-
Institutional Self-Evaluation Report
In Support
of an Application for Reaffirmation of Accreditation
Submitted by:
Las Positas College
3000 Campus Hill Drive
Livermore, California 94551
Submitted to:
Accrediting
Commission for Community and Junior Colleges
Western
Association of Schools and Colleges
January 2022
Certification
To:����� Accrediting
Commission for Community and Junior Colleges
����������� Western Association of Schools and
Colleges
From: Dr. Dyrell Foster,
President
����������� Las Positas College
����������� 3000 Campus Hill Drive
����������� Livermore, California 94551
This Institutional Self-Evaluation
Report is submitted to the ACCJC for the purpose of assisting in the
determination of the institution�s accreditation status.
I certify there was effective
participation by the campus, and believe the Self-Evaluation Report accurately
reflects the nature and substance of this institution.
Signatures:
______________________________________________________________________________
Mr. Ronald P. Gerhard, Chancellor, Chabot-Las Positas Community College
District
_____________________________________________________________________________Dr.
Dyrell Foster, President, Las Positas College
______________________________________________________________________________Ms.
Genevieve Randolph, President, Board of Trustees, Chabot-Las Positas Community
College District
_____________________________________________________________________________Dr.
Kristina Whalen, Vice President, Academic Services, Accreditation Liaison
Officer
_____________________________________________________________________________Ms.
Sarah Thompson, President, Academic Senate
______________________________________________________________________________Ms.
Jean O�Neil-Opipari, President, Classified Senate
_____________________________________________________________________________Mr.
Kyle Johnson, President, Student Senate
Table
of Contents
History of Las Positas College
Part B: Presentation of Student Achievement Data and
Institution-Set Standards
Fall-to-Fall Persistence Rates of New First-Time
College Students by Race/Ethnicity
Chart 11: Fall-to-Fall Retention Rates by
Race/Ethnicity for First-Time College Students
Transfers to Public California Universities
Institution-Set Standards and Stretch Goal
Part C: Organization of the Self-Evaluation Process
Las Positas College 2022 Institutional
Self-Evaluation Reports (ISER) Timeline
Las Positas College 2022 Institutional
Self-Evaluation Report (ISER)
Accreditation Steering Committee Members
Las Positas College 2022 Institutional
Self-Evaluation Report (ISER)
Expanded Accreditation Steering Committee Members and
Assignments
Part D: Organizational Information
Office of the Vice President, Academic Services
Office of the Vice President Administrative Services
Office of the Vice President, Student Services
District-wide Function Map � Summary
Part E: Certification of Continued Compliance with
Eligibility Requirements
Eligibility Requirement 1: Authority
Eligibility Requirement 2: Operational Status
Eligibility Requirement 3: Degrees
Eligibility Requirement 4: Chief Executive Officer
Eligibility Requirement 5: Financial Accountability
Part F: Certification of Continued Institutional
Compliance with Commission Policies
Public Notification of an Evaluation Team And Third
Party Comment
Standards and Performance with Respect to Student
Achievement
Credits, Program Length, and Tuition
Distance Education and Correspondence Education
Institutional Disclosure and Advertising and
Recruitment Materials
Part G: Institutional Analysis
Standard I: Mission, Academic Quality and Institutional
Effectiveness, and Integrity
Conclusions on
Standard I.A. - The Mission
I.B. Assuring Academic Quality and Institutional
Effectiveness
Conclusions on Standard I.B. - Assuring Academic
Quality and Institutional Effectiveness
I.C.�
Institutional Integrity�
Standard II: Student Learning Programs and Support Services
Conclusions on Standard II.A. - Instructional
Programs
II.B.� Library
and Learning Support Services�
Conclusions on Standard II.B. - Library and Learning
Support Services
II.C.� Student
Support Services
Conclusions on Standard III.B. - Physical Resources
Conclusions on Standard III.C. - Technology Resources
When the
current ACCJC Standards were approved in 2014, The Aspen Institute for College
Excellence stated that �Virtually all aspects of community college operations
are under strain. They must contend with institutional expenses outpacing
revenues, student felt impacts of rising food, housing scarcity and mental
health challenges, stagnant incomes, changing regulatory environments, and
growing pressure to deliver more credentials of greater value to a more diverse
population at a lower per-pupil cost (Aspen Institute, 2014). Since 2014,
strain has compounded. A prolonged pandemic ushered in unprecedented declines in enrollment,
particularly among under-served populations for whom community colleges
represent a vital pathway to educational, career-technical, and professional
opportunities. An urgent call to action to address and redress
intolerable racism adds another tier of complexity.
Yet every
layer of challenge finds a counterpoint in opportunity. The Institutional
Self-Evaluation Report was one of the many ways Las Positas College stood at a
unique confluence of events and explored possibilities. During a time of social
distancing, our college community maintained immediacy, and even closeness,
through deep reflection. During the added strain of a global pandemic, we
successfully reviewed and revised our mission, vision, and values as a
precursor to campus-wide involvement in strategic planning. Work on the
Educational Master Plan overlapped with the reflective work of the institutional
self-evaluation. As it did for many institutions, the global pandemic exposed
gaps in our thinking, service, and programming. It was an exceptionally
opportune time to examine ourselves, our mission, instructional and student
support services, and the general health and wellness of our college with an
eye toward continuous improvement.
Call to Action--Anti Racism. Las Positas College faced the
urgent and renewed call to combat racism and anti-blackness with purposeful
activity.� Las Positas President Dyrell
Foster convened a �Call to Action� and a committed group of staff and students
organized a set of priorities around the common goal of anti-racism.� The Black Cultural Resource Center is an
early success and aligns with our Education Master Plan goal of being �a
designation campus for Black students and other students of color�.� The President's Speaker series continues to
develop and mature anti-racism discussions and guide decision-making on campus
and in our larger community.
�����������
Shared
Governance Improvements. Since
the last Institutional Self-Evaluation, Las Positas College has continued to
codify its governance processes in the Shared Governance Handbook. The
most recent update incorporates two new committees to support strategic plans
and planning priorities: the Budget Development Committee and the Career
Technical Education Committee. These committees allow the college to seed
focused discussions on the budgetary implications of maintaining the college�s diverse
programs and services while exploring new directions and programs, such as our
Shop Ironworkers Apprenticeship and recent certificates in Artificial
Intelligence and Drone Navigation.
�
Stronger
and New Educational Partnerships. Las Positas College�s strong existing partnerships with the
city of Livermore yielded a Youth Build grant and heavy involvement in Livermore�s
designation as an All-American City. Inclusive in the award was recognition of
College�s commitment to provide scholarship and training in 20th Century
Policing. These community-public safety partnerships join Fire Service
Instructional Service Agreements to solidify Las Positas College�s place as a
regional public safety training academy ahead of the completion of its new
complex.� New partnerships grew as Las
Positas College partnered with the Federal Correctional Institute in Dublin to
award over 80 non-credit business certificates.�
The partnership continues to deepen with the award of a federal grant that
makes it possible to offer a credit-earning Associate's degree in Business
Administration to students at the prison.
�����������
Guided
Pathways Momentum. Guided
Pathways leaders reached major milestones with the development of Academic and
Career Pathways, each pathway degree and certificate married with a course
sequencing program map.� Each milestone
was reached with broad campus input and student participation.� Las Positas College was accepted into the
California Guided Pathway Demonstration Project and is prioritizing the next
milestone�student success teams for each pathway.
Institutional Effectiveness and
Planning. The
completion of an Educational Master Plan (EMP) 2021-2026 positioned the campus
to refresh and recommit to past goals and strategies and to add �organizational
effectiveness� and �equity and anti-racism� into its strategic visioning. An
Economic and Workforce Development Plan will work in concert with the EMP to
position the college as an engine of post-pandemic economic recovery and
growth.
�����������
Student Leadership. Student leaders organize and operate
a food distribution to the community. The
Market provides food assistance to approximately 150 families each month.
Student leaders are at the helm of important social justice efforts, including
engagement with local Native American tribal leaders to thoughtfully craft a
set of practices for land acknowledgment at Las Positas College and a
resolution in support of the LGBTQ inclusive classroom practices.��
�����������
Support
for the Arts.
Las Positas College launched a new Actor�s Conservatory, one of only two in the
California Community Colleges. The Art on Campus Committee relaunched its efforts
and is organizing new art installations on campus, primarily in support of
artists of color.� To that end, an
expansive mural from artist Aaron dela Cruz adorns the 1600 building.� Finally, with support from the Las Positas
College Foundation, Las Positas College hosted a virtual Literary Arts Festival
in the spring.��
�
Las
Positas College (LPC) is one of two accredited colleges in the Chabot-Las
Positas Community College District and principally serves residents from the
Tri-Valley communities of Dublin, Livermore, and Pleasanton, and several
unincorporated areas, including Sunol.�
Chabot College, located in Hayward, serves the western portion of the District,
which includes the communities of Ashland, Castro Valley, Cherryland, Fairview,
Hayward, San Leandro, San Lorenzo, and Union City.
Four community college
districts�Contra Costa Community College District, Peralta Community College
District, Ohlone Community College District, and San Joaquin Delta Community
College District �flank the Chabot-Las Positas Community College District to
the north, south, and east.
LPC began
as a Chabot College extension center in 1963,
offering 24 classes and enrolling 820 students at Livermore High School and two
other sites. By 1965, the program had expanded and moved to Granada High School
in Livermore; it subsequently grew to include Amador and Dublin High Schools.
The District purchased the 147-acre Livermore site that same year, intending to
develop a comprehensive community college. However, in 1970 and again in 1972,
bond issues to build the college failed�despite the overwhelming support of Tri-Valley voters�because the District�s largest voting
population lived outside the proposed college�s service
area.� Lacking funds to develop a
comprehensive community college, the Board of Trustees voted to develop a small
education center on the Livermore site. On March 31, 1975, �Valley Campus� opened as the Livermore Education
Center of Chabot College.
Las
Positas College (LPC) has since developed into an accredited, comprehensive
institution. In 1988, the Board of Governors designated LPC as an independent
college and the institution received accreditation on January 7, 1991, from the
Accrediting Commission of Community and Junior Colleges (ACCJC) of the Western
Association of Schools and Colleges.�
ACCJC reaffirmed accreditation in 1997, 2003, 2009, and 2015.
Educational Opportunities at LPC
Today, LPC offers a
range of educational programs in keeping with its founding mission to create an
environment that �offers educational opportunities and support for completion
to students� transfer, degree, and career-technical goals while promoting
lifelong learning.� As of fall 2021, LPC offers 27 Associate of Arts degrees,
21 Associate of Arts Transfer degrees, 31 Associate of Science degrees, 8
Associate of Science Transfer degrees, 93 credit certificate programs, and 25
non-credit certificate programs.
�
The college participates in
collaborative strategies with local businesses and industry to strengthen and
expand community participation in the Career Technical Education (CTE)
programs.� Service on advisory committees
by local business and industry representatives strengthens the curriculum and
ensures its accuracy and currency.� Students directly benefit from partnerships
that expand internship opportunities, worksite
experiences, and service learning.� An
important feature of LPC�s CTE programs is the
integration of classroom instruction with
real-world work experiences in laboratories and facilities both on- and
off-campus.� These hands-on learning
opportunities provide students the practical
experience needed to give them a competitive advantage when seeking
employment.� A few examples of such
specialized facilities and worksite learning locations include:
● Early Care Education students working in a
laboratory classroom with young children at LPC�s Child Development Center.
● Fire Service Technology students receiving
applied learning at the Livermore-Pleasanton Fire Department's Fire Training
Facility.
● Engineering Technology students serving in paid
internships at Lawrence Livermore National Labs, Lam Research, and Sandia
National Labs.
● Technical Theater students working in real-world
performing arts productions at the Bankhead Theater and Livermore Performing
Arts.
● Emergency Medical Technician/Paramedic students
gaining clinical experience at regional hospitals including Kaiser, Doctor's,
Stanford, and Oak Valley.�
LPC�s certificates,
as well as some of the associate of science degrees awarded in CTE majors, are
designed for students interested in immediate employment.� Other associate of
science degrees awarded in CTE majors, however, are designed for students who
intend to transfer to a four-year college or university.� LPC offers CTE
certificates and degrees in the following disciplines: Administration of Justice, Applied Photography, Automotive
Technology, Business, Commercial Music, Computer Studies, Early Care and
Education, Emergency Medical Technician/Paramedic, Engineering Technology, Fire
Service Technology, Digital Media & Graphic Design, Horticulture, Interior
Design, Journalism, Kinesiology, Occupational Health & Safety, Technical
Theater, Viticulture & Winery Technology, and Welding Technology.�
Finally, LPC recently
re-inserted �lifelong learning� into its mission statement. In keeping with
this commitment, the college
currently offers a variety of community education fee-based courses geared
toward personal development and enrichment.
Chart
1 displays the headcount and enrollment of LPC students between fall 2010 and
fall 2020. With the exception of the years on either end of the decade,
trends in headcount (unduplicated count) and enrollment (i.e., seats filled)
have been relatively stable.� Changes in
headcount and enrollment generally reflect variations in the local economy or
changes in state funding levels.� Such
was the case in 2010, when LPC�s relatively high enrollment was linked to the
effects of the Great Recession.�� The
significant drop in headcount and enrollment in fall 2020, however, is
attributed not to economic changes or funding levels but to the impact of the
COVID-19 pandemic.
Chart
1: Las Positas College Headcount and Enrollment Count, Fall 2010-2020
Chart
2 shows that LPC has become an increasingly diverse campus over the course of
the past decade.� The proportion of White
students has decreased from a slight majority (50.1%) to a little under
one-third (32.0%), while the proportion of Latinx students and Asian students
has increased from 18.8 to 30 percent and 12.3 to 18 percent respectively.� Meanwhile, the percentage of African American
students decreased slightly from 4.9 to 4 percent. The Multiracial category,
introduced in fall 2011, represented 7.0 percent of the student population in
fall 2020.
Chart
2: Race/Ethnicity of Las Positas College Students, Fall 2010 vs. Fall 2020
�
Note:
Multiracial category was not available in Fall 2010.
Chart
3 shows that the LPC student population became younger in the ten years since
2010.� For example, the percentage of
students aged 21 or younger increased from 51 percent to 55 percent while
students aged 40 or older decreased from 16 percent to 10 percent of the
population.� It should be noted that the
median age of students in fall 2020 was 21.�
Chart
3: Age Groups of Las Positas Students, Fall 2010 v. Fall 2020
Chart
4 shows the gender of LPC students by age group. While overall there are more
females than males attending college, the percentages vary greatly by age
group.� The percentage of females and
males aged 24 or younger are similar. However, students aged 25 or older
are largely female. Of the students who are 30 or older, more than 60
percent are female.
Chart 4: Gender of Las Positas Students by Age, Fall 2020
Chart
5 shows the educational goal of LPC students in fall 2010 versus fall
2020. The proportion of students who plan to transfer increased from 56
percent in fall 2010 to 66 percent in fall 2020, with the vast majority
intending to transfer after earning an associate's degree. During the same
period, the percentage of undecided students decreased from 15 percent to 9
percent of the population. The percentage of students who have other goals
(e.g., associate degree only, certificate/job training, professional
development) has decreased slightly or remained relatively stable.
Chart
5: Educational Goals of Las Positas College Students Fall 2010 v Fall 2020
Chart
6 shows a steady increase in the number of units taken by students. The
percentage of students taking the fewest units (e.g., 0.5 to 5.5 units)
decreased from 29 percent in fall 2010 to 22 percent in fall 2020 while the
number of students taking six to 11.5 units increased from 32 percent to 39
percent. The percentage of full-time students stayed relatively stable.
However, the percentage of full-time students taking a high number of units (15
or more) has increased slightly, from 12 percent in fall 2010 to 14 percent in
fall 2020.
Chart 6: LPC Students� Unit Load, Fall 2010-2020
Chart
7 shows the percentage of first-generation college students.� First-generation status reflects the degree
to which students and their families are familiar with college culture as well
as how likely they are to successfully navigate the higher education system.
Overall, slightly more than half of LPC�s students (53%) are first-generation
college students. First-generation college student status varies greatly by
race and ethnicity, with Pacific Islander students having the highest rate
(82%) and Filipino students having the lowest (37%).
Chart
7: First-Generation College Students: All Students by Race/Ethnicity, Fall 2020
Notes: N
represents the total number of students in each group.� The data excludes students for whom we are
missing first generation information.
Chart
8 shows the number of low-income students attending LPC between fall 2010 and
fall 2020. The percentage of low-income students increased from 29 percent in
fall 2010 to a high of 39 percent in fall 2014 and then decreased to 34 percent
in fall 2020.
Chart
8: Low-Income Students at Las Positas College, Fall Semester 2010-2020
Note:
These calculations exclude non-credit students because they are not eligible
for financial aid.
Students
Finding a Job Closely Related to their Field of Study
An important component of LPC�s mission is to advance the work related to Career and
Technical Education (CTE). A key measure of the college�s effectiveness in CTE, and one
which is part of the California Community Colleges Chancellor�s Office�s Vision
for Success, is students finding a job that is closely related to their field
of study. As shown in Chart 9, the percentage of students finding a job closely
related to their field of study steadily increased from 66 percent in 2016 to
73 percent in 2019 and then decreased slightly to 71 percent in 2020.
Chart
9: Increase in Students Finding Work Closely or Very Closely Related to Their
Field of Study
Job
Projections by Industry in Alameda County
Table 1
shows that, as of 2019, there were nearly 900,000 jobs in Alameda County.
Industries with the largest number of jobs (56% of the total) were Government;
Health Care and Social Assistance; Professional, Scientific, and Technical
Services; Manufacturing; and Leisure and Hospitality.� In the next 10 years, Health Care and Social
Assistance are projected to add the highest number of jobs (25,094) followed by
Leisure and Hospitality (13,788), and Construction (10,506); these three
industries represent about 59 percent of the county�s total projected job
growth of 83,621.
Table
1: Job Projections for Alameda County by Industry Group � Projected Growth 2019
to 2029
|
Industry Group |
Alameda County |
|||
|
2019 Jobs |
2029 Jobs |
Growth |
||
|
All Industries |
891,596 |
975,217 |
83,621 |
|
|
Government |
121,091 |
124,449 |
�
3,358 |
|
|
Health Care and Social Assistance |
115,997 |
141,091 |
25,094 |
|
|
Professional, Scientific, and
Technical Services |
�
90,183 |
�
99,713 |
�
9,529 |
|
|
Manufacturing |
�
85,701 |
�
91,917 |
�
6,215 |
|
|
Leisure and Hospitality |
�
83,838 |
�
97,626 |
13,788 |
|
|
Retail Trade |
�
74,462 |
�
75,871 |
�
1,409 |
|
|
Construction |
�
59,417 |
�
69,923 |
10,506 |
|
|
Administrative and Support and
Waste Management and Remediation Services |
�
48,739 |
�
51,324 |
�
2,585 |
|
|
Other Services, except Public
Administration |
�
40,506 |
�
42,565 |
�
2,059 |
|
|
Wholesale Trade |
�
37,350 |
�
32,651 |
�(4,699) |
|
|
Transportation and Warehousing,
and Utilities |
�
36,713 |
�
41,304 |
�
4,591 |
|
|
Educational Services |
�
24,294 |
�
27,433 |
�
3,138 |
|
|
Information |
�
21,916 |
�
27,594 |
�
5,678 |
|
|
Finance and Insurance |
�
19,958 |
�
20,284 |
���� 326 |
|
|
Management of Companies and
Enterprises |
�
16,559 |
�
15,953 |
��
(605) |
|
|
Real Estate and Rental and Leasing |
�
13,922 |
�
14,585 |
���
662 |
|
|
Agriculture, forestry, fishing and
hunting, and mining |
������ 949 |
������ 934 |
���� (15) |
|
Chart 10
shows success rates for all students in Las Positas College courses. Course
success is defined as a grade of C or higher. Course success rates have been relatively
stable between fall 2015 and fall 2020, ranging from a low of 70 percent to a
high of 73 percent. Course success rates have been consistently the highest for
Asian students, while course success rates have been consistently the lowest
for African-American students. Latinx students generally had the second lowest
course success rates.
Chart 10: Course Success Rates by
Race/Ethnicity for Las Positas College Students, Fall 2015 to Fall 2020
Chart 11
shows that fall-to-fall persistence rates for new, first-time college students
has steadily increased from 62 percent for fall 2014 to 69 percent fall 2018;
however, it fell to 62 percent for new first-time college students who started
in fall 2019�this drop is likely due to the impact of COVID-19.� Asian/Filipino students have had consistently
the highest persistence rates while African-American students have consistently
experienced the lowest rates. Latinx students consistently had the second
lowest persistence rates.
The number
of associate degrees awarded increased from 499 in 2011-12 to 985 in 2020-21;
this is an increase of 97 percent. A key driver of the increase has been
the Associate Degrees for Transfer (ADTs), which were first awarded in 2012-13
when only five transfer degrees were awarded. Since then, the number of
ADTs has increased dramatically to 457 in 2020-21 or 46% of all associate
degrees awarded by the college.
Chart 12: Number of Associate
Degrees and Associate Degrees for Transfer (ADT) Awarded, 2011-2012 to
2020-2021
The total
number of certificates has increased from 142 in 2011-12 to 192 in 2020-21;
this represents an increase of 35 percent. The trend in certificates
typically shows an increase in one year, followed by a decrease in the year
after, and then an increase in the following year.
Chart
13: Number of Certificates Awarded, 2011-2012 to 2020-2021
The number
of LPC students transferring to public universities in California increased
from 543 in 2011-12 to a high of 856 in 2020-2. �The majority of LPC students transferred to
the California State University (CSU) system. The plurality (about 25%) of the
students who transferred to a public California university transferred to CSU
East Bay.
Chart
14: Number of LPC Transfers to a California Public 4-Year University System
(UC/CSU), 2011-12 to 2020-21
LPC has
established institution-set standards and stretch goals for a number of
metrics, including course completion rates, associate degree and certificate
attainment, and transfers to CSU and UC campuses.� Institution-set standards are levels of
performance the college deems acceptable; they represent the �floor� rather
than aspirational goals.� The college
defines institution-set standards as meeting or exceeding 95% of a five-year
rolling average for a given metric. Stretch goals are aspirational and set at
101%, 105%, or 110% of a five-year rolling average depending on the metric.
Chart 15
shows the institution-set standards for course completion rates (i.e.,
percentage of grades that are �C� or higher). Course completion rates have been
generally stable and the institution-set standard has been met for all years.
The course completion stretch goal has been met for five of the last ten years.
Chart 15: Course Completion Rates:
Fall 2011 to Fall 2020
Chart 16
shows the institution-set standards for associate degree completion.� Students are counted once regardless of
whether they complete more than one associate�s degree. The number of students
awarded an associate�s degree has increased significantly and the
institution-set standard has been met for nine out of the last ten years. The
degree completion stretch goal has been met for five of the last ten years.
Chart
16: Degree Completions: 2011-12 to 2020-21
Chart 17
shows the institution-set standards for certificate completion.� Students are counted once regardless of
whether they complete more than one certificate. While the number of students
awarded a certificate has fluctuated, LPC has met the institution-set standard
for eight of the last ten years. The certificate completion stretch goal has
been met for five of the last ten years.
Chart
17: Certificate Completions: 2011-12 to 2020-21
Chart 18
shows the institution-set standards for LPC student transfers to CSU and UC
campuses.� The number of transfer
students has steadily increased over most of the past decade, with the highest
number of transfers in 2020-21. The institution-set standard for transfers has
been met for all of the last ten years. The transfer completion stretch goal
has been met for six of the last ten years.
Chart
18: Transfer Completions: 2011-12 to 2020-2021
PUBLIC SAFETY
The
LPC EMS/Paramedic Program is accredited by the Commission on Accreditation of
Allied Health Education Programs (www.caahep.org) upon the recommendation of
the Committee on Accreditation of Educational Programs for the Emergency
Medical Services Professions (CoAEMSP).
This accreditation is initial and expires on March 31, 2022.
AUTOMOTIVE TECHNOLOGY
ASE
Program Accreditation in: Master Automobile Service Technology. 1503 Edwards
Ferry Rd., NE Suite 401, Leesburg VA 2017. Accreditation Expiration Date:
2/1/2030
The process
for organizing the accreditation self-improvement process and writing the
self-study report grew from two key changes since the last self-evaluation.
First was a multiple-year commitment to an accreditation planning priority for
the college. �Second, a flexible
structure for the Accreditation Steering Committee to better support the cycle
of accreditation was implemented.
The �graduated�
College Planning Priority is committed to implementing
and integrating ACCJC standards throughout campus structure and processes. To
support this process, ACCJC standards were mapped to committees and other areas
of the college where the responsibility resides. As a lead-up to the midterm
report, all committees and offices were asked to review the mapping and confirm
the alignment of their committee charge and work with the assigned standard.
Now, each year, per the Shared Governance Handbook, each committee
reviews the assigned accreditation standards as part of an on-going process.
The Accreditation Liaison Officer (ALO) maintains the mapping and reviews its
currency with the Accreditation Steering Committee. Additionally, the ALO
provides monthly updates to accreditation to the Academic Senate and College
Council as well as weekly updates at Executive Staff Meetings.
The
multi-year commitment to this planning priority supported the first step in
writing the Institutional Self-Evaluation Report (ISER) was gathering evidence.
Over the course of two years, committee chairs or responsible offices were
asked to review the wording of the standards and submit the most relevant and
current evidence to the college webmaster for storage in our evidence locker.
In February of 2019 and 2020, items were collected and served as the
evidentiary base for the kick-off of our ISER process. Progress on the
accreditation planning priority was monitored by the Institutional Planning and
Effective Committee (IPEC) with the submission of the written report and oral
presentation.� The planning priority was
�graduated� in the spring of 2021, signaling that the standards for
accreditation were fully integrated into the College processes.
The
second innovation to support the accreditation process grew from shared governance
structures. The Accreditation Steering Committee structure provides a flexible
framework. In years during which accreditation work does not require the
submission of major reports, the committee is kept to five voting committee
members. In years during which work increases, the expanded steering committee
welcomes eight administrators, eight classified members, and eight faculty
members, all of whom are voting members. The committee was expanded in
2020-2021 to accommodate the work of the self-evaluation process.
In
September of 2019, then ACCJC Liaison, Gohar Momjian, met with the ALO to
review the new formative/summative process for ISER review being piloted by
several schools. The formative/summative process was shared with the college
during a Town Meeting on October 2, 2019 by Kristina Whalen, vice president of
Academic Services, and faculty member John Ruys, primary author of the ACCJC
Midterm Report.� During the remainder of fall
2019 and during spring 2020, members of the expanded Accreditation Steering
Committee were recruited and/or selected based on committee chair composition
and a commitment for all constituent groups to provide input into the self-evaluation
report. In March 2020, in response to a global pandemic, Las Positas College
transitioned nearly all instruction and student services to a virtual modality.
Training
for the new ISER process began in earnest on April 30, 2020 when the expanded Accreditation
Steering Committee and campus leaders, 45 people in total, joined the ACCJC
liaison to the district for a full explanation of the new process for focused
site visits, resources used to complete the process, and breakout sessions to
practice interpretation of standards in preparation for writing.
On
August 25th, 2020, the full Expanded Accreditation Steering Committee met for a
kick-off meeting. At that time a timeline for completing the writing was
refined and adopted. Members of the Expanded Accreditation Steering Committee
were assigned standards based on expertise. The committee and self-evaluation
assignments also included district personnel.
Bi-weekly
accreditation team meetings were held in fall 2020 and spring 2021 to discuss
progress, address obstacles, and respond to questions.
Throughout
the 2020-2021 academic year, coordination with the District�s leadership occurred.
The vice chancellor of Educational Services and Student Success guided the
completion of a function map, delineating each substandard as the primary
responsibility of the district, colleges, or both.� In January of 2021, the District
Accreditation Coordination Committee established deadlines for the completion
of standards for which the district was primary. At subsequent meetings,
district support and best practices for completing the ISER were shared.
During the summer
and early fall of 2021, edits to the Institutional Self Evaluation Report process
were completed in preparation for constituency review. Throughout October of
2021, as major standards of the ISER were completed, the Executive Team,
composed of the president and vice Presidents, reviewed drafted responses and
provided feedback. The report was also reviewed by the Curriculum Committee,
SLO Committee, Technology Committee, Distance Education, and Guided Pathways
Committee. A campus review and feedback survey was administered to the campus
to gather broad feedback and verify accuracy and conciseness. Formal
presentations for feedback are documented below:
|
� |
LPC |
District |
ACCJC |
� |
|
Academic
Senate |
October
13th (1st
reading) October
27th (2nd
reading) �November 9th (Final
approval) |
� |
� |
� |
|
Classified
Senate |
October
7th � |
� |
� |
� |
|
Student
Senate |
October
21st � |
� |
� |
� |
|
IPEC |
October
14th � |
� |
� |
� |
|
College
Council |
October
28th (1st
reading) November
18th (Final
approval) |
� |
� |
� |
|
District
Office |
� |
October
28th (Penultimate Draft) |
� |
� |
|
Board
of Trustees |
� |
November
16th (1st
reading) December
14th (2nd
reading) � |
� |
� |
|
ACCJC
Novato Office |
� |
� |
December
23rd � |
� |
|
Site
Peer Review Team |
� |
� |
February
24th (Core
Inquiries) � |
� |
Las Positas College began preparation of the 2022 Institutional
Self-Evaluation Report (ISER) in fall 2020. The below chart captures the
timeline and process for completion of the report by the expanded accreditation
steering team. In sum, each substandard team spent approximately two months of systematic
engagement analyzing/interpreting the standard, matching collected evidence or
gathering additional evidence, and then composing shorter and longer drafts
|
Steering Committee Date |
Standard Process P1: Interpretation |
Standard Process P2: Evidence Review |
Standard Process P3: Bullet Answers |
Standard Process P4: Draft Answers |
|
August 25, 2020 |
Kick-Off Event |
|
|
|
|
Sept 8, 2020 |
IC, Institutional Integrity |
|
|
|
|
Sept 22, 2020 |
IIA. Instructional Programs, Standards
1-7 |
IC, Institutional Integrity |
|
|
|
Oct 6, 2020 |
II.B, Library & Learning
Resources |
IIA Instructional Programs,
Standards 1-7 |
IC, Institutional Integrity |
|
|
Oct 20, 2020 |
II.C, Student Support Services |
II.B, Library & Learning
Resources |
IIA Instructional Programs,
Standards 1-7 |
IC, Institutional Integrity |
|
Nov 9, 2020 |
I.A, Mission |
II.C, Student Support Services |
II.B, Library & Learning
Resources |
II.A Instructional Programs,
Standards 1-7 |
|
Nov 23, 2020 |
|
I.A, Mission |
II.C, Student Support Services |
II.B, Library & Learning
Resources |
|
Dec 7, 2020 |
|
|
I.A, Mission |
II.C, Student Support Services |
|
Steering Committee Date |
Standard Process P1: Interpretation |
Standard Process P2: Evidence Review |
Standard Process P3: Bullet Answers |
Standard Process P4: Draft Answers |
|
January 26, 2021 |
III.A, Human Resources |
|
|
I.A, Mission |
|
Feb 9, 2021 |
IIA. Instructional Programs,
Standards 8-16 |
III.A, Human Resources |
|
|
|
Feb 23, 2021 |
III.C, Technological Resources |
IIA Instructional Programs,
Standards 8-16 |
III.A, Human Resources |
|
|
March 9, 2021 |
II.C, Financial Resources |
III.C, Technological Resources |
IIA Instructional Programs,
Standards 8-16 |
III.A, Human Resources |
|
March 30, 2021 |
I.B, Institutional Quality &
Effectiveness |
II.C, Financial Resources |
III.C, Technological Resources |
II.A Instructional Programs,
Standards 8-16 |
|
April 13, 2021 |
IV. A, Decision-Making &
Processes |
I.B, Institutional Quality &
Effectiveness |
II.C, Financial Resources |
III.C, Technological Resources |
|
April 27, 2021 |
|
IV. A, Decision-Making &
Processes |
I.B, Institutional Quality &
Effectiveness |
II.C, Financial Resources |
|
May 11, 2021 |
|
|
IV. A, Decision-Making &
Processes |
I.B,
Institutional Quality & Effectiveness |
|
Dr. Kristina Whalen |
Vice President Academic Services,
ALO, and Chair |
|
Dr. Stuart McElderry |
Dean, Editor |
|
Rajinder S. Samra |
Director of Research, Planning and
Institutional Effectiveness |
|
Dr. Tina Inzerilla |
Faculty/Librarian |
|
Dr. Elena Cole |
Faculty |
|
Tim Druley |
Webmaster, Document/Archivist |
|
Carolyn Scott |
Executive Assistant Academic
Services |
|
ACCJC Standard |
Admin Lead |
Faculty Lead(s) |
Classified Lead(s) |
|
I.A & I.B: Mission, Academic Quality &
Institutional Effectiveness |
Rajinder
Samra |
Nadiyah
Taylor Ann
Hight |
Madeline Wiest |
|
I.C: Institutional Integrity |
Kristina
Whalen |
Sarah
Thompson |
Tim Druley |
|
II.A.: Instructional Programs |
Stuart
McElderry |
Elena
Cole |
Andrea Migliaccio |
|
II.B: Library & Learning Support Services |
Stuart
McElderry |
Tina
Inzerilla Jin
Tsubota |
|
|
II.C: Student Support Services |
Elizabeth
David |
Angella
VenJohn |
|
|
III.A: Human Resources |
Kristina
Whalen |
Heike
Gecox |
Carolyn Scott Angelica Cararez |
|
III.B: Physical Resources |
Owen
Letcher |
Mike
Ansell |
Denise Patlan |
|
III.C: Technology Resources |
Steve
Gunderson |
Titian
Lish |
Heidi Ulrech |
|
III.D: Fiscal Resources |
Anette
Raichbart |
Rajeev
Chopra |
Sui Song |
|
IV.A Decision-making Roles & Processes |
Kristina
Whalen |
Elena
Cole �(with Student Lead Kyle Johnson) |
David Rodriquez |
|
IV. B: CEO |
Dyrell
Foster |
|
Sheri Moore |
|
Quality Focus Essay |
|
Jin
Tsubota |
|
The
CLPCCD District-wide Function Map delineates District and College
responsibility in accordance with the ACCJC 2014 Standards. The Function Map
lists lead responsibilities to meet each of the 127 standard expectations using
the following coded symbols:
-����� P = Primary Responsibility indicates leadership and
oversight of a given function which may include design, development,
implementation and successful integration.
-����� S = Secondary Responsibility indicates support of a given
function which may include feedback, input and communication to assist with
successful integration.
-����� SH = Shared Responsibility indicates the District and the
Colleges are equally responsible for the leadership and oversight of a given
function which may include design, development, implementation, and
facilitation of input, feedback and communication for successful integration.
|
Standard
I: Mission, Academic Quality and Institutional Effectiveness, and Integrity |
� |
|||||
|
A.
Mission |
� |
|||||
|
� |
College |
District |
Ref# |
|||
|
1. |
The
mission describes the institution�s broad educational purposes, its intended
student population, the types of degrees and other credentials it offers, and
its commitment to student learning and student achievement. (ER 6) |
P |
S |
1 |
||
|
2. |
The
institution uses data to determine how effectively it is accomplishing its
mission, and whether the mission directs institutional priorities in meeting
the educational needs of students. |
P |
S |
2 |
||
|
3. |
The
institution�s programs and services are aligned with its mission. The mission
guides institutional decision-making, planning, and resource allocation and
informs institutional goals for student learning and achievement. |
P |
S |
3 |
||
|
4. |
The
institution articulates its mission in a widely published statement approved
by the governing board. The mission statement is periodically reviewed and
updated as necessary. (ER 6) |
SH |
SH |
4 |
||
|
B.
Assuring Academic Quality and Institutional Effectiveness Academic Quality |
� |
|||||
|
� |
College |
District |
� |
|||
|
1. |
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. |
P |
S |
5 |
||
|
2. |
The
institution defines and assesses student learning outcomes for all
instructional programs and student and learning support services. (ER 11) |
P |
S |
6 |
||
|
3. |
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. (ER 11) |
P |
S |
7 |
||
|
4. |
The
institution uses assessment data and organizes its institutional processes to
support student learning and student achievement. |
�P |
S |
8 |
||
|
Institutional Effectiveness |
� |
|||||
|
� |
College |
District |
� |
|||
|
5. |
The
institution assesses accomplishment of its mission through program review and
evaluation of goals and objectives, student learning outcomes, and student
achievement. Quantitative and qualitative data are disaggregated for analysis
by program type and mode of delivery. |
P |
S |
9 |
||
|
6. |
The
institution disaggregates and analyzes learning outcomes and achievement for
subpopulations of students. When the institution identifies performance gaps,
it implements strategies, which may include allocation or reallocation of
human, fiscal and other resources, to mitigate those gaps and evaluates the
efficacy of those strategies. |
P |
S |
10 |
||
|
7. |
The
institution regularly evaluates its policies and practices across all areas
of the institution, including instructional programs, student and learning
support services, resource management, and governance processes to assure
their effectiveness in supporting academic quality and accomplishment of
mission. |
SH |
SH |
11 |
||
|
8. |
The
institution broadly communicates the results of all of its assessment and
evaluation activities so that the institution has a shared understanding of
its strengths and weaknesses and sets appropriate priorities. |
P |
S |
12 |
||
|
9. |
The
institution engages in continuous, broad based, systematic evaluation and
planning. The institution integrates program review, planning, and resource
allocation into a comprehensive process that leads to accomplishment of its
mission and improvement of institutional effectiveness and academic quality.
Institutional planning addresses short- and long-range needs for educational
programs and services and for human, physical, technology, and financial
resources. (ER 19) |
P |
S |
13 |
||
|
C.
Institutional Integrity |
� |
|||||
|
� |
College |
District |
� |
|||
|
1.� The
institution assures the clarity, accuracy, and integrity of information
provided to students and prospective students, personnel, and all persons or
organizations related to its mission statement, learning outcomes,
educational programs, and student support services. The institution gives
accurate information to students and the public about its accreditation
status with all of its accreditors. (ER 20) |
SH |
SH |
14 |
|||
|
2.� The
institution provides a print or online catalog for students and prospective students
with precise, accurate, and current information on all facts, requirements,
policies, and procedures listed in the �Catalog Requirements� (see endnote).
(ER 20) |
P |
S |
15 |
|||
|
3.���� The
institution uses documented assessment of student learning and evaluation of
student achievement to communicate matters of academic quality to appropriate
constituencies, including current and prospective students and the public.
(ER 19) |
P |
S |
16 |
|||
|
4.���� The
institution describes its certificates and degrees in terms of their purpose,
content, course requirements, and expected learning outcomes. |
P |
S |
17 |
|||
|
5.���� The
institution regularly reviews institutional policies, procedures, and
publications to assure integrity in all representations of its mission,
programs, and services. |
P |
S |
18 |
|||
|
6.���� The
institution accurately informs current and prospective students regarding the
total cost of education, including tuition, fees, and other required
expenses, including textbooks, and other instructional materials. |
P |
S |
19 |
|||
|
7.��� �In order to assure institutional and
academic integrity, the institution uses and publishes governing board
policies on academic freedom and responsibility. These policies make clear
the institution�s commitment to the free pursuit and dissemination of knowledge,
and its support for an atmosphere in which intellectual freedom exists for
all constituencies, including faculty and students. (ER 13) |
SH |
SH |
20 |
|||
|
8.���� The
institution establishes and publishes clear policies and procedures that
promote honesty, responsibility and academic integrity. These policies apply
to all constituencies and include specifics relative to each, including
student behavior, academic honesty and the consequences for dishonesty. |
P |
S |
21 |
|||
|
9.���� Faculty
distinguish between personal conviction and professionally accepted views in
a discipline. They present data and information fairly and objectively. |
P |
S |
22 |
|||
|
10.�� Institutions
that require conformity to specific codes of conduct of staff, faculty,
administrators, or students, or that seek to instill specific beliefs or
world views, give clear prior notice of such policies, including statements
in the catalog and/or appropriate faculty and student handbooks. |
P |
S |
23 |
|||
|
11.�� Institutions
operating in foreign locations operate in conformity with the Standards and
applicable Commission policies for all students. Institutions must have
authorization from the Commission to operate in a foreign location. |
N/A |
N/A |
24 |
|||
|
12.�� The
institution agrees to comply with Eligibility Requirements, Accreditation
Standards, Commission policies, guidelines, and requirements for public
disclosure, institutional reporting, team visits, and prior approval of
substantive changes. When directed to act by the Commission, the institution
responds to meet requirements within a time period set by the Commission. It
discloses information required by the Commission to carry out its accrediting
responsibilities. (ER 21) |
P |
S |
25 |
|||
|
13.�� The
institution advocates and demonstrates honesty and integrity in its relationships
with external agencies, including compliance with regulations and statutes.
It describes itself in consistent terms to all of its accrediting agencies
and communicates any changes in its accredited status to the Commission,
students, and the public. (ER 21) |
P |
S |
26 |
|||
|
14.�� The
institution ensures that its commitments to high quality education, student
achievement and student learning are paramount to other objectives such as
generating financial returns for investors, contributing to a related or
parent organization, or supporting external interests. |
P |
S |
27 |
|||
|
Standard
II: Student Learning Programs and Support Services |
� |
|||||
|
A.
Instructional Programs |
� |
|||||
|
� |
College |
District |
Ref# |
|||
|
1.�� All
instructional programs, regardless of location or means of delivery,
including distance education and correspondence education, are offered in
fields of 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. (ER 9 and ER 11) |
P |
S |
28 |
|||
|
2.��� (Applicable to
institutions with comprehensive reviews scheduled after Fall 2019.) Faculty,
including full time, part time, and adjunct faculty, regularly engage in
ensuring that the content and methods of instruction meet generally accepted
academic and professional standards and expectations. In exercising
collective ownership over the design and improvement of the learning
experience, faculty conduct systematic and inclusive program review, using
student achievement data, in order to continuously improve instructional
courses and programs, thereby ensuring program currency, improving teaching
and learning strategies, and promoting student success. |
P |
S |
29 |
|||
|
3.�� The institution
identifies and regularly assesses learning outcomes for courses, programs,
certificates and degrees using established institutional procedures. The
institution has officially approved and current course outlines that include
student learning outcomes. In every class section students receive a course
syllabus that includes learning outcomes from the institution�s officially
approved course outline. |
P |
S |
30 |
|||
|
4.�� If the
institution offers pre-collegiate level curriculum, it distinguishes that
curriculum from college level curriculum and directly supports students in
learning the knowledge and skills necessary to advance to and succeed in
college level curriculum. |
P |
S |
31 |
|||
|
5.�� The institution�s
degrees and programs follow practices common to American higher education,
including appropriate length, breadth, depth, rigor, course sequencing, time
to completion, and synthesis of learning. The institution ensures that
minimum degree requirements are 60 semester credits or equivalent at the
associate level, and 120 credits or equivalent at the baccalaureate level.
(ER 12) |
P |
S |
32 |
|||
|
6.�� The institution
schedules courses in a manner that allows students to complete certificate
and degree programs within a period of time consistent with established
expectations in higher education. (ER 9) |
P |
S |
33 |
|||
|
7.�� 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. |
P |
S |
34 |
|||
|
8.�� The institution
validates the effectiveness of department-wide course and/or program
examinations, where used, including direct assessment of prior learning. The institution
ensures that processes are in place to reduce test bias and enhance
reliability. |
SH |
SH |
35 |
|||
|
9.�� The institution
awards course credit, degrees and certificates based on student attainment of
learning outcomes. Units of credit awarded are consistent with institutional
policies that reflect generally accepted norms or equivalencies in higher
education. If the institution offers courses based on clock hours, it follows
Federal standards for clock-to-credit-hour conversions. (ER 10) |
P |
S |
36 |
|||
|
10. The institution makes available to its students
clearly stated transfer-of-credit policies in order to facilitate the
mobility of students without penalty. In accepting transfer credits to
fulfill degree requirements, the institution certifies that the expected
learning outcomes for transferred courses are comparable to the learning
outcomes of its own courses. Where patterns of student enrollment between
institutions are identified, the institution develops articulation agreements
as appropriate to its mission. (ER 10) |
P |
S |
37 |
|
11. The institution includes in all of its programs,
student learning outcomes, appropriate to the program level, in communication
competency, information competency, quantitative competency, analytic inquiry
skills, ethical reasoning, the ability to engage diverse perspectives, and
other program-specific learning outcomes. |
P |
S |
38 |
|
12. The institution requires of all of its degree programs
a component of general education based on a carefully considered philosophy
for both associate and baccalaureate degrees that is clearly stated in its
catalog. The institution, relying on faculty expertise, determines the
appropriateness of each course for inclusion in the general education
curriculum, based upon student learning outcomes and competencies appropriate
to the degree level. The learning outcomes include a student�s preparation
for and acceptance of responsible participation in civil society, skills for
lifelong learning and application of learning, and a broad comprehension of
the development of knowledge, practice, and interpretive approaches in the
arts and humanities, the sciences, mathematics, and social sciences. (ER 12) |
P |
S |
39 |
|
13. All degree programs include focused study in at least
one area of inquiry or in an established interdisciplinary core. The
identification of specialized courses in an area of inquiry or
interdisciplinary core is based upon student learning outcomes and
competencies, and include mastery, at the appropriate degree level, of key
theories and practices within the field of study. |
P |
S |
40 |
|
14. Graduates completing career-technical certificates and
degrees demonstrate technical and professional competencies that meet
employment standards and other applicable standards and preparation for
external licensure and certification. |
P |
S |
41 |
|
15. When programs are eliminated or program requirements
are significantly changed, the institution makes appropriate arrangements so
that enrolled students may complete their education in a timely manner with a
minimum of disruption. |
P |
S |
42 |
|
16. The institution regularly evaluates and improves the
quality and currency of all instructional programs offered in the name of the
institution, including collegiate, pre-collegiate, career-technical, and
continuing and community education courses and programs, regardless of
delivery mode or location. The institution systematically strives to improve
programs and courses to enhance learning outcomes and achievement for
students. |
P |
S |
43 |
|
B. Library and Learning Support
Services |
� |
||||
|
� |
� |
College |
District |
� |
|
|
1. |
The institution supports student
learning and achievement by providing library, and other learning support
services to students and to personnel responsible for student learning and
support. These services are sufficient in quantity, currency, depth, and
variety to support educational programs, regardless of location or means of
delivery, including distance education and correspondence education. Learning
support services include, but are not limited to, library collections, tutoring,
learning centers, computer laboratories, learning technology, and ongoing
instruction for users of library and other learning support services. (ER 17) |
P |
S |
44 |
|
|
2. |
Relying on appropriate expertise
of faculty, including librarians, and other learning support services
professionals, the institution selects and maintains educational equipment
and materials to support student learning and enhance the achievement of the
mission. |
P |
S |
45 |
|
|
3. |
The institution evaluates library
and other learning support services to assure their adequacy in meeting
identified student needs. Evaluation of these services includes evidence that
they contribute to the attainment of student learning outcomes. The
institution uses the results of these evaluations as the basis for
improvement. |
P |
S |
46 |
|
|
4.������������ When
the institution relies on or collaborates with other institutions or�� other sources for library and
other learning support services for its instructional programs, it documents
that formal agreements exist and that such resources and services are
adequate for the institution�s intended purposes, are easily accessible and
utilized. The institution takes responsibility for and assures the security,
maintenance, and reliability of services provided either directly or through
contractual arrangement. The institution regularly evaluates these services
to ensure their effectiveness. (ER 17) |
SH |
SH |
47 |
||
|
C. Student
Support Services |
� |
||||
|
� |
� |
College |
District |
� |
|
|
1. |
The institution regularly
evaluates the quality of student support services and demonstrates that these
services, regardless of location or means of delivery, including distance
education and correspondence education, support student learning, and enhance
accomplishment of the mission of the institution. (ER 15) |
P |
S |
48 |
|
|
2.����� The institution identifies and assesses
learning support outcomes for its student population and provides appropriate
student support services and programs to achieve those outcomes. The
institution uses assessment data to continuously improve student support
programs and services. |
P |
S |
49 |
||
|
3.����� The institution assures equitable access
to all of its students by providing appropriate, comprehensive, and reliable
services to students regardless of service location or delivery method. (ER
15) |
P |
S |
50 |
||
|
4. ���� Co-curricular programs and athletics
programs are suited to the institution�s mission and contribute to the social
and cultural dimensions of the educational experience of its students. If the
institution offers co-curricular or athletic programs, they are conducted
with sound educational policy and standards of integrity. The institution has
responsibility for the control of these programs, including their finances. |
P |
S |
51 |
||
|
5.����� The institution provides counseling
and/or academic advising programs to support student development and success
and prepares faculty and other personnel responsible for the advising
function. Counseling and advising programs orient students to ensure they
understand the requirements related to their programs of study and receive timely,
useful, and accurate information about relevant academic requirements,
including graduation and transfer policies. |
P |
S |
52 |
||
|
6.����� The institution has adopted and adheres
to admission policies consistent with its mission that specify the
qualifications of students appropriate for its programs. The institution
defines and advises students on clear pathways to complete degrees,
certificate and transfer goals. (ER 16) |
P |
S |
53 |
||
|
7.����� The institution regularly evaluates
admissions and placement instruments and practices to validate their
effectiveness while minimizing biases. |
P |
S |
54 |
||
|
8.����� The institution maintains student
records permanently, securely, and confidentially, with provision for secure
backup of all files, regardless of the form in which those files are
maintained. The institution publishes and follows established policies for
release of student records. |
P |
S |
55 |
||
|
Standard III: Resources |
� |
||||
|
A. Human Resources |
� |
||||
|
� |
� |
� |
College |
District |
Ref# |
|
1.����� The institution assures the integrity
and quality of its programs and services by employing administrators, faculty
and staff who are qualified by appropriate education, training, and
experience to provide and support these programs and services. Criteria,
qualifications, and procedures for selection of personnel are clearly and
publicly stated and address the needs of the institution in serving its
student population. Job descriptions are directly related to institutional
mission and goals and accurately reflect position duties, responsibilities,
and authority. |
SH |
SH |
56 |
||
|
2. ���� Faculty qualifications include knowledge
of the subject matter and requisite skills for the service to be performed.
Factors of qualification include appropriate degrees, professional
experience, discipline expertise, level of assignment, teaching skills,
scholarly activities, and potential to contribute to the mission of the
institution. Faculty job descriptions include development and review of
curriculum as well as assessment of learning. (ER 14) |
SH |
SH |
57 |
||
|
3. ���� Administrators and other employees
responsible for educational programs and services possess qualifications
necessary to perform duties required to sustain institutional effectiveness
and academic quality. |
SH |
SH |
58 |
||
|
4. ���� Required degrees held by faculty,
administrators and other employees are from institutions accredited by
recognized U.S. accrediting agencies. Degrees from non- U.S. institutions are
recognized only if equivalence has been established. |
S |
P |
59 |
||
|
5.����� The institution assures the
effectiveness of its human resources by evaluating all personnel
systematically and at stated intervals. The institution establishes written
criteria for evaluating all personnel, including performance of assigned
duties and participation in institutional responsibilities and other
activities appropriate to their expertise. Evaluation processes seek to
assess effectiveness of personnel and encourage improvement. Actions taken
following evaluations are formal, timely, and documented. |
SH |
SH |
60 |
||
|
6. ���� (No longer applicable effective January
2018, Standard III.A.6). |
� |
� |
x |
||
|
7. ���� The institution maintains a sufficient
number of qualified faculty, which includes full time faculty and may include
part time and adjunct faculty, to assure the fulfillment of faculty
responsibilities essential to the quality of educational programs and
services to achieve institutional mission and purposes. (ER 14) |
P |
S |
61 |
||
|
8. ���� An institution with part time and adjunct
faculty has employment policies and practices which provide for their
orientation, oversight, evaluation, and professional development. The
institution provides opportunities for integration of part time and adjunct
faculty into the life of the institution. |
SH |
SH |
62 |
||
|
9. ���� The institution has a sufficient number
of staff with appropriate qualifications to support the effective
educational, technological, physical, and administrative operations of the
institution. (ER 8) |
P |
S |
63 |
||
|
10. �� The institution maintains a sufficient
number of administrators with appropriate preparation and expertise to
provide continuity and effective administrative leadership and services that
support the institution�s mission and purposes. (ER 8) |
P |
S |
64 |
||
|
11.� The institution establishes, publishes, and
adheres to written personnel policies and procedures that are available for
information and review. Such policies and procedures are fair and equitably
and consistently administered. |
S |
P |
65 |
||
|
12.� 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. |
SH |
SH |
66 |
||
|
13.� The institution upholds a written code of
professional ethics for all of its personnel, including consequences for
violation. |
SH |
SH |
67 |
||
|
14.� The institution plans for and provides all
personnel with appropriate opportunities for continued professional
development, consistent with the institutional mission and based on evolving
pedagogy, technology, and learning needs. The institution systematically
evaluates professional development programs and uses the results of these
evaluations as the basis for improvement. |
P |
S |
68 |
||
|
15.� The institution makes provision for the
security and confidentiality of personnel records. Each employee has access
to his/her personnel records in accordance with law. |
S |
P |
69 |
||
|
� |
� |
� |
� |
� |
� |
|
B. Physical Resources |
� |
||||
|
� |
� |
� |
College |
District |
� |
|
1. |
The institution assures safe and
sufficient physical resources at all locations where it offers courses,
programs, and learning support services. They are constructed and maintained
to assure access, safety, security, and a healthful learning and working environment. |
S |
P |
70 |
|
|
2. ���� The institution plans, acquires or
builds, maintains, and upgrades or replaces its physical resources, including
facilities, equipment, land, and other assets, in a manner that assures
effective utilization and the continuing quality necessary to support its
programs and services and achieve its mission. |
S |
P |
71 |
||
|
3.����� To assure the feasibility and
effectiveness of physical resources in supporting institutional programs and
services, the institution plans and evaluates its facilities and equipment on
a regular basis, taking utilization and other relevant data into account. |
P |
S |
72 |
||
|
4. ���� Long-range capital plans support
institutional improvement goals and reflect projections of the total cost of
ownership of new facilities and equipment. |
SH |
SH |
73 |
||
|
C. Technology Resources |
� |
||||
|
� |
� |
� |
College |
District |
� |
|
1. |
Technology services, professional
support, facilities, hardware, and software are appropriate and adequate to
support the institution�s management and operational functions, academic
programs, teaching and learning, and support services. |
SH |
SH |
74 |
|
|
2.����� The institution continuously plans for,
updates and replaces technology to ensure its technological infrastructure,
quality and capacity are adequate to support its mission, operations,
programs, and services. |
SH |
SH |
75 |
||
|
3.��� The institution assures that technology resources
at all locations where it offers courses, programs, and services are
implemented and maintained to assure reliable access, safety, and security. |
P |
S |
76 |
||
|
4.����� The institution provides appropriate
instruction and support for faculty, staff, students, and administrators, in
the effective use of technology and technology systems related to its
programs, services, and institutional operations. |
SH |
SH |
77 |
||
|
5.��� The institution has policies and
procedures that guide the appropriate use of technology in the teaching and
learning processes. |
S |
||||