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Substantive Change Proposal
The Addition of Courses that Constitute 50% or More of a Program Offered
through a Mode of Distance or Electronic Delivery
Mt. San Antonio College
1100 North Grand Avenue
Walnut, CA 91789
To Be Submitted: October 1, 2013
Prepared by:
Dr. Irene Malmgren, Vice President, Instruction, Accreditation Liaison Officer
Meghan Chen, Dean, Library and Learning Resources
Barbara McNeice-Stallard, Director, Research and Institutional Effectiveness
Dr. Chiou Yueh (Maria) Tsai, Senior Research Analyst
Mt. SAC 2013 Substantive Change Proposal
1
Mt. San Antonio College
Substantive Change Proposal
Table of Contents
A. Description of the Proposed Change........................................................................ 3
B. Description of Program to be offered (if it involves a new educational program,
or change in delivery mode) ............................................................................................... 9
C. Description of Planning Processes that Lead to this Change................................. 15
D. Evidence of Human, Administrative, Financial, and Physical Resource Support
for the Proposed Change................................................................................................... 16
E. Evidence that the Institution has Received Internal or External Approvals.............. 20
F. Evidence that the Eligibility Requirements will be Fulfilled .................................... 21
G. Evidence that the Accreditation Standards will be Fulfilled and Policies................. 27
Appendix E: Screen shots of sample distance learning courses in Moodlerooms ………36
Appendix H: Distance Learning Report to the Board of Trustees ………………………37
Appendix A: Mt. San Antonio College Distance learning Participant Demographics.... 32
Appendix B: Mt. San Antonio College Enrollment Figures............................................ 33
Appendix C: Skills and Pedagogy for Online Teaching (SPOT) Documentation............ 33
Appendix D: Mt. San Antonio College Distance learning Student Achievement Data ... 34
Appendix F: Budget for the Online Learning Support Center …………………………..37
Appendix G: Distance Learning Plan …………………………………………………... 37
Mt. SAC 2013 Substantive Change Proposal
2
A. Description of the Proposed Change
Overview
Mt. San Antonio College (Mt. SAC) proposes that students be able to complete the following
Certificate Programs through courses offered by means of distance learning (DL). These courses
are offered in the traditional online format and/or in the hybrid format that requires students to
attend at least some on campus meetings. The programs that offer students the ability to
complete them with 50% or more of the courses being taken online are listed below.
The college’s distance learning courses are conversions from traditional courses (i.e., face-to-
face classroom only); distance learning courses solely offered in online delivery mode do not
exist at the college. Our faculty consider the courses for online delivery based on such factors as
content currency, alignment with state regulations on lecture/lab hours or to-be-arranged hours,
number of faculty certified to teach online courses, and classroom or lab facilities for face-to-
face vs. online versions of classes. That students may earn certificates or degrees at least 50% if
not 100% online reflects an inductive, course-level approach to creating online pathways for
students. This means that from an institutional perspective, there is a need to strengthen the
connection between DL course approval and DL class schedule planning to anticipate timelines
for when students may take at least 50% of their required courses online toward their certificate
or degree.
An internal study of all the certificates that have had students take at least one distance learning
course in the last three years shows that while DL courses have been approved in the catalog,
they may not necessarily be offered every term. Moreover, the college’s schedule planning does
not purposefully stem from a desire to offer certificates or degrees at least 50% online. In fact,
recent college discourse on how to increase students’ awareness of their progress towards
certificates and on whether to issue automatic awards of certificates reinforces the college’s
commitment to more purposefully increase certificate completion. Several concrete solutions
have been implemented toward that end: for example, DegreeWorks is a software tool that
counselors and students use to work with students’ educational plans and shows students’
progress towards certificates and degrees. Another example, the college conducts traditional
program analysis and tracking statistics to follow student progression toward completion of
certificates and degrees.
A collaborative process will occur among the Distance Learning Committee, Educational Design
Committee, the Academic Senate, and Instruction Office to monitor the point at which any
certificate or degree are within one year away from being offered at least 50% or 100% online.
The Distance Learning Committee will include in its deliberation whether a new course proposal
will constitute enabling students to earn a certificate or degree at least 50% online. Mt. SAC will
also anticipate ACCJC’s Substantive Change Proposal approval timeline to inform scheduling
and catalog production timelines. Furthermore, Mt. SAC will work on ways in which the college
may better inform students of their progress, in traditional and distance learning mode, toward
certificates and degrees. On the chart below, certificates that are available 100% online as of
2012-13 are in bold text. All of the certificates listed below are 50% or more available online.
Mt. SAC 2013 Substantive Change Proposal
3
Certificate Name
2012-13 College Catalog
Total # Courses/
Required Units
# of DE
Courses
50% or
More
Online
100%
online
Business: Retail Management – Level II
8 courses (22 units)
5
Yes
No
Business: Escrow Management
6 courses (19 units)
3
Yes
No
Business: Marketing Management
8 courses (22 units)
4
Yes
No
CIS Professional Certificate in Networking
4 courses (16 units)
4
Yes
Yes
CIS Professional Certificate in Telecommunications
3 courses (12 units)
3
Yes
Yes
CIS Professional Certificate in Network Security
4 courses (13 units)
3
Yes
No
Information and Operating Systems Security
3 courses (10 units)
3
Yes
Yes
CIS Professional Certificate in Database
Management – Microcomputers
4 courses (15 units)
4
Yes
Yes
CIS Professional Certificate in SQL Server
3 courses (11 units)
3
Yes
Yes
CIS Professional Certificate in C++ Programming
6 courses (14 units)
6
Yes
Yes
CIS Professional Certificate in Java Programming
6 courses (14 units)
6
Yes
Yes
CIS Professional Certificate in Visual Basic
Programming
5 courses (14 units)
5
Yes
Yes
CIS Professional Certificate in Object-Oriented
Design & Programming
9 courses (10 units)
9
Yes
Yes
Programming in C++
6 courses (23 units)
6
Yes
Yes
Programming in Visual Basic
5 courses (19 units)
5
Yes
Yes
CIS Professional Certificate in Windows Operating
System Administration
2 courses (8 units)
2
Yes
Yes
CIS Professional Certificate in Web Programming
3 courses (12 units)
3
Yes
Yes
Hospitality: Catering
8 courses (20.5 units)
5
Yes
No
Hospitality: Hospitality Management – Level I
4 courses (10 units)
4
Yes
Yes
Hospitality: Hospitality Management – Level II
7 courses (19 units)
7
Yes
Yes
Hospitality: Restaurant Management – Level I
4 courses (8.5 units)
4
Yes
Yes
Hospitality: Restaurant Management – Level II
7 courses (19.5 units)
6
Yes
No
Microcomputer Productivity Software
7 courses (20-22 units)
6
Yes
No
Nutrition Program Assistant – Level 1
6 courses (10.5 units)
4
Yes
No
New Certificate Programs 50% or More Available Online, Effective 2013-14
Certificate Name
2013-14 College Catalog
Total # Courses/
Required Units
# of DE
Courses
50% or
More
Online
100%
online
Introduction to Computer Information Technology
2 courses (7 units)
2
Yes
Yes
CIS Professional Certificate in Excel and Access
6 courses (13 units)
4
Yes
No
CIS Professional Certificate in LINUX
6 courses (10.5 units)
3
Yes
No
CIS Professional Certificate in Database Management –
Microcomputers* (Inactivated effective 2013-14)
0
0
N/A
N/A
Relationship of the Proposed Change to the Mission
The mission of Mt. SAC is “to support students in achieving their educational goals in an
environment of academic excellence” (Board approved June 2013).
Mt. SAC is one of the largest of the 112 community colleges in California. It serves nearly
twenty communities. The diversity of this large population that is served by the college extends
into many areas. In order for the mission of Mt. SAC to be met, all students must be considered,
and this diversity must be addressed. Thus, alternatives for those students who cannot come to
campus and for those students who want more flexibility in their schedules need to be offered.
Mt. SAC 2013 Substantive Change Proposal
4
This reasoning drives Mt. SAC’s decision to allow the prior listed certificates to be earned by
means of 50% or more distance learning courses. The population of Mt. SAC’s District area as
found in the 2010 Census is about 700,000 residents. Because of the traffic on and around the
campus during school hours, especially during daytime hours, offering distance learning
opportunities for students will allow some more appropriate access to Mt. SAC’s instructional
programs.
Data in Appendix A separated college-wide credit enrolled students into those who took at least
one distance learning class (DL) within the academic year and those took only traditional on-
campus classes (RG). For the past three years, the percentage of students who enrolled in at least
one distance learning class has increased steadily from 21.9% to 23.6%. Asian and White
students were slightly more likely to take distance learning classes. Female students were also
more likely than male students to take distance learning classes.
Rationale for Change
As a California Community College, Mt. SAC is an open access institution of higher education.
As such, its students are diverse in a variety of ways. Many of the students of this college are
members of the workforce, some are raising families while they finish their education, and some
have disabilities that prevent them from coming to campus. Giving students the option to
complete the prior listed certificates and degrees by taking 50% or more of their courses through
distance learning will benefit students, the college, the community, and the workforce. Students
will have more options, and this should allow some who cannot earn college credits by
traditional attendance to succeed in college. As Mt. SAC serves these students, it continues to
provide highly skilled and educated human resources to the community and to the workforce.
The unduplicated credit student population of Mt. SAC was 38,052 in 2010-2011, 36,360 in
2011-2012, and 36,141 in 2012-2013 (See Appendix B). The demand for courses remains high.
Because supporting its students’ educational goals is central to the mission at Mt. SAC, differing
instructional delivery formats must be explored and then offered to students. Mt. SAC ensures
that all of its courses, whether traditional or distance learning, are offered with the same quality
for its students.
The need for courses, certificates, and programs is established through annual Planning for
Institutional Effectiveness processes (program review). Labor Market Information for several of
our Career Technical Education (CTE) programs drives growth in skilled and talented students
in: Interior Design, Real Estate, Accounting, Human Resources and Management, Child
Development, CIS, Culinary Arts, and Fashion Merchandising & Product Design (Business
Division PIE 2012-13). Proposals for new programs are evaluated for program needs: facilities,
staffing, equipment, and support services, as well as labor market needs for Career and Technical
Education (CTE) programs and articulation alignment for transfer programs. Such review allows
the college to plan for any new programs to ensure the success of the proposed program and
maintain the integrity and high quality standards that appropriately represent the college.
Curriculum proposals are vetted through advisory committees, Educational Design Committee,
Curriculum and Instruction Council, and the Academic Senate, prior to submission to the Board
Mt. SAC 2013 Substantive Change Proposal
5
of Trustees for approval. Thereafter, course, certificate and program proposals are sent to the
Chancellor’s Office for approval. The college’s proposals are accompanied by evidence of data
analysis of labor market needs, statistical projects of growth in specific jobs by county, advisory
committee input, and recent job advertisements, among others (Chancellor’s Office Program and
Course approval handbook (draft) info regarding AA-T degrees
http://www.mtsac.edu/governance/committees/eddesign/PCAHrev120512.pdf). Once formally
approved at the state level, new courses, certificates, and programs may be offered.
Subsequently, whether courses are approved to be offered through distance learning mode
depends on individual course proposals on the Distance Learning Amendment Form, which are
reviewed by the Distance Learning Committee, and then they are forwarded to the Educational
Design Committee for local approval. Once locally approved, distance learning courses may be
offered without seeking state-level approval.
Distance Learning Class Offering
In addition to traditional on-campus instruction, Mt. SAC offers distance learning via online and
hybrid schedule types. Instruction of online classes are delivered almost entirely via the Internet,
while hybrid classes utilize a combination of in-class and online instruction. A summary of Mt.
SAC course section offerings by schedule type of the last three years is provided below.
A view on credit course offering by section at Mt. SAC for the past three years shows the impact
of budget reduction. While traditional classes were being cut further, except in spring 2013,
hybrid or online section offerings were generally maintained or slightly increased in most terms.
Hybrid
Online
Traditional
Total
Count
Count
Percent
Count
Percent
Count
Percent
10
2.4%
32
7.5%
383
90.1%
425
18
4.5%
31
7.8%
351
87.8%
400
18
4.3%
28
6.7%
369
88.9%
415
46
3.7%
91
7.3%
1103
89.0%
1240
20
3.7%
36
6.6%
487
89.7%
543
27
5.3%
31
6.1%
447
88.5%
505
24
4.9%
34
7.0%
428
88.1%
486
71
4.6%
101
6.6%
1362
88.8%
1534
96
3.3%
74
2.5%
2742
94.2%
2912
113
4.1%
55
2.0%
2605
93.9%
2773
112
4.1%
55
2.0%
2598
94.0%
2765
321
3.8%
184
2.2%
7945
94.0%
8450
135
4.7%
34
1.2%
2684
94.1%
2853
104
3.9%
58
2.2%
2490
93.9%
2652
115
4.1%
66
2.4%
2626
93.6%
2807
354
4.3%
158
1.9%
7800
93.8%
8312
792
4.1%
534
2.7%
18210
93.2%
19536
*sections with enrollment >0 only.
Mt. SAC 2013 Substantive Change Proposal
6
Certificate Completers
Twenty-four Mt. SAC certificate programs are identified as in need of substantive change
approval by ACCJC. The following tables provide a summary and a detailed list on the number
of awards earned in these 24 programs (henceforth called DL24) over the past three years. A
total of 153 students (7% of total students who earned a certificate) completed 306 DL24
certificates (10% of all certificates completed) within the three-year period. Over 91.3% of these
completers took at least one distance learning class as part of their certificate pathway at Mt.
SAC. In comparison, 2148 students earned 2998 certificates in other certificate programs during
the same three-year period. Less than one third (32.6%) of these ‘Other’ certificate completers
had taken at least one distance learning course. Please note that 53 students were in both DL24
and Other certificate completer groups.
DL24 Certificates Completers
YR2010-
2011
YR2011-
2012
YR2012-
2013
3YR Total
Total Awards
62
118
126
306
Unduplicated Head Count
35
67
70
172 (153^)
% Taken at least one DL course
94.3%
88.1%
92.9%
91.3%
^ Unduplicated across three year count.
Other Cert* Completers
YR2010-
2011
YR2011-
2012
YR2012-
2013
3YR Total
Total Awards
591
1156
1251
2998
Unduplicated Head Count
438
843
867
2148
% Taken at least one DL course
38.1%
31.1%
31.3%
32.6%
*other certificates are those not part of the 24 programs of substantive changes.
Three Year DL Certificate Award Count(DL24 Programs)
AWARD
TYPE
PROGRAM
CODE
PROGRAM TITLE
YR2010-
2011
YR2011-
2012
YR2012-
2013
3YR
Total
Certificate
6 to <18
Units (C1)
E0700
CIS Java Programming Cert
4
3
7
E0713
CIS Web Programming Cert
2
2
E0714
CIS C++ Programming Cert
2
5
5
12
E0715
CIS Database Mgmt - Micro Cert
7
3
10
E0716
CIS Networking Cert
2
3
7
12
E0718
CIS Telecommunications Cert
2
14
15
31
E0719
CIS Visual Basic Prog Cert
2
4
3
9
E0720
CIS Windows Oper Sys Adm Cert
5
4
9
E0721
CIS Network Security Cert
1
10
11
22
E0723
CIS Object-Oriented Dsn Cert
4
9
9
22
E0730
CIS SQL Cert
5
10
3
18
E0731
Info/Oper Sys Security Cert
1
1
2
4
Mt. SAC 2013 Substantive Change Proposal
7
Three Year DL Certificate Award Count(DL24 Programs)
AWARD
TYPE
PROGRAM
CODE
PROGRAM TITLE
YR2010-
2011
YR2011-
2012
YR2012-
2013
3YR
Total
E1331
Nutr Prog Asst I Cert
4
4
8
16
E1332
Hosp: Hospitality Mgmt I Cert
8
14
15
37
E1333
Hosp: Restaurant Mgmt I Cert
9
15
14
38
C1 Total
49
98
102
249
Certificate
19 to <30
Units (C2)
L0510
Marketing Management Cert
1
1
L0511
Business: Escrow Management
L0591
Bus: Retail Mgmt II Cert
1
2
3
L0702
Microcomp Prod Software Cert
1
1
L0789
Program in Visual Basic Cert
3
3
L0794
Program in C++ Cert
1
1
2
L1319
Hosp: Restaurant Mgmt II Cert
3
5
6
14
L1325
Hosp: Hospitality Mgmt II Cert
6
11
13
30
L1395
Hosp: Catering Cert
2
1
3
C2 Total
13
20
24
57
Certificate Award Total
62
118
126
306
Unduplicated Certificate Completer Count
35
67
70
153
A comparison of DL24 and Other Certificate completers by demographics shows Asian and
White students, proportionally, were more likely to earn certificates in the DL24 programs while
Hispanic or Latino students were more likely to earn certificates in the Other certificate
programs. Male students were overwhelmingly represented as completers in both DL24 and
Other certificate programs than female students, except in the year of 2010-2011 with Other
certificate programs.
DL24 Completers
YR2010-2011
YR2011-2012
YR2012-2013
3YR Total
Ethnicity
#
%
#
%
#
%
#
%
American Indian or Alaska Nativ
Asian
13
37.1%
29
43.3%
23
32.9%
65
37.8%
Black or African American
0.0%
3
4.5%
2
2.9%
5
2.9%
Hispanic, Latino
11
31.4%
20
29.9%
20
28.6%
51
29.7%
Native Hawaiian or Other
Pacific Islander
Two or More Races
0.0%
4
6.0%
4
5.7%
8
4.7%
White
9
25.7%
9
13.4%
18
25.7%
36
20.9%
X - Unknown
2
5.7%
2
3.0%
3
4.3%
7
4.1%
Grand Total
35
100.0%
67
100.0%
70
100.0%
172
100.0%
Mt. SAC 2013 Substantive Change Proposal
8
Other Cert Completers
YR2010-2011
YR2011-2012
YR2012-2013
3YR Total
Ethnicity
#
%
#
%
#
%
#
%
American Indian or
Alaska Native
6
1.4%
3
0.4%
3
0.3%
12
0.6%
Asian
87
19.9%
146
17.3%
155
17.9%
388
18.1%
Black or African American
40
9.1%
53
6.3%
47
5.4%
140
6.5%
Hispanic, Latino
176
40.2%
400
47.4%
421
48.6%
997
46.4%
Native Hawaiian or Other
Pacific Islander
2
0.5%
3
0.4%
3
0.3%
8
0.4%
Two or More Races
7
1.6%
19
2.3%
24
2.8%
50
2.3%
White
96
21.9%
179
21.2%
185
21.3%
460
21.4%
X - Unknown
24
5.5%
40
4.7%
29
3.3%
93
4.3%
Grand Total
438
100.0%
843
100.0%
867
100.0%
2148
100.0%
DL24 Completers
YR2010-2011
YR2011-2012
YR2012-2013
3YR Total
Gender
#
%
#
%
#
%
#
%
Female
14
40.0%
17
25.4%
24
34.3%
55
32.0%
Male
20
57.1%
48
71.6%
45
64.3%
113
65.7%
Unknown
1
2.9%
2
3.0%
1
1.4%
4
2.3%
Grand Total
35
100.0%
67
100.0%
70
100.0%
172
100.0%
Other Cert Completers
YR2010-2011
YR2011-2012
YR2012-2013
3YR Total
Gender
#
%
#
%
#
%
#
%
Female
241
55.0%
368
43.7%
406
46.8%
1015
47.3%
Male
191
43.6%
466
55.3%
456
52.6%
1113
51.8%
Unknown
6
1.4%
9
1.1%
5
0.6%
20
0.9%
Grand Total
438
100.0%
843
100.0%
867
100.0%
2148
100.0%
B. Description of Program to be offered (if it involves a new
educational program, or change in delivery mode)
The change in mode of delivery does not involve the creation of new educational programs. The
programs reflected in this substantive change proposal are existing programs offered at Mt. SAC.
The college is requesting approval to teach more than 50% of each of the programs in a distance
learning format. The certificates recognize students’ satisfactory completion of an organized
program of study and are awarded upon satisfying the minimum qualifications for each program
of study.
The educational purpose of the change is to allow students more flexibility in how they attain
their educational goals by allowing them to take through an online format. With a slow economic
Mt. SAC 2013 Substantive Change Proposal
9
recovery in the state, this type of flexibility is needed for workers, some of whom are employed
at two or more jobs. Many students only need a few courses to earn a certificate. Once obtained,
certificates allow students to increase their wages and earn promotions, get better jobs, and
contribute their knowledge and skills to the workplace.
Descriptions of the programs to be offered in distance mode are noted below. The previous table
in the first section (page 4) of this report indicates the number of units for each program.
Certificate Name
Description of Program
Business: Retail Management – Level II
This intermediate certificate builds upon the Level I Certificate to
expose students to the various functions of managers in retail
positions. Fundamentals of business organization, retail marketing and
staffing provides the student a solid foundation from which to build a
career in retail management.
Business: Marketing Management
Students completing this Marketing Management certificate will have
gained practical world business knowledge and experience. In
addition, completers of the certificate will have learned to use some of
the latest business computer software.
CIS Professional Certificate in
Networking
The CIS Professional Certificate in Networking program is designed
to prepare students for a career in the computer networking industry.
The certificate offers a balanced set of classes that prepare students to
design, implement, and manage the heterogeneous corporate network.
The network administration courses emphasize network operating
systems, network infrastructure and data communications.
Student will acquire the skills to install and administer a Windows
network, Virtualization, Active Directory, group policy, file system
security, DNS, DHCP, Linux Networking, Cisco routers, switches,
network infra-structure, access control list, Virtual LAN (VLAN) and
VLAN routing. Individual courses will help students prepare for
related industry certification exams such as Network+, Microsoft
MCITP, Cisco CCNA and Red Hat RHCSA. Opportunities available
upon completion of this certificate include entry-level and mid-
management positions in Network Administration.
CIS Professional Certificate in
Telecommunications
The CIS Professional Certificate in Telecommunications program is
designed to prepare students for a career in the computer networking
industry. The certificate offers a balanced set of classes that prepare
students to design, implement and manage the heterogeneous
corporate network. The network administration courses emphasize
network operating systems, network infrastructure and data
communications. Students will acquire the skills to install and
administer a Windows network, Virtualization, Active Directory,
group policy, file system security, DNS, DHCP, Cisco routers,
switches, network infrastructure, access control list, Virtual LAN
(VLAN) and VLAN routing. Individual courses will assist students in
preparing for industry certification exams such as Network+,
Microsoft MCITP and Cisco CCNA. Opportunities available upon
completion of the certificate program include entry-level and mid-
management positions in Network Administration.
CIS Professional Certificate in Network
The CIS Professional Certificate in Network Security
Mt. SAC 2013 Substantive Change Proposal
10
Certificate Name
Description of Program
Security
program is designed to prepare students for a career in the computer
network security industry. The certificate offers a balanced set of
classes that prepare students to design, implement, manage and secure
the heterogeneous corporate network. The security management
courses emphasize firewall security appliances, network protocol
analysis, Linux network, Snort intrusion detection, intrusion
prevention, and vulnerability management. Students will acquire the
skills to utilize network protocol analyzers, to troubleshoot network
problems, deploy intrusion prevention systems, configure firewall
security appliances and Virtual Private Network (VPN), and assess
network vulnerabilities and implement countermeasures. Individual
courses will help students prepare for industry certification exams
such as Certify Ethical Hacker (CEH), Cisco Firewall Specialist, and
Cisco IPS Specialist. Opportunities available upon completion of the
certificate program include Network Security Analyst, Junior Network
Security Engineer, Network Vulnerability Management, and Network
Security Architect.
Information and Operating Systems
Security
The Information and Operating Systems Security certificate provides
students the skills to analyze security risks to a computer network and
select and deploy countermeasures to reduce the network’s exposure
to such risks. The certificate offers a balanced set of classes that
provides students the skills to identify network threats and protect the
system against them. Students will demonstrate the ability to create a
secure computer system and utilize security tools to protect it from
security threats. Although this certificate, by itself, may not qualify a
student for a career in network security, it would ideally compliment
other network security certificates and/or degrees within the CIS
program.
CIS Professional Certificate in SQL
Server
The SQL Server certificate is designed to prepare students for a career
in database administration using SQL Server. The certificate offers a
balanced set of classes that provides students skills in database design,
data retrieval and database programming. Emphasis is placed on
building databases; retrieving data; creating and maintaining database
objects; writing stored procedures, functions and triggers for reusable
software components. Students will demonstrate the ability to view
and update databases and develop programs to automate database
functions. Opportunities available after the completion of this
certificate include SQL Server report writer, SQL Server developer
and software engineer.
CIS Professional Certificate in C++
Programming
The CIS Professional Certificate in C++ Programming
prepares students for a career in computer programming. It is intended
for returning CIS professionals with several years of experience or
current students who have completed several CIS courses. Emphasis
is placed on object-oriented programming, database programming and
developing a graphical user interface. Students will demonstrate the
ability to create business-oriented applications using both the C++ and
Visual C++ programming languages; demonstrate effective object-
oriented design techniques; write effective program documentation,
and demonstrate program troubleshooting skills. Opportunities
available after the completion of this certificate include programming
for stand-alone applications, games and databases.
Mt. SAC 2013 Substantive Change Proposal
11
Certificate Name
Description of Program
CIS Professional Certificate in Java
Programming
The Java programming certificate is designed to prepare students for a
career in computer programming. The certificate offers a balanced set
of classes that provides students with client, server, and database
programming skills required by industry. Emphasis is placed on
object-oriented programming applications Web-based applets
configuring an Apache Tomcat servlet, implementing JavaServer
Pages, JavaBeans, and NetBeans for reusable software components.
Student will demonstrate the ability to design and implement a Java
application that will contain the front end user interface and back end
database. Opportunities available after the completion of this
certificate include programming for systems, mobile devices, device
drivers and software engineering.
CIS Professional Certificate in Visual
Basic Programming
The CIS Professional Certificate in Visual Basic Programming is
designed to prepare students for a career in computer programming.
The certificate offers a balanced set of classes that provides students
client, server and database programming skills required by industry.
Emphasis is placed on object-oriented programming applications,
web based applications and implementing ASP.NET, ADO.NET and
.NET Framework for reusable software components. Students will
demonstrate the ability to design and implement a Visual Basic
application that contains the client interface, the server
implementation and the database. Opportunities available after the
completion of this certificate include programming for systems,
mobile applications, integration of systems and web applications.
CIS Professional Certificate in Object-
The CIS Professional Certificate in Object-Oriented Design and
Oriented Design & Programming
Programming prepares students for a career in computer
programming. The certificate offers a balanced set of classes that
provides students the skills to design and develop business
applications using the Unified Modeling Language (UML) and an
object-oriented programming language. Students will demonstrate the
ability to design and implement business environment applications
that will contain the front end user interface and back end database.
Students in this program select one of the following three
programming language concentrations: Visual Basic.NET, Java or
C++. Career opportunities available after the completion of this
certificate include programming for systems, mobile devices, device
drivers and software engineering.
Programming in C++
The Programming in C++ Certificate prepares students for a career in
computer programming. The certificate offers a balanced set of
classes that provides students the skills to create business-oriented
applications in C++, maintain a Microsoft Access database, and learn
the tools and techniques required of a systems analyst. Emphasis is
placed on object-oriented programming techniques; creating database
tables, forms, reports and queries; and implementing a computer
system using the system development life cycle methodology.
Students will demonstrate the ability to create business applications;
write effective program documentation; demonstrate program
trouble-shooting skills; and build a computer system using the steps of
the system development life cycle. Career opportunities after the
completion of this certificate include programmer and systems
analyst.
Mt. SAC 2013 Substantive Change Proposal
12
Certificate Name
Description of Program
Programming in Visual Basic
The Programming in Visual Basic Certificate is designed to prepare
students for a career in computer programming. The certificate offers
a balanced set of classes that provides students the client, server and
database programming skills required by industry. Emphasis is placed
on object-oriented programming applications, web based applications,
and implementing ASP.NET, ADO.NET and .NET Framework for
reusable software components. Students will demonstrate the ability
to design and implement a Visual Basic application that contains the
client interface, the server implementation and the database.
Opportunities available after the completion of this certificate include
programming for systems, mobile applications, integration of systems
and web applications.
CIS Professional Certificate in Windows
Operating System Administration
The CIS Professional Certificate in Windows Operating System
Administration is designed for returning CIS professionals with
several years of experience or current students who have completed
several CIS courses. This certificate will prepare students for technical
support jobs for companies using Windows operating systems. The
certificate will provide students the skills to install,
manage/administer and troubleshoot Microsoft Windows workstations
and Microsoft server operating systems. The courses in this certificate
cover the major topics of industry standard certification exams.
Opportunities available upon completion of the certificate program
include entry-level and mid-level help desk and Windows
Administrative positions.
CIS Professional Certificate in Web
Programming
The CIS Certificate in Web Programming provides students the
programming skills to create effective web pages and web sites. The
certificate offers a balanced set of classes that prepares students to
design, debug and implement both client-side and server-side web
programs. Emphasis is placed on acquiring programming skills in
various web programming, scripting or markup languages such as
JavaScript, HTML, DHTML, XHTML, XML, CSS, ASP, JSP, SQL
and Perl. Students will also learn to configure and install an Apache
web server in a Linux system to access a MySQL database using PHP
programs. Opportunities available after the completion of this
certificate include web programming or web and database server
administration.
Hospitality: Catering
The Catering Certificate prepares students for entry-
level positions in catering companies, banquets facilities, hotels,
convention centers, fair grounds and event
planning companies. Students gain practical and
management training in: food safety and sanitation,
food production, menu development, developing catering business
plans, client meeting techniques, contract creation and banquet event
order development. Students who successfully complete the
requirements for this certificate will also earn the Food Protection
Manager Certification from the National Restaurant Association upon
passing the ServSafe Exam.
Hospitality: Hospitality Management –
Level I
The Hospitality: Hospitality Management - Level I
Certificate prepares students for entry-level positions in the hospitality
industry. Students receive training in dining room service
Mt. SAC 2013 Substantive Change Proposal
13
Certificate Name
Description of Program
management and lodging operations. Students who successfully
complete the requirements for this certificate will also be required to
complete a minimum of 60 non-paid or 75 paid hours of work
experience in the hospitality industry.
Hospitality: Hospitality Management –
Students completing this Marketing Management certificate will have
Level II
gained practical world business knowledge and experience. In
addition, completers of the certificate will have learned to use some of
the latest business computer software.
Hospitality: Restaurant Management –
Level I
The Hospitality: Restaurant Management - Level I Certificate
prepares the holder for an entry-level position within a restaurant.
Hospitality: Restaurant Management –
Level II
The Restaurant Management - Level II Certificate prepares students
for mid-level or Manager-In-Training positions in restaurants,
catering, hotel food and beverage outlets, theme parks and other food
service businesses. Students gain practical and management training
in: food safety and sanitation, food production, dining room service
management, menu development, and cost volume analysis. Students
who successfully complete the requirements for this certificate will
also earn the Food Protection Manager Certification from the National
Restaurant Association upon passing the ServSafe Exam.
Microcomputer Productivity Software
The Microcomputer Productivity Software certificate is designed to
prepare students for careers that require extensive knowledge of
business-related productivity software. The certificate offers a
balanced set of classes that enables students to maintain and
troubleshoot a Windows operating system, learn advanced features of
Excel, Access and PowerPoint software; and create commercial Web
sites. Emphasis is placed on customizing, optimizing and securing a
Windows-based computer; developing spreadsheet pivot tables and
macros; using Access to create and maintain database tables, forms,
reports and queries; creating and manipulating PowerPoint slide
shows with multimedia content; and using HTML and web page
editors to create and publish Web sites. Students will demonstrate the
ability to use software to store and retrieve data, solve business
problems and create commercial Web sites. Opportunities available
after the completion of this certificate include systems analyst,
administrative assistant and office manager.
Nutrition
This certificate is designed to give students basic knowledge and skills
in nutrition science, food science, food preparation, and food safety
and sanitation. These core courses provide the necessary skills for
those seeking entry-level employment as nutrition assistants or dietary
service workers in hospital or school food service or with community
agencies such as The Federal Supplemental Nutrition Program for
Women, Infants, and Children (W.I.C.) and Head Start. Students
desiring a Bachelor of Science Degree in Nutrition (transfer program)
should consult with a counselor or advisor to discuss transferability of
courses.
The conversion of the aforementioned certificates in distance learning mode complies with all
Eligibility Requirements, Standards, and Policies. The college’s governing board approved
Administrative Procedure 4105 Distance Learning to clearly reflect the college’s compliance
Mt. SAC 2013 Substantive Change Proposal
14
with distance learning regulations. The courses follow strict curriculum development and
approval process specifically required of distance learning courses. The faculty authors obtain
departmental approval to convert courses into distance learning mode. The course amendment
forms are reviewed and approved by the Distance Learning Committee and Educational Design
Committee, Curriculum and Instruction Council, Academic Senate, and Board of Trustees. The
approval process for traditional certificates and degrees is the same. The college’s curriculum
approval process has not yet seen proposals for fully online delivery of certificates or degrees.
All course, certificate, and degree proposals reflect planning through program review and
outcomes assessment.
C. Description of Planning Processes that Led to this Change
Through the college’s program review process (affectionately known as Planning for
Institutional Effectiveness, or PIE), the college supports programs in deciding their best course
of action. Through this alignment of the needs of the programs with a direct relationship to the
college’s mission, each area creates its plans and actions, monitors the outcomes, and
systematically uses these outcomes for improvement. As the college’s mission statement
includes helping students to achieve their educational goals, it is clear that allowing for distance
learning course opportunities is important.
Based on the enrollment trends and the Skills and Pedagogy for Online Teaching (SPOT)
program (http://www.mtsac.edu/instruction/learning/dlc/spot/), there is an identified need for
both distance learning course offerings as well as for specialized training of faculty who teach
those courses. The resources available to students and to faculty for these courses are numerous
(e.g., library resources, contact with the professor, and technical resources).
The proposed change does not negatively impact the college in any way; it allows for more
flexible scheduling for students while providing them with the same quality of services available
to those who are on campus.
Students at Mt. SAC represent all walks of life, from those who are fresh from high school to
those who have come back to school in mid-life while raising their children. Allowing for this
change for more distance learning in the college’s course offerings will allow Mt. SAC’s
students more opportunities to achieve their educational goals and to achieve academic
excellence—yet another part of Mt. SAC’s mission statement.
Numerous areas have been working on course-level conversion of traditional courses into
distance learning courses although not intentionally offering certificates and degrees at least 50%
online. At that course by course level, the college is working toward this proposed change. In
fact, through the Distance Learning Plan, the college will explore offering fully online
certificates and degrees. Through the curriculum and program review process (Planning for
Institutional Effectiveness, PIE), all programs are required to review their programs and work on
student learning outcomes (SLOs) and administrative unit objectives (AUOs). It is through these
planning endeavors that the programs to look critically at their respective program and the
courses within it to assess the level of student learning and satisfaction. The use of the findings
provides an evaluation loop from which the programs make changes to improve. It is through
Mt. SAC 2013 Substantive Change Proposal
15
this systematic and integrated planning effort that the programs are sure that they are prepared
for and planning for the change. The SPOT training program for teaching of distance learning
courses provides an in-depth and multifaceted avenue for student-centered learning (See
Appendix C). A final demonstration of the preparation and planning process for the change is
evident in the research study that is done concerning all distance learning courses (See Appendix
D). It is through this research that the distance learning coordinators learn of the success and
retention rates of all courses. These data are shared with the Academic Senate, and resolutions to
continue distance learning course offerings and other outcomes based on these findings are
enacted.
D. Evidence of Human, Administrative, Financial, and Physical
Resource Support for the Proposed Change
Mt. SAC has an Online Learning Support Center
(http://www.mtsac.edu/instruction/learning/dlc/spot/), established in 1999, that supports faculty
who teach traditional and distance learning courses. This center is overseen by the Dean of
Library and Learning Resources and houses two classified employees, the Teaching and
Learning Technology Specialist and the Learning Resources Computer Technician, and two
faculty members with reassigned time: the Distance Learning Faculty Coordinator, the Assistant
Distance Learning Faculty Coordinator. Additionally, the Distance Learning/Electronic
Reference Librarian and Librarian for Online Learning ensure students taking distance learning
courses have access to library resources. Moreover, the Information Technology Department
works closely with the Online Learning Support Center staff to assist students and faculty
involved in distance learning.
Mt. SAC’s Distance Learning Faculty Coordinator provides guidance and support to faculty who
are interested in converting their traditional courses to distance learning delivery by coaching
faculty through the Distance Learning Course Amendment and committee approval process.
Besides co-chairing the Distance Learning Committee, the Faculty Coordinator is also a member
of the Curriculum and Instruction Council which reviews and approves traditional and distance
learning course proposals. The Assistant Distance Learning Faculty Coordinator facilitates the
faculty certification process called Skills and Pedagogy for Online Teaching (SPOT) for distance
learning courses. SPOT’s content is designed to train faculty on how to deliver instruction
effectively online and to comply with regulations concerning distance learning. SPOT is offered
as a self-paced, online program. This Assistant Faculty Coordinator works with a team of faculty
verifiers whose role is to review and provide feedback to the faculty on their meeting the
standards prescribed in the SPOT program. Once faculty completes the SPOT program, they are
eligible for distance learning course assignments.
In addition to SPOT certification, all faculty who want to use the Moodlerooms (MR) learning
management system are required to complete training in MR Basics 1 and 2 in traditional or
online formats prior to being issued course shells for course content development. This local
requirement has been established so that the college may assure standards for implementing the
Distance Learning Amendment Form the online course outline of record are met. Compliance
Mt. SAC 2013 Substantive Change Proposal
16
with this requirement also helps the college appropriately respond to support issues from faculty
and students.
To ensure authentication, Mt. SAC uses single-sign-on credentials of faculty and students to
enter into the college’s portal and Moodlerooms (MR) learning management system
(
http://www.mtsac.edu/instruction/learning/olsc/moodlerooms/selfhelp.html). Mt. SAC pays fees for the
license and it supports an ongoing subscription to MR. Additionally, the College pays for 24-
hour, seven-day-per-week support for both student and faculty users. Screen casts of sample
distance learning courses in Moodlerooms, Nutrition & Food 10, Hospitality & Restaurant
Management 52, and Computer Information System 21 exemplify course design that meet
established standards (Appendix E).
Prospective students may apply to Mt. SAC online or through CCCApply
(
http://www.cccapply.org/applications/CCCApply/apply/Mt_San_Antonio_College.html). Once admitted, they
can register for classes online after they set-up their account in the student portal
(https://my.mtsac.edu/activation_instructions.pdf). All students may purchase books online, and online
counseling is available for all students, as is online information about financial aid, including the
application for student financial aid (FAFSA http://www.mtsac.edu/financialaid/index.html). Library
resources are available online to all students, including the library catalog, student library
accounts, an array of databases, video clips and full-length films, information tutorials and
guides, and reference through phone and email contact with a librarian on duty.
The distance learning courses at Mt. SAC are taught by both full-time and adjunct faculty. Each
Division Dean manages the courses in his/her Division, and the Vice President of Instruction
oversees all of the programs. All academic faculty are hired based on the minimum qualifications
for each discipline. Those faculty members who teach distance learning courses have been
certified to do so through the SPOT. In addition, those faculty members who use MR have been
certified to do so (
http://www.mtsac.edu/instruction/learning/olsc/moodlerooms/mtsac_mr_workshops.html).
Mt. SAC online training programs address both pedagogical concerns with distance learning as
well as the technical aspects of teaching online. All of the courses that are taught via distance
learning have been approved by the Educational Design Committee
(http://www.mtsac.edu/governance/committees/a sub-committee of the Curriculum and Instruction
Council (http://inside.mtsac.edu/organization/committees/curriculum/). Each of these courses is part of the
traditional four-year course review process.
Because the courses for which the college is seeking approval to offer through distance learning
delivery are existing courses, there is no new demand on academic personnel or physical space.
The college’s current planning and budgeting process accounts for the licenses and contracts
with Moodlerooms, the campus portal, Banner Enterprise Application System, and OCLC
WorldShare Management System, the college’s newly implemented integrated library system.
Moreover, to continue to strengthen the college’s ability to ensure authentication, Mt. SAC is
investigating tools such as Respondus and Turnitin for adoption to better support multiple
assessment measures, student authentication, and the academic integrity policy. The need for
these tools derived from unit-level planning (Distance Learning/Online Learning Support Center
PIE 2011-12 and 2012-13; Distance Learning Plan April 2013), cross-team planning with
Information Technology Department, and at the institutional level through Institutional
Mt. SAC 2013 Substantive Change Proposal
17
Effectiveness Committee. Specifically, the resource needs section of team level PIE are sorted
and reviewed with the teams responsible for the identified needs, e.g., Information Technology
on software and equipment. In terms of hardware and facilities, the Online Learning Support
Center (OLSC) has a dedicated training and learning space with 13 computers that are five years
old. Using the existing planning and budgeting process, a plan is in place for replacement of
aging equipment in order to meet performance demands of new software.
In terms of enrollment, in 2012-13, 16% of enrollment at census date were in online courses
while 12% at the same time were in hybrid courses (percentage includes possible duplicate
counts because students may be enrolled in at least one online and one hybrid class). The
resources for Distance Learning includes dedicated personnel and supplies and institutional
support provided by the Library & Learning Resources Division, Instruction Office, and
Information Technology Department (Appendix F). Distance Learning and Online Learning
Support Center have support by two 100% time employees: Teaching and Learning Technology
Specialist and Learning Resources Computer Technician. Additionally, two faculty on
reassigned time are faculty leaders on distance learning, including oversight for the distance
learning curriculum development, faculty certification program Skills and Pedagogy for Online
Teaching (SPOT). A third faculty, Distance Learning/Electronic Reference Librarian also
provides support ensuring that students taking distance learning courses have access to library
resources. A fourth faculty, Librarian for Online Learning has just been recently hired to
strengthen online learning connections to the library. This team also plans faculty development
training sessions with the college’s Professional and Organizational Development office and the
Professional Development Council.
Institutional support for Distance Learning includes the Library and Learning Resources
Division (LLR) in which it resides, Instruction Office, and Information Technology. The dean of
LLR’s responsibilities include Distance Learning, as do the LLR Administrative Secretary and
the Accounts Clerk. The Library offers a plethora of resources designed for print and electronic
access for all students. The Instruction Office supports curriculum processing, planning,
resources prioritization, and communication. The Information Technology Department provides
support for equipment maintenance, learning management systems, training, and technical
support to faculty and students. It is difficult to calculate and quantify the amount of time these
institutional areas provide to supporting Distance Learning.
Mt. SAC 2013 Substantive Change Proposal
18
The college’s planning and budgeting for distance learning are incorporated within existing
processes since distance learning courses are conversions of existing curriculum. The college
currently has 129 distance learning courses, or 8.74% of 1475 active courses in the catalog. The
college’s resources for instruction and student services are expended to support all students
regardless of mode of instructional and service delivery as described above. Online access is
offered through the following: application for admission, financial aid, orientation to college,
counseling, registration for classes, library resources, campus portal, tutoring in English, math
and science courses, and of course, learning management systems such as Moodlerooms and
Luminus Course Studio. The Distance Learning Committee developed a draft Distance Learning
Plan (see Appendix G) in response to Academic Senate Resolution 2011-16 Distance Learning
Plan and Support (
Academic Senate Resolution 11-16 Distance Learning Plan and Support) in support of
development of Mt. SAC’s distance learning program. Since 1997, distance learning has grown
by 600%, but resource allocation has not kept pace. Recently approved by the Academic Senate
in June 2013, the draft plan will be reviewed by the President’s Advisory Council and
President’s Cabinet for approval. The Plan details the need to strengthen planning for online
certificates and degrees and appropriate support toward the college’s efforts to meet state and
federal regulations for distance learning. Once approved, the plan will inform unit level and
cross-team planning and budgeting in our respective PIE.
A research study of the success and retention rates of the distance learning courses is completed
every year (See Appendix D). The Research and Institutional Effectiveness department set up an
on-demand report. This report provides success and retention (staying enrolled past first census
in a course) data to the distance learning team. The team reviews it, decides its implications, and
provides feedback to the Dean of the Library and Learning Resources Center. Depending on the
recommendations, the appropriate actions are taken whether it is to change the curriculum in
SPOT, to ask a committee to review a specific element, or to create an Academic Senate
Resolution. Each August, the Dean presents the report to the Board of Trustees. At the August
22, 2012 meeting the minutes read as follows:
Meghan Chen, Dean, Library & Learning Resources reported on the College’s Distance
Learning Program. During 2011-12, nearly 6,400 students took an online course, while
nearly 7,900 enrolled in a hybrid class. Both types saw a modest increase from 2010-11. Mt.
SAC’s student success rates mirror state and national statistics in distance learning courses.
In 2011-12, the overall average success rates in online and hybrid classes was 61%, lower
than the average of 74% in traditional classes. Dean Chen also told the Board that library
databases are very popular with students, and e-books were accessed more than 20,000 times.
Online tutoring in math and chemistry grew from 279 students in 2010-11 to 405 students
this year. Dean Chen highlighted the results of a student survey and two focus groups she
held regarding distance learning. Students said online classes are not easier and, in some
cases, more difficult than traditional classes. Students also said having strong reading and
time management skills are very helpful in online classes. Lastly, the students want more
online offerings, including 100% online certificates and degrees.
Mt. SAC 2013 Substantive Change Proposal
19
E. Evidence that the Institution has Received Internal or External
Approvals
At Mt. SAC, the Board of Trustees primarily relies upon the faculty for curriculum. The Mt.
SAC Educational Design Committee, a sub-committee of the Curriculum and Instruction
Council, approves all traditional and distance learning courses. The council reports its
recommendations directly to the Academic Senate through the Council and Committee
Reporting Structure. The college recommends courses and programs to the Board of Trustees
and Chancellor’s Office for approval. As required by state regulations concerning distance
learning, the Dean of Library and Learning Resources provides an annual report to the Board of
Trustees on the status of distance learning courses, enrollment, student success, resources and
services for students and faculty (Distance Learning Report to the Board August 2012 and 2013,
see Appendix H).
At the August 22, 2012 meeting the minutes read as follows:
Meghan Chen, Dean, Library & Learning Resources reported on the College’s Distance
Learning Program. During 2011-12, nearly 6,400 students took an online course, while
nearly 7,900 enrolled in a hybrid class. Both types saw a modest increase from 2010-11. Mt.
SAC’s student success rates mirror state and national statistics in distance learning courses.
In 2011-12, the overall average success rates in online and hybrid classes was 61%, lower
than the average of 74% in traditional classes. Dean Chen also told the Board that library
databases are very popular with students, and e-books were accessed more than 20,000 times.
Online tutoring in math and chemistry grew from 279 students in 2010-11 to 405 students
this year. Dean Chen highlighted the results of a student survey and two focus groups she
held regarding distance learning. Students said online classes are not easier and, in some
cases, more difficult than traditional classes. Students also said having strong reading and
time management skills are very helpful in online classes. Lastly, the students want more
online offerings, including 100% online certificates and degrees
The Board of Trustees approves curriculum proposals and changes and budgets through the
college’s shared governance processes. These processes have internal controls that assure
proposals for changes and budgets are based on data analysis and collegial input before they
are vetted through appropriate campus groups. The Educational Design Committee and
Distance Learning Committee review and recommend for approval all curriculum proposals,
and recommendations are forwarded to Curriculum and Instruction Council, Academic
Senate, and Board of Trustees for approval. The PIE and budget planning processes also
require data analysis, back-up documentation, unit- and team-level input, and campus
approval processes. The college budget development process reflects institutional PIE,
assumptions of revenues and expenditures, data review of previous’ years’ financial
statements and expenditure history, and anticipation of future financial obligations. This
process is vetted by the Budget Committee, President’s Advisory Council, President’s
Cabinet, and budgets are approved by the Board of Trustees. The above processes account
for distance learning courses and resources necessary to support the current courses. Mt.
Mt. SAC 2013 Substantive Change Proposal
20
SAC will continue to use these processes to connect planning to resources allocations for any
developments in distance learning.
F. Evidence that the Eligibility Requirements will be Fulfilled
1. Authority
The authority for Mt. San Antonio College (Mt. SAC) is the Board of Trustees. The
Board derives its authority from California Education Code 70902 and governs on behalf
of the citizens of the Mt. SAC Community College District (See Board Policy —BP
2200). Mt. SAC is evaluated and accredited by the Accrediting Commission for
Community and Junior Colleges (ACCJC) of the Western Association of Schools and
Colleges. Accreditation authorizes the College to offer and receive Title IV federal
funding (i.e., financial aid for students and other federal grants and contracts) and to offer
educational courses and programs including awarding of degrees and certificates (See
College Catalog (page 3)). The scope of the authority covers the development and the
offering of distance learning course.
2. Mission
Mt. SAC’s mission is defined and adopted in Board Policy 1200 and is published in the
current Catalog and Schedule of Classes. The mission supports the population served by
the College, and it clarifies Mt. SAC’s commitment to student learning: The mission of
Mt. San Antonio College is to welcome all students and to support them in achieving their
personal, educational, and career goals in an environment of academic excellence. The
Board of Trustees reviews these statements annually at its winter two-day study session.
The College’s vision and core values serve to support the intent of the mission as well
(See Board Policy—BP 1200; College Mission, Vision and Core Values). The offering of
distance learning courses allows Mt. SAC to fulfill this mission for its students.
3. Governing Board
Mt. SAC‘s governing board is responsible for guaranteeing the quality, the integrity, and
the financial stability of the institution as it ensures the achievement of the College
mission. The membership of the board is appropriate for it to fulfill all board
responsibilities and reflects the interest of its constituents and the public in its activities
and in its decisions. None of the board members has ownership or other personal
financial interest in the College. The Board adheres to its conflict of interest policy as it
dutifully ensures the academic and fiscal integrity of the College (See Board Policies—
BP 2010, 2210, and 2715; Administrative Procedure 2710). The Board of Trustees
determined that under California Law the College is required to move from at-large to
zoned-area representation. The number of Board members will be increased from five to
seven in January 2014 in order to appropriately represent the Mt. SAC District
Mt. SAC 2013 Substantive Change Proposal
21
constituents. The Board engages in discussion about distance learning each year and is
supportive of the program and services.
4. Chief Executive Officer
Mt. SAC has a Chief Executive Officer (CEO) who has been appointed by the governing
board per Board Policy 2430 (See Board Policies—BP2430). The CEO has full-time
responsibility, administers board policies, and does not serve as the chair of the
governing board. The President/CEO fully supports distance learning courses.
5. Administrative Capacity
Mt. SAC has 67 administrative staff (Fall 2012 IPEDS) to support the services necessary
to carry out the College’s mission. Their preparation and experience is scrutinized
through rigorous Management Employee Selection Procedures delineated in
Administrative Procedure 7122 (See Administrative Procedures- AP7122). The
administrative staff is sufficient to support distance learning courses.
6. Operational Status
Mt. SAC serves students who are actively pursuing its degree and certificate programs, as
well as life-long learning goals. Distance learning courses are part of the degree and
certificate programs of the college.
7. Degrees
Mt. SAC offers a wide range of educational programs, 91 of which lead to Associate
Degrees. 27,160 of Mt. SAC students are enrolled in degree-applicable courses (See
College Catalog – see Associate Degrees on pages 61-95). Mt. SAC offers a wide range
of educational programs. The degrees and certificates that students can earn by taking
distance learning courses are of the same quality of education as those earned by students
taking traditional courses.
8. Educational Programs
Mt. SAC’s degree programs fit its mission and are based on recognized higher education
fields of study. These programs are sufficient in their content and length of study
required (See Educational Design Committee; Curriculum and Instruction Council).
Instructors are contractually obligated to teach to the standards of their disciplines and to
honor the official course outline of record, both of which ensure that courses focus on
identified student outcomes and are conducted with quality and rigor (See Agreement--
Mt. San Antonio College District and Faculty Association Article 18.B.,Teaching Faculty
Performance Expectancies) 91 degree programs are two academic years in length (See
College Catalog). In 2012, the College added language to the Administrative Procedures
and Board Policies on prerequisites that mandate discipline faculty follow the course
Mt. SAC 2013 Substantive Change Proposal
22
outline of record. Courses offered via distance learning are of the same quality and rigor
as those offered through traditional instruction. All faculty teaching distance learning
courses have been certified to do so through completion of the college’s Skills and
Pedagogy for Online Teaching (SPOT) program.
9. Academic Credit
Mt. SAC awards academic credit based on accepted practices of higher education per
Administrative Procedures 4020, 4070, and 4080 Catalog Section Three: Credits and
Grades (pages 12-14) (See Administrative Procedures—AP 4020, 4070, and 4080;
College Catalog). Courses offered via distance learning are of the same quality as
traditional courses, thus credit earned is comparable.
10. Student Learning and Achievement
Mt. SAC defines student learning outcomes (SLOs) for all of its courses and programs.
SLOs are documented in the electronic hosting system, TracDat. Course, program, and
general education outcomes information is also available in the College Catalog. The
assessment of these outcomes is documented in the annual program review process which
ensures that students completing the College’s courses and programs (i.e., degrees and
certificates) are achieving these expected outcomes (See College Catalog; Outcomes Web
page). The measurable objectives for courses offered via distance learning are the same
as those for courses offered through traditional instruction.
11. General Education
Mt. SAC’s degree programs feature a component of general education that ensures
breadth of knowledge and promotes the academic inquiry of its students per
Administrative Procedures 4070 and 4080 (See College Catalog--Section Eight: General
Education Requirements and Philosophy (page 62); College Schedule of Classes--
Graduation Requirements (pages 41-42)). Mathematics, Reading, Writing, and Speaking
Competency requirements are also stipulated in the above documents. The College has
learning outcomes for the students who complete its general education pattern. These
outcomes apply to both traditional and DL courses. The College’s General Education
program is scrutinized for rigor and quality by the Curriculum Committee (See
Educational Design Committee; Curriculum and Instruction Council).
12. Academic Freedom
At Mt. SAC, both intellectual freedom and independence are guaranteed for all
instruction, regardless of mode of delivery per Board Policy 4030 and Administrative
Procedure 4030 (See Board Policies; Administrative Procedures; College Catalog--
Section Three: Attendance and Enrollment).
Mt. SAC 2013 Substantive Change Proposal
23
13. Faculty
Mt. SAC has 406 full-time faculty members (Fall 2012 IPEDS) who have met California
State mandated minimum qualifications and thus are qualified to conduct the institution’s
programs. Faculty duties and responsibilities are clearly outlined in the Faculty Contract
Article 18.B. - Teaching Faculty Performance Expectancies (See Agreement--Mt. San
Antonio College District and Faculty Association). Distance learning courses are
developed and taught by faculty who meet the minimum qualifications to teach the
discipline and who have completed the Skills and Pedagogy for Online Teaching (SPOT)
training program.
14. Student Services
Mt. SAC provides student services that are supportive of student learning for all of its
students per Board Policies 5010-5560 and Administrative Procedures 5010-5550 in
alignment with its institutional mission (See Board Policies; Administrative Procedures;
College Catalog--Section Two: Matriculation and Section Four: Student Services and
Student Life). Comparable services are provided for distance learning students with
online services are accessible by all Mt. SAC students whether they take traditional or
distance learning courses.
Prospective students may apply to Mt. SAC online or through CCCApply
(http://www.cccapply.org/applications/CCCApply/apply/Mt_San_Antonio_College.html). Once
admitted, they can register for classes online after they set-up their account in the student
portal (https://my.mtsac.edu/activation_instructions.pdf). They pay for their classes and
fees online; they add or drop classes online. All students may purchase books online.
Online orientation, counseling, and success workshops are available for all students, as is
online information about financial aid, including the application for student financial aid
(FAFSA http://www.mtsac.edu/financialaid/index.html).
Library resources are available online to all students, including the library catalog,
student library accounts, an array of databases, video clips and full-length films,
information tutorials and guides, and reference through phone and email contact with a
librarian on duty. Library information science courses LIBR 1 and 1A are now also
available online
. Furthermore, students may use online tutoring in English, Math,
Chemistry, and Physics. Students may make appointments with counselors and tutors
through an online appointment booking tool, and students may reserve study rooms using
LibCal an online tool for self-service.
Students may take the Online Learning Readiness Survey to gauge their readiness to take
distance learning courses including technological readiness
http://www.mtsac.edu/distancelearning/quiz/. This resource is shared traditionally with
Mt. SAC 2013 Substantive Change Proposal
24
all faculty who teach distance learning courses and all counselors to support their efforts
in raising students’ awareness about succeeding in distance learning courses. Moreover,
students who are considering taking distance learning courses may prepare for them by
taking Study Techniques and Skills for Online Learning, a one-unit hybrid course
designed to teach students how to learn online.
15. Admissions
Mt. SAC adheres to admission policies (per Board Policy 5010 and Administrative
Procedure 5010-5012) in support of its mission that identifies the qualifications of
students who are suitable for its programs (See Board Policies; Administrative
Procedures). There are no special admissions requirements, registration, fee structure or
payment processes for distance learning students
(http://www.mtsac.edu/instruction/learning/distlearn/).
16. Information and Learning Resources
Mt. SAC provides to its students sufficient information and learning resources and
services in support of its mission and all educational programs (See College Catalog--
Section 5: Instruction and Learning Resources (page 23), and College Schedule of
Classes: Campus Services (page 34)).
These resources are also available to support students taking courses via distance learning
(http://www.mtsac.edu/instruction/learning/library/).
17. Financial Resources
Mt. SAC budgets and financial statements document financial resources which
adequately support its student learning programs and services, assure financial stability,
and provides for ongoing improvement in institutional effectiveness (See Board Policies-
-BP 6200). Ongoing budget cuts are done primarily through reductions in status quo line
items, not filling vacant positions, and gaining efficiency. For efficiencies, President’s
Cabinet evaluates College practices in areas like copying and printing and operation of
units like the Wellness Center and the Child Development Center. One-time or limited
duration budget cuts were for big ticket items such as paying retiree health premiums out
of the trust and doing without technology or scheduled maintenance projects until
Measure RR funds become available. The financial support of distance learning courses
is equal to that of those taught through traditional instruction.
18. Financial Accountability
On April 1
st
of each year, Mt. SAC contracts with an independent Certified Public
Auditor. The audit is conducted in accordance with standards applicable to financial
audits contained in Governmental Accounting Standards Board Statements Numbers 34
and 35 using the Business Type Activity Model recommended by the Chancellor’s Office
Mt. SAC 2013 Substantive Change Proposal
25
committee on Fiscal and Accountability Standards, and it follows the guidelines and
requirements as set forth in the California Community Colleges "Contracted District
Audit Manual" (See Audit Reports). The distance learning program is held to the same
high standards as other programs of study at the college regarding fiscal accountability.
The distance learning/Online Learning Support Center team participates in program
review and the allocation of resources as part of the campus-wide process.
19. Institutional Planning and Evaluation
Mt. SAC evaluates and publicizes how well it is accomplishing its purposes via its
mission statement. It has evidence of planning for improvement in all areas. The
institution assesses the progress it has made in achieving its goals and uses an evaluation
cycle and planning tied to resource allocation to make decisions for improvement (See
Planning for Institutional Effectiveness; Annual Report; College News and Press
Releases; Student Learning Outcomes progress reports). The College engages in
campus-wide assessment of student learning outcomes with results used for program
improvement (See Mt. SAC Status Report on Student Learning Outcomes
Implementation). The development of distance learning courses is included in the
planning cycle of the college.
20. Public Information
Mt. SAC publishes its catalog and schedule, and uploads on its website, precise and up-to-
date information on the following:
Official name, address, telephone number(s), and website address of the institution (See
College Catalog (page 30)
Educational mission (See College Catalog--Section One: The College)
Course, program, and degree offerings (See College Catalog--Section Seven: Programs
of Study Leading to a Certificate (page 28); College Catalog--Section Eight: Programs
of Study Leading to an Associate Degree (page 61); College Catalog--Section Ten:
Course Descriptions (page 108)
Academic calendar and program length (See College Catalog--College Calendar (page
vi)
Academic freedom statement (See College Catalog--Section 3: Academic Policies and
Requirements (page 11)
Available student financial aid (See College Catalog--Section Four: Student Services
and Student Life (page 19)
Available learning resources (See College Catalog--Section Five: Instruction and
Learning Resources (page 23)
Names and degrees of administrators and faculty (See College Catalog--Section Thirteen:
Faculty and Academic Administrators (page 251)
Names of governing board members (See College Catalog--Section One: The College
(page 2)
Mt. SAC 2013 Substantive Change Proposal
26
Admission requirements (See College Catalog--Section Two: Matriculation (page 6)
Student fees and other financial obligations (See College Catalog--Section Two:
Matriculation (page 6)
Degrees, certificates, graduation, and transfer requirements (See College Catalog--
Section Seven: Programs of Study Leading to a Certificate (See page 28); College
Catalog--Section Eight: Programs of Study Leading to an Associate Degree (See page
61); College Catalog--Section Nine: Transferring to California Colleges and Universities
(See page 97)
Academic regulations, including academic honesty (See College Catalog--Section
Twelve: College Policies and Notices (See page 245)
Nondiscrimination policy (See College Catalog--Section Twelve: College Policies and
Notices (See page 246)
Acceptance of transfer credits (See College Catalog--Section Two: Matriculation)
Grievance and complaint procedures (See College Catalog--Section Twelve: College
Policies and Notices (See page 245)
Sexual harassment policy (See College Catalog--Section Twelve: College Policies and
Notices (See page 246)
Refund of fees (See College Catalog--Section Two: Matriculation (See page 8)
Student Learning Outcomes (See SLO by Certificate / Degree / Discipline)
Distance Learning webpages with information and resources for faculty and students.
http://www.mtsac.edu/instruction/learning/distlearn/
Distance Learning Plan
21. Relations with Accrediting Commission
Mt. SAC adheres to the eligibility requirements, the accreditation standards, and the
policies of the Commission. The College fully agrees to disclose any and all information
required by the Commission (See Board Policies--BP 3200). The disclosure of the
College to the Commission is always honest, timely, and accurate in accordance with
Commission policy. The submission of this Substantive Change Proposal and the one in
2009 illustrate the college’s adherence to the policies of the Commission.
G. Evidence that the Accreditation Standards will be Fulfilled and
Policies
Mt. SAC continually complies with the standards set by the Commission.
Standard I: Institutional Mission and Effectiveness
A. Mission: Offering distance learning to its students supports the mission of Mt. to support
students in achieving their educational goals in an environment of academic excellence”
(Board approved June 2013). Because of the diversity of the service area of Mt. SAC,
distance learning opportunities will allow those who cannot come to campus traditionally
Mt. SAC 2013 Substantive Change Proposal
27
the chance to attend college. Because of Mt. SAC’s commitment to ensure that all
distance learning courses meet the same high standards as traditional courses, academic
excellence is maintained.
B. Improving Institutional Effectiveness: Mt. SAC supports student learning, and this
change reflects that continued and focused support. Appropriate resources have been and
will continue to be allocated to distance learning to achieve the high quality of education
that is provided by the college to those in its service area.
Standard II: Student Learning Programs and Services
A. Instructional Programs: Offering instruction via distance learning allows flexibility in
scheduling for students who are members of the workforce, are raising families while
they continue their education, or have disabilities that prevent them from coming to
campus. The quality of the programs offering courses via distance learning remains at
the high standards of all of the programs at Mt. SAC. Discipline faculty are responsible
for creating student learning outcomes for all courses at Mt. SAC, including those offered
through distance learning, and for assessing those outcomes. The Course Outline of
Record for a distance learning course is the same for the traditional offering of the same
course. Thus, SLOs for a distance learning course are the same as those for the
traditional offering of the same course. In addition, the distance learning program
includes in its program review SLOs.
B. Student Support Services: The following student services are offered online at Mt. SAC:
Application
http://www.cccapply.org/applications/CCCApply/apply/Mt_San_Antonio_College.html
Registration https://myportal.mtsac.edu/cp/home/loginf
The purchasing of textbooks http://bookstore.mtsac.edu/SiteText.aspx?id=6592
Counseling https://my.mtsac.edu/OnlineCounseling/Welcome.aspx
Assistance with Moodlerooms (MR)
http://www.mtsac.edu/instruction/learning/olsc/moodlerooms/selfhelp.html
The College Catalog http://www.mtsac.edu/catalog/
The Schedule of Classes http://www.mtsac.edu/schedule/index.html
Financial Aid Information http://www.mtsac.edu/financialaid/
C. Library and Academic Support Services: The Mt. SAC Library offers a variety of
services online to all of the students at the college. Via the Library’s homepage,
http://www.mtsac.edu/instruction/learning/library/, library resources are available online
Mt. SAC 2013 Substantive Change Proposal
28
to all students, including the library catalog, student library accounts, 100 databases,
27,000 e-books, video clips and over 3,000 captioned streaming media, information
tutorials and guides, and reference through phone and email contact with a librarian on
duty. Library information science courses LIBR 1 and 1A are now also available online.
Furthermore, students may use online tutoring in English, Math, Chemistry, and Physics.
Students may make appointments with tutors through an online appointment booking
tool, and students may reserve study rooms using LibCal an online tool for self-service.
The Library’s homepage and websites are updated traditionally, and all of the services
that can be accessed through the Library’s homepage are available to all Mt. SAC
students twenty-four hours per day, seven days a week.
Further, students may take the Online Learning Readiness Survey to gauge their
readiness to take distance learning courses including technological readiness
http://www.mtsac.edu/distancelearning/quiz/. This resource is shared traditionally with
all faculty who teach distance learning courses and all counselors to support their efforts
in raising students’ awareness about succeeding in distance learning courses. Moreover,
students who are considering taking distance learning courses may prepare for them by
taking Study Techniques and Skills for Online Learning, a one-unit hybrid designed to
teach students how to learn online.
Standard III: Resources
A. Human Resources: Faculty teaching distance learning courses in any discipline must
meet the minimum qualifications to teach in that discipline. In addition, all faculty
members who teach distance learning must be certified by completing the college’s
SPOT program: Skills and Pedagogy for Online Teaching. Those who use Moodlerooms
must obtain additional training in the use of this course management system. Through
the office of Professional and Organizational Development, the Online Learning Support
Center (OLSC) offers additional professional development workshops for distance
learning faculty. The Online Learning Support Center houses two classified employees,
the Teaching and Learning Technology Specialist and the Learning Resources Computer
Technician, and two faculty members with reassigned time: the Distance Learning
Faculty Coordinator, the Assistant Distance Learning Faculty Coordinator. Additionally,
the Distance Learning/Electronic Reference Librarian ensures students taking distance
learning courses have access to library resources. Moreover, the Information Technology
Department works closely with the Online Learning Support Center staff to assist
students and faculty involved in distance learning.
B. Physical Resources: The Online Learning Support Center is a lab available for faculty to
use when requiring assistance with distance learning. The Learning Resources Center is
a lab for students to use when requiring on campus assistance with distance learning.
C. Technology Resources: Mt. SAC transitioned to its new student information system,
Banner, in summer 2009. This system integrated fully with the Blackboard Learning
Management System in use at that time and now integrates with Moodlerooms the new
Mt. SAC 2013 Substantive Change Proposal
29
system adopted in 2012-13. Distance learning is included in the Educational Master
Plan, Distance Learning Plan, and Technology Master Plan and the college’s institutional
plan.
D. Financial Resources: Mt. SAC has committed itself to supporting distance learning as it
achieves its mission. The cost of distance learning faculty is not differentiated from that
of faculty teaching traditional courses. The Library has a wide array of electronic
resources that are searchable for students on-and off-campus, and these documents do
tend to have the full, electronic article. It is through this electronic financial resource that
Mt. SAC excels in offering students on-demand library research services. There are other,
numerous, areas in which Mt. SAC uses it financial resources to support distance learning
students including CCC Apply, on-line registration, on-line purchasing of textbooks, on-
line counseling services, assistance with Moodlerooms, and other on-line information
sources and services such as the college Catalog, the Schedule of Classes and Financial
Aid Information. Finally, the OLSC has an ongoing budget that indicates Mt. SAC’s
commitment to the Distance Learning Program (See Appendix F).
Standard IV: Leadership and Governance
The Mt. SAC Board of Trustees serves to guide and to direct the operations of the college. The
President/CEO of Mt. SAC is appointed by the Board of Trustees. The Mt. San Antonio College
District supports distance learning as is evident by the variety of resources that have been
dedicated to distance learning. The faculty participates in governance through the Academic
Senate which appoints the Online Learning Faculty Coordinator and the Assistant Online
Learning Faculty Coordinator to their roles. In addition, the Academic Senate appoints faculty to
the Educational Design Committee and appoints the Curriculum Liaison. The Academic Senate
receives reports from its governance committees, and it makes recommendations for action.
Commission Policies
Overall, the College operates under the guise of many internal policies and procedures and
maintains its alignment with all state and federal policies. The previous section reviews the
ACCJC standards pertaining to the following ACCJC policies:
1. Policy on Distance learning and on Correspondence Education (Standards II.A.1,
II.A.1b, II.A.2, II.A.2.d, II.B.1, II.B.3.a, II.C.1, II.C.1.c)
2. (not applicable) Policy on Good Practice in Overseas International Education Programs
for Non-U.S. Nationals
3. Policy on Transfer of Credit; Policy on Award of Credit (Standards II.A.2.h, II.A.6,
II.A.6.a, III.A.1.a)
4. Policy on Closing an Institution (Standards II.A.6.b)
5. Policy on Institutional Advertising, Student Recruitment, and Representation of
Accreditation Status (Standards II.A.6.c)
6. Policy on Contractual Relations with Non-Regionally Accredited Organizations
(Standards III.D.3.g)
Mt. SAC 2013 Substantive Change Proposal
30
7. (not applicable) Policy and procedures for the Evaluation of Institutions in Multi-
College/Multi-Unit Districts or Systems
Per ACCJC requirements, the following policies must be addressed outside of the narrative
directed at the standards.
Policy on Institutional Compliance with Title IV
The College complies with all Title IV requirements under the Higher Education Opportunities
Act (HEOA). Its loan default rates are reasonable and are being tracked closely and measures
taken to decrease them (e.g., Aid Like a Pay Check research project). The college established
processes to assure compliance with provisions on accessibility, traditional and substantive
contact, credit hours, student authentication, and state authorization. The college’s curriculum
approval process for distance learning courses is reflected in the Distance Learning Course
Amendment Forms which requires faculty to describe in detail how they intend to deliver
instruction from a distance, the tools and resources they will use, the amount of traditional
contact time with each required task, faculty feedback and student-to-student communication,
accessibility features, and links to library and student support services. Counseling faculty, one
from Disabled Students Programs and Services, are ongoing members of the Distance Learning
Committee to assure courses are accessible. The college’s Distance Learning Classroom
Visitation and Distance Learning Student Evaluation procedures support compliance with
regulations and local curriculum standards for academic rigor and regular and substantive
contact. Students taking distance learning courses must use their Mt. SAC credentials to log into
Moodlerooms, and Testing Services provides a monitored setting for students who take in-person
exams as required by distance learning faculty. Additionally, the college has taken steps to
secure authorization from states in which a few of Mt. SAC students retain a residential address,
and the college is identifying these students by their enrollment solely in 100% online courses. In
2012-13, there were 8 students who meet that criterion. The college continues to refine its
methods for identifying students who are de facto not physically present on campus and to obtain
authorization to offer distance learning courses to these students. The college will meet the
federal deadline of July 2014 in fully securing authorization from states in which students retain
a residential address and are identified to have no physical presence on campus.
Policy on Institutional Degrees and Credits
The College has many processes in place to review the content, length, and breadth of its degrees
and credits. The Education Design Committee evaluates all courses and programs using a
rigorous method. It takes into consideration the measurable objectives and how they are aligned
with what is needed for a graduate of a course or program. The process is required for all
distance learning courses, and the committee recommends these course proposals for approval
through the governance process including Academic Senate and Board of Trustees approval.
Policy on Institutional Integrity and Ethics
Multiple College Board Policies and Administrative Procedures address the integrity and ethics
of employees as well as students. The College complies with Title IV program responsibilities,
and it closely monitors information it makes available to its constituents to ensure that it is
accurate. The College’s programs and courses information are available online through
WebCMS as well as through the College’s schedule of classes and its catalog. Employees and
Mt. SAC 2013 Substantive Change Proposal
31
the general public are able to anonymously contact the College to notify it of possible illegal
activities.
The standing of the College is evident in many areas. For example, the confidence that the
College’s District constituents have in it is evident with the passing of the last two bond
campaigns. Mt. SAC has such a prestigious reputation as indicated by the fact that it is asked to
apply for and is awarded major research grants from the Federal Government (e.g.,
Cybersecurity).
Appendix A: Mt. San Antonio College Distance Learning Participant
Demographics
The following table separated college-wide credit enrolled students into those who took at least
one distance learning class (DL) within the academic year and those who took only traditional
on-campus classes (RG). For the past three years, the percentage of students who enrolled in at
least one distance learning class has increased steadily from 21.9% to 23.6%. Asian and White
students were slightly more likely to take distance learning classes. Female students were also
more likely than male students to take distance learning classes.
College
Wide
Unduplicated
Credit
Enrollment
Count
ACADYR2010-2011
ACADYR 2011-2012
ACADYR 2012-2013
Three YR Total
N=38052
N=36360
N=36141
DL^
RG^^
DL
RG
DL
RG
#
%
#
%
#
%
#
%
#
%
#
%
#
%
Enrollment
8328
21.9%
29724
78.1%
8354
23.0%
28006
77.0%
8521
23.6%
27620
76.4%
110553
100.0%
American
Indian or
Alaska Native
26
0.3%
88
0.3%
28
0.3%
62
0.2%
15
0.2%
58
0.2%
277
0.3%
Asian
2273
27.3%
5831
19.6%
2148
25.7%
5272
18.8%
2134
25.0%
5057
18.3%
22715
20.5%
Black or African
American
482
5.8%
1692
5.7%
449
5.4%
1533
5.5%
481
5.6%
1432
5.2%
6069
5.5%
Hispanic,
Latino
3514
42.2%
15581
52.4%
3802
45.5%
15454
55.2%
4175
49.0%
15987
57.9%
58513
52.9%
Native
Hawaiian or
Other Pacific
Islander
50
0.6%
157
0.5%
47
0.6%
128
0.5%
29
0.3%
121
0.4%
532
0.5%
Two or More
Races
207
2.5%
622
2.1%
228
2.7%
686
2.4%
245
2.9%
721
2.6%
2709
2.5%
White
1409
16.9%
4503
15.1%
1355
16.2%
4016
14.3%
1221
14.3%
3669
13.3%
16173
14.6%
Ethnicity
Unknown
367
4.4%
1250
4.2%
297
3.6%
855
3.1%
221
2.6%
575
2.1%
3565
3.2%
Female
4339
52.1%
14760
49.7%
4443
53.2%
13801
49.3%
4555
53.5%
13758
49.8%
55656
50.3%
Male
3914
47.0%
14701
49.5%
3833
45.9%
13963
49.9%
3889
45.6%
13635
49.4%
53935
48.8%
Gender
Unknown
75
0.9%
263
0.9%
78
0.9%
242
0.9%
77
0.9%
227
0.8%
962
0.9%
^ Students with at least one Distance Learning class enrolled ^^ Students enrolled in traditional on-campus classes only
Mt. SAC 2013 Substantive Change Proposal
32
Appendix B: Mt. San Antonio College Enrollment Figures
Mt. San Antonio College Overall College-wide and Distance Learning Credit Enrollment
By academic year, Mt. San Antonio College (Mt. SAC) served between 36141 to 38052 credit
students annually for the past three year. An academic year is composed of in the sequence of
summer, fall, winter, and spring terms. A summary of the three-year credit enrollment
aggregated by ethnicity and gender is provided below. College wide credit enrollment at has
decrease slightly over the last three years. Latino students remain the largest ethnic group of our
college enrollment and the number continues to grow. Asian and White students are the second
and third largest ethnic groups and are decreasing in numbers. Female students continue to
outnumbered male students in enrollment during this period.
College Wide
Unduplicated Credit
Enrollment Count (End of
Term)
Academic Year
2010-2011
Academic Year
2011-2012
Academic Year
2012-2013
Demographics
Count
Percent
Count
Percent
Count
Percent
Total Enrollment
38052
100.0%
36360
100.0%
36141
100.0%
American Indian or Alaska
Native
114
0.3%
90
0.2%
73
0.2%
Asian
8104
21.3%
7420
20.4%
7191
19.9%
Black or African American
2174
5.7%
1982
5.5%
1913
5.3%
Hispanic, Latino
19095
50.2%
19256
53.0%
20162
55.8%
Native Hawaiian or Other
Pacific Islander
207
0.5%
175
0.5%
150
0.4%
Two or More Races
829
2.2%
914
2.5%
966
2.7%
White
5912
15.5%
5371
14.8%
4890
13.5%
Ethnicity Unknown
1617
4.2%
1152
3.2%
796
2.2%
Female
19099
50.2%
18244
50.2%
18313
50.7%
Male
18615
48.9%
17796
48.9%
17524
48.5%
Gender Unknown
338
0.9%
320
0.9%
304
0.8%
Appendix C: Skills and Pedagogy for Online Teaching (SPOT)
Documentation
http://www.mtsac.edu/instruction/learning/dlc/spot/
Mt. SAC 2013 Substantive Change Proposal
33
Appendix D: Mt. San Antonio College Distance Learning Student
Achievement Data
Course Success and Retention Rates by Schedule Type
The following tables show the three-year retention and success rates of hybrid and online classes
in Distance Learning in comparison with the traditional on-campus class sections. Adopting
from the California Community College Chancellor’s Office Data Mart definitions, retention is
defined here as the number of students who stayed enrolled through the end of term out of the
total enrollment count of a class by census date. Success is defined as the number of students
who received passing grades of ‘A’, ‘B’, ‘C’, or ‘P’ out of the total enrollment count of a class
by census date.
A summary of the retention and success rates of Distance Learning and of traditional on-campus
classes from academic years of 2010-2011, 2011-2012, and 2012-2013 is provided below,
aggregated by class schedule type and by academic year. More detailed retention and success
rate data by term within each academic year and by class schedule type are also provided.
Additionally, percentage of course enrollment with a “W” grade by class schedule type is also
provided. A “W” grade is assigned when a student withdraws from a course passed the deadline
to withdraw without notation on his/her academic record which occurs by the end of the third
week of a traditional term class or 20% of a short term section.
Course success and retention rates of hybrid and online classes within the period being examined
continue to be lower than that of the on-campus traditional classes. This trend is consistent with
historic data. Percentages of students receiving “W” grades by schedule type indicate that
students enrolled in hybrid or online classes were more likely to withdraw late into the semester.
However, there is indication of an upward trend: in 2012-13, student success rate in hybrid and
online classes inched up by 1.5% compared to the previous year. Results from two student focus
groups and an online survey show that students find online courses to demand much more time
than they expected, and students find strong reading, writing, and time-management skills are
very helpful to succeeding in online courses.
Academic YR
Schedule
Type
Total Credit Course
Enrollment
Success
Rate
Retention
Rate
% with “W”
Grade
2010-2011
Hybrid
7971
62.0%
81.2%
14.5%
2010-2011
Online
6368
59.8%
81.5%
12.4%
2010-2011
Traditional
187163
71.5%
87.6%
10.0%
YR2010-2011
Total
201502
70.7%
87.1%
10.2%
2011-2012
Hybrid
7897
61.7%
79.6%
15.0%
2011-2012
Online
6392
56.0%
78.0%
14.3%
2011-2012
Traditional
176030
71.2%
87.0%
10.2%
YR2011-2012
Total
190316
70.3%
86.4%
10.6%
Mt. SAC 2013 Substantive Change Proposal
34
Academic YR
Schedule
Type
Total Credit Course
Enrollment
Success
Rate
Retention
Rate
% with “W”
Grade
2012-2013
Hybrid
7990
63.0%
81.5%
17.1%
2012-2013
Online
6194
58.4%
79.8%
18.4%
2012-2013
Traditional
174991
71.6%
88.0%
11.5%
YR2012-2013
Total
189175
70.8%
87.5%
12.0%
In general, regardless of class schedule type, students who attended short terms such as summer
and winter were more likely to retain and succeed than those attended the longer terms such as
fall and spring. This tendency is observed across all three years being examined.
YR2010-2011 Course Success and
Retention Rates by
Schedule Type by Term
Total Course
Enrollment
Retention
Rate
Success
Rate
% with “W”
Grade
Hybrid
7971
81.2%
62.0%
14.5%
2010 Summer
295
84.7%
75.3%
7.8%
2010 Fall
2816
81.7%
61.4%
15.2%
2011 Winter
598
89.8%
80.3%
6.9%
2011 Spring
4262
79.5%
59.0%
15.5%
Online
6368
81.5%
59.8%
12.4%
2010 Summer
1147
81.2%
63.5%
10.2%
2010 Fall
2745
81.2%
55.8%
14.0%
2011 Winter
1194
84.3%
68.8%
9.1%
2011 Spring
1282
79.8%
56.6%
14.0%
Traditional
187163
87.6%
71.5%
10.0%
2010 Summer
11152
90.3%
80.0%
5.5%
2010 Fall
82162
87.7%
70.1%
10.7%
2011 Winter
14713
91.4%
81.5%
5.1%
2011 Spring
79136
86.3%
69.8%
10.7%
Grand Total
201502
87.1%
70.7%
10.2%
YR2011-2012 Course Success
and Retention Rates by
Schedule Type by Term
Total Course
Enrollment
Retention
Rate
Success
Rate
% with “W”
Grade
Hybrid
7897
79.6%
61.7%
15.0%
2011 Summer
573
84.1%
69.3%
9.8%
2011 Fall
3454
78.1%
58.3%
17.4%
2012 Winter
778
83.3%
71.7%
8.1%
2012 Spring
3092
79.5%
61.6%
15.0%
Mt. SAC 2013 Substantive Change Proposal
35
YR2011-2012 Course Success
and Retention Rates by
Schedule Type by Term
Total Course
Enrollment
Retention
Rate
Success
Rate
% with “W”
Grade
Online
6392
78.0%
56.0%
14.3%
2011 Summer
1059
81.8%
63.5%
10.2%
2011 Fall
2027
76.4%
50.9%
15.4%
2012 Winter
1065
78.9%
63.8%
13.9%
2012 Spring
2241
77.3%
53.5%
15.6%
Traditional
176030
87.0%
71.2%
10.2%
2011 Summer
9973
91.1%
81.8%
5.4%
2011 Fall
79737
86.6%
69.7%
10.9%
2012 Winter
12743
90.7%
80.9%
5.2%
2012 Spring
73577
86.1%
69.8%
11.0%
Grand Total
190319
86.4%
70.3%
10.6%
YR2012-2013 Course Success
and Retention Rates by
Schedule Type by Term
Total Course
Enrollment
Retention
Rate
Success
Rate
% with “W”
Grade
Hybrid
7990
81.5%
63.0%
17.1%
2012 Summer
569
80.8%
67.3%
15.1%
2012 Fall
3464
80.2%
60.2%
17.3%
2013 Winter
663
87.6%
75.1%
12.4%
2013 Spring
3294
81.8%
62.6%
18.2%
Online
6194
79.8%
58.4%
18.4%
2012 Summer
974
78.7%
60.6%
17.4%
2012 Fall
1933
79.3%
55.6%
17.0%
2013 Winter
1079
83.9%
68.1%
15.8%
2013 Spring
2208
78.6%
55.3%
21.4%
Traditional
174991
88.0%
71.6%
11.5%
2012 Summer
10608
90.9%
80.8%
7.6%
2012 Fall
77578
87.4%
70.1%
11.6%
2013 Winter
11745
93.2%
83.4%
6.7%
2013 Spring
75060
87.4%
70.1%
12.6%
Grand Total
189175
87.5%
70.8%
12.0%
Appendix E: Screen Shots of Sample Distance Learning Courses in
Moodlerooms
See separate PDF files: Nutrition & Food 10, Hospitality Restaurant Management 52, and
Computer Information System Programming 21
Mt. SAC 2013 Substantive Change Proposal
36
Appendix F: Budget for Distance Learning/Online Learning Support
Center
See separate Excel file for Distance Learning/Online Learning Support Center 2013-14
Appendix G: Distance Learning Plan
Distance Learning Plan– draft as approved by Academic Senate June 6, 2013
http://www.mtsac.edu/administration/senates/academic/Distance_Learning_Master_Plan_%205_15_2013.pdf
Appendix H: Distance Learning Report to the Board of Trustees 2012 and
2013
Distance Learning Report August 2012 (pages 21-23)
http://www.mtsac.edu/governance/trustees/meetings/2012-13/BOT_Agenda_Packet-8.22.12.pdf
Distance Learning Report August 2013 (page 21)
http://www.mtsac.edu/governance/trustees/BOTAgendaPacket-8.28.13.pdf
Mt. SAC 2013 Substantive Change Proposal
37
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