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1 San Diego Mesa College: Teacher Education Program Michele Gioxaris Global Campus, Southern New Hampshire University HEA 540: Program Evaluation Dr. Alexander Herzog June 18, 2023

2 San Diego Mesa College: Teacher Education Program Institution San Diego Mesa College (SDMC) is the largest community college in the San Diego area. As of today, SDMC has an enrollment of over 20,000 students. It has been noted that they have one of the highest transfer rates in the state of California. Of those 20,000 plus students, only 19% of them are full-time or close to 4,000 students. Over 16,000 of those students are part-time. 70% of the student population comes from minority groups, which in comparison to the state numbers is 4% lower (San Diego Mesa, n.d.). The mission of SDMC speaks about access and equity. SDMC has a large diverse, population. It is not only diverse based on race and ethnicity, but it is also diverse based on age and gender. To name some the institution values access, accountability, diversity, equity, scholarship, and integrity. In order to sustain their effectiveness in these areas, the college not only incorporates inclusiveness for their students, but they are also responsible for training faculty and staff in best practices. Some of the goals of the institution include supporting personal growth, a sense of community, innovation, and an inclusive environment in the classroom (College, n.d.). One of the programs at SDMC is the teacher education program. This particular academic program falls into what is called the Education and Guidance pathway. Students who choose the teacher education program will graduate with an associate’s in arts for a transfer degree. This degree prepares them for transfer to a four-year university. In addition, the program also offers a track for those who are bilingual in Spanish and English (College, n.d.). The Teacher Education Program is what we will be taking a look at. SDMC’s teacher education program gets students ready for employment in the field of education. Some courses that students will need to take include child development, psychology, children’s mathematical thinking, communications, critical thinking, and writing, as well as

3 philosophy. Students will not only learn the foundational skills they need in a variety of subject areas, but they will also attain the tools they need to support the needs of their future pupils. This program also offers training in managing classrooms, working with parents, and creating lesson plans that are both engaging and diverse. Once a student is ready to graduate they will be prepared to transfer to a four-year university (College, n.d.). Opportunity There are some opportunities for improvement in the Teacher Education Program at San Diego Mesa College. Currently, in San Diego, there is a shortage of educators that come from Latin and Hispanic backgrounds and it would be essential for elementary students to be educated by those that look like them. Creating a pathway for aspiring teachers from diverse backgrounds, including Latinx/Chicanx/Hispanic to gain employment in K-12 schools in San Diego. The goal is to close diversity and gender gaps for many students who lack the benefits of having a culturally responsive education taught by teachers who are representative of the students (Nichols Kearns, 2020, pg. 1). The program has now put into place the DEBER Scholars Program. Deber stands for Developing Effective Bilingual Educators with Resources and in English deber means duty. Students who are bilingual in Spanish and English will now get the opportunity to not only become teachers, but they will be able to serve within their communities. In 2020 students with the highest graduation rate at San Diego Mesa College were not Hispanic or Latino, but Asian females at 72.4%. That number is substantially less for Hispanic and Latino/a students; 20.2% male and 28.4% female.

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4 Figure 1 Graduation Rate by Race and Sex Keeping our focus on the Hispanic population of students, another area for improvement would be to increase the number of degrees attained by Hispanic males. Based on the data from the academic year 2021, 1,632 degrees were conferred to students. 607 were received by Hispanic or Latinos. While those numbers are high, only 245 of those scholars were male, which is lower than their female counterparts (The Integrated Postsecondary, n.d.). Data from Outside the Institution Having male teachers of color can benefit a large population of students attending K-12 schools. However, the number of men of color in this field has decreased. Black and Latinx candidates made up just 19% of teacher preparation candidates, including baccalaureate and postbaccalaureate candidates, in fall 2008. Four years later,

5 in 2012, Black and Latinx candidates comprised about 20% of bachelor’s degree earners in 2012, but only 14% of bachelor’s degrees in education (Carver-Thomas, 2018, p. 12). It is important to increase these numbers in order to reach all students. Students of underrepresented communities need to be represented in the classroom and that starts off with having a teacher who not only looks like them but can relate in a culturally diverse way. Doing so can have a positive impact on the student’s experience. Additional Data In order to further evaluate the Teacher Education Program at San Diego Mesa College, further data will be needed. Such data on enrollment is necessary to see how many students have enrolled in this particular program over a period of at least five years. In addition, we would need to know about the enrollment and retention of those students. Surveying high school students could benefit in finding out what they want out of such a program. Also, to survey alumni to see if the college met their expectations and if their outcomes have been met, based on the mission of the school and the program. In order to see this to fruition, recommendations need to be put into place; and those recommendations are required to be based on the standards of accreditation. Recommendations and Strategies The first recommendation would be to initiate a mentoring program, within the Teacher Education program, for Hispanic and Latino males. We want to connect those coming into the program from high school, including non-traditional students, with a mentor; someone who will provide guidance and support. The mentors should be hired separately from faculty or staff and should have a Hispanic or Latino background. At the present time, SDMC has no such program. Offering mentorship opportunities to such students will allow them to not only feel a sense of

6 community but also allow them to learn about leadership opportunities and gain further knowledge in the field of education. To begin, those students should be given a survey at the time of registration. We want to know more about who they are and their expectations of the program. This information can be used to match them with the right mentor. To gather further information, surveys should be done halfway through the mentoring program. We can utilize this survey to see if their expectations of the program are being met and to see if any changes need to be made moving forward (Carruthers, n.d.). The institution will need to hire staff specifically for the mentoring program, in this field. The next recommendation would be a retention program that targets Latino and Hispanic students. Tracking students’ academic progress is important. Checks should be done by advisors throughout the semester. We want to be sure that we are aware of any student who is at a high risk of dropping out or failing. Initiating a program like this can give advisors and administrators alerts when a student is in academic danger. The student would be emailed and called so that they can get the academic support they need. There are plenty of resources available and students should take advantage of these services. Ellucian CRM Advise is a program that is used to do just that. Advise will give staff up- to-date data on student performance. Dashboards can be personalized. That said, students who have identified as Latino or Hispanic can be put into their own cohort. Trends in grades can be observed by the administration. Alerts will then trigger one-on-one communication with the student. Students who show a trend of poor attendance or poor grades can be contacted by staff via phone call, as well as email. It can coordinate student support across student service offices

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7 (Ellucian CRM Advise). Incorporating Advise can offer support to students in need quickly, so that students who are at high risk, can receive services immediately. The final recommendation is to increase the diversity of the staff within the Teacher Education program. SDMC needs to be more inclusive in its hiring procedures. In order to draw a diverse pool of candidates, the job posting needs to exhibit the need and want for diversity within their faculty. This could aid in reaching out to the target demographic of applicants (Inclusive faculty, n.d.). Search committees need to be more diverse as well. Unconscious bias training should be given each semester and should be required for both faculty and staff. This training can ensure that your committee is unbiased and diverse. It has been identified that students who are taught by individuals who look like themselves have a greater success rate. According to Bitar, et al. (2023), “Research shows that faculty diversity and a sense of belonging are key components of student success, and recent studies demonstrate that overall graduation rates for students of color are positively affected by faculty diversity” (p. 6). Regulatory and Accreditation Standards Accreditation standards are in place to guarantee that an institution of higher education is offering its stakeholders quality services as well as attaining degrees of excellence. These standards are what is needed to run a successful institution. Specific standards, put into place by the Accrediting Commission for Community and Junior Colleges (ACCJC) and the Western Association of Schools and Colleges (WASC) are the standards that the above recommendations were based off of. Standard I speaks about the mission and institutional effectiveness and how institutions need to set standards for the achievement of their students. It also talks about how they are to use any

8 data collected and utilize processes that will support their students’ learning. Standard II is about instructional programs and how they need to be in line with the college’s mission, in order for students to be able to attain their degree or certificate. Additionally, the institution should utilize support services that are inclusive, diverse, and equitable. Finally, Standard III, communicates that all staff and faculty are supported through diverse and unbiased policies and practices (Eligibility, 2022). Standards Standard I: Mission, Academic Quality and Institutional Effectiveness, and Integrity B. Assuring Academic Quality and Institutional Effectiveness B1. The institution demonstrates a sustained, substantive and collegial dialog about student outcomes, student equity, academic quality, institutional effectiveness, and continuous improvement of student learning and achievement. B2. The institution defines and assesses student learning outcomes for all instructional programs and student and learning support services. B3. The institution establishes institution-set standards for student achievement, appropriate to its mission, assesses how well it is achieving them in pursuit of continuous improvement, and publishes this information. B4. The institution uses assessment data and organizes its institutional processes to support student learning and student achievement. Standard II: Student Learning Programs and Support Services A. Instructional Programs A1. All instructional programs, regardless of location or means of delivery, including distance education and correspondence education, are offered in fields of

9 study consistent with the institution’s mission, are appropriate to higher education, and culminate in student attainment of identified student learning outcomes, and achievement of degrees, certificates, employment, or transfer to other higher education programs. A3. The institution identifies and regularly assesses learning outcomes for courses, programs, certificates and degrees using established institutional procedures. A7. The institution effectively uses delivery modes, teaching methodologies and learning support services that reflect the diverse and changing needs of its students, in support of equity in success for all students. Standard III: Resources A. Human Resources A12. Through its policies and practices, the institution creates and maintains appropriate programs, practices, and services that support its diverse personnel. The institution regularly assesses its record in employment equity and diversity consistent with its mission. Recommendations and Alignment Based on the data, San Diego Mesa College (SDMC) has a diverse student population. Their enrollment of Hispanic or Latin students is 70%. While this is fairly high, it is less than the total average of California, which is 74% ( San Diego Mesa College, n.d. ). However, within the Teacher Education program, only 20.2% of males, and 28.4% of female students in the program have graduated. Another area where diversity needs to be addressed is the number of Hispanic males, as a whole, that have graduated. Only 245 Hispanic males have attained a degree (The Integrated Postsecondary, n.d.). Looking at the state of California we find that there

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10 are not enough educators that are Latin or Hispanic. Hence the reason why SDMC needs to boost its numbers when it comes to the diversity of degrees conferred in the Teacher Education Program. Recommendation 1. Professional development for faculty. Professors need to be familiar with their students, culturally. Developmental workshops entail the educator learning about different strategies that they can utilize in the classroom, which will create a more inclusive and equitable environment for their Latin and Hispanic students (Supporting Latinx, n.d.). Recommendation 2. Initiate some form of a mentoring program for Hispanic and Latino males. A mentoring program could aid the student in transitioning from high school to college. Mentors can provide the student with the guidance they need to be successful. Mentoring can open the door to leadership opportunities, and knowledge in their field, and offer a sense of community for that individual (Latino Student, n.d.). Recommendation 3. The institution needs to increase the diversity of its staff and faculty. Recruitment ads should be looked at and reworked. The idea is to reach an array of candidates. The language of the ad needs to be more inclusive (McConnell, n.d.). Recommendation 4. Implement a leadership and retention program that targets Latino and Hispanic students. Provide these scholars with services that are culturally relevant. Academic checks should be done throughout the semester to “track student progress, research mentoring with faculty, cultural intelligence (IQ) assessments to help students understand and navigate similarities and

11 differences between their cultural identity and the university’s dominant cultural context…” (What Works, 2019, p. 26). Recommendations: Teacher Education Program The Teacher Education Program at San Diego Mesa College is currently undergoing an evaluation. There are areas within said program that need attention. They include an increase in the recruitment of more people of color, the retention and graduation rate of the Hispanic and Latino student population, and growing the number of degrees conferred to males of the Hispanic and Latino cultures. Recommendations have been presented and will be evaluated in order to make such improvements within the program. We will be measuring the success of the recommendations, how they will continue to foster improvements, as well as addressing any institutional challenges. The recommendations that were put forth for the Teacher Education Program involve a mentoring program, a retention program that involves Latino and Hispanic students, and to increase the diversity of staff and faculty at the institution. Measuring Success There are many ways that we can measure the success of the above-mentioned recommendations. As of now, the mentoring program has not been implemented yet, so there will be some difficulty in knowing its current success. However, there are other steps that can be taken to evaluate the recommendation of the mentoring program. Research has been done to provide the Teacher Education Program with evidence-based data showing the importance of a mentor program at an institution of higher education. It has been shown that students who participate in such a program will have higher GPAs and more often will stay in school. Being in a mentoring program assists students in developing the skills they need to be successful after they attain their degree (The Role of Mentoring, 2011).

12 Implementing the CRM Advise program will help not only staff identify students experiencing academic struggle within all academic programs, but it will also aid students in getting the help they need to increase their performance. Figure 1 gives us an outlook of the results moving forward. Students will be given a survey at the end of each semester, focusing on contact by administration throughout the year. If students are in fact contacted, the survey will ask them if they were directed to the proper academic services. The number at first will be low but estimated to increase as students and staff get acclimated to Advise. The utilization of this system could assist the college with retention rates. 12.60% 34.07% 53.33% Student Contact via CRM ADVISE FY 23 FY 24 FY 25 Figure 1 Fostering Continuous Improvement Continuous Improvement is a way a college can ensure that the plan and procedures that have been put into place are successful and effective. The cycle of improvement has four stages: Plan, Implement, Collect Information, and Analyze (Continuous Improvement, n.d.). Continuing to evaluate the above-mentioned recommendations can provide the administration with the

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13 strengths and weaknesses of the program. We want to find out what processes are working and what processes need adjusting. In order to do so, surveys should be distributed via email to students after each semester and then combined at the end of each academic year. The numbers from each semester should be looked at separately and the end of the year data should be looked at as a whole. Analyzing the data from each semester will show if there is an issue in a given semester. Institutional Challenges Challenges may arise and the institution needs to be ready for them. There should be provisions put into place if challenges should come about. One of those challenges could be if there is not a large response to the student surveys. “Sending push notification reminders can prompt students to fill out the survey. Referencing the time left to respond to the survey can generate a sense of urgency, while personalizing push notifications according to student roles can increase open rates and participation” (Campus app, 2023, p. 4). Evaluating the recommendations that have been presented allows San Diego Mesa College’s Teacher Education Program to be successful. The recommendations that have been presented should assist the stakeholders, the students in achieving their degree, as well as the knowledge they need to be future teachers. Reviewing these recommendations, we can see the benefit of the program. Data and research have shown that putting these proposals into practice can offer San Diego Mesa College the opportunity to not only grow its Teacher Education Program but to offer those students the knowledge and skills they need to be outstanding educators themselves. Eliciting Support The Teacher Education program at San Diego Mesa College is undergoing an evaluation. Although our recommendations are based on the standards of accreditation, we want to elicit

14 support and feedback from stakeholders. Temmerman (n.d.) explains “ Stakeholder engagement usually involves communicating with stakeholders about an institution’s achievements to date and its plans for the future as well as asking their views about both… Stakeholder feedback can then be appropriately factored into the change management process” (p. 1). For the purpose of this evaluation, we will be soliciting both internal and external stakeholders. First, we have current students in the program. Talking with students and having them involved will give us the opportunity to find out what they are thinking. We need their point of view to know what should be changed and what should be left alone. Students will want to give their opinion. To gain the support of the students we will want to show them what parts of the program will be changing and explain to them why. In order to show them we will use infographics as a component of our presentation. Utilizing an infographic allows us to break down larger, complex pieces of the recommendation to display it in simpler terms (Powles, 2022). Students will have a lot of questions, so we want to be as prepared as possible. Having this discussion with students is important. It is their program and they should have some input. The Office of Institutional Research (IR) houses all of the data for the institution. They keep track of anything and everything related to things like enrollment, retention, demographics, etc. They also make sure that the standards of the college are in line so that the college follows accreditation. We want IR as part of the evaluation of our recommendations. They would be a great asset in collecting the necessary information. The Office of Institutional Research “involves an understanding of the data available to answer pressing questions about student access and success and institutional operations and the process by which previously unavailable data are collected. The process of collecting and reporting required and requested data is

15 encompassed in this area” (Duties and functions, n.d.). IR will be able to assist with this data collection in order for us to make more informed recommendations. Soliciting assistance from local school districts can be quite useful. The local school districts will be the ones employing these students after they have graduated. They will want to know that current and future students are receiving a quality education and an education that will make them tomorrow’s educators. The districts will need to know what program changes will be made and if those changes will include a more diversified curriculum, being that San Diego is one of the most diverse cities in California. In order to recruit future educators, we will want to speak with high school juniors and seniors. It is at this time that these particular individuals are making their decisions as to where they want to further their education. Essentially, they are the future of the program. We want to know what they are looking for in a program and if our recommendations fall in line with what they are looking for. These particular students will want to know if San Diego Mesa’s Teacher Education program will be worth enrolling in; one where they will receive a quality education in the field of teaching. Technologies and Data The message to the stakeholders needs to be delivered effectively and accordingly. We want to make sure that we convince each stakeholder of our plan. In order to effectively evaluate recommendations, each stakeholder should be privy to the issues at hand. Local school districts will want to know about the diversity in the program, while those in Institutional Research will want to know what standards were being when putting together those recommendations. Students, both current and future need to know all about program edits and updates. It is

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16 necessary that all stakeholders are aware of how these recommendations will ensure the survival of the program as well as how they will increase diversity, retention, and graduation rates. Each stakeholder should be approached differently. We want to make sure that first, they understand that their support in feedback is important and vital to our recommendations. As Shepherd (2023) states, “Stakeholder communication requirements, transparency, accuracy, and communication are key. In addition, identifying and engaging with your stakeholder groups at an early stage will help to keep the project on track (p. 1). Consideration should be taken in what needs to be communicated to each individual stakeholder. For instance, high school and current students, do not need to know about retention and demographics in great detail. They will need to be more aware of program changes and updates. In terms of presentation, each needs to be different for each specific stakeholder. When speaking with IR, dashboards can be used to display data and information necessary for the evaluation of the recommendation. You would not use this type of presentation when speaking with students, as staff in IR are accustomed to reading and dissecting such forms of data. Students, current or otherwise will need a simpler presentation such as infographics and bar graphs. Presentations such as these are more engaging and appealing to the eye. Local school districts will want data such as GPAs, retention, graduation rates, and areas of specialization. While students will want to know about the specializations offered, they will not need to know much more than that. Conclusion As one of the most diverse colleges in San Diego, SDMC still needs to work on its retention of Hispanic and Latino/a/x students; especially their male students. While the number of those registered is high, it is still lower in comparison to the whole state of California. The

17 Teacher Education program is important in the education of these particular students. We want to be able to assist these students so that they are ready for the real world of teaching. Local schools are looking for teachers who represent this population. It has been shown that it can be essential for children to be taught by those they can identify with. Using data over the course of a few years we will assist in putting forth recommendations, as well as soliciting the above- mentioned stakeholders. The Teacher Education program at SDMC will be prepared to further produce efficient, knowledgeable, qualified teachers, to educate the young minds of the San Diego district.

18 References Accreditation Standards - Accrediting Commission for Community And ... , accjc.org/wp- content/uploads/Accreditation-Standards_-Adopted-June-2014.pdf. Accessed 14 May 2023. Assessment and Institutional Research . NACADA > Home. (n.d.). https://nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Assessment-and- Institutional-Research.aspx Bitar, J., Montague, G., & Ilano, L. (2023, January 11). Faculty diversity and student success go hand in hand, so why are university faculties so white? The Education Trust. https://edtrust.org/resource/faculty-diversity-and-student-success-go-hand-in-hand-so-why- are-university-faculties-so-white/ Carruthers, R. (n.d.). Mentorship program survey questions: 28 examples: Together mentoring software . RSS. https://www.togetherplatform.com/blog/mentorship-program-survey-questions Campus app - 4 ways to promote surveys - CAMPUSM app . campusM. (2023, March 30). https://campusm.exlibrisgroup.com/article/4-ways-to-promote-surveys-using-your-campus- app/ Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain ... Retrieved May 7, 2023, from https://learningpolicyinstitute.org/sites/default/files/product- files/Diversifying_Teaching_Profession_REPORT_0.pdf College, S. D. M. (n.d.). Education . Education Program and Courses | San Diego Mesa College. Retrieved May 7, 2023, from https://www.sdmesa.edu/academics/v2/programs/education/ College, S. D. M. (n.d.). Education & guidance . Education & Guidance Career Pathways | San Diego Mesa College. Retrieved May 7, 2023, from

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19 https://www.sdmesa.edu/academics/v2/academic-career-pathways/education- guidance.shtml College, S. D. M. (n.d.). Mission/Vision/Values . San Diego Mesa College. Retrieved April 27, 2023, from https://www.sdmesa.edu/about-mesa/mission-vision-values/ Continuous Improvement . Continuous Improvement - Center for Instructional Technology and Training - University of Florida. (n.d.). https://citt.ufl.edu/resources/course-design- basics/evaluate-and-revise/continuous-improvement/#:~:text=At%20its%20most%20basic %2C%20the,the%20process%20will%20be%20effective . Duties and functions of Institutional Research. (n.d.). https://www.airweb.org/ir-data-professional- overview/duties-and-functions-of-institutional-research Eligibility, standards & policies . ACCJC. (2022, June 22). https://accjc.org/eligibility- requirements-standards-policies/#accreditation-standards Ellucian CRM Advise . Ellucian Europe, Middle East, Africa, India, and Asia Pacific. (n.d.). https://www.ellucian.com/emea-ap/solutions/ellucian-crm-advise#features-list-146906 Inclusive faculty searches: Best practices . Inclusive Faculty Searches: Best Practices | Faculty Development & Diversity. (n.d.). https://faculty.yale.edu/inclusive-faculty-searches-best- practices Latino Student Mentoring Program . Office of Cultural & Academic Transitions. (n.d.). https://ocat.msu.edu/latino-mentoring-program/ McConnell, B. (n.d.). 12 ways to improve your diversity recruiting strategy . Modern ATS & collaborative recruitment software. https://recruitee.com/articles/diversity-recruiting- strategy

20 Nichols Kearns, J., & Dorst, L. (2020, August 5). Mesa College's Teacher Education Pathways Project wins innovation of ... Retrieved May 7, 2023, from https://www.sdmesa.edu/_resources/newsroom/posts/innovation-of-the-year-award.php Powles, M. (2022, May 26). The effectiveness of using infographics in your content marketing . Browser Media. https://browsermedia.agency/blog/effectiveness-of- infographics-content-marketing/ San Diego Mesa College - San Diego, CA . Community College Review. (n.d.). Retrieved May 7, 2023, from https://www.communitycollegereview.com/san-diego-mesa-college-profile San Diego Mesa College . Data USA. (n.d.). Retrieved May 7, 2023, from https://datausa.io/profile/university/san-diego-mesa-college#rate Shepherd, A. (2023, May 18). 7 ways to effectively communicate with your stakeholders . Infrastructure Magazine. https://infrastructuremagazine.com.au/2021/08/13/7-ways-to- effectively-communicate-with-your-stakeholders/#:~:text=Email%20is%20one%20of %20the,managing%20communications%20with%20each%20stakeholder. Supporting Latinx leadership: Two-part discussion and training. (n.d.). https://www.academicimpressions.com/supporting-latinx-leadership/ Temmerman, Ni. (n.d.). The importance of listening to university stakeholders . University World News. https://www.universityworldnews.com/post.php?story=20180410151237739 The Integrated Postsecondary Education Data System . (n.d.). Retrieved May 7, 2023, from https://nces.ed.gov/ipeds/datacenter/InstitutionProfile.aspx The Role of Mentoring in College Access and Success . Research to Practice Brief. (2011). https://wsac.wa.gov/sites/default/files/2014.ptw.%2831%29.pdf

21 What Works for Latino Students in Higher Education: 2019 Compendium--Examples of iExcelencia! (2019). In Excelencia in Education. Excelencia in Education.

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