peer or other tutoring and skill labs to students; and 3) to measure the self-reported frequency of visits to the LSC this semester by students.
Media 1
A newly added feature of Media Services is to provide a computer lab for reinforcing Final Cut Pro editing software. PowerPoint presentation practice and support for students needing instruction on equipment understanding or usage. Student engagement and learning reinforcement is established through Media Services providing review of technical steps and procedures for the above applications, which includes, collaborating hands-on equipment training. Correlation comes from the instructors observing students using editing software proficiently collaborating better retention of software through Media Services technical support.
Media 2
Student and part-time Media employees will be trained on audiovisual equipment, technical set-ups, delivery/pick-up of media equipment, and internal procedures. Through this support learning and technical training, an employment opportunity can be established for the employee toward a future vocational career in media technology. In support of student engagement, collaborates student learning and field experience.
Science
The Science Division would like to use the new proposed adjunct faculty self-evaluation form in the Fall 2006 semester. Also, the division will encourage students to participate in seminars such as "PASS THAT CLASS" and classes on study skills, offered by the Counseling Division.
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