The Butte College English Department focuses on teaching critical reading, thinking, analysis, and writing to better prepare our students for success in college, work, and life. The Journalism program consists of a newswriting course that has a 35-student cap, along with a series of newspaper production courses responsible for producing the campus newspaper, The Roadrunner. Because we have seen enrollment steadily decline in our journalism courses, we assigned this program to a new full-time faculty member who is actively reviving the program and creating enthusiasm for these courses.
We are a department that cultivates the humanities by encouraging the exploration of what it means to be human and by celebrating the beauty of language and creative expression. Our department�s revised composition structure directly impacts student equity We provide rigorous transfer-focused instruction in writing and reading for inquiry, learning, thinking and communicating through our English 2, which is required for an AA or for transfer. Our English 11 meets the Critical Thinking (CSU A3) GE Requirement for transfer. To highlight our efforts: The English department complies with AB 705 and the new funding formula. We anticipated, prepared for and promoted this transition into a more equitable structure for students. We now offer two transfer-level composition options: English 2 and English 3; however, our pilot was disrupted due the abrupt transition to remote learning. We are committed to a strong presence at the Glenn Centers. Our efforts to gradually build a stronger presence at the Glenn Centers was disrupted by the abrupt transition to remote learning, although we continue to offer classes at Willow�s High School. We are building a strong online program. The English Department recognizes that online writing instruction requires not just attention to technology, but special attention to pedagogical practices. The English Department promotes the literary arts within the surrounding communities and recruits new students to Butte College. We have transitioned to online formats. We support the English as a Second Language Program Our chair also manages the ESL program. While we are doing our best to support ESL, we are two distinct programs with nothing in common. We do not serve the same student population, nor do we have similar or shared content. The combination of programs under the same chair is awkward and confusing. We are deeply committed to equity and linguistic justice. We are examining our pedagogical and departmental practices through a lens of anti-racism and linguistic justice. Besides consistent departmental discussions, work, and professional development, within our department we have The Chair of the Diversity Committee � A paid researcher for the California Acceleration Project � A facilitator of the weekly campus book group designed to deepen anti-racist work using Layla Saad's book Me and White Supremacy Facilitators and graduates of the FAIR classroom program An HSI certified instructor Five instructors currently involved in a semester-long inquiry project on linguistic justice hosted by the Northern California Writing project An instructor developing the �Racial Identity Pathway Learning Community� for Fall 21 The creator of Butte College�s Universal Design Learning resource site We strongly support AB705. At the same time, this un-funded mandate and subsequent institutional changes combined with the Student-Centered Funding Formula (SCEFF) is putting tremendous pressure on our department. Luckily, our department was a leader in the AB705 movement, and therefore we have invested heavily in professional development. Our pilot year for the English with additional support (English 3) was significantly disrupted by the abrupt transition into remote learning. While optimistic, we have not had an opportunity to adequately examine the structure of this course. More work is needed. In all, we are an energetic and hard-working department dedicated to improving our program for students' sake. We are also in transition. �Two of our full-time faculty are on personal leave �Last year�s retirement has not been replaced �Essential institutional work has resulted in four other faculty on at least 50% leave time. �Fall/Spring schedule imbalance: The push to complete the English requirement in the first year has created an unsustainable imbalance between fall and spring offerings because part-time faculty are forced to seek more reliable work. Due to AB 705, the once thriving LEAD department has merged with the English department. Both departments have different cultures. Faculty are struggling to form a new identity as a shared department. This transition will take time and collective effort. The Journalism program suffered from the abrupt transition to remote learning in Spring 20. Additionally, the new full-time faculty was on leave for Fall 20 so the remote learning classes were assigned to a new part-time instructor who currently lives out of the area. The full-time hire now has reservations about assuming leadership in this area.
Embedded Support for E3 and E2
Instructional Aides were assigned to all English 3 sections in the fall and, due to low enrollment and decreased section of English 3 in the spring, were also assigned to some sections in English 2.
Despite low enrollment this year, the department must comply with the AB705 law and the new funding formula. The department needs embedded support to maintain/improve success, completion and persistence rates in both English 2 and English 3 to ensure that all students complete their transfer-level English requiement in their first year.
Laptop Cart and Corresponding IT Support
The abrupt transition to remote learning due to Covid closed the campus. As such, on campus resources were not required.
When face-to-face instruction continues, we anticipate increased offerings of English 3. Technology and IT support will be required to meet the legal mandate of AB705.
Computer Life-cycle Replacement for Three Full-time Faculty
Professional Development and Operating Expenses
Ongoing monthly AB 705 implementation meetings, online community of practice, in-house training in culturally responsive teaching and accelerated pedagogy for full-time and associate faculty, and instructor inquiry projects were conducted. The Butte College English department continues to have greater success and retention rates statewide averages.
If we intend to maximize the probability that a student will enter and complete transfer-level coursework in English within a one-year timeframe, we need to prepare and support our instructors with continued professional development.
Our department’s plan of action is as follows:
Spring: identify a target SLO and collect reflections
Fall: discuss the target SLO at each department meeting ? encourage instructors to develop goals around this target SLO ? collect reflections on target SLO
Spring offer professional develop around target SLO based on fall reflections
We adhered to our process in Fall 19 but the cycle was disrupted in S20 due to Covid. With that said, we closely examined the writing process SLO (prewriting, revising, proofreading) as applied to most courses in our department.
Examined a variety of digital tools and recommended Grammarly and Net Tutor. Most instructors now recommend/require these tools in their classes.
Exchanged instructional materials and recommended increased scaffolding that includes the submitting pre-writing and revision drafts.
Discussed grading practices, including contract grading and portfolios.
Agreed that an emphasis on rhetorical situation helps us to align with PLOs and GLOs
Instructors with embedded support used the IA’s to assist students in meeting the SLO
Fall 202:
September Department Discussion: We examined how the language of the plagiarism SLO appeared in each course and identified PLOs, GLOs and ILOs that may be connected with this year’s targeted SLO. We also wanted to connect the plagiarism SLO with the equity work of our department.
Oct. Department Discussion: We reviewed the SLO reflections from Spring 20. 3.
Individual email correspondence between each person who submitted a SLO reflection in Spring 20 and the department chair. Individual reflections were sent to the instructor with the statement: this is what you were observing at the end of last semester, how are these reflections still relevant to what you are doing now?
Department Survey was conducted to norm the definition of plagiarism
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2016FA |
2017FA |
2018FA |
2019FA |
2020FA |
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Non-Glenn |
Glenn County |
Non-Glenn |
Glenn County |
Non-Glenn |
Glenn County |
Non-Glenn |
Glenn County |
Non-Glenn |
Glenn County |
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ENGL-2 |
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Section Count |
57 |
4 |
60 |
4 |
66 |
4 |
62 |
4 |
46 |
4 |
|
Available Seats |
1695 |
118 |
1756 |
103 |
1935 |
111 |
1860 |
111 |
1365 |
113 |
|
Filled Seats |
1619 |
86 |
1666 |
99 |
1670 |
98 |
1756 |
105 |
1227 |
105 |
|
Empty Seats |
76 |
32 |
90 |
4 |
265 |
13 |
104 |
6 |
138 |
8 |
|
Fill Rate |
96% |
1 |
95% |
1 |
86% |
1 |
94% |
1 |
90% |
1 |
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ENGL-3 |
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Section Count |
|
|
|
|
|
|
14 |
1 |
15 |
1 |
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Available Seats |
|
|
|
|
|
|
350 |
25 |
375 |
25 |
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Filled Seats |
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|
|
|
|
|
323 |
19 |
310 |
25 |
|
Empty Seats |
|
|
|
|
|
|
27 |
6 |
65 |
0 |
|
Fill Rate |
|
|
|
|
|
|
92% |
1 |
83% |
1 |
To meet California’s needs, the California Community College system should strive to achieve the following goals by 2022:
Increase the number of associate degrees, credentials, certificates, or specific skill sets that prepare them for an in-demand job.
English:
11 students earned an AAT degree in English
In Fall 20, 99 students were listed in the English Academic Program. Currently, the department does not actively use this information and intentionally support students towards their degree. The department will discuss strategies to improve in this area.
Journalism:
1 student earned an AAT in Journalism.
Enrollment in Journalism courses increased in 2020. We are cultivating leadership in this area and exploring digital publications.
In Fall 20, 21 students were listed in the Journalism Academic Program. Currently, the department does not actively use this information and intentionally support students towards their degree. Without the leadership of a full-time faculty member, support in this area will not improve.
Increase the number transferring annually to a UC or CSU.
English 11 and our literature course offerings continue to support transfer to UC and CSU. Enrollment in these courses has gradually, and steadily, increased. Full-time faculty teach these courses; however, at least one additional full-time hire is needed to support the growing trend of student demand for these courses.
Completion of tranfer-level English (E2 and E3) continues to increase.
Reduce equity gaps
When a four-year average is compared to 2020 data, our department success rates declined across all dashboard categories.However, success rates were directly impacted by the abrupt transition to remote learning.
Our department is committed to reducing equity gaps. To highlight our efforts:
•The English department complies with AB 705 and the new funding formula. We anticipated, prepared for and promoted this transition into a more equitable structure for students. We now offer two transfer-level composition options: English 2 and English 3.
•We are deeply committed to equity and linguistic justice. We are examining our pedagogical and departmental practices through a lens of anti-racism and linguistic justice. Besides consistent departmental discussions, work, and professional development, within our department we have
•The Chair of the Diversity Committee
•A paid researcher for the California Acceleration Project
•A facilitator of the weekly campus book group designed to deepen anti-racist work using Layla Saad's book Me and White Supremacy
•Facilitators and graduates of the FAIR classroom program
•An HSI certified instructor
•Five instructors currently involved in a semester-long inquiry project on linguistic justice hosted by the Northern California Writing project
•An instructor developing the “Racial Identity Pathway Learning Community” for Fall 21
•The creator of Butte College’s Universal Design Learning resource site
Journalism
Between S20 and F20, the Journalism department served 47 student. There was no disproportionate impact indentified. In fact, in all categories except for "two or more races," Journalism reported higher than average success rates.
1. Implementing AB 705
Structural change/course offerings: Due to the AB705 mandate, we now offer two transfer-level composition options: English 2 and English 3. In fall 2019, all pre-requisite English courses were eliminated. In F19 we piloted 16 sections of English 3, the co-requisite support course that complies with the AB702 mandate and continued with 7 sections offered in the spring. Student demand was greater than anticipated, but low enrollments in Spring 20 and the abrupt transition into remote learning during F20 makes the enrollment numbers difficult to interpret. In F20 and S21, we maintained and filled the sections.
Professional Development: after four faculty completed the California Acceleration Project’s initial training institute in 2012, we developed our in-house training of accelerated pedagogy for the English 118 course to combine pre-requisite courses and reduce the pipeline of remedial coursework. Through our monthly community of practice and collaboration with the Cailfornia Acceleration Project, we anticipated, prepared for, and promoted this transition into a more equitable structure for students.
This year our department expanded on this work and facilitates a variety of in-house professional development, including ongoing monthly AB 705 implementation meetings, online community of practice, in-house training in culturally responsive teaching and instructor inquiry projects.
HUB: initially designed has an across-campus collaboration to plan for the onboarding of students into the systematic change in response to the AB705 mandates, this group is now focused on collecting data around these changes. The English department chair continues to work with this group.
2. Implementing Guided Pathways
At least one department faculty member serves on this committee.
3. Closing Equity Gaps
Low-income students are overrepresented in English. Fall ’18—almost half of English students received a Pell Grant or BOG/CAPP waiver, compared to just over a third of Butte College students overall.
The English department has identified disproportionate impact for Black and Latinx students as well as low-income and foster youth.
We devote time at every department meeting to evaluate department data and to discuss issues around equity. Our next steps include professional development and individual inquiry projects. Our hope is that some of the HUB research will assist in this area.
Currently we have robust participation in the Northern California Writing Project’s Teacher Inquiry Community of Linguistic Justice. Seven of our full and part-time colleagues currently participate in a collaborative deep dive into April Baker-Bell's Linguistic Justice: Black Language, Literacy, Identity and Pedagogy before turning to reflective action aimed at exploring our own pedagogy and practices. To enhance this work, we are bringing Aso Inou, author of Antiracist Writing Assessment Ecologies, back to our department to host a follow-up workshop from his previous visit in 2017.
4. Meeting enrollment targets
Enrollment was greatly reduced during the imposed remote learning conditions.
5. Meeting student achievement goals
Enrollment, retention and success rates were greatly reduced during the imposed remote learning conditions.
6. Fostering a Culture of Inclusiveness
Our faculty work in leadership roles across campus in areas/committees including the Diversity Committee, the Queer Resource Center, FAIR classrooms and CACAP. In addition,
One faculty member is working towards a pilot of the Puente Program
One faculty member is developing a Racial Identity Pathway/Learning Community
One faculty member offered a flex workshops on making courses and course materials queer affirming
Two faculty members facility a campus book community around White Supremacy and Me
Two faculty members hosted a flex workshop on White language supremacy
Our department continues to offer a Queer Film and Literature course and is currently conducting a department community of practice around decolonizing and queering course materials.
8. Strengthening Professional Development
Evidence of our department’s commitment to professional development has been listed throughout this Unit Plan.
Recommendation #1: Hire more full-time instructors We have a disproportionately high number of associate faculty, which creates substantial challenges for staffing, training, and maintaining consistency among sections and represents an unprecedented imbalance compared to other disciplines. We have not replaced a retirement from 2019. We do not have leadership in Journalism. It is the preeminent issue for the English and Journalism department.
Recommendation #2: Offer more professional development for consistency. We continue to incentive associate faculty by providing stipends, sponsoring conferences and offering in-house training. Our department is a model for professional development, both in terms of our in-house programs and incentive approaches and our contributions to campus-wide programs.
Recommendation #3: Develop additional support strategies, particularly for students of color where data indicate lower achievement. While the efforts described below offered positive gains in student success rates, our English 3 pilot revealed equity gaps for students of color. AB705 is requiring more work in this area.
1. We are providing access to technology and updating pedagogy and instructional practices to support digital literacy in transfer-level composition.
2. Each year we adopt a book in common that is supported through AB705 Implementation meetings, department meetings, flex workshops and other professional development activities. Our list of books include Antiracist Assessment Ecologies, Teaching Men of Color in the Community College and Culturally Responsive Teaching and the Brain and the Black Minds Matter Video series. Currently we are working with Linguistic Justice: Black Language, Literacy, Identity and Pedagogy. We are also bringing Aso Inou, author of Antiracist Assessment Ecologies back to campus. This professional development is designed to help faculty better support our students of color.
3. We incorporated CUE research recommendations throughout our process to better achieve equity in hiring for our department and in communication with HR and other departments on campus. 4. Three of our instructors have now completed a twenty-seven-hour leadership course on culturally responsive teaching and the implementation of equity practices in the classroom. One of the three completed her certificate in teaching and learning in Hispanic Serving Institutions.
Recommendation #5 and Response: All composition instructors should emphasize the development of critical reading skills in their courses. Our department has made major accomplishments and targeted improvement in this area so that MOST instructors emphasize the development of critical reading skills. However, the disproportionately high number of associate faculty prevents the department from meeting the requirement that ALL instructors adopt a practice. We continue to offer professional development in this area. Our most recent focus has been critical reading instruction in the digital environment. We are also collaborating with CAS and training IAs in strategies such as “talk to the text.” We also sponsored the enrollment of an associate faculty in a Reading Apprenticeship course. Once completed, he will then offer in-house professional development to the department.
Recommendation #11: The department should pursue pedagogical cap adjustments where research demonstrates a need for such change. 1. Despite our best efforts, the pedagogical cap for our co-requisite course was set at 25. 2. We continue our attempts to communicate why getting thirty students in English 2 to meet the objectives for that course in one semester of a 3-unit course is not possible. The recommended pedagogical cap for all composition courses, put forth by the WPA is 17. Because feedback in a composition course must be consistent, formative, and in-depth for students to truly improve, this requires a great deal of additional work per student in these courses and should be taken into account when approving ped. caps for these courses, especially for those student populations who might need additional support.
Continue to comply with AB 705 and maximize the probability that a student will enter and complete transfer-level coursework in English within a one-year timeframe by increasing student success rates in English 2 and English 3.
Increase Equity and Inclusion by closing equity gaps in English 2 and English 3 sections and increasing enrollment, retention and success in ESL courses.
Strengthen the culture of professional development by using in-housing training, individual inquiry projects, culturally responsive teaching and communities of practice to decrease equity gaps and increase student success in transfer-level composition.
Recruit and maintain highly-skilled associate faculty.
Cultivate leadership of the Journalism program by hiring a full-time instructor and exploring digital resources.
Cultivate leadership of the ESL program by hiring a full-time instructor, creating a Chair position, and supporting professional development.
Strategy 1 - Additional compensation for associate faculty teaching composition
For our associate faculty teaching English 2 or English 3 to successfully support students with all levels of preparation and anxiety about college composition, they need additional compensation for the extra time they spend working with these students outside of class time.
1. At this time, associate faculty teach about half of our English 2 sections. Research shows that access to faculty increases student success,and is especially crucial for closing equity gaps. There is also research to support that the number of courses taken with part-time instructors is negatively correlated with completion of associate degrees and other outcomes, due most likely to the lack of student access to part-time faculty outside of class hours.
2. Access to faculty is particularly crucial for students in writing courses. The success rates for sections of English 2 taught by associate faculty is consistently an average of 10 percent lower than the success rates for students in sections taught by full-timers. Additional compensation for associate faculty meeting with students outside of class would be key to decreasing this percentage difference in our success rates for these courses.
3. In addition, student/faculty interaction was one of our lower scoring items on the most recent campus climate survey. Additional compensation will provide more opportunity for instructors to reach out to dashboard students, and work with them to better identify and work on strategies to overcome institutional barriers and make sure they are on track to achieve their goals in the course and beyond.
Strategy 2 - Laptop carts and corresponding IT support
We need two laptop carts and corresponding IT support.
To comply with the AB705 law, we created a co-requisite model of transfer-level composition. This model includes access to technology to support the digital literacy and onboarding needs of students that may be underprepared for transfer-level work. In addition, the pedagogical foundation of this model is just-in-time remediation (tutoring), a teaching and learning strategy designed to promote the use of class time for more active learning. This approach relies on a feedback loop between web-based learning materials and face-to-face interaction. In order to maximize the probability that a student will enter and complete transfer-level coursework within a one-year time frame, current success data reveals an increasing need for access to technology and just-in-time remediation in English 2.
Strategy 3 - Full-time Hire in Journalism
We continue to face difficulty finding faculty willing to take on teaching Journalism 2, the newspaper productions courses, JOUR 10 and 12, and fulfilling the advisor duties below for the compensation we offer them. We currently have one of our full-time instructors in charge of the program, but it's pretty certain that he won't be able to continue doing so in the 2020/2021 academic year, so we need a long-term strategy to ensure the vitality of our journalism program, and finding a full-time hire in that area would be crucial to achieving the goal of increasing AA-Ts in Journalism on our campus.
We have 116 students who declared their intent to pursue an AA-T in Journalism as of last fall, and we feel we could significantly grow the program and support these students on their path to earning this degree if we had full-time leadership in this area. There is really no way to sufficiently compensate an associate faculty member to complete all of these tasks, especially because most of our associate faculty in journalism have full-time jobs or teach at multiple colleges in order to support themselves, so even with additional compensation or an increased stipend, they wouldn't be able to carry out these duties. It's become clear we cannot attract associate faculty for this position under these circumstances, so without the full-time hire, we fear this program will die, our college will lose this AA-T at a time when it could become particularly popular and is increasingly seen as necessary in our current social and political climate.
Strategy 4 - Fund WordSpring conference
We would like to institutionalize the WordSpring creative writing conference, offered for the seventh consecutive year in 2017. The conference generates about $2000 in revenue, costs around $12,000 to put on each year, and brings at least 100 people from the community and another 80 already affiliated with our campus together.
1. As an event attended by over 175 registrants last year, 75 of them Butte students and faculty, the impact of WordSpring is comparable to many other events which receive a yearly budget. WordSpring offers on average 15 workshops or sessions in a wide variety of approaches to creative writing, including one led by students who are guided in their planning. WordSpring is a forum for diverse students to hear their voices and experiences reflected in the presenters’ experiences and to express themselves in a welcoming and creative environment and as such contributes to both our goals of increasing students in our AA-T programs and closing our equity gaps.
2. Research shows that students who participate in campus events and feel connected to the larger campus community are more successful, and creating this sense of community on campus is particularly key to success for African American and Latinx students.
3. In addition, WordSpring will perform outreach to area high schools by presenting creative writing workshops to students there, and signing up students for the conference on the spot. Once students and community members do come to WordSpring, they are exposed to the setting of the Center for Academic Success. This recruitment of high school students has directly led to increased enrollment at Butte, and as outreach is increased, enrollment should continue to increase as well.
4. WordSpring has brought in students and speakers from many other academic locations, including seven colleges and universities and five high schools last year. We provided 35 student scholarships, have co-sponsored receptions/reading by writers and poets such as novelist Pam Houston, poet Jason Bayani, novelists Chitra Divakaruni and Andrew Lam, and a poetry slam for high school and college students, and worked with the Literary Arts Club and Associated Students. Last year we were able to continue our focus on diverse speakers by bringing in poet Eloisa Amezcua. WordSpring has also created and published a literary anthology in response to the Camp Fire, "After/Ashes,"which served as an important outlet and space of healing for our post Camp Fire community.
Strategy 5 - Increase Embedded Support in Transfer-level English and ESL
Embedded support works to increase retention, student success, but most of all, persistence in composition courses. We are asking for ongoing institutional support of instructional aides in all English 3 sections, in our English 2 online sections, and in at least five English 2 sections. While the current focus on transfer-level support due AB705 has limited embedded support in ESL classes, we would like to return to the previous model of embeded support in ESL. In addition, we need student success specialists in our English 3 sections. Student success specialists are VITAL to the ESL program. The current ESL SSS is the only point of consistency because she has been part of the program during the leadership of two different coordinators. Assuming that a third person assume leadership of the program, the knowledge of the current SSS will be essential to the health of the program.
1. To comply with the AB705 law, we created a co-requisite model of transfer-level composition. The pedagogical foundation of this model is just-in-time remediation (tutoring), a teaching and learning strategy designed to promote the use of class time for more active learning. Embedded tutoring is more than helping students revise and edit their written work, a service provided by writing coaches in CAS. Instead, the embedded model also includes helping students comprehend rigorous content, a type of assistance offered by a highly trained instructional aid familiar with the course content and readings. In addition, both retention specialists and instructional aides contribute to three pillars of culturally responsive teaching: competence, trust, and relatedness, a pedagogy especially essential in a Hispanic Serving Institution. 2. In order to maximize the probability that a student will enter and complete transfer-level coursework within a one-year time frame, current success data reveals an increasing need for embedded instructional aides in English 2, including our online sections. We are currently piloting an embedded support model in our English 2 classes, including two online sections. 3. The instructional aids and retention specialists will serve the college's interest on many fronts, and the expense for these may be more than offset by the gains in terms of ongoing funding as more students complete transfer-level composition in their first year and in turn go on to complete their programs and/or transfer.
Strategy 6 - Chair II for Coordinator for ESL
We are asking for an assistant chair position similar to that in the math department to help us manage the transition to AB 705 compliance and the additional workload required by our merging departments with LEAD.
1. Due to AB705, the English department has now grown to include 14 full-time faculty and 45 associate faculty plus soon-to-be hired associate faculty to schedule, manage, evaluate, and otherwise communicate with. The increase of labor that this entails together with the ongoing changes in scheduling, professional development, equipment management, embedded support management, communication with counselors, CAS, and grant funding sources these changes have entailed goes far beyond the 50 percent reassigned time and stipend compensation for the current Chair I. The math department has far fewer associate faculty to manage and about the same number of course offerings as we do, and they have a Chair I and an additional 20 percent reassigned assistant chair to help manage the leadership role. 2. Additionally, the ESL program is unique and requires leadership beyond the capacity of the English/Journalism Chair. The work the current ESL coordinator is critical for the growth and longevity of the ESL program and this cross-discipline liaison promotes CTE programs for our ESL community. 3. As a Hispanic Serving Institution, Butte College needs to provide the leadership and resources to adequately maintain the ESL program which supports a diverse and fragile population.
Strategy 7 - Professional Development Resources
Because AB 705 impacts face-to-face and online sections of transfer-level composition, we are requesting support for a variety of in-house professional development, including ongoing monthly AB705 Implementation meetings, online pedagogy community of practice, in-house training in culturally responsive teaching and accelerated pedagogy for full-time and associate faculty, and instructor inquiry projects.
While the English department has a documented history of consistent and ongoing professional development, the external mandate of AB 705 has abruptly transformed the department and course offerings. Instructors have had to quickly adapt to significant changes in the learning environment. We anticipated, prepared for and promoted a transition into a more equitable structure for students but initial data reveals a disturbing equity gap in student success in our pilot English 3. Our goal as a department is to decrease this gap. In addition, there is a growing concern about how to best serve the needs of neuroatypical students who are now onboarding into transfer-level composition. If we intend to maximize the probability that a student will enter and complete transfer-level coursework in English within a one-year timeframe, we need to prepare and support our instructors.
We would like assistance getting classrooms on campus as we scale up our English 3 and English 2 offerings in response to AB 705, especially since English 3 will require 5 hours in the classroom per week.
We would also like assistance in storing, securing, and managing laptop carts.
We would also like to increase the number of IAs and Student Success Specialists available to Englilsh courses, especially for English 2 instructors who find themselves with a course that has a significant number of students who need more individualized support and attention.
We would also like more associate faculty office space made available for associate faculty to meet with their English 2 and English 3 students who need additional support.
Ads in the Roadrunner and Foundation donations supplement the Journalism budget.
Student Equity Funds:
Description: Professional Development & Operating Expenses
Supporting Rationale:
This augmentation also appars inthe AB705 Unit Plan. Because AB 705 impacts face-to-face and online sections of transfer-level composition, English is requesting support for a variety of in-house professional development, including ongoing monthly AB 705 implementation meetings, online community of practice, in-house training in culturally responsive teaching and accelerated pedagogy for full-time and associate faculty, and instructor inquiry projects. While the English department has a documented history of consistent and ongoing professional development, the external mandate of AB 705 has abruptly transformed the department and course offerings. Instructors have had to quickly adapt to significant changes in the learning environment. We anticipated, prepared for and promoted a transition into a more equitable structure for students but initial data reveals a disturbing equity gap in student success in our pilot English 3. Our goal as a department is to decrease this gap. In addition, there is a growing concern about how to best serve the needs of neuroatypical students who are now onboarding into transfer-level composition. If we intend to maximize the probability that a student will enter and complete transfer-level coursework in English within a one-year timeframe, we need to prepare and support our instructors.
Ongoing Augmentation: $20,000
Description: Two Computer Labtop carts & IT Support
Supporting Rationale:
This augmentation is also listed in the AB705 Unit Plan. While English currently has two carts on the main campus, these laptops were not operational until the fourth week of the fall 19 semester due to an unsustainable workload of our IT department. In fall 2019 English had 53 sections of English 2 and 14 sections of English 3. Based on student demand, we anticipate an increase in English 3 sections. Instructor use logs for for fall 19 and spring 19 document consistent reservation and use of carts, including overlapping requests that could not be met. As such, we need one cart at the Chico Center and an additional cart on the main campus. To comply with the AB 705 law, English created a co-requisite model of transfer-level composition. This model includes access to technology to support the digital literacy and onboarding needs of students that may be underprepared for transfer-level work. In addition, the pedagogical foundation of this model is just-in-time remediation (tutoring), a teaching and learning strategy designed to promote the use of class time for more active learning. This approach relies on a feedback loop between web-based learning materials and face-to-face interaction. In order to maximize the probability that a student will enter and complete transfer-level coursework within a one-year time frame, current success data reveals an increasing need for access to technology and just-in-time remediation in English 2.
This request reflects support for the current offerings of English 3 (23-27 sections a year). Should section offerings increase, additional access to technology and IT support will be required.
One Time Augmentation: $80,000
| Original Priority | Program, Unit, Area | Resource Type | Account Number | Object Code | One Time Augment | Ongoing Augment |
| Description | Supporting Rationale | Potential Alternative Funding Sources | Prioritization Criteria | |||
| 1 | Professional Development and Operating Expenses | Operating Expenses | $0.00 | $20,000.00 | ||
| Professional Development and Operating Expenses | This augmentation request is also listed in the AB705 Unit Plan. Because AB 705 impacts face-to-face and online sections of transfer-level composition, English is requesting support for a variety of in-house professional development, including ongoing monthly AB 705 implementation meetings, online community of practice, in-house training in culturally responsive teaching and accelerated pedagogy for full-time and associate faculty, and instructor inquiry projects. While the English department has a documented history of consistent and ongoing professional development, the external mandate of AB 705 has abruptly transformed the department and course offerings. Instructors have had to quickly adapt to significant changes in the learning environment. We anticipated, prepared for and promoted a transition into a more equitable structure for students but initial data reveals a disturbing equity gap in student success in our pilot English 3. Our goal as a department is to decrease this gap. In addition, there is a growing concern about how to best serve the needs of neuroatypical students who are now onboarding into transfer-level composition. If we intend to maximize the probability that a student will enter and complete transfer-level coursework in English within a one-year timeframe, we need to prepare and support our instructors |
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| 2 | 2 Laptop Carts and Corresponding IT Support | Equipment | $80,000.00 | $0.00 | ||
| Digital literacy is a SLO in English 3. English 3 is our college's response to the AB705 mandate. We need the technology resources to comply with the law and ensure student success. | This augmentation is also listed in the AB705's Unit Plan. While English currently has two carts on the main campus, these laptops were not operational until the fourth week of the fall 19 semester due to an unsustainable workload of our IT department. In fall 2019 English had 53 sections of English 2 and 14 sections of English 3. Based on student demand, we anticipate an increase in English 3 sections. Instructor use logs for for fall 19 and spring 19 document consistent reservation and use of carts, including overlapping requests that could not be met. As such, we need one cart at the Chico Center and an additional cart on the main campus. To comply with the AB 705 law, English created a co-requisite model of transfer-level composition. This model includes access to technology to support the digital literacy and onboarding needs of students that may be underprepared for transfer-level work. In addition, the pedagogical foundation of this model is just-in-time remediation (tutoring), a teaching and learning strategy designed to promote the use of class time for more active learning. This approach relies on a feedback loop between web-based learning materials and face-to-face interaction. In order to maximize the probability that a student will enter and complete transfer-level coursework within a one-year time frame, current success data reveals an increasing need for access to technology and just-in-time remediation in English 2. |
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| 3 | Chair II or Coordinator for ESL | Personnel | $0.00 | $31,000.00 | ||
| We are asking for an assistant chair or coordinator to assume leadership of the ESL department. | Due to AB705, the English department has now grown to include 14 full-time faculty and 45 associate faculty plus soon-to-be hired associate faculty to schedule, manage, evaluate, and otherwise communicate with. The increase of labor that this entails together with the ongoing changes in scheduling, professional development, equipment management, embedded support management, communication with counselors, CAS, and grant funding sources these changes have entailed goes far beyond the 50 percent reassigned time and stipend compensation for the current Chair I. The math department has far fewer associate faculty to manage and about the same number of course offerings as we do, and they have a Chair I and an additional 20 percent reassigned assistant chair to help manage the leadership role. Additionally, the ESL program is unique and requires leadership beyond the capacity of the English/Journalism Chair. The work the current ESL coordinator is critical for the growth and longevity of the ESL program and this cross-discipline liaison promotes CTE programs for our ESL community. As a Hispanic Serving Institution, Butte College needs to provide the leadership and resources to adequately maintain the ESL program which supports a diverse and fragile population. |
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