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 externally. The institution uses analysis 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. 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. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, valid and reliable) Does a gap exist? Please explain. What does the institution’s mission statement say about its educational purpose? List from catalog SLO’s on TracDat and CurricUnet Developing the GEO’s and hyperlink in mission statement that transports to referenced item Who are the colleges intended students? How does the institution determine its intended population? Is the identified population a reasonable match for the institution’s location, resources, and role in higher education? Transfer, High School, Returning Adult, Career, Student Athletes, Veterans, etc. Population identified based on community needs, outreach efforts based on college’s enrollment management plan. Yes, there is a reasonable match. Institutional effectiveness Report, ARCC data; Scorecard, Enrollment Plan, college website, Launchboard, Salary Surfer, SLOs, Catalog, Mission Statement, Organizational Chart of Student Learning Divisin and the College Org Chart Lifelong learners; short term career education programs need better integration. Responsiveness to the needs of these populations may be impacted by the laborious curriculum development and approval process. Work arounds? What processes does the institution use to foster commitment to student learning? Does the mission statement express this commitment? Student Learning model informs the college’s organizational structure; SLO’s, Program planning, professional development for faculty and staff, student My Nav, Trac Dat, Curricunet, Degree Works, D2L course management system; Library subscriptions; Fall Fling minutes; Minutes of the Better integration of data sources like Trac Dat to Curricunet to Degree works. If not possibole maybe a cross walk that illustrates the wide
Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap exist-explain) When was the current mission statement approved by the board? July 14, 2009 Board meeting minutes for 7/14/09 no IA.3 Using the institution’s governance and decision-making processes, the institution reviews its mission statement on a regular basis and revises it on a regular basis and revises it as necessary. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap exist-explain) How effective is the institution’s process for periodic review of the mission statement? Does the process allow for incorporating the interests for the institutions’ stakeholders? There is a process. Mission Review Task Force meets as needed. Reports back at Fall Fling annually. Yes, stakeholder’s interests are incorporated. Fall Fling/follow-up email/yearly review evaluation + validation of Strategic Objectives M/V/V task force gp Board minutes Community feedback/groups Mission Review Taskforce Do we want a cycle for review of Mission (since Board approval needed) If yes, add to Moorpark’s Making Decisions document. Incorporation of interests of institution’s stakeholders effective + evaluated? Data? Find a way of incorporating the interests of external stakeholders (in addition to the BOT) in the development and review of the mission statement
How does the institution know that the way the mission statement is developed approved and communicated to all stakeholders is effective? What circumstances prompt changes to the statement? Fall Fling: validation Survey Faculty/Staff/Admin. Affect COR review Fall Fling minutes Mission Review Taskforce Vision and Values statement Catalog Board of Trustees Minutes None IA.4 The institution’s mission is central to institutional planning and decision making. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap exist-explain) How effectively does the mission statement prompt planning and decision making? To what extent is the mission statement central to the choices the college makes? Making Decisions Doc. Includes the hiring, budget, facilities, funding and other resource allocation processes. Program Plan doc.: synopsis, effectiveness, purpose, strengths Program Plan: Actions steps SLOs Environmental Scans None
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 improved student learning. IB.1 The institution maintains an ongoing, collegial, self-reflective dialogue about the continuous improvement of student learning and institutional processes. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap exist-explain) How has the college structured its dialogue? How well does the college embrace and understand the purpose of the dialogue? Outlined in Making Decisions 4 councils: VP, Admin, Deans, Student Services 3 senates: Academic, Associated Students, Classified Fall Fling Town Halls Y’all come Governance gps (6 standing Commit.) Planning process Division/Dept mtgs Surveys to campus community Agendas Minutes Result of surveys Engagement of faculty in governance committees None When, how, and about what subjects has the college engaged in dialogue? What Educational Master Plan-10 yrs challenges + opportunities Strategic Plan-3 yrs objectives Program Planning process-annual TracDat Agendas Minutes Student Score Card Is there a direct mapping of the impact of the dialogue? Action
impact has the dialogue had on student learning? Institutional Effectiveness Report Fall Fling-yearly Town Halls-1/semester at least-Q&A Y’all comes-working sessions Self-evaluation-data driven: PP and LOs Planning Agenda (?) Governance gps: EdCap-program review/Course Outcome assessment FacilitiesCAP-plan and monitor TechCAP-plan and monitor Fiscal Planning-plan and monitor CurriculumCommittee Faculty Development Planning process Division/Dept mtgs Subject: budget +crisis, reorg, SLOs… teaching and learning topics, Year Of Salary Surfer Graduation Rates Course Completion Rate “Clearinghouse” follow up w/ student SS # CC placement in state and US Steps in Program Plan? Does the dialogue lead to a collective understanding of the meaning of evidence, data, and research used in evaluation of student learning? What defines/demonstrates a collective understanding? Continued participation reflects a commitment to the process and its value Posting documents online calling for review and comments from campus community Surveys Town Hall Y’All Come Councils meetings minutes Academic Senate minutes, Classified Senate minutes Fall Fling Agenda and summary of event outcomes Governance committees, Prioritization processes; Example: Still resistance to the interpretation of SLOs and the effect of creating an SLO committee w/possible authority/decision over SLOs.
integral to integrated planning Classified Prioritization lists When resources fulfill plans are not available, does the college identify and follow strategies to increase its capacity, i.e., seek alternate means for securing resources? Yes through grants and partnership; shared resources; recycling equipment Perkins, ADN, SB70, donations from business and industry; fundraising for scholarships None What changes have occurred as a result of implemented plans? Program Planning process ; parking structure, faculty hiring, Making Decisions; prioritization lists, Strategic Objectives; None IB.5 The institution uses documented assessment results to communicate matters of quality assurance to appropriate constituencies. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap exist-explain) What assessment data does the college collect? Institutional Effectiveness; Productivity data ; student completion, persistence, retention and transfer rates; licensure and third party certification data; student and employee satisfaction surveys, SLO, environmental scans Institutional Effectiveness report; Education Master plan, District wide Student Satisfaction Survey; VCCCD Employee Satisfaction Survey, College Survey of Committee Effectiveness; CTE Advisory Committee minutes; Program plans; VCCCD Participatory Governance Handbook; VCCCD Annual Report to the Community None By what means does the college make public its data and analysis internally and externally? VCCCD Annual Report to the Community; Committees, Councils, EdCAP, department and division meeting minutes; VCCCD portal; ARCC Report, Scorecard, LaunchBoard; CCCCO Legislative Reports, Institutional Effectiveness Report; VCCCD Annual None
email, MC Share, Enrollment Plan, Education Master plan, Facilities plan, Strategic plan, Informational Technology plan Report to the Community; MyVCCCD portal; Advisory Committees; Accreditation ands program self -study reports published on website, portal, and via email lists How does the college assess whether it is effectively communicating information about the institutional quality to the public? District Director of Public Information Claire Geisen; hits in the press; satisfaction surveys Press release postings; Moorpark College press and media clippings, Needs Institutional Public Information Officer and Marketing plan that is current; review of communication channels and products such as website, view book. How does the institution communicate its institution-set standards? Catalog, website, portal, Shared with the Academic Senate, Deans Council, Institution’s Strategic Objectives, Institutional Effectiveness Report, Town Hall Meetings, Y’All Come, Fall Fling, governance committees, outreach events Outreach activities calendar; College Catalog; program brochures, webpages and other publications None IB. 6 The institution assures the effectiveness of its ongoing planning and resource allocation processes by systematically reviewing and modifying, as appropriate, all parts of the cycle, including institutional and other research efforts. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap exist-explain) What processes does the institution use Economic forecast reports, annual review of institutional None
Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap exist-explain) How does the institution ensure that all institutional offerings align with the stated mission of the institution? Mission is reviewed annually by a broad campus collective to ensure it continues to match college ideals, student needs, and community needs. Course curriculum is reviewed as scheduled every 2-3 years as part of Curriculum Committee (College Standing governance group Over the past few years with budget cuts, many conversations have occurred among faculty and administration discussing “coring” the curriculum to focus on basic skills, transfer (AA-T & AS-T) and career tech. All courses have SLOs that can be mapped to PLO/ILO which link to the mission Fall Fling Curriculum COR review schedule; Making Decisions documentation of Curriculum Committee Charter Division, department meeting minutes, Dean IGETC chart of course offerings, Ya’ll Comes (?), MC Collaborative, Fall Fling (2011) TracDat and CurriUNET; Mapped connection graphic??? Maybe- evidence of the curriculum being specifically compared to mission was not readily found. Retrospectively, we can probably link every course in a table to portions of the mission. What I don’t see is prospectively how we ensure every course is aligned with the mission. How does the institution ensure that its programs and services are high quality and appropriate to an institution of higher education? Curriculum reviewed as scheduled by Curriculum Committee 100% of courses are measured for Continuous Quality Improvement in a sustained process evaluation of SLO’s and PLO’s Services and programs are evaluated annually through the Program Planning Process Curriculum schedule of COR review Lisa Putnam reports and Julie Campbell, examples on Trackdat Program Plans in TracDat and EVP Summaries No gap How does the institution choose the fields of study in which it offers programs? For CTE, SCANS and input from advisory committee Discussions at department meetings and annual Program Planning meeting in January Faculty collaborate on courses/program content when writing CORs using CurricUNET Dept. Chairs in collaboration with the Dean determine the courses to offer each semester COR Scans, Program Plan Scans, advisory committee meetings Dept. meeting minutes, EVP summary, Faculty meetings, approval signature sheet in CurricUNET AFT Contract, emails between faculty and deans No How does the Curriculum is reviewed routinely See Curriculum No
Gainful Employment disclosures Health Sciences surveys of students, employers, alumni, and agencies Career Technical Program’s Advisory meeting minutes National exam pass rates/statistics: Program and Student Level Outcomes assessments Program and TracDat TracDat and probably McShare How is this information incorporated into program planning? Information from the above resources are included in many places of the program plan including: Listing of program strengths Productivity data including (course completion rates, course success rates, declared majors, number of degrees/certificates Summary of Access and Productivity Effectiveness, Environmental Scans Resource Requests Trac Dat examples What kind of research is being conducted to determine if students are achieving stated learning outcomes? Quantitative and qualitative data is being collected at the course and program levels. See information included above.
facilitating student learning? IIA.1.c The institution identifies student learning outcomes for courses programs, certificates, and degrees; assesses student achievement of those outcomes; and uses assessment results to make improvements. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap What student learning outcomes has the institution identified for its courses, programs, certificates, and degrees? Institutional Level Outcomes General Education Outcomes Programs and certificates are found in the college catalog, on CurricUNET (COR) and TracDat. ACCJC SLO report ILOs and GLO’s: ILOs and GLO’s: Examples from Moorpark College catalog, CurriUNET and TracDat ACCJC 10/10/12 College Status Report on Student Learning Outcomes Implementation: Yes- #3-Not sure how consistently we have this information in all three places and if it matches? How and by whom are student learning outcomes and strategies for attaining them created? How and by whom are student learning outcomes and program outcomes assessed? How are the results used for improvement? Institutional level and For program, certificate and course level outcomes, the discipline department Chairs work with faculty to create, assess, strategize and monitor student learning outcomes. They are assisted by a Student Learning Coordinator who receives release time to work them. Student Learning Outcomes are part of the official Course Outline of Record (COR) which is reviewed regularly (CTE every 2 years and other programs every 5 years) and approved by the Curriculum Committee. ILO Evidence: Flex Week Ya’ll Comes Program, certificate and course level evidence: Department minutes Curriculum Minutes Advisory minutes Annual EVP Program Planning meeting summary CORs and Curriculum minutes Yes- ILO’s and GLO’s need more robust and wider conversations and assessment processes. ILO’s are general; we need to identify measurable ways to assess them. Also, we need to find evidence that results are used for improvement. I think we are using the results but probably not documenting them consistently. Are student learning outcomes Outcome results are discussed annually at the program planning meeting with EVP, Deans, Annual EVP Program Planning meeting summary Yes- perhaps the new SLO Committee with help bridge this
verifiably at the collegiate level? What assessments are in place for measuring these outcomes? How effectively are the assessments working? Department Chairs and Business Services. Each Department has individual assessments modalities in place. Assessments of SLO results are identified as effective based on the course level of scrutiny. TracDat ??? gap. Currently, we “map” course level SLO’s to ILO’s. If we can develop measureable ILO’s with benchmarks, we could probably have a better understanding of our effectiveness. What dialogue has occurred about using assessment results to guide improvements to courses, programs, etc.? What improvements have resulted? Dialog is discussed at the program level typically in department meetings. Outcome results are discussed annually at the program planning meeting with EVP, Deans, Department Chairs and Business Services. Outcome results are discussed at MC Standing Committees when determining allocation of resources (faculty, staff, technology, and facilities). Added a narrative section to program plan for each discipline to described improvements resulting from SLO results Department minutes Annual EVP Program Planning Summary and TracDat Standing Committee minutes New section in Program Plan form may help with evidence for this section. Can be strengthened- New section in Program Plan form may help with evidence for this section IIA.2 The institution assures the quality and improvement of all instructional courses and programs offered in the name of the institution, including collegiate, developmental, and pre-collegiate courses and programs, continuing and community education, study abroad, short-term training courses and programs, programs for international students, and contract or other special programs, regardless of type of credit awarded, delivery mode, or location. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap By what criteria and processes does the institution decide to offer developmental, pre-collegiate, continuing and community 1) College complies with State, District, and College Master Plan and Strategic Goals 2) Faculty complete Program Plans in which they complete an Environmental Scans Analysis, indicating courses/programs/certificates that would be marketable in the workplace 3) Faculty complete Program Plans in which they review the 1) District master and strategic master plan 2) College master and strategic master plan 3) Advisory committee meeting minutes (honors, basic skills, Learning Community) 1) Survey students to determine why they dropped to better determine need for developmental courses or need for other special programs 2) Clear definition of continuing education
ensure that all of its instructional courses and programs are of high quality? Are they all of high quality? every 2 years, Academic programs every 5) 2) Instructor evaluation process - New full-time faculty go through four year Tenure Review Process In which they are evaluated annually - Tenured faculty evaluated every three years - New Part-time faculty evaluated for the first 4 semesters 3) A distance education work group under the Curriculum Committee is currently incorporating new standards from the state in developing standardized distance education evaluation criteria 4) Every instructor teaching a distance education course must complete two types of trainings: 1) software program 2) online pedagogy 5) Distance education training flex events 6) Systematic evaluation of student learning outcomes 7) Annual Program Review & Planning Process - EVP reviews each departments’ program plan and indicates a rating of success based on the following criteria: 1) Retention 2) Success (How many students are passing the class with grade C or better and 3) FTEs 3) Curriculum Committee Minutes 4) Division-wide evaluation schedule 5) Contract (Evaluation Schedule) 6) Evaluation faculty form (district human resources website) 7) Flex events ( fall and spring schedules) 8) Faculty development area on portal 9) SLO review schedules (academic, CTE, and student services 10) MC share annual summary of program plan evaluations 11) Institutional Effectiveness Document
What is the process for establishing and evaluating each type of course and program? How does the college determine the appropriate credit type, delivery mode, and location of its courses and programs? 1) See above regarding “What is the process for establishing and evaluating each type of course and program” 2) Credit courses must meet our college mission. We have one non-credit course and the rationale is ?? 3) Delivery mode is determined by faculty when developing COR - Faculty reviews parallel courses at other Community Colleges/transfer institutions to determine units, accepted delivery type - Faculty consult SLOs/PLOs to determine which delivery mode would best meet course/program outcomes - Faculty consult Chair and Dean - Determine if faculty is appropriately trained to teach online - Advisory boards may influence faculty’s decision on delivery mode. For example, biotech and nuclear medicine) - Faculty consult C-IDs when available 4) Location – Department decides (Faculty in consultation with Deans and Chairs make the decision based on a number of factors (enrollment size, lab component or special equipment needs, off-site needs such as career focus) 1) Department Chair scheduling process notes 2) List of Division wide classroom primacy How does the institution ensure the quality of all instructional courses and programs offered in its name? Does 1) Curriculum quality ensured through Curriculum Committee Review Process 2) When programs establish AA-Ts, state requirements are consulted and adhered to 3) Programs develop and assess Program Learning Outcomes 1) Curriculum Committee binder 2) CORs in CurricUNET 3) College ScoreCard 4) Summary of program plan reviews in EVP office 5) TracDat 6) Faculty Development
the institution use evaluation of courses and programs effectively for improvement? as well as Student Learning Outcomes for each course 4) Annual program review & planning process - EVP reviews each departments’ program plan and indicates a rating of success based on the following criteria: 1) Retention 2) Success(How many students are passing the class with grade C or better and 3) FTEs 5) Offer faculty development opportunities - distance education coffee breaks - Fall and spring flex week - Fund faculty to attend professional developmental conferences - Fund faculty sabbatical projects 6) Student evaluation of faculty CTEs programs have outside accreditors that evaluate quality of programs (e.g., child development, EATM) CTE success rates on National exams Transfer rates of students 7) Passing rates of Moorpark College students enrolled in programs (e.g., nursing) with national exams Committee web section on portal 7) Fall and spring flex week schedules 8) List of faculty who have been paid to attend professional development conferences 9) Sabbatical written reports on district website 10) Student evaluation reports 10) National exam passing rates on web IIA.2.a The institution uses established procedures to design, identify learning outcomes for, approve, administer, deliver, and evaluate courses and programs. The institution recognizes the central role of its faculty for establishing quality and improving instructional courses and programs. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap What established policies and institutional processes guide the development and evaluation of courses, programs, certificates, and 1) see above IIA.2 (1 and 2 are additional evidence) for “What established policies and institutional processes guide the development and evaluation of courses, programs, certificates, and degrees” Role of faculty: Curriculum Committee: Each department has 1)VCCCD Administrative Procedure (AP 4020) specifies level of review for legal compliance as well as content quality in program, curriculum, and course development (IIA-23) 2) VCCCD Board Policy (BP
discipline expertise for establishing the quality of its courses and programs? the quality of its courses and programs? IIA2.b The institution relies on faculty expertise and the assistance of advisory committees when appropriate to identify competency levels and measurable student learning outcomes for coursed, certificates, programs including general and vocational education, and degrees. The institution regularly assesses student progress towards achieving those outcomes. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap How are competency levels and measurable student learning outcomes determined? What is the role of faculty? What is the role of advisory committees? 1) Course competencies are driven by Program competencies, which are driven by core competencies, which are ultimately driven by the college mission 2) Course competencies and related student learning outcomes also determined by state wide C-IDs 3) Competency levels for CTE programs such as nursing set by state national board standards 4) Non-CTE programs complete their own environmental scans of marketplace and transfer institution requirements College Catalog CORS in CurricUNET Program Plan Evaluation Form TracDat How has the institution structured the relationship between student learning outcomes, competency levels for degrees, certificates, programs, and courses? Course competencies are driven by Program competencies, which are driven by core competencies, which are ultimately driven by the college mission College Catalog CORS in CurricUNET Program Plan Evaluation Form TracDat
Do students have a clear path to achieving the student learning outcomes required of a course, program, certificate and degree? How well does the institution achieve and evaluate the effectiveness of learning at each level? 1) Courses are offered on a 2-year cycle so students can complete degree requirements in 2 years 2) Program, certificate, degree requirements are clearly specified in College Catalog 3) Course objectives are specified on course syllabi 4) Student support services such as Career/Transfer center are readily available on campus and discussed in college catalog Every instructor is required to assess student learning based on assessment methods discussed in Course Outline of Record Every course, program, certificate degree conducts PLOs on a 5 year cycle Departmental SLOs and PLOs indirectly assess ILOs 1) Department Chair/Dean scheduling notes 2) College Catalog 3) Student Services syllabus 4) Course syllabi 5) TracDat IIA2.c High-quality instruction and appropriate breadth, depth, rigor, sequencing, time to completion, and synthesis of learning characterize all programs. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap How does the institution demonstrate the quality of its instruction? What evidence exists that all programs are characterized by the variables cited in this standard? Faculty evaluations Student Success Rate SLO/PLO results Division evaluation schedules Faculty evaluation forms specified in contract College scorecard on website TracDAT
What institutional dialogue has occurred to enhance understanding and agreement about the quality and level of its programs? Annual discipline/program plan review with EVP EdCAP meetings Curriculum Committee meetings Academic Senate meetings Faculty Development Meetings Annual Fall flex Distance Education Coffee Breaks Department/Division Meetings Discipline meetings with SLO Coordinator Program Plan reviews in EVP office Department Chair receives signed copy of Program Plan reviews EdCAP meeting minutes Curriculum Committee meeting minutes Academic Senate Committee meetings Faculty Development Meeting minutes Fall flex minutes Distance Education Coffee Break Minute meetings Department/Division Meetings SLO Coordinator records What criteria does the college use to decide the breadth, depth, rigor, sequencing, time to completion, and synthesis of learning breadth of each program it offers? 1) College complies with State, District, and College Master Plan and Strategic Goals 2) Program Environmental Scans Analyses of marketplace and of major transfer institutions , 3) CTE programs have advisory boards, which advise programs 4) C-IDs 1) District master and strategic master plan 2) College master and strategic master plan 3) Departmental Program Plans in TracDAT 4) Joint department/advisory meeting minutes 5) State-wide C-ID website What role do faculty play in these decisions? How does the college use these qualities (breadth, depth, etc.) to determine that a program is collegiate or pre-collegiate level? 1) For courses with C-IDs, faculty are invited to contribute through the discipline C-ID website 2) For courses with no C-ID, faculty look to equivalent programs at other Community Colleges/four-year institutions 3) CTE programs seek feedback from advisory boards 1) State-wide C-ID website 2) CurriCUNET 3) Joint department/advisory meeting minutes 4) Curriculum Committee Binder
7) Office of institutional research gathered and tabulated success rates for students from different demographics (e.g., age, gender, ethnicity) Do courses include multiple ways of assessing student learning? How does the college determine what delivery modes are appropriate for its students? For each objective on the COR, faculty must list a number of possible assessment methods. In addition, a separate section on the COR lists acceptable methods of evaluation When faculty are evaluated, evaluators are asked to determine if assessment methods used are effective SLO data provides insight into the effectiveness of different delivery modes CurricUNET Faculty evaluation form (HR tools) TracDAT What teaching methodologies are commonly used? How are methodologies selected? Have faculty discussed the relationship between teaching methodologies and student performance? What efforts has the college made to match methodologies with particular needs of students’ learning styles? Completed faculty evaluations list teaching methodologies utilized CORs lists acceptable methods of instruction ACCESS department notifies instructor of special instructional accommodations for individual students Dean/Department Chair records CurricUNET ACCESS eligibility forms Has the college investigated the effectiveness of its delivery modes? How effective are delivery modes and instructional methodologies that the college uses in producing learning? Based on a systematic evaluation schedule, faculty are evaluated on the effectiveness of their teaching methods According to School ScoreCard Moorpark College students are successful in transferring, completing programs, earning certificates Faculty evaluation form on HR website Completed evaluation forms in Department Chair/Division offices Completed Program Plan evaluation summaries in EVP office
that admitted students are able to benefit from its programs? How is this information applied to admissions policies and procedures? effectiveness report. Surveys, Early alert, Title 5, Transfer and success rates, counseling support for degree attainment and transfer. effectiveness report. Score card, DATA MART, programs, online orientation, limited Learning communities, What college wide discussions have occurred about how student access, progress, learning, and success are consistently supported? Fall fling, 3SP advisory group, Yall Come, Program plans Meeting minutes from: Fall fling, 3SP advisory group, Yall Come, Program plans SB1456 is work in progress. IIB.1 The institution assures the quality of student support services and demonstrates that these services, regardless of location or means of delivery, support student learning and enhance achievement of the mission of the institution. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap By what means does the institution assure the quality of its student support services? How does the institution demonstrate that these services support student learning? Scorecard surveys IR, Slos, Program plans. Score card surveys in financial aid. Program plans Slos in trac dat Potentially doing student focus groups.
By what means does the institution determine the support needs of its students? How well does it address these needs? Moorpark College participates in annual national surveys, Survey of Entering Student Engagement (SENSE) and Community College Survey of Student Engagement (CCSSE), to provide information on students’ experiences with student services, behaviors and learning. The College also participates in the College Health Assessment to understand the health trends of students and offer support services. Individual services and programs conduct their own surveys, analysis of usage statistics. Enrollment data is used to determine needs by programs and services. The results of the ACHA – National College Health Assessment helped understand the needs of Moorpark College students and the Student Health Center was able to establish programs and services to meet students need, such as, Mindful Meditation. Institutional research web page indicates participation. Program plans and SLOs. The SENSE, CCSSE and individual services results are not shared with the campus community. It is unclear how the results are used or shared with various departments and services to improve. Not all student information is available that some programs and services need to support students (transfer goals to 4yr colleges). If courses, programs, certificates or degrees are offered via DE or CE, how does the institution determine and monitor learning support needs? Instructor evaluations are given to students in distance education/online courses. Deans, the instructional technologist and instructors informally assess students’ needs. At the district level, there is the Instructional Technology Advisory Committee (ITAC). Instructors and instructional technologist take inventory of students’ needs and pass information to deans and TCap Committee. A gap exists for the distance education courses in a lower success rate for online courses opposed to on-ground. A possible solution would be for an online tutorial that students would complete before the online course began. The low response rate to instructor evaluation request. There has not been a campus DE Committee or formal process for monitoring students’ needs. ITAC evaluates DE district needs. II.B.3.a The assures access to all of its by and reliable services to students regardless of service location or delivery method.
1.MC participates in the following assessments: a. Community College Survey of Student Engagement (CCSSE) b. Survey of Entering Student Engagement (SENSE). c. National College Health Assessment (NCHA). 2. Student Services Council discusses student needs for services. SS Retreat last done ’09??. 3. Individual Programs do assessment of their programs – satisfaction surveys. 4. Resources/forms are available for all students online. Some programs provide direct service to on-line services. 5. Hours of operations for all services have expanded to be open one night a week, Wednesday, until 7 PM. 1 a & b The most recent CCSSE and SENSE have not been shared with campus community. 1 c. NCHA – helps us understand the health needs of our students and how they impact their academics. Data is used to support services offered and health education & promotion activities such as Mindfulness Meditation. 2. SSC Agendas are on MC Share. Agenda items reflect assessment topics (CCSSE). 3. Individual Program Plans/SLO’s 4. Program websites. Examples of this are: a. Online Library Tutorial. c. Online academic counseling through counseling and career transfer center. d. “Ask- A- Librarian” d. Application submission. 5. Posted in SS Syllabus, websites, areas of service. 1a.b.c. Information is not posted on one site for campus community to review and utilize. Reinstate Student services retreat. 4. All service programs need to identify broadening offerings similar to what is being done through academic counseling and the library. 5. One night a week is not sufficient for students who attend T/Th evening classes only. Currently Student Services Council is having dialogue about this.
Are those responsible for trained? ***Opportunities for continuing professional development through regular district and campus meetings, webinars, flex activities, and conferences ***Weekly departmental meetings where speakers present materials and information on topics and programs such as financial aid, probation, early alert, transfer, new developments in disciplines ***Monthly AIM Academic Information Meetings(11B20) for case studies addressing articulation and curriculum ***In-services held 2 to 3 times a semester on professional development activities *** Regular attendance at conferences for UC, CSU, ISP,OOS ***District Trainings for Career Pathways, new software such as Degree Works ***Access to State sponsored professional list serves for information update and professional development (Transfer Directors, Articulation Officer, Counselor, Transfer) *** Development of counseling Intern program ***On the job training ***Pairing of new counselors with experienced faculty on staff through tenure process -Look for minutes. Evidence of mentors? -List of conferences and who went? -Presentations at meetings? -Who is on what list serves? -MC Faculty Handbook online -Faculty Development holds Flex Activities -Flex activities and college service hour reporting -Staff Resource Center -Instructional Technologist holds technical trainings -Counselor Assistant Training -Travel approvals -Categorical programs have travel reports -Attendance at Annual student success conference -Have new counselors go through some steps of internship program. -Pair new pt counselors with experienced counselors -Establish a list of professional development activities such as conferences, webinars and attendees as a resource to other counselors (add to minutes) -Formalized Counselor Assistant Training (use orientation to campus from Intern program) -Reporting back from conference attendance at division and department meetings )
Are these or comparable services available to online students? ***Cyber counseling through counseling dept and CTC ***Information on websites Counseling, EOPS, CTC, Access, R&R (including forms, events) ***Information through portal, course studio, D2L ***Virtual university representative appointments -Google analytics for usage of websites -SARS Cyber counseling (emails) reports - -UCSB, UCB Virtual appointment logs - D2L shells for each service -Expand cyber counseling options and method of recording -Archive power points or from workshops on website -Create videos of FAQ for counseling -Virtual counselor appointments/live chat, using SKYPE or similar online system (ie UCB online appt system) -Establish a campus system for online videos( FAQ) -Expand counseling course options via hybrid and online -Develop special population online orientation modules (International -Phone access to online students and all students
II.C.1.a 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 of the institution. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap exist-explain) What information about student learning needs is provided by other instructional faculty and staff to inform selection of library resources? Mary LaBarge is a member of the Curriculum Committee and uses the formalized Tech Review process to evaluate whether the library has met the instructional needs for all college courses. If a professor feels the library does not have adequate resources for their assignments, Mary begins a dialogue with them to gather resource titles for future purchase. All college courses are required to be reviewed / revised every 5 years (some CTE 2-3 years) by the Curriculum Committee. At that time, the library resources are evaluated, insuring that there is a formal tie-in between the course assignments and the library collection. In addition to this, the Faculty Guide (available through the Moorpark College Library website) informs professors of their ability to request materials for instructional support. Request forms are available in person at the Reference Desk. Faculty members are also given the option to email their requests to the librarians. New faculty members Faculty Guide New Faculty Orientation NFO Library Handout Faculty emails to librarians requesting materials Copied order cards with the names of instructors and/or students COR filled out form Welcome email from the Dept. Chair We would like to provide faculty members with the additional option of requesting materials through the Moorpark College Library website.
II.C.1.b The institution provides ongoing instruction for users of library and other learning support services so that students are able to develop skills in information competency. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap What are the information competencies that the institution purports to teach all students? What is the evidence that the institution acts purposefully to teach these competencies? The librarians have identified and information competency points and they are all delineated in the program plan. All students who attend library instruction sessions are taught these competency points. The librarians are continually making adjustments in the library assignments and assessment tools. --Library assignments --SLOs Report (Program -Plan) --Program Plan --SLO – Evaluating Sponsorship/Authorship of a Website How does the institution assess the competencies in information retrieval/use that it teaches students? How does the institution evaluate its teaching effectiveness and set goals for improvement? Results are gathered through the assignments and the SLO assessment. The assessments are reviewed and graded by the librarians, and the information is recorded and charted. -- Library Assignments --Graded assessment sets --SLO assessments How are comparable information competency skills developed for DE/CE students and students at locations? There is an online orientation/Library tutorial (Searchpath Basic) available through the Moorpark College Library website. This extensive orientation tutorial includes quizzes at the end of each module to help students gauge their retention of the material. An online assessment is also provided by the library to --Library Tutorial (Searchpath) available from the library homepage -- Online assessment for Searchpath -- Library Tutorial Survey
What in depth thinking have faculty, as individuals and collectively, engaged in about how well students are learning in their courses and programs? Some depts More than others See dept meeting minutes and email discussions; see TracDat What measures have they, again as individuals and collectively, created or selected to measure that learning? Every dept and program has developed SLOs and PLOs. There is variance between department as to individual v group development. See dept meeting minutes and email discussions; see TracDat gap Are these measures different for DE/CE students? DE courses are assessed with the same criteria as on the ground counterparts. See dept meeting minutes and email discussions; see TracDat No gap What discussions have faculty had about how to improve learning? What plans have been made? Anecdotal rather than formal; currently fulfilling the letter. Not yet at the spirit in all departments. See dept meeting minutes and email discussions gap What changes have faculty made in teaching methodologies to improve learning? Some depts farther along with implementing change See psychology, counseling, ask for other examples gap What changes in course content or sequencing have resulted from analyses of how well students are mastering course content in both DE/CE and face- to-face instructional formats? Some depts farther along with implementing change Counseling has increased orientations; Math has used assessment to restructure developmental math and proportion of course offerings. gap What methods has the institution developed to evaluate effectiveness in producing student learning outcomes? Are these methods yielding meaningful and useful results? Implementation of TracDat; meeting with deans; in the past, meeting with Institutional Researcher; currently less monitoring of SLO data collection has resulted in less reporting of data See Trac Dat gap How does the institution use analysis of the results of assessment to improve student learning outcomes? Until TracDdat, SLOS were more closely monitored through the program planning process. Now gap
for the range of diverse personnel at the institution? professional development suggestions office What programs and services does the institution have to support its personnel? How effective are these programs? A Faculty Development committee. Are there any survey results that Faculty Develoment has? Are the programs, practices and services evaluated on a regular basis? Evaluations are standard at the conclusion of each flex event See flex committee evaluations III.A.4.b The institution regularly assesses that its record in employment equity and diversity is consistent with its mission. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap What is the institution’s record on employment equity and diversity? Email question sent to HR How does the institution track and analyze its employment equity record? How does it use this information? Email question sent to HR III.A.4.c The institution subscribes to, advocates, and demonstrates integrity in the treatment of its administration, faculty, staff and students. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap What policies and procedures about the treatment of personnel does the institution have in place? The district follows Title 5 regulations, Personnel Commission Regulations and the contract agreements with both faculty and classified staff. See BP/AP 7xxx See contracts No gaps How does the institution ensure that its personnel and students are treated fairly? The district follows Title 5 regulations, Personnel Commission Regulations and the contract agreements with both faculty and classified staff. See BP/AP 7xxx See contracts No gaps III.A.5 The institution provides all personnel with appropriate opportunities for continued professional development, consistent with the institutional mission and based on identified teaching and learning needs.
Service Survey Process F, M & O Weekly Meeting Notes SWACC Inspection Reports Nursing Program off-site facilities Program Plan Reports (facilities requests) Work Orders Business Services Council Meeting Notes Business Services Customer Service Survey Results How does the college use the results of facilities evaluations to improve them? Does the college use similar processes to assure the safety and sufficiency of its equipment? Six-Year Facilities Master Plan Process Facilities/Technology CAP (FRAWG subcommittee) State Wide Association of Community Colleges (SWACC) Safety and Wellness Committee Meetings Environmental Committee Meetings Campus-wide Y’all Come Meetings Work Order Requests Preventative Maintenance Programs Equipment Preventative Maintenance Contracted Services Business Services Council Business Services Customer Service Survey Process Minutes from Campus-wide Y’all Come meetings Notes from F, M & O Weekly Reports Minutes from monthly VP and F, M & O Meetings Minutes from Facilities/Technology CAP Meeting Notes from FRWG subcommittee State Wide Association of Community Colleges (SWACC) Report Completed Work Orders Equipment Maintenance Service Contracts Vehicle Service Records Business Services Customer Service Surveys no How does the institution support the equipment needs of the distance delivery modes it offers? Are institutional needs for equipment met? Six-Year Facilities Master Plan Process Facilities/Technology CAP (FRAWG/TRAWG subcommittees) Work Order Requests F, M & O & IT Facility Upgrade Projects Minutes from Facilities/Technology CAP Meeting Notes from FRAWG/TRAWG subcommittees Completed Work Orders Completed Project Documents no
III.B.1.a The institution plans, builds, maintains, and upgrades or replaces its physical resources in a manner that assures effective utilization and the continuing quality necessary to support its programs and services. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap exist-explain) How does the institution consider the needs of programs and services when planning its buildings? Six-Year Facilities Master Plan Five Year Capital Planning Process Five-Year Scheduled Maintenance Process State Fire Marshal/County Fire Codes California Building Codes Division of the State Architect Approval Process Foundation Facility Condition Assessment Process Annual Program Plan Process Facilities/Technology CAP Process FMP document Annual Program Plan facilities requests Minutes from Campus-wide Y’all Come meetings Minutes from Facilities/Technology CAP State Fire Marshal/County Fire Inspection/Approval California Building Codes Division of the State Architect Plan Approval Process Division of the State Architect Inspection Process Foundation Facility Condition Assessment Process Capital Project Records Scheduled Maintenance Project Records no What processes ensure that program and service needs determine equipment replacement and maintenance? Annual Program Plan Process Facilities/Technology CAP and FRAWG and TRAWG workgroups Work Order Requests Scheduled Maintenance Plan Annual Program Plans Minutes from Facilities/Technology CAP Notes from FRAWG and TRAWG workgroups Completed Work Orders Scheduled Maintenance Project Records no How does the institution evaluate effectiveness of facilities and equipment in meeting the needs of programs and services? Institutional Effectiveness Report Process Business Services Council Business Services Survey Process Program Plans Institutional Effectiveness Report Business Services Council Meeting Notes Business Services Surveys Program Plans no
qualitative/quantitative, and reliable) gap exist-explain) What process does the institution follow to develop capital plans? How are long-range capital projects linked to institutional planning? VCCCD Strategic Plan Process MC Educational Master Plan Process MC Facilities Master Plan Process MC F/T CAP Meetings MC Five-Year Capital Outlay Program Process Campus-wide Y’all Come Meetings VCCCD Strategic Plan MC Six-Year MC Educational Master Plan MC Six-Year Facilities Master Plan MC F/T CAP Meeting Minutes MC Five-Year Capital Outlay Program Minutes from campus-wide Y’all Come meetings no What elements comprise the definition of "total cost of ownership" that the institution uses when making decisions about facilities and equipment? Facilities Condition Assessment Process Facility/Equipment life-cycle Evaluation Process Facility Maintenance Staff Assessment Process Five-year Scheduled Maintenance Plan Process Facilities Condition Assessment Report Report to Governing Board – Facilities Condition and Staffing Assessment Five-year Scheduled Maintenance Plan Scheduled Maintenance Projects Sufficient State funding Sufficient maintenance staffing How do planning processes ensure that capital projects support college goals? How effective is long-range capital planning in advancing the college improvement goals? Educational Master Plan Process Facilities Master Plan Process Five-Year Capital Outlay Program Process Five-Year Schedule Maintenance Program Process Facilities Condition Assessment Annual Program Plans Facilities/Technology CAP FRAWG Workgroup TRAWG Workgroup Work Order Requests F, M & O Weekly Meetings VCCCD Five Year Capital Outlay Plan Moorpark College Five Year Capital Outlay Plan VCCCD Five Year Scheduled Maintenance Plan Moorpark College Five Scheduled Maintenance Plan Minutes from Campus-wide Y’all Come meetings Notes from F, M & O Weekly Reports Notes from monthly VP and F, M & O Meetings Minutes from Facilities/Technology CAP F, M & O Weekly Meeting Notes Completed Work Orders No III.B.2.b Physical resource planning is integrated with institutional planning. The institution systematically assesses the effective use of physical resources and uses the results of the evaluation as the basis for improvement. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap
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. 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. III.C.1 The institution assures that any technology support it provides is designed to meet the needs of learning, teaching, college-wide communications, research, and operational systems. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap exist-explain) How does the institution ensure that its various types of technology needs are identified? Program from academic and student service programs. Academic Senate meetings F/TCAP ITAC (district) Business Services Satisfaction Survey (minimal) Fall Fling (2013) Professional Development conferences (external) District surveys for students (web app) IT help desks (district/college) Mandates from the state (registration, TracDat T/FCAP agendas/minutes Academic Senate agendas/minutes Prioritization lists from TRAWG Documentation of IT tickets ITAC minutes Statewide mandates (Chancellor’s office) Making Decisions Document How does staff communicate their needs? Some campus groups do not fall in to a program (OAL) so cannot communicate their needs. No campus-wide survey done to our knowledge. We are dependent on the District’s opinion of the necessity of our wants/needs. Y’all come format could be used for evaluation
Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap exist-explain) How does the institution make decisions about technology services, facilities, hardware, and software? Program plans-T/FCAP TRAWG prioritization Process is described in MDD ATAC (District) Strategic Plan Agendas/minutes from TCAP/TRAWG/ATAC Pages in MDD and Strategic plan How does staff communicate their needs? Some campus groups do not fall in to a program (OAL) so cannot communicate their needs. How well does technology accommodate the college's curricular commitments for distance learning programs and courses? Whether technology is provided directly by the institution or through contractual arrangements, are there provisions for reliability, disaster recovery, privacy, and security? Campus does not have its own plan for DE. The district provides DE technology. Pay for licenses for Respondus etc. Headsets/tablets/computer labs Dave (for D2L info) No college plan to support DE. III.C.1.b The institution provides quality training in the effective application of its information technology to students and personnel. Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap exist-explain) How does the institution assess the need for information technology training for students and personnel? Faculty Development does survey every year at Fall Fling asking faculty what workshops they want. New programs or systems lead to training. Surveys from Fall Fling Limited assessment of needs for students and personnel other than faculty. What technology Mandatory D2L faculty Schedule of D2L Limited assessment of the effectiveness.
training does the institution provide to students and personnel? How does the institution ensure that the training and technical support it provides for faculty and staff are appropriate and effective? How effective is the training provided? How is the training evaluated? training for classes Lynda.com training Coffee Breaks District trainings (OMNI update) Lync phones One-on-one trainings for specific needs Student workers for peer-to-peer help Flex week survey for flex week trainings Department-level training (Nursing) Instructor orientations in D2L for students trainings Coffee Breaks announcements Announcements for various trainings from district Flex week survey Faculty development of attendance to trainings III.C.1.c The institution systematically plans, acquires, maintains, and upgrades or replaces technology infrastructure and equipment to meet institutional needs. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap exist-explain) How has the institution provided for the management, maintenance, and operation of its technological infrastructure and equipment? Program plans/TCAP Strategic Plan Technology Master Plan Tech Operations Plan Program plans/TCAP Strategic Plan Technology Master Plan Tech Operations Plan Does the college provide an appropriate system for reliability and emergency backup? Yes Strategic Plan (?) Back-up and recovery logs No
III.C.2 Technology planning is integrated with institutional planning. The institution systematically assesses the effective use of technology resources and uses the results of evaluation as the basis for improvement. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap How does the institution ensure that facilities decisions are developed from program review results, institutional needs, and plans for improvement? Program plans-T/FCAP FRAWG prioritization Process is described in MDD What evidence is there that the institution bases its technology decisions on the results of evaluation of program and service needs? Program plans T/FCAP TRAWG prioritization Process is described in MDD Agenda minutes from Program plans-T/FCAP TRAWG prioritization Process is described in MDD How does staff communicate their needs? Some campus groups do not fall in to a program (OAL) so cannot communicate their needs. No institution-wide survey/evaluation How does the institution determine that technology needs in program and service areas are met effectively? Technology MP Delegated from institutional level to program level TMP Program Plans (TracDat) No institution-wide survey/evaluation How does the institution prioritize needs when making decisions about technology purchases? How effectively are those needs met? TCAP/TRAWG Data from Program Plans Criteria for TRAWG prioritization Effectiveness is determined at the program level Business Survey TCAP prioritization process through TRAWG Criteria for TRAWG prioritization Business Survey—is technology sufficient to meet needs? No institution-wide survey/evaluation Communication of decisions to programs Discussion Participants:
setting priorities for funding institutional improvements? subsequent review in requests--e.g. telescopes Are institutional resources sufficient to ensure financial solvency? Have met budget without having to borrow. Allotment of money and criteria for student success to be determined. Need evidence that school has not borrowed money to support instruction??? How to match for student success funds $3 us/ $1 state From IELM monies? III.D.1The institution’s mission and goals are the foundation for financial planning. III.D.1.aFinancial planning is integrated with and supports all institutional planning. Probing Questions Answer/Discussion Evidence (previous 5 years, and reliable) Gap (yes/no; if a gap exist-explain) Does institution review its mission and goals as part of the annual fiscal planning process? Mission and goals are discussed / decided in Fall Fling Fall Fling notes No Does the institution identify goals for achievement in any given budget cycle? Goals for achievement are decided annually via Program Plans, Fall Fling, Standing Committee Goals, Business Scorecard (in addition to Program Plans) and discussed in Town Halls. Program Plans, Fall Fling notes, Standing Committee notes, Business Scorecard No Does the institution establish priorities among competing needs so that it can predict future funding? Do institutional plans exist, F-CAP (staff), T-CAP, AS (faculty), Program plans (short term and term goals). Fiscal cap, T cap, AS balloting results and reports. Program plan faculty and staff requests. Concerns: If expanding course offerings/hours/ building /technology no direct way to account for increased need for support staff Staff representation during fiscal for hiring needs.
and are they linked clearly to financial plans, both short-term and long-range? Does the financial planning process rely primarily on institutional plans for content and timelines? Financial planning and timelines discussed in Fall Fling, governance committees (F-CAP, T-CAP, Ed-CAP) program plan meetings Fall Fling note, F-CAP, T-CAP, Ed-CAP, Program Plans and Program Plan meeting summaries Revised budget cuts by state Student success mandates--not clear yet Need integrated planning model Can the institution provide evidence that past fiscal expenditures have supported achievement of institutional plans? Requested, discussed reviewed in Governance Committees, Program Plans and Program Plan meetings Governance Committees minutes, Program Plans and Program Plan Meetings summaries Program Plans: Need to close loop between program requests for support with achievement / increased success within the program plan and SLO reporting Does the governing board and other institutional leadership receive information about fiscal planning that demonstrates its links to institutional planning? Information provided via Board Reports. Institutional leadership perform program reviews/town halls. District reviews of campus budgets, If additional funds (grants, etc..) are available or needed president must advise chancellors who advise board, DCAS--reviews allocation model. Board reports, Program Plan Meetings summaries, Town Hall notes, No III.D.1.bInstitutional planning reflects realistic assessment of financial resource availability, development of financial resources, partnerships, and expenditure requirements. Probing Questions Answer/Discussion Evidence (previous 5 years, Gap (yes/no; if a gap exist-explain)
qualitative/quantitative, and reliable) Do individuals involved in institutional planning receive accurate information about available funds, including the annual budget showing ongoing and anticipated fiscal commitments? This information is available on the Business Services Webpage (business tools links). This is where meeting notes are posted and can be found Business services webpage Feedback by president/vp to departments/services on prioritization of final facilities/tech allocations requested in program plans (noted previously) e.g. send out an email that decisions have been made and they can check whether requests were approved. Does the institution establish funding priorities in a manner that helps the institution achieve its mission and goals? Are items focused on student learning given appropriate priority? What other documents are used in institutional planning? Funding priorities established via Facilities Master Plan, Education Plan, Technology plan, Program Plans, and Capital Plan. Facilities Master Plan, Education Plan, Technology plan, Capital Plan, and Program Plans & Program Plan Review summaries Educational master plan needs Planning Objective for Academic and Fiscal Planning vs. the Economic Environment See last paragraph page 193? III.D.1.c When making short-range financial plans, the institution considers its long-range financial priorities to assure financial stability. The institution clearly identifies, plans, and allocates resources for payment of liabilities and future obligations. Answer/Discussion Evidence (previous 5 years, and reliable) Gap (yes/no; if a gap exist-explain) What evidence of long-term fiscal planning and priorities exits? Evidence is contained in Master plans and standing committee minutes as well as Program Plans Facilities master plan, Education plan, Technology Plan, Program Plan, Capital Plan, T-CAP, F-CAP, No Does the institution have plans for payments of long-term liabilities and obligations, including debt, health benefits, insurance costs, building For hiring, a costs of benefits assessment is performed. For physical obligations John Facilities Master Plan, Education Plan, Techology Plan, Program Plan, Capital Plan, T-CAP, Long term funding of Student success act requirements
III.D.2 To assure the financial integrity of the institution and responsible use of financial resources, the internal control structure has appropriate control mechanisms and widely disseminates dependable and timely information for sound financial decision making. III.D.2.aFinancial documents, including the budget and independent audit, have a high degree of credibility and accuracy, and reflect appropriate allocation and use of financial resources to support student learning programs and services. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap exist-explain) Are funds allocated, as shown in the budget, in a manner that will realistically achieve the institution's stated goals for student learning? Yes, student achievement/needs assessed in SLO's and Student survey as well as reviewed within programs Student survey, Programs Plan reviews, SLO's Student success and equity funding remains a gap. What do the audit statements say about financial management? Audits are clean maybe a few recommendations. Had one finding but was minor Audit statements No Does the institution provide timely corrections to audit exceptions and management advice? Had one Audit finding but was minor (material error and had been addressed) Audit statements No Is the institutional budget an accurate reflection of institutional spending and does it have credibility with constituents? Constituents are made aware of budget and spending allocations via Town Halls, Fall Flings, Standing Committees. Town Hall summaries, fall Fling notes, Standing Committee minutes, DCAS.doc Budgets posted on district web sites. Budget reviewed twice a year. Communication: State changes in funding affect adopted budget. Executive changes in response are not always well distributed to all affected parties. Are audit findings communicated to appropriate institutional District Issue Needs to be addressed at District level Needs to be addressed at District level
schedule have an adverse impact on institutional financial stability? level level III.D.3.fInstitutions monitor and manage student loan default rates, revenue streams, and assets to ensure compliance with federal requirements. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap exist-explain) What is the default rate forth past three years? Records of default rate maintained by financial aid. Financial aid No Is the default rate within federal guidelines? Yes Financial aid No Does the institution have a plan to reduce the default rate if it exceeds federal guidelines? Yes--Counseling/loan committees FATB website No III.D.3.gContractual agreements with external entities are consistent with the mission and goals of the institution, governed by institutional policies, and contain appropriate provisions to maintain the integrity of the institution. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap exist-explain) What contractual agreements exist, and are they consistent with institutional mission and goals? District Issue Needs to be addressed at District level Needs to be addressed at District level Does the institution have appropriate control over these contracts? Can it change or terminate contracts that don't meet its required standards of quality? District Issue Needs to be addressed at District level Needs to be addressed at District level Are external contracts managed in a manner District Issue Needs to be addressed at District level Needs to be addressed at District level
How does the institution determine that financial needs in program and service areas are met effectively? Funding provided in response to master plans and program requests to meet goals of plans. Review of requests performed during Program Plan review. Institutional effectiveness report, Master plans, Education plan, capitol plan Recommendations from governance groups. Program plan linkage between allocation and student achievement. (Previously noted) How does the institution prioritize needs when making financial decisions? How effectively are those needs met? Funding provided in response to master plans and program requests to meet goals of plans. Review of requests performed during Program Plan review. Institutional effectiveness report, Master plans, Education plan, capitol plan, TracDat Recommendations from governance groups. Program plan linkage between allocation and student achievement. (Previously noted) 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. A. Decision-Making Process 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. IV.A.1 Institutional leaders create an environment for empowerment, innovation, and institutional excellence. They encourage staff, faculty, administrators, and students, no matter what their official titles ,to take initiative in improving the practices, programs, and services in which they are involved. When ideas for improvement have policy or significant institution-wide implications, systematic participative processes are used to assure effective discussion ,planning, and implementation. Name Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap exist-explain) Gilbert Downs What do the statements about institutional The institutional mission and goals are clearly defined throughout the Making Decisions at Moorpark College (page 2 see Moorpark Mission statement; Moorpark College Vision Statement pages 8-9: Possible posters in all classrooms; Suggestion: Have art students create a
mission and goals reveal about the institution's commitment to student success and educational excellence? Making decisions at Moorpark College document as well as The 2010 Accreditation Report. In the Making Decisions document, it states “All students attending Moorpark College will receive the support they need to meet their individual educational goals.” “Classified staff members are provided with opportunities to participate in the formulation and development of district and college recommendations as well as in the processes for recommendations that have or will have a significant effect on them. For purposes of college and district governance, classified staff members have formed a Classified Senate to provide classified staff with an opportunity to participate effectively in district and college governance in the areas that are outside the scope of collective bargaining and that have or will have a significant effect on staff. “ page 32: see Internal environment); 2010 Accreditation Self-Study Report (page 57: “ page 65: “The first step in the college poster Possible GAP: increase promotion of mission to students.
include Enrollment Management Plan, Marketing/Outreach Plan, Student Equity Plan at the program level as specified in individual Program Plans “ Maureen Rauchfuss What information about institutional performance is circulating and available to staffand students? How is the informationkept current?Isit easily accessed,is it understandable? Is itregularly used in institutional dialogueand decision- making sessions? Institutional performance information is available through multiple sources – ie. Program plans, SLO’s, Institutional effectiveness report, Student Success Scorecard. These are updated regularly – usually at least once a year. Since it is presented in different formats there are many opportunities for clarity of the information. Program plan and SLO information is used yearly in the program plan cycle to evaluate outcomes, and make necessary changes. Items such as success, retention, persistence, degrees and certificates, and transfer numbers are used by the institution in planning ongoing program changes and possible additions or eliminations. Program plans and SLO’s are currently stored within the TracDat system and available to the departments and individuals as authorized in that system. They are not for general campus access. The current (Fall 2013) and most recent, Institutional Effectiveness documents are available to staff and students on the Moorpark College website under the Departments/Administrative/ Research. Page 7 of the current document shows our Strategic Planning Process including our annual Fall Fling, Strategic Objectives and Action Plans. Page 8 shows the assessment and program improvement process. Chapter 4 addresses retention, success, completion, degrees, certificates and transfer rates. The CCC Student Success Scorecard which addresses many of these same areas is also easily accessible with one click on the Moorpark College website. Planning activities involving faculty and staff are planned – but staff understanding the importance of allowance of their being involved in these activities is a concern. Possibly a more personal invitation to be involved to our staff would be appropriate.
In the Document Center of MCShare there is some evidence of dialogue and action for most of the Advisory Groups: 18) College Advisory Group Folders. Some folders are empty, namely: BAC – Business Advisory Committee Learning Communities Service Learning Some Committee Folders have limited information or seem to be recently started: Wellness Committee – 2008 to 2012 minute folders but most of them are empty except 2012 Student Success only has 2014 minutes In the Document Center of MCShare there is some evidence of dialogue and action for most of the Project Groups: 19) Campus Project Group Folders: Year of …, Multicultural Day, One Campus One Book Year Of … Limited Info. One campus .. One Book Limited Multicultural Day … Substantial evidence since 2009 - 2013 B) MC Website: Advisory Groups: 18) In Folder Probing Question 2 <Advisory Folder Project Groups: 19) In Folder Probing Question 2 < Project Groups Suggestion: Clean-up MCShare e.g. should advisory committees be included in MCShare? B) Some Gaps found in MC Website 20) Organizational Groups some gaps: In Folder Probing Question 2 < MC Website< Organizational Groups. Only Student Services webpage. 21) Governance Groups: Academic Senate, Classified Senate, and Student Association webpage screen shot, no gaps here. Although meeting minutes for Student Association here is since 2013 22) Standing Committees See screen shots in the evidence folder, seems to be ample evidence. Some committees only have minutes for up until 2013: Tech CAP and Facilities CAP
(previous 5 years, and reliable) Andrea Rambo (staff) Do the written policies on governance procedures specify appropriate roles for all staffand students? Do these policies specify the academic roles offaculty in areas ofstudent educational programs and services planning? Yes, Making Decisions at Moorpark College, 2011-2012 2013-2015 includes the roles and responsibilities of all staff. Section 2.1.1 states, all members of the faculty, staff, and student body are members of their respective senates. The larger constituent group elects the Officers of their respective Senates. This document also explains that faculty are represented by the Academic Senate. The Academic Senate Constitution & Bylaws explains the faculty roles within the decision-making structure of the College. The VCCCD Participatory Governance Handbook also includes the roles and responsibilities of the faculty and staff on pages 12-13. For faculty, it states, “ Through the three Academic Senates and their College governance structure, recommendations are made to the administration of its College and the District on the following specific academic and professional matters: Curriculum, including establishing prerequisites and placing courses within disciplines; Making Decisions at Moorpark College describes the structure and operating agreements for making decisions at Moorpark College. These processes put into practice the mechanisms through which the voices of the college’s constituent groups are heard. The Academic Senate Constitution & Bylaws explains the roles of the faculty in the process. The VCCCD The AS Constitution does not explain the faculty roles in the current version. This is being updated as of 3/12/14.
• Degree and certificate requirements; • Grading policies; • Educational program development; • Standards or policies regarding student preparation and success; • District and College governance structures, as related to faculty roles; • Faculty roles and involvement in accreditation processes, including self-study and annual reports; • Policies for faculty professional development activities; • Processes for program review; and • Processes for institutional planning and budget development • Other academic/professional matters, mutually agreed upon between the Board of Trustees and the Academic Senate. Participatory Governance Handbook includes the roles and responsibilities of the faculty and staff. These roles are further defines by their participation in participatory governance committees. The VCCCD Participatory Governance Handbook explains the roles of the faculty in the process. Are staffand students well informed oftheirrespective roles? Do staffparticipate as encouraged by these policies? Dothe various groups work in collaborativeeffort on Yes, each College Standing Committee under 2.1, Governance Groups, has a staff member listed under representation. Making Decisions at Moorpark College 2011-2012 2013-2015 Chapter 2 2.1 Governance Groups and Membership
agenda to all classified staff in advance of meetings. Posting of minutes on MC website. Example: Fall Fling email to campus with agenda. Do staffat the college know essential information about institutional efforts to achieve goals and improve learning? Yes, as evidenced by attendance at meetings and related meeting minutes. In October 2013, the Classified Senate conducted a survey and held a workshop designed to determine the optimal conditions necessary for Moorpark College to be a high performing, student-centered organization. The survey was discussed at the professional development workshop and there was collaborative discussion regarding the goals of the college. Examples include Standing Committee meeting minutes with Classified Staff and faculty participation. Example 2: Classified Workshop and Survey emails Do the written policies on governance procedures specify appropriate roles for all staffand students? Do these policies specify the academic roles offaculty in areas ofstudent Yes, Making Decisions at Moorpark College 2011-2012 2013-2015 Making Decisions at Moorpark College 2011-2012 2013-2015 describes the structure and operating agreements for making decisions at Moorpark College.
Inajane Nicklas (student) Are staffand students well informed oftheirrespective roles? Do staffparticipate as encouraged by these policies? Dothe various groups work in collaborativeeffort on behalfofinstitutional improvements? Is theresult ofthis effort actualinstitutional improvement? Yes, each College Standing Committee under 2.1, Governance Groups, has an Associate Student Body member listed under representation. Making Decisions at Moorpark College 2013-2015 Chapter 2 2.1 Governance Groups and Membership Governance groups are those whose authority is derived from law and regulation, either as written expressly in the law/regulation or as delegated by another group that possesses said authority. AB 1725 (Education Code 53200 and Assembly Bill 1725) mandates a participatory governance process for California Community Colleges. It authorizes the formation of governance groups and appropriate venues to host governance 2012
honest attempt to make all other meetings … “ Inajane Nicklas (student) Do staffat the college know essential information about institutional efforts to achieve goals and improve learning? Yes, as evidenced by attendance at meetings and related meeting minutes. Review email to include agenda’s with student participation. The only Gap discovered was the difficulties of students to participate in District meetings due to geography and timing. IV.A.4The institution advocatesand demonstrates honesty and integrity in its relationships with external agencies. It agrees to comply with Accrediting Commissionstandards, policies,and guidelines,and Commission requirements forpublicdisclosure,self-evaluation,and otherreports,team visits,and priorapproval ofsubstantive changes. The institutionmoves expeditiously torespond to recommendations made by the Commission. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap What does documentation ofthe institution's past accreditation history demonstrateabout integrity in its relationship with the Commission -has it responded expeditiouslyand honestly to recommendations,are there citations indicating difficulty,etc.? When the Commission placed MC on probation, they made 7 recommendations. Most of these recommendations were District and Board issues, however, efforts were made by MC to address those concerns. Each of those seven items were addressed to the satisfaction of the Commission, and probation was removed in 2013 -From MC self-evaluation, “The College submits required reports as scheduled, including midterm reports (IVA-9), annual reports (IVA-10), and the Substantive Change Report –The Substantive Change Report for distance education was approved January 2010 –2009-2010 Academic Senate Meeting accomplishments -2010-2011 Academic Senate Meeting accomplishments -2011-2012 Academic Senate Meeting minutes –2012-2013 Academic Senate Meeting minutes –2013-2014 Academic Senate Meeting minutes -5-2-2012 VCCCD Functional Mapping Y’All Come Gaps that existed in 12/5/11 Follow-Up reports were addressed in October 2012 Follow-Up Report; -Any continuing gaps in the commission recommendations were successfully addressed by MC -MC Action Letter 2-11-13 ProbRemoval
and observes local ordinances and regulations as they apply to State public institutions” -2012 USDA Zoo accreditation –3-21-12 Moorpark EATM USDA Report –4-12 Moorpark EATM USDA reinspection –4-24-12 USDA letter –2011 Advisory Committee Program Outcome Assessment for RADTech Program –2012 Advisory Committee Program Outcome Assessment for RADTech Program -4-18-12 NLNAC Accreditation Final Report and MC Nursing IV.A.5The role of leadership and the institution's governance and decision-making structures and processes are regularly evaluated to assure their integrity and effectiveness. The institution widely communicates the results of these evaluations and uses them as the basis for improvement. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap exist-explain) What process does the institution use to evaluate its governance and decision- making structures? Are the results communicated within the campus community? MC uses varied processes and communication methods for its different structures. This is seen, for instance, in its (1) annual updating of its Making Decisions at MC document, its (2) annual evaluation of its process, timeline and forms for (1) ‘Making Decisions at MC’: Annual rewrite involves all constituents for feedback (Deans’ Council; VP Council; ASC; Standing Cttees –- see agendas). Then rewritten draft goes out to all faculty, staff and administrators through email for last comments. Final draft distributed to campus through standing committees,by email, and on website and MCShare. (2) Program plans: EdCAP’s first charge is “refining the annual program plan templateand timeline as needed” (‘Making Decisions at Questions – not necessarily gaps! (1) Making Decisions at MC: Do Classified Senate and Associated Students review document, and if so is this recorded in minutes? (2) Program plans: How are changes to the program plans communicated to the campus, except through EdCAP? (Deans’ Council?) Is there always training during Fall Flex Week? (3) Standing committees: