2018-19 Learning Support Centers Program Review
First name
Kathy
Last name
Diamond
Email
diamondk@smccd.edu
Program Name
Please select your program
Integrated Science Center


Division
Please select your division
Math/Science


Submission Date
Oct-26-2018


Description of Program
File upload

2a. Describe the results of your previous Program Review’s action plan.
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The previous PR action plan included the following, with results noted:
1-Assess SLOs both Fall and Spring semesters; use additional modes of assessment, including PRIE user profiles both semesters, best practices inventory and interviews or focus groups specific to the ISC. These continue.

2-Encourage more involvement of Math-Science Division Faculty in the ISC. Develop strategies to engage more science faculty in the working and planning of the ISC. Since the ISC has become a MESA center more science faculty have been encouraged to host MESA staff in their classes and/or to bring their classes to the ISC at the beginning of the semester.

3- Rewire ISC for safe outlet availability throughout the main room (36-110), to Increase efficiency and safety. There has always been a severe shortage of power outlets for student computers in the ISC. There are only a few outlets in the room and it is hazardous to run power cords across the floor. Due to the funding of METaS, this is finally in the planning stages, along with improved furniture in the ISC, and should be installed in Summer 2019. Once completed, higher usage and student satisfaction with the ISC is expected.


2b. Student success and equity: Discuss what your program has done to address equity gaps between student populations.
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The greatest step the ISC has taken to address equity gaps has been to become a MESA center. MESA supports educationally disadvantaged (first generation college) and low income students who are in STEM fields. While not exclusively dedicated to MESA, MESA's work is not compromised by other activities in the ISC, and it improves ISC services to all students. The MESA program uses the ISC for MESA Orientation, tutoring in all sciences as well as math and computer science, plus general services to all science students, especially increasing the awareness of ISC services. In addition, a combination of MESA, METaS and Bridges to Baccalaureate (NIH-funded program in collaboration with San Francisco State), the Science in Action Speaker series offered to all science students holds its post-event meeting with the speaker in the ISC.
In addition, the table below shows a list of MESA/METaS-sponsored events beginning in Fall 2017.






EVENT COMMENTS
ON-CAMPUS
Solar Eclipse Day All-college event 8/21/2017
ISC METaS/MESA Open House/Welcome Day Beginning of each semester
CSM Transfer Day Every semester
Science in Action Speaker Series 6-8 speakers each semester
Family Science Day Every October
Year One event for High School Students
Study Hall Midterms, Finals
MESA Orientation Fall semester
Dia De Los Muertos Every October; craft & cultural activity
UC Davis Representative at ISC
MESA Counseling appointments Ongoing
Help with Scholarship/Internship applications Ongoing
Admission Application Day Fall semester
Pi Day Every March

OFF CAMPUS
UC Berkeley Engineering Day Every Fall semester
UC Davis STEM Day Upcoming November 2018
UC Santa Cruz STEM Day Upcoming November 2018
Pre-Health Conference at Stanford October 27, 2018

CONFERENCES IN THE PAST YEAR
Summa Conference February 10, 2018
Women in Engineering, San Jose State March 17, 2018
SJSU STEM Diversity Conference September 15, 2018


2c. Provide an update on any long-term plans that are still in progress (if applicable).
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Many long-term goals and issues are being addressed by MESA's presence in the ISC. MESA target groups plus all science students (both majors and non-majors) are served. In addition, the ISC generates an atmosphere that contributes to recruitment of new MESA students and STEM majors in general.


3a. Discuss what your center has done this Program Review cycle to address usage gaps between student populations, describing your successes, works in progress, and/or ongoing challenges. Refer to SARS, PRIE data, and other data sources as appropriate.
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According to PRIE data for Fall 2017 and Spring 2018, demographics of ISC usage do not differ significantly from college-wide percentages for ethnic groups, except for a higher usage by Asians in Spring 2018 than college-wide (40% usage versus about 20% of college population). As seen in previous program reviews, younger students (<19-24) use the ISC at a higher percentage than their representation in the college, as do full-time students (average for Fall-Spring 12.5 units and more was 86% compared to the college population of 19%).
Accudemia check-in data for Fall 2017-Spring 2018 showed over 10,300 hours of usage of the ISC, with over 9000 visits, averaging one hour/visit. There were 976 unique visitors. This shows not only the importance of the ISC for science study, but the amount of serious commitment of students to their science studies.
An interesting change in usage since the last program review is the use of the ISC for math studies. Of the visits to the ISC Fall-Spring '17-'18, approximately 31% were for Biology, 17% for Chemistry, 26% for Physics, and 11% for Math. Some Math faculty do office hours in the ISC rather than the MRC (Math Resource Center), and there are now Math tutors in the ISC. This semester (Fall 2018), tutors in Biology, Chemistry, Engineering, Geology + Paleontology, Physics, Computer Science, and Math are holding hours in the ISC. This is possibly the most stunning improvement to ISC services, and is due to the MESA and METaS programs at the college.


3b. Discuss what your center has done this Program Review cycle to address access gaps between modes of delivery (online, hybrid, and face-to-face), describing your successes, works in progress, and/or ongoing challenges.
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Students taking online courses use the ISC for course work. Since individual sections of courses with multiple sections are not specified in Accudemia, and many science courses have online sections in addition to on-campus sections, this distinction is not measurable.


3c. Center Efficiency Indicators: Is the center efficient in meeting student needs? Discuss center efficiency, including staffing, hours of operation, tutorial and other services, space utilization, equipment, technology, or website, as appropriate.
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Currently the ISC is on a better footing than in the past, in terms of hours and staffing, due to MESA's presence. Staffing by faculty has improved since the last program review, and a long-term goal is full-time staffing by faculty. The almost constant presence of tutors makes the current academic support in the ISC very strong.
ISC hours are fairly reliable from semester to semester (8:30 M-Th, 8:30-1 F), though it is not open until 6:30 or 7 pm Monday-Thursday, another long-term goal, so that the transition from daytime to evening students is accommodated. 12 faculty held office hours in the ISC in Spring '18, and 15 faculty are holding office hours in the ISC Fall 2018.
Printing in the ISC continues to use Pinnacle, and attendance tracking continues to use Accudemia. Two full-time faculty continue to manage the ISC with two units of reassigned time. The job of managing student assistants has shifted to MESA personnel, but has been replaced by meeting, planning and participating in MESA activities in the ISC. The other tasks described in the last program review remain the same.
A long-term lack in the ISC has been electrical outlets for students. There is a single table that has outlets, and ISC program review has asked for this to be remedied over and over. The improvement of this problem is now in planning stages, with funds from METaS, and plans to install electrical and associated furniture improvements in Summer 2019. The faculty managers have met several times with Facilities management and the METaS Director to communicate the ISC's needs. The rearrangement of furnishings, along with introduction of convenient electrical outlets at all the tables, will give the ISC an improved organization and coherence, for tutoring, MESA activities, student studying, and additional uses (for example workshops, MESA orientation).


3d. Reflect on recent assessment results for the center, including SLOs, best practices, and surveys. Identify trends and discuss areas in need of improvement. Specify how assessment informs center development and changes to the center.
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SLO assessment demonstrates success overall. SLOs are assessed every Fall and Spring semester. The ISC SLOs are:
1. Students will have knowledge of the ISC’s resources, including how to access them.
2. Students will demonstrate awareness of study strategies for science courses.
3. Students will express increased optimism about their abilities to pursue science learning.

The most recent assessment was performed using a survey given in the ISC over several weeks in Fall 2017 and Spring 2018. There were 100 responses combined. Results are the average of Fall and Spring responses.

 SLO 1: Survey asked if student was familiar with the resources in the ISC.
Success criterion: 80% yes
Results: 87% yes

 SLO 2: Survey asked if student was able to access the resources needed this semester. Success criterion: 80% yes or usually.
Results: 97% yes or usually

 SLO 3: Survey asked if coming to the ISC helped the student develop study strategies for science courses. Success criterion: 75% yes
Results: 86% yes

 SLO 4: Survey asked if coming to the ISC increased student's confidence in succeeding in science courses. Success criterion: 75% yes
Results: 85% yes
The Learning Support Centers Coordinating Committee's list of Best Practices continues to be assessed regularly. The ISC will be working with MESA staff to develop more in-depth surveys, both of MESA students and other STEM students using the ISC.


4a. Provide a brief description, including actions, measurable outcomes, and timelines  
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One very important problem has not been considered in past years, but has become apparent as MESA staff conducted tours, orientations, and other activities, and more students became familiar with the ISC: many students in the college are not aware of the ISC! Some, but not all science instructors introduce their students to the ISC in the first two weeks of classes. Many do not, and since they do not do office hours in the ISC, their students may remain ignorant of the center that is in the same building as their classes. MESA and the ISC managing faculty plan to use surveys, class visits, signage, and other activities, to increase general student awareness of the ISC as a place to study for science and math classes. Due to the central location of the Learning Center (building 10), students generally all know about it. Other Learning Support Centers are less familiar, including the ISC. The ISC supports having a full-time STEM counselor at the college, who, in addition to helping students plan their academic paths effectively, will improve their awareness of the ISC, and in turn their academic support in STEM classes.


4b. What will your center do to increase student success and promote student equity in the next two years? What kind of professional development and institutional support will be engaged and enacted to meet these goals?  
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As discussed in section 2, the ISC will continue to improve student academic support to promote success and equity by the commitment of science and math faculty to office hours, and the tremendous input of student engagement provided by MESA, as well as the physical support by METaS.


4c. Describe other professional development activities and institutional support and collaborations that would most effectively ensure that the center achieves its goals and plans.  
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In general, increased college-wide awareness of services offered by the ISC and MESA will ensure that students, faculty, and student services use the center and gain both an increased sense of community and academic success. More promotion (through signs and advertising events) of the ISC's location and offerings, and encouragement of all faculty, science and non-science, to introduce their students to the ISC and the MESA program, are desirable. For example, visits by MESA staff to student groups such as Mana and Umoja have resulted in non-science students attending the Science in Action Speaker Series, with students excited to discover ethnic and college-related commonalities.