Draft Self-Study Report in Support of Reaffirmation of Accreditation College Review

Draft

Self-Study Report in Support of Reaffirmation of Accreditation

College Review

College Council Meeting, June 9, 2011

Mission StatementDe Anza College provides an academically rich, multicultural learning environment that challenges students of every background to develop their intellect, character and abilities; to realize their goals; and to be socially responsible leaders in their communities, the nation and the world.

De Anza College fulfills its mission by engaging students in creative work that demonstrates the knowledge, skills and abilities contained within the college’s Institutional Core Competencies:

• Communication and expression• Information literacy• Physical/mental wellness and personal responsibility• Global, social, cultural and environmental awareness• Critical thinking

Accrediting Commission for Community and Junior Colleges (ACCJC) Standards

I. Institutional Mission and EffectivenessII. Student Learning Programs and ServicesIII. ResourcesIV. Leadership and Governance

Team Leaders

Standard I• Nancy Cole• Alex Kramer• Andrew LaManque

Standard III• Letha Jeanpierre• Dan Mitchell• Kevin Metcalf

Standard II• Gregory Anderson• Mary Kay Englen• Christina Espinosa-Pieb

Standard IV• Stacey Cook• Cynthia Lee-Klawender• Virginia Marquez

Standards Teams

Timelines

2007• Student Learning Outcomes coordinator appointed; SLO timelines

developed

2008• Intensive work begun on SLOs• Focused Midterm Report submitted

2009Yearlong• Steady progress on SLOs; new coordinators named; work begins on Student

Services Learning Outcomes (then referred to as Service Area Outcomes, or SAOs) and Administrative Unit Outcomes (AUOs)

Spring• Institutional Core Competencies (ICCs) developed

Fall• Draft Six-Year Planning Cycle developed• Accreditation website updated• Educational Master Plan Committee formed; review of mission statement begun• 2009 Follow-Up Report submitted• Initial Accreditation Steering Committee emerges organically from the SLO

Steering Committee• ALO attends training at California Community College League (CCLC)

conference, San Francisco• Planning occurs for invitation to college community to participate in Self-Study

2010Yearlong• Continuing progress on SLOs, SSLOs, AUOs and assessment cycles• Ongoing Accreditation Steering Committee meetings• Regular accreditation updates provided to college community through College

Council, other governance groups• Self-Study development through Standards teams

January• ALO attends ACCJC public meeting, San Francisco• College community invited to information session on Accreditation Self-Study;

Overview and Orientation meeting held

January/February• Self-Study teams established and convened; early work begins• Educational Master Plan drafted, distributed

2010March• Self-Study chairs training, ACCJC, Foothill College• Faculty chairs training, Academic Senate Accreditation Institute, Newport

Beach

April• Formal accreditation update to board of trustees

May• College Council approval of updated mission statement, Educational Master

Plan• College Council formal approval of Accreditation Steering Committee charge

2010July• Discussion begins on Accreditation surveys to students, faculty and staff

November• Accreditation surveys administered• ALO attends ACCJC workshop, Pasadena

2011Winter/Spring• Regular accreditation updates continue to be provided to college community

through College Council, other governance groups

January• ALO attends ACCJC public meeting, San Francisco

January-May• Submissions/revisions/editing of Self-Study drafts

March• ALO and faculty training, Academic Senate Accreditation Institute, Napa

April• ALO attends ACCJC workshop, San Francisco• Faculty, administrator representatives attend ACCJC workshop on institutional

planning, West Valley College

2011June• Self-Study available online for review by entire college community• Review of Self-Study through governance groups, College Council, Town Hall

meeting• Board of trustees review of document; presentation delivered to board• Feedback incorporated• College Council approves Self-Study

ProposedPlanning Agendas

Standard I. Institutional Mission and Effectiveness

• As a component of the new planning process, the mission statement will be reviewed on a regular basis and this review will be integrated into the planning process.

• The college will implement the integrated planning process that

incorporates outcomes assessment results into institutional planning, and provide the time and space for broad-based dialogue aimed at improving student learning.

Standard II. Student Learning Programs and ServicesStandard II.A, Instructional Programs

• Working with other Planning and Budgeting Teams and College Council, the Instructional Planning and Budget Team (IPBT) will review and modify the Annual Program Review Update and Comprehensive Program Review processes on a regular basis.

• Develop a distance learning course evaluation, based on the Foothill- De Anza Faculty Agreement Article 6 and Appendix J2W.

• Develop faculty training on effective online teaching strategies to improve student success and retention.

• Institutional Research will continue its commitment to assisting faculty and staff in their assessment efforts in the course and program levels.


• The SLO team will continue to refine its processes so that faculty can efficiently and effectively assess and document student learning to improve student learning.

• The college will continue to encourage professional growth in the area of assessment through the Office of Staff and Organizational Development. Staff Development activities related to the development, interpretation and analysis of course and program assessments will continue.

• Assessment of Program Level Outcomes (PLOs) will be completed by the end of the 2013-14 academic year.


• Workshops will be conducted in order to introduce Program Level Outcomes Assessment (PLOACs).

• Develop an assessment plan for Program Level Outcomes (PLOs). • The Academic Senate, through the SLO Steering Committee and team,

will continue to encourage faculty to develop reasonable program-level assessment techniques.

• The college will continue to support the promotion of systematic collection of SLO and PLO assessment data.


• The SLO Steering Committee will continue to refine SLOACs in all areas of the college in order to achieve meaningful use of data into practice.

• Develop a centralized technology training plan that addresses faculty

training. • Develop additional faculty training for Distance Education. • Increase staff development in the Institutional Initiatives: Outreach,

Individualized Attention to Student Retention and Success, Cultural Competence, and Community Collaborations.


• Create an inventory of areas that have exit exams and encourage alignment with SLO assessments.

• Faculty will develop and conduct a comprehensive approach to meaningful assessment of certificate and degree programs.

• Develop a plan to assess General Education (GE) outcomes.

• Implement revised General Education Philosophy and Area Descriptors for inclusion in the 2013-2014 catalog.

• Assess student achievement of the General Education (GE) outcomes and Institutional Core Competencies (ICCs).


• Incorporate into Program Review forms, as appropriate, elements of the CTE Program Review supplement, including labor market projections and advisory committee recommendations.

• Deans with Career Technical Education (CTE) programs in their divisions

will convene annual industry advisory committee meetings. Recommendations of the advisory committees will supplement annual Program Reviews.

• Divisions will periodically review syllabi for consistency with appropriate standards, including content, methods and college policies.


• Working with Foothill College, draft a joint policy on program discontinuance for discussion at the college.

• Assess effect of elimination of Readiness co-requisites on student success and retention in developmental and freshman transfer-level English.

• Continue to evaluate the effectiveness of the overall college website through student focus groups and faculty and staff input.

• Continue to improve and enhance the online searchable schedule of classes.


• Improve Student Development-related websites in the content and presentation of information, including as it relates to academic honesty.

• Revamp the Student Handbook for content and presentation and increase visibility of the handbook on the college website.

Standard II. Student Learning Programs and ServicesStandard II.B, Student Support Services

• With the leadership of the associate vice president of Instruction, the campus will hire a new director for Equity, Social Justice and Multicultural Education.

• With the leadership of the associate vice president of Instruction, the

director of ICCE, the director of Equity, Social Justice and Multicultural Education, and the director of Staff and Organizational Development will collaborate with DASB to establish updated strategic plans focused on student access and engagement for their departments.

(The above are also Planning Agendas for Standard III.)


• Assessment, in conjunction with the DARE Task Force, will determine, prioritize and implement best practices to improve Assessment Center service to students, including in the placement of students in developmental education courses.

• The new dean of Counseling and Matriculation will work with the

Matriculation Coordinator to establish a Matriculation Advisory Board.


• The Student Services Planning and Budget Team (SSPBT) will continue to refine Student Services Learning Outcomes Assessment Cycles (SLOACs) to assist in planning, program evaluation and decision-making.

• Working with other Planning and Budgeting Teams and College Council, SSPBT will review and modify the Annual Program Review Update and Comprehensive Program Review processes on a regular basis.

• Develop an assessment plan for Program Level Outcomes (PLOs).

• The college will continue to support the promotion of systematic collection of SSLO and PLO assessment data.

Standard II. Student Learning Programs and ServicesStandard II.C, Library and Learning Support Services

• Facilitate an increase in fully online, partially online and hybrid course offerings through Distance Learning instructional design and training assistance.

• With the leadership of the new dean of Learning Resources, engage more faculty in the integration of Library services, including orientations as part of courses and Learning Communities.

• Redesign Library space or create a larger instructional lab to accommodate a minimum of 40 students.

• Redesign circulation and reference/instruction desk areas to improve service.

Standard III. Resources

• Explore additional ways to educate employees about different working styles and interpersonal work relationships.

• With the oversight of College Council and its College Planning Committee (CPC), continue to ensure that the Educational Master Plan goals and integrated planning drive staffing decisions.

• Explore opportunities to increase funding for diversity programs on campus.

• Explore opportunities to maximize staff development during times of constrained budget.


• Increase communication throughout shared governance about the integration of human resources planning with institutional planning.

• Working with other Planning and Budgeting Teams and College Council, the Finance and Educational Resources Planning and Budget Team (PBT) will review and modify the Annual Program Review Update and Comprehensive Program Review processes on a regular basis.

• Continue to integrate the Information Technology Strategic Plan into campus planning and budgeting initiatives.


• Work toward a centralized technology training plan, based on wide-ranging input from faculty, staff and students, as well as all staff involved in delivering training, both at the campus and district level. The plan should address the questions of how training needs are assessed and how training will be assessed and evaluated, in addition to guiding users toward the appropriate location to receive the training.

• Complete the update of the Facilities Master Plan.

• Develop clear policies and procedures for writing and pursuing grants.

Standard IV. Leadership and Governance

• Continue review of governance and decision-making models. • Institutional leaders will encourage staff, faculty and administrators to

improve communication by updating and maintaining websites. • Work toward making the shared governance process clearer by

standardizing the college’s governance website to create more uniformity and consistency in presenting the roles, charges and responsibilities of each group.

Standard IV. Leadership and Governance

• Improve the De Anza College governance website, making it more visible, standardized and consistent in presenting the roles, charges and responsibilities of each shared governance team, committee or group.

• Explore release time and/or stipends for classified professional participation in leadership roles as a way of encouraging widespread governance participation.

• Produce a governance e-Handbook draft describing governance groups

and decision-making processes in a standardized online format.

Next StepsJuly• Board of trustees accepts De Anza College Institutional Self-Study

Report in Support of Reaffirmation of Accreditation• Final draft posted online

August• Complete designed document mailed to ACCJC and Evaluation Team,

accompanied by flash drives of document with links to evidence, and related materials such as college catalog

September• Opening Day: AccreditationJuly-October• Planning for Evaluation Team Visit

October 24-27Accreditation

Evaluation Team Visit

Accreditation Self-StudyDraft Available for Review at deanza.edu/accreditation

Feedback: Marisa Spatafore, Accreditation Liaison Officer [email protected], x8672

Documents

Draft Self-Study Report in Support of Reaffirmation of Accreditation College Review