User s Guide to. Cerritos College. Accreditation 2014

Transcription

1 User s Guide to Cerritos College Accreditation 2014 Team Visit: March 3-6, 2014

2 Message from the President/Superintendent During the week of March 3-6, 2014, an evaluation team of experienced educators will visit Cerritos College to determine whether the college continues to meet Accreditation Standards and whether the college is sustaining its educational quality and institutional effectiveness. As a part of the visit, the team will conduct meetings with college employees and review evidence to verify statements made in the 2014 Cerritos College Self Evaluation report. The self evaluation report is a result of a campuswide effort to evaluate the college s strengths and weaknesses and identify areas where the college can improve. In this guide, you will find the following information to assist you as you prepare for the upcoming site visit: Accreditation site visit information An overview of the Accreditation process, possible outcomes, and what to expect during the visit A summary of several major initiatives that the college has undertaken since the 2008 Accreditation site visit A summary of the Accreditation Standards A list of websites to visit for further information I would like to thank each of you for your hard work in preparing for the site visit. As a college, we will embrace the findings of the evaluation team and improve our processes so that we continue to fulfill our mission of providing students with high quality, comprehensive instructional programs and support services that improve student success and offer clear pathways to achieve their personal, educational, and career goals. Sincerely, Dr. Linda L. Lacy President/Superintendent 2 1 Message from the President/Superintendent

3 Mission Statement Accreditation Site Visit Information The Board of Trustees approved the college s mission statement on October 16, The mission statement is published in Board Policy 1200 and in the catalog, schedule of classes, online, and in a variety of other college web pages, and reads as follows: Cerritos College values its diverse student population and is committed to providing these students with high quality, comprehensive instructional programs and support services that improve student success and offer clear pathways to achieve their personal, educational, and career goals. In doing so, the college develops in students the knowledge, skills, and values that prepare them to be productive participants in the global community. Tuesday, March 4 11:00 a.m. LC 155 (Teleconference Center) Open Forums Wednesday, March 5 2:30 p.m. LC 155 (Teleconference Center) The team will hold two open forums where all members of the college community are welcome to attend and discuss any aspect of the self evaluation. At these forums, the team members will be unable to respond to questions from the college community. Exit Meeting Thursday, March 6 11:00 a.m. LC 155 (Teleconference Center) The team will hold a final open meeting where the Team Chair will share the team s major findings and offer the college suggestions from the team. At the exit meeting, the team members will be unable to respond to questions from the college community. Site Visit Team Members The following is a list of the visiting team members: Dr. Gilbert Stork (Chair) Superintendent/President Cuesta College Mr. Dennis Bailey- Fougnier Vice President of Student Services Cabrillo College Mr. Stan Carrizosa Superintendent/President College of the Sequoias Ms. Meghan Chen Dean of Library & Learning Resources Mt. San Antonio College Dr. Kelly Cooper Instructor West Valley College Dr. Marcia Corcoran Dean of Language Arts Chabot College Dr. James Dire Vice Chancellor for Academic Affairs Kauai Community College Mr. Brent Hastey Trustee Yuba Community College District Ms. Shannon Hill Executive Director of Institutional Advancement/ Foundation Cuesta College Ms. Michelle Johnson Institutional Research Coordinator Reedley College/Willow International Center Ms. Deborah Wulff Vice President of Academic Affairs Cuesta College Up to two team members may be added. For the most up-to-date information regarding the Accreditation site visit, please visit Mission Statement Accreditation Site Visit Team Members

4 What You Should Know about Accreditation WHAT IS ACCREDITATION? Accreditation is the primary process by which colleges and universities in the U.S. assure and improve educational quality. Accreditation provides assurance to students that the educational activities of a college have been found to meet Accreditation Standards and are satisfactory. A college s accredited status assures to students easier transfer of earned academic credits, the opportunity to receive federal financial aid, and greater acceptance of students credits, certificates and degrees by employers, licensing agencies, and other colleges. Who accredits Cerritos College? The Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges (ACCJC/WASC) accredits twoyear institutions in California, Hawaii and other Pacific Island regions, including Cerritos College. The ACCJC is recognized by the U.S. Department of Education and undergoes a federal recognition review every five years. How does the Accreditation process work? The ACCJC utilizes a peer review process on a six-year cycle to assure and improve educational quality. Peers from other colleges in the region form a Site Visit Team to evaluate our college based on the Accreditation Standards, Eligibility Requirements and Commission policies. During the visit, the team will meet with employees, review evidence as part of the college s Self Evaluation report, and write a team report with recommendations to the ACCJC regarding the college s accredited status. Before the Site Team Visit, be familiar with: the information contained in this guide, including the ACCJC Standards that affect your division/area the Cerritos College Mission Statement our Accreditation web page linked at the functions of our shared governance committees (link on page 20) WHAT ARE THE POSSIBLE OUTCOMES OF THE SITE TEAM VISIT? The site visit team will make one of the following recommendations to the ACCJC regarding the college s accredited status: Reaffirm Accreditation The college substantially meets or exceeds the Accreditation Standards. Recommendations are directed toward strengthening the institution. Reaffirm Accreditation and Request a Follow-Up Report Recommendations are directed toward a small number of issues which may threaten the ability of the college to continue to meet the Accreditation Standards. A follow-up report is required and resolution of the issues is expected within a one- to two-year period. Defer a Decision on Reaffirmation of Accreditation A decision is postponed pending specified additional information or to allow the college to correct deficiencies and report to the Commission within six months or less. Issue Warning The college has deviated from the Accreditation Standards but not to such an extent as to warrant Show Cause or the Termination of Accreditation, or fails to respond to conditions imposed upon it by the Commission. Order Show Cause The college is in substantial non-compliance with Accreditation Standards, or has not responded to the conditions imposed by the Commission. The Commission requires that the college Show Cause as to why its accredited status should not be withdrawn. Terminate Accreditation The college has not satisfactorily explained or corrected matters of which it has been given notice, or has taken action that has placed it significantly out of compliance with Accreditation Standards. Source: Accreditation Reference Handbook < uploads/2013/07/accreditation_reference_handbook.pdf> What to Expect from the Site Team Visit Be prepared to provide any information about your area if needed by members of the visiting team, and attend meetings with the team if asked to do so. Participate in one of the collegewide open forums with the team. Attend the team s final exit meeting on Thursday, March What You Should Know about Accreditation What You Should Know about Accreditation

5 Four success, developing effective employees and leaders, improving resource management, improving instructional vocational programs, and enhancing institutional effectiveness. Initiative 1: Strategic Planning Cerritos College utilizes the Educational Master Plan as criteria for determining its priorities. The plan focuses on increasing collegewide student College Strategic Goals (7 circles) Strategic Retreat Annual College Strategic Retreat/ Refinement of College Goals Present Data and Goals Progress Goal Implementation Cerritos College Strategic Planning Process Cerritos College Mission Evaluate and Refine College Goals Unit/ Division/ Area Plans Evaluation Unit/ Other Plans Evaluation (Program Review) Action Plan Implementation Unit Plan Resource Prioritization Division Resource Prioritization Area Resource Prioritization Area Plans Presentation to Planning & Budget Implementation Resource Allocation Executive Council Resource Prioritization Planning & Budget President College Budget Development Board Adopts Budget Approved 3/7/

6 Initiative 2: The Seven Circles The college recently integrated the educational master plan with the Strategic Plan, also known as The 7 Circles, which establishes strategic directions for the college. The unit, division, and area planning processes establish goals which are required to be linked to The 7 Circles, as described in planning rubrics. At the collegewide planning levels, these goals also serve to establish resource allocation priorities. Through the annual unit planning process, departments analyze learning and achievement data and establish new goals and activities that tie to the college s strategic goals. The unit plans include a variety of important data such as student success, retention/completion, and student engagement data. Each department must base its objectives and activities on learning and achievement data in order for its resource requests to be prioritized by the college. During the annual strategic planning retreat, data provided by the Office of Research and Planning serves to determine whether the college is meeting its strategic goals and facilitates dialogue about how goals can be better achieved. The institutional dialogue that occurs is an integral aspect to the unit planning, program review, and student learning outcomes assessment processes. The Seven Circles represent the Cerritos College Strategic Plan, calling for ongoing improvement in seven strategic areas: Student Engagement Understanding that learning is a collaborative effort, Cerritos College will provide relevant services, activities, and programs that inspire student engagement both in and out of the classroom in order to promote student investment in their education. Teaching Practices Cerritos College promotes effective teaching practices informed by pedagogical expertise, collaboration, reflective self-assessment, and integration of classroom and online technology to facilitate student engagement and achievement of educational goals. Academic Infrastructure Cerritos College will provide an academic infrastructure that supports an effective teaching-and-learning environment. Instructional Programs Cerritos College offers innovative instructional programs providing efficient educational pathways that deliver excellent, leading edge, relevant transfer options, career and technical education, and basic skills development that lead to student success. Support Services Cerritos College will provide holistic, comprehensive, well-organized, innovative support services and programs leading to student success. Resource Management Cerritos College will implement and maintain effective and efficient resource management practices, with input from all constituencies, to ensure financial stability, appropriate staffing and facilities levels, and necessary services driven by its mission of student success. Campus Leadership Cerritos College will continuously improve the quality of leadership through education, assessment, and collaboration that will empower employees to foster student success. 8 9

7 Initiative 3: Institutional Competencies and Student Learning Outcomes (SLOs) About Student Learning Outcomes Student Learning Outcomes are general statements about what it is faculty members want students to know, be able to do, or value upon completing a particular course. Cerritos College assesses Student Learning Outcomes at the course, program, and institutional levels. At the course level, it is the intent of the college to assess every course offered during a given academic year. To do this, the college attempts to assess all the courses offered in the fall semester; in the spring semester, the assessment results and Analysis of Student Learning forms are submitted to the SLO Committee to identify plans for improvement to teaching and learning. The college also assesses a couple of hundred courses in the spring to collect the data on spring-only courses. Indirect and Direct Assessment of Courses For courses with only a few sections or a single section, department faculty have the option of employing a direct or an indirect assessment. Direct assessments ask students to demonstrate their knowledge of skill through an exam, essay, portfolio, project, etc. Departments employ direct assessment tools primarily in their large, multi-section courses. To do so, the department faculty work collaboratively to create assessment tools, collect and analyze results, and complete the Analysis of Student Learning form, which identifies, among other things, plans for improvement. The indirect assessment is a survey which asks students to assess their ability for each of the learning outcomes for the course. The instructors receive the survey results to obtain students impressions of what they learned well and what they did not. This information can be helpful in determining whether students are receiving adequate feedback on their learning. The assessment results, however, do not determine whether the course SLOs have been met. To do this, the faculty member reviews his or her own courses assessments results to determine which SLOs have been achieved. On the Analysis of Student Learning form, the faculty member identifies which of the SLOs have been achieved, and which have not, and identifies plans for improvement. Program Competences and SLOs The college also assesses at the program level. For assessment purposes, the college has defined three broad programs: General Education (GE), Career and Technical Education (CTE), and Developmental Education (Dev Ed). For each program, the college has identified the values and skills beyond the course content that students need in order to be successful in college courses. A description of all program-level competencies and SLOs is posted on the SLO Committee website (see page 20). The college assesses at least one competency from each program for the last three years and intends to start assessing one competency a semester from each program. The college has developed assessment tools for each of the competencies; the results of the assessments are gathered by the SLO Committee and an assessment report is written in collaboration with Research and Planning for each of the programs. The assessment reports are part of the materials departments receive for their annual planning process and are also available online. Institutional Competencies and SLOs Finally, Cerritos College assess four institutional competencies: Independent Learner, Civic Responsibility, Personal Responsibility, and Global Awareness. These competencies, shown on pages 12-13, are values that are clearly expressed in the college s mission and values statements and the college wishes to develop in each student who pursues a degree or certificate at the college. The college assesses at least one institutional competency a year. The SLO Committee and Research and Planning office collaborate to analyze the results and publish an assessment report that is distributed to each department with their planning materials

8 Institutional Competencies and Student Learning Outcomes (SLOs) Independent Learner Students focus on their academic assignments, their academic progress, and their academic goals. Students advance in their learning, through their classes and their programs. Students link up with peers, faculty, and campus resources to receive support and encouragement. Students comprehend not only what they learn, but also how they learn, striving for understanding course content rather than simply completing assignment. Students organize their course assignments and course selection around a clear Educational Plan. Students develop new ideas, perspectives, and skills to develop an understanding of the complex world in which they live. Students identify important issues concerning their communities. Students differentiate between accepting and respecting the opinions of others. Students recognize the various cultures within their communities. Students perform actions that make a positive impact on their community, such as work and/or volunteer service. Students express the values and the procedures of the American democratic process. Civic Responsibility Personal Responsibility Students access important information, assistance, or resources to reach their goals. Students manage their behavior appropriately when confronted with difficult situations. Students choose daily activities that contribute to the attainment of their long-term goals. Students modify their behavior when confronting obstacles to their goals. Students seek feedback regarding their conduct and their progress. Students identify the various elements of their values, beliefs, ideas, and world views. Students recognize a variety of diverse cultures and their values, beliefs, ideas, and world views. Students distinguish between the national, transnational, and global nature of political, economic and social events. Students recognize that national economic activity impacts the global environment. Students recognize universal human rights as the foundation of global citizenship. Global Awareness 12 13

9 Initiative 4: ifalcon Habits of Mind The college is committed to student success through support of the ifalcon: Habits of Mind campaign. In , the Faculty Senate initiated the campaign to provide students with a common framework around which to develop the skills and behaviors that lead to academic success. The campaign s initial efforts were awarded a five-year federal Title V grant to expand the program by researching and creating effective methods of promoting and institutionalizing student success initiatives. In fall 2011, the college was awarded the California Community College Chancellor s Student Success Award for this program and presented on this program at the statewide Student Success Conference in October The Habits of Mind are a common set of skills and practices that successful students possess. They can be summarized according to the following: Focus - Successful students focus on the work to be done. They are academically self-disciplined, spending appropriate amounts of time studying. They come to class on time and prepared. They complete all assignments and turn them in on time. They finish their programs. Advance - Successful students advance by always improving. They embrace life-long learning. They understand that subject expertise requires a long-term commitment, and commit to ongoing development of thinking skills and learning skills. Link Up - Successful students link up with the academic community. They get involved. They get to know their professors, study in groups, surrounding themselves with focused students and mentors. They use College resources and programs to help with their learning. Comprehend - Successful students study for comprehension. They seek to understand course content rather than simply complete requirements. They ask questions to gain understanding, reflect on what they are learning as well as if they are learning. Organize - Successful students are organized. They plan to succeed. They have an educational goal. They focus on their educational purposes, maintain a specific education plan, and choose classes with an intentional learning purpose in mind. New Ideas - Successful students embrace new ideas. They are curious, seeking out new perspectives and skills. They transfer concepts to new contexts in order to solve problems. They integrate concepts and knowledge to form a greater personal understanding

10 ACCJC Standards (Abridged) and Cerritos College Self Evaluation Authors Standard I: Institutional Mission and Effectiveness The institution demonstrates strong commitment to a mission that emphasizes achievement of student learning and to communicating the mission internally and external.the institution uses analyses of quantitative and qualitative data and analysis in an ongoing and systematic cycle of evaluation, integrated planning, implementation, and re-evaluation to verify and improve the effectiveness by which the mission is accomplished. I.A. Mission The institution has a statement of mission that defines the institution s broad educational purposes, its intended student population, and its commitment to achieving student learning. Authors: Lucinda Aborn (Co-Chair), Jack Swanson (Co-Chair) I.B. Improving Institutional Effectiveness The institution demonstrates a conscious effort to produce and support student learning, measures that learning, assesses how well learning is occurring, and makes changes to improve student learning. The institution also organizes its key processes and allocates its resources to effectively support student learning. The institution demonstrates its effectiveness by providing 1) evidence of the achievement of student learning outcomes and 2) evidence of institution and program performance. The institution uses ongoing and systematic evaluation and planning to refine its key processes and improve student learning. Authors: Rick Miranda (Co-Chair), Kay Nguyen (Co-Chair), Connie Boardman (Co-Chair), Stephanie Murguia, Tim Nguyen Standard II: Student Learning Programs and Services The institution offers high-quality instructional programs, student support services, and library and learning support services that facilitate and demonstrate the achievement of stated student learning outcomes. The institution provides an environment that supports learning, enhances student understanding and appreciation of diversity, and encourages personal and civic responsibility as well as intellectual, aesthetic, and personal development for all of its students. II.A Instructional Programs The institution offers high-quality instructional programs in recognized and emerging fields of study that culminate in identified student outcomes leading to degrees, certificates, employment, or transfer to other higher education institutions or programs consistent with its mission. Instructional programs are systematically assessed in order to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes. The provisions of this standard are broadly applicable to all instructional activities offered in the name of the institution. Authors: Carolyn Chambers (Co-Chair), Rachel Mason (Co-Chair), Sue Parsons (Co-Chair), David Betancourt, Ni Bueno, Rich Cameron, Steve Clifford, Jan Connal, David Fabish, Mark Fronke, John Grady, Crystal LoVetere, Brittany Lundeen, Ken Matsuura, Nick Real, Jan Senf, Lynn Serwin II.B. Student Support Services The institution recruits and admits diverse students who are able to benefit from its programs, consistent with its mission. Student support services address the identified needs of students and enhance a supportive learning environment. The entire student pathway through the institutional experience is characterized by a concern for student access, progress, learning, and success. The institution systematically assesses student support services using student learning outcomes, faculty and staff input, and other appropriate measures in order to improve the effectiveness of these services. Authors: Chris Sugiyama (Co-Chair), Kim Westby (Co-Chair), Marvelina Barcelo, Sylvia Bello-Gardner, Christina Campbell, Terrie Lopez, Liz Page, Ben Pendleton, Jamie Quiroz, Norma Rodriguez, Yvette Tafoya II.C. Library and Learning Support Services Library and other learning support services for students are sufficient to support the institution s instructional programs and intellectual, aesthetic, and cultural activities in whatever format and wherever they are offered. Such services include library services and collections, tutoring, learning centers, computer laboratories, and learning technology development and training. The institution provides access and training to students so that library and other learning support services may be used effectively and efficiently. The institution systematically assesses these services using student learning outcomes, faculty input, and other appropriate measures in order to improve the effectiveness of the services. Authors: Carl Bengston (Co-Chair), Francie Quaas-Berryman (Co-Chair) ACCJC Standards and Cerritos College Self Evaluation Authors ACCJC Standards and Cerritos College Self Evaluation Authors

11 Standard III: Resources The institution effectively uses its human, physical, technology, and financial resources to achieve its broad educational purposes, including stated student learning outcomes, and to improve institutional effectiveness. Accredited colleges in multi-college systems may be organized such that responsibility for resources, allocation of resources and planning rests with the system. In such cases, the system is responsible for meeting standards on behalf of the accredited colleges. III.A. Human Resources The institution employs qualified personnel to support student learning programs and services wherever offered and by whatever means delivered, and to improve institutional effectiveness. Personnel are treated equitably, are evaluated regularly and systematically, and are provided opportunities for professional development. Consistent with its mission, the institution demonstrates its commitment to the significant educational role played by persons of diverse backgrounds by making positive efforts to encourage such diversity. Human resource planning is integrated with institutional planning. Authors: Adriana Flores-Church (Co-Chair), Sharleen Carlos (Co-Chair), Julie Mun (Co-Chair), Cynthia Convey, Donna Sheibe, Debbie Thomas III.B. Physical Resources Physical resources, which include facilities, equipment, land, and other assets, support student learning programs and services and improve institutional effectiveness. Physical resource planning is integrated with institutional planning. Authors: Francesca Bello (Co-Chair), David Moore (Co-Chair) III.C. Technology Resources Technology resources are used to support student learning programs and services and to improve institutional effectiveness. Technology planning is integrated with institutional planning. Authors: Lee Krichmar (Co-Chair), Tim Kyllingstad (Co-Chair) III.D. Financial Resources Financial resources are sufficient to support student learning programs and services and to improve institutional effectiveness. The distribution of resources supports the development, maintenance, and enhancement of programs and services. The institution plans and manages its financial affairs with integrity and in a manner that ensures financial stability. The level of financial resources provides a reasonable expectation of both shortterm and long-term financial solvency. Financial resources planning is integrated with institutional planning at both college and district/system levels in multi college systems. Authors: Ali Delawalla (Co-Chair), Deanna Hart (Co-Chair), Inez Pineda Standard IV: Leadership and Governance The institution recognizes and utilizes the contributions of leadership throughout the organization for continuous improvement of the institution. Governance roles are designed to facilitate decisions that support student learning programs and services and improve institutional effectiveness, while acknowledging the designated responsibilities of the governing board and the chief administrator. IV.A. Decision-Making Roles and Processes The institution recognizes that ethical and effective leadership throughout the organization enables the institution to identify institutional values, set and achieve goals, learn, and improve. Authors: David Fabish (Co-Chair), Debra Moore (Co-Chair), Angela Hoppe-Nagao, Lynn Laughon, Solomon Namala, Beverly Sweet, Traci Ukita IV.B. Board and Administrative Organization In addition to the leadership of individuals and constituencies, institutions recognize the designated responsibilities of the governing board for setting policies and of the chief administrator for the effective operation of the institution. Multi-college districts/ systems clearly define the organizational roles of the district/system and the colleges. Authors: Renée DeLong Chomiak (Co-Chair), Michelle Lewellen (Co-Chair), Mark Wallace (Co-Chair), Bob Arthur, Bob Chester, Andrea Wittig ACCJC Standards and Cerritos College Self Evaluation Authors ACCJC Standards and Cerritos College Self Evaluation Authors

12 Additional Information The following are important web pages that provide additional information to help prepare you for the site visit: ACCJC Website Cerritos College Web Pages: Strategic Planning Objectives: StrategicPlanning/ _College_Strategic_Goals_(Approved_090913).pdf Accreditation: Accreditation Abstract of Self Evaluation Report: Report_Optimized.pdf#page=33 Accreditation Responses to Recommendations from the Most Recent Comprehensive Evaluation: Report_Optimized.pdf#page=51 Board Policies and Administrative Procedures: Catalog: Facts-at-a-Glance: Research & Planning: Shared Governance: Student Learning Outcomes (SLOs): Additional Information

13 Cerritos College Alondra Blvd., Norwalk, CA