Report on Accreditation Summits

Matt WetsteinInterim Vice President of Instruction

Accreditation Liaison OfficerFebruary 19, 2013

Outcomes

• 4 Accreditation Summits in the Spring of 2013• Goals of the summits– Campus participants can understand the purposes of

accreditation– Gain knowledge about accreditation standards– Be able to identify appropriate types of evidence for

documenting the college’s ability to meet a standard– Complete initial work on evidence and narrative statements

relating to accreditation standards– Establish a timeline and responsibilities for completing work

on the draft report

4 Phases of Accreditation

Internal Evaluation

2013-14

External evaluationTeam visit

Spring 2014External report

to ACCJC

Commission EvaluationJune 2014

Review internal and external

reportTake action

Institutional Self-

Improvement(continuous

process)

Internal Evaluation

• Self Evaluation of Educational Quality and Institutional Effectiveness report– Analysis of the 4 accreditation standards– How do we measure up as a college?– Identify action plans where needed– Submit a written report to the ACCJC in

preparation for peer review & commission review

Accreditation SummitsSTANDARD SUMMIT KEY COMPONENTS OF ANALYSIS

1 – Mission & Institutional Effectiveness

Feb. 8DeRicco 275

Identified mission, program review, cycle of review for student learning outcomes

2 – Student Learning Programs & Services

April 12DeRicco 275

Instruction, student services, library and learning resources

3 – Resources May 10DeRicco 275

Human, physical, technical and financial resources are adequate to accomplish the mission and support student learning

4 – Leadership & Governance

March 8DeRicco 275

Decision making roles and processes, board and administrative organization

RECENT HOT BUTTON ISSUES

• Integrated planning & program review• Goals & benchmarks for student achievement• SLO’s as part of evaluation process• Fiscal stability & Board governance

Example of Summit WorkDescriptive Summary Self-Evaluation

Actionable Improvement Plan

Standard II.3 - The college has adopted a philosophy of general education (GE) that is printed in the College Catalog. It informs curriculum committee decisions about appropriate general education courses. Students in all AA/AS programs must complete a minimum of 24 units of GE. Examples of relevant courses can be found in the Catalog GE list on page 37.

The college’s general education philosophy was last revised in May 2012 after revisions by the Academic Senate Curriculum Committee. Recent revisions to the GE course list have removed courses no longer articulated with the CSU and UC system. A GE list clean-up has been undertaken by English faculty. Certain CTE programs like Auto Tech require only non-transferable math for the degree.

The CTE faculty and college curriculum committee will review math requirements for vocational programs to ensure the degree requirements meet the college’s GE philosophy in a uniform manner.

Standard II.3 – The institution requires of all academic and vocational degree programs a component of general education based on a carefully considered philosophy that is clearly stated in its catalogue.

Accreditation Timeline

• Spring – Summits help identify evidence and narrative themes

• Chairs and co-chairs of standards develop rough drafts

• August – First Draft ready for campus review and comments

• End of Fall Term – President’s Council and Board approval of Self Evaluation Report