2008 Accreditation Self Study

Institutional Self Study 2008 in Support of Reaffirmation of Accreditation Submitted By

Contra Costa College Contra Costa Community College District 2600 Mission Bell Drive San Pablo, CA 94806-3195

August 2008 Submitted to Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges Institutional Self Study 2008 for Reaffirmation of Accreditation

CERTIFICATION OF THE INSTITUTIONAL SELF STUDY Date:

July 31, 2008

To:

Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges

From:

Contra Costa College 2600 Mission Bell Drive San Pablo, California 94806

This Institutional Self Study is submitted for the purpose of assisting the determination of Contra Costa College‘s accreditation status.

We certify that there was broad participation by the campus community, and we believe this Self Study Report accurately reflects the nature and substance of this institution.

Signed

________________________________________________________ Helen Benjamin, Chancellor, Contra Costa Community College District

________________________________________________________ Tomi Van de Brooke, President Contra Costa Community College District Governing Board

________________________________________________________ McKinley Williams, President, Contra Costa College

________________________________________________________ Richard Akers, President, Contra Costa College Academic Senate

________________________________________________________ Mercy Pono, President, Contra Costa College Classified Senate

________________________________________________________ Mercy Pono, Chairperson, Contra Costa College Accreditation Steering Committee (College Council)

2

Report of the Institutional Self Study for Reaffirmation of Accreditation

TABLE OF CONTENTS Introduction A. B. C D. E. F. G.

College History ………………………………………………………………………….. 4 Demographic Information ………………………………………………………………. 6 Discussion of the 2001 Accreditation Recommendations and Discussion of the 2003 Mid-term Accreditation Report……………………………… 14 Achievement Data ………………………………………………………………………. 25 Student Learning Outcomes Description …………………………………………….. 31 Synopsis of Distance Education and Off-Campus Sites ……………………………. 33 Audit Summary ……………………………………………………………………………34

Abstract of the Report ………………………………………………………………………. 36 College and Accreditation Process A. B. C. D. E. F. G.

Process for the Development of the Accreditation Self Study at CCC ..…………… 44 Committees ………………………………………………………………………………. 46 College Council Accreditation Timeline……………………………………….. ………. 51 College Organizational Chart ………………………………………………….. ………. 52 District Organizational Chart ……………………………………………………………. 53 Eligibility Requirements for Accreditation ……………………………………………… 54 Certification of Continued Compliance with Eligibility Requirements……………….. 62

Standard I – Institutional Mission and Effectiveness A. B.

Mission …………………………………………………………………………………….. 63 Improving Institutional Effectiveness …………………………………………………... 69

Standard II – Student Learning Programs and Services A. B. C.

Instructional Programs …………………………………………………………………… 82 Student Support Services ………………………………………………………………..112 Library and Learning Support Services ………………………………………………...132

Standard III – Resources A. B. C. D.

Human Resources ………………………………………………………………………. 150 Physical Resources ………………………………………………………………………163 Technology Resources …………………………………………………………………..175 Financial Resources ……………………………………………………….……………..180

Standard IV – Leadership and Governance A. B.

Decision-Making Roles and Processes ………………………………………………..199 Board and Administrative Organization ……………………………………………….. 205

Planning Summary …………………………………………………………………………… 228

Report of the Institutional Self Study for Reaffirmation of Accreditation

3

INTRODUCTION COLLEGE HISTORY The Contra Costa Community College District was established on December 14, 1948, with boundaries nearly identical to those of Contra Costa County. It is the eighth largest community college district in California. There are three colleges in the district: Contra Costa College (San Pablo), Los Medanos College (Pittsburg), which also operates the Brentwood site, and Diablo Valley College (Pleasant Hill), which also operates the San Ramon Valley Campus and the Walnut Creek Center.

Contra Costa College is a comprehensive community college located in San Pablo, California, that primarily serves the residents of West Contra Costa County. Contra Costa College was the first of the three colleges to be established in the district. Originally named Contra Costa Junior College, West Campus, it began in 1949 at the old Kaiser Shipyards in Point Richmond. The first classes started February 14, 1950, with a beginning enrollment of 500 students. The campus consisted of an assortment of wooden buildings, no grass, lots of blacktop, and a parking lot with a railroad line running through it. It also had views of Point Richmond‘s hills and of the ships moving through the adjacent canal.

Planning began for the new campus, an 83-acre site in the rolling hills overlooking San Pablo Bay and in 1956, the college moved to its present location. Construction continued throughout the 1960s, yielding buildings for Physical Education, Music, the Library, Student Union, Vocational Education and Administrative headquarters. By 1966, the college had 10 permanent buildings in addition to 15 temporary structures. The Planetarium and Physical Sciences Annex were ready for use in 1975. The Health Sciences Building had opened the year before. In February of 1976, $2.5 million was approved for construction of the Applied Arts Building. In 1980, the new Performing Arts Center opened and in 1982, the Applied Arts Building finally opened for use. Middle College High School joined the Contra Costa College campus in 1987.

The Contra Costa College campus continued to serve its students and community well throughout the 1990s.

On February 14, 2000, Contra Costa College celebrated its 50th anniversary by hosting a celebration in the college Library. In 2002, the Contra Costa Community College District (CCCCD) passed a construction bond, which supported modernization efforts. In 2004, the Early Learning Center opened and in January 2007, the Computer Technology Center opened its doors for the beginning of the spring semester. On September 27, 2006, Contra Costa College celebrated the groundbreaking for our new Student Services Center directly below the remodeled Computer Technology Center/Automotive Technology Building. The remodeled Library and Learning Resource Center opened in fall 2007. Then in 2006, CCCCD passed a second construction bond. This led to the development of an Educational Master Plan and Facilities Master Plan to guide the next stage of campus modernization and revitalization. Our planned facilities will help the college to build on the excellent work it has done in the past to improve student learning, to beautify and modernize the campus, and to position the college to meet the many and varied demands of the 21st Century.

The college remains fully committed to supporting West Contra Costa County residents in their quest for education and advancement. Contra Costa College provides an open door to university-preparation classes, retraining classes for those in need of employment or career advancement, first-time educational opportunities for many adults, enrichment classes for those seeking a broader perspective, vocational training for those entering the technical and paraInstitutional Self Study 2008 for Reaffirmation of Accreditation

professional workforce, academic skills education, and English as a second language education.

Since the last accreditation, the college and district have gone through a budget crisis and salary reductions, which have taxed its human resources. Budget reductions and the loss of management and classified positions were required in addition to salary reductions to maintain the district‘s reserve at 5%. In the district, there was a period of employee acrimony, which was fortunately buffered by Contra Costa College‘s long-standing positive relations among staff.

With the advent of new district leadership and more stable funding, long-term finance concerns are being reviewed and improvements have been made, such as the reinstatement of past salary losses to employees. The district has also experienced an enrollment downturn. While Contra Costa College‘s enrollment has been relatively stable the last two years, we are focused on building enrollment and providing the programs and services needed by West Contra Costa County.

Despite these challenges, the college has continued its history of program excellence and its strong ties to the community it serves. The Journalism, Center for Science Excellence, and Speech programs are nationally recognized, as is our successful on-campus relationship with Middle College High School. The college hired a new president. New managers have been hired in both Student Services and Instruction to further improve programs. The college has moved strongly into the use of email and web-based media for communication and enrollment.

The Academic and Classified Senates and students are fully involved in our open climate institution that relies upon strong shared governance to build its future. The college, as a team, is strongly committed to serve its students and community and has recently completed, with community and college input, another five-year strategic plan. The college continues to rely upon good research and assessment to guide decisions and improvements and is focusing on the development and assessment of student learning outcomes.

Institutional Self Study 2008 for Reaffirmation of Accreditation

5

DEMOGRAPHIC INFORMATION

Map of the Contra Costa College Service Area

6

Institutional Self Study 2008 for Reaffirmation of Accreditation

POPULATION TRENDS

Projected Demographics for West Contra Costa County

Contra Costa College Service Area EL CERRITO HERCULES PINOLE RICHMOND RODEOCROCKETT SAN PABLO Total

2000

2005

2010

2015

2020

2025

29,116 19,497 30,806 115,443 11,911

29,300 23,600 31,700 120,000 12,500

29,600 23,900 32,300 122,700 12,600

29,900 25,200 33,000 128,800 12,900

30,500 26,400 33,700 135,800 13,200

30,900 27,500 34,300 144,400 13,600

34.215 240,988

35,100 252,200

35,700 256,800

36,100 265,900

36,600 276,200

37,100 287,800

Source: Projections 2007 Report, Association of Bay Area Government

Contra Costa College‘s service area is expected to have less than 2% population growth per year in the next 20 years. The largest projected population growth is in the City of Richmond.

With this small projected growth, the service area population is not going to drive significant enrollment growth.

Institutional Self Study 2008 for Reaffirmation of Accreditation

7

ATTENDANCE BY ZIP CODE Head Count

Zip Codes in CCC Service Area Fall 2005 94525 94530 94547 94564 94569 94572 94801 94802 94803 94804 94805 94806 94807 94808 94820

Spring 2006

37 441 669 654 1 206 788 35 769 1076 365 2422 4 6 15 7488

TOTAL

Fall 2006 32 454 677 672 0 201 774 33 737 1076 362 2244 6 8 14 7290

Spring 2007

33 429 718 710 1 204 752 34 817 1082 365 2363 6 3 19 7536

37 428 718 640 0 209 714 30 807 977 382 2287 5 5 23 7262

Source: Cognos 24-Mar-2008

The majority of our students come from Richmond and San Pablo, which have the lowest mean household income of the cities in our service area (Ref. 0.0).

TOTAL NUMBER OF FAMILIES IN RICHMOND AND SAN PABLO COMPARED TO ENTIRE CONTRA COSTA COUNTY BY NATIONAL POVERTY LEVEL*

Percent Number Of Families

Richmond

San Pablo

15.20% 23,909

15.5% 6,672

Contra Costa County 5.40% 243,971

Source: Projections 2007 Association of Bay Area Governments

There are approximately three times more families in Richmond and San Pablo whose income falls below the national poverty line than in the rest of the county. This is an indication of Contra Costa College students‘ need for financial assistance to complete college and perhaps indirectly their need for additional assistance to succeed in college. *Note: Based on all families below national poverty line ($19,976) with two parents and one under 18-year-old child.

8

Institutional Self Study 2008 for Reaffirmation of Accreditation

ETHNICITY OF SERVICE AREA, STUDENTS & COLLEGE STAFF FALL 2006 50.00% 45.00% 40.00% 35.00% 30.00% 25.00% 20.00% 15.00% 10.00% 5.00% 0.00% WHITE

HISPANIC

AFRICAN AMERICAN

INDIAN

ASIAN/FILIPI NO

CCC STAFF

46.36%

11.85%

20.79%

0.21%

9.15%

STUDENT BODY

18.73%

25.26%

25.37%

0.57%

20.68%

SERVICE AREA

27.07%

23.32%

25.04%

0.48%

20.06%

Source: CCC benefits, Datatel, data warehouse *

The ethnic representation of the student population roughly represents the ethnic breakdown of the population in our service area. However, there has been a decrease of white students attending the college, while the white population in our service area, particularly in Pinole and Hercules, has increased slightly. The college has also increased Asian and Filipino student enrollments and continues to serve a good proportion of these ethnic populations in our service area. The ethnicity of college staff represents more white employees and significantly less Hispanic and Asian/Filipino staff than in our community or student population. There are slightly fewer African American staff than students or the community. *Note: Student body data does not include percentage of students who declined to state their ethnicity. Service area data does not include residents with more than one reported ethnicity.

Institutional Self Study 2008 for Reaffirmation of Accreditation

9

CCC STUDENT HEAD COUNT BY AGE

40.00%

35.00%

30.00%

25.00%

20.00%

15.00%

10.00%

5.00%

0.00% FA 07

< 16

16 - 18

19 - 24

25 - 29

30 - 34

35 - 54

55 - 64

65-OVER

3.75%

12.12%

34.10%

11.03%

7.40%

20.30%

5.59%

5.71%

Source: Datatel End of semester download

The college has two main age groups: students who have recently graduated from high school in the 19-24 years of age group, and students who are returning to college and are 34â&#x20AC;&#x201C;50 years of age. Students 16-18 years of age probably reflect Middle College High School Student enrollment. Enrollment is well dispersed among other age groups.

10

Institutional Self Study 2008 for Reaffirmation of Accreditation

HEAD COUNT BY GENDER (FA 2003 TO FA 2007) 6,000

5,000

4,000

3,000

2,000

1,000

0 2003FA

2004SP

2004FA

2005SP Female

2005FA Male

2006SP

2006FA

2007SP

2007FA

Unknow n

Source: Datatel End of semester download

Gender Female PCT. Male PCT. Unknown PCT. TOTAL

2003FA 5,540 61.42% 3,060 33.92% 420 4.66% 9,020

2004SP 5,419 59.48% 3,151 34.58% 541 5.94% 9,111

2004FA 5,459 59.75% 3,091 33.83% 587 6.42% 9,137

2005SP 4,606 60.08% 2,576 33.60% 485 6.33% 7,667

2005FA 5,329 60.61% 2,951 33.56% 512 5.82% 8,792

2006SP 5,145 59.76% 2,949 34.25% 515 5.98% 8,609

2006FA 5,663 59.80% 3,296 34.80% 511 5.40% 9,470

2007SP 5,100 60.16% 2,958 34.89% 420 4.95% 8,478

2007FA 5,201 59.32% 3,182 36.30% 384 4.38% 8,767

Source: Datatel End of semester download

The college has a reported 59% majority of female students with 36% of its students being male.

Institutional Self Study 2008 for Reaffirmation of Accreditation

11

FTES TRENDS (Sp 2003 to Fa 2007) 3500 3000 2500 2000 1500 1000 500 0 2003SP 2003FA 2004SP 2004FA 2005SP 2005FA 2006SP 2006FA 2007SP 2007FA FTES 2906.74 2769.31 2740.81 2787.22 2720.83 2754.93 2710.99 2740.17 2619.09 2743.25

Source: Cognos 17-Mar-2008

Semester

2003SP

2003FA

2004SP

2004FA

2005SP

2005FA

2006SP

2006FA

2007SP

2007FA

FTES

2906.74

2769.31

2740.81

2787.22

2720.83

2754.93

2710.99

2740.17

2619.09

2743.25

Source: Cognos 17-Mar-2008

Since the 2003-04 year, the collegeâ&#x20AC;&#x2DC;s FTES has remained relatively stable with fluctuations within a range of 100 FTES, except for spring 2007. This stability occurred even though there have been enrollment fee and headcount ups and downs.

12

Institutional Self Study 2008 for Reaffirmation of Accreditation

HEAD COUNT BY SEMESTER (FA 2003 TO SP 2007) 10,000 9,000 8,000 7,000 6,000 5,000 4,000 3,000 2,000 1,000 0 2003FA

2004SP

2004FA

2005SP

2004FA

2005SP

2005FA

2006SP

2006FA

2007SP

Source: Cognos 19-Mar-2008 TERM HEAD COUNT

2003FA

2004SP

9,020

9,111

9,137

7,137

2005FA 8,792

2006SP 8,609

2006FA

2007SP

8,945

8,574

Source: Cognos 19-Mar-2008

The collegeâ&#x20AC;&#x2DC;s headcount enrollment was stable from fall 2003 to fall 2004. It declined in spring 2005 and rebounded to slightly lower levels the following terms.

It is surmised that the State increase of enrollment fees to $26 per unit until spring 2006 hampered enrollment growth. This is likely since the college serves a population of students from low income households.

NOTE: Most of the demographic data in the above charts is based on internally generated information from Datatel except in the cases of population demographics and transfer data, which is attributed to ABAG and CPEC, respectively. While there may be other state or outside data available, using the same data source allows us to make consistent comparisons of our progress or decline.

Institutional Self Study 2008 for Reaffirmation of Accreditation

13

Discussion of the 2001 Accreditation Recommendations and 2003 Mid-term Accreditation Report The last accreditation team visit was in the spring of 2002, and the college completed a midterm 2003 Accreditation report. This discussion integrates college responses to both the original accreditation report and the midterm report. The team made six recommendations. Three recommendations (1, 2, 3) were for the college and three (4, 5, 6) were for the district. A separate response is provided for each recommendation. The response has been updated to reflect both the midterm report and current information. The language used by the visiting team is identical to the language used for each recommendation.

College Recommendations Recommendation 1 The Research and Planning office should build on the progress it has made to provide the college with access to data that can be used for effective planning and decisionmaking, and to train faculty and staff to analyze data for program review, planning and decision-making purposes.

Action Taken The college has built on its tradition of using data to make decisions and continues to provide access to research data to the college community. In addition, college staff now can use a district supported ―decision support system‖, Cognos, which is available to all college staff to access a variety of data. The Research and Planning (R & P) office has regularly offered training on Cognos for faculty, management, and staff who wish to learn this point and click system. In addition, anyone writing a program review self-study is encouraged to meet with the senior dean of Research and Planning who explains the data and how to put data results into a narrative addressing program and department needs. The senior dean offers workshops on program review implementation regularly. The program review process not only includes career technical and academic units, but incorporates both administrative and student services functions as well. Every unit of the college has access to research data that can be used to assess effectiveness and make plans for improvement.

The Research and Planning (R & P) office also provides faculty members with outcomes from the previous term. Included in these data reports are the college outcome metrics – retention, successful retention, failure and withdrawal, as well as a department‘s or course‘s standing based on each of the metrics. Productivity outcomes are part of this outcome report and providing the report has been a college practice for many years. The R & P office is responsible for developing the college‘s Fact Book which compiles research trends and institutional outcomes to assist the college with determining its effectiveness over time. The office also validates the data submitted to the state as the basis for the state‘s ARCC report on individual college outcomes. The ARCC report outcomes are shared with the college community, the Research and Planning Committee, and College Council and this outcome data informs the college‘s plan development. The R & P office also produces a variety of semester-end reports and ad hoc reports requested by faculty, managers, and classified staff. The R & P office supports a robust research web site that contains generic data that is useful to planning, decision-making, writing reports, grants, or making presentations about the college.

In addition, the college has been a leader in using survey data to assess and evaluate its programs and services. The college conducts a variety of surveys, such as satisfaction surveys for the college as a whole and for units of the college. The college‘s survey research skills are well reputed, and the R & P office even assists the local school district with its surveys. To support a growing reliance on research data and survey outcomes, an hourly position was

14

Institutional Self Study 2008 for Reaffirmation of Accreditation

created to support the ongoing demand for research data, surveys, and reports. This additional position brings much needed survey support and adds more research ability to query data and meet growing research demands from the college.

The college has a robust and well used research function. Both standardized and specialized research is developed and accessible to the college community. College members work with the Research and Planning office and are trained to understand and access research findings that assist in evaluation and planning.

Recommendation 2 The college should take steps to integrate educational, technological, financial, physical, and human resources planning, document the steps in the planning process, and clearly articulate the relationships among the college plans. This will help the college community understand the planning efforts at Contra Costa College.

Action Taken The college has a planning model that demonstrates the integration of planning, program review, and SLO efforts in support of its mission. The planning model was developed by the Research and Planning Committee to explain how the college‘s planning activities were connected to each other and to resource allocation. The integrated planning model was presented to faculty and staff at All College Day in January 2006. Though the college‘s planning process was already integrated, the integrated planning model explained and clarified it to the college community (Ref. 0.1).

Integrated planning begins with the College Council, the primary shared governance committee, which initiates and oversees the development, review, approval, and evaluation of plans. In the next step, the Council delegates responsibility for drafting specific plans to its standing, constituent based, sub-committees. They develop goals, actions, measurable objectives, and review the progress of their plan. The College Council also delegates responsibility to organizational units to develop plans, assess needs and measure effectiveness – such as unit plans, program reviews and SLOs. Once a plan is developed by a sub-committee, it is sent back to College Council for review and approval while the committee tracks progress. The development of plans and carrying out of actions through shared governance committees ensures thoughtful discussions and broad involvement.

Plans and program reviews are based on external and internal research, college performance indicators, and rubrics to establish and measure the effectiveness of planned actions. Plans typically have timelines, identify responsible parties to carry out actions, and evaluate the completion of planned activities. Approved plans are updated regularly and adjustments are made which reflect their progress on actions and their effectiveness in meeting of measurable outcomes. Using a similar research base, many plans overlap or are subsets of larger college plans, and thus plans inter-relate.

An example of a committee plan is the Enrollment Management Committee‘s plan. The committee developed a plan with specific marketing, scheduling, retention, and outreach activities with measurable outcomes. They incorporated research and recommendations from the Clarus marketing study into the plan. The Enrollment Management plan incorporates the college‘s operational Marketing plan and Outreach plan. It also identifies, for example, retention improvements as a plan component. Retention improvements are also found in the Basic Skills Plan, though each plan has a slightly different retention focus. The Enrollment Management Plan was based on the goal of – increasing enrollment by 5% – which is a 2007-2012 Strategic Initiative objective. The plan was approved by College Council, and stewards (responsible parties) were assigned to carry out actions.

Institutional Self Study 2008 for Reaffirmation of Accreditation

15

Another component of integrated planning is that resource allocation is tied to planning. The Budget Committee has established rubrics to prioritize resource requests. The rubrics support attaining the college‘s effectiveness goals and the accomplishment of previous plan goals. For example, annual unit plan funding requests are prioritized based on a rubric which includes performance measures – such as productivity, retention, SLO development, and prior goal accomplishment. The rubric is designed by the Budget Committee and approved by College Council. It is then communicated to those units applying for resources. The approved rubric further integrates plans as it prioritized funds to units which have accomplished their measurable goals and are making progress or have the potential of improving the college‘s effectiveness. The rubric also awards resources on the development and implementation of SLOs. Thus the college‘s resource allocation process is based on shared governance, tied to college effectiveness and planning.

Another example of the relationships between plans is the college‘s Educational Master Plan and Facilities Master Plan. The Educational Master Plan was based on another integrated planning model component – program reviews that were updated to identify current facility, technology, human resource and funding needs to build high quality educational programs over the next ten years. The Educational Master Plan was also research based using an Environmental Scan of West County, productivity measures, enrollment data, and employee and student surveys in addition to program review. The Educational Master Plan was reviewed by the President‘s Cabinet (a constituency-based group) and approved by the College Council (Ref. 0.2). The Educational Master plan then became the basis for the Facilities Master Plan which maps the physical and instructional technology resources needed to implement the Educational Master Plan to modernize the college and offer high quality educational programs in the future. When both these plans were complete, the district office allocated construction bond resources to implement the Facilities Master Plan (Ref. 0.9).

The college has a strong, integrated planning model based in shared governance, has performance goals, uses performance measures to evaluate progress, and has rubrics to prioritize the allocation resources. The planning process is familiar to the college community, and the R & P office and R & P Committee assist college constituents with research information to develop plans and conduct program reviews.

Recommendation 3 The college should 1) establish specific target goals for institutional effectiveness and 2) identify student learning outcomes. Once defined, the college should measure the effectiveness in accomplishing its mission and achieving those goals. The outcomes should be communicated to the college community and the public on a regular basis.

In 2003, the college established four key performance goals as measures of institutional effectiveness. These were drawn from the college‘s 2002-2007 Strategic Initiatives (Ref. 0.3): 1. Improve developmental education retention, persistence, and success by 10% 2. Improve rate of transfer to four-year institutions of higher education by 5% 3. Improve student goal attainment by 5% 4. Increase student use and satisfaction with student services by 5% These proved to be ambitious goals, and student goal attainment was not well defined.

Nonetheless, the Research and Planning office and Committee (R & P) gathered data through satisfaction surveys and semester-by-semester tracking of student outcomes, such as retention and success. The R & P Committee reported annually on institutional effectiveness and strategic initiative attainment at the College Council and the Contra Costa Community College District (CCCCD) Governing Board (Ref. 0.4.5).

16

Institutional Self Study 2008 for Reaffirmation of Accreditation

As research information became more sophisticated and standardized amongst colleges state wide, the college began using the State‘s Accountability Reporting for Community Colleges (ARCC) report to measure its institutional effectiveness. The annual ARCC report is based on similar institutional performance data with focus on developmental student performance and student achievement in a number of categories. The Governing Board and the college now use the ARCC report as a main measure of institutional effectiveness (Ref. 0.5). The ARCC report is available on the state website and the college‘s R & P website for review by our community.

The R & P office reports to College Council and the Governing Board about the ARCC report each year.

With institutional effectiveness measures changing to the ARCC measures, the college stopped reporting its progress on the four original college effectiveness goals. The R & P office worked to establish a benchmark of college effectiveness based on the ARCC measures. In fall 2008, the R & P Committee will make a final report to the College Council on the original performance measures extracted from the 2002-2007 Strategic Initiatives. The R & P Committee will also propose new institutional effectiveness goals based on the ARCC report. The college‘s 20072012 Strategic Initiatives will be updated to include these institutional effectiveness goals.

The college involves both the college and its community in developing and reporting on Strategic Initiatives. To develop strategic initiatives, the college held community forums with external stakeholders (e.g., community group, education, and business representatives) and forums for campus constituencies (students, faculty, staff, and administrators). Forum participants reviewed the mission statement, previous strategic plan, and performance outcome data. They offered ideas for new Strategic Initiatives. The R & P Committee synthesized their suggestions with other performance indicators and data such as the environmental scan. Then the R & P Committee drafted three new strategic initiatives. These strategic initiatives were reviewed, revised, and approved by College Council who assigned various college committees responsibility to identify objectives. Once the objectives were complete, the college had its 2007-2012 Strategic Initiatives. The 2007-2012 Strategic Initiatives were disseminated in print and electronic form to the college, community, and the Governing Board (Ref. 0.4) and are available on the college website.

The college continues to track Career Technical Education (CTE) outcomes. The R & P office worked with the Transfer Center and the Job Placement office to develop forms and a survey for tracking outcomes of students who leave Contra Costa College upon completing their transfer preparation or CTE programs (Ref. 0.6). The college‘s web based job placement software includes a means of electronically surveying employers to request information about the hiring of CCC students. The college also relies on State reported CTE core indicator data, which like the ARCC report is standardized baseline, for job placement information.

The college is in the process of implementing Student Learning Outcomes (SLOs). The SLO Description section, found later in this self study, specifically addresses the current status of SLO development. Please refer to this self study section for more information. There have been significant strides made to implement SLOs at CCC. More than 50% of course, program, and GE SLOs have been developed. Assessment with its corresponding teaching and learning adjustments is taking place in a few programs and courses and assessment is planned to be more fully implemented in the 2009-2010 year.

District Recommendations Recommendation 4 Since the voters have recently authorized the issuance of a sizeable general obligation bond from which the college will receive funds to make additional college site and Institutional Self Study 2008 for Reaffirmation of Accreditation

17

building improvements, the college should take appropriate steps to review with and secure from the district the resources needed to allocate additional resources to address the additional project management, planning requirements, and total cost of ownership.

Action Taken Project planning and management for bond-funded construction and renovation is a process of collaboration between the college and district. Contra Costa Collegeâ&#x20AC;&#x2DC;s president and vice president of academic and student affairs, with the district chief facilities planner and facilities staff organize the process for the selection of architectural firms for each project. The vice president and senior or division dean participates in a series of meetings with various staff including architects, faculty, staff, administrators, and district office representatives for each campus construction project from development to completion. These meetings are effective for discussing needs, soliciting suggestions, and establishing the requirements for all projects.

They are also critical to facilitate an effective ongoing construction process. Architects make adjustments as deemed necessary by the stakeholders, within the limits of the budget. Regular updates on the planning and implementation progress for bond projects are available to the campus community through email updates to all staff.

Construction has included much of the total costs of ownership including a plan for the costs of equipment, furnishings, sustainability, landscaping, and other elements. Human resources costs should remain the same, as most projects are for replacement construction. When current construction projects began to run out of designated college bond funds, the president worked with the district to secure district contingency bond funds to cover the needed equipment costs to modernize the facility. The district also hired a construction manager for the college, who coordinates the ongoing projects and works with the construction companies. As it became clear that the bond funds would not cover the costs of all the planned projects, the college and district reviewed the total cost of ownership and prioritized the projects in order of importance to be completed with available funds. The college and district also realized that the collegeâ&#x20AC;&#x2DC;s seismic issues and aging facilities required additional modernization funding.

The district and college were fortunate to pass a second construction bond in 2006. With the passage of this bond, the college developed a ten-year Educational Master Plan to guide our long-term facilities plan and hired an architectural firm to create a long-term Facilities Master Plan. The Facilities Master Plan is designed to address the collegeâ&#x20AC;&#x2DC;s seismic issues, modernize its aging facilities through remodeling or tear down and construction, improve pedestrian and vehicular pathways, and clearly define the entrances to the college. To optimize the use of bond funds, the district is working with the state to secure additional state funding to address seismic issues.

The college and district have made substantial progress securing the resources necessary to fund project management, planning and construction, and total cost of ownership.

Recommendation 5 The college should further work with the district business administration, and perhaps the other two colleges, to improve resource allocation and management to optimize planning and program improvement, and to better address critical funding needs.

Action Taken Much work has been accomplished in the last few years, and more will be needed to achieve an integrated approach to resource allocation among the three colleges and the district office. The district first focused its energies on stabilizing district revenues. In order to accomplish this, employee salaries were reduced and college carry-over funds were tapped. When the budget stabilized and employee salaries were returned to their previous level, the district began to work with the colleges to review its resource allocation strategies.

18

Institutional Self Study 2008 for Reaffirmation of Accreditation

The district and Governing Board have encouraged greater collaboration, sharing of resources, and the elimination of unnecessary duplication among the colleges. This has been a shift from an earlier atmosphere of competition. This collaboration includes an emphasis on district-wide planning, resource allocation, and program improvement. As a result, district educational planning meetings are more thorough and are based on better documentation of program and staffing needs. The three colleges have started discussions among themselves between educational planning meetings to ensure coordination. Certain academic areas with enrollment challenges across the district such as Computer Information Systems/Computer Science (CIS/CS) have taken the initiative to hold district-wide CIS/CS forums to discuss the best program options to improve enrollment and program quality.

The district and colleges have agreed to reassign college Building and Grounds and Bookstore functions to the colleges to improve the oversight of these services and to ensure more responsiveness to college needs and plans.

The district hired a consultant to study district finances and budgeting processes. The districtâ&#x20AC;&#x2DC;s revenues and expenses were compared to similar districts as part of the study. The two-fold goal of this study was to be open about funding and budget processes and to develop an understanding of how the district could make improvements in budgeting, revenue generation, and expenditures to avoid future budget crises and to optimize educational services. The results of this study were shared with all constituent groups and discussed at Governing Board meetings. One finding was that the colleges might be under-funded with regards to hourly faculty. Thus, the colleges are covering some of the costs of instruction with their operating budgets. A second finding was that, while our district expenditures compare favorably with similar districts, district revenues generated from enrollment needed to increase. Another finding was that the district classified employee formula created a disincentive with regards to enrollment growth.

In response, the district and colleges have collaborated to modify the classified staffing formula.

The colleges and constituent groups are more in tune with the need for productive growth, and the district and colleges are discussing the part-time hourly budget to determine what improvements might be needed. Progress has been made. However, the primary approach to resource allocation is to distribute resources to the colleges according to the proportion of the full-time equivalent student (FTES) enrollment. On the one hand, the rationale for this model of resource allocation is clear. On the other hand, it overlooks the differing costs of serving students in the respective college service areas - such as student needs for support services, for basic skills and ESL courses. It also fails to establish a base level of funding for smaller colleges, leaving them vulnerable to staffing declines if enrollment declines. The concept of base level funding for a collegeâ&#x20AC;&#x2DC;s critical functions is also under discussion.

The college believes significant progress has been made in implementing this recommendation.

Recommendation 6 The perception of a lack of respect for faculty input at the district level should be addressed through dialogue between the district and the college.

Action Taken The call to improve the climate of trust and respect between the faculty and the district office was widely recognized and is still being acted upon.

Part of the perceived lack of respect for faculty input at the district level was due to prior district leadership, a severe district budget crisis, contentious contract negotiations, and necessary employee salary reductions to maintain district reserves. In addition, the district and college had Institutional Self Study 2008 for Reaffirmation of Accreditation

19

to make reductions in operating budgets and in course section offerings. District managers received a 7% reduction in salaries, faculty received a 5.25% reduction, and classified employees were furloughed for 7% of their work year.

The new chancellor has been able to manage the district budget and reinstate the salaries of all employees to their original level. The district and United Faculty Union have successfully negotiated their contract. This salary stabilization and the process of working together, rather than as adversaries, have gone a long way to reestablish collegial relationships between district and faculty.

The new district chancellor has also made it a high priority to create a climate of trust, openness, and involvement. One way the chancellor addressed this issue is by offering all employees training in Interest Based Bargaining (IBB) and asking employees to use this training as a means to resolve conflicts and misunderstandings. Members of contract negotiation teams were required to attend this all-day training. The IBB training and facilitators who guided the actual bargaining process helped to rebuild respect among all employees and the district.

There was broad college participation in this training and a desire to build better interpersonal relations and trust as part of our daily interactions and the negotiations process.

While there is still differences of opinion, faculty at the college and when working with the district can generally express their opinions and be heard. There have been regular meetings with the Chancellor, vice chancellors, college presidents and Academic Senate leadership to consult on academic and professional matters. This has led to new procedures for equivalency, grading policy, and other procedures. A district enrollment management committee has been formed to address faculty and management‘s need for shared understanding of the relationship between enrollment, revenue, and educational quality. The district, college and faculty are working together to re-establish a respectful and professional relationship.

Contra Costa College‘s climate is still one of collegiality among faculty, staff, and administration.

The campus leadership for all constituencies has remained dedicated to providing students with excellent education and to maintaining a collegial atmosphere at the college.

Discussion of 2001 Accreditation Plans of Action In the accreditation process for the last self-study the college was very thorough in its identification of actions in need of change. The institution has made significant progress in implementing the plans of action cited in the November 2001 Accreditation Self Study. The plans of action also have been incorporated into the college‘s planning process. A brief update on the progress made in implementing the plans of actions is provided below.

Standard One • Institutional Mission Summary Outcomes from Plans of Action:  The college has its Mission Statement in the college catalog, on its website, and posted in buildings (Ref. 0.7). The college has revised its Mission Statement twice since the last accreditation. It now defines the students it serves and highlights student learning and assessment.

Standard Two • Institutional Integrity Summary Outcomes from Plans of Action:  The catalog and schedule process has been refined which results in efficiency and greater accuracy.  The college athletic program has improved its student/athlete support program to ensure their success and worked with the Bay Valley Conference to modify the athletic program

20

Institutional Self Study 2008 for Reaffirmation of Accreditation

(Ref. 0.8). A portion of a counselor load was assigned to the athletic department. A Student/Athlete Handbook and a Coaches Manual were developed.

Standard Three • Institutional Effectiveness Summary Outcomes from Plans of Action:  The integrated planning model is complete, combining planning, evaluation, and resource allocation. Planning documents are on the website for effective communication, and institutional effectiveness assessments are published annually.  There is an annual research agenda and Fact Book to communicate research outcomes.  The college has developed its 2007-2012 Strategic Initiatives.  The college has completed an updated Educational Master Plan and Facilities Master Plan (Ref. 0.9).  The college has taken steps to track student placements with new online job placement software which can survey employers about student placements and uses the Career Technical Education (CTE) core indicators to measure program related job placement.  The college has taken steps to track transfer to four-year colleges: General Education (G.E.) certification requests are recorded; a campaign for students, faculty, and staff to report known transfer success was initiated; a Transfer Reception started; and the college gets a list of students accepted from four-year major transfer colleges (Ref. 0.10).  To improve student success, new students are oriented, assessed, and meet with counselors to create a two-semester educational plan. The student educational plan is updated regularly for students participating in California Work Opportunity & Responsibility to Kids Act (CalWORKs), Extended Opportunity Programs & Services (EOPS), Disabled Students Programs & Services (DSPS), and athletics programs (Ref. 0.11). The college invites its new students to a convocation and offers them a First Year Experience program.

Standard Four • Educational Programs Summary Outcomes from Plans of Action:  College scheduling includes traditional, developmental, PACE, distance, transfer, CTE, and community based offerings. The schedule moved to block offerings to assist with student access, and program requirements are offered at least once every four semesters when possible. The enrollment of international students has increased.  The college has resumed hiring for full-time faculty positions since positions are no longer frozen.  The college reorganized and created the Academic Skills department and received a Title III grant to serve basic skills students.  The College Instruction Committee (CIC) regularly conducts course content review, conducted training sessions for its members, reviewed General Education requirements in 2003, approved new information competency degree requirements and removed computer literacy requirements, and monitored courses for quality and rigor for both traditional and distance courses.  Career Technical Education (CTE) programs meet with advisory committees a minimum of once a year. CTE instructors worked with the Research and Planning office and independently to obtain labor market information and to develop CTE program student learning outcomes (SLOs) development.  The college has articulation agreements with major four-year colleges and universities.

There are transfer workshops for students, a Transfer Reception, and a Transfer Day. The Dean of Economic Development coordinates the updates of 2+2 agreements with high schools.  The catalog includes the policies and procedures for transferring credits to Contra Costa College (CCC).

Institutional Self Study 2008 for Reaffirmation of Accreditation

21

 

Program review data elements were reviewed to ensure their relevancy.

Division offices and department chairs collect course syllabi from instructors each term.

Standard Five • Student Support and Development Summary Outcomes from Plans of Action:  The college website includes information on course offerings, admissions, fee refunds, graduation requirements, student conduct policies and grievance procedures, assessment, and support services. The Admissions and Records office has concise admissions information for students.  The college has videos promoting its programs and services and airs these on its cable channel.  Program review was modified to include data relevant to student services. Student satisfaction surveys and assessment tools to evaluate student service areas were used.  Validation outcomes for math and English as a Second Language (ESL) assessments and English are complete.  Assessment results are easily uploaded so that counselors have access to individual assessment scores.  The director of Student Life developed a successful student leadership program, improved student participation on governance committees, developed a student activities plan jointly with the Associated Student Union (ASU), and significantly increased student programs in the last six years to a vibrant student activities calendar that includes activities such as Welcome Week each semester, Club Rush each fall, Club Day each spring, ASU Brown Bag Series monthly, Unity Day every spring, Table Tournaments each spring, ASU Barbecue each term, ASU Film Series monthly, Blood Drive annually, and a New Student Convocation each term.

Standard Six • Information and Learning Resources Summary Outcomes from Plans of Action:  Many computer lab upgrades have been completed since 2001, and some wireless networks have been established.  The IT department has a centralized database of instructional equipment, and at least one ―smart classroom‖ per building was put in place in 2007-08. There were new hires in the IT department, and the Technology Committee is co-chaired with a faculty member.  Technology funds continue to be derived from many sources and often are one time or grant funds. The college developed a Technology Strategic Plan which addresses longterm resource needs (Ref. 0.12).  The district and college have implemented online registration.  Library hours and staffing rebounded from budget reductions with a new librarian, more open hours, and a new Library and Learning Resource Center which opened in fall 2007. In fall 2006, the college has instituted an information competency requirement.  The Library increased services to off-campus and distant students with its distance learning website and the use of email to provide online reference assistance and research guidance.  The Library has received grants to increase book holdings. It is raising funds through the Friends of the Library and has a matching grant for additional book funds.  The Library continues to inform and work with faculty about the availability of books, electronic, and media resources.

Standard Seven • Faculty and Staff Summary Outcomes from Plans of Action  Staff development workshops are offered to all staff throughout the year. The Staff Development Strategic Plan was updated for 2005-2008. (Ref. 0.13). Evaluation results

22

Institutional Self Study 2008 for Reaffirmation of Accreditation







are used in planning activities, and employees are surveyed to determine training preferences.

Budget constraints have limited staff development activities, though there is a 20% reassigned staff development coordinator and monies for hourly classified staff. In 2006-2007, staff development funds rebounded slightly, and constituent groups awarded funds to staff for training and development. The President created a Foundation supported fund for Teaching and Learning.

With Technology & Telecommunications Infrastructure Program (TTIP) funds, training in the pedagogy of online instruction was offered, and stipends were offered to faculty to learn about online course development. Currently, budget constraints have limited the availability of such stipends. However, in spring 2008, an hourly instructional technology coordinator was hired to work with CTE faculty.

The district has redefined its goals and programs relative to employment equity and distributed a new Human Resources Procedures Manual.

Standard Eight • Physical Resources Summary Outcomes from Plans of Action  The Custodial department has worked diligently and improved the cleanliness of campus facilities. The full-time custodial vacancies have been filled.  The Buildings and Grounds department has improved the college facilities and grounds within the limits of funds. Improvements are communicated regularly and noticed in the improved appearance of both buildings and grounds.  The Buildings and Grounds manager visits and reviews off-campus sites.  Plans for maintenance were developed for IT equipment, desks, chairs, tables, instructional and media equipment, buildings and grounds equipment, and other equipment. However, budget reductions have left the college without money for equipment maintenance agreements.  The remodeled Computer Technology Center (CTC), Library and Learning Resource Center (LLRC), and Student Services Center (SSC) are now open. The path of travel adjacent to the LLRC is complete, and improvements to the CTC path of travel are in process.  An overall college Facilities Master Plan, including a campus-wide landscaping plan, is developed.

Standard Nine • Financial Resources Summary Outcomes of Plans of Action:  The Business Services director trains Budget Committee members who review college funding and the allocation process for funds. The committee‘s recommendations are reviewed and approved by the College Council.  The district passed bonds for capital improvements in 2002 and in 2006.  The college continues to budget and spend within the confines of available resources and explores alternative funds such as grants and contributions through the Foundation.

The CCC Foundation provides an annual allocation for operating costs.  The Business Services director meets with her district counterparts to improve business practices district-wide as needed.  The district continues to enhance Datatel and financial management and budget development systems. District teams review and recommend change.

Standard Ten • Governance and Administration Summary Outcomes from Plans of Action:  The District Research Council (DRC) meets to determine data and report needs. District staff is responsive to requests for new reports and data.

Institutional Self Study 2008 for Reaffirmation of Accreditation

23

         •

24

Educational Planning Committee meetings are held regularly.

The president is a strong and effective advocate for college resources.

Due to management reductions, the marketing function has been reorganized twice. The Enrollment Management Committee oversees the development of an annual marketing plan.

The district and college agreed to have Buildings and Grounds and the Bookstore managers report directly to the college.

The job description of division dean reflects the duties of that position.

The district and college developed a written policy on the role of administration in institutional governance.

The Academic Senate established an academic senate webpage and increased student participation in the Academic Senate.

The Classified Senate developed a Classified Senate webpage and reinstated new employee orientation for classified staff.

The district and colleges worked together to clarify the roles of the colleges and the district office.

The district office completed its self-study, coordinated financial aid and admissions, and recorded district processes.

Institutional Self Study 2008 for Reaffirmation of Accreditation

ACHIEVEMENT DATA COURSE RETENTION RATE

BY SEMESTER (Sp 2004 to Sp 2007) 100.00% 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% SP 04

SU 04

FA 04

SP 05

SU 05

FA 05

SP 06

SU 06

FA 06

SP 07

Source: Cognos 19-Mar-2008

RATE Course Retention Rate

SP 04 82.04%

SU 04

FA 04

SP 05

SU 05

FA 05

SP 06

SU 06

FA 06

SP 07

89.87%

81.22%

80.16%

87.23%

81.46%

81.77%

89.85%

82.23%

83.06%

Source: Cognos 19-Mar-2008

The College has increased retention in spring terms between spring 2004 and spring 2007 by 1% and in fall terms between fall 2004 and fall 2006 by 1%. This slight improvement could indicate intervention strategies are having a positive effect since more students are completing the courses in which they enroll. Summer retention is higher than fall or spring and the retention rate has been stable. Improving retention was an intended outcome in the 2002-2007 Strategic Initiatives.

Institutional Self Study 2008 for Reaffirmation of Accreditation

25

STUDENT PERSISTENCE BY SEMESTER AFTER CENSUS (FA03 TO FA07) 0.7

0.6

0.5

0.4

0.3

0.2

0.1

0 PERSISTED

FA03 TO SP04

SP04 TO FA04

FA04 TO SP05

SP05 TO FA05

FA05 TO SP06

SP06 TO FA06

FA06 TO SP07

SP07 TO FA07

Source: Datatel End of semester download

PERSISTED

FA03 TO SP04 60.45%

SP04 TO FA04 49.99%

FA04 TO SP05 61.95%

SP05 TO FA05 50.27%

FA05 TO SP06 62.18%

SP06 TO FA06 56.72%

FA06 TO SP07 65.90%

SP07 TO FA07 53.09%

Source: Datatel End of semester download

There has been a steady improvement in persistence between fall and spring terms – from 60% to 65%. There has also been an increase in persistence between spring and fall terms – from 50% to 53%, though spring to fall persistence rates have fluctuated.

Improving persistence by 5% was an intended outcome from our 2002-2007 strategic initiatives, and the college has made progress towards that goal.

26

Institutional Self Study 2008 for Reaffirmation of Accreditation

Source: Cognos 06-May 2008

The college‘s student successful course completion rate has fluctuated between 66% and 69%.

Since spring 2006, student successful completion has improved slightly to between 67% and 69%. This outcome shows a positive trend towards meeting the college‘s 2002-2007 strategic goal of increasing successful course completion by 5%. The college continues to work on improving students‘ successful course completion.

Institutional Self Study 2008 for Reaffirmation of Accreditation

27

RETENTION, SUCCESS AND PERSISTENCE OF BASIC SKILLS AND BASIC SKILLS ESL COURSES 100.00% 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00%

RETENTION RATE

SUCCESSFUL RATE

PERSISTENCE RATE

FA 05

75.79%

57.11%

62.31%

FA 06

77.82%

55.81%

60.65%

FA 07

81.18%

56.11%

58.54%

AVERAGE

78.26%

56.34%

60.50%

Source: Datatel End of semester download

The retention rate of students taking Basic Skills and Basic Skills ESL courses climbed steadily from fall 2005 through fall 2007 and is within five to six percentage points of the overall college retention rate. This increase is an indicator that basic skills intervention strategies, such as those funded by the Title III grant, improved student retention.

The student success rate in basic skills and basic skills ESL classes has fluctuated slightly and remains about 10 percentage points below the college-wide success rate of 67% for fall 2005 and fall 2006. (Source Cognos â&#x20AC;&#x201C; April 30 2008). Fall 2007 rates are not yet available on Cognos.

The persistence rate dropped somewhat from fall 2005 through fall 2007. In fall 2005, the persistence rate was almost the same as the persistence rate of the college as a whole. In fall 2006, the persistence rate was about five percentage points below the college as a whole and then dropped another two percentage points in fall 2007. Basic Skills Initiative funds will be used in the coming years to support projects and intervention strategies that promote student persistence and success.

28

Institutional Self Study 2008 for Reaffirmation of Accreditation

CCC TRANSFERS TO UC AND CSU, 2000 - 2005 250

200

150

100

50

0

UC

CSU

2001

41

219

2002

38

182

2003

46

168

2004

56

189

2005

52

220

Source: California Postsecondary Education Commission

Since 2001 the college has a slight increase in UC transfers and a fluctuating number of transfers to CSU. The college also transfers students to out-of-state and in-state private institutions but doesnâ&#x20AC;&#x2DC;t have accurate transfer data from these transfer institutions. The college has an anecdotal history of transferring students to historically black colleges. Considering the low level of college preparation that many potential transfer students come with, Contra Costa College is quite successful in transferring students to four-year institutions. The State Accountability Reporting for Community Colleges (ARCC) data indicates that CCC transfers close to the median number of students for a college our size.

Institutional Self Study 2008 for Reaffirmation of Accreditation

29

AWARDS, DEGREES AND CERTIFICATE 800

700

600

500

400

300

200

100

0 2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

Source: Cognos 19-Mar-2008

CCC Awards

2000-2001 532

2001-2002 530

2002-2003 682

2003-2004 533

2004-2005 568

2005-2006 516

2006-2007 691

Source: Cognos 19-Mar-2008

Since 2000-2001, when the college awarded 532 degrees and certificates, the college has increased its awards of degrees and certificates to over 691 awards in the 2006-2007 year. The collegeâ&#x20AC;&#x2DC;s yearly awards numbers, on the average, have increased since 2002-2003. In the past five years, the college made efforts to promote the benefit of degree and certificate completion and there are improved award numbers.

30

Institutional Self Study 2008 for Reaffirmation of Accreditation

STUDENT LEARNING OUTCOMES DESCRIPTION Student learning outcomes (SLOs) are being integrated into the collegeâ&#x20AC;&#x2DC;s improvement efforts and the pursuit of excellence in student learning (Ref. 0.13.5). In 2003-2004, the Academic Senate, after broad discussion and faculty input, adopted an SLO implementation plan (Ref. 0.14). The plan defined SLOs and mandated their implementation at the course, program, and General Education levels. The plan described the assessment cycle for ongoing improvement and included SLO form/s for use by programs and departments.

In 2004-2005 the college began to implement SLOs. In the beginning, the vice president made the topic of SLOs a standing agenda item of the Council of Chairs, and later in the process, it became an agenda item as needed. The Council membership includes all faculty department chairs, division deans, and other managers. The Research and Planning office supported SLO development and provided training and assistance to academic and Career Technical Education (CTE) departments on SLO design. Department mission statements, student learning outcomes, and assessment of outcomes were topics of division, Academic Senate, and Council of Chairs meetings. Various faculty and managers attended SLO trainings and conferences.

Programs and departments developed mission statements and student learning outcomes. All College Day spring 2005 focused on developing core competencies (Student Learning Outcomes) for students graduating from Contra Costa College. Those competencies created the foundation for student services SLOs and future GE SLOs. Student services managers attended training on SLOs and presented the first student service SLOs to Management Council. Career Technical Education programs worked with a consultant to develop program student learning outcomes. This phase of SLO development created an initial implementation strategy for SLOs, focused the college on SLOs, and trained employees so that they would understand the need for and benefits of SLOs and the steps needed to implement them. This phase also focused more on the development of program SLOs. During 2005-06, SLO development slowed down a bit with the advent of changing leadership.

Nonetheless, the Academic Senate formed the GE SLO Committee and program level SLOs were required to be submitted with program review. Individual areas and programs made progress on SLO development, assessment, and discussion about results though it was done informally within departments and was not tracked or documented. For example, Speech and Chemistry department faculty have indicated that they assessed their student learning outcomes and made adjustments to courses and programs, yet there was no written documentation. The Speech department actually presented their SLO progress to the Council of Chairs as an example. The college determined a need for more formalized and standardized reporting. The Governing Board also held a study session on SLOs, and the college reported on its progress.

In 2006-2007, the Academic Senate suggested providing 20% reassigned time for a faculty member to lead SLO implementation, and the suggestion was approved (Ref. 0.14.5). The SLO coordinator worked with the standing General Education SLO Committee to invigorate the development of GE SLOs and defined 16 GE SLOs. The college created an SLO Coordinating Committee, composed of the Academic Senate president, reassigned faculty SLO coordinator, College Instruction Committee (CIC) chairperson, vice president, senior dean of instruction, and Student Life director (who represents student service SLOs). This coordinating committee helped to focus college dialogue on SLO implementation and to develop better mechanisms for tracking of SLO implementation. From these efforts, the College Instruction Committee began requiring course-level SLOs to be submitted as part of the course approval and content review process. The SLO coordinator created the associated forms for the CIC. The CIC chairperson Institutional Self Study 2008 for Reaffirmation of Accreditation

31

offered training to faculty on course SLO development and assessment. This training was targeted hands-on training for specific departments. Thus the college standardized course SLO reporting and supported the development of course SLOs in addition to program and GE SLOs. In 2007-08, the college continued with SLO development. The SLO coordinator developed a plan for institutionalizing the five steps of SLO implementation which was approved at the Academic Senate in spring 2008. The SLO coordinator also created an SLO Handbook to further guide SLO implementation and tracking (Ref. 0.15). The SLO Handbook recommends a process for integrating SLOs into many current practices and suggests mechanisms for SLO discussion. The SLO coordinator has begun meeting with the divisions and the Council of Chairs to update them on the SLO implementation plan and handbook. The Student Services division attended more training on SLOs and improved their SLOs implementation by creating two SLO groups with common SLOs and continuing with assessment. The district Academic Senate and United Faculty Union began discussing a revision of the faculty evaluation process to include SLOs in some form. The collegeâ&#x20AC;&#x2DC;s 2007-08 annual report to the accreditation commission indicated that GE SLOs had been developed. Fifty-five percent (42) of program SLOs were created and 48% (938) of course SLOs were developed. This is a significant increase in SLO development from the prior year, especially for course SLOs. In 2008-2009, the SLO Coordinating Committee plans to meet and continue SLO implementation. The SLO coordinator will meet with programs to determine how to best implement SLO assessment, data evaluation, discussion, findings and reporting.

Departments, who have completed the SLO cycle, will have discussions at their division meetings of their SLO findings. These departments will serve as models for SLO implementation. Workshops on SLO assessment, data evaluation, and reporting will be held.

An electronic and/or print location for maintaining the collegeâ&#x20AC;&#x2DC;s SLO documentation will be identified. The College Instruction Committee and the SLO coordinator will follow up with courses and programs that still have not completed their SLO design.

In 2009-2010, it is expected that scheduled program reviews will result in completed SLO implementation cycles. SLO findings will be reported with the program review. This will begin the institutionalization of the cycle of SLO implementation. Additional training may be needed, and the SLO coordinator will continue to meet with program review teams to assist in SLO implementation. Instructional division meetings will become the location of faculty discussion about SLO findings and subsequent recommendations for improvement. Student Services SLO implementation discussion will occur in their SLO groups and at the Student Services managers and coordinators meetings. GE SLOs assessments will be embedded in identified course SLOs, and the GE SLO Committee will collect the identified SLO assessments to start to measure student attainment of GE SLOs. Course SLO implementation will be ongoing.

College constituencies and the SLO Coordinating Committee will work collaboratively, through the tradition of shared governance, to recognize difficulties and to make efforts to overcome road blocks to SLO implementation.

32

Institutional Self Study 2008 for Reaffirmation of Accreditation

SYNOPSIS OF DISTANCE EDUCATION AND OFF-CAMPUS SITES Contra Costa College currently offers credit and non-credit courses at various off-campus sites throughout West Contra Costa County. These off-campus sites include the high schools in the West Contra Costa Unified School District and John Swett Unified School District, senior and community centers, community-based organizations, churches, and a theater. In addition, the college provides career counseling services at a middle school and at a One-Stop Center (Workforce Investment Act), which serves the San Pablo community.

Through the support and efforts of various instructional departments, the Distance Education Committee, Staff Development, vice president, and the Office of Instruction, Contra Costa College has made steady gains in the development and instructional delivery of the distance learning curriculum. The college doubled the growth of distance learning Full-time Equivalent Student (FTES) from 70.3 in spring 2003 to 140.5 in spring 2005. As indicated in a spring 2007 report to the Accreditation Commission, seven certificate and Associate degree programs were identified where distance or electronic delivery modes could account for 50% or more of the curriculum. In addition, 86% of the General Education requirements for the Associate degree can be offered through distance education. In spring 2007, the College Instruction Committee approved an online physical education activity course (two are required for the degree).

The college currently has approximately 70 courses that can be offered as either a telecourse or online. A small number of courses can be offered in both formats. Of the 70 courses, about 40 courses, or 57% are online. However, many of the online courses have not been offered for several semesters. Contra Costa College generally offers more telecourses than online courses throughout the academic year.

Institutional Self Study 2008 for Reaffirmation of Accreditation

33

AUDIT SUMMARY As part of the district, Contra Costa College undergoes an external independent audit annually.

The external auditors review the institutionâ&#x20AC;&#x2DC;s financial management system, including records and reports, in order to evaluate the adequacy of systems and procedures affecting compliance with applicable federal and California laws and regulations. The auditors also evaluate the adequacy of internal controls and determine the fairness of the financial statement presentations. Whenever the auditors find any internal control weakness or non-compliance with rules or regulations, these are reported and discussed with district and college staff, and corrective action implemented appropriately.

For the past several years, the auditors have issued unqualified opinions as to the fairness of the districtâ&#x20AC;&#x2DC;s financial statements. Likewise, for the past several years, the auditors have issued opinions that the district complied in all material respects with federal and state requirements.

The auditorsâ&#x20AC;&#x2DC; report indicates that the district and its colleges have demonstrated integrity in the use of resources, including federal and state grant monies.

34

Institutional Self Study 2008 for Reaffirmation of Accreditation

REFERENCES 0.0 0.1 0.2 0.3 0.4 0.4.5 0.5 0.6 0.7 0.8 0.9 0.10 0.11 0.12 0.13 0.13.5 0.14 0.14.5 0.15

CCC Fact Book 2005 -2006, p. 23.

Integrated Planning Through Shared Governance Model Educational Master Plan 2008 2002-2007 Strategic Plan 2007-2012 Strategic Plan Sample Update: Third Annual Strategic Initiative Update ARCC Report 2008 Job Placement and Graduation Survey Forms College Mission Statement Athletic Outcome Report, fall 2007 Facilities Master Plan Transfer Reception Brochure Sample Educational Plans for DSPS, EOPS students Technology Strategic Plan 2006-08 Staff Development Strategic Plan 2005-2008 SLO Timeline Academic Senate Website http://www/AcademicSenate/outcomes.htm Job Announcement for SLO Coordinator SLO Implementation Handbook

Institutional Self Study 2008 for Reaffirmation of Accreditation

35

ABSTRACT OF THE REPORT ABSTRACT OF STANDARD I Standard I: Institutional Mission and Integrity In the 59 years that Contra Costa College has been an institution, the vision, beliefs, values, mission, and goals have evolved with the college. In 2001, the Mission Statement was changed to reflect the college‘s commitment to student access and its support of developmental, transfer, and vocational educational programs. In 2007, the Mission Statement was updated again to include the college‘s commitment to the assessment and evaluation of learning throughout its programs and services. These revisions were conducted through shared governance.

In 2002, the college implemented its ―integrated planning model‖ which connects planning, budgeting, and evaluation to guide the college‘s effective implementation of its mission within the community. This dynamic planning model includes program review, various plans and learning outcomes as well as strategic initiatives and how they tie to evaluation and budgeting with the goal of improvement. The components of the planning model function together in an integrated relationship. Under the umbrella of the Mission Statement, program reviews are connected with strategic initiatives, plans and student learning outcomes; all of which are connected to resource allocation and the evaluation of institutional effectiveness. This integrated model successfully responds to environmental changes from both within and outside the college. In 2007, the college implemented a strategic planning cycle and identified a new set of initiatives to further improve it and more effectively serve its community. The integrated planning cycle at the college has made the college strong and helped the college weather financial constraints and a decrease in enrollment.

Contra Costa College has presented evidence that it meets all of the sub areas for Standard I with more work needed in the development and assessment of its student learning outcomes.

While considerable time, training, and dialogue have been spent on developing course, program, and General Education learning outcomes, it will take a greater effort to be fully equipped with learning assessments and evidence across the curriculum at the college.

ABSTRACT OF STANDARD II Standard II: Student Learning Programs and Services The college offers high quality programs that provide students with opportunities to prepare for transfer, career-technical education, developmental education, and life-long learning. The college‘s instructional programs reflect the needs of its service area and support the college‘s mission. There are comprehensive student services including a focus on learning support and co-curricular programs such as EOPS, Student Life, and Puente to address student needs and to develop their capacity to succeed in college and in society. The newly built Student Services Center creates a state of the art facility for student support programs. The college has quality library and learning resources to support its mission and strategic goals. The newly remodeled Library and Learning Resource Center, which is integrated with the College Skills Center and College-Wide Tutoring services, exemplifies the college‘s ongoing commitment to high quality learning support services. This integration of learning services meets students‘ diverse learning needs, provides upgraded technology, and provides even more accessible learning resources.

The college‘s mission and beliefs identify its commitment to diversity. The diversity of the community and the student population represents a wide variety of cultural, ethnic, immigrant, and socio-economic backgrounds. The college also exemplifies its commitment with a cultural

36

Institutional Self Study 2008 for Reaffirmation of Accreditation

diversity General Education requirement. The college directly encourages civic involvement through its Student Life program by preparing students for student government roles and college governance participation.

Contra Costa College has a well functioning program review process to evaluate and improve its programs that is used by all departments and units of the college. Program reviews provide the college with a process for updating curriculum and services, for reflecting on teaching and learning, and for identifying needs to improve programs and student learning outcomes. The college has institutional effectiveness outcomes, such as increased student retention, persistence or success rate. These outcomes are tracked by our Research and Planning office and annual updates on progress towards those goals are made to various and appropriate college and community groups.

The college, with the leadership of the Academic Senate, is developing, assessing, and making improvements based on student learning outcomes (SLOs) in courses, programs, General Education, and student service programs and areas. Progress is being made in all of these areas. An Academic Senate GE SLO subcommittee has developed GE SLOs, and the faculty SLO coordinator has created a handbook for implementing SLOs. There was a temporary slowdown in SLO implementation, due to budget difficulties and changes in leadership.

However, that is now rebounding, and the College Instruction Committee has been a major component of creating course SLOs . The college has created an SLO Coordinating Committee with faculty and management to focus on SLO implementation. Training on SLOs is being offered regularly, and the faculty SLO coordinator is sharing the SLO Handbook with faculty to guide the implementation process.

In the instructional area, there is a strong, well-developed Academic Skills (Basic Skills) program and English as a Second Language (ESL) program that respond to community needs for programs to serve under-prepared students from feeder high schools. The college has integrated its basic skills math and English classes into one department. This collaboration has been identified as one of the basic skills best practices that colleges should implement. The college has been awarded a Title III grant to better serve basic skills students. The college recognizes the significance of learning communities to increase student success and offers cohort based learning interventions such as Puente and the Center for Science Excellence.

There is a healthy General Education program for students who seek Associate degrees or transfer. Completion of General Education requirements fulfill the traditional subject areas that four-year institutions expect of freshman and sophomore level education from science, quantitative analysis, written skills, critical thinking, and breadth development in multiple subject areas. Students are expected to develop an appreciation of diversity and an awareness of ethical and civic responsibilities. Students completing degrees must complete the General Education requirements. The college has articulated transfer options. Both incoming and outgoing student college coursework is evaluated for educational plan completion. The college offers transfer awareness events through its Transfer/Career Center. For a college whose graduating feeder high school students are some of the least prepared for college, Contra Costa College has an admirable transfer rate.

College publications, in both electronic and print formats, provide students with clear information about their educational options, college policies, procedures, and class schedules. College policies include a focus on academic honesty and academic freedom. The College Instruction Committee, a sub-committee of the Academic Senate, ensures that all courses, regardless of the mode of delivery (in class, online, or on television) meet the same high standards for student learning. Courses are offered on campus and in the community, and within the scope of academic freedom and the approved course outline. The curriculum seeks to meet the variety of student learning styles.

Institutional Self Study 2008 for Reaffirmation of Accreditation

37

The college‘s Career Technical Education programs are well connected to businesses and industries in the community and have close ties with the West Contra Costa Unified School District. The college incorporates business members in its Career Technical Education Committee, and this committee awards Vocational & Technical Education Act (VTEA) funds for vocational development. The Economic Development department is active in community economic development and is regularly awarded grants to initiate and/or improve CTE programs, such as with Nursing and our regional grant with the Peralta Community College District for the Career Advancement Academy.

The career-transfer connection is formalized by numerous articulation agreements with other colleges and feeder high schools. Career Technical Education programs undergo a program review every two years to ensure that their curriculum meets current needs of the business and industries in our community. The development of a Biotechnology program, the revitalization of the Culinary Arts program, and the initiation of a Forensic Science program exemplify progress in Career Technical Education. On the other hand, when faced with a program that needs to be closed, the college takes appropriate actions to remove programs and follows a consistent process.

The college‘s library and learning resources successfully support student learning and instructional programs and the mission of the college. The college has just remodeled its Library and combined it with its College Skills Center to create a Library and Learning Resource Center (LLRC) that opened in fall 2007. The LLRC provides a full range of services to students and has a comprehensive website for students and faculty to access library resources both online and in person, which creates more accessibility to library resources. The college has hired an additional librarian which increases library hours and service. The library has both hard copy materials and electronic resources and has sought additional funding through its fundraising ally-- Friends of the Library-- to combat the chronic need for additional library materials and the limited funding to purchase them. The professional library faculty and staff are significant players in the selecting and providing of library materials and services. The library faculty have also developed an ―information competency‖ General Education requirement, approved by the College Instruction Committee, to ensure that students are trained to benefit from the current information age.

Learning resources at the college are offered in both a centralized fashion at the LLRC and a de-centralized fashion by departments and/or subjects. The College Skills Center and CollegeWide Tutoring Services, located in the remodeled LLRC, provide supplemental instruction and tutoring in ESL, English reading and writing. The college, under the auspices of its Title III grant, designed a program of supplemental instruction for basic skills students in addition to tutoring. The faculty tutor coordinator trains tutors for supplemental instruction and general tutoring and offers tutoring on a drop-in basis. Various other departments also offer tutoring; for example, math and science tutoring is offered in different locations. The Center for Science Excellence has strong student cohort study and tutoring support systems. The college still needs to find ongoing funding for college tutoring and supplemental instruction as Title III funding ends.

Contra Costa College provides comprehensive student support services to serve its diverse student body. Students are provided a clear pathway from recruitment to open entry admissions, to freshman/new student support services, to educational planning, to student activities, through matriculation, and to successful completion of a student‘s educational goals.

The college‘s outreach and recruitment efforts target special and general populations, assess incoming students, and identify and refer students to the services and programs that they need to succeed. A full array of Financial Aid, EOPS, DSPS, CalWORKS, Cooperative Agencies Resources for Education Act (CARE), First-Year Experience, Job Placement, Admissions and

38

Institutional Self Study 2008 for Reaffirmation of Accreditation

Records, International Student Services, Academic Counseling, Transfer and Career services are available to students. The college has developed Automated Communications for Educational Success (ACES), an electronic counseling/faculty communication system to contact basic skills students that need special assistance to succeed. Supplemental instruction for basic skills students is also provided, and those who attend have increased retention and success. The college continues to refine and improve its student support services to meet the needs of a diverse student body.

The college catalog and schedule are clear and serve as primary resources for student information about the college and its programs and services. Both the catalog and schedule are published in print and on the website for accessibility. Though student services are provided on campus, increasingly there are electronic/web-based student services; for example, online admissions, registration, financial aid, job placement, tutoring, and orientation. Publications are being written in languages other than English for example, in financial aid.

In 2008, the Student Services division moved into a new Student Service Center with centralized access to services. The Student Services staff, which was involved in its conceptualization, helped to create a modern facility with adequate space to serve students and to encourage further integration and coordination of Student Service efforts. Student Services has hired four managers in the past two years. Both of these changes have increased the potential to improve student assistance and to create a learning environment that supports student success.

Student Service areas are developing student learning outcomes (SLOs). Similar service departments have collaborated to develop common outcomes and various assessment methods.

Contra Costa College students have a rich and diverse array of opportunities to expand their understanding of the college, community, and world at large. The collegeâ&#x20AC;&#x2DC;s Associated Students Union (ASU) and Student Life have grown significantly in recent years. The college set a goal of student involvement in civic affairs and provides a variety of extra-curricular activities and opportunities for involvement. The Student Life manager has won a national award for her Student Life innovations and created new opportunities for students. The Student Life area developed a plan to consistently offer and publicize regular activities, which would reflect the varied cultures and socio-economic backgrounds of our students, including Welcome Week, Unity Day, Club Rush, and a Hot Topic brown bag series. There are active student clubs. The academic areas offer drama and speech and music performances each term. The ASU has become more active in developing events such as local elected candidate forums and serving on campus governance committees, though this varies. The college sponsors Martin Luther King, Jr. and Womenâ&#x20AC;&#x2DC;s History celebrations.

ABSTRACT OF STANDARD III Standard III A: Human Resources Contra Costa College employs the best-qualified personnel to serve students in their pursuit of educational goals. The college, having gone through reorganizations in past years and having actively recruited for open positions recently, is at a staffing level that supports its mission and strategic initiatives. It has instituted the policies, procedures, and practices to ensure the successful recruitment, development, evaluation, and retention of personnel to deliver quality programs and services. The college prides itself on the level of diversity, collegiality, and professionalism in its faculty and staff. Several workshops and events are offered throughout the year to foster professional and personal development.

Institutional Self Study 2008 for Reaffirmation of Accreditation

39

The college has a long history of demonstrating integrity in the treatment of students and staff.

The shared governance process is alive and well, in part due to the consistent pattern of mutual trust and collaboration by all constituents. The district, on the other hand, has experienced a few years of turbulence with respect to financial challenges, turnover in district leadership, and difficulties in contract negotiations. Consequently, there were varying levels of mistrust and discontent among the ranks. Under the leadership of the new district chancellor, a climate of integrity in the treatment of staff and students has started to re-emerge.

According to the recent district environmental scan, the changing demographics of the county will continue in the years to come. The programs and activities that recognize and celebrate a diverse staff will continue to be encouraged and supported.

Since the last accreditation, the college developed a planning model that illustrates its integrated planning process. Among others, it shows the linkage of human resource planning with institutional planning. Staffing levels are influenced by productivity and FTES goals. The budget for regular classified salaries is currently being transferred to the colleges‘ purview, allowing for better integration of human resource planning and institutional planning.

Standard III B: Physical Resources Contra Costa College has aging campus facilities, many of which are 30 years or older.

Because the campus sits on the Hayward fault, there are also serious seismic issues to consider. The college district‘s 2002 bond was dedicated to improve district facilities. For example, it allowed Contra Costa College to remodel its old Library into a Library and Learning Resource Center (LLRC) and to build a new Student Service Center. A larger percent of the 2006 district bond will go to Contra Costa College to implement its Facilities Master Plan. This priority acknowledges the college‘s unmet modernization needs, seismic issues, and need for increased funding to modernize its campus. The district and the other colleges recognize this circumstance.

The college has developed an Educational Master Plan in 2007-08 which is the basis for its long-term Facilities Master Plan. Program review recommendations were the basis for the Educational Master Plan and led to the development of a Facilities Master Plan. Both these plans were developed using shared governance and approved by the College Council. They represent the college‘s long-term plan for modernizing its programs and services with up-to-date facilities. The Facilities Master Plan has planned for buildings to meet program needs, vehicular and pedestrian traffic improvements, ADA access, infrastructure upgrades, and appropriate information technology. The college has also developed facility, signage, landscape, and furniture standards through shared governance to guide the expected redevelopment of the campus and to ensure that it will have a cohesive college campus look and feel.

The college and district‘s maintenance efforts are ongoing. There are successful deferred maintenance projects and good responses to immediate maintenance problems as they arise.

The Buildings and Grounds department has new management and now reports to the college Business Services director. This has created an organizational structure that is more responsive to college program needs. College Operations Council and Safety Committee provide campus input into maintenance efforts.

Equipment funding can sometimes be in short supply due to state equipment funding limitations and fluctuations. The college has taken advantage of instructional equipment funds and career technical funds, when available, and allocated these funds through a shared governance model.

The college has benefited from an annual Foundation‘s contribution to the budget. This

40

Institutional Self Study 2008 for Reaffirmation of Accreditation

contribution is allocated through shared governance. There have been a few years when the Foundation has been the sole source of funds for equipment.

With an aging, sloped campus, Americans with Disabilities Act (ADA) access needs to be improved, and this has been incorporated in the Facilities Master Plan. The district is also conducting a district wide assessment of ADA access. Safety and emergency concerns are successfully handled by district Police and reviewed by the college‘s Safety Committee when improvements are needed. The college has formed a Sustainability Committee to address energy management and recycling concerns. The college and district are the first in the nation to install solar panels on each campus which generate power, offset district energy expenses, and contribute to a greener planet.

Standard III C: Technology Resources Contra Costa College has a shared governance Technology Committee that develops policies and procedures for technology use and developed the college‘s Technology Strategic Plan. It also has a strong Information Technology (IT) department, which supports campus equipment, computers, software, networks, telephone systems, and other information services and needs.

The IT department inventories, maintains, and upgrades all campus office, laboratory, and program support software and hardware. Since 2006-2007, the IT department has been operating the college‘s distance learning server 24 hours per day using WebCT software. The department and district have been key movers in developing and installing the college‘s smart classrooms while working with the Council of Chairs to set priorities for smart classroom development needs.

Since 2001, student satisfaction surveys indicate a significant improvement in the level of technology on campus. This is a good indicator of the progress that the college has made in providing its students access to technology. Availability of instructional equipment, CTE and construction funds have allowed many staff and faculty computers to be upgraded with new or trickle down used equipment. The college needs a consistent source of funds to maintain the currency of its technology resources. During an era of construction funding, equipment can be updated along with buildings being updated. However, when funds are not available, the college will still need to develop a source of funds to assure ongoing upgrades to its technology resources. The college also has ongoing technology training needs, for example in distance education and instructional technology. The college has developed a Technology Strategic Plan to address technology and resource needs.

Standard III D: Financial Resources The college‘s mission and strategic initiatives, plans, and program review drive resource allocation. Although the Contra Costa Community College District and Contra Costa College faced financial challenges in the past several years, the resources of the college have been sufficient to support its programs and services. The budget is prioritized based on institutional plans and goals, thereby supporting the development, maintenance, and enhancement of programs and services. Jointly with the district, the college manages its financial affairs following established rules and regulations and district policies and procedures. The district‘s external auditors attest to the integrity with which this function is carried out. Fiscal management at the district and college level is designed to ensure the college‘s short- and longterm financial solvency.

The district hired a consultant to provide an objective analysis of the district‘s finances including its budget allocation process, FTES strategy, and comparison to like districts. The consultant developed recommendations that are being reviewed and implemented to enhance the district‘s fiscal strength and college resources.

Institutional Self Study 2008 for Reaffirmation of Accreditation

41

Increasing enrollment is one of the main focuses of the district and the college since it is vital to increasing resources. However, the college is careful to manage its hourly instructional funding, and this is sometimes in conflict with enrollment growth goals. The college also takes advantage of grant and fundraising opportunities to augment resources and support educational programs and services enhancements.

Financial and budget information is widely disseminated throughout the college. The college president and the district chancellor are both firm believers in full disclosure; therefore, information is made available to everyone in various ways. Budget planning and development is a shared governance function so that all constituents have the opportunity to provide input into the process and have access to financial information at any time.

ABSTRACT OF STANDARD IV Standard IV: Leadership and Governance Contra Costa College‘s response to this standard indicates it is making an effective effort to meet all conditions. Institutional leaders encourage the involvement of staff, faculty, students and managers in efforts to improve programs and services. Moreover, the decision-making process at the college allows for anyone to question a process or procedure regardless of their position at the college. Input from all constituency members is valued and encouraged.

The Contra Costa Community College District Governing Board has adopted policies stipulating the roles of faculty, staff, and students in the governance of the district. These clearly defined roles are widely known and practiced. The college has a tradition of involvement of all constituencies in the decision-making process. Managers also have always had an important role in the shared governance in the district even though their role has not been clearly articulated. The district and the college have taken steps to define management‘s role in governance with pending changes in policy and procedures.

The relationship between faculty, staff, students, managers, and the Governing Board has improved immensely under the leadership of the current chancellor. Trust is being restored, and the promise of improved financial conditions and climate is obvious. Open discussions of ideas and issues are not uncommon, and faculty and staff appreciate the full disclosure of the financial condition of the district. The college also has practiced open dialogue on issues of concern to the college community. However, contentious negotiations and salary reductions worked to shake the confidence employees had in the previous administration. The college will work with the district to rebuild trust in the governance process.

The institution has not consistently reviewed its governance process. Since the process is working for the college, this has not been an issue. However, to be in compliance with good practice, the college will develop a timeline to review the effectiveness of the governance process.

There are sufficient policies and procedures to guide the district in maintaining the quality of its educational programs and services. When there are modifications or additions, the Governing Board is apprised of the same. The need to discuss issues surrounding this subject on a more frequent basis has been recognized, and, in response, the district‘s Educational Planning Committee meets twice a year commencing in the fall of 2007.

The financial health of the district was a significant concern the last few years. However, there has been major improvement in the district‘s reserves and the financial condition of the district.

42

Institutional Self Study 2008 for Reaffirmation of Accreditation

The Contra Costa Community College District Governing Board has made some difficult decisions to ensure the fiscal stability of the district. The CCCCD Governing Board continues to take actions that ensure the financial integrity of the district.

The CCCCD Governing Board has developed ample policies that stipulate how the Governing Board will function. It also has a code of ethics, and there is an orientation for new members.

The goals of the Governing Board also are linked to the mission and goals of the district. The Governing Board has taken full responsibility for selecting and evaluating the chancellor, and it properly delegates responsibility to the chancellor without interference.

The college president has primary responsibility for the quality of the collegeâ&#x20AC;&#x2DC;s programs and services. The president ensures that the administrative structure is appropriate for the college and addresses the needs of the college. A recent reorganization has occurred in both Student Services and in the Communication and Advancement Office area. This reorganization changed the reporting lines for some faculty and classified staff to maximize the use of their abilities and to increase the collegeâ&#x20AC;&#x2DC;s focus on resource development and student services.

Planning has been an intricate part of the collegeâ&#x20AC;&#x2DC;s operations for many years. The college completed its 2002-2007 Strategic Plan. Also, the college recently went through a process to develop its 2007-2012 Strategic Plan. The process was open to faculty, staff, students, managers, and members of the community.

Contra Costa College also has worked diligently to integrate its educational planning with resource planning. Efforts also have been made to develop SLOs in both the academic and student services areas. More work needs to be done by the academic departments, and the college is working tirelessly to accomplish this goal.

The president also ensures that the college adheres to the applicable statutes, regulations, and Governing Board policies. Similarly, the president works closely with the Business Services director to ensure the fiscal integrity of the institution.

Finally, the president represents the college in many community arenas. He is cognizant of the need for the college to communicate effectively with its service area and supports regular communications to the community. He lectures often at churches, social events, and other community events on behalf of the college.

The district and the colleges are reviewing the roles and responsibilities of the colleges and the district and developing a document to delineate the differences. The district is also working to improve the technology support system to better serve the colleges.

There has been discussion about the allocation formulas for various funds earmarked for the colleges. The district is working to develop and implement more equitable formulas that will meet the needs of the colleges. The district is also strongly urging fiscal conservatism to ensure that the financial condition of the district remains strong.

The governance process at the district level has not been regularly evaluated. The district is working to develop a process to evaluate the governance and decision-making processes on a regular basis.

Institutional Self Study 2008 for Reaffirmation of Accreditation

43

COLLEGE AND ACCREDITATION PROCESS PROCESS FOR THE DEVELOPMENT OF THE ACCREDITATION SELF-STUDY AT CONTRA COSTA COLLEGE Steering Committee In the spring of 2005, the President‘s Cabinet began to identify, and subsequently recommended to the College Council, the committee structure for the development of the Institutional Self-Study document and the accreditation timeline. Existing governance committees were recommended to be assigned to write the responses to the four accreditation standards. The College Council reached consensus and approved the proposed committee structure and the timeline for the accreditation self-study at the September 14, 2005 meeting.

The College Council functions as the steering committee for the self-study process. The Council reviewed self-study drafts and approved the final report.

The chairperson of the College Council and the vice president, who is the accreditation liaison officer, assumed the coordination functions for the initial assignments. The president of the college established the overall timeline for the development of the self-study, and the vice president established a timeline for reporting back to College Council. The vice president held meetings with the standard committee chairpersons to coordinate the process. The president and vice president met with college divisions to explain the self-study process and begin to elicit input and discussion about the self-study. All standard committee leaders, the editor, the vice president, and the president of the college, attended an accreditation self-study workshop at Diablo Valley College on September 19, 2006.

An editor, faculty member Walter Masuda, was selected and given the task of editing and revising the self-study in its entirety after the committee drafts had been made. A number of other proofers and editors reviewed the document as well.

Standard Committees Existing committees served as standard committees. These committees had representation from all constituencies on campus and from those people who had expertise in the subject of the standard. If this was not the case, the committee membership was augmented. This was done with the learning resource substandard committee which added Library representation.

Existing chairpersons coordinated their committee‘s accreditation self study efforts.

Each committee completed a draft self study for their standard. The committees brought expertise and diversity of perspective to the standard. Committees used various strategies to engage in the self-study analysis. Some shared in the discussion, review and draft writing responsibilities. Others had one or two members who primarily wrote the draft self-study based on committee input and discussion or used the draft to develop committee discussion about the self-study. Each committee‘s draft standard was discussed, reviewed, edited, and improved numerous times. The district office drafted district related standard sections.

Editing The individual standards were compiled into a complete draft self study, and this was posted on the college‘s Accreditation 2008 webpage. The webpage is available to anyone with Web access and the college URL. The college community was encouraged to review it and make comments to the relevant standard committee. The College Council members reviewed selfstudy drafts posted on the Web. Four drafts of the self-study were produced during fall 2006 to spring 2008. The drafts were discussed, edited, and revised numerous times to reflect the most accurate and thorough information as committees received feedback.

44

Institutional Self Study 2008 for Reaffirmation of Accreditation

The main editor, Walter Masuda, assisted by the college vice president, made style, format, and editorial changes to the document while preserving the integrity of the committees‘ work. The editing was done during summer 2007 through fall 2007. Committees reviewed the edited draft to ensure that the edits were correct.

When the final draft was ready, the college held open forums and invited everyone to discuss and comment about the final draft self-study. The final self-study document was completed during spring 2008 and approved at the April 2008 College Council meeting. The self-study was sent to the Governing Board for review in July 2008. The self-study was published in hard copy and electronically. Copies of the final bound version were sent to steering committee members, standard committee members, managers, Associated Student Union, the Library, and the division offices.

Documentation Assembling the evidence documentation was a task that was mainly assumed by the office of the president. Gathering of the evidence was done by the president‘s office, vice president‘s office, and the committee chairpersons. The Research and Planning office provided copies of surveys and reports. Document holders were purchased by the president‘s office, and all documents were assembled into filing boxes and scanned electronic copies were made where possible. As much as possible, evidence was collected in electronic format.

Site Visit Copies were sent to the Western Association of Schools and Colleges (WASC) offices in August 2008 in time for the site visit in October 2008.

Institutional Self Study 2008 for Reaffirmation of Accreditation

45

COMMITTEES STEERING COMMITTEE College Council Self-Study Committees Committee

Standard Areas

Research and Planning Committee

Institutional Mission and Integrity

College Instruction Committee

Instructional Programs

Student Services Forum

Student Support Services

Title III Committee with Library Representation

Library and Learning Support Services

Staff Development Committee

Human Resources

Operations Council

Physical Resources

Technology Committee

Technology Resources

Budget Committee/District

Financial Resources

President‘s Cabinet

Decision Making Process

Chancellor‘s Cabinet

Board and Administrative Organization

Committee Membership Self Study Section

Chairperson

Committee

Institutional Mission and Effectiveness Standard I

Tim Clow, Senior Dean

Research and Planning

Members Tony Allen, Student Shannon Beckham, Classified - Scheduling Specialist Chad Cowings, Student Terence Elliott, Faculty – Academic Senate President (past) Donna Floyd, Manager - Senior Dean of Instruction Melody Hanson, Confidential - Senior Executive Assistant to the President Jennifer Ounjian, Manager – Director of Student Life Kenyetta Tribble, Faculty - Matriculation Coordinator

46

Institutional Self Study 2008 for Reaffirmation of Accreditation

Self Study Section

Chairpersons

Committee

Student Learning Programs and Services Standard II–A Instructional Programs

Jim Duvall, Faculty Chairperson Jason Berner, Faculty Co-chair Spring 2008

College Instruction

Members Shannon Beckham, Classified – Scheduling Specialist Robert Chan, Faculty – Computer Information Systems Joy Eichner-Lynch, Faculty - English Kerry Farber, Classified - Division Secretary Donna Floyd, Manager - Senior Dean of Instruction Matika Moore, Student (no longer enrolled) Rick Ramos, Faculty - Administration of Justice Alissa Scanlin, Faculty – Disabled Students Programs and Services Tim Schulze, Student (no longer enrolled) Leverett Smith, Faculty - Chemistry Kenyetta Tribble, Faculty - Matriculation Coordinator Self Study Section

Chairpersons

Committee

Student Learning Programs and Services Standard II-B --Student Support Services

Frank Hernandez, Student Services Forum Sr. Dean of Student Serv.

Chris Tarp, Faculty Chair Student Services Forum

Members .

Sue Abe, Manager – Disabled Students Programs and Services Director Ken Blustajn, Manager - Admissions and Records Director Joe DeTorres, Faculty - Business Vicki Ferguson, Manager – Extended Opportunity Programs and Services Manager Donna Floyd, Manager - Senior Dean of Instruction Aleks Ilich, Manager - International Education Director Viviane LaMothe, Manager - Financial Aid Director Jose Oliveira, Classified - Police Sergeant Jennifer Ounjian, Manager - Student Life Supervisor, (Section Writing Coordinator) Camille Parker, Faculty - CalWORKs Coordinator Tom Sharp, Manager - Police Lieutenant Kenyetta Tribble, Faculty - Matriculation Coordinator Norma Valdez-Jimenez, Faculty - Counselor Janis Walsh, Manager - Bookstore Manager Robert Webster, Faculty - Counselor Chad Wehrmeister, Classified - Police Sergeant Shondra West, Classified- Admissions and Records Assistant Self Study Section

Chairpersons

Committee

Student Learning Programs and Services Standard II–C Library & Learning Support Programs

Donna Floyd, Senior Dean of Instruction

Title III and Library

Institutional Self Study 2008 for Reaffirmation of Accreditation

47

Members Carlos Blanco, Classified - Instructional Assistant Jason Berner, Faculty -Tutor Coordinator Tim Clow, Manager - Senior Dean, Research and Planning Nicole Corcoran, Faculty – Counselor (No longer employed) Ellen Geringer, Faculty – Library Coordinator Frank Hernandez, Manager - Senior Dean of Student Services Craig Lee, Manager - District Information Technology Director (no longer employed) Elvia Ornelas-Garcia, Faculty - Academic Skills Ellen Smith, Manager - Interim Division Dean Norma Valdez-Jimenez, Faculty - Counselor Robert Webster, Faculty - Counselor Self Study Section Human Resources Standard III-A

Chairpersons Mariles Magalong Business Services Director

Committee Staff Development

Members Kay Armandarez, Classified - Senior Admissions and Records Assistant Linda Armistead, Classified - College Human Resources Assistant Jason Berner, Faculty -Tutor Coordinator Alma Cardenas, Classified - Cashier Denine Colbert, Classified - Athletic Equipment Manager I Nick Dimitri, Supervisor - Business Services Cherie Etheredge, Faculty - Nursing Peggy Fleming, Faculty - Disabled Students Programs and Services Donna Floyd, Manager - Senior Dean of Instruction Barbara Grillo, Faculty – Early Childhood Education David Houston, Faculty – Humanities/Philosophy Laurie Laxa, Classified - Public Information Officer Camille Parker, Faculty - CalWORKS Coordinator Roger Polk, Classified - Web Administrator Gabriela Segade, Faculty – English as a Second Language Deborah Vaughan, Faculty – Physical Education Janis Walsh, Manager - Bookstore Manager Elisabeth Xiezopolski, Faculty – English as a Second Language Self Study Leaders

Chairpersons

Committee

Physical Resources Standard III-B

Carol Maga, Vice President

Operations Council

Members Benny Barnes, Classified - Athletic Equipment Manager Ken Blustajn, Manager - Admissions and Records director Terence Elliott, Faculty - Academic Senate President (past) James Eyestone, Manager – Computer and Network Services supervisor Donna Floyd, Manager - Senior Dean of Instruction Frank Hernandez, Manager - Senior Dean of Student Services Bruce King, Manager - Buildings and Grounds Carlos Murillo, Manager - Division Dean (no longer employed) Jose Oliveira, Classified - Police Sergeant

48

Institutional Self Study 2008 for Reaffirmation of Accreditation

Darlene Poe, Manager - Custodial Services Chad Wehrmeister, Classified - Police Sergeant Self Study Leaders

Chairpersons

Committee

Technology Resources Standard III-C

James Eyestone, Computer and Network Services Supervisor

Technology

Members Robert Chan, Faculty – Computer Information Systems Tim Clow, Manager - Senior Dean, Research and Planning Nick Dimitri, Manager - Business Services Supervisor Mike Fernandes, Faculty – Automotive Services Ellen Geringer, Faculty – Library Coordinator Betsy Hernandez-Dye, Classified - Senior Account Clerk Roberta Hoffman, Faculty - Nursing Craig Lee, Manager - District Information Technology Director (no longer employed) Thomas Murphy, Faculty - Computer Science Ken Reynolds, Classified – Instructional Support Coordinator, Extended Opportunity Programs and Services Larry Statan, Faculty – English as a Second Language Robert Webster, Faculty - Counselor Self Study Leaders

Chairpersons

Committee

Financial Resources Standard III-D

Mariles Magalong, Business Services Director

Budget

Members John Christensen, Classified - Employment Development Services Specialist Terence Elliott, Faculty – Academic Senate President (past) Carol Maga, Vice President Terrill Mead, Faculty - Math Matika Moore, Student (no longer enrolled) Teresa Steffes, Classified - Alternative Media Specialist Self Study Leaders

Chairpersons

Committee

Standard IV

McKinley Williams, President

President‘s Cabinet

Members Terence Elliott, Faculty - Academic Senate President (past) DeRasha Hudson, Associate Student Union President (past) Carol Maga, Manager - Vice President Mariles Magalong, Manager -Business Services Director Mercy Pono, Classified – Classified Senate President Technical Assistance Walter Masuda – Chief Editor Claudia Bussi – Graphics Designer Mary Healy – Editor and Proof Reader Linda Cherry – Editor and Proof Reader Institutional Self Study 2008 for Reaffirmation of Accreditation

49

Teresa Steffes – Editor and Proof Reader Melody Hanson – Evidence Collection and Logistics Pam Rudy – Software Technical Expert Roger Polk – Website Assistance Greta Gardner-Minnifield – Repographics La Tasha Gardner - Repographics

50

Institutional Self Study 2008 for Reaffirmation of Accreditation

COLLEGE COUNCIL ACCREDITATION TIMELINE Proposed Accreditation Visit: October 14-16, 2008 Committees Established

September 2005

Research Gathering Survey Reports

Fall 2005 - Spring 2006

First Draft

Fall 2006 December

Second Draft

Spring 2007 March

Third Draft

Fall 2007 October

Final Self-Study

Fall 2007 December

Approved at College Council

Spring 2008 March

Mailed to Accreditation Commission

August 2008

Institutional Self Study 2008 for Reaffirmation of Accreditation

51

Contra Costa College Management Structure - Fall 2008 President (Senior Foundation Director) Linda Cherry - CCC Foundation - Grant Writing

Senior Dean of Research and Planning Tim Clow

McKinley Williams - Public Information Vice President Carol Maga - Enrollment Mgt. -Construction Projects

Senior Dean of Instruction Donna Floyd -Noncredit Program -Community Relations -Media Design -Publications -Pace/Weekend College

Dean of Library, Allied Health, Vocational Training & Athletics Susan Lee Administration of Justice Automotive Services Cosmetology Cooperative Education Culinary Arts Dental Assisting Early Child Education Early Learning Center Health & Human Services (Emergency Medical Sciences, Health & Human Services, Medical Assisting & Office Technician) Library Nursing Physical Education, Health Education & Athletics

Early Learning Center Supervisor Marva Lyons

Athletic Director John Wade

Technology Systems Manager James Eyestone -CCETV -Webmaster

Director of Business Services _____ Buildings & Grounds Mariles Magalong Manager Bruce King Manager of Custodial Business Services Services Supervisor Darlene Poe Nick Dimitri Senior Dean of Students Frank Hernandez

Dean of Economic Development Priscilla Leadon - VTEA

Counseling

- Grant Programs (Tech Prep)

Cal Works Coord.

Camille Parker

-Job Placement -Transfer/Career -Metas -International Students

Director of Financial Aid Viviane LaMothe

Dean of Natural, Social & Applied Sciences Terence Elliott (interim)

Dean of Communication, Liberal Arts, Skills & Services Helen Kalkstein

African American Studies Biology Business Office Tech.

Business/Real Estate Chemistry Computer & Communications Technology Computer Information Systems Computer Science Earth Sciences Engineering High Performance Computing LaRaza Studies Mathematics PACE Physical Sciences Physics Social Sciences

Police Services Sgt. Academic Skills Chad Wehrrmeister Art Drama Mgr. of Disability English Support Services English as a Second Language Bookstore Mgr. Yasuko "Sue" Abe Foreign Language Janis Walsh Journalism/Graphic Communication/Media. & Communication Arts Director of Admissions Music & Records Philosophy & Humanities Director of International Ken Blustajn Speech Ed. - Aleks Ilich Student Life Center

Manager of EOPS Vicki Ferguson

Mgr. Jennifer Ounjian - Student Activities - College for Kids -ASU/Leadership -Outreach/Scholarships

Title III Jason Berner

CSE Seti Sidharta, Coordinator

Matriculation Coordinator Kenyetta Tribble June 2008

Chancellorâ&#x20AC;&#x2122;s Office Helen Benjamin, Chancellor Deborah G. Blue, Vice Chancellor, Districtwide Planning and Educational Services Mojdeh Mehdizadeh Associate Vice Chancellor/Chief Information Officer

Kindred Murillo, Vice Chancellor, Districtwide Administrative Services

Roy Stutzman, Interim Associate Vice Chancellor/Chief Financial Officer

Aleks Ilich, Director, International Education Tim Leong, Director of Communications and Community Relations McKinley Williams, President, Contra Costa College

Judy E. Walters, President, Diablo Valley College

Peter GarcĂ­a, President, Los Medanos College

Judy Vroman, Manager, Audit Services Linda Cerruti, Administrative Projects Coordinator Patricia Kaya, Executive Coordinator

Eugene Huff Associate Vice Chancellor/ Chief Human Resources Officer Charles Gibson, Chief, Police Services

Brian Adair, Director of Facilities Services

Valorie Gale, Director, Purchasing Ray Pyle, Chief Facilities Planner

ELIGIBILITY REQUIREMENTS FOR ACCREDITATION 1. AUTHORITY Contra Costa College is a public two-year community college operating under the authority of the State of California, the Board of Governors of the California Community Colleges, and the Contra Costa Community College District Governing Board. This authority has existed continuously since the college was first established with accreditation status regularly renewed by the Accrediting Commission for Junior and Community Colleges of the Western Association of Schools and Colleges.

Evidence:  College Catalog, p. 12 – accreditation statement http://www.contracosta.edu/pdf/Catalog2008-09.pdf 

California State Community College Chancellor‘s List of Contra Costa College Approved Programs – State authorization of CCC to award degrees and certificates https://misweb.cccco.edu/webproginv/prod/invmenu.htm

2. MISSION The college reviews its educational Mission Statement on a regular basis. The mission is approved by the Contra Costa Community College District Governing Board and is published in the catalog, college website, and in various buildings across campus. It was revised in 2007 to reflect student learning outcomes and to focus on student success. Program review, annual goals, and grant requests are linked to the college mission.

Evidence:  CCC Recent Mission Statement  CCCCD Governing Board Minutes, May 2007 3. CCCCD GOVERNING BOARD The five-member Governing Board for the Contra Costa Community College District (CCCCD) is an independent policy making body which is responsible for overseeing that its three colleges implement their stated missions. The Governing Board is charged with ensuring the quality, integrity, and financial stability of its colleges. Five Board members are elected by geographic location, although the members represent the interests of all county residents. A sixth Board member is a student trustee who serves in an advisory capacity, except in personnel matters as provided in the Governing Board‘s ―Rules and Regulations of the Governing Board.‖ The student trustee is elected by the students of the district. The Governing Board terms are four years in length and are staggered so that 40-60% of the members are elected every two years to ensure continuity of Board membership. The Board is guided by its ―Code of Ethics of the Governing Board‖ which states that it will follow the highest ethical standards and will ―not engage in activities that could be considered in conflict of interest.‖ As required of public officials, the Board annually reports potential conflicts of interests with their Board responsibilities.

Evidence:  Governing Board Members‘ Biographical Information htttp://www.4cd.net/governing_board/  Governing Board Policies Administrative Procedures Manual – Rules & Regulations of the Governing Board http://www.4cd.net/policies_procedures/BOARD/COVER/COVER.pdf  Code of Ethics of the Governing Board, BP 1010 – Impartiality http://www.4cd.net/policies_procedures/BOARD/POL-PROC/BP1010.pdf



54

Board Resolution on Conflict of Interest Report of the Institutional Self Study for Reaffirmation of Accreditation

4. CHIEF EXECUTIVE OFFICER McKinley Williams has been Contra Costa College‘s president since his appointment by the Governing Board in 2006. His full-time responsibility is to serve as the chief executive officer of the college, and he is given the authority to administer Board policies. He does not serve on the CCCCD Governing Board.

Evidence:  Presidential Biographical Information  The President‘s contract and the Board Action approving that contract - Certification of CEO as Full-time Employee 5. ADMINISTRATIVE CAPACITY Contra Costa College has 23 administrators, including the president, vice president, senior deans, deans, directors, and classified administrators. They were hired through an open, competitive employment process by hiring committees and were selected on the basis of their training and experience. The administrative staff meets regularly with the college president and is sufficient to implement the college‘s mission and purpose.

Evidence:  CCC Organizational Chart and District Organizational Chart  College Catalog, pp. 6-8 – Administrators list  College Catalog, pp. 226-232 - Faculty and classified listing with degrees includes administrators  Administrator Biographical Information 6. OPERATIONAL STATUS Contra Costa College is a comprehensive college with a variety of course offerings and programs to meet the varied educational needs of its service area community. The college has been in continuous operation since 1949 and currently services a student head count of 8,0009,000. There are students actively enrolled in the college and pursuing its degree and certificate programs.

Evidence:  CCC Fact Book, p. 28 - Enrollment by Semester  CCC Fact Book, pp. 47-51 -- Degrees and Certificate Awards  CCC Fact Book, pp. 63-65 – Enrollment by Department/Subject (and retention)  Summer and Fall 2008 Schedule of Classes - current schedule of classes http://www.contracosta.edu/newIndex/schedulecatalog.htm

7. DEGREES The college offers programs leading to nearly 47 A.A. and A.S. degrees, 25 certificates of achievement, and 38 certificates of accomplishment. A significant portion of the academic programs leads to a degree. The degrees and requirements are identified in the college catalog.

The vast majority of courses are college level. Many courses satisfy requirements for either majors or General Education, and a significant proportion of the student population is enrolled in these courses.

Evidence:  College Catalog, pp. 61 – Courses of Study at CCC  College Catalog, Chapter 4 - Program Requirements  College Catalog, pp. 60-64 – General Education and Degree Requirements  College Catalog, p. 84 - Degree credit (DG) Courses Report of the Institutional Self Study for Reaffirmation of Accreditation

55

 

CCC Fact Book, pp. 47-51 - Degree and Certificate Awards CCC Fact Book, pp. 43-44 - Enrollment by Educational Goal

8. EDUCATIONAL PROGRAMS The college‘s programs are aligned with its mission. The college provides a comprehensive and diverse curriculum. It serves transfer and career-technical educational goals as well as developmental education and life long learning goals. In determining degree and certificate programs, the college considers student demand and need, course objectives, University of California (UC) and California State University (CSU) requirements, advisory committee recommendations, and needs related to industry and business. Program review, faculty evaluation, and course content review ensure that courses and programs are of high quality and rigor. The degree programs are typically two academic years in length. The majority of the college‘s programs have identified Student Learning Outcomes. No degree program is offered entirely online or electronically, though some courses are offered electronically.

Evidence:  College Catalog, p. 61 - Programs of Study at CCC  College Catalog, p. 87 - Administration of Justice Degree Program – sample of two year program length  College Catalog, Chapter 4 - Program Requirements and Curricular Sequence  Schedule of Classes--Course listing – Location of course offerings 9. ACADEMIC CREDIT Academic credit is awarded in semester units, based on Title 5 minimum standards and generally accepted standards. One credit hour or unit of work is equivalent to one hour of lecture or three hours of laboratory per week based on a term of 18 weeks. Credit units are established by the discipline‘s faculty, approved by the College Instruction Committee (a subcommittee of the Academic Senate) and coincide with minimum standards for award of credit. The credit/unit awarded for each course and the time that the course meets per week are specified in the catalog and schedule of classes.

Evidence:  College Catalog, p. 84 – Unit credits  College Catalog, Chapter 4 – Each Course Credit unit identified  Title 5 Section 55002.5 – Academic credit  College Instruction Committee Manual, p. 45 – Unit credits 10. STUDENT LEARNING AND ACHIEVEMENT The college has revised its mission to include student learning outcomes. It has established eight college-wide student learning outcomes (SLOs), which are expected outcomes for all students completing degree programs. The Student Services division has created SLOs for its departments. Most instructional disciplines have developed program level and/or course level student learning outcomes and most General Education SLOs are developed. The college is planning on publishing program student learning outcomes in its next catalog. Now, the catalog identifies possible careers for each program. Currently, student course success is measured by faculty who base their assessment of successful completion on course objectives stated in the course outline. Program requirements, which are clearly stated in the catalog, must be completed successfully for students to complete an approved program. All programs and courses, regardless of mode of delivery or location, follow the same course outline of record and requirements.

56

Report of the Institutional Self Study for Reaffirmation of Accreditation

Evidence:  Sample Course Outlines with SLO‘s  Sample Program Review with SLO data – Chemistry and Speech  College Wide Student Learning Outcomes, ―What every student should know Summary,‖ All College Day Spring 2005  Institutional Annual Accreditation Report Update on SLOs and Job placement  CCC Fact Book, pp. 47-57 – Degrees and Awards  Licensure pass rate in Nursing and Dental Assisting 11. GENERAL EDUCATION Contra Costa College has General Education (GE) requirements to ensure breadth of knowledge and promote intellectual inquiry. The GE Breadth requirements must be completed for students to earn a degree and are listed in the college catalog. The requirements are based on the college vision, beliefs, values, mission, and goals. The rationale for General Education is found in the college catalog‘s ―Associate Degree Requirements‖, p 60. General Education requirements also conform to Governing Board Policy 4007, which describes the philosophy and criteria for General Education. The General Education component is designed to ensure that students have the knowledge, values, and skills needed to be effective individuals in our society.

CCC General Education requirements include writing and computation, science, art and humanities, social science, information competency, cultural pluralism, health, physical activity, and American institutions. The college is completing General Education student learning outcomes for these requirements. These GE SLO‘s are based on the rationale, Board policy, GE requirements, and CCC‘s college wide student learning outcomes developed in spring 2005.

The college‘s General Education requirements are rigorous and of high quality. They compare to the general education requirements of other institutions of higher education. Many of the CCC General Education courses are articulated with courses at four year colleges and universities. CSU and UC have authorized the college to certify CCC student completion of IGETC and CSU General Education requirements.

Evidence:  College Catalog, pp. 60-63 -- General Education http://www.contracosta.edu/pdf/Catalog200809.pdf



Governing Board Policy 3007 – Policy on General Education http://www.4cd.net/policies_procedures/BOARD/POL-PROC/BP3007.pdf

   

College Catalog, pp. 62-63 & courses in Chapter 4 - CCC GE requirements and course descriptions http://www.contracosta.edu/pdf/Catalog2008-09.pdf Course outlines for General Education English and Mathematics offerings Project Assist -- Course Articulation to Transfer Institutions http://www.assist.org Documentation that GE courses are of higher education rigor and quality.

College Wide Student Learning Outcomes, ―What every student should know Summary,‖ All College Day Spring 2005 - General Education SLOs

12. ACADEMIC FREEDOM The college abides by the policy on academic freedom stated in CCCCD Board Policy 2018.

Evidence:  CCCCD Board Policy 2018 http://www.4cd.net/policies_procedures/BOARD/POL-PROC/BP2018.pdf

Report of the Institutional Self Study for Reaffirmation of Accreditation

57

13. FACULTY Our college employed 100 full-time faculty and 250+ adjunct faculty in fall 2007. The college has added full-time faculty. College faculty are well qualified and hired according to Title 5 which mandates minimum qualifications for faculty in each discipline. Its course offerings are appropriately and sufficiently staffed by a combination of full-time and part-time faculty. The United Faculty-CCCCD agreement, especially in the evaluation section, sets forth faculty responsibilities as including the development and review of curriculum and the assessment of student learning.

Evidence:  College Catalog, pp. 226 - 229 - Full time faculty listing http://www.contracosta.edu/pdf/Catalog2008-09.pdf

 

List of Full and Part-time Faculty with degrees and experience Minimum Qualifications for Faculty and Administrators in California Community Colleges www.cccco.edu

 

  

Equivalency Policy for MA and Non- MA disciplines Process for Validating Foreign degrees UF/CCCCD Faculty Contract - Faculty Responsibilities UF/CCCCD Contract Addendum – the Red Book- Evaluation Section – Faculty Responsibilities CCC Faculty Handbook - Faculty Responsibilities http://www.contracosta.edu/AdjunctFaculty/Index.htm



Summer and Fall 2008 Schedule of Classes & schedule on CCC website – with faculty names http://www.contracosta.edu/newIndex/schedulecatalog.htm

14. STUDENT SERVICES The college offers many programs that serve the general student body such as Admissions and Records, First Year Experience, Orientation, Assessment, Academic Counseling, Financial Aid, Job Placement, and Career/Transfer Center. It also offers specialized services designed for certain student populations such as Disabled Students Programs and Services, Extended Opportunities Programs and Services, CalWORKs, Cooperative Agencies and Resources for Education (CARE), and Puente. The college has an ACES-student retention program for basic skills students. These student services support student learning and assist students in completing their educational goals. The student service areas assess student needs for services. The college‘s admission application also asks students to identify their service needs, and the college responds and provides students with service and resource information.

Evidence:  CCC Fact Book, pp. 25-27 - Demographic Characteristics of Students  College Catalog, pp. 32-33 & 39-57 - List of student services descriptions which reflect the mission and description of programs for special populations  Student Handbook – Student Services descriptions  Admission Application – CCC assesses student needs  Student Services Program Reviews – CCC assesses student needs  Puente Information  Matriculation Plan – CCC assesses students needs http://www.contracosta.edu/Plans/MatriculationPlan.pdf



ACES Program Description - CCCC assesses student needs

15. ADMISSIONS Contra Costa College maintains an ―open door‖ admission policy consistent with its Mission Statement, the Education Code, Title 5 of the California Code of Regulations, and the statewide

58

Report of the Institutional Self Study for Reaffirmation of Accreditation

mission for California Community Colleges. Information about admission is available in the catalog, schedule and on the college website. Students are encouraged to apply online, on the phone or in person. The college also has an admissions policy for its impacted Nursing program consistent with appropriate preparation for this program and Board of Nursing guidelines.

Evidence:  College Catalog, pp. 26-30 - Admissions policy and qualifications for admission  CCC Application for Admission  Nursing Admissions Policy  Organization Chart for Admissions and Records  Job Descriptions of Admissions and Records Staff 16. INFORMATION AND LEARNING RESOURCES The Library, located in the Library and Learning Resource Center (LLRC), maintains a significant collection of books, current periodicals and journal subscriptions, electronic, online databases and other resources that provide students access to sufficient information resources to support its mission. These research tools are available online, through the college‘s website and to users 24 hours a day from any computer on or off campus. The college does not have external agreements to provide resources or services. The college provides a College Skills Center and College-Wide Tutoring in the LLRC. This learning resource center has online and discipline specific tutoring and writing and learning support activities. Additionally, the college offers tutoring and learning support at various locations on campus as well as open computer labs to provide learning resources for students. Learning support resources are sufficient to support the college‘s mission. Library and learning support resources are more thoroughly delineated in the 2008 Accreditation Self Study-Section IIC. Evidence:  Library Website – library resources and holdings http://www.contracosta.edu/library/index.htm 17. FINANCIAL RESOURCES The Contra Costa Community College District receives apportionment funding from the State of California based on the number of full time equivalent students (FTES) in attendance. This is the source of the district and college‘s funding base. Contra Costa College receives a budget allocation from the Contra Costa Community College District that funds its basic operational costs. The college prepares an annual operation plan that documents its financial resources and the allocation of resources to support student learning programs and services and to improve institutional effectiveness. The college has an active Foundation for fundraising and has been awarded numerous grants. Through its Budget Committee, the college recommends budget priorities to the College Council which ensures that the college mission is implemented in fiscal decisions and throughout the budget and planning process. The district funding structure assures the college‘s financial stability within the limits of state funding.

Evidence:  College Budget – past, current, proposed  District and College Financial Statement - Governing Board Agenda June 2008 Report 93A 2008-09 Tentative Budget CCC- Section II p. 4 -- Financial statement http://www.4cd.net/agenda/july07-june08/062508b_agenda.pdf

 

Funding Base Documentation Foundation and other funding Documentation

Report of the Institutional Self Study for Reaffirmation of Accreditation

59

18. FINANCIAL ACCOUNTABILITY The Contra Costa Community College District undergoes and makes available annual financial audits for the district and college conducted by externally contracted certified public accountants. The audit complies with generally accepted auditing standards and Government Auditing Standards issued by the Comptroller General of the United States. The Governing Board reviews these audit reports on an annual basis. The financial audit and management responses to any exceptions are reviewed and discussed in public sessions. The district requires audits of federal financial aid programs and student loan default rates and discusses findings with the colleges.

Evidence:  College Budget – past, current, proposed  Certified Independent Audit Report  Federal Financial Aid Program Audit  Student Loan Default Rate Report  Financial Aid Program Review 19. INSTITUTIONAL PLANNING AND EVALUATION The college has a well established institutional shared governance planning process that integrates planning, evaluation and resource allocation. It has served the college well and is expected to continue to be successful. The college systematically evaluates its programs through a regularly recurring cycle of program review. The Research and Planning office collects data, conducts surveys, and generates reports to assess institutional effectiveness and to plan for the future. Research information is available to the college and public via the Research and Planning website and through Cognos. The Research and Planning office regularly compiles a Fact Book on institutional effectiveness. The college relies on its college Mission Statement, Strategic Plan, and Master Plans to guide its planning efforts. Through shared governance and program review, the institution assesses progress towards achieving stated goals and makes decisions through an ongoing and systematic cycle of evaluation, integrated planning, resource allocation, implementation, and re-evaluation.

Evidence:  Integrated Planning Through Shared Governance Model - The results of plans guide resource plans and decision making  Institution engages in regular self-evaluation to improve o Program Review Model and Cycles – http://www.contracosta.edu/AcademicSenate/programme_review.htm





o CCC Fact Book Institutional Plans o Strategic Plan 2002-2007 & 2007-2012 o Facilities Master Plan o Enrollment Management Plan o Technology Strategic Plan o Educational Master Plan Well defined decision making process o College Catalog, p. 13 – Conceptual Framework for Shared Governance at CCC o College Procedures Handbook, A1003, A1004 & A1005

20. PUBLIC INFORMATION Contra Costa College publishes an annual catalog, which includes general information about the college, requirements for attending, graduating, transferring, and regulations and policies affecting students. The catalog is carefully checked for accuracy and updated. It is located on

60

Report of the Institutional Self Study for Reaffirmation of Accreditation

the college website and available in print format. The college‘s website makes available extensive information about the college and its various instructional and student services. The college publishes an ―E-ducation-mail‖ sent to all households in its service area twice a year to inform the public of its offerings, construction, plans, and news events.

Evidence:  Board Policy 1005– Public Information policy   

http://www.4cd.net/policies_procedures/BOARD/POL-PROC/BP1005.pdf College Catalog, httphttp://www.contracosta.edu/pdf/Catalog2008-09.pdf College Website, http://www.contracosta.edu

Sample print and media advertisements o 2008 Summer and Fall ―E-ducation Mail‖ o 2008 Cinema Promotion Script o 2008 Summer Class promotion in University Newspapers

21. RELATIONS WITH THE ACCREDITING COMMISSION Contra Costa College and the Contra Costa Community College District hereby affirm that Contra Costa College has consistently adhered to the eligibility requirements, standards, and policies of the Accrediting Commission for Community and Junior Colleges. The college announces its accreditation status in the catalog. The college describes itself in identical terms to all its accrediting agencies, communicates any changes in its accredited status, and agrees to disclose information required by the Commission to carry out accrediting responsibilities. The CCCCD Board will develop a policy assuring compliance with accreditation criteria. All disclosures by the college are complete, accurate, and honest.

Evidence:  Board Statement of Compliance with Accreditation Commission  College Catalog, p.12 http://www.contracosta.edu/pdf/Catalog2008-09.pdf - List of other accreditations  College Accreditation Status with Nursing, Montessori, and Dental Associations  Montessori Brochure with accreditation information

Report of the Institutional Self Study for Reaffirmation of Accreditation

61

CERTIFICATION OF CONTINUED COMPLIANCE WITH ELIGIBILITY REQUIREMENTS

July 30, 2008

TO:

FROM:

Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges Contra Costa College 2600 Mission Bell Drive San Pablo, CA 94806

Contra Costa College certifies that it is in compliance with the eligibility requirements for accreditation and affirms its continued compliance with them.

Name_________________________________________________________________ McKinley Williams, Contra Costa College President

Name _________________________________________________________________ Tomi Van De Brooke, President Contra Costa Community College District Governing Board

62

Report of the Institutional Self Study for Reaffirmation of Accreditation

STANDARD I: INSTITUTIONAL MISSION AND EFFECTIVENESS Standard IA: Mission I. 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.

IA. The institution has a statement of mission that defines the institutionâ&#x20AC;&#x2122;s broad educational purposes, its intended student population, and its commitment to achieving student learning.

Descriptive Summary Contra Costa College has a Mission Statement that encompasses the three components defining its educational purposes, its intended student population, and its commitment to achieving student learning.

Contra Costa College Mission Statement As a public community college that serves an urban community rich in diversity, the mission of Contra Costa College is to offer instruction within a comprehensive curriculum and to provide student services to ensure opportunities for: (1) effective student learning that leads to successful achievement of educational goals through completion of developmental, certificate, degree, or transfer programs; (2) acquisition of knowledge, skills, and abilities pertinent to lifelong learning and gainful employment in the global community; (3) student success verified by a process of assessment and improvement.

The college will use informed, shared decision-making to allocate resources in support of its mission.

Additionally, the college adheres to the following Vision, Beliefs, Values, and Goals statements: Vision Contra Costa College is a leader in community college education and the higher education institution of choice for West County area residents.

Contra Costa College is an inspiring haven of academic excellence noted for its passion for learning among students, staff, and faculty. The college community enjoys spirited interaction as serious, motivated students seek the best from excellent, dedicated faculty and staff that are committed to empowering students by teaching a current and relevant curriculum using state-ofthe-art tools and resources.

The college is a leader in valuing diversity and promoting cultural awareness. Faculty members emphasize the importance of critical thinking, ethics, and interpersonal skills as they prepare Report of the Institutional Self Study for Reaffirmation of Accreditation

63

students to succeed in the global workplace and become informed, involved, and responsible citizens and leaders in the global community.

The college enjoys the collegiality of an institution where each individual is valued and respected, achievements are celebrated, planning is pro-active, and shared governance is a way of life. The college continually supports students to transition successfully into and out of the college and advocates for sufficient resources to maintain maximum accessibility and educational support for the community.

As an integral part of the greater community, Contra Costa College serves as a model of excellence, providing education to help our students fulfill their dreams for themselves, their families, and their communities.

Beliefs Contra Costa College believes that all individuals have inherent worth and dignity and are entitled to develop their full potential. Individuals will enjoy an improved quality of life; communities will prosper economically and socially; and families, neighborhoods, and communities will be strengthened when residents share a commitment to lifelong learning.

Further, we believe that a healthy and vigorous society benefits from the rich cultural, racial, and socioeconomic variations of all people; that a democracy depends upon an informed and involved citizenry; and that the college therefore serves both the individual and society.

Values Contra Costa Collegeâ&#x20AC;&#x2DC;s commitment to its mission derives strength and guidance from institutional values. As a community of educators, we value: COMMITMENT to helping students to learn and to improving the economic and social vitality of communities through education; RESPONSIVENESS to the varied and changing learning needs of residents and businesses; DIVERSITY of opinions, ideas, and peoples; FREEDOM to pursue and fulfill educational goals without hindrance from violence, racism, and other prejudice and injustice; INTEGRITY in all facets of our college interactions and operations.

These statements have evolved with the college through a shared governance process. The 2002 Mission Statement was discussed by a broadly inclusive series of committee meetings and open college forums. Following the collegeâ&#x20AC;&#x2DC;s four-year mission review cycle, the Mission Statement underwent another series of reviews, initially by the Research and Planning Committee, then by Presidentâ&#x20AC;&#x2DC;s Cabinet. It received final approval by the College Council. The most recent Mission Statement was approved by the CCCCD Governing Board in May 2007 (Ref. 1.1).

In addition to stating that the college provides educational services to an urban, highly diverse community, the Mission Statement focuses on three main educational goals. All three ensure that students will acquire the knowledge, skills, and abilities that will allow them to be successful completers given the educational goals they choose. The college will demonstrate that learning has taken place by annual assessments from gathered evidence from the academic courses,

64

Report of the Institutional Self Study for Reaffirmation of Accreditation

program, and General Education mission as well as its student service and administrative units (Ref. 1.2).

The students at Contra Costa College identify themselves primarily as working students (Ref. 1.3). The average student age is 28 years old and a higher percent are female students. Our service area is made up of five regions that include cities from the Carquinez Straits to Alameda County. We offer educational services to the western part of the county, which has the lowest personal income base and highest crime rate in the entire county (Ref. 1.4). Students attending the West Contra Costa Unified School District (WCCUSD) have the lowest API scores in the county and rank in the lower fifth percentile statewide (Ref. 1.5). The college‘s intended student population is identified in our environmental scan (Ref. 1.6) and includes a broad range of students who are diverse in backgrounds and levels of academic preparation.

Self Evaluation The college meets this standard. The college Mission Statement accurately represents the college‘s educational purpose and its role in serving the educational needs of the community and its intended student population. It demonstrates the college‘s commitment to enhancing student learning. This Mission Statement is drawn from state mandates and from its community‘s needs as determined through community forums, college staff serving on various community boards and agencies, and student surveys and focus groups.

Planning Agenda None.

IA1. The institution establishes student learning programs and services aligned with its purposes, its character, and its student population.

Descriptive Summary Shared governance is the key to CCC‘s decision-making process and institutional character. All constituency groups have an equal voice in determining mission fulfillment. The process of developing our Mission Statement reflects this decision-making structure. The current Mission Statement defines the purpose of the college, its values, and its intended student population. It includes a commitment to student learning and success in all of its educational and student service programs.

The college‘s student population is primarily drawn from West Contra Costa County.

This includes Richmond (population 105,473), El Cerrito (population 23,171), Hercules (population 19,488), El Sobrante (population 12,260), San Pablo (population 33,215), Pinole (population 24,371), Rodeo (8,949), Kensington (4,936), and Crockett (3,184), for a total population of 235,047 (Ref. 1.7).

At the end of the fall 2006 semester, the college FTES was 2,740 with a headcount of 8,945 students. The college‗s student population is highly diverse; for example, in fall 2006, African Americans were 25%, Hispanics 25%, Asians 20%, and whites 18%. The enrollment matches the demographics of the community the college serves in all ethnicities except white/Caucasian students. There are fewer white/Caucasian students at the college than in the service area.

The female population far exceeds that of the male students. The largest immigrant population is concentrated in the western part of the county and is the main source for the college‘s high degree of ethnic, linguistic, and cultural diversity (Ref. 1.8).

Report of the Institutional Self Study for Reaffirmation of Accreditation

65

Credit instructional programs at the college meet the needs of its students and community offering an array of science, arts, humanities, ESL, basic skills, General Education, transfer, Career Technical Education, and life-long learning courses. Since 2004, the college has added new programs that provide educational opportunities for its students such as: 1. Health and Human Services â&#x20AC;&#x201C; Substance Abuse Counselor 2. Forensic Criminalist It has also opened a new Computer Technology Center, Library and Learning Resource Center to provide state-of-the-art technology offerings to its students.

The college offers 19 Associate of Arts degrees, 33 Associate of Science degrees, and 29 Certificates of Achievement (Ref. 1.9). The ESL department offers six levels of instruction, and the Academic Skills department (Basic Skills) offers four levels of English and three of math.

The college continues to offer distance education courses on television and is growing its online offerings. The college has recently included information competency in its General Education requirements. Since 2004, the college has increased its non-credit courses that serve off campus, older adult students with subjects that range from art to nutrition, health, and health activities. The college reaches out to its community and offers a summer youth program, METAS and Pyramid programs to serve Latino and African American youth, respectively, and the Puente Project to reach educationally underserved students interested in transferring to four-year colleges and universities (Ref. 1.10).

The college has a full range of student support services such as Extended Opportunity Programs and Services (EOPS), Cooperative Agencies and Resources for Education (CARE), CalWORKs, Financial Aid, Admissions and Records, Career and Transfer Center, Job Placement, Disabled Students Programs and Services (DSPS), International Education, Counseling, Assessment, Matriculation, Athletics, Student Government, and Student Life. The college has been awarded program- and service-related grants to further serve its students with special instructional, learning support, and service programs (Ref. 1.11).

Self Evaluation Contra Costa College meets this standard. All aspects of the mission, values, and vision statements reflect the purpose and character of the college and its desire to serve the student learner. There are adequate programs and services to meet the needs of our particular student population. The collegeâ&#x20AC;&#x2DC;s decision-making process has led to an integrated planning and evaluation process that continually aligns and realigns the institution with its purpose and student population.

Planning Agenda None.

IA2. The Mission Statement is approved by the Governing Board and published.

Descriptive Summary The Governing Board approved the current Mission Statement in May 2007. The Mission Statement is published in the college catalog, on the Contra Costa College website, and on signs at building locations. Based on the employee satisfaction survey completed in 2001 and in 2005, employees identified improvement in how well the college accomplishes its mission and purpose (Ref. 1.12).

66

Report of the Institutional Self Study for Reaffirmation of Accreditation

Self Evaluation The college meets this standard. The level of employee understanding of the mission reflects shared governance in its development and review and validates the awareness gained from its publication.

Planning Agenda None.

IA3. Using the institution’s governance and decision-making processes, the institution reviews its Mission Statement on a regular basis and revises it as necessary.

Descriptive Summary Contra Costa College reviews its Mission Statement every four years. This review is initiated by a shared governance committee and forwarded through additional groups for review using shared governance decision-making procedures. It is finally approved by the College Council, the college‘s policymaking shared governance council. This review was last completed in April 2007, and appropriate revisions to the mission were made. The new Mission Statement was presented to the Governing Board and adopted in May 2007 (Ref. 1.1).

Self Evaluation The college meets this standard.

Planning Agenda None.

IA4. The institution’s mission is central to institutional planning and decision-making.

Descriptive Summary The Mission Statement is the pinnacle of our integrated planning model. It is at the top of all the planning documents including the recently completed Educational Master Plan (Ref. 1.13). The Mission Statement is the vision for other plans, which include the Strategic Plan updated in 2007-08 (Ref. 1.14), Technology Plan updated in 2007 (Ref. 1.15), and the Facilities Master Plan completed in 2008 (Ref. 1.16). Additionally, each unit of the college develops unit plans which outline their goals and needs for the coming year (Ref. 1.17). The unit plans are tied to the above stated plans and thus flow from the college Mission Statement. For example, budget decisions to allocate resources for specific unit plan requests are awarded based on a rubric that often includes their alignment with college plans (Ref. 1.18), student learning outcomes (Ref. 1.19), and productivity or accomplishment of prior goals (Ref. 1.20).

Resource allocation is tied to integrated planning and program review. The program review process incorporates the identification of resource needs. After validation committee review, President‘s Cabinet can support program review recommendations through a resource allocation. For example, in Art program review a kiln renovation was recommended and President‘s Cabinet allocated monies to address the recommendation.

The planning model is designed to support the Mission Statement and to address the need to integrate planning with budget. This design illustrates the interconnectedness of how the Mission Statement drives strategic planning, program review, technology, unit planning, and student learning outcomes.

Report of the Institutional Self Study for Reaffirmation of Accreditation

67

Contra Costa College Integrated Planning Model Through Shared Governance

Mission Statement Strategic Initiatives Five Year Cycle

College-wide Plans* Unit Plans-Yearly Cycle Five-Year Cycle Technology Strategic Plan CCCCD Five Year Construction Plan Staff Development Plan Enrollment Management Plan Student Equity Plan Basic Skills Plan Ten Year Cycle Educational Master Plan Facilities Master Plan

Program Review Two and Four Year Cycle

Unit Plans Yearly Cycle

SLO's (Student Learning Outcomes) Two and Four Year Cycle

*All plans include institutional effectiveness measures and are tied to .

Rev: 2/2008

68

Report of the Institutional Self Study for Reaffirmation of Accreditation

In fall 2006, the college began work on a new Strategic Plan. Open forums were held on campus for the community, students, and staff to gather feedback and to share the results of an environmental scan and student and staff surveys. The community forum examined the collegeâ&#x20AC;&#x2DC;s internal strengths and weaknesses and external opportunities and challenges.

Following in-depth discussion of this information, participants identified and prioritized critical issues facing the college. The prioritized issues became the strategic goals for the new plan.

The final strategic initiatives were passed by the College Council and sent to the Governing Board for review. During fall 2007, various standing governance committees initially developed the measurable strategic plan objectives for each of the three major goals and committee stewards for those objectives. After the objectives have been made operational with action plans, the plan goes to College Council again for discussion and adoption.

Both the comprehensive Facilities and Educational Master Plans are on a 10-year cycle. Both plans were completed in 2008. The Educational Master Plan is a key link between the collegeâ&#x20AC;&#x2DC;s mission and its subsequent Facilities and Strategic Plans. The Educational Master Plan was based on unit mission statements, program review summaries, and program and resource needs for the existing units.

Work on the Facilities Master Plan began in spring 2007 assisted by an architectural firm with expertise in campus construction and remodeling. The Facilities Master Plan addresses the comprehensive needs of an aging campus with many buildings over 30 years old, which need to be modernized to meet the mission of the college more efficiently.

Self Evaluation The college meets this standard. The Mission Statement is the overarching vision of the college which drives the entire planning process. Within the integrated planning model there is the cycle of program review, ongoing strategic initiative development and evaluation, use of effectiveness indicators and assessment of learning outcomes, and criteria-based resource allocation from unit plans. Resource allocation is tied to the Mission Statement through the integrated planning model. As units implement various college plans, they can access additional resources through unit plan budget augmentation requests and program review. The planning, evaluation and resource allocation process is conducted using shared governance and forms a solid base for an integrated college-wide planning and allocation process.

Planning Agenda None.

IB. Improving Institutional Effectiveness IB. The institution demonstrates a conscious effort to produce and support student learning, measures that learning, assesses how well learning is occurring, and makes changes to improve student learning. The institution also organizes its key processes and allocates its resources to effectively support student learning. The institution demonstrates its effectiveness by providing 1) evidence of the achievement of student learning outcomes and 2) evidence of institution and program performance. The institution uses ongoing and systematic evaluation and planning to refine its key processes and improve student learning.

IB1. The institution maintains an ongoing, collegial, self-reflective dialogue about the continuous improvement of student learning and institutional processes.

Report of the Institutional Self Study for Reaffirmation of Accreditation

69

Descriptive Summary The college has two efforts that guide the process of reflection upon its institutional effectiveness and its desire to improve student learning. The first effort is the program review process, and the second effort is the development and assessment of student learning outcomes (SLOs).

The college has long had a commitment to evaluating institutional effectiveness through program review. Every four years all programs conduct a self-study, and in the case of career technical education (CTE) programs, it is every two years. Program review is conducted by the members of the unit itself with additional research information provided by the college Research and Planning office. The unit usually has a mission and in this context, reviews its prior goals, and looks at staffing, resource, facility, and technology needs. As needed, it also may survey its end users and look at retention for the area or student learning outcome information. With this information, the unit discusses its current status and completes a self-study report on its effectiveness and recommends areas that need improvement.

Each term, program review reports are validated by shared governance committees during All College Day. The Validation Committee makes recommendations to the unit and to the President‘s Cabinet about the self- study. They validate the program review findings and make additional recommendations, if needed, based on a discussion with the program review authors. Then both the validation report and program review are forwarded to the President‘s Cabinet for additional review and further recommendations. The President‘s Cabinet examines these documents, and, with further discussion, makes recommendations to the units on accomplishments, progress. The cabinet makes suggestions for how to attain resources to make identified improvements and/or allocates resources if available. If more dialogue is needed, then the Cabinet meets with the program review unit staff to deepen their joint understanding of the issues and recommendations for improvement.

The second effort to promote dialogue and program improvement focuses on student learning outcomes. In 2003, a model for the student learning outcomes process was developed through the Academic Senate and supported by the Research and Planning Committee to guide the development of student learning outcomes for academic and CTE instruction. This was the beginning of the college‘s student learning dialogue and improvement process.

In 2004, Career Technical Education (CTE) programs went through a course and program level SLO development process. CTE departments met with both the campus researcher and an outside consultant to develop course and program learning outcomes. This process included identifying intended outcomes and the direct and indirect evidence and benchmarks to be used in assessing those outcomes, including employee/employer satisfaction survey designs.

Additionally, various academic departments met separately with the campus researcher to get help developing course and program learning outcomes. The college also funded faculty participation in several student learning outcome workshops. In 2004-2005, the campus researcher met periodically with the College Instruction Committee to discuss SLO implementation processes (Ref. 1.21).

In Spring 2005, on All College Day, everyone, including managers, faculty, classified, and students, participated in discussions to develop ―what every CCC student should know upon graduation from the institution‖ (Ref. 1.22). This campus-wide discussion was a turning point in the dialogue about student learning outcomes and led to further implementation of both student services and instructional student learning outcomes.

By the end of 2005, the program SLO designs were included in the program review process.

This created a tracking system for program SLO development. Programs would submit

70

Report of the Institutional Self Study for Reaffirmation of Accreditation

program SLOs with their review. Since one option was to update courses at the time of program review, course SLOs could be complete too. There was discussion about how faculty would review and accept these designs. In course content review, the Academic Senate‘s faculty College Instruction Committee (CIC) reviews course SLOs and can ask for or suggest changes.

In 2005, the Academic Senate formed a General Education SLO Committee (GE SLO). The Committee began discussions about GE SLOs and assessment strategies based on the college‘s core degree competencies, IGETC and CSU/UC GE requirements for transfer, and the college‘s GE requirement. These requirements include oral communication-speech, English/critical thinking, math, social and behavioral sciences, humanities/art, physical sciences, cultural pluralism and others. The GE SLO Committee is chaired by an SLO faculty coordinator who is granted 20% reassigned time and sponsored by the Academic Senate.

The College also formed an SLO Coordinating Committee with the CIC chairperson, the Academic Senate president, the Matriculation coordinator, the senior dean of Research and Planning, the student services representative, the SLO coordinator, the Senior Dean of Instruction, and vice president to discuss plans for further implementation of SLOs (Ref. 1.23).

This committee has been actively meeting on a regular basis to discuss strategies for further integrating SLOs into instructional and student service programs and moving the SLO process to the assessment and improvement phase leading to greater institutionalization. Student Services has been meeting to discuss SLO implementation on a regular basis since fall semester 2004.

Self Evaluation The college efforts at discussing institutional processes and having a self-reflective dialogue that leads to improvements are well institutionalized and accepted by staff through the program review process. Though it is sometimes difficult to take on the task of program review while operating a service or program, over the years, staff has supported this process seriously and is engaged in advancing the institution‘s ability to serve its students and community through collegial dialogue.

The college process for the study of student learning is a newer one and still evolving. Since the new SLO accreditation standards have been in place, Contra Costa College has made steady progress in both interpreting the paradigm and setting about to institutionalize its meaning and intent. Program and course level outcomes are being developed as are assessment mechanisms. What was originally approached with ambivalence by faculty, staff, and managers is accepted as a new reality, one the college is in the process of fully implementing.

The college enjoys a high level of educational commitment to the students it serves. As evidence of learning starts to emerge, it will more fully embrace SLOs with the same passion associated with the rest of its stated mission. The inclusion of student learning outcomes as one of the new strategic initiatives is another step forward towards the college‘s implementation of this form of self-study.

The college is in a transition from relying on program review descriptive metrics; i.e., productivity, success, failure, withdrawal, and retention in the evaluation of its curriculum and programs to also relying on evidence of learning-based intended outcomes, benchmarks, and action plans. The Research and Planning office has played a significant role in supporting selfstudy efforts. Departments rely heavily upon research support in the development of program review and SLOs data and evidence.

Report of the Institutional Self Study for Reaffirmation of Accreditation

71

Planning Agenda Complete the design, implementation, and assessment of SLOs in academic programs and Student Services.

IB2. The institution sets goals to improve its effectiveness consistent with its stated purposes. The institution articulates its goal and states the objectives derived from them in measurable terms so that the degree to which they are achieved can be determined and widely discussed. The institutional members understand these goals and work collaboratively toward their achievement.

Descriptive Summary Every five years the college undergoes a process to develop strategic initiatives stemming from the college‘s mission and taking into consideration environmental scans; district goals/initiatives; past accreditation recommendations; and student, staff, and community forums. These strategic initiatives are then approved by the shared governance College Council for implementation.

Each initiative is assigned chairperson(s) to lead a team/committee in the development of annual, measurable objectives for each initiative. These objectives are then assigned a steward who leads their implementation. Timelines for each year‘s objectives are completed by each committee. During the 2002-2007 strategic initiatives cycle, the Research and Planning Committee received and evaluated all of the activities for the five-year duration. Since the strategic initiative process began with the community forum in 2001, progress on the last strategic initiative cycle was reported by the president at all community forums held in 2006.

Examples of some of the projects that were implemented by shared governance committees and evaluated by the Research and Planning Committee are as follows: 1. Committee approved effectiveness indicators – Research and Planning Committee (Ref. 1.24).

2. Develop Student Life Leadership Training Schedule – Student Services Committee (Ref. 1.25).

3. Begin the development of SLOs for General Education Requirements – Instruction Strategic Initiatives Committee (Ref. 1.26).

In the 2002-2007 strategic initiative planning cycle, the college engaged in a campus-wide discussion to address improvement in institutional effectiveness. Then the Research and Planning Committee prioritized each initiative and linked them to a measurable action plan.

Annually, the Research and Planning Committee received summary reports from each of the participating strategic initiative sub-committees. The Research and Planning Committee reviewed the progress made on each initiative scheduled to be completed. The reviews were resubmitted to the sub-committee with comments regarding work that had yet to be completed.

Each year, progress on the action plans for the previous year was presented to the College Council by the chair of the Research and Planning Committee. At the end of the five-year cycle, the Research and Planning Committee made a report to the College Council for their approval.

The college‘s Strategic Plan, Educational Master Plan, Facilities Master Plan, and other documents which identify institutional priorities are not only discussed broadly through shared governance but also communicated and disseminated broadly. They are available on the college‘s website, on shared drives, and in various committees such as College Council, the Academic Senate, the Classified Senate, Associated Students, and the President‘s Cabinet.

72

Report of the Institutional Self Study for Reaffirmation of Accreditation

The Governing Board approves plans, and all minutes from the Chancellor‘s Cabinet, the College Council, and the President‘s Cabinet are sent out to the entire campus community.

Self Evaluation The college meets this standard. Institution-wide goals, whether they are associated with the program review process, Strategic Plan, Educational Master Plan, or Technology Strategic Plan, are measurable and designed to improve the college‘s effectiveness. Since planning has been regularized into a well-known process supported by the college‘s commitment to shared governance, college staff work towards the goals they have established. In general, the committees, stewards, and teams charged with the responsibility of implementing action plans and meeting goals work to fulfill their responsibilities to the best of their ability.

Planning Agenda None.

IB3. The institution assesses progress towards achieving its stated goals and makes decisions regarding the improvement of institutional effectiveness in an ongoing and systemic cycle of evaluation, integrated planning, resource allocation, implementation and reevaluation.

Descriptive Summary Throughout the planning cycle, action plans and goals are assessed and evaluated by the college community through its constituency-based committee structure. These committees rely on research data and reports that are generated annually by the Research and Planning office.

Since 2000, the chancellor‘s office Management Information Systems (MIS) offers many annual reports that pertain directly to individual colleges. These reports are sent out to the entire college community, such as the annual transfer report (Ref. 1.27), State Institutional Effectiveness Indicators Report (Ref. 1.28), and the newly developed ARCC Report (Ref. 1.29).

Additional annual reporting at the college involves reports on athletic academic outcomes (Ref. 1.30), and basic skills retention and persistence (Ref. 1.31), as well as individual faculty outcomes that include retention and persistence metrics (Ref. 1.32).

Each committee, whether it is the College Council or a sub-committee, can call for additional data for ad hoc reports so that further analysis of issues can be evaluated. Some examples of the types of ad hoc reporting are the following: analysis of retention and persistence of distance learning courses, demographic analysis of science and math courses for three semesters, EOPS retention and persistence based on new student cohorts, analysis of English department grade variance by instructor, and analysis of floor space utilization by course sections. This reliance on data to generate constructive discussion to solve issues affecting institutional effectiveness has resulted in several meaningful accomplishments. Examples of these are the continued success of the Center for Science Excellence (Ref. 1.33), Middle College High School Student Persistence Report (Ref. 1.34), and College Title III Outcome Report (Ref. 1.35).

The College Council is a group where outcome data, such as effectiveness indicators, are discussed. The College Council hears from its subcommittees on the progress they have made towards meeting their plan goals and intended outcomes. Each year, there is a report on the progress of the strategic initiatives made to the College Council by the Research and Planning Committee. The Council reviews and approves all college-wide plans such as the Technology and Educational Master Plans. The process facilitates adjustment in the focus of these plans if critical elements were omitted or unnecessarily included. All program reviews go through a process of validation by a shared governance committee which then sends their evaluations to President‘s Cabinet for final recommendation.

Report of the Institutional Self Study for Reaffirmation of Accreditation

73

The Research and Planning office has become an important source of college information about institutional outcomes. It annually makes outcome data available to faculty and staff as well as program units. It provides training to any employee on Cognos (a decision support system) during each Flex period. Research outcomes and reports and the Fact Book are available on the college website. Additionally, the college is on a regular cycle of survey and response analysis of student, staff, and community perspectives on our college‘s effectiveness. Also, focus groups to collect qualitative data have been implemented as part of the strategic planning process. Following the last accreditation, the Research and Planning office was able to hire an additional 20 hours-per-week survey technician to assist with the ever-growing campus dependence on assessment of both student and staff responses.

Self Evaluation The college meets this standard. The college has a cyclical, integrated process of planning, evaluation, and budgeting that supports decision-making and improvement efforts. It makes progress towards its institutional goals even in times of fiscal constraints. The college‘s construction bond funding is an example of this progress. It funded the modernization of educational facilities so that students would have access to up-to-date teaching facilities such as the new Computer Technology Center, a remodeled Library and Learning Resource Center, and a ―one stop‖ Student Services Center.

Planning Agenda None.

IB4. The institution provides evidence that the planning process is broad-based, offers opportunities for input by appropriate constituencies, allocates necessary resources, and leads to improvement of institutional effectiveness.

Descriptive Summary As indicated from the employee satisfaction survey, all constituencies reported satisfaction with their role in the planning process. Compared with the previous survey, there was across the board improvement by all constituencies with regard to understanding the role each played in the planning process (Ref. 1.36). The college appears confident and supportive of its constituency-based, democratic planning process.

Classified staff, faculty, management, and students all form membership in the College Council.

The chair of this Council rotates each year, parliamentary rules are followed, and all agenda items are communicated to the entire college at least 72 hours prior to meetings. Any constituency representative or college staff or student, as well as community member, can enter agenda items for discussion or action before the agenda is published. Each subcommittee shares the same composition of membership and follows the same established rules and communication process. Individuals from each of the stated constituencies are either elected or appointed by their own organization. These representatives share planning activities and campus issues with their respective organizations that meet once a month. Each year an updated list of committee members is sent out to the entire campus community.

The College Council is the central core of college planning. It delegates to its subcommittees the work of discussing, planning, assessing, and allocating resources to handle the specific college planning and review efforts. All plans, reports, and recommendations from these subcommittees go to the College Council for approval. The President‘s Cabinet, another shared governance organization, reviews and makes recommendations on program review validations, discusses current college issues, and is characterized as a consultation committee to assist the

74

Report of the Institutional Self Study for Reaffirmation of Accreditation

president in making local decisions. All of the committees that drive the planning model operate as shared governance entities except the constituency groups themselves; i.e., Management Council, Academic Senate, Classified Senate, and Associated Student Union (Ref. 1.37).

The inclusive planning and allocation process has continued to operate during times of budget growth and reduction. In fact, the college has had to reduce funding both for operations and for staffing during the last five years. Coupled with limited one-time funding from the State Chancellor‘s office, the college has had to rely on outside grants for programs and resources from the Contra Costa College Foundation for budget augmentations. Limited resources have focused attention on the allocation process. When the College Council has approved the rubrics for the budget augmentation process, and a college member feels they are not fair, the Council has heard the complaints and decided to amend the rubrics when the complaints were valid. This reinforces the openness of the planning and allocation process.

The College Council is also responsible for approving the college facilities plan. With the passage of the college district‘s 2006 construction bond, the college developed an Educational Master Plan and a subsequent Facilities Master Plan to direct the next 10 years of college modernization and seismic retrofitting endeavors. Both these plans have been reviewed and approved by the College Council. The Council has provided input on the Facilities Master Plan which includes revised vehicular and pedestrian pathways, a new quad for the college, and relocated buildings and programs. The College Council has also determined everything from the color palettes for the campus to the furniture used in new construction to the adoption of a solar panel energy saving plan. Space utilization, new construction, and campus landscaping are just a few of the changes that the Council has voted on in the past five years.

In addition to the planning process, the college works to inform and involve its constituents. At the start of each semester, the president and vice president visit each division and student service and support unit for the ―Traveling Road Show‖ (Ref. 1.38). At this time, all staff, faculty, and managers have the opportunity to discuss college plans, goals, and issues. This is part of the dialogue that ensures all employees have an opportunity to be heard and to give feedback.

From the last employee satisfaction survey, it is apparent that the inclusive processes adopted by the college have contributed to the positive ratings even though employees were forced to assume a 7% reduction in salaries.

Determining if improvement plans designed by one of the college committees have a direct effect on student retention or persistence, for example, is nearly impossible to do. However, such effects do exist. One example is the college‘s attempt to improve retention and persistence among basic skills students. In the spring of 2002, a Title III grant was written and subsequently funded. Primarily designed as a supplement to existing instruction, the design followed an intervention pattern. Students were offered supplemental instruction along with tutoring, and all students in these courses used ACES software to communicate with both their instructor as well as a participating counselor. The combined effect of these services resulted in increased academic success for those students who participated in the services (Ref. 1.39). An additional improvement came from a campus-wide program to make it easy for students to declare their major by stationing tables around the campus for three days, allowing students to change their major and have their record updated immediately. This resulted in a sharp increase in the number of students who were no longer undeclared but who have a ―corrected major‖ which is reported on annual MIS submissions.

Self Evaluation The college meets this standard. It has an open and inclusive planning and resource allocation process that relies upon its shared governance structures to involve staff in the process of awarding funds to support goals and action plans. The college takes additional steps to meet Report of the Institutional Self Study for Reaffirmation of Accreditation

75

with faculty and staff in their divisions to provide another opportunity for them to interact and be involved with the college‘s planning and budgeting.

The college enjoys a collegial climate on the part of its staff that has been willing to tackle difficult issues and develop solutions. Most staff members are very much aware that many students attending the college face challenges that can affect successful educational outcomes.

It is important to understand that this college makes every effort to respond to the needs of the under-educated or poorly performing student. The fact that the Mission Statement states that the college exists, in part, to serve the needs of the basic skills student is rare among other colleges in the state system. The establishment of the Academic Skills department (Basic Skills) formally signifies that the college will continually seek ways to assist these students in their goal to reach successful completion of degrees or certificates. With these basic skills courses now linked together in one department, development of further intervention strategies is easier and should produce higher success rates than in the past when these courses were split between Math and English departments. The Title III grant was developed and processed from within this new department with major collaboration from the Counseling department.

Perhaps the most obvious outcome that is college-wide and involves improved institutional effectiveness came from an ad hoc report from the State Chancellor‘s Office titled ―Barriers to Transfer‖ (Ref. 1.40). The report singled out colleges that had various barriers that it could not expect to affect prior to students enrolling. One of the most profound barriers was the API outcome test results. Contra Costa College has some of the lowest high school scores of any of the 109 colleges yet places somewhere in the middle of all the colleges with regard to numbers of transfers to California State University (CSU) and University of California (UC) institutions.

The point here is that these barriers are most likely overcome by the positive learning environment and the passion of CCC instructors and staff to help students become successful in completing their academic goals. While difficult to prove causation, 80% of students stated that they were satisfied with their academic and social experiences while attending the college (Ref. 1.41).

Planning Agenda None.

IB5. The institution uses documented assessment results to communicate matters of quality assurance to appropriate constituencies.

Descriptive Summary The Research and Planning office collects and publishes a wide variety of reports related to quality assurance. The Research and Planning office maintains a web page on the college site and generates an assortment of semester-end reports to faculty, student service units, and administrative teams. Every five years, it publishes a Fact Book containing data and analysis based on institutional effectiveness.

Data that deal with enrollment, productivity, student demographics, student service units, and seat counts are updated daily and are available to anyone on the campus through its Cognos online decision support system. Through the leadership of the Research and Planning Committee, effective indicators were defined and are produced on a semester-by-semester basis.

In addition, data are made available to all Career Technical Education (CTE) advisory boards on labor market (Ref. 1.42), and student enrollment and effectiveness outcomes (Ref. 1.43). In April 2007, a new publication was implemented for all CTE programs containing regional labor

76

Report of the Institutional Self Study for Reaffirmation of Accreditation

market forecasts related to individual programs. The forecasts extend to 2012 using a market research company contracted with the aid of the district Research office. Regional, state, and national trends are included in this report made available to each program which will be used in separate program seminars through the coming academic year for enrollment planning.

Results of the student and staff climate surveys were used for individual program reviews as well as during the community and campus forums in developing the collegeâ&#x20AC;&#x2DC;s strategic initiatives. Presentations of this data were made to both the community and staff throughout the campus. All survey instruments and outcomes were made available through the campus email system.

In the past year, the district has conducted a countywide marketing survey, an environmental scan, and hired consultants to assess its district-wide computer system for registration. The marketing survey and assessment of district computing are a direct result of college frustration with the quality of our registration system and a desire to improve our knowledge about the best marketing strategies to reach our students and serve the community.

Self Evaluation The college meets this standard. To date, the Research and Planning office has been able to meet the demand for data and communicate data required by the various constituents and assessment elements. In the future, it is anticipated that assessment of student learning outcomes, particularly emanating from the General Education design, will add more responsibility for production and analysis for this office. The district has also been responsive to the collegeâ&#x20AC;&#x2DC;s need for quality assurance information to make needed improvements in quality registration services, in assessing the functionality of district computing, and in determining effective marketing strategies.

Planning Agenda None.

IB6. 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.

Descriptive Summary All aspects of the planning model go through a prescribed evaluation and updating. Whether it is every year, two years or five, each entity is regularly evaluated, including how that entity shares a relationship with the others. Key to making sure each entity functions well and resources are allocated, is the reliance on shared governance at the college. It is the students, staff, faculty, and managers that have agreed to follow established protocol in order to be both inclusionary and democratic. This dichotomy often calls for lively debate, and, as each entity comes up for review, there is usually dissenting opinion found within the minutes of meetings (Ref. 1.44). Healthy debates give way to accommodations and the forming of alliances which end in agreement or compromise that allows the college to move forward. This occurs only if each constituency representative communicates regularly with his or her members on changes and modifications to the existing model. Based on the outcomes from the employee satisfaction survey, this communication has been effective (Ref. 1.45).

The strategic initiative process contains an evaluation element. At the end of each year, action plan implementations are sent to the Research and Planning Committee for review. The committee reviews the accomplishments and presents this summary to the College Council the following year. In this way the Research and Planning Committee takes responsibility not only Report of the Institutional Self Study for Reaffirmation of Accreditation

77

to monitor progress of the initiative goals but also to evaluate the actions taken by the various initiative stewards. If strategic plans need adjustment to better reflect a changing environment, the Council can recommend these changes.

An example of how the above planning/evaluation process has worked is the action plan activity from the 2005-2006 strategic initiative number one, involving the provision of instruction and services to ensure students complete their educational goals. It was determined from past athletic team grade point averages that these student athletes needed to improve their academic success rates. To address the needs of the athletes, a part-time counselor was designated to work with student athletes on educational plans and tutoring was provided. This was noted by the Research and Planning Committee and added in the report to the College Council.

Another example of systematic review and modification of plans pertains to the development of the collegeâ&#x20AC;&#x2DC;s Educational and Facilities Master Plans. In 2006 a bond measure was passed, allowing the college to begin upgrading its aging facilities. This opportunity necessitated a review of how its programs and services relate to the buildings that form the campus. The Educational and Facilities Master Plans guide the development of the college campus to best serve future students and educational programs. The planning effort led to the first phase of construction which includes a classroom building and student activities building, a new entrance to the college, and a revised quad. With program review as the basis for both the Educational and Facilities Master Plans, the College Council supported the plans and gave final approval.

The approval process provided College Council, the collegeâ&#x20AC;&#x2DC;s main shared governance body, with the opportunity to make critical decisions about these plans, about their effect on programs, ultimately about the students it serves, and about the prioritization of bond funds to implement the plans.

The campus has institutionalized shared governance in use throughout the planning process.

The components of the integrated planning model are used by all units of the college for planning, resource allocation, and evaluation. Additionally, training is made available each semester on how to use the Cognos data decision support system so that every member of the college community has access to basic data from which plans are derived and outcomes measured.

Self Evaluation The college meets this standard. The strength of the college planning, resource allocation, and evaluation cycle rests with its shared governance. The planning resources allocation cycle reaches as many constituents as possible, and their engagement creates a necessary dialogue.

The dialogue allows the college to make informed decisions and to make needed adjustments to the integrated planning process. An example of this is found in the process of allocating resources to departments by the Budget Committee.

Planning Agenda Ensure all constituency groups share the college planning agenda and actions with their members and the information is recorded in meeting minutes.

IB7. The institution assesses its evaluation mechanisms through a systematic review of their effectiveness in improving instructional programs, student support services, and library and other learning support services.

78

Report of the Institutional Self Study for Reaffirmation of Accreditation

Descriptive Summary Instructional programs, student services, and learning support services are continually evaluated through the program review process. The Enrollment Management Committee also meets to assure that the college addresses issues that relate to recruitment, enrollment, retention, graduation, and transfer (Ref. 1.46).

The program review process, the most systematically institutionalized element of the integrated planning model at Contra Costa College, constitutes the primary method of measuring and evaluating success or lack of success of departments and programs. Within the review process the Research and Planning office tailors data to each unit and allows for specific analysis of each unit. In addition, all faculty members receive outcome data on individual performance by course section at the end of each semester.

College evaluation mechanisms are assessed through ongoing, regular use and modifications can be made through shared governance committee structures if improvements are needed.

Evaluation The college meets this standard.

Planning Agenda None.

Report of the Institutional Self Study for Reaffirmation of Accreditation

79

REFERENCES IA. Mission 1.1 Minutes of the May 2007 meeting of the CCCCD Governing Board 1.2 Integrated Planning Model-Cycles of assessment for Academic, Student Service, and Administrative Units 1.3 Annual Survey 2005 -- Student Satisfaction Survey p. 52.

1.4 CCC Labor Market Analysis 2006-2008, p. 2 1.5 CCC Fact Book - 2005 to 2006, p.43 1.6 See Reference 1.5, Fact Book, pp. 10-27 1.7 See Reference 1.5, Fact Book, p. 7 1.8 Environmental Scan Summary Report: Oct. 2006 Slide 13 1.9 CCC Catalog 2007, p. 61 http://www.contracosta.edu/pdf/Catalog2008-09.pdf 1.10 College for Kids, METAS program, Pyramid program, and Puente Project brochures 1.11 Title III Grant, State Chancellor‘s Office Middle College High School Tutoring Grant, Tech Prep Demonstration Grant - Middle College High School 1.12 See Ref. 1.3, Employee Satisfaction Survey, p. 3 1.13 CCC Educational Master Plan 2008 1.14 Strategic Initiatives and Objectives 2007-2012 1.15 Technology Strategic Plan 2007 1.16 CCC Facilities Master Plan 2008, p. 11 1.17 Yearly Unit Plans Sample 1.18 College Council Approved Resource Allocation Rubric 1.19 Rubric for Evaluation of Unit Plans Allocation Awards: Based on SLO designs IB. Improving Institutional Effectiveness 1.20 Budget Committee Awards memo 2006-2007 1.21 Student Learning Outcomes, Voc Ed End of the Year Report 6/30/04 1.22 All College Day 2005, ―What Every CCC Student Should Know Summary‖ 1.23 SLO Coordinating Committee Minutes 2006-07 1.24 Minutes of Research and Planning Committee: Feb 2006 1.25 Associated Students Union Leadership Development Training Program: January 2008 1.26 Minutes of First Student Learning Outcomes Committee Meeting 1.27 CCC Fact Book - 2005 to 2006, p. 53, State Transfer Report: 2006-07 1.28 Effectiveness Indicators Report 2006-07 1.29 ARCC Report 2005-06 1.30 CCC Fact Book - 2005 to 2006, p. 62, State Transfer Report: 2006-07 --Annual Athletic Outcome Report & Basic Skills Retention and Persistence Report 1.31 See Reference 1.5, CCC Fact Book 2005-2006, pg. 67 1.32 Fall semester Faculty Outcomes Sample 1.33 Annual Center for Science Excellence Report 2007 1.34 Middle College High School Persistence Report, March 10, 2005 1.35 2006-07 Title III Annual Outcome Report Summary 1.36 See Ref. 1.3, Employee Satisfaction Survey, pp. 3-4 1.37 Integrated Planned Model Through Shared Governance 1.38 Agenda for Traveling Road Show, Fall 2007 1.39 See Reference 1.35, 2006-07 Title III Annual Outcome Report Summary 1.40 Chancellor‘s Office Report: 2001 Barriers to Transfer 1.41 See Reference 1.3, Student Satisfaction Survey, Question #1: p. 45.

1.42 CCC Labor Market Analysis for Career Technical Programs 1.43 Semester End Department Outcome Report Examples 1.44 Spring 2007 College Council March/April Meetings on Mission Statement Review

80

Report of the Institutional Self Study for Reaffirmation of Accreditation

1.45 Employee Satisfaction Survey, p.17 1.46 Enrollment Management Committee Minutes 2006-07

Report of the Institutional Self Study for Reaffirmation of Accreditation

81

STANDARD II: STUDENT LEARNING PROGRAMS AND SERVICES Standard IIA: Instructional Programs The institution offers high-quality programs, student support services, and library and learning support services that facilitate and demonstrate the achievement of stated student learning outcomes. The institution provides an environment that supports learning, enhances student understanding and appreciation of diversity, and encourages personal and civic responsibility as well as intellectual, aesthetic, and personal development for all of its students.

IIA. Instructional Programs The institution offers high-quality programs in recognized and emerging fields of study that culminate in identified student outcomes leading to degrees, certificates, employment, or transfer to other higher education institutions or programs consistent with its mission. Instructional programs are systematically assessed in order to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes. The provisions of this standard are broadly applicable to all instructional activities offered in the name of the institution.

IIA1. The institution demonstrates that all instructional programs, regardless of location or means of delivery, address and meet the mission of the institution and uphold its integrity.

Descriptive Summary The Contra Costa College Mission Statement guides our current practices as well as our goals for the future. Our Mission Statement makes it clear that we recognize the importance of student learning, success, and the life-long processes of learning. We offer a variety of high quality instructional programs in different locations and formats to support the mission of the college.

The collegeâ&#x20AC;&#x2DC;s instructional programs achieve the goal of supporting the collegeâ&#x20AC;&#x2DC;s mission, with a comprehensive curriculum and program approval and review process overseen by our College Instruction Committee (CIC), an Academic Senate committee. The college offers standardized and approved curricula in a variety of venues and modes in order to reach the broadest community, using formats such as lecture, lab, activity, and distance learning both online and via telecourses. The college offers credit, non-credit and not-for-credit classes, and it offers courses at various sites throughout our service area (Ref. 2.1). Because of the variety of instructional formats, we use standardized course outlines, which specify appropriate content to ensure the same course content regardless of format or delivery method. This ensures the integrity of our instructional programs. Finally, to further assure that our educational processes are reaching their intended goal of continually improved student learning, the college is implementing student learning outcome measures (SLOs), as detailed below under part C of this section.

Self Evaluation The collegeâ&#x20AC;&#x2DC;s instructional programs are aligned with the Mission Statement. The instructional programs are reviewed to ensure that they meet the mission of the college regardless of how or where they are offered. The college has an accepted and standardized process of approving

82

Report of the Institutional Self Study for Reaffirmation of Accreditation

new curriculum and programs with multiple levels of review to ensure that the proposed curriculum addresses the mission of the college. All of the college‘s courses and programs, whether offered on campus or off campus, day or night, online or by television, are designed, reviewed, and approved to meet the goals set forward in our Mission Statement. The instructional programs are of consistent high quality, and both the curriculum approval process and the selection and evaluation of faculty who deliver the curriculum are designed to maintain the integrity of our programs and provide our community with instructional programs that meet its diverse educational goals.

Planning Agenda Continue to work on the implementation and documentation of student learning outcomes.

IIA1a. The institution identifies and seeks to meet the varied educational needs of its students through programs consistent with their educational preparation and the diversity, demographics, and economy of its communities. The institution relies upon research and analysis to identify student learning needs and to assess progress toward achieving stated learning outcomes.

Descriptive Summary Contra Costa College serves an exceptionally diverse constituency. A brief review of our demographic statistics shows the following (Ref. 2.2): For the college: Gender: Female 59%, Male 36% Ethnicity: African-American 25.4% Hispanic 25.3% Asian 20.7% White (non-Hispanic) 18.7% Native American 0.6% For our service area of West Contra Costa County: African-American 25.0% Hispanic 23.3% Asian 20.1% White (non-Hispanic) 27.1% Native American 0.5% Nearly 72% of the college‘s students represent minority groups, and 69% of its community members are from minority groups. The proportion of students at the college who represent minority groups continues to grow. Since our last accreditation, the minority student population has grown by 11% (Ref. 2.12). Curriculum has been created by faculty in African American Studies, La Raza, and Women‘s Studies (Ref. 2.3 - College Catalog, relevant programs and courses). The college‘s faculty and staff started a Pyramid program for middle school African American male students to further their readiness and awareness of the importance of college.

It has a METAS program for young Latino students and started an EOPS College Bridge program in summer 2006 to help high school seniors in the transition to college success. In addition, the Academic Senate created a General Education rule that all courses meeting the CSU General Education breadth requirement must also address the cultural pluralism requirement (Ref. 2.4).

Income in this county is highly variable, depending on location. For Richmond/San Pablo, which is the heart of our immediate service area, the median household income hovers around Report of the Institutional Self Study for Reaffirmation of Accreditation

83

$38,000, while in other parts of the county it exceeds $230,000. Home ownership is economically prohibitive for most West County residents, while population density is among the highest in the nation (11,711/square miles in San Pablo).

Occupations in West County, ranked in percentages, comprise the following mix: Management and Professional 35.9% Sales and Office 27.4% Service 16.2% Production and Transportation 11.7% Construction, Extraction, Maintenance 8.6% Students at Contra Costa College who come from the local secondary educational system have scores on the Academic Performance Index (API) in the lower quartile of the results (Ref. 2.5).

Thus, many entering students are ill prepared to function at the college level without precollegiate, basic skills, or ESL instruction to prepare them for college success. Accordingly, the college has developed a strong basic skills program by creating an Academic Skills department to optimize student learning and prepare students for college level success. It has also received a Title III grant to serve basic skills students with integrated counseling and basic skills instruction and supplemental instruction (Ref. 2.6). The college has developed a credit ESL program which is now one of the largest departments on campus in response to the increasing number of students who need ESL instruction to prepare them for college classes.

The college offers a thorough transfer curriculum that prepares students for transfer for the UC and CSU systems as well as to private institutions. We have academic major degree programs that relate to four-year institution lower-division major requirements. The college has a Center for Science Excellence, which has received grant funding regularly to encourage transfer students to succeed in the sciences. This program assists qualified students financially with internships and tutoring and has a staff coordinator to organize activities for students. It provides all science students the opportunity to participate in a science learning community.

In addition, many students need career technical education programs that lead more directly to employment and that can improve their future earnings potential. Our in-demand nursing program exemplifies a vital program that successfully trains nurses and serves our community and students. The college has over 22 Career Technical Education degrees and certificates which serve students in a wide variety of fields. For example, the college has programs in business, office technology, medical and dental assisting, engineering, culinary arts, dual diagnosis human services, automotive technology, computer and information technology, and biotechnology. The college has close relationships not only with individual program advisory committees but also with the community business entities to keep apprised of current business and industry trends, potential need for career technical programs, and opportunities for partnerships. The dean of Economic Development serves as a board member on the Business Development Council, the West Contra Costa Unified School Districtâ&#x20AC;&#x2DC;s (WCCUSD) School to Career board, and Contra Costa Council.

The Research and Planning office researches institutional student outcomes such as retention, persistence, course, degree, and certificate completion. It provides research data for program review and student learning outcome development. The college Fact Book contains information about student enrollment trends and patterns and other data relevant to planning. The district has conducted an â&#x20AC;&#x2022;environmental scanâ&#x20AC;&#x2013; which provides the college current and projected demographic data on the West County service area. The Research and Planning office has provided the college with data that is the basis for planning and change implementation.

84

Report of the Institutional Self Study for Reaffirmation of Accreditation

Self Evaluation Contra Costa College works to ascertain the needs of its students and the community it serves with ongoing involvement with the West Contra Costa Unified School District (WCCUSD), businesses, and social service agencies. The president, vice president, Foundation director, Economic Development dean, other managers, faculty, and staff work with a variety of community boards, business associations, WCCUSD, John Swett USD, Middle College High School, and community agencies to stay in touch with the needs of the community. The district has provided the college with extensive information about the West County environment and population and projections to add to its knowledge of community needs. The college also relies on its Research and Planning office to provide internal information about its general student outcomes, programs, and enrollment patterns. Various departments wishing to learn more about their programs and students have access to college research services for more specific exploration.

The college continues to meet the needs of its diverse community and students and seeks to improve its offerings. It has a broad array of educational programs from credit to non-credit, both on-campus and off-campus, short-term to full-term length classes, learning communities, and distance education. The instructional program reflects its commitment to students from its community with strong basic skills, ESL, transfer, career-technical options, and both credit and non-credit courses located in the local community at high school sites, churches, and senior centers.

The Research and Planning office readily provides institutional student outcomes measures and is working towards supporting course, program, and GE student learning outcomes. The senior dean of Research and Planning is a member of our SLO Coordinating Committee, and his department is counted upon to provide research assistance, development, and implementation of SLO research design.

Planning Agenda None

IIA1b. The institution utilizes delivery systems and modes of instruction compatible with the objectives of the curriculum and appropriate to the current and future needs of its students.

Descriptive Summary This institution offers instruction in a variety of instructional modes: lecture, lab, activity, and distance learning (telecourse and online). It also delivers instruction in a variety of ways on campus, face-to-face classes, off-campus classes at sites throughout the community, televised classes, and in prescribed sequences like the Program for Adult College Education (PACE).

The college tries to meet the needs of both younger students and the adult working learner by delivering courses in both full-term and short-term modes. It delivers night and weekend offerings and ensures that appropriate career-technical programs offer courses to serve working students who cannot attend during traditional day hours. The college also offers a small summer intersession with courses that can be taught in a shortened format while still maintaining quality. In addition, the college offers both credit and non-credit courses located at sites throughout its service area. There are also a few not-for-credit courses such as notary public certification. This allows the college to reach a broad array of students such as seniors at community-based senior centers and clients located at social service organizations such as the Bay Area Rescue Mission.

Report of the Institutional Self Study for Reaffirmation of Accreditation

85

The college has recognized that a large segment of our students (Ref. 2.6) needs basic skills instruction to prepare them for success in college level coursework. To address this need, the college has reorganized its basic skills English and math courses into an Academic Skills department to provide more integrated instruction and learning resources. We have been recognized by state-funded research on best practices in basic skills to be one of the only California community colleges to have implemented the integration of basic skills instruction into one department. Additionally, the college was awarded a Title III grant to support supplemental instruction in basic skills and to develop Automated Communication for Educational Services (ACES), an academic intervention program for faculty and counselors to stay in touch with each other and with basic skills students to support student success. To meet the needs of our students, many of whom are immigrants, the college offers a growing ESL program.

The college has its own television station and has offered televised courses for a number of years. It now has a standardized online course delivery on WebCT and is developing more online and hybrid instructional offerings. The college has about 50 classes approved to be offered online. Courses that are proposed to be offered in a distance format need additional approval from the CIC to ensure that the course content can be delivered distantly with the same quality (Ref. 2.7).

Self Evaluation The college is committed to curriculum currency and relevancy and to offering programs and courses through a variety of delivery systems to meet the needs of students and our community.

Our instructional delivery systems are in alignment with our Contra Costa College Mission Statement. In keeping with cultural, social, and technological advances in our service area and the larger society, the college continues to update its programs and courses to meet the needs of its students.

To that end, faculty effectively evaluates all instructional programs both at their inception and systematically, through the program review process at least every four years to keep up with field and program changes. Furthermore, our Academic Senate and College Instruction Committee (CIC) review all course proposals, program majors, certificates of achievement and completion, and General Education requirements, and conduct content review of ongoing courses. These review processes and committees ensure that all instructional programs are up-to-date and serve the needs of our students and community.

Beyond that, the college allocates significant technical, research, and monetary resources toward increasing the effectiveness of our delivery. Through its shared governance Budget Committee, VTEA Committee, and College Council, CCC has prioritized the allocation of instructional equipment, CTE funds, basic skills, and budget augmentation funds to address the most pressing needs for equipment to keep programs current and meet student needs for relevant curricula.

The college has improved its instructional technology capacities. We have identified and converted conventional classrooms into ―smart classrooms‖ to expand the powerful teaching tools available. For instance, ―smart classrooms‖ provide access to the Internet, and teachers can display web pages on large projection screens. Going beyond more traditional lecture models, teachers can also use PowerPoint and audio and video media to support lectures and course materials (Ref. 2.8). In addition, our campus television station (CCETV) broadcasts through our local cable company, which allows us to schedule and control curriculum delivery of our telecourses. The college has developed hybrid and online courses and now hosts standard course management software, WebCT, for online course development.

86

Report of the Institutional Self Study for Reaffirmation of Accreditation

The college recognizes that many of its students are in need of preparation before they can be successful in college level courses. The faculty and administration have carefully looked at basic skills education and have created an integrated Academic Skills department and additional learning resources. The college has formed a cross discipline Basic Skills Committee to review and implement relevant aspects of the stateâ&#x20AC;&#x2DC;s research on best practices in basic skills instruction and to most effectively use state basic skills funding. The college also developed a strong ESL department in another educational effort that meets the needs of our students.

There is appropriate variety and diversity in our course offerings, delivery methods, times, locations, and course length to ensure that the college meets student needs within the limitations of its capacity. As part of ongoing improvement, for summer 2007, the departments and Instruction office worked together to reorganize summer offerings into time blocks so that students could take two classes in the mornings if they so desired.

Contra Costa College continues to integrate its planning and budgeting processes to support its Mission Statement and to optimize its currency and capacity to meet student needs with its curriculum. These processes, in conjunction with systematic review and evaluation of courses and programs through content review and program review, provide direction, resources, and evaluation of efforts to improve and enhance curriculum and the delivery of curriculum.

Planning Agenda Expand the use of instructional technology, bringing new and exciting teaching modes to our students.

IIA1c. 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.

Descriptive Summary Contra Costa College is in the midst of its development of student learning outcomes (SLOs) across the campus. SLO awareness and develop began in 2003; however the college took a big step forward in spring 2005 with an All College Day focus on creating institutional student learning outcomes for graduates (Ref. 2.9). This led to further discussion in departments about actions that could be taken to enhance student achievement of the outcomes. The effort triggered a greater focus on learning outcomes. These college-wide learning outcomes were used as the basis for SLOs in Student Services.

Instructional student learning outcome (SLO) development at Contra Costa College started with faculty at the department level. Interested departments began taking initiative and working with the senior dean of Research and Planning to develop SLO plans and assessments. For example, in spring 2006, the Speech department started with the assessment and analysis of their SLOs and presented their work to the Council of Chairs, demonstrating SLO implementation stages.

At the same time, Career Technical Education programs began to work with a consultant and to develop program learning outcomes. Faculty has developed SLO plans for more than half of the collegeâ&#x20AC;&#x2DC;s programs. The College Instruction Committee (CIC) discussed collecting SLO information as part of the course approval and review process. Then the college experienced a period of staffing change for a few years involving the chancellor, president, vice president, Academic Senate president and much of the management team. At this time, the college also experienced a period of strife caused by a district budget crisis, salary cuts, and an associated Report of the Institutional Self Study for Reaffirmation of Accreditation

87

decline of employee morale. During this time, SLO development slowed as administration, faculty, and staff focused their energy on working with the district to resolve financial problems and rebuild institutional stability.

With the district budget stabilized and new leadership in place, the college and faculty refocused on the implementation of SLOs. The Academic Senate has formed a General Education SLO Committee, and the college has provided 20% reassigned time for a faculty SLO coordinator who chairs the committee. The GE SLO Committee has developed 16 GE SLOs and targeted GE courses in which the GE SLOs will be assessed. The CIC chair began offering workshops in how to develop course SLO and assessment plans and offered one in spring 2007 and more in the following terms. The CIC chairperson has met with faculty and with individual departments to develop broader understanding of SLO basics. The Academic Senate proposed forming an Assessment Committee to assist in the implementation of the SLO assessment process, and this is being considered for the 2008-09 year.

The college formed an SLO Coordinating Committee in spring 2007, composed of faculty and educational managers to develop a clearer plan for SLO implementation and to support SLO development and implementation. This Committee discussed the need for a course-level SLO form that faculty could use to submit course SLOs with their course outlines and course content reviews. The SLO coordinator developed an SLO form as part of the course outline process to track course SLOs development. The SLO Coordinating Committee discussed SLO progress, tracking, and reporting mechanisms necessary to record and share SLO information with faculty, colleges, and outside agencies.

The college tracks program SLO development as it is submitted with program review. It requires that each department/area develop and submit program SLO plans as part of their program review. As part of updating course outlines, the College Instruction Committee (CIC) requires that when course content review is done course SLOs be completed too. Course content review can be completed either with the program review or every five years. The SLO coordinator developed an SLO Handbook that outlines the procedures for the SLO cycle of development, assessment, and improvement.

The progress of CCC SLO development was reported in the 2006-2007 annual accreditation report. As reported in spring 2007, about 42% of college programs had SLOs developed, 18% of courses had SLOs developed, and most General Education SLOs were developed (Ref. 2.9.5). Sharing the report was a motivator for faculty and administration to renew their efforts on SLO development. A series of workshops was provided for developing course level SLOs from spring 2007 through the present. Many of these were offered to specific departments, and they were hands-on workshops. By the spring 2008 annual accreditation update, there were 938 or 48% course level SLOs and 55% of the 76 program level SLOs developed. The college is continuing to develop course SLOs through Content Review, and it expects a continued increase in course level SLOs. Student learning outcomes related to General Education courses have been identified.

Collecting specific GE SLO plans, course-by-course, is in progress. In addition, an SLO assessment process and guidelines have been proposed to the Academic Senate and approved. The SLO coordinator met with the instructional divisions in spring 2008 to discuss implementation of the assessment process. There is an SLO timeline which includes both SLO history and future SLO plans (Ref. 2.9.75).

88

Report of the Institutional Self Study for Reaffirmation of Accreditation

Self Evaluation The college is actively designing SLOs at course, program and GE levels. It has completed SLOs for more than half of its courses and programs. General Education SLO plans should be nearing completion. The SLO coordinator has developed an SLO implementation handbook for faculty which includes a description of the cycle of SLO development, assessment, analysis, and steps to improvement (Ref. 2.10).

The Academic Senate has taken leadership in moving SLOs forward. They have created a GE SLO Committee and encouraged the college to reassign a faculty member as an SLO coordinator. The reassigned SLO coordinator has developed proposed guidelines for SLO assessment, worked with the CIC, chaired the GE SLO Committee, and developed an SLO Handbook. The college has formed an SLO Coordinating Committee with the Academic Senate with one of its goals to develop a system to track and record SLOs. By fall 2009, SLOs for program, course, and GE requirements should be complete. The college-wide core competency SLOs are already complete. Also, beginning in fall 2009, programs, as they come up for review, are required to submit SLO assessment results with their analysis and recommendations for improving the teaching and learning experience (Ref. 2.9.75). They will implement their findings in the following semesters. This process allows the college to collect assessment data on student learning outcomes.

Planning Agenda Implement the assessment of SLOs and make student learning outcome improvements.

IIA2. 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.

Overview The academic and administrative organizations of Contra Costa College and of the Contra Costa Community College District (CCCCD) are designed to support a wide range of instructional programs in an educationally consistent and professionally responsible manner.

Such matters as faculty hiring and evaluation, course content, and program review are quality interventions and measures that apply to all instructional programs and courses, and they assure a uniform level of quality. Even the college organizational structure helps to maintain quality. For example, collegiate and developmental course offerings are coordinated between collegiate level departments and the Academic Skills (developmental) department; short-term and distance education courses are subject to the same standards in the content review process as semester-length or face-to-face course formats; and study abroad programs are staffed by CCCCD faculty with student recruitment and arrangements facilitated by an oncampus office. The self-study sections that follow will elaborate on the procedures by which Contra Costa College assures quality and consistency in its curriculum, its instruction, and its assessments of results.

Report of the Institutional Self Study for Reaffirmation of Accreditation

89

IIA2a. 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.

Descriptive Summary The collegeâ&#x20AC;&#x2DC;s faculty is involved in all aspects of the curriculum through well-established processes. They design, write, and approve courses and programs through their Division Instruction Committees (DIC) and the Academic Senateâ&#x20AC;&#x2DC;s College Instruction Committee (CIC).

Faculty recommends, through faculty department chairpersons, the schedule of course offerings for their area each term (Ref. 2.11). When the college offers community education classes, non-credit classes, or contract classes and those offerings are initiated by a request from an outside agency, feeder high school, or funded by a grant, the coordinator (if not a faculty member) collaborates with faculty who verify the efficacy of the course offering, ensure qualified faculty are hired, and evaluate the course or program. Though the process of offering nontraditional classes can require extra work, such as developing class sections to offer when they are not part of the cycle of normal scheduling, faculty and those individuals coordinating these offerings work together to resolve difficulties and to provide needed courses to our community as best possible. The discussions about how best to accomplish this have occurred at the Council of Chairs meeting which is made up of faculty department chairpersons.

There are several levels at which Contra Costa College and its faculty exercise regular and systematic review of courses and programs, through course content review, program review, and related institutional faculty selection and evaluation processes. Courses are generally updated every five years. Programs are generally required to undergo review by faculty every four years or two if career-technical education.

Formal course content review requires department faculty to submit updated materials in a standard format to the CIC, a committee designated by the Academic Senate. Faculty elects the chairperson of the CIC and the divisions of the college choose faculty representatives.

Course content review includes submission of a course packet approved by the department chair, the division dean, and the DIC. The packet requires inclusion of new and old course outlines, which specify course objectives, catalog description, units, topics covered with percentage breakdown of time, methods of instruction, expectations of students, student evaluation policy, textbook(s), and course SLOs. In addition, the packet includes an updated syllabus and schedule as given to students, justifications for any prerequisites, sample assignments, a sample test, and a statement of how the course fits into the departmental goals.

The college articulation officer participates in the work of the CIC to assure that applicable courses are designed to ensure transfer credit to the University of California and the California State University systems.

Program review is required periodically to assess the manner in which departments or programs meet their goals and fulfill their plans in practice. The program submits quantitative summary data of students, faculty, and sections, as well as an overall description of the program, modes of instruction and evaluation, details of the curriculum including formal degree and/or certificate requirements, student success rates, staff development activities, outreach and articulation, departmental resources, and an analysis of its perceived successes and deficiencies. The program review documentation includes recommendations and an action plan for the future such as new faculty, equipment, and space. The document offers relevant supporting data, such as details of faculty teaching responsibilities, a set of course outlines, SLOs, grants applied for and received, status of initiatives currently in progress, and other program-related items. For CTE programs, the program review also includes input from outside sources such as an advisory board composed of professionals in the field and is expected to occur every two years.

90

Report of the Institutional Self Study for Reaffirmation of Accreditation

Once department faculty members have completed a program review, a validation team and the Presidentâ&#x20AC;&#x2DC;s Cabinet review it. Both are cross-constituent groups to further verify recommendations, acknowledge success, and make additional suggestions for improvement.

The course content review and program reviews are the established means for tracking the continued development of student learning outcomes.

Self Evaluation The college has established procedures which recognize and rely upon faculty to design, implement, and review courses and programs and their learning outcomes. This is mainly accomplished through the College Instruction Committee and through the program review process. Course content review is completed every five years at a minimum. However, it is a task that some department faculty members undertake every five years. The CIC has been encouraging departments to complete course content review for approximately one-third of its courses each year. The process of preparing the necessary content review documentation rarely becomes routine when it is done every fifth year. Furthermore, when departments perform the mandatory periodic content review on all courses in the same year, it creates a monumental task that can be a burden to busy faculty. Perhaps the CICâ&#x20AC;&#x2DC;s recommended staggered annual approach to content review is an alternative. Likewise, program review requires considerable faculty time and effort, compiling and analyzing data though it has succeeded in effectively evaluating and improving programs. Findings from program review are used to garner budget, facility, and hiring resources. To ease this workload, the current program review schedule is staggered by years. Most program reviews are completed in a timely manner. Sometimes content review is slower than ideal.

The CIC will continue to work with departments to encourage course content review of approximately one-third of courses each year, so as to make the process one of systematic, ongoing improvement. Neither content review nor program review appear to require major adjustments and are functioning reasonably well. Wherever possible, the CIC will look for ways to simplify the required paperwork, so that content and program review will be as direct and transparent as feasible. The CIC is currently reviewing an online curriculum management system.

The college faculty is involved in all aspects of curriculum and course delivery. Faculty recommends schedules, for instance, with short-term, distance, credit, and non-credit offerings so that students are provided with a variety of learning opportunities to suit their unique needs.

In addition, faculty members work with coordinators for unique programs such as off-campus offerings to provide the quality that their professional expertise can bring.

Planning Agenda None.

IIA2b. The institution relies on faculty expertise and the assistance of advisory committees when appropriate to identify competency levels and measurable student learning outcomes for courses, certificates, programs including general and vocational education, and degrees. The institution regularly assesses student progress towards achieving those outcomes.

Descriptive Summary Identification and tracking of student learning outcomes (SLOs) has become a significant college and faculty effort in recent years, initially as an ongoing discussion, and increasingly through department-by-department SLO implementation plans. The overall goals, in a nutshell, Report of the Institutional Self Study for Reaffirmation of Accreditation

91

are that faculty gain reasonable assurance that programs are in line with similar programs at other colleges and universities and meet business and industry standards and that our students are, in fact, learning what we claim they are. The extent to which we can gain such assurance supports our institutional credibility and helps us adjust our educational delivery to improve student learning. Faculty design and assessment of SLOs assists us internally with both student and faculty involvement in learning and externally to transfer institutions and employers.

The Academic Senate has taken leadership in the development of SLO models, trainings for faculty on SLOs, and has developed a faculty SLO website to assist in the design and implementation of SLOs. The Senate has also formed a GE SLO Committee, has garnered reassigned time for a faculty SLO coordinator, and in 2008-2009, has proposed forming an SLO Assessment Committee to further their leadership and develop faculty expertise in assessment practices.

The actual SLO approaches that faculty have taken vary with the program in question. At least one department has chosen to use externally-normed national examinations at various points in the curriculum to assess whether its students have reached levels comparable to students at the same points in other national colleges. However, such standard exams are not available for every subject or may not be available at reasonable cost. Department faculty typically designs course-by-course performance objectives and learning outcomes and related assessment instruments. Additionally, for example in CTE programs, the program advisory board plays a significant role in setting the expected learning outcomes based on industry needs and recognized core competencies. Finally, once established, faculty can use the SLO assessment and improvement process continually to have year-by-year evaluation and to create benchmarks against which to measure student outcome attainment over time. With this information faculty can recognize current outcome achievement and begin to see trends toward or away from the desired learning outcomes.

Self Evaluation College faculty develops competencies and student learning outcomes to measure student achievement of course, program, and General Education requirements. Overall, the facultydriven SLO evaluation process is underway at CCC, though not all departments are fully engaged in the process. College-wide processes are in place to support and encourage faculty involvement in SLO design and assessment. The Academic Senate has taken leadership throughout the SLO development process and has developed a GE SLO Committee to help design GE SLOs and assessments. The Academic Senate leadership and administration have worked together in the early days to inform faculty about SLOs. Now they have begun constructing suitable tracking systems for SLO implementation and have garnered reassigned time for faculty SLO coordination.

Career Technical Education (CTE) faculty develop their competencies and outcomes with the guidance of their advisory committees. In 2003-2004, a consultant was hired to pilot plans for CTE SLO development, assessment, analysis, and program adjustment in five career technical education programs: Real Estate, Dental Assisting, Culinary Arts, Automotive Services, and Biotechnology. The results were shared with other CTE faculty and the Academic Senate and became some of the collegeâ&#x20AC;&#x2DC;s first program SLOs (Ref. 2.13).

The faculty and administration also created an ad hoc SLO Coordinating Committee to identify procedures, training, and information that could be developed to assist faculty with SLO development. The CIC asks for a statement of SLO assessment as part of the course content review process. The Academic Senate is continuing its project to establish General Education SLOs and expects to start an SLO Assessment Committee in 2008-2009. College faculty expertise and leadership are key to SLO development and implementation.

92

Report of the Institutional Self Study for Reaffirmation of Accreditation

Planning Agenda 1. Develop a documentation method for SLO assessment processes.

2. Develop SLO design and assessment processes appropriate to the academic disciplines that have not done so.

IIA2c. High-quality instruction and appropriate breadth, depth, rigor, sequencing, time to completion, and synthesis of learning characterize all programs.

Descriptive Summary These important goals are addressed and achieved by the college in a number of ways. The CIC's evaluation of courses routinely examines the breadth, depth and rigor of courses before approval and every five years. The college articulation officer promptly alerts any department when courses are deemed unacceptable for transfer articulation, and the department makes appropriate adjustments or can lose the courseâ&#x20AC;&#x2DC;s articulation status. This ensures proper depth and breadth of course content for most transfer-related courses and that our students are receiving a college education that is of the same quality as our most respected four-year institutions. Advisory boards can and do emphasize what content and skill development is required of CTE programs and the appropriate content of CTE courses to ensure those programs train students to a standard and rigor acceptable by the industry for which they are preparing students.

The collegeâ&#x20AC;&#x2DC;s transfer and Career Technical Education programs are all designed for a wellprepared full-time student to complete the program in, at most, two years. The college offers multiple sections of many courses required for degree, certificate completion, or transfer. In addition, courses are offered in a reasonable sequence with entry-level courses for students exploring possible interests offered more often than advanced courses for committed students moving towards degree completion (Ref. 2.14).

Prerequisites play a key role in course sequencing, and the college schedules its classes so that students may reasonably complete prerequisite courses in a timely manner in advance of their target course. This may be difficult to accomplish in high impact programs such as Allied Health and Nursing courses where there is a large demand for prerequisites. In this case, due to cost and lab space, the college is unable to offer as many anatomy and physiology prerequisites as needed by students, though we have expanded our offerings substantially.

The quality of courses and programs ultimately depends on each department's professional dedication to its instructional mission. Faculty and administration recognize that the standards of instructional quality come from transfer institutions and from employers of our students and, accordingly, take responsibility for program quality very seriously. The college tries also to inculcate the value of a high quality education into our students, not only by the rigor of course assignments, but by clearly informing them of their options, rights, and support services in the Contra Costa College Catalog, including a clearly-stated academic honesty policy that makes plain our commitment to intellectual integrity (Ref. 2.3, College Catalog, p.19).

Faculty hiring heavily weighs both subject expertise and teaching ability, as both are essential to a high quality program. Probationary faculty undergo peer and management evaluations each year in their probationary period. Peers evaluate tenured faculty every three years. Adjunct (part-time) faculty are evaluated in their first year and every sixth semester thereafter.

Self Evaluation The college provides high quality, rigorous instruction to its students that covers the relevant Report of the Institutional Self Study for Reaffirmation of Accreditation

93

breadth and depth of curricular area. There are appropriate measures taken to assess instructional quality from internal curriculum approval and review to external advisory committees and transfer institution review and input. Faculty are selected and evaluated appropriately to optimize ongoing, high quality classroom instruction.

Departments offer courses in a reasonable sequence, addressing the need for students to complete prerequisite courses and target courses. Many courses have multiple sections offered to increase accessibility and to ensure that students can complete sequential classes. Our students are more typically part-time than full-time, and they are often not prepared to start taking college level classes. It may take longer for them to complete their education than the ideal of two years or less (Ref. 2.5).

The dedication of our faculty and staff and their commitment to educational excellence and to student success creates high quality instructional courses and programs.

Planning Agenda None.

IIA2d. The institution uses delivery modes and teaching methodologies that reflect the diverse needs and learning styles of its students.

Descriptive Summary Diversity of origins, educational backgrounds, and learning styles permeate Contra Costa College. The breadth and variety of the curriculum allow for an enormous variety of interests and approaches to learning. For example, a typical semester includes hundreds of sections in over 50 different instructional programs. In addition to daytime sections, Contra Costa College offers evening, short-term, off-campus, credit, non-credit, hybrid courses (with face-to-face and distance learning modes combined in one class), weekend courses, telecourses, and, increasingly, online courses. The college has an EOPS summer bridge program to transition students into college. In fall 2007, it began a non-credit program for CAHSEE non-graduates that has intensive learning for the exam in math, English, and ESL as well as integration into college courses for those students that need additional credits to graduate from high school.

The college also offers a PACE program for adult learners who can complete their AA degree in five terms. The PACE courses are offered at night, on the weekends, and through distance means. The college has a non-credit program at a number of off-campus sites to serve an older adult population with courses in health, art, and music. Many sites for these courses are at senior centers. In addition, the college offers non-credit supervised tutoring courses and supplemental instruction to assist students with strengthening their learning skills (Ref. 2.15).

Faculty routinely applies a variety of instructional approaches in their classes, from lectures to hands-on laboratories to performance skills. Each subject has its own demands and lends itself perhaps more to some instructional approaches than others, but by and large, faculty try to adapt their approaches to the needs of their students and their subject area. The college has been improving its delivery options for faculty by creating smart classrooms where faculty and students have access to the Internet in class and can use programs such as PowerPoint or specific software to present subject area information. This year instructional and VTEA funds went to purchase interactive classroom clicker technology for trials in selected courses. This is an electronic, automated means of faculty and students interacting. Faculty ask questions of all students in class, and students answer with an individual hand-held clicker that sends the answer electronically to the teacher. This electronic information gives the students and teacher instantaneous feedback about student learning of the particular concept being assessed. The college should have some experience with this new delivery system at the end of 2007 and has

94

Report of the Institutional Self Study for Reaffirmation of Accreditation

provided training in its use.

The college has a strong program for basic skills development with a centralized and integrated Academic Skills department and a Title III grant to coordinate counseling, communication, and learning support systems such as supplemental instruction to help the large number of basic skills students at the college (Refs. 2.1-Class Schedule, Academic Skills classes, and learning support services). The college has used a cohort approach to support some of its learning programs. We have Puente, Disabled Students Programs and Services, Extended Opportunity Programs and Services, and Center for Science Excellence programs that help students form connections with faculty and other students and connect them to the community at large and their future working environment. Such programs support the mission and provide students with tutoring and learning support. They are essential to student success and address the variety of preparation levels that our students have when they begin studying at Contra Costa College. In supporting the special needs of students, faculty and staff strive to be coaches and facilitators, helping students work to reach their full potential, rather than being "enablers" making excuses when faculty or staff know that a student can achieve more rather than less.

The college has just restarted its contract education efforts. Until 2006, a district Regional Training Institute (RTI) in Walnut Creek ran contract education. When the RTI was closed, responsibility for addressing contract education was returned to the Economic Development department. Contra Costa College hired a contract education specialist in late 2006 to begin evaluating and coordinating the contract education needs of local businesses. The college offered a workshop in â&#x20AC;&#x2022;Addressing Emotions at Workâ&#x20AC;&#x2013; for a local business to begin our contract education re-emergence (Ref. 2.16).

Self Evaluation There is appropriate diversity and variety in our course offerings and delivery methods to reflect the needs of students and their differing learning styles. Students can choose between a number of delivery options to receive college level courses or to take non-credit classes.

The faculty selection process typically screens for appropriate teaching adaptability and includes a teaching demonstration that ensures selection of faculty that are able to shape their teaching strategies to accommodate studentsâ&#x20AC;&#x2DC; varying learning styles. This is reinforced by the faculty evaluation system that has probationary faculty reviewed by management and tenured faculty during the first four years of their employment to ensure that they are successful teachers who assess student learning and adjust their teaching to reach the diversity of student background and learning styles before they are awarded tenure at the college. The evaluation system continues after tenure with peer evaluation to ensure continued teaching success (Ref. 2.17).

Planning Agenda None.

IIA2e. The institution evaluates all courses and programs through an ongoing systematic review of their relevance, appropriateness, achievement of learning outcomes, currency, and future needs and plans.

Descriptive Summary The college conducts formal course content review and the updating of course outlines for courses every five years. The updated course outlines are reviewed and approved by the Division Instruction Committee (DIC) and then submitted to the College Instruction Committee (CIC), a sub-committee of Academic Senate. This faculty committee thoroughly reviews course Report of the Institutional Self Study for Reaffirmation of Accreditation

95

outlines to ensure the quality of the courses, their relevance to General Education or Career Technical Education (CTE) programs, their curriculum currency, mode of delivery, and their content. The college articulation officer participates in the CIC to assure that applicable courses are designed to ensure transfer credit to the four-year colleges and universities.

Programs are evaluated through program review every four years, or if it is a CTE program, every two years. The program submits quantitative summary data of students, faculty, and sections, as well as an overall description of the program, modes of instruction and evaluation, details of the curriculum including formal degree and/or certificate requirements, student success rates, staff development activities, outreach and articulation, departmental resources, and an analysis of its perceived successes and deficiencies. The program review documentation includes recommendations and an action plan for the future. The document also offers relevant supporting data, such as details of faculty teaching responsibilities, a set of course outlines, SLOs, grants applied for and received, status of initiatives currently in progress, and other program-related items. For CTE programs, the program review also includes input from outside sources such as an advisory board composed of professionals in the field and is expected to occur every two years. A cross-constituent validation team that makes comments and recommendations about the program review reads the program review. The program review and validation team recommendations are forwarded to President‘s Cabinet for final review and additional recommendations.

Self Evaluation The course content review (course outline updating) and program reviews are the primary means that the college conducts an ongoing, regular review of its course and program appropriateness and ensures the continued development of student learning outcomes.

Both procedures are familiar, recognized, and effective evaluation processes. The program review, action plans, and recommendations lead to budget, hiring, and equipment funding and facility changes in accordance with the program review recommendations and as allowed by available resources.

Planning Agenda None.

IIA2f. The institution engages in ongoing, systematic evaluation and integrated planning to assure currency and measure achievement of its stated learning outcomes for courses, certificates, programs including general and vocational education, and degrees.

The institution systematically strives to improve those outcomes and makes the results available to appropriate constituencies.

Descriptive Summary Contra Costa College‘s 2002-2007 Strategic Plan Initiatives 6.2 and 6.3 addressed integrating educational, technological, financial, physical, facilities, and human resources planning as well as student learning outcomes. An integrated planning model that incorporates college budget, strategic initiatives, program review, and student learning outcomes was developed by the college in 2005 through its shared governance process. The Academic Senate developed the student learning outcomes model currently employed by the college‘s academic and Career Technical Education (CTE) departments in 2004 (Ref. 2.18).

In keeping with Governing Board Policy 4008, the college‘s process for program review is conducted every four years for academic programs and every two years for CTE programs to assure currency and measure achievement. The college‘s Research and Planning office provides outcome data such as student persistence, retention, success, and can help

96

Report of the Institutional Self Study for Reaffirmation of Accreditation

departments develop surveys and questionnaires that can be used to collect data from both internal and external sources. The Research and Planning office also provides grading patterns for departments. In a few cases, this has led to recognition that some faculty may have a pattern of lower student achievement outcomes than others in a department. In this case, department faculty may have discussed student achievement data to determine the source of this discrepancy and to help each other make improvements if needed (Ref. 2.19).

Program review committees (self-study teams) and program review validation committees (validation teams) identify program strengths, weaknesses, and opportunities, offering specific recommendations to assist programs to improve. The President‘s Cabinet reviews both a department‘s program review self-study and the validation team‘s report and provides compliments, recommendations, assistance or resources to a department if needed and available. The college‘s program review process is available on the Academic Senate‘s website (Ref. 2.18). Completed program reviews are available and kept on file in the Research and Planning office.

In addition to program review, CTE departments that receive funding from the Vocational and Technical Education Act (VTEA) through the college‘s Economic Development department undergo an additional layer of review. In order for a CTE department to obtain VTEA funds, the department must submit a proposal that addresses at least one of the VTEA core indicators to the college‘s Vocational Education Advisory Committee (Ref. 2.20). The Vocational Education Advisory Committee is composed of both internal and external members of the college community and meets twice a year to review reports, approve or deny requests, and appropriate VTEA monies based on an established rubric. A department that is successful in receiving funding from the Vocational Education Advisory Committee for its proposal must submit a report to the Committee on success in achieving program improvement goals.

Complementing the above evaluation of currency and achievement, student learning outcomes are required for each academic and CTE program and college department. As part of the process for implementing student learning outcomes, each unit of the college developed a mission statement (Ref. 2.21). The unit‘s mission statement helps to frame departmental dialogue on developing the department‘s learning outcomes. Using the Student Learning Outcome model developed by the college‘s Academic Senate, academic departments submit their course student learning outcomes and updates to the College Instruction Committee (CIC) at least every five years. CTE departments submit their course learning outcomes at least every two years. The five- and two-year time frames for submission of student learning outcomes were begun in fall 2005 and are intended to coincide with each department‘s program review. Additionally, departments may review their student learning outcomes and submit them to the College Instruction Committee earlier than the specified time frames, as programs review, evaluate, and revise goals and objectives based on data obtained by outcome studies.

The CIC reviews course student learning outcomes and provides feedback to departments as needed. The CIC requires student learning outcomes, associated assessment criteria, and methods be submitted as part of regular curriculum approval and content review processes.

The Student Learning Outcome model is available for department use and public review on the college‘s Academic Senate‘s web page (Ref. 2.18). Student learning outcomes submitted by departments are kept on file in the office of the Academic Senate.

The Research and Planning office provides yet another means to improve outcomes and make the results available to appropriate constituencies. The Fact Book which is developed by the Research and Planning office provides the internal and external members of the college community with a multitude of useable data, including demographics, enrollment trends, persistence and retention, and the number of students that graduate and/or transfer. Because Report of the Institutional Self Study for Reaffirmation of Accreditation

97

of budgetary concerns, only a limited number of the Fact Books have been printed, but the Fact Book is available on the college‘s website (Ref. 2.5).

At the beginning of each semester, the Research and Planning office also provides each fulltime faculty member with outcome data, that is to say, productivity (FTES/FTEF), student enrollment counts, student success rate (C grade or better), student drop rate, and the number of students who were unsuccessful (D grade or lower) with associated percentages for each of the faculty member‘s course sections. The information obtained from this data has aided in departmental discussions on scheduling, academic standards, and improving student learning.

To maintain focus on goals during the time frame between submissions of program reviews, annual unit plans are developed by departments and service areas (Ref. 2.21). These annual unit plans are based on a unit‘s program review and the college‘s Strategic Plan. The annual unit plans identify specific goals for a unit, measure the degree of success in completing goals, and allow units to make requests for additional funds for equipment and supplies. The annual unit plans are reviewed by the unit‘s division dean, forwarded to the college‘s Budget Committee if there is a request for funds, and on to the College Council for approval of funding requests. If the annual unit plan does not contain a request for additional funds, the division dean sends the annual unit plan to the Business office, where all annual unit plans are reviewed. Then they are kept on file in the Research and Planning office. The annual unit plans are an additional element in the ongoing, systematic evaluation and integrated planning to assure currency and measure achievement of stated outcomes.

Self Evaluation Contra Costa College engages in systematic, ongoing evaluation and integrated planning to assure that educational courses and programs are current and to measure achievement of its stated learning outcomes for courses, certificates, and programs, including general and CTE education, and degrees. College-wide achievement information is provided regularly to academic departments and is available for review on the college website (Ref. 2.22). In order to accomplish these tasks, Contra Costa College employs several separate but integrated components to assure currency and measure achievement. It makes the results available in a variety of ways; i.e. on the website, in hard copy, to relevant departments and college wide.

Planning Agenda None.

IIA2g. If an institution uses departmental course and/or program examinations, it validates their effectiveness in measuring student learning and minimizes test biases.

Descriptive Summary Most departments do not administer departmental tests. Rather, the faculty members give their own tests of their own construction which are designed to fit the way in which they have delivered the course. Even so, each instructor in the program receives sample syllabi and official course outlines for appropriate courses to ensure that they teach the appropriate course content.

Chemistry is a program that does use standardized tests to verify learning outcomes. In this case, the department chose nationally-normed tests for various levels obtained from the Exams Institute of the Chemical Education Division of the American Chemical Society. These exams have already been validated. The exams are given by multiple instructors to different sections of the course. The faculty bring their analysis of the test results to a department meeting and discuss the implications of the outcomes in relation to national norms, curriculum content, and

98

Report of the Institutional Self Study for Reaffirmation of Accreditation

syllabi. This dialogue helps both to ensure that appropriate content is offered and to understand the various class test results. The department compares results to fine-tune its teaching and testing (Ref. 2.23).

Self Evaluation The implementation of student learning outcomes can lead to more standardization of instruction and to potential instructional improvement. For example, the Chemistry department has begun the process of SLO implementation. They are using American Chemical Society Standardized tests to conduct SLO assessment. Introductory chemistry (CHEM 119), general chemistry (CHEM 120 and 121), and the organic chemistry sequence (CHEM 226 and 227), are all given these standardized tests. Chemistry department members review the results of these tests to see where students are succeeding and/or failing. By using nationally-normed standard tests, faculty in chemistry are able to validate their SLOs with an outside source. However, many (perhaps most) programs do not enjoy the convenience of such ―off the shelf‖ assessment tools.

Finally, it should be noted that the CIC content review process requires what is asked of this section. Number four of the content review checklist requires the following: ―Identify procedures used to verify that the necessary content and/or skills are being taught and that they're taught consistently across sections of the same course‖ (Ref. 2.24).

As Contra Costa College continues the implementation of SLOs, there may be more departmental and program-wide testing. The use of standardized tests, where possible, could serve to minimize test biases. Not all programs will use standardized tests, however. In these cases, the resulting testing will be reviewed both by department faculty and by the program review process.

Planning Agenda None.

IIA2h. The institution awards credit based on student achievement of the course’s stated learning outcomes. Units of credit awarded are consistent with institutional policies that reflect generally accepted norms or equivalencies in higher education.

Descriptive Summary Contra Costa College students are awarded credit when they achieve the learning objectives stated in the course outline, complete the course, and receive a passing grade. The course objectives are measured by student performance on assignments, projects, tests, and other assessment instruments, which the instructor evaluates. A course‘s syllabus, which is distributed to students by faculty at the first class session, informs the student of the basis for determination of credit earned for the course. Student achievement is also measured by SLO‘s, although SLO assessment may only measure certain components of student achievement in a course.

The number of units of credit, awarded on the basis of class hours, is a common standard in higher education and is recognized in Title 5. At Contra Costa College and in our district, one unit of lecture credit typically represents 18 hours of class time, while one unit of laboratory credit represents 54 hours of class time (Ref. 2.3-College Catalog, various courses). Credit is awarded for successful completion of the course with a passing grade.

Report of the Institutional Self Study for Reaffirmation of Accreditation

99

Self Evaluation Contra Costa College awards credit for student achievement consistent with college and district policies.

Planning Agenda None.

IIA2i. The institution awards degrees and certificates based on student achievement of a program’s stated learning outcomes.

Descriptive Summary The granting of degrees and certificates at Contra Costa College is based on a student‘s successful completion of the required courses, which in turn demonstrates the achievement of student learning outcomes and learning objectives. The prescribed courses that are needed for a student to obtain a degree or certificate are detailed in the College Catalog available in print and on the college‘s website (Ref. 2.3-College Catalog, courses and program requirements).

Students may also obtain information of courses needed to obtain a degree or certificate through counselors in the college‘s Counseling department.

The General Education (GE) program‘s student learning outcome (SLO) development began in spring 2005. The college had a dialogue on general student learning outcomes as part of its All College Day activity. This dialogue involved all of the college‘s permanent staff. As a result, eight elements were identified as general outcomes desired of Contra Costa College students.

In addition to the All College Day activity, the Academic Senate has held a Flex credit activity during the Flex Week of fall 2005 to begin framing a continuing discussion of GE student learning outcomes. By 2008, General Education SLOs had been developed and recommended by the Academic Senate‘s GE SLO Committee.

Furthermore, each program at the college is expected to have student learning outcomes (SLOs) and to assess student achievement of these outcomes to determine if any program and instructional improvements are needed. More than half of the college programs have developed learning outcomes. However, the main means for awarding degrees and certificates is the successful completion of the program requirements.

The college holds each academic program responsible to submit SLOs as part of program review every four years in the case of academic departments and every two years for each CTE program. At the program level, these SLOs are developed to analyze overall program learning outcomes, and assessment of SLOs can provide a means to adjust the program to better meet the needs of student learning.

Self Evaluation Certificates and degrees are awarded based on the successful completion of required courses in the program. The requirements have been developed for students to be able to achieve the program‘s student learning outcomes and objectives. Advisory boards are relied upon for information on student learning outcomes and program requirements.

Program review has now gone through at least two full cycles. All departments in the college have reviewed their requirements, progress, and measured themselves by the several indices that are part of program review. This last cycle required that all programs submit student learning outcomes and that the assessment of those outcomes begin. Program requirements, including individual course offerings, could be adjusted due to knowledge gained from the assessment of these outcomes. Starting fall 2009, program review reports should include the

100

Report of the Institutional Self Study for Reaffirmation of Accreditation

next phase of SLO implementation - SLO program assessment, analysis, and recommendation for change.

The General Education SLO Committee has written GE SLOs. The committee identified 16 GE requirements drawn from CCC GE, IGETC GE Transfer Curriculum, and CSU and UC Berkeley GE requirements. The committee developed corresponding goals and identified targeted courses for the assessment of each of the 16 requirements. These GE SLOs can be used by faculty, the GE SLO Committee, and the CIC to assess the general education program and make any identified improvements.

Planning Agenda Complete the development and assessment of program and GE SLOs.

IIA3. 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 catalog. The institution, relying on the expertise of its faculty, determines the appropriateness of each course for inclusion in the General Education curriculum by examining the stated learning outcomes for the course. General Education has comprehensive learning outcomes for the students who complete it, including the following: IIA3a. An understanding of the basic content and methodology of the major areas of knowledge: areas include the humanities and fine arts, the natural sciences, and the social sciences.

Descriptive Summary Contra Costa College has major and General Education requirements for each of its degree programs. General Education requirements are based on the Contra Costa Community College District Board Policy 4007 – Philosophy and Criteria for Associate degree and General Education. The policy states that students completing a degree ―understand the modes of inquiry of the major disciplines.‖ And the policy states, ―General Education introduces the content and methodology of the major areas of knowledge‖ (Ref. 2.25).

The College Catalog, in chapter 3 (Ref. 2.3-College Catalog, Chapter 3), elaborates on General Education philosophy and requirements that lead to students developing an understanding of major areas of knowledge. Each General Educational (GE) requirement is delineated for students. Breadth development in natural sciences, art and humanities and social sciences are major components of the GE requirements. The General Education requirements extend to language and rationality, American institutions, health education, physical education, mathematics proficiency, cultural pluralism, and information competency. The courses that meet these requirements are listed as part of the GE requirements. In fall 2007, the CIC and Academic Senate reviewed the college‘s old ―computer literacy requirement‖ and voted to eliminate it from GE requirements starting in the 2008-09 year.

Furthermore, the college has developed GE student learning outcomes which as they are assessed will further ensure that students have developed breadth in understanding of General Education and major areas of knowledge (Ref. 2.26).

Self Evaluation The college bases its General Education philosophy and requirements on the Board policy and the philosophy and requirements are delineated in the College Catalog, pages 60-62. The college‘s GE requirements, as overseen by the faculty, are designed to provide students with a Report of the Institutional Self Study for Reaffirmation of Accreditation

101

broad base of knowledge that will serve them in further education and in the work force.

Students successfully completing the GE requirements gain an understanding of the basic content and methodology of major areas of knowledge in humanities and arts, and social and natural sciences.

The faculty, departments, instructional divisions through the Division Instruction Committee (DIC), and the College Instruction Committee (CIC) consider GE requirements and courses carefully and take into account the mission, Governing Board policy, and student needs. The president or his designee and the Governing Board approve the courses after the CIC approval.

The faculty-driven program and course content review processes ensure that GE courses are current and relevant. The CIC and Academic Senate actively review General Education requirements and update them as evidenced by the recent elimination of the computer literacy requirement.

The SLO General Education Committee has written most GE SLOs. The Committee identified 16 GE requirements drawn from CCC, Intersegmental General Education Transfer Curriculum (IGETC), and UC Berkeley GE requirements. The committee developed corresponding goals, five embedded assessment plans, and identified targeted courses for the assessment of each of the 16 requirements. These GE SLOs can be used by faculty, the GE SLO Committee, and the CIC to assess the GE program and make any identified improvements.

The development of GE student learning outcomes assists the college and the CIC in the review and determination of courses, which meet GE requirements.

Planning Agenda None.

IIA3b. A capability to be a productive individual and lifelong learner: skills include oral and written communication, information competency, computer literacy, scientific and quantitative reasoning, critical analysis/logical thinking, and the ability to acquire knowledge through a variety of means.

Descriptive Summary Our General Education (GE) program, designed in accord with our mission and Board policy 4007, is a thorough preparation for students seeking a degree. There are GE core and breadth requirements so that a student can become ―an effective individual in our society‖ (Ref. 2.3College Catalog p.60) and may continue as a lifelong learner. General Education requirements in language, rationality, and math proficiency provide core training in critical analysis, logic, and quantitative reasoning. These mental skills are honed and developed throughout their college education.

Our General Education requirements include developing student skills in oral and written communication, scientific and quantitative reasoning, and information competency. Oral and written communication can start with our language and rationality requirement and may be practiced, demonstrated, and improved in other required GE classes. Scientific and quantitative reasoning can be focused in math and science classes that meet GE requirements. However, social science classes and other breadth requirements use principles of scientific inquiry and statistical research that can deepen student learning and further prepare them for lifelong learning. The CIC has recently removed computer literacy as a GE requirement.

In the last few years, the college has created a new General Education requirement – information competency. The library faculty in response to the state Academic Senate‘s

102

Report of the Institutional Self Study for Reaffirmation of Accreditation

recommendation that colleges consider an information competency requirement led to the development of this requirement. This new requirement assists students with gaining the knowledge and skills to find and validate information from both print and electronic sources.

With the advent of the Internet, information access has grown exponentially. Our information competency requirement teaches students to ―locate and retrieve relevant information,‖ ―evaluate, organize and synthesize information,‖ and ―effectively create, present and communicate information.‖ (Ref 2.3-College Catalog, p. 63). This requirement, adopted in fall 2006, trains students to independently research papers and assignments using Internet resources.

Our College Catalog lists all requirements and areas of study for General Education, majors, and degree graduation. Each student is required to complete GE course requirements in order to graduate. These requirements can be found in chapter 3 of our catalog under Contra Costa College Graduation Requirements (Ref 2.3-College Catalog, pp. 60-64).

Self Evaluation The college‘s General Education requirements and graduation requirements include skill building in the areas identified in the standard (Ref. 2.3-College Catalog, pp. 60-64).

Planning Agenda None.

IIA3c. A recognition of what it means to be an ethical human being and effective citizen: qualities include an appreciation of ethical principles; civility and interpersonal skills; respect for cultural diversity; historical and aesthetic sensitivity; and the willingness to assume civic, political, and social responsibilities locally, nationally, and globally.

Descriptive Summary General Education requirements are based on the Contra Costa Community College District Curriculum and Instruction Procedure 4007 – Philosophy and Criteria for Associate degree and General Education. The procedure states that students completing a degree and General Education ―achieve insights gained through experience in thinking about ethical problems.‖ The procedure further states that General Education ―provides an opportunity for students to develop affective and creative capabilities, social attitudes, and an appreciation for cultural diversity‖ (Ref. 2.25).

In spring 2005, employees at the college were asked, ―What should graduates of our college look like, and what should they be doing upon completion of their degrees?‖ After some thought, the consensus was that students should be able to communicate effectively both verbally and in writing. Students should be able to solve problems by the use of critical thinking.

They should be able to analyze, evaluate, synthesize, and resolve problems in their personal and private lives and in their community. Students should also have leadership skills, be aware of how important our environment is, and know how and why they should ―do the right thing.‖ The past president then arranged for employee groups to meet on All College Day (2005) to further discuss these learning outcomes for graduates and assigned each group to review a particular section of the educational outcomes to evaluate whether the outcomes reflected the needs expressed by faculty. Changes were suggested as a result of this work, and, from this dialogue, the college formed eight areas of student learning outcomes for all CCC certificate and degree holders and transfer students. Each of the eight areas had action plans to improve student learning and the student learning outcomes are listed below: Report of the Institutional Self Study for Reaffirmation of Accreditation

103

Create a supportive, trusting, challenging, nurturing environment in which students achieve the following outcomes: 1. Attitudes and interpersonal skills to succeed in any professional or social situation 2. Reading, writing, computational, and technology skills 3. Critical thinking skills to locate, analyze, and apply information 4. Ethical consciousness to evaluate and respond to situations 5. Appreciation for diverse cultures 6. Mastery of discipline content appropriate to the program 7. Curiosity and inquisitiveness for knowledge and learning 8. Aesthetic awareness (art, beauty, and culture) Many of the items identified in this standard, such as interpersonal skills, cultural appreciation, aesthetic awareness, and ethical principles are directly mentioned in these student learning outcomes. These outcomes, the action plans to implement these outcomes, and our General Education requirements, which include historical awareness, are integrated into student learning expectations and requirements for our graduates.

In addition, our General Education program has a cultural pluralism requirement. This is especially important for our culturally and ethnically diverse student body and service area and for working and living in a society with a growing diversity of peoples. To be successful life-long learners and citizens, our GE requirement for cultural pluralism broadens student knowledge of the contributions of cultural and ethnic groups in American society. It is designed so that every course that is approved to meet a GE requirement starting in 1992 must ―demonstrate how cultural pluralism will be incorporated into course content‖, and there are more extensive requirements for American institution courses (Ref. 2.27).

Self Evaluation The college has defined broad educational outcomes that would lead to the development of academically prepared, ethically minded human beings, who would be able to provide for themselves and their families as effective citizens of our society. Completing students would have the social and critical thinking skills to become leaders in their community.

The college faculty and staff through broad discussion, crossing both academic and student service areas and including all college staff, refined discussion into general outcomes for college certificate and degree completers and created a template of learning outcomes for its students. These general learning outcomes guide and set the goals for student learning overall and were supported by action plans to direct college efforts helping students attain those goals.

Beyond these student learning goals, the college‘s General Education requirements formalize and strengthen learning outcomes for academic programs and are required of all degree completers. They are similar to the lower division GE requirements of four-year institutions while being uniquely our own.

Further than the general outcomes for graduates, the college‘s academic GE requirements in the social sciences and arts and humanities help them garner a breadth of historical knowledge and an appreciation of beauty. Our GE requirements include an integration of cultural diversity awareness and knowledge into every course approved to meet a GE requirement, as defined by our cultural pluralism requirement. The college held college-wide discussions to define general learning outcomes similar to the standard and also has GE requirements, which support the expectations of this standard.

104

Report of the Institutional Self Study for Reaffirmation of Accreditation

Planning Agenda None.

IIA4. All degree programs include focused study in at least one area of inquiry or in an established interdisciplinary core.

Descriptive Summary Contra Costa College, through a process that includes the individual instructor, department, division, College Instruction Committee, Instruction office, President‘s office and Governing Board, reviews and develops degree programs that require 60 units, including a minimum of 18 units of focused study. The focused study or major component must include an intensive study of the discipline in question such as our Math major or an interdisciplinary core such as in our Liberal Studies major. Requirements for our degrees are delineated in chapter three of our College Catalog, and requirements for the major are located in front of each related list of course descriptions. They are also on the college website electronic catalog (Ref. 2.3-College Catalog Chapter 3, programs in front of related courses).

All college degree programs are structured in accordance with Title 5, which requires a major of at least 18 units. An Associate degree from Contra Costa College provides its holder with a depth of educational exposure, well roundedness, and necessary skills in writing communication and critical thinking, as well as focus in a major area of study (Ref. 2.3-College Catalog, AA degree General Education requirements, majors in front of related courses).

Self Evaluation All college degree programs have a major of at least 18 units.

Planning Agenda None.

IIA5. Students completing vocational and occupational certificates and degrees demonstrate technical and professional competencies that meet employment and other applicable standards and are prepared for external licensure and certification.

Descriptive Summary Students in Career Technical Education (CTE) programs demonstrate their competency primarily through evaluation of their skills, testing and demonstration, and the successful completion of approved CTE program requirements.

Each CTE program has an advisory committee composed of professionals. Employers in that particular vocation advise the faculty in each discipline as to needed changes in the CTE certificate or degree for continued student success, competency, relevance to current business needs, industry expectations, and job placement. CTE programs conduct program reviews every two years to ensure that students successfully completing all coursework receive comprehensive preparation for employment. Programs are updated and improved during program review as needed by the career field (Ref. 2.28).

All CTE programs and courses are reviewed and approved by the CIC. Furthermore, CTE programs over 18 units have Bay Area Community College Occupational Planning Committee, Board of Governors, and state approval of their certificates and degrees. In addition, the Economic Development department provides the ―State of California Core Indicators‖ for each department that compares each CTE department‘s performance with state negotiated standards Report of the Institutional Self Study for Reaffirmation of Accreditation

105

(Ref. 2.29). CTE programs are also provided access to job forecasting websites that include job growth or decline in every field along with the expected salary ranges for each career. Finally, CTE courses are required to have approved course outlines on file in the Instruction office (Ref. 2.30).

In addition, while it is possible to be prepared for employment by completing a degree or certificate, for some professions, state certification/licensure is also required. This typically entails additional student testing by an outside agency to award certification or licensure. The following programs have certifications for their programs that are linked to employment in their fields:     

Nursing - State Board Certification Certified Nursing Assistant - State Board Certifications Certified Nursing Assistant Home Health Aide CNA Acute Care for the Nursing Assistant Administration of Justice: Security Guard Basic and Intermediate Certification: o Powers of Arrest o Baton Course o Firearms Course o Mace/Pepper Spray o Handcuffing  Automotive Technology Certifications: o Inter-Industry Conference on Auto Collision Repair (ICAR) o National Automotive Technicians Education Foundation (NATEF)  Computer and Communications Technology: o A+ Certification Exam Prep  Dental Assistant - State Board Certification  Early Childhood Education: o American Montessori Teacher Certification A & B o Associate Teacher Credential for School Age Children o Associate Teacher Credential for Pre School  Medical Assisting and Office Technician Certification Self Evaluation Career Technical Education (vocational) programs at the college have components in place that ensure that our students acquire current industry and professional skills and are prepared for industry required licensures for their professions. Students acquire a comprehensive understanding of their industry‘s needs in order to effectively gain and maintain employment in the field (Ref. 2.31).

The components of this effort are regular CTE program reviews with industry advisories for updating CTE programs to ensure that they effectively prepare students for employment in the field. The program reviews begin with a self-study and are reviewed by the department, a cross-campus validation team, and President‘s Cabinet. The second component is course development, course content review, and course outline updating done on a regular basis. The third component is faculty evaluation of students in individual courses based on their performance on examinations, assignments, and activities appropriate to assessing student achievement and student learning outcomes. A fourth component is the assessment of program learning outcomes.

Finally, an outside agency measures our student competency in relevant CTE programs, for example, our Associate Degree Nursing program. Currently, upon the completion of the course of study, our Nursing graduates are eligible to take the state licensure exam (NCLEX—RN).

106

Report of the Institutional Self Study for Reaffirmation of Accreditation

Once the graduate has passed this exam, they are granted the title of Registered Nurse. We track the number of students that pass the state boards, and from year to year, we are at or near a 100% pass rate, so we know we are doing an excellent job (Ref. 2.32). Our students are often placed in nursing positions at the hospital where they do their ―clinical internships,‖ so this gives us additional feedback that our program is successful.

Planning Agenda None.

IIA6. The institution assures that students and prospective students receive clear and accurate information about educational courses and programs and transfer policies. The institution describes its degrees and certificates in terms of their purpose, content, course requirements, and expected student learning outcomes. In every class section students receive a course syllabus that specifies learning objectives consistent with those in the institution’s official course outline.

IIA6a. The institution makes available to its students clearly stated transfer-of-credit policies in order to facilitate the mobility of students without penalty. In accepting transfer credits to fulfill degree requirements, the institution certifies that the expected learning outcomes for transferred courses are comparable to the learning outcomes of its own courses. Where patterns of student enrollment between institutions are identified, the institution develops articulation agreements as appropriate to its mission.

Descriptive Summary Transfer of credit policy and procedures at Contra Costa College are found in chapter two of the College Catalog under the section ―Credit Already Earned‖ (Ref. 2.3-College Catalog, p. 30).

The Admissions and Records office, for elective, prerequisite satisfaction, and fulfillment of GE and graduation requirements, evaluates transcripts from accredited high schools, colleges, and military experience. The college compares course descriptions, course outlines, learning objectives and articulation agreements to validate transfer of credit. Transfer of credit regularly takes place and facilitates student completion of educational goals at CCC. Since 1992, the college has articulated courses in Tech Prep 2+2 programs with local high schools and Regional Opportunity Programs (ROP). These articulation agreements are currently on file with the dean of Economic Development. The Tech Prep managers at the three colleges in the district have recently purchased and begun implementing the Career and Technology Education Management Application system (CATEMA). This web-based application will further facilitate articulation agreement development between secondary and post secondary institutions. It will maintain accurate web based records of students who complete articulated courses at the secondary schools. This course completion information will be available to college staff, counselors, Admissions and Records, high school staff, and college faculty to ensure that students receive appropriate transfer of credit towards their college educational plan (Ref. 2.33).

The college has also expanded the number of 2+2 articulation agreements. In 2006-07, 10 new articulation agreements were added and 20 existing articulation agreements were updated (Ref. 2.34). The college has numerous articulation agreements with its major transfer institutions.

The college articulation officer, working with the department chairpersons and CIC, develops articulation agreements with four-year institutions. Articulation agreements are developed with University of California for UC transfer in General Education and for various majors, with the California State University for CSU General Education requirements and for various majors, and with both systems for the IGETC. Articulation agreements are also developed with local private Report of the Institutional Self Study for Reaffirmation of Accreditation

107

baccalaureate transfer institutions and other institutions that our students select for transfer (Ref. 2.3-College Catalog, p. 80).

The college participated in the California Articulation Number (CAN) system, though the system in no longer active. Articulation agreements are maintained in ASSIST, the official electronic database for articulation and transfer information that is accessible on the web by counselors and other staff needing access for educational plan development. Articulation agreements are also available to students in the Transfer/Career Center, and UC courses that are transferable are listed in the College Catalog (Ref. 2.3-College Catalog, p. 77).

The College Catalog (Chapter 3, Educational Planning) delineates all of the above agreements and policies. A brief review of this chapter‘s subheadings include ―Part II: Transfer Information and IGETC,‖ ―Part III: Transfer to California State University (CSU),‖ ―Part IV: Transfer to the University of California – All Campuses,‖ ―Part V: Transfer to the University of California, Berkeley,‖ and ―Part VI: Articulated Transfer Agreements‖ (Ref. 2.3-College Catalog, pp. 67-81).

Self Evaluation Procedures for transfer of credit from accredited institutions are in place and are effective. The college grants transfer of credit, and students are aware of the transfer of credit procedures as stated in its catalog.

The Admissions and Records transcript analyst assures that students who have provided official transcripts of prior high school and accredited college coursework have these transcripts evaluated for college credit. The transcript analyst checks for articulated courses and comparable courses from other accredited colleges and high schools. International transcripts are reviewed by an outside agency to verify their course content and to recommend their comparability. Credit for military experience is clearly described in the catalog on page 30 in the section ―Credit Already Earned‖ as is credit from 2+2 agreements.

The college Articulation officer coordinates the development of appropriate articulation agreements between Contra Costa College and other colleges. Our Economic Development department‘s Tech Prep program articulates career-technical courses and programs (2+2) with high schools, ROP, and other colleges. The college is a member of ASSIST, a statewide network of articulated college courses. Counselors and advisors can use this web-based program to formulate accurate educational plans. Articulated UC and CSU courses are published in the catalog either with the course or in Chapter 3 on Educational Planning.

Planning Agenda None.

IIA6b. When programs are eliminated or program requirements are significantly changed, the institution makes appropriate arrangements so that enrolled students may complete their education in a timely manner with a minimum of disruption.

Descriptive Summary Program elimination is generally a rare event. When this happens, arrangements are made for students to complete their education before program closure or to have an alternative for program completion. However, changes to program requirements are regular events as the college complies with regulatory needs, responds to occupational changes, or meets student demand.

An up-to-date curriculum is essential to a relevant and responsive program, and, thus, the

108

Report of the Institutional Self Study for Reaffirmation of Accreditation

college uses the course content review process to indicate need for course elimination, addition, or changes. Program review is the systematic vehicle for proposing program elimination, addition, or changes. Either or both of these processes can lead to significant changes in curriculum as determined by our faculty. Program elimination would be affirmed in program review, and then approved by our district Educational Planning Committee before action would be taken.

When programs do change significantly, these changes are announced to students in advance and/or degree and certificate requirement changes are listed in the printed and website catalog.

Changes are announced by the publishing of new program requirements in those documents.

Program closure is announced in class and in writing to current students. An effort is made to reach prior students enrolled in the closed program to inform them of their opportunity to complete in a limited time. Counselors are also alerted of major program changes or closure so that they can keep students abreast of current information. Students are provided, as best possible, alternative means of completing their program. For example, when the college eliminated the Welding program which had dropped in enrollment below an acceptable level, entry-level courses were no longer offered. Students wanting to start welding were directed to Los Medanos College (LMC), our sister college. Advanced-level classes were offered for about a year so that students had the opportunity to complete their certificate or major at CCC. After a year, students who could not finish their Welding at CCC were redirected to LMC, and the effect of program closure on students was ameliorated.

Self Evaluation Program and program course requirement changes or program elimination are handled reasonably. Students can usually complete their requirements and educational plans with as little disruption as possible. When programs close or change substantially, students are provided options for completion.

In addition, students have ―catalog rights‖ with ongoing programs that make changes. (Ref. 2.3College Catalog, p. 64). These rights are the basic contract with the college for students to attain a degree or certificate. Under catalog rights, if a student maintains continuous enrollment, then the program requirements from that catalog year when a student began at Contra Costa College are valid for the duration. ―Catalog rights‖ also states that if, within a period of continuous enrollment, the program‘s degree requirement changes, then the student has the option of either completing the original program degree requirements or the new program requirements. The college has also helped students to take advantage of similar programs at sister district colleges to provide students program or course requirement alternatives when a program or course was closed. When this isn‘t possible, then faculty have found alternatives to requirements or have waived requirements for students.

When courses have been regularly canceled due to low enrollment, then department faculty can request course or program deactivation through the CIC (Ref. 2.36). When a required course has been deactivated then faculty have helped students either find alternative courses or rarely waived the requirement.

Planning Agenda None.

IIA6c. The institution represents itself clearly, accurately, and consistently to prospective and current students, the public, and its personnel through its catalogs, Report of the Institutional Self Study for Reaffirmation of Accreditation

109

statements, and publications, including those presented in electronic formats. It regularly reviews institutional policies, procedures, and publications to assure integrity in all representations about its mission, programs, and services.

Descriptive Summary The college reviews its Course Schedule, Catalog, and Student Handbook annually. These publications are updated based on CIC course and program approvals and by the Catalog Committee. They are also updated to reflect changes in policy and operations. Publications from various departments are updated as needed by those areas. Our college website is updated as necessary and should reflect current policies and procedures since they are published on the website.

There is clear and accurate course, program information in college publications. It is available to prospective and current students on the college website, in the schedule of courses, and in the college catalog as well as other publications. Programs described designate their intent, their relation to transfer or career objectives, their course requirements and in the catalog, are followed by specific course descriptions with transfer information. Students receive a syllabus in every class section that is based on the approved course outline. Faculty are evaluated on whether they provide their students with a syllabus for the class. It is an expectation of standard performance.

The college has just completed an initial revision of its website design, is completing more revision, and is undertaking a reorganization of content to make it easier for our students to access college information. The college uses ―Constant Contact,‖ a monthly email to continuing students to inform students of academic dates, policy and procedural changes, and general information so that our students are well informed. The Communication and Advancement office oversaw much of our electronic communication and marketing and was responsible for the integrity of our advertising, both radio and print, until the 2007-08 year. The supervision of communication and marketing changed and has been divided amongst the Instruction office, the president, and the Technology department. This was done to shift more college efforts towards grant development.

Self Evaluation Many committees and offices work together to ensure that the integrity of our electronic and print communication to our students and prospective students is both correct and understandable. Teams of staff such as schedulers, graphic designers, departments, support staff, and others develop our publications and ensure that they have accurate information. The schedule of courses is available on our website, in WebAdvisor, and in a couple of formats in print. Career Technical Education programs have their own brochures, and staff throughout the college updates our College Catalog annually (Ref. 2.37).

Course, program, and transfer information is available to students in college publications. They are adequately described and the information updated annually in the college‘s major publications. Faculty provide students with syllabi based on official course outlines as a common practice and a standard of performance.

Though the college has improved its electronic media, particularly by using Constant Contact email, the college‘s website (http://www.contracosta.edu) still needs more revision and improvement. Many pages are out of date and there is information that is absent or presented in a less than ideal format. The graphic design of the website was changed in spring 2007 with somewhat mixed reviews. The home page organization was also changed, but the navigation through to the web pages below has not fully been reviewed and updated.

110

Report of the Institutional Self Study for Reaffirmation of Accreditation

Planning Agenda Improve our college‘s website and develop a system for maintaining up-to-date web page information.

IIA7. In order to assure the academic integrity of the teaching-learning process, the institution uses and makes public Governing Board-adopted policies on academic freedom and responsibility, student academic honesty, and specific institutional beliefs or worldviews. These policies make clear the institution’s commitment to the free pursuit and dissemination of knowledge.

IIA7a. Faculty distinguish between personal conviction and professionally accepted views in a discipline. They present data and information fairly and consistently.

Descriptive Summary Board Policy 2018, Academic Freedom, recognizes the rights of faculty to teach, study, conduct research, write, and challenge opinion without undue restriction. The expectation is that faculty will distinguish between personal conviction and professionally accepted views within their discipline is also contained in this Board policy. As persons of learning with institutional affiliations, they should remember that the public may judge their profession and institution by their statements. Hence, they should at all times be accurate, exercise appropriate restraint, show respect for the opinions of others, and make every effort to indicate that they are not expressing the institution‘s views. (Ref. 2.38).

Faculty are regularly evaluated and one of the criteria is that they ―recognize the right of students to have points of view different from the instructor‘s‖ (Ref. 2.39). Faculty lead discussions to explore various points of view and to demonstrate and challenge the validity of differing points of view.

Self Evaluation Faculty generally present course information professionally and fairly. When concerns arise, students can initiate a complaint. The college has not recently received valid complaints of this nature.

Planning Agenda None.

IIA7b. The institution establishes and publishes clear expectations concerning student academic honesty and the consequences for dishonesty.

Descriptive Summary The issue of academic honesty is addressed in the College Catalog under the Academic Honesty Policy and is also replicated in the Student Handbook. Both the College Catalog and the Student Handbook are available online at the college‘s website and in print. Students who attend the college‘s New Student Convocation, which is held before the start of each semester, are given a copy of the Student Handbook. The Student Handbook is also available at the offices of the Associated Student Union, on the college website, Student Services, Bookstore, and Library. There are disciplinary actions for students who are found guilty of dishonest or unethical behavior, ranging from a verbal reprimand to a grade of ―F‖ or no credit in a course, to suspension, probation, expulsion, or dismissal from a course or from the college (Refs. 2.3College Catalog, p.19 and 2.40).

Report of the Institutional Self Study for Reaffirmation of Accreditation

111

The college also has practices to ensure that its grade records are authorized by faculty and accurate. Grades are entered by the faculty themselves into the district student information system. Any changes to grades are authorized by faculty in writing, verified by their division dean and by the Admissions and Records director before the grade change is entered. Grade change forms are only available in the A & R office to restrict unauthorized access to the forms.

Additionally, a monthly grade change audit is conducted by the Admissions and Records (A & R) director. He verifies that grade changes were properly entered by authorized A & R staff and that proper documentation for the grade change is in evidence.

During an initial audit, it was discovered that in a past year, an A & R staff had changed their own grades without faculty authorization and documentation. The employee was immediately placed on administrative leave and subsequently resigned. Their grades reverted to the original, authorized grade. The college and district also reduced the number of A & R staff authorized to make grade changes to two employees to ensure further grade change integrity.

The district has taken a number of steps to ensure the integrity of all grade changes, and these measures have been reported to the Governing Board (Ref. 2.3.5).

Self Evaluation There are clear expectations for students about academic dishonesty. Faculty have the right to specify the outcome of academic dishonesty in their classroom and courses. Many faculty include these specifics in their syllabi and discuss them in class. The college has taken steps to ensure the integrity of its grade change procedures. The discovery of an unauthorized grade change was identified by monthly grade change audit procedures and appropriate personnel and grade action were taken. The new grade change procedures are serving the purpose of further ensuring grade change integrity.

Planning Agenda None.

IIA7c. Institutions that require conformity to specific codes of conduct of staff, faculty, administrators, or students, or that seek to instill specific beliefs or worldviews, give clear prior notice of such policies, including statements in the catalog and/or appropriate faculty or student handbooks.

This does not apply to this institution.

IIA8. Institutions offering curricula in foreign locations to students other than U.S. nationals operate in conformity with standards and applicable Commission polices.

The college does not offer curricula in foreign locations to non-U.S. citizens.

IIB. Student Support Services IIB. The institution recruits and admits diverse students who are able to benefit from its programs, consistent with its mission. Student support services address the identified needs of students and enhance a supportive learning environment. The entire student pathway through the institutional experience is characterized by and assesses student support services using student learning outcomes, faculty and staff input, and other appropriate measures in order to improve the effectiveness of these services.

112

Report of the Institutional Self Study for Reaffirmation of Accreditation

IIB1: 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.

Descriptive Summary The quality of student support services at the institution takes into consideration a wide variety of student needs and is consistently reviewed for quality and compliance through program review. The Student Services division offers services in a variety of formats including online, telephone, and in person. Departments also host special workshops to ensure that students understand various processes and procedures and are trained to obtain services in a variety of formats.

A variety of outreach services are supported in order to facilitate student access to the community college consistent with the college mission. In addition to general recruitment staff, we have targeted recruitment for students with special needs through categorical programs.

Together, the staff works towards making higher education available and accessible to all members of our community from high school students through continuing education students.

At any step along the way, students may be referred to additional support services based on a variety of factors including assessment scores and self-identified or perceived financial or personal need.

Managers and faculty coordinators of Student Services programs meet bi-monthly to discuss issues of concern about student access to services within the division. This group under the direction of the senior dean of Student Services makes decisions regarding registration support and process, receives updates, and provides input on college and district policy. On a district level, the Student Services managers meet as needed to discuss issues of concern to all of the colleges of the district. This forum allows for best practices to be duplicated across campuses and allows for discussion and implication of district-wide student service policies and procedures.

Each department in Student Services completes a thorough program review every four years.

This includes revisiting the departments‘ Mission Statements, assessing achievement of departments‘ goals, and analyzing the effectiveness of service provision. During this process, the department or program evaluates its services and utilizes various data collection efforts to quantitatively assess its performance. The team answers a set of questions approved by the Academic Senate, and the study is reviewed by a validation committee composed of all constituency groups. The review and any recommendations are sent to the President‘s Cabinet for review, recommendation, and/or implementation (Ref. 2.41). In addition, each unit develops a unit plan every year with the goals for the next year and their alignment to mission and college and district strategic goals.

Student learning outcomes are being developed and implemented in every Student Services department through a collaborative process where similar departments work together to develop common outcomes and various methods to assess the outcomes. The SLOs are part of the program review which is developed by each department every four years. Initially SLOs are planned, later SLO data is analyzed and recommendations made that will also be included in program review. The SLO process includes revisiting the departments‘ mission statements, assessing achievement of department goals, and analyzing the effectiveness of service provision. During this review the department or program evaluates its services and utilizes various data collection efforts to quantitatively and qualitatively assess its performance and make improvements.

Report of the Institutional Self Study for Reaffirmation of Accreditation

113

One of the first Student Service division SLOs was to increase students‘ technological awareness as evidenced by the unassisted use of online services such as registration through Web Advisor. In addition to a marketing campaign, Student Services offices collaborated to staff a computer registration lab in order to train and assist students in using the online registration features of Web Advisor. Each semester, less staffing was needed for the lab since more and more students were successfully registering online and did not require personal assistance. Beginning in spring 2005 with the institution of the ―Online, not In Line‖ Campaign we have realized a 10% increase per semester of students registering online. Although Student Services departments are still working on the final development of their group SLOs, they are moving into the assessment stage in some areas. Most importantly, the conversations and collaborations among Student Services and academic departments have been fruitful and collegial, leading to new and creative ways to serve students in collaboration between departments, assessing their learning and ultimately using the results to make changes to programs and services (Ref. 2.41.5).

To continue to ensure quality services, a staff development plan is created for each employee and his or her manager, for the year, in order to support continued education and training for staff. Workshops are offered throughout the year by the Staff Development Committee on campus and district-wide. Employees also attend regional and national conferences to improve their skill base and ensure the quality of the services they provide.

Self Evaluation The Student Services departments of the college work together effectively to provide students with a clear pathway through the college admissions process from recruitment through matriculation and into special programs and towards completion of their educational goals, as deemed necessary. Whether the student is recruited through traditional outreach methods in the high school or through the efforts of special programs and services, each avenue is set up to determine the student‘s eligibility to benefit and their fit for additional services. Although each special program has an effective way of handling students once they are identified, there is a need to collectively identify students who need supportive services sooner within the admissions process in order to refer them to appropriate programs and services more effectively. There is also a need to increase outreach efforts to ensure access to all segments of the service area.

The college‘s program review process demonstrates the commitment to assuring quality services and assessment of those services on a regular basis. Student surveys conducted through the program review process indicate high levels of satisfaction with various student services departments including Financial Aid, EOPS, Student Life, Senior Dean of Students office, Counseling, and the Transfer/Career Center (Ref. 2.42).

Planning Agenda 1. Develop plan to better identify support needs of incoming students.

2. Increase outreach efforts to under-represented segments of service area.

IIB2: The institution provides a catalog for its constituencies with precise, accurate, and current information concerning the following: a. General Information  Official Name, Address, Telephone number, and Web Site address of the Institution.  Educational Mission  Course, Program and Degree Offerings  Academic Calendar and Program Length  Academic Freedom Statement I (not in 2007 -09)

114

Report of the Institutional Self Study for Reaffirmation of Accreditation

 Available Student Financial Aid  Available Learning Resources  Names and Degree of Administrators and Faculty  Names of Governing Board Members b. Requirements  Admissions  Student Fees and Other Financial Obligations  Degree, Certificate, Graduation and Transfer c. Major Policies Affecting Students  Academic Regulations, including Academic Honesty  Non-discrimination  Acceptance of Transfer Credits  Grievance and Complaint Procedures  Sexual Harassment  Refund of Fees d. Locations or Publications Where Other Policies May Be Found Descriptive Summary The College Catalog is current, clear, complete, and easy to understand and serves as the primary source of academic information, regulations, and policies for students and staff. Each section is clearly labeled. On a yearly basis, the Catalog is reviewed and updated for accuracy by the Catalog and Schedule Committee, chaired by the senior dean of instruction with input from the staff responsible for program and department information. The catalog lists all of the information stated in ―a‖ through ―d‖ above (Ref. 2.3, College Catalog, various pages).

Any policy that cannot be included in the Catalog is issued in a catalog addendum that is published in the Course Schedule. The Course Schedule is distributed free of charge to students on campus and in the community, including locations such as libraries, feeder schools, non-profit agencies, and social service agencies each semester. Applicable policies can also be located on the district policy website and within the college‘s department websites.

A Student Handbook, also published yearly, contains pertinent information for students including policies and procedures such as the student code of conduct. The Handbook is distributed at the beginning of each semester and is free to all students. Additional copies of all publications are available throughout the semester in various departments on campus such as Student Life, Counseling, and the senior dean of Student Service‘s office.

The Communication and Advancement office published the ―E-Mail‖ (Education Mail), a newsletter with updated information about the college. It has been sent to local residents since 1998. This publication has now been merged with the Course Schedule and provides information about college programs, staff, and events. On campus, the Class Schedule is printed with more detail that includes course offerings and major college policies affecting students. The College Catalog and an archive of catalogs are available on the college website and the current Catalog is searchable by subject to be readily accessible to students (http://www.contracosta.edu).

Self Evaluation The college makes a determined effort to provide accurate information in all of its publications.

In the case that information is not included in the Catalog, it is clearly placed in a catalog addendum that is published in the Course Schedule and is also available via the web site. All information regarding college policies and procedures that affect students are accessible to current and future students, staff, and the community.

Report of the Institutional Self Study for Reaffirmation of Accreditation

115

Planning Agenda None.

IIB3: The institution researches and identifies the learning support needs of its student population and provides appropriate services and programs to address those needs.

Descriptive Summary The college identifies the needs of its students through a comprehensive program that begins with recruitment and assessment and continues through matriculation and retention/persistence activities. From application through registration, incoming students are included and invited to participate in a variety of supportive activities that will assist with their college success.

Students identified as needing additional support are encouraged to receive services from our Student Services offices, special programs, and services (Ref. 2.43).

The Student Services management and coordinator group meets bi-monthly, discusses the provision of services within the division, evaluates the effectiveness of services methods, participates in the college-wide program review process, and works to develop SLOs for the Student Services division. Research on student needs is presented at these meetings and addressed by the group as a whole in a collaborative fashion. The following departments identify and serve student support needs: Admissions and Records, Matriculation (including Assessment), Counseling (Including the Puente Project), Financial Aid, EOPS/CARE, CalWORKS, DSPS, International Students, Title III/ACES, Student Life (including Outreach, Scholarships, Associated Students, Student Activities, and the First Year Experience), Transfer/Career Center, College Skills Center, Library, Early Learning Center, Job Placement, and Athletics (Ref. 2.44).

The first opportunity to assess student needs generally occurs in the collegeâ&#x20AC;&#x2DC;s recruitment efforts. Our recruitment team consists of a variety of staff from different areas including EOPS, Economic Development (Tech Prep grant and VTEA), Public Information, Community Relations, Matriculation, Counseling, and Outreach. This cross-functional team collaborates under the coordination of a manager to host on-campus events for students and to recruit in the community and at local feeder schools. The team uses information from environmental surveys, community contacts, and traditional recruitment locations to reach the greatest numbers of eligible students. Together, this group hosts the High School Senior Connection each spring for incoming high school students. High school seniors from our local feeder high schools are invited to campus annually in the spring for a day of assessment, orientation, and group program planning on days and times especially arranged for them. This program began in spring 2003 and served just over 100 students in its first year, approximately 280 students in the second year, and 325 students by year four (Ref. 2.45).

On the admissions application, each incoming student has the opportunity to check boxes to receive more information on additional support services. This allows staff to target students with need into specific programs and services. In addition, in each counseling session, students are advised on additional services that are available, and referrals are made to other Student Services programs such as Financial Aid, EOPS, and DSPS. The college is in compliance with validation studies for math, English, and ESL assessment.

With assessment scores, the multiple measures used on a regular basis by the Counseling department faculty are a studentâ&#x20AC;&#x2DC;s high school GPA, coupled with the studentâ&#x20AC;&#x2DC;s last grade in English, and the number of years the student has taken English courses prior to attending Contra Costa College. Counselors also consider prior academic work when course equivalency

116

Report of the Institutional Self Study for Reaffirmation of Accreditation

is established or previously developed. Each department has developed a challenge process for courses within their areas that have pre-and/or co-requisites. Currently, the college uses the COMPASS/ESL by ACT for English, math, and ESL. Counselors develop an initial education plan with students who utilize matriculation services after they have completed an application, assessment, and orientation and prior to registering for classes. There are approximately 500 student educational plans created each term (Ref. 2.46). A new component of the Counseling department is the Puente Program. The Puente Program, which began at CCC in fall 2002, is a support program designed to increase the number of educationally under-represented students who enroll in four-year colleges and universities and earn their degrees. Students who receive support services through the program are also expected to return to their community and serve as mentors and leaders to future generations of Puente Program participants. (Ref. 2.47) Contra Costa College is fortunate to have a stellar web-based program to follow up with students as often as needed: ACES (Automated Communications for Educational Success).

ACES is in its fifth year and was piloted in the Academic Skills department. Since then, it has expanded to include athletes, and EOPS, DSPS, and CalWORKs students, and eventually, the entire student population. The ACES program allows instructors to communicate progress to the student as needed and to notify counselors if the student is in jeopardy of failing the course so that the counselor can follow up by initiating contact with the student. An overarching goal of ACES is to increase student retention, persistence, and success. Activities supporting this goal include supplemental instruction, tutoring, and assessment of the effectiveness of student support interventions.

The Disabled Students Programs and Services (DSPS) department provides academic/learning disability assessments; academic accommodations; and liaison between staff, students, outside community agencies, physicians, therapists, and parents for each student who participates in its services. Each semester, the DSPS manager/coordinator, counselor, and LD specialists visit all of the Academic Skills classes and several mainstream classes on campus to explain DSPS services. Additionally, the DSPS department offers seven specialized classes: 1) Reading Recognition and Comprehension Strategies; 2) Learning Strategies (note taking, study skills, writing a term paper, how to be successful in mainstreamed classes); 3) Spelling Strategies; 4) Math Strategies (general math with mainstream class support); 5) Math Strategies (Consumer/Daily Living Math); 6) Writing Strategies (basic preparation for paragraph development and essay writing skills needed for more advanced classes); and 7) Basic Computer Technology Strategies. Students are also encouraged to use the open (through noncredit classes) High Tech Training Laboratory. These classes often reach full capacity. DSPS considers most of the disabled students to be at-risk. A variety of interventions is used to assist these students throughout the year. For example, DSPS students are notified and encouraged to attend the annual DSPS orientation. This four-hour workshop covers DSPS services that include academic/personal counseling, academic/class accommodations, and tutoring services.

If it appears that a learning disorder is the cause of college failure, then students on academic or progress probation are referred to DSPS for testing. Faculty and staff can also refer students from their classes who are having learning difficulties through the use of the ACES system.

Additionally, four workshops are offered on DSPS topics including class/test accommodations, learning strategies and note taking skills, self-empowerment skills at school and in the work place, and social skills.

Extended Opportunity Programs and Services (EOPS) offers a centralized vehicle of support where services are provided to each eligible economically and educationally disadvantaged student through three main components: access/matriculation through outreach/recruitment, persistence (academic maintenance), and completion of educational goal(s). Support systems Report of the Institutional Self Study for Reaffirmation of Accreditation

117

are integrated into this model to facilitate student success. EOPS also established an intervention or early alert process to identify and assist at-risk students. It has been tagged as the EOPS Academic Progress Report (APR) process. Students are provided the Academic Progress Report (APR) after the sixth week of the semester and instructed to take the form to each of their instructors and discuss their status and standing (Ref. 2.48).

CARE (Cooperative Agencies and Resources for Education), a component of the EOPS program, serves EOPS students who are single parents and are receiving public support. The educational support CARE provides is not limited to grants and allowances for educationallyrelated expenses but includes assistance with childcare expenses for in-class and study hours, transportation costs, textbooks/school supplies, and other educational support. It also provides personal computer access, on-campus meal tickets, counseling and advisement, classes designed for low income single parents, personal development activities and/or curriculum (including self-esteem, parenting, studying skills), group support and peer networking, help from peer advisors, one-on-one tutoring programs, and information and referrals to campus- and community-based services or agencies (Ref. 2.49).

The Financial Aid office encourages all students to complete the Free Application for Federal Student Aid (FAFSA) that determines the amount of aid available to them. Financial Aid identifies students from low-income to middle- and high-income brackets and provides financial aid to students who qualify for aid according to federal, state, and district regulations. Awards are based on a standard pay scale provided to the district by the Department of Education and the State Chancellorâ&#x20AC;&#x2DC;s office. Financial Aid also assists students who have problems with their eligibility by providing an ombudsperson service between them and the Department of Education and/or the California Student Aid Commission, both of which are directly responsible for providing grant and loan aid to our students. In addition, the Financial Aid department works with EOPS, CARE and CalWORKS to make sure all of the students in these programs complete the FAFSA prior to program admission. Financial Aid has also developed an extensive bilingual handbook along with an interactive website which allows students to apply for financial aid assistance online, to apply for student loans, and to check their eligibility for loans and aid via the web (Ref. 2.50). Staff has also developed a step-by-step loan handbook for our students, parents, staff, faculty, and the community.

The First Year Experience program was created to address the needs of incoming college students, both new and re-entry. The program consists of a mini-conference prior to the beginning of each semester which includes a variety of student success workshops, motivational speakers, introductions to faculty and top administrators, and speeches from the senior dean of students and college president. Every new student is invited to attend this event, and it has been made mandatory for EOPS students. Piloted in spring 2007, the First Year Experience (FYE) conference participants were asked to complete an incoming student survey to gauge where their perceived needs lie. FYE staff followed up, called students to discuss their self-identified needs, and asked how the college could help them. From the total responses, students identified information gleaned from workshops to be the most important need and that referral information to specific programs or services on campus was a less important need (Ref. 2.51).

International students must conform to certain requirements and have particular needs that differ from resident students. Primarily these are the conditions imposed by U.S. immigration authorities on these students to maintain their legal status while in the U.S. Following the governmental actions and immigration developments post 9/11, these requirements have become more rigid and complex and require continual monitoring as changes are enacted. As a result, the International Student office must continually monitor the immigration status implications of admissions, unit load, GPA, and academic progress. This includes familiarity

118

Report of the Institutional Self Study for Reaffirmation of Accreditation

with the new immigration and district databases and appropriate follow-up and informational alerts to both students and campus staff. The International Student office (ISO) coordinator has an official responsibility to report necessary information as required to U.S. immigration since the coordinator functions as the college Designated School Official (DSO). In order to facilitate acculturation for international students, all new international students are required to attend the International Student Orientation provided at the beginning of each semester. During this session, new students are welcomed by college and ISO staff and are provided with information on immigration, health and health insurance (international students are all required to have insurance), employment (on and off campus), and other issues pertaining uniquely to this group.

Upon completion of this orientation, they are directed to the appropriate matriculation and registration services (Ref. 2.52).

The Center for Science Excellence (CSE) is a 2001 presidential award-winning academic support program housed within the Natural, Social, and Applied Sciences division in Contra Costa College. The mission of the CSE is four-fold: to provide students strong academic support in biological and physical science, technology, engineering and mathematics; to enhance students‘ academic experience; to prepare students for a seamless transfer process to universities; and to increase the number of students from financially and academically disadvantaged groups in science, technology, engineering, and mathematics. To fulfill its mission, the CSE is committed to providing our students the following: a safe learning environment; academic and career mentoring by professors and professionals; faculty led workshops in chemistry, physics, and mathematics; peer tutoring in biology, chemistry, physics, mathematics, and engineering; opportunities for community service; seminars or presentations by field professionals; academic trips to venues with science and technology emphasis; information on scholarships and research internship opportunities; and monthly stipends and paid summer research internships when funding from external sources allows them (Ref. 2.53).

Self Evaluation Student Services at Contra Costa College successfully serves the diverse needs of its student population through a variety of standard and special programs and services. Beginning with the Outreach department and working through EOPS/CARE, DSPS, CalWORKs, Financial Aid, Matriculation, and Student Life, the college works to identify new students and their educational support needs. Each of these departments has conducted student satisfaction surveys.

Students have remained satisfied with programs and services over the past six years (Ref. 2.42).

In terms of overall satisfaction with Counseling services, the results of the fall 2004 survey are not vastly different from the results collected in fall 2001. In fact, the percentage of students that indicated satisfied (45.31%) and very satisfied (17.14%) in 2004 is almost identical to the results of fall 2001 (satisfied = 42.68%, very satisfied = 17.38%). The majority of students, 64.49%, felt that the counselor made appropriate use of other resources during their visit (e.g., catalogs, class schedule, career information resources, computer, and on-campus or off-campus referrals) as opposed to only 8.98% who responded ―no‖ to this question. When asked ―Would you come back to see a counselor again?‖ the majority of the students (68.98%) responded ―yes,‖ and only 4.08% responded ―no.‖ Another 4.49% indicated ―not applicable,‖ and 22.45% left the item blank (Ref. 2.42).

The High School Senior Connection program has proven to be a fruitful collaboration between Counseling, Matriculation, and Outreach. In the first year (2003), approximately 175 students participated, and of those, 68% (or 104) students enrolled; 238 students participated in the second (2004) year of the program, and 74% (or 177) enrolled (Ref. 2.54).

Report of the Institutional Self Study for Reaffirmation of Accreditation

119

The Puente Program at Contra Costa College had one of the highest retention rates of all Puente expansion sites launched in the same year. Course retention rates for Puente students enrolled in pre-transfer level English (basic skills writing) at Contra Costa College were 79% and 63% for fall 2002 and fall 2003, respectively. Course retention rates for Puente students enrolled in transfer-level English (first-year composition) at Contra Costa College were 79% and 87% for spring 2003 and spring 2004, respectively. The retention rate for non-Puente students enrolled in this course is typically only 74%. The student retention rate in the Puente Program for the 2002-2003 year at Contra Costa College was 90%. The current retention rate for students enrolled in pre-transfer level English for fall 2004 was an impressive 91%. The retention rate for non-Puente students enrolled in this course is typically only 64%. The program in 2006-07 served 77 new and continuing students and had an overall 73.2% course success rate as compared to 69.0% for all Contra Costa College students. (Ref. 2.55).

Between 1996 and 2007, the Center for Science Excellence (CSE) has served a total of 643 students. Between 1996 and 2004, 89% of CSE students were retained and have successfully completed all courses required in the CSE program. Ethnicities for academic year 2006 -2007 include 12.4% African-American, 29.7% Hispanic, 6.9% Pacific Islander, 33.8% Asian, and others. Academic majors include biological sciences (40.1%), physical sciences (9%), computer science (12%), engineering (27%), mathematics (4%) and others. In general, CSE students transfer to four-year institutions within three years. Most CSE alumni transferred to the University of California (32% UC Berkeley, 18% UC Davis, and 10% to others) and the California State University (34%, mostly to San Francisco State and Cal State East Bay). Only 6% of alumni transferred to out-of-state or private universities (Ref. 2.56).

As evidenced in our Title III comprehensive development plan (Ref. 2.57) 65% - 85% of new students entering Contra Costa College generally are under-prepared and need some form of basic skills enhancement. In order to accommodate this need, Contra Costa College applied for and received a Title III grant. As the result of our Title III grant, CCC increased retention, success, and persistence rates of under-prepared community college students utilizing Supplemental Instruction (SI) and Automated Communications for Educational Success (ACES) to refer students to counseling and support services. Our grant serves developmental education students from local feeder schools with among the lowest STAT9 scores in California.

Supplemental Instruction (SI) increased retention, success and persistence rate of students.

682 students used SI tutoring services, an increase from 541 in Year Two.  The retention rate of SI participants was 78% (96% for students who attended seven more SI sessions) versus 58% for non-SI participants.  The success rate of SI participants was 79% (83% for students who attended seven or more SI sessions) versus 65% for non-SI participants.  The persistence rate of SI participants was 70% (74% for students who attended seven or more SI sessions) versus 61% for non-SI participants (Ref. 2.58).

Counseling services promoted through ACES increased the number of students receiving counseling services from 546 to 605 and increased retention, success, and persistence.  The retention rate of students receiving counseling services was 70% (78% for students who went five-six times) compared to 65% for students not receiving counseling services.  The success rate of students receiving counseling services was 77% (82% for students who went five-six times) compared to 66% for students not receiving counseling services.  The persistence rate of students receiving counseling services was 69% (78% for students who went five-six times) versus 49% for students not receiving counseling services (Ref. 2.58).

120

Report of the Institutional Self Study for Reaffirmation of Accreditation

In the 2007 self-study of the EOPS department, survey results found that 96% of respondents felt that EOPS/CARE was a service to them, 94% felt that counseling was an important factor in their success, and 85% felt that EOPS intervention efforts, such as the progress report, was beneficial to them. Graduation numbers are the most significant element we use to determine the success of our EOPS program in supporting and guiding our students toward their ultimate goal. In 2005-2006, of the 103 students receiving degrees and certificates, 48 were EOPS students or 47% of the total graduates. Of the 48 graduating EOPS students, 37 received AA/AS degrees and 11 received certificates. Twelve of the 48 graduates received honors citations, while five were identified as Presidentâ&#x20AC;&#x2DC;s Scholars (Ref. 2.59).

Financial Aid currently serves approximately 2,000 students for federal aid and approximately 5,000 students for state aid, which is a direct result of outreach, inreach and online processing.

The fall 2006 student satisfaction survey indicated that, overall, students were satisfied with the type (computer lab), variety (fee waiver, grant, loans, work-study), and amount of Financial Aid services available (Ref. 2.60). However, students expressed dissatisfaction with the level of customer service in the department, unfortunately probably resulting from staff shortages and limited staff availability. A majority of the students who answered, â&#x20AC;&#x2022;How can we (Financial Aid office) improve our services?â&#x20AC;&#x2013; recommended increasing staff to improve services and commented upon inadequate office space and level of confidentiality. In addition, 70% of respondents sampled were interested in Financial Aid office evening hours (Ref. 2.61).

The First Year Experience program is still in the development phase. Student Life and Matriculation are working together to provide preventive assistance to new students and to measure the first cohorts of FYE students for persistence and retention rates (Ref. 2.51).

Planning Agenda 1. Build First Year Experience to support student success.

2. Increase Financial Aid staffing if possible, within financial limits.

IIB3a. The institution assures equitable access to all of its students by providing appropriate, comprehensive, and reliable services to students regardless of service location or delivery method.

Descriptive Summary Many support services are available to students with a variety of needs. These services are offered in a variety of methods and at various locations, ensuring that they are accessible to the student population. All students have the ability to apply for admission, financial aid, and register online via the Internet. This enables students to access our process 24 hours per day from their home computers. In accordance with Title 5 and AB 3, as it pertains to Matriculation, and the increase in Hispanic, Asian, and international students, Contra Costa College offers application materials in a variety of languages, including Spanish, Chinese, Vietnamese, and Laotian. On the application, the student has the ability to request additional information about a variety of student support services. Assessment of math and English skills is done through the Assessment Center, which is open Monday through Friday, both day and evening, and is also available on weekends during peak periods and by special arrangement. Students at Contra Costa College have the option to complete their orientation to college in person or online.

Orientations in person are offered in English and Spanish as PowerPoint presentations.

Students choosing to complete the orientation online must answer a few questions to verify their comprehension. The orientation is designed to provide students with a wealth of information about college policies, procedures, programs, and support services. Orientations also are offered to special populations as requested, such as EOPS, DSPS, PACE, high school seniors, Report of the Institutional Self Study for Reaffirmation of Accreditation

121

international students, and some specific majors, such as Nursing or Early Childhood Education.

Counselors who speak Spanish, Vietnamese, and Farsi are available to serve the needs of students for whom English is their second language. Students who will attend evening or weekend courses are offered counseling until 8:00 p.m., Monday through Thursday. Counseling is offered on the first two Saturdays of each semester, as well as during registration.

Matriculation funds support services for students during the summer and inter-sessions.

Students who are only taking distance education courses are offered limited, password protected e-counseling, as well as assistance via telephone. E-counseling is being piloted and refined at this time as the college expands its distance education program. Non-credit courses, which fall under the Community Education (CE) program, are offered for our continuing education students and community members. All non-credit classes are â&#x20AC;&#x2022;open-entry, openexitâ&#x20AC;&#x2013;. The Community Education coordinator works with various agencies (senior centers, community centers, and churches) to coordinate classes of interest for those areas. Courses currently offered include art, music, health, English as a second language, and speech. There are many courses designed for senior citizens. The CE program is currently in the process of expansion. The Community Education coordinator assists with the Admissions and Records enrollment procedures. There are no enrollment fees for these classes, making student services programs such as Financial Aid and EOPS unnecessary for these non-traditional students. However, because non-credit courses can be a gateway to credit courses, the CE program is looking into the possibility of holding orientation sessions and assessment testing off-campus as well as providing information regarding financial aid, EOPS, and other services.

The DSPS program has a full-service, high tech center for disabled students. The high tech center lab is designed to instruct students in the use of adaptive equipment and software that can provide accommodation for the student's functional limitations. Examples of adaptive equipment include modified keyboards; adjustable tables, desks, and chairs; wrist/feet rests; and head pointers. Specialized software includes voice synthesizers, screen readers, screen magnification, word prediction (limits key strokes), and voice recognition. Alternate media are provided for DSPS students who have a visual (low vision, blind) or processing impairment (learning disabled, brain injury, and low hearing). The alternate media specialist converts textbooks into Braille, large print, tactile graphics, audiotapes, and MP3, CDs, and electronic text (e-text). These services allow educational access to a multitude of students with a variety of disabilities. The DSPS program also provides seven specialized courses for DSPS students.

They include reading, writing, learning skills, computer skills, and math strategies (Ref. 2.62).

To ensure financial aid access to all students, a dedicated computer lab has been assigned with staffing to assist students on the completion of the PIN application and electronic FAFSA and to help them navigate WebAdvisor to retrieve student financial aid forms and notifications.

Submitting online applications results in a timely and accurate process for students and increases the likelihood that students receive their aid at the beginning of the semester once the verification process is completed. The computer lab also enables students without Internet access or needing assistance to complete their FAFSA using a faster electronic format.

Financial Aid has also developed a very extensive bilingual handbook along with an interactive website which allows students to apply for financial aid assistance online, to apply for student loans, and to check their eligibility for loans and aid via the web. In addition, daily services are provided to all students in multiple languages in our online lab. Office staff has also developed a step-by-step loan handbook for students, parents, staff, faculty, and the community. The Financial Aid office has extended its office hours during peak enrollment (Ref. 2.63).

122

Report of the Institutional Self Study for Reaffirmation of Accreditation

Self Evaluation The college has made considerable efforts to meet the demands of the student body by offering services in a variety of methods. These services are comprehensive, accessible, reliable, and meet the needs of the student population. The college has offered potential students training in online registration. The college‘s website and student Web Advisor interface are ADA compliant, and many of the pages are Bobby certified. All of the support services of the college ensure accessibility through a review of student needs and development of services to meet those needs. For example, the Financial Aid department has established an ongoing computer lab to assist students in processing their FAFSA online and has conducted internal and external outreach to increase the numbers of students who apply for financial aid. The DSPS program successfully accommodates students with physical disabilities through the provision of a wide variety of adaptive technology and student accommodations.

The Community Education program has conducted student satisfaction surveys for both offcampus credit and non-credit classes to evaluate their success and effectiveness. (Ref. 2.64).

Planning Agenda Offer assessment off campus as part of outreach recruitment, for example in high schools.

IIB3b. The institution provides an environment that encourages personal and civic responsibility, as well as intellectual, aesthetic, and personal development for all of its students.

Descriptive Summary The mission of this institution is, in part, dedicated to ensuring students acquire knowledge, skills, and abilities pertinent to lifelong learning and gainful employment in the global community.

In a commitment to this mission, the college has supported a variety of programs and opportunities for students to develop and practice personal and civic responsibility. Based on accreditation recommendations from 2002, the Strategic Plan for 2002 – 2007 included a plan to develop a student leadership program, increase student representation on shared governance committees, and develop an activity plan. Through the work of Student Life, a variety of programs were developed to support this growth (Ref. 2.65).

The Emerging Leaders workshops series is a leadership development component and was first introduced in 2005 to train any interested student. A series of workshops is offered by the Director of Student Life Center to develop leadership skills. In the past, this leadership training was offered to individual groups, mainly the ASU and Student Club executives, and the purpose was to assist students to develop leadership skills in order to function within other Student Life programs as a student representative or executive. Currently, the Emerging Leaders program is being redeveloped to facilitate the development of a broader group of interested students, and it will go through the process to become an official, for-credit course. Student clubs are another venue for students to develop their leadership skills. Housed within Student Life, over 20 student clubs have been designed and run by students. Executives of each club are responsible for meeting with Student Life staff, following college policy and procedure, attending leadership development, and reporting their activities formally each month (Ref. 2.66).

Students participate in the college‘s shared governance. The President‘s Cabinet consists of the Academic Senate president, Classified Senate president, college president, vice president, business director, and the Associated Students Union (ASU) president. All ASU senators receive training on the basics of shared governance during their semester retreats, and their participation on college committees is evaluated through a survey of campus committee chairs.

Student participation in shared governance allows for student leaders to develop their civic Report of the Institutional Self Study for Reaffirmation of Accreditation

123

responsibility and to develop leadership skills.

At the spring 2004 ASU retreat, the Director of Student Life led student leaders in an exercise to identify all of the student constituency groups on campus. Utilizing this information, the ASU reconstructed the senator positions to assign each student senator to a specific constituency group. All ASU senators sit on at least one shared governance committee. At the local campus level, they present their arguments to college faculty, sometimes their own professors (who sit on various committees), the college president, various staff, and other student groups. On a district level, they participate on District Governance Council (DGC) and meet monthly with the chancellor. The Student Ambassador program was redeveloped to allow students to participate in shared governance without having a strict commitment as an ASU senator. Ambassadors represent a particular department or program. They are usually majors in the area, and the department chair must approve their application. The ambassadors also serve as recruitment agents and liaisons for their departments or majors by recruiting students to declare that major and bringing forth events, new classes, special programs, or other student needs to the larger ambassador assembly (Ref. 2.67).

The Student Activities program offers lectures, workshops, and roundtable discussions according to a Student Activity Plan that was developed over a period of three years. Workshop series include the Coffee Talk lecture series that focuses on current hot topics such as immigration, women in the White House, and the war in Iraq. Candidate forums are offered every election year showcasing local and state political candidates and providing voter registration and information. In 2006, the Associated Students also worked with the City of Richmond to host a Rock the Vote event for the local community on the CCC campus. There is also a Students Living Well workshop series that focuses on personal development and physical and mental health topics (Ref. 2.68).

A variety of special interest workshops is offered to students in order to assist with their personal development. Personal statement workshops are offered by the Scholarship office to assist students with the applications for the more than 80 scholarships that are given out annually. The Job Placement office offers workshops on application preparation, interviewing techniques, and resume writing in preparation for their yearly job fair. EOPS/CARE provides educational training workshops that each student must attend and also sponsors trips to fouryear colleges and universities. The CARE program sets up three or four workshops each fall and spring semester focusing on technical training (CCC website and WebAdvisor), scholarships, DSPS, and job placement, among others (Ref. 2.69).

Self Evaluation The college supports an environment that encourages personal and civic responsibility as well as intellectual, aesthetic, and personal development for all of its students through its commitment to the Student Life program, the student voice in shared governance of the college, and the provision of a wide variety of special interest workshops, guest speakers, leadership opportunities, and training programs. Since the last accreditation, a major revision of this department took place, and it has increased student programs and activities, introduced a leadership training program, expanded student representation within student governance, and formalized student life policy and procedure.

As stated in the accreditation Midterm Report, a student activity plan was developed and implemented. This plan is reviewed yearly by the Student Life department and assessed through event evaluations and program review. Events are offered on a consistent basis and represent a variety of student interests (Ref. 2.70).

124

Report of the Institutional Self Study for Reaffirmation of Accreditation

A collaboration of Student Services programs has developed outcomes to measure not only the participation of students but the skills and abilities they have gained through their participation.

In spring 2007, a standard survey was developed for use at each Student Life-sponsored workshop to assess learning in critical thinking and appreciation for diversity. The Student Services group continues to work collaboratively to provide activities that further develop a studentâ&#x20AC;&#x2DC;s personal and civic responsibility. Additional work needs to be done by Student Services programs to collaborate on workshops and events in order to secure student participation and create a climate of participation (Ref. 2.70).

Student involvement on the ASU changes each semester, and committee assignments range from 70% - 90% filled. The number of committees with student representation rose from six out of 15 in fall 2002 to 15 out of 16 in fall 2004. Committee assignments have remained steady, although not 100% filled in subsequent years. Student participation has increased in effectiveness as students are more willing to speak in meetings, offer their opinions, and introduce ideas that will enhance the college environment. The Student Life/ASU Advisor works to introduce students to the concept of shared governance as they become senators and provides training and feedback on their experiences throughout the year (Ref. 2.71).

Planning Agenda Explore the development of a leadership course for student leaders and other interested students.

IIB3c. The institution designs, maintains, and evaluates counseling and/or academic advising programs to support student development and success and prepares faculty and other personnel responsible for the advising function.

Descriptive Summary Contra Costa College supports the process of developing, implementing, and evaluating counseling services to students. The college has completed its final year of the Title III grant that created an Automated Communications for Educational Success (ACES) program.

Academic skills instructors can easily communicate with counselors and students through a message board on Web Advisor. Counselors are assigned to a particular Academic Skills class (English and math courses) and follow up with students who may have personal or academic issues requiring some intervention. This automated communication system is being considered for implementation in other departments. The Counseling department provides formal student academic advising for the college.

An online orientation was implemented in 2006 that enables students to gain critical information about Contra Costa Collegeâ&#x20AC;&#x2DC;s programs, services, and policies without requiring them to be on campus. This enables students more convenient access to a step critical for their success.

Additionally, a computerized reading, writing, and math assessment was implemented within the last six years. This assessment is a vital matriculation step that plays a key role in the programming of students into courses that will help them achieve their educational goals.

Allowing students to attend the assessment during a fairly large window of time makes it much more convenient for them to complete this important function (Ref. 2.72).

The Counseling faculty electronically record student educational plans by loading them into the Web Advisor portal on the campus webpage. This service provides students with easy access to their educational plan and results in a greater likelihood of adhering to the specific courses needed to achieve their goals (Ref. 2.73).

Report of the Institutional Self Study for Reaffirmation of Accreditation

125

The Counseling department provides ESL advising services to non-native speaking students.

Students utilize an assessment tool that yields appropriate levels (ranging from one to five) of placement into listening and speaking, reading, grammar, and writing courses. This assessment tool has been validated with careful research by the ESL department in conjunction with the Matriculation office for accuracy and appropriateness for our student population. The validity of the ESL assessment provides the framework for accurate ESL advising. Every student who enrolls in ESL courses must complete the ESL assessment process. The ESL department is very involved in the assessment and advising process (Ref. 2.74).

New in 2006, a Counseling department training manual was created which provides a solid foundation for the training of all new full-time and part-time counselors. The structure of this manual contains all the necessary forms required in the Counseling department and covers a great deal of admissions and records forms as well. This manual leads to a comprehensive two-hour training program that instructs counselors on the correct procedures to follow when working with students. The Counseling department holds regular meetings that bring in guest speakers to provide additional information on special programs, majors, and departments both on campus and at other accredited colleges and universities. Members of the Counseling department also regularly attend conferences covering a wide range of topics that enhance the knowledge base of counselors (Ref. 2.75).

Both part-time and full-time counselors are evaluated by tenured faculty within the Counseling department to provide feedback on a counselorâ&#x20AC;&#x2DC;s performance at Contra Costa College.

Counseling department meetings also focus on key areas of development that can offer students more beneficial counseling assistance in the future and examine future training deemed necessary for the entire department. These meetings also examine past counseling practices, and discussions take place on how the department can more effectively serve students.

Self Evaluation The institution does a thorough evaluation of counseling services and how it enhances student development and success by providing a comprehensive program review and self-study narrative every four years. This report provides a great deal of information about how student development and success is enhanced as well as general student satisfaction with services rendered. Counselors are well trained and continuing education is provided through meetings, conferences, and workshops.

In response to increased awareness about mental health needs of students on campus, the Counseling department, which currently does not have a written policy to handle students in emotional crisis, is working with district Police Services, senior dean of students, and community mental health providers to develop a clear process and policy on working with students in extreme crisis.

Planning Agenda 1. Develop counseling policy and procedure to deal with students in severe emotional crisis.

2. Explore implementation of ACES in other departments.

IIB3d: The institution designs and maintains appropriate programs, practices, and services that support and enhance student understanding and appreciation of diversity.

Descriptive Summary Contra Costa College has a long history of commitment towards the diversity of its student body and surrounding community and continues to provide a variety of programs, practices, and

126

Report of the Institutional Self Study for Reaffirmation of Accreditation

services to support and enhance this diversity. As directed in the Strategic Plan of 2002 â&#x20AC;&#x201C; 2007, a college thematic calendar was developed, coordinating the efforts of the Communication and Advancement office, the President's office, and the Associated Student Union. The new webbased college calendar of events is posted on our website: www.contracosta.edu. Events include our regular events such as the Martin Luther King, Jr. celebration and Women's History Month event as well as special performances by groups such as the Dallas Black Dance Theater and the LIKHIA Filipino Dance Troupe. Campus departments also regularly sponsor activities and are encouraged to plan events in line with the thematic calendar such as the Music department faculty performances each semester, drama performances such as the yearly Christmas production, and the Speech, Drama, Video, and Music nights. Representatives from Student Life and the public information officer meet regularly to review the themes and make any changes (Ref. 2.76).

In response to the last accreditation visit, a Student Activity Plan was developed by Student Life and the Associated Students Union and is revised each semester as part of the strategic planning for the department. The group decided that the activities were to be varied and represent a variety of cultures and socio-political positions, offered on a consistent basis throughout the semester, and publicized in a multitude of ways. Twenty-five events were conceptualized, and 20 were held during the 2002-2003 academic year. These events were evaluated based on attendance, feedback, ease of preparation, and interest from students, faculty, and/or staff. Most activities were held twice to evaluate the level of student receptiveness, and many were altered, combined with other events, or progressed into a collaborative activity with other departments and/or services. Permanent activities were defined as being held at least three times with moderate to high participation by the student body.

These activities hold permanent positions on the activity calendar such as Welcome Week, Club Rush, Unity Day, and the Hot Topic Brown Bag series. The Student Activity Plan and the thematic calendar group worked to align themes with activities in years 2003-2004 and 20042005. The committee has since disbanded, and the Student Activity Plan has been active for 2005-2006 and 2006-2007. The Student Life department, with the ASU senators, CCC ambassadors, and student clubs continues to evaluate and alter the format of the activities that are held and are working to align campus activities into the collegeâ&#x20AC;&#x2DC;s thematic calendar. Within the last year, a standard evaluation tool was created to measure student learning at campus events (Ref. 2.77).

The institution also celebrates its diversity through the support of a variety of campus clubs. In order to increase the number of clubs and allow for learning and participation of more students, the process to establish and maintain a student club has been redeveloped and streamlined.

Clubs are required to host at least one event each year for the entire student body ranging from lunar New Year celebrations hosted by the Asian Pacific Students Union to immigration dialogues hosted by the Latino Student Union. We also hold a yearly Unity Day to encourage the celebration of diversity on campus. This event includes all student clubs, a talent show, and guest performances hosted by the Associated Students Union. Other events such as our Cinco de Mayo festival, Womenâ&#x20AC;&#x2DC;s History Month celebration, International Education week, and Black History Month celebration are held yearly (Ref. 2.77).

Self Evaluation Our yearly celebrations, based on a college thematic calendar, demonstrate our commitment to providing our students exposure to the various cultures and traditions around them. Since our campus is so diverse, the activities only touch the surface of the many traditions that are embraced on campus. In addition to the main events that are held yearly, the Student Life department hosts a variety of events developed out of emerging current events, hot topics, or student desires. Many of these events are initiated by the student clubs, others are suggested by instructors, and the remaining come from the work of the student government to address the Report of the Institutional Self Study for Reaffirmation of Accreditation

127

needs of their constituency groups. The college does an excellent job of providing a variety of events to encourage the appreciation of diversity, but many events enjoy only minimal student attendance. With the collaboration of Student Services departments encouraging their participants to attend various events, participation has increased, but more work needs to be done to notify faculty and staff of upcoming events and secure their support and/or participation as well as increasing student attendance.

To ascertain if students feel that the events that Student Life offers cover a range of opinions and interests, students were surveyed during the 2006-2007 program review process. Eighty percent felt that the events offered on campus represent a diversity of opinions and interests.

Student clubs on campus also represent the diversity of opinions and interests which makes up our student body. The college has more than 20 active clubs with varying participation levels each semester. Increasing membership in clubs has been one of the goals of Student Life over the last two years. In that time, we have added three new clubs, revamped the club handbook and club documentation process, streamlined reporting requirements, and solicited programs for interest in new club formation. DSPS, EOPS, and Puente have all formed clubs in the past two years. We are consistently updating our process in order to accommodate student needs. In 2005, the ASU began giving out an award called ―Club of the Year‖ to reward clubs that had gone above and beyond their responsibilities. In 2005-2006, the award went to Asian Pacific Students Union for their excellence in events, reporting responsibilities, increases in membership, and degree of campus participation. In our 2006-2007 survey, 74% of respondents were satisfied with the diversity of student clubs (Ref. 2.77).

Planning Agenda None.

IIB3e: The institution regularly evaluates admissions and placement instruments and practices to validate their effectiveness while minimizing biases.

Descriptive Summary Contra Costa uses COMPASS/ACT to recommend placement into Contra Costa College English, mathematics, and ESL courses, which are the foundation for all General Education courses. COMPASS/ACT is listed on the California Community College Chancellor‘s Office list of approved instruments. To remain active on this list, the assessment instruments‘ publishers must submit validation documentation to the Center of Educational Testing at the University of Kansas for psychometric review of validation data. The college must also conduct content validity studies that compare the content of the assessment tool with the content of the curriculum for which the assessment places students. In addition to the high correlation required for the selection of an assessment tool, cut scores must be set using information from the course content skills needed for a student to be successfully placed. Cut scores are evaluated every three years. And as part of our evaluation process, faculty are asked to assess and provide feedback on student placement (Ref. 2.78).

Cultural and linguistic bias with the assessment instruments used by Contra Costa College is initially evaluated by the assessment publishers through various test-bias studies that are conducted prior to the placation of the assessment questions. In addition, Contra Costa College‘s Research and Planning office conducts disproportionate impact studies on a rotating basis, between the math, English, and ESL departments. These studies provide a more indepth, personal look at how specific groups (ethnic and gender, for example) perform on and are placed by the assessment tool used at our college. If significant discrepancies are found, they are shared with the academic department(s), and appropriate measures are taken (Ref. 2.79).

128

Report of the Institutional Self Study for Reaffirmation of Accreditation

Self Evaluation The institution takes measures to ensure that the admissions and assessment procedures are effective and unbiased. These tests undergo regular evaluation and are nationally recommended.

Planning Agenda None.

IIB3f. The institution maintains student records permanently, securely and confidentially, with provision for secure backup of all files, regardless of the form in which those files are maintained. The institution publishes and follows established policies for release of student records Descriptive Summary All district records are assigned by the associate vice chancellor of technology systems planning and support to one of the three following classes, in accordance with Title 5, Division 6, Chapter 10, Subchapter 2.5 of the California Code of Regulations: Class 1: Permanent Records: Permanent Records are those required by law to be kept indefinitely. Official student records fall under this category. These records may be reclassified by the Governing Board to Class 3 provided an accurate copy is made in electronic format and kept in a secure but conveniently located file.

Class 2: Optional Records: Optional records are those which are not legally required to be kept, but are considered worthy of retention. These records may be reclassified by the Governing Board to Class 3 if reproduced electronically.

Class 3: Disposable Records: Disposable records are all other records not classified Class 1 or Class 2. These records are destroyed at the end of their specific retention period without storing an electronic copy (Ref. 2.80).

All retention of student records related to federal and state categorical programs are subject to the regulations covering the program if they are more restrictive than the district policy.

Contra Costa College maintains student records permanently and securely in a number of methods. These methods consist of the following: Matrix: Electronic scanning of documents such as diplomas, official transcripts, and information from schools or agencies other than from Contra Costa College which are involved in any aspect of the studentâ&#x20AC;&#x2DC;s requirements for enrollment and/or completion of course work at Contra Costa College. Documents are kept for a period of three years.

These records are backed up off site on a nightly basis.

Datatel: This is the current student records system utilized by Contra Costa Community College District. This system contains the permanent record of the studentâ&#x20AC;&#x2DC;s academic history. Student history includes initial application for enrollment, grades, disciplinary actions, and any other information pertaining to student enrollment. This record is a permanent record. Datatel houses student records for the time period 1998 to present.

These records are backed up on-site nightly and off-site weekly.

Hard Copies: Hard copies of admission, registration and enrollment forms, grade reports and personal health files are kept by the Admissions and Records office for a period of three years. After the three-year mark, these documents are destroyed.

Report of the Institutional Self Study for Reaffirmation of Accreditation

129

CD Rom Anacomp: This system stores the permanent record of those students who attended Contra Costa College from the period of 1970 through 1998. This system is housed on-site with copies kept off-site by our district office.

Microfilm: The official records of students who have attended Contra Costa College from the period of 1970 back to 1950 are kept on Microfilm and are stored in the Admissions and Records Office. There are two sets of Microfilm on site. Each set is stored in a fireproof, locked cabinet.

The publication of the established policies for the release of information of student records is found on the Contra College District website http://www.4cd.net/policies_procedures/BOARD/POLPROC/BP3013.pdf under the section of Governing Board, subsection Student Services. The CCCCD Board Policy 3013 clearly states the policy regarding the release of student information as the following: â&#x20AC;&#x2022;The director of Admissions and Records of each college shall designate a records officer who shall be responsible for maintaining the privacy of student information in accordance with the provisions of the Family Educational Rights and Privacy Act (FERPA)â&#x20AC;&#x2013; (Ref. 2.81).

The policy further states that no district representative shall release the contents of a student record to any member of the public without prior written consent of the student, other than directory information as defined in this policy.

In the case of Contra Costa College, the director of Admissions and Records is the designated registrar for the school and is responsible for maintaining the privacy of student information. The director of Admissions and Records conducts staff training on topics including student confidentiality in order to ensure all staff handling student records and information adheres to the guidelines set forth by the district, state, and federal bodies.

Self Evaluation The college maintains its student records in a manner similar to that of the other two colleges in the district and in accordance with well-established procedures.

Planning Agenda None.

IIB4: The institution evaluates student support services to assure their adequacy in meeting identified student needs. Evaluation of these services provides evidence that they contribute to the achievement of student learning outcomes. The institution uses the results of these evaluations as the basis for improvement.

Descriptive Summary The Student Services division participates in a variety of activities to assure adequacy in meeting student needs including the development and achievement of student learning outcomes and uses this information as the basis for program improvement. These activities include department meetings, strategic planning, program review, student learning outcome (SLO) development and implementation, unit plan development, and student satisfaction surveys. This process is based on the institutionâ&#x20AC;&#x2DC;s integrated planning model and reflects the mission of the college.

The Student Services Managers/Coordinators Forum meets twice monthly to share information about activities and issues within and between departments. This is also an opportunity for the

130

Report of the Institutional Self Study for Reaffirmation of Accreditation

senior dean of students to provide updates on college-wide issues and set the agenda for the division. There are also two meetings per year where all division personnel gather to discuss priorities for the coming semester. Additionally, as the semesterâ&#x20AC;&#x2DC;s agenda is set, subcommittees within the division meet on collaborative projects, such as the First Year Experience, and report back to the Managers/Coordinators Forum.

Since the last accreditation visit, the institution developed two Strategic Plans. The first set of initiatives addressed areas such as student support services; student retention, persistence, and success; student goal completion; and facility development and marketing. The focus of these initiatives was to identify areas where the college could improve the effectiveness of services that strive to enhance the learning environment, especially in the areas of student access, progress, learning, and success, which speak directly to this standard. Since 2002, Student Services managers and faculty coordinators have met on a regular basis to implement and update these strategic plans. Through this process, we have identified areas where effectiveness can be demonstrated. We have also had discussions about streamlining the provision of services in order to better serve incoming students (Ref. 2.82).

Efforts were undertaken in 2004 to begin the development of SLOs for all Student Services programs and departments. On All College Day, activity focused on the characteristics that each successful graduate and certificate recipient would achieve. These characteristics were used to develop the Student Services rubric for student learning outcomes (Ref. 2.83). Taking into consideration the standards, college mission, program missions, and the college and district strategic plans, each unit began formulating outcomes. Through additional discussions and trainings with colleagues, both local and statewide, the CCC Student Services division has recently, in spring 2007, formed collaborative groups to work on joint SLOs. Group 1: Group 2:

Admissions and Records, Counseling/Transfer Center, Matriculation, Financial Aid, and Bookstore Student Life, EOPS, DSPS and CalWORKs, International Students

Upon the reorganization of Job Placement into the Student Services division, it will be included into one of the groups and integrate its services into the group SLO conversations. Through these collaborations, a revised list of SLOs is being developed by each group which focuses on the main student service outcomes with a list of assessment measures. In the future, both groups will come together to identify similar SLOs which each group has committed to. Already, both groups are moving towards identifying a joint SLO in the technological awareness core competency. These joint SLOs will become Student Services division SLOs and will be assessed collaboratively and used to improve offerings throughout the division.

The SLOs are part of the student services program review conducted every four years. This review includes revisiting the departmentsâ&#x20AC;&#x2DC; Mission Statements, assessing achievement of department goals, analyzing the effectiveness of service provision, and analyzing and assessing of SLOs. During this process, the department or program evaluates its services and utilizes various data collection efforts, including SLOs, to assess its performance (Ref. 2.84).

Departments undergoing program review generally complete student satisfaction surveys. The program review report is reviewed by a validation committee composed of all constituency groups. Any recommendations are sent to the Presidentâ&#x20AC;&#x2DC;s Cabinet for review and/or implementation.

On a yearly basis, each unit develops a unit plan stating the program goals for the upcoming year and their alignment to college and district strategic goals. This is also an opportunity to introduce ideas for budget augmentation that supports initiatives that are directly aligned with the strategic goals of the college.

Report of the Institutional Self Study for Reaffirmation of Accreditation

131

Student feedback cards are placed in all Student Services offices so that students can provide feedback and suggestions on a regular basis throughout the year. These cards have been helpful in identifying general student concerns as well as areas of satisfaction and excellence.

Self Evaluation The Student Services team has made progress in working collaboratively to assess the effectiveness of services, to increase the ability to adequately meet the needs of students, and to contribute to the attainment of student learning outcomes within student services departments. Since SLO groups are moving out of the primary development stages, some work needs to be done to complete the development of group SLOs and attention is being directed to move into the SLO assessment stage. In the technological awareness core competency, both groups have agreed to embrace the same SLO and have begun to identify additional SLOs where they will jointly assess and evaluate data for program and division improvements.

Communication between the student services and instructional departments is in progress to identify cross-functional SLOs and to develop collaboration between instructional and student service divisions to ensure student success. Although these collaborations are inherent within the SLOs that are being developed, explicit collaboration can create more effective assessment and recommendations for improvement.

Planning Agenda Continue with the development, implementation, and assessment of SLOs.

Standard IIC: Library and Learning Support Services IIC. Library and other learning support services for students are sufficient to support the institutionâ&#x20AC;&#x2122;s instructional programs and intellectual, aesthetic, and cultural activities in whatever format and wherever they are offered. Such services include library services and collections, tutoring, learning centers, computer laboratories, and learning technology development and training. The institution provides access and training to students so that library and other learning support services may be used effectively and efficiently. The institution systematically assesses these services using student learning outcomes, faculty input, and other appropriate measures in order to improve the effectiveness of the services.

IIC1. The institution supports the quality of its instructional programs by providing library and other learning support services that are sufficient in quantity, currency, depth, and variety to facilitate educational offerings, regardless of location or means of delivery.

Overview of Library and Learning Resources The Library, College Skills Center (CSC), College-Wide Tutoring (CWT), Center for Science Excellence (CSE), Math tutoring, and the High Tech Center (HTC) for students with disabilities comprise the major programs of Contra Costa Collegeâ&#x20AC;&#x2DC;s learning resources. The Library, CSC, and CWT are in a centralized location in the newly remodeled Library & Learning Resources Center (LLRC). The other learning support programs and services are decentralized and include CSE and a computer lab located in the Physical Sciences Building, Math tutoring located in the Math Department office, the HTC for students with disabilities located in the newly remodeled Computer Technology Center (CTC).

The Library & Learning Resources Center (LLRC) is a vital hub for student activity at Contra

132

Report of the Institutional Self Study for Reaffirmation of Accreditation

Costa College. The Library provides instruction, resources, instructional technology, and services that support the teaching and learning process. The College Skills Center provides a supportive environment where students can receive individualized, self-paced instruction, primarily in reading and writing, as well as access to computers and instructional technology.

The College-Wide Tutoring program is housed in the CSC and offers academic assistance to students across the curriculum. The Center for Science Excellence and the Math department offer two other resources for tutoring services. Computer labs are available in buildings across campus for student use when classes are not in session.

IIC1a. 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.

Descriptive Summary Library The Library equipment and materials are selected by the Library staff to serve faculty, program, and student needs. The librarians gather information about needs from a variety of sources including: 1) Collection development reports generated by the INNOPAC that show subject areas with high circulation, additions and discards, and the age of the collection 2) College Instruction Committee for new subject areas 3) Discipline faculty suggestions for possible discard or acquisition 4) Librarian recommendations 5) Resources requested for student research assignments 6) Reference Desk questions 7) Requests from students, faculty and staff 8) Relevant library policies for collection development As of 2005-2006, the Library had 47,960 books and 105 periodical subscriptions, about 2,000 video and audio recordings, over 3,800 microform units, and 14 electronic databases that index over 7,100 journals, magazines, and newspapers. Special collections include Asian language, contemporary issues, high interest reading, legal self-help, parenting, reserves, vocation and career, young adult, children's picture books, and college archives including the college Archives website. Electronic books are a new component of the collection. The Library purchased its first electronic titles in 2005-2006. This has been augmented by 35 titles purchased by the Early Childhood Education department and 3,800 titles purchased in 20062007 by the Friends of the Library for a current total of 5,892 e-books.

The Library regularly writes small grants and requests budget augmentations. It has been fortunate to receive several in recent years. In 2006-2007, it received a matching grant of $50,000 that is the basis of the Friends of the Library's New Books for the New Library campaign.

The funds raised by this campaign will improve the currency and breadth of the collections by a quantum leap (Ref. 2.85).

Collectively, the Library staff maintains the equipment, materials, website, and electronic resources in the Library. The computer center coordinator maintains all of the computers and library networks in the Library and the CSC with the support of Information Technology staff.

Media equipment purchases, whether for the Library or for classroom instruction, are driven mainly by faculty/student usage and technology developments such as the replacement of worn-out equipment or the increased use of DVD/VCRâ&#x20AC;&#x2DC;s in the classroom by faculty (Ref. 2.86).

Report of the Institutional Self Study for Reaffirmation of Accreditation

133

Classroom media equipment has taken a leap forward with the installation of 20+ smart classrooms by fall 2007, each with a computer, Internet connection, DVD/VCR, and LCD projector. These smart classrooms were developed with faculty expertise and the use of an outside consultant. The Council of Chairs identified the priority for installation and made suggestions for improvement to the second set of smart classrooms (Ref. 2.87).

Two Media Service technicians maintain most of the media equipment used in classrooms.

This equipment includes audiocassette player/recorders, boom boxes (audiocassette, compact disc, and radio), CD players, DVD/VCR players, laptop computers, LCD projectors, microphones, overhead projectors, portable public address systems, speakers, TV monitors, 35mm slide projectors, videotape players, and video camcorders. Media Services is also responsible for maintenance of the equipment located in the classrooms. The campus Information Technology (IT) department maintains the smart classroom computers.

Learning Resources The College Skills Center (CSC) is used by students in multiple disciplines across the college with a focus on academic skills. The faculty tutor coordinator and the faculty offering services in the CSC make decisions about the selection of learning materials that include books, equipment, and software. The computer center coordinator also recommends needed computer equipment and software. The CSC has a full-service computer lab. In the newly renovated LLRC, students using the CSC have access to 26 Dell OptiPlex 745 PCs loaded with office productivity software, interactive software programs developed to enable them to pursue selfpaced instruction, and broadband Internet access for research and communication purposes. In addition to the 26 PCs in the CSC open lab area, 32 Dell OptiPlex 745 PCs are available to students in the CSCâ&#x20AC;&#x2DC;s smart classroom when not in use by a class. The computer center coordinator maintains the computers in the CSC with the assistance from the IT staff.

The Center for Science Excellence (CSE), the computer/study lab adjacent to CSE, and the Math department offer additional resources and tutoring services. Faculty and staff that work in CSE identify materials and equipment needs in these locations. The computer lab is equipped with 34 computer stations used mostly by students taking math and science classes. The Physics department staff maintains the computers with support from the campus IT department.

The Math department's math tutoring serves students at all levels. Students are encouraged to use Campus-Wide Tutoring (CWT) or to take advantage of Supplemental Instruction (SI) where available. The Math department faculty and instructional assistant in the math tutoring area select the materials and equipment students need and use.

The new High Tech Center (HTC) and its computer lab for students with disabilities was designed and selected by the faculty and staff of DSPS to provide students with learning and physical disabilities appropriate adaptive technological assistance. The HTC's 16 computers include adaptive equipment; i.e., scanner and reader; ZoomText; JAWS (screen reader); modified keyboards; adjustable tables, desks, and chairs; wrist/feet rests; and head pointers.

Specialized software includes voice synthesizers, screen readers, screen magnification, word prediction, and voice recognition. The equipment is maintained by a computer center technician with support from the IT department.

The multiple computer labs and computer software in the Computer Technology Center have been selected by computer faculty and staff with input from the IT staff. A computer center technician maintains them with support from the IT department.

Self Evaluation Library Librarians, faculty, and staff are involved in selecting the materials, equipment, and electronic

134

Report of the Institutional Self Study for Reaffirmation of Accreditation

resources to support student learning in all subject areas. Media resources are selected by relying on student and faculty usage data and user requests for new media technology. The Library and media resources support student learning and the mission of the college. However, these resources are limited by budget.

Libraryâ&#x20AC;&#x2DC;s print collection does not meet the Minimum Standards for Libraries shown in the California Code of Regulations for collection size or currency. The book collection is aging with 80% of its titles published prior to 1980. In contrast, the number and type of electronic database subscriptions is good. They include the core categories listed in the California Technology & Telecommunications Infrastructure Program (TTIP) guidelines. Though the number of periodical subscriptions goes down each year as costs go up, the databases help to alleviate the gaps in the print periodical collection. The range of the databases adequately covers the academic disciplines. The number of titles in the Media Lab collection exceeds the minimum standards (Ref. 2.88 online databases).

The Library regularly writes small grants and requests budget augmentations. It has been fortunate to receive several of each in recent years. As mentioned above, it received a matching grant of $50,000 that is the basis of the Friends of the Library's New Books for the New Library campaign. The funds raised by this campaign will improve the currency and breadth of the collections. It is unlikely that the Library will ever meet the minimum standards for printed volumes, due to budget limitations and linear footage. This makes removal of outdated, unused titles essential to maintain room for newer materials (Ref. 2.89).

The Library is successful in providing quality library and media resources and services to our students and programs even with limited resources. The librarians are always trying to develop alternative sources for funding and to explore different types of resources to meet changing curricular needs.

Learning Resources Librarians, faculty, and staff were key players in the design and fall 2007 opening of the LLRC which brings tutoring and library services into the same building. Having these learning support units adjacent to each other has the potential to increase their effectiveness, while improving student access.

Learning support services and programs such as College Skills Center (CSC), Campus Wide Tutoring (CWT), Supplemental Instruction (SI), and Center for Science Excellence (CSE) support student success and the main mission of the college. Their faculty and staff are deeply involved and committed to selecting the best learning resources for the students they serve and succeed in providing appropriate learning resources. These programs and learning resources support the success of the students and enhance the collegeâ&#x20AC;&#x2DC;s accomplishment of its mission.

Computer and Disabled Students Programs and Services (DSPS) faculty worked to design and equip the remodeled Computer Technology Center where multiple computer labs and the High Technology Center (HTC) are located. In the HTC, the DSPS faculty coordinator makes equipment requests based on the needs of the students in the DSPS program. The software used on the CTC computers reflects the learning needs of students in computer classes and for general computer lab use and are mostly recommended by computer faculty.

Planning Agenda None.

Report of the Institutional Self Study for Reaffirmation of Accreditation

135

IIC1b. 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.

Descriptive Summary The Library offers library skills instruction via one-on-one assistance at the reference desk, a series of drop-in workshops, credit courses, library orientations scheduled by classroom instructors, and the web-based CLICS tutorial modules. The majority of Library orientations have a follow-up Library assignment so that students can practice their library skills while getting started on research for a classroom assignment. All of the Library's handouts and guides are available on its website, as is a Virtual Tour of the Library and its services. The Library also presents multiple workshops for faculty and staff each year as part of Flex, including a mandatory orientation to Library resources for all new tenure-track faculty.

In 2006-2007, the librarians had 12,933 reference contacts and gave 179 orientation lectures to 4,039 students (Ref. 2.92 in 2006-2007). The college added an information competency graduation requirement which began for fall 2006 students. The specific competencies are based on the ACRL/ALA standards. The number of Library orientations has gone up with the inauguration of the information competency graduation requirement. In fall 2006 alone, the Library gave 87 library orientations, 15 more than in all of the prior academic years. (Ref. 2.90 in fall 2006). In addition, English 142B students are required to complete 54 hours of lab.

These hours give students the opportunity to meet individually with an English professor in the CSC throughout the academic year. Students can also sign up to meet with a tutor through the CWT for the same course (Ref. 2.90).

Students can meet the information competency requirement by passing a Library Studies course or passing a challenge exam. In addition, to minimize the effect of adding a graduation requirement, the bibliographic instruction librarian and the English department developed a revised English 142B class with information competency included. The reformulated English course included the CLICS Information Competency tutorial modules, quizzes, and related assignments. An orientation video for the English faculty to explain information competency and how to use the online modules and testing was completed for fall 2007. Through spring 2008, students who passed this class and its information competency component were awarded their Information Competency Certificate. For fall 2008, the English 142B/information competency link was reviewed and unlinked in recognition of student need for more focus on expository writing.

The CLICS tutorial (without the online quizzes) is openly available to all Library users. The bibliographic instruction librarian was given release time in 2005-2006 and fall 2006 to develop the modules and to begin to implement the information competency requirements. The Libraryâ&#x20AC;&#x2DC;s SLO plans (department and GE level) assess information competency requirements and classes to ensure that it supports academic success and lifelong learning (Ref. 2.91).

Self Evaluation At this time, the Library does not have data about how many students completed the new information competency requirement, so it is difficult to assess its impact. Since the information competency requirement went into effect for students matriculating in fall 2006, the next Library program review process with its new SLOs should be able to assess information competency outcomes and their effect on student learning.

The first year of implementing information competency was a successful but laborious process.

Students took either Library classes to complete their information competency or the revised English 142B. The bibliographic instruction librarian trained English faculty on how to use the online tutorials for students. In addition, she conducted two orientations with students in each relevant English section for a potential total of 80 to 90 orientations an academic year. This

136

Report of the Institutional Self Study for Reaffirmation of Accreditation

first year of implementation was a learning experience for all. Hopefully, the delivery of information competency instruction will become easier with time, experience, and increased knowledge and data. The bibliographic instruction librarian and English department are working together to determine the best pairing of an English course and information competency and may offer information competency with English 1A rather than English 142B in the future. Fall 2007 was the last time the bibliographic instruction librarian received release time to work on information competency.

Planning Agenda Seek additional funding for part-time library faculty and/or continued release time for the bibliographic instruction librarian to administer information competency requirement within budget limits.

IIC1c. The institution provides students and personnel responsible for student learning programs and services adequate access to their library and other learning support service, regardless of their location or means of delivery.

Descriptive Summary Library The Library provides access in person, via the telephone, and through the Internet. The college‘s diverse learning resources, such as tutoring in the CSC or High Tech Center, are primarily available in person. The new Library and Learning Resource Center provides students access to modern facilities with up-to-date resources. All instructional programs have access to Library resources and services during the Library‘s open hours. The librarians endeavor to accommodate classes wanting Library orientations even during hours it is closed.

The Library provides adjustable computer workstations in the Information Commons and in the instructional Library Information Skills Center (LlSC) lab. Two workstations in the LISC have adjustable keyboard trays and large trackballs. All computers have ZoomText software. A print magnifier is available in the Information Commons. The televisions in the Media Lab and in classrooms have the ability to play closed captions. Closed caption converters are available for use with LCD projectors. Additional adaptive equipment and software is available in the High Technology Center (HTC) computer lab run by the DSPS department.

Distance learning students have access to the Library‘s electronic resources. They may view telecourses via the college‘s community access television channel on local cable. If they come to the Library‘s open hours, they may check out the telecourse programs from the circulation desk for home use and, of course, use all Library resources. Distance students can get limited reference desk assistance via telephone. Distance students can use the Library‘s online information competency tutorial (CLlCS) or attend a drop-in ―Jump-Start Your Research‖ workshop (Ref. 2.92).

The Library provides remote access to many of its resources via its website. Remote users can use the online catalog to find books and media materials, can renew checked-out materials, and can place holds on circulating books from any of the three district colleges via the ―My Account‖ feature of the online catalog. The Library‘s website provides access to 14 online subscription databases (full-text magazines, journals, and newspapers) as well as to online books, library handouts, subject guides to selected websites, tutorials, electronic reserves, and general information about the Library. These resources are available from any computer connected to the Internet, on- or off-campus. Access to the subscription databases is limited to current students, faculty, and staff. Off-campus users are authenticated through a proxy server.

Technology & Telecommunications Infrastructure Program (TTIP) funding pays for the majority Report of the Institutional Self Study for Reaffirmation of Accreditation

137

of the databases; the rest are provided by the Friends of the CCC Library (an affiliate of the College Foundation) (Ref. 2.93).

Research assistance is available at the reference desk and via the telephone. Some email reference does occur informally. A librarian staffs the reference desk during open hours in fall and spring semesters, except when giving a Library orientation. The Reference Desk is minimally staffed during summer session (sometimes as few as four hours per day), the number of hours is dependent on budget.

Due to budget cuts, the hours of Library operation during the fall and spring semesters have decreased since 2002 from 72 hours per week to 53 hours per week. It is open Monday â&#x20AC;&#x201C; Thursday (day and evening hours), Friday (day hours only), and on Saturday (morning to early afternoon hours). In fall 2007, with the addition of a new Library faculty member and based on student demand, the hours of operation increased to 58 hours per week. During summer session, the Library is open day and evening 40 hours per week Monday - Thursday when classes are in session. The Library is not open when classes are not in session.

Learning Resources The College Skills Center (CSC) is open for more than 50 hours per week during the fall and spring semesters, including early evening and Saturday hours. The Campus-Wide Tutoring (CWT) and the Supplemental Instruction (SI) programs are also housed in the CSC. The CSC used to be open until 9:00 one or two nights a week, but cutbacks in budget have necessitated closing nightly at 7:00 (Monday-Thursday), which has been a problem for some students.

Students in the CSC receive assistance from Academic Skills, ESL, and English faculty on reading and writing assignments and from peer tutors. Instructors are available in the CSC throughout the week, whenever the lab is open (in fall 2006, instructors were available 41.5 hours out of 51.5 hours that the CSC was open). These instructors work with students on a first-come, first-served basis on a wide variety of topics and assignments. Students get help on writing assignments for CCC classes and on scholarship or transfer applications. This individualized approach allows instructors to accommodate a variety of student needs and learning styles. In fall 2006, 33 sections of English and Academic Skills students were required to use the CSC in addition to the many CCC students from across the disciplines that use the CSC. To serve these students, Academic Skills, ESL, and English instructors were available for a total of 4.725 Full-time Equivalent Faculty (FTEF) per week (Ref. 2.94).

In the fall 2006 CSC student satisfaction survey, 90% of those surveyed used the center on a weekly basis, and of those, almost half (44%) reported spending more than five hours per week in the CSC. Students report coming to the CSC for a wide variety of reasons, including individual study (23%), meeting with an instructor or tutor (19%), and doing Internet research (19%). The vast majority (91.95%) of the respondents agreed that the days and times that the CSC is open is convenient for them, but 53% said that the CSC should stay open later, and 50% said that the CSC should have more weekend hours (Ref. 2.95).

The Campus-Wide Tutoring program (CWT), housed in the College Skills Center (CSC), offers academic assistance to students across the curriculum. CWT funding varies yearly. The program has received funding from the college's operational funds, VTEA, and the College Foundation. Under the supervision of the 50% reassigned-time faculty tutoring coordinator, peer tutors work with CCC students in a wide variety of classes. While a large percentage of students receive assistance in math and English classes, tutoring is also offered for science classes, foreign languages, business classes, early childhood education, and other courses.

Furthermore, while most of the tutoring is provided in the CSC, some CWT services are offered at other locations; e.g., tutoring for Early Childhood Education and accounting courses are

138

Report of the Institutional Self Study for Reaffirmation of Accreditation

funded through CWT, but the sessions are held in LA26, which is more convenient for students enrolled in these classes. An online component of tutoring services is currently being piloted for distance students.

Due to budget cuts in fall 2003, CWT maximized its limited resources and went to a wholly "walk-in" model of tutoring. Students seeking assistance in a class come to the CSC and ask to see a tutor. Peer tutors in Academic Skills and college-level courses are available throughout the day in the College Skills Center virtually every hour the CSC is open (including evenings and Saturdays). In addition to walk-in tutoring, CWT provides in-class tutors for some classes.

Tutors assist students in small groups or one-on-one during regular class meetings of Math 101C and Math 115C, the self-paced Academic Skills math classes.

Students are provided tutoring through CWT by approximately 25-30 peer tutors a semester.

For the most part, these tutors fall into two broad categories: math tutors and "communications skills" tutors. All math tutors serve classes such as Math120 (Intermediate Algebra), and most math tutors also tutor at least one higher-level math class and/or content-specific course (e.g., science, computer, or business classes). Communications skills tutors work with students in all levels of writing courses and other writing intensive courses (e.g., liberal arts and social science courses). Some tutors are hired specifically for particular classes (e.g., nursing, foreign language, some business courses) (Ref. 2.96).

In addition, students in Academic Skills classes (all Basic Skills English and mathematics classes) and students in a limited number of college-level classes have access to our Supplemental Instruction (SI) program. This intervention was funded under CCC's federal Title III grant and has peer tutors, known as SI Leaders (SILs), who tutor students in the above identified courses. These SILs work directly with faculty teaching the classes to offer in-class support as well as special supplemental review sessions (Ref. 2.97).

The Center for Science Excellence program, staffed with a director, offers study group and peer tutors in math, chemistry, and physics. It is generally available Monday through Friday from 8:00 a.m. to 5:00 p.m. If students need evening tutoring, students get in contact with a CSE tutor directly to make arrangements or meet with an instructor during evening office hours.

Each year, CSE tutors provide approximately 850 tutoring sessions. The study/34 station computer lab (adjacent to CSE tutoring) is usually open from 8:00 a.m. to 5:00 p.m. except when classes are in session. Extended evening hours happen when faculty are available.

Math tutoring is offered on a drop-in basis and is supervised by a permanent part-time instructional assistant who works 25 hours per week, Monday through Thursday, 9:00 a.m. to 2:00 p.m. (sometimes until 4:00 p.m.). In addition, four student tutors work about 16 hours per week in the math tutoring program. Since the math tutoring is held next to faculty offices, math faculty often conduct drop-in tutoring during the office hours when not meeting with students.

Each semester, the staff provides about 675 hours of tutoring, and approximately 2,000 studenttutoring hours are logged.

The High Technology Center (HTC) serving disabled students is open about 23 hours per week, Monday through Thursday during the day. Its hours of operation have been reduced from 32 hours per week, partly due to the need to hire student workers. Students who use the HTC are recommended by faculty and tracked through their enrollment in CIS 95, a .2 unit computer lab course.

EOPS/CARE has a very small tutoring program. The CARE program offers one-on-one tutoring services to students on an as needed basis. EOPS/CARE is considering a more extensive tutoring program. For the 2008-2009 year, the college is establishing some new learning Report of the Institutional Self Study for Reaffirmation of Accreditation

139

communities and additional tutoring funded by the basic skills initiative.

Self Evaluation The Library and Learning Resource Center (LLRC) programs are well integrated into the fabric of academic program offerings. These services are accessible to students and staff at days and times most often in demand. The Library has multiple means for students and staff to access its resources from in person to telephone to online. The college remodeled the previous Library into the LLRC with the College Skills Center (CSC). This provides a modern and aesthetic facility with up-to-date computing resources. This integration optimizes student access to all of these services.

Increasing Library open hours is a recurring request in student surveys since the hours were reduced in recent years due to staffing and budget cuts. Limited funds do not allow the college to attain the ALA/ACRL minimum standards for Libraries in staffing. Yet the Library successfully offers a full range of services and answers more reference questions per hour, circulates more materials per FTES, and gives more library orientations per FTES than its sister colleges (Ref. 2.98).

The college has recognized the Library's need for additional librarians and employed another full-time librarian beginning fall 2007. In addition, the Library hired a permanent 50% library assistant (for evening hours) in spring 2006. This has enabled the Library to increase its open hours from 53 to 58 hours per week during the fall and spring semesters.

The new full-time librarian position is a significant improvement but doesn't provide a librarian on the Reference Desk during all open hours, even with a budget for part-time librarians. The Library's website has improved student access to library services. It provides a wealth of information resources, available 24 hours per day, for those who know how to use them. We still have many students whose technology skills are inadequate when it comes to locating quality information sources. Ideally, students need to have access to the Library and to a reference librarian to provide them guidance.

The move of the College Skills Center (CSC) and College-Wide Tutoring (CWT) to the Library and Learning Resource Center has had a positive impact on student access. While the Library's portion of the remodel is smaller (but more efficiently arranged), the overall space of the CSC has increased by 33% to almost 5,500 square feet. The additional square footage in the CSC allows for an increase in student capacity and the sharing of common resources with the Library, including open computer labs, smart classrooms, copy and printing systems, and reserve materials and circulation functions. (Ref. 2.99) Campus-Wide Tutoring also benefits and has a more relaxed and conducive learning environment. Furthermore, CWT and the Libraryâ&#x20AC;&#x2DC;s joint location can help tutors provide enhanced services to students. For example, a student working on a research project can walk down the hall to the CWT to see a writing tutor who could accompany the student back to the Library to help the student conduct the research or coordinate with a reference librarian for assistance.

Emphasis is being placed on the development of online (or hybrid) courses at CCC. As more such courses are developed, it stands to reason that more students enrolled in these classes will seek tutoring services. As this happens, CWT is in the initial stages of providing online tutoring support and has established a tutoring email address at the college (tutoring@contracosta.edu).

Campus-Wide Tutoring strives to ensure that CCC students are able to see peer tutors when

140

Report of the Institutional Self Study for Reaffirmation of Accreditation

they need them. Despite significant budget cuts in the fall 2003, CWT has continued to provide walk-in tutoring services in the College Skills Center whenever the center is open. One priority is making sure that at least one math and one communications skills tutor are available at all times, ideally, more than one during the center's busiest hours. Tutors are available until 7:00 p.m. Monday through Thursday and 10:00 a.m. -1:00 p.m. on Saturdays to accommodate working students.

On the whole, it seems that students generally find the tutors accessible. On the most recent College Skills Center survey, nearly 92% of students surveyed found the CSC's hours, and by extension, the hours offered by College-Wide Tutoring, to be convenient. While additional funding would allow the program to provide more hours, it seems that, in general, students are able to get some help when they need it (Ref. 2.100). Itâ&#x20AC;&#x2DC;s important to develop consistent ongoing funding for tutoring and for the related Supplemental Instruction (SI) in academic skills.

A secure funding stream is needed to provide high-quality tutoring and SI services to CCC students; basic skills initiative funding may assist in the development of this funding stability.

The collegeâ&#x20AC;&#x2DC;s current drop-in math tutoring area is small and crowded. However, the college plans to relocate math tutoring to the Applied Arts and Administration Building into the space vacated by the CSC. This will provide more space for drop-in math tutoring. In addition, math faculty offices and math classrooms will be relocated into the same building to continue the coordinated offering of classes, office hours and tutoring. IT and the Math department collaborated to provide a computer program to track student contact hours in drop-in math tutoring, particularly for Math 118 and Math 120 students.

The college would like to develop more online and/or hybrid courses, and it already has televised courses. As more such courses are developed, it stands to reason that more students enrolled in these classes will seek tutoring services. As this happens, tutors will have to be trained in online tutoring pedagogy and providing tutoring to distant students. The tutoring coordinator will monitor the status of these programs, and additional training will be planned as needed.

Planning Agenda 1. Seek to provide Reference Desk services during all open hours, including summer sessions with the limits of funding.

2. Secure additional ongoing funding for tutoring and the Supplemental Instruction programs.

IIC1d. The institution provides effective maintenance and security for its library and other learning support services.

Descriptive Summary In fall 2007, the Library moved to the newly remodeled LLRC. The remodeled building houses the Library, the College Skills Center, the Staff Development office/College Resource Center (CRC), and the Library, Allied Health, Arts, and Athletics/Physical Education (LAVA) Division office. An additional lobby allows off-hour access to the Staff Development office, the CRC, and the Division office without compromising the security of the Library and College Skills Center. Security for computer labs, the server room, and the Media Lab are improved with the use of card keys tied into a tracking system. The Building and Grounds department maintains the LLRC. All permanent technology installations use anti-theft screws, metal plates, and/or cables to secure the equipment. Public/student computers have security software to restore system

Report of the Institutional Self Study for Reaffirmation of Accreditation

141

configurations when rebooted. Individual departments pay for their own replacement parts and any specialized software.

Media Services is responsible for audiovisual/multi-media equipment in the Library and across the campus. The media technicians or computer center coordinator perform maintenance and minor repairs. Larger repairs are sent off-campus. The same computer center coordinator is responsible for maintaining all student-use computers in the LLRC. The Information Technology department maintains staff computers, hardware, and software, and addresses computer problems that canâ&#x20AC;&#x2DC;t be handled by the coordinator.

The Library's integrated library system (INNOPAC) is shared with the district's college libraries. The server is housed and maintained at Diablo Valley College (DVC), with local assistance and LAN maintenance by the computer center coordinator. The districtâ&#x20AC;&#x2DC;s associate vice chancellor of Information Technology has been very supportive of the librariesâ&#x20AC;&#x2DC; shared technology needs, including upgrades to the software and hardware.

The Library's website was created by and is maintained by the media librarian. It resides on the college server, maintained by the campus IT department and protected by security software.

A computer center technician who is assigned to the Computer Technology Center (CTC) maintains the computers in the HTC. The campus IT department when necessary supports Buildings and Grounds. A card key security system is used by the faculty to access the CTC and all of the classrooms and labs including the High Technology Center.

The Physics department staff handles the maintenance of the software and hardware in the Center for Science Excellence (CSE) computer lab. When necessary, additional support is provided by the campus IT department. There is an alarm system in both CSE tutoring and the computer lab. A small number of faculty and staff have the access code.

Self Evaluation The college has not had any significant problems with security of its Library and Learning Resources Center, specifically with its computer resources. It has taken reasonable steps to ensure the security of its equipment and resources with appropriate locking of materials, computers, LCD projectors, and classrooms.

Technology maintenance is effective as provided by the computer center coordinator or IT staff. The campus IT department is amazingly effective and responsive despite their small staff. The computer center coordinator currently makes routine upgrades and solves routine maintenance problems. Limited funds make adhering to a scheduled replacement cycle fairly difficult. There is no line-item in the budget for replacement of equipment or computer hardware/software.

Media Equipment Distribution staff has replaced the oldest equipment in classrooms and in the Media Lab in recent years (e.g., most VHS players have been replaced with DVD/VHS players). The Technology Strategic Plan should address the future replacement of studentuse computers in the Library and LISC. In the past, the Library has purchased an increasing number of replacement hard drives and other parts in order to maintain computers in working order. We are fortunate that the Library remodel project included all new computers.

The maintenance and security systems of the other learning support services labs are adequate at this time. Both HTC and the CSC have just moved to new facilities with new computer technology. The CWT and CSC suffered from aging computers and maintenance problems in the past; their new equipment has resolved that concern. The influx of construction, instructional equipment, and Career Technical Education funds

142

Report of the Institutional Self Study for Reaffirmation of Accreditation

has provided the college with an opportunity to upgrade many computers and computer labs and reduce the need for computer maintenance.

Planning Agenda Address the need for funding of regular computer upgrades through the Technology Committee.

IIC1e. When the institution relies on or collaborates with other institutions or other sources for library and other learning support services for its instructional programs, it documents that formal agreements exist and that such resources and services are adequate for the institution's intended purposes, are easily accessible, and utilized. The performance of these services is evaluated on a regular basis. The institution takes responsibility for and assures the reliability of all services provided either directly or through contractual arrangement.

Descriptive Summary None of the Library services are contracted to outside institutions. There are maintenance contracts, such as the one with 3M for its library security system, and memberships that come with needed services. The Library is a member of Online Computer Library Corporation (OCLC), which allows the Library to participate in their shared cataloging system. The Library is a member of the Community College League of California (CCLC) for consortium pricing on its electronic subscription databases. All of the electronic databases have standard licensing agreements. The CCLC consortium agreements for database subscriptions are signed by the college's Business Services director.

The license with Innovative Interfaces for its integrated library system (online catalog and modules for circulation, cataloging, and reports) is at the district level since all the college libraries share it. The Library maintains statistical records of usage to monitor trends and assist with changes or other modifications to improve services and resources. They are utilized in annual unit plans and program review and reported to such outside agencies as the State Chancellor's Office, the State Library, and the National Center for Education Statistics (Ref. 2.86).

In learning resources, there are grants to the district from several federal agencies. There are three grants from the National Science Foundation and one from the Department of Education.

The grants fund student stipends, summer research internships, other academic services and student assistant salaries, supplies, and other expenses. Each grant requires an independent consultant to evaluate the success of the program. The Federal agencies receive a report of the evaluation.

Self Evaluation The college meets the standard. The Library does not have contracts with outside institutions to provide services. The Library maintains records of all of its local maintenance contracts and agreements and reviews them regularly.

Planning Agenda None.

II.C.2. The institution evaluates library and other learning support services to assure their adequacy in meeting identified student needs. Evaluation of these services provides evidence that they contribute to the achievement of student learning outcomes.

Report of the Institutional Self Study for Reaffirmation of Accreditation

143

The institution uses the results of these evaluations as the basis for improvement.

Descriptive Summary Library The Library participates in program review as well as looking at usage statistics routinely to identify trends and areas in which it needs to make changes or advances. It uses student and faculty feedback from workshop evaluations and student library assignments to adjust how and what is taught in library orientations and credit courses. The last completed program review for the Library was in fall 2007. The Library submits an annual unit plan to Business Services showing updated goals and actions, and how they tie in with the college goals (Ref. 2.101).

Elements that are considered in the Library's program review include:  Annual statewide library surveys showing the size of collection and staff, open hours, and availability of technology resources.  Circulation and reference contacts statistics, LISC use statistics, usage of title statistics  Number of library orientations, workshops, and participants  Observations from librarians and library staff indicating the types and subject areas of materials students are seeking and their information competency skills and assistance needed.  Student, faculty, and staff satisfaction surveys  Faculty surveys on quantity and quality of collections  SLO assessment will be incorporated into program review Learning Resources The College Skills Center (CSC) and Campus Wide Tutoring (CWT) undergo a program review every four years which includes a self-study that is validated by a constituent based team. Both the CSC and CWT completed program review in fall 2006. The program reviews included a student and a faculty survey, assessment of use, access, and the relationship of the services to intended student learning and identified student needs. Both programs submitted their student learning outcomes as part of their most recent program review. The program review, the validation team‘s reports, and President Cabinet's recommendations are the basis for improving services.

The vast majority of students surveyed in the fall 2006 CSC student satisfaction survey agreed that the CSC had helped them be more successful in their classes (87.92%), and 81.88% answered that they were satisfied with the CSC services. 78% of faculty who responded to the survey agreed that the CSC supports the achievement of objectives and/or student learning outcomes for their courses or program (Refs. 2.95 and 2.96).

Administered through the CWT, the Supplemental Instruction (SI) program has increased the retention, success, and persistence rates for students taking Academic Skills courses. In 20052006, for example, 81% of 850 students who had SI tutoring outside of class completed the class (the rate was 96% for students who attended seven or more SI sessions) versus 58% for non-SI participants. 83% of those who attended seven or more sessions passed the course, compared to 54% of non-participants. The success rate of SI participants increases to 81% if withdrawals are not included. The students generally reported being satisfied with the services offered by the CSC. Most agreed that the CSC is a good place to do academic work (74.5%).

The staff received high marks for being considerate and knowledgeable about the equipment, and nearly all users reported that they planned to return to the CSC in future semesters (Ref. 2.96).

The quality of tutorial services is also ensured by the hiring, training, supervision, and evaluation

144

Report of the Institutional Self Study for Reaffirmation of Accreditation

processes established by the Campus-Wide Tutoring services. The effectiveness of tutorial services may be gauged by the success of students who utilize the services. Looking at the semesters from spring 2003 through fall 2006 (the last semester for which complete data have been compiled), the overall retention rate of students who use tutorial services has been 83.5%, the success rate among students who successfully complete their classes has been 71.5%.

When withdrawals are removed from the calculation, then the success rate increases to 85.7%.

Furthermore, in a recent CWT survey, over 98% of respondents either "Agreed" or "Strongly Agreed" with the statement, "My tutor helped me to gain a better understanding of course materials" (Refs. 2.97 and 2.98).

Other smaller tutorial programs use the program review process to conduct evaluations of their department or areaâ&#x20AC;&#x2DC;s services and make similar plans for improvement as needed.

Self Evaluation Library The Library conducts a thorough evaluation of its services and resources by using statistics, surveys, and program review data, and is constantly seeking to make improvements to meet student and faculty needs. The findings of the 2007 program review showed that 74% of the faculty/staff respondents and 56% of student respondents were satisfied with the Library overall.

This is less than shown in the 2002 program review. The reduction in staff and budget in the intervening years undoubtedly had an effect; the Library was open fewer hours, with fewer librarians, and fewer new books. Furthermore, the Library spent two years with limited space and services in the college cafeteria facility during its remodel. Anecdotal evidence seems to indicate that the campus community is far more satisfied now that the Library is back in its own building, with lots of space, more hours, more librarians, and more new technology (Ref. 2.101).

The 2007 surveys also had fewer employee respondents (27 versus 74 in 2002). This makes comparisons difficult, especially since Library statistics and the responses to a survey required by a grant contradict some of the findings. Examples include satisfaction with the print collection (44% in program review survey vs. 60% in grant survey) and number of faculty scheduling library orientations (10% fewer reported doing so, although the actual number of orientations increased by 38%).

The Library has developed an SLO plan that combines traditional assessment measures with more direct examinations of the Libraryâ&#x20AC;&#x2DC;s effects on student outcomes. As the outcomes are assessed, this could help the Library and discipline faculty to improve the library resources and to improve the information competency skill development. Hopefully, the program review process with integrated SLOs will present a stronger picture to the college community of how library resources and services impact student learning (Ref. 2.91).

The Friends of the Library group has successfully obtained several grants to expand the collections for selected topic areas. They are currently working on a matching grant to increase the book collection for the new LLRC. Learning Resources The College Skills Center and the Campus-Wide Tutoring program evaluate the efficacy and adequacy of their service and make improvements based on these reviews. Contra Costa College learning resources use a thorough program review that identifies student needs and assess whether these needs are met. There appear to be adequate learning support services and satisfaction with those services.

Planning Agenda None.

Report of the Institutional Self Study for Reaffirmation of Accreditation

145

REFERENCES IIA Instructional Programs 2.1

CCC Class Schedule, Spring 2008 http://www.contracosta.edu/pdf/SP08nov15_07.pdf

2.2 2.3

CCC Fact Book 2005-2006 College Catalog 2007-08, (specific references in text) http://www.contracosta.edu/pdf/Catalog2008-09.pdf http://www.contracosta.edu/newIndex/schedulecatalog.htm

2.3.5 2.4

Governing Board Agenda: Supplement, August 29, 2007 CIC Manual: Spring 2008, p. 64. http://www.contracosta.edu/AcademicSenate/documents/CICMANUAL.doc

2.5 2.6 2.7

CCC Fact Book 2005-2006, p. 32 Title III Grant Document, Academic Skills Department, Findings on Basic Skills Needs CIC Manual: Spring 2008, p. 21 http://www.contracosta.edu/AcademicSenate/documents/CICMANUAL.doc

2.8

List of Smart Classrooms and Council of Chairs Minutes, Email dated Oct. 31, 2006 http://127.0.0.1:4664/cache?event_id=23533&schema_id=1&q=Smart+Classrooms&s=bodU1oT 3svs_dQfhuBEVAaUPlTg

2.9 2.9.5 2.9.75 2.10 2.11

Learning Outcomes from Spring 2005 All College Day 2006-2007 Institutional Annual Report Update on Student Learning Outcomes SLO Timelines SLO Implementation Handbook http://www/AcademicSenate/outcomes.htm United Faculty Contract, p.25 http://www.4cd.net/human_resources/pdf_files/UFContract00_03.pdf

2.12 2.13 2.14 2.15

CCC Fact Book 2002, pg. 61.

CTE SLO plans for Real Estate, Dental Assisting, Culinary Arts, Automotive Service, and Biotechnology http://www.contracosta.edu/TechPrep/index.htm Recent Class schedule http://www.contracosta.edu/newIndex/schedulecatalog.htm Brochures for PACE, CASHEE grant, EOPS Bridge, and Class Schedule http://www.contracosta.edu/documents/PACEoverviewSP08.doc

2.16

Contract Education Brochure and Planning Materials http://www.contracosta.edu/EconomicDevelopment/CommunityActivities.htm

2.17 2.18 2.19 2.20

See Reference 2.11, United Faculty Contract, p. 57 http://www.4cd.net/human_resources/pdf_files/UFContract00_03.pdf Academic Senate Website http://www/AcademicSenate/outcomes.htm Board Policy 4008 http://www.4cd.net/policies_procedures/BOARD/POL-PROC/BP4008.pdf

Program Career Technical Proposals for Funding http://www.contracosta.edu/EconomicDevelopment/VTEA.htm

2.21 2.22

Sample Annual Unit Plans, 2006 Research and Planning Website http://www.contracosta.edu/research/RESEARCHWEB/STUDENT/STUDENT.htm

2.23 2.24 2.25 2.26 2.27

Minutes of Relevant Chemistry Department meetings and SLO evidence Course Content Review Checklist, Content Review Forms http://www.contracosta.edu/AcademicSenate/documents/contentreviewpacket.doc Board Policy 3007 http://www.4cd.net/policies_procedures/BOARD/POL-PROC/BP3007.pdf

GE SLO Committee Progress Report, spring/fall 2006: SLO Committee Meeting Notes: April 30, 2007 Cultural Pluralism Requirement in the CIC Manual, p. 64 http://www.contracosta.edu/AcademicSenate/documents/CICMANUAL.doc

2.28 2.29

Career Technical Education (CTE) Program Review documents CTE Core Indicators http://www.contracosta.edu/EconomicDevelopment/grants.htm and http://www.contracosta.edu/EconomicDevelopment/VTEA.htm

2.30 2.31

146

Sample Course Outlines 2008 Career Technical Education Manual Report of the Institutional Self Study for Reaffirmation of Accreditation

2.32 2.33 2.34 2.36

Nursing Passing Rate Data http://127.0.0.1:4664/cache?event_id=39957&schema_id=1&q=Nursing&s=mbKWhu5mz2hZShT ihLhLEf-DnF8 CATEMA Brochure http://www.contracosta.edu/TechPrep/articulation.htm.

2+2 Articulation Agreements CIC Course Deletion Form http://www.contracosta.edu/AcademicSenate/documents/CourseCatalog.doc

2.37 2.38 2.39 2.40

Career Technical Education Brochures Board Policy 2018 http://www.4cd.net/policies_procedures/BOARD/POL-PROC/BP2008.pdf Faculty evaluation checklist Student Handbook pp. 38-51 http://www.contracosta.edu/pdf/handbook.pdf

IIB Student Support Services 2.41 Program Review Form for Student Services 2.41.5 CCC Strategic Initiative 1, Year 4, SLO Group Meeting Agenda Samples, and Group 1 SLOs FA07 Sample 2.42 Program Reviews for Financial Aide, EOPS, Student Life, Counseling, Senior Deanâ&#x20AC;&#x2DC;s office, Transfer/Career Center 2.43 Sample of Admissions Application Data 2.44 State Categorical Program Reviews, February 2007 2.45 High School Senior Connection Report 2005-2007 2.46 State Categorical Program Reviews 2007, p. 23 2.47 Counseling 2004 Program Review, p. 7 2.48 Academic Progress Report Sample 2.49 EOPS 2006 Program Review, p. 2 2.50 Contra Costa College Financial Aid Handbook, Manual de Ayuda Financiera, http://cactapus.net/test/mylife/CommunityColleges/ContraCosta/FAOv_BiL_ContraCosta2007/MY LIFE-FAOv_BiL_CC2007.pdf and Loan Handbook

2.51 2.52 2.53 2.54 2.55 2.56 2007 2.57 2.58 2.59 2.60 2.61 2.62 2.63 2.64 2.65 2.66 2.67 2.68 2.69 2.70

FYE Student Survey Results, Fall 2007 International Students Office Materials http://www.contracosta.edu/InternationalEd/ Center for Science Excellence Web site http://www.contracosta.edu/cse/about.asp Counseling 2004 Program Review, p. 7 Puente Project Exemplary Award Application 2004: Retention Data, pp. 2-3 CSE Retention as of April 2007, obtained from CSE database. Portions Reported in NSF CSE and Beyond Report, p. 5 Title III Comprehensive Development Plan, p. 13 Supplemental Instruction and ACES Research Data: Year 3 Title III Annual Performance Report 2004-05, Revision 12/16/05, p. 1 EOPS Program Data Report 2006 Financial Aid 2006 Program Review, p. 11 See Ref. 2.60, Financial Aide 2006 Program Review, p. 11 DSPS 2004 Program Review, pp.2-4 Financial Aid Website http://www.contracosta.edu/FinAid/index3a.htm Community Education 2005 Program Review, p. 6 CCC Mid-term Report for the WACJC 2005, pp. 22-24 Student Life Program Review 2006, p. 27 and Emerging Leaders Workshops, ASU Retreat Agenda Samples, and Student Club Bylaws ASU Organization Chart, Membership on Governance Committees Samples, ASU Ambassador Information, ASU Senator Information Packet 2002-05 Student Activity Plan and Sample Activity Calendars 2004, 2007, and 2008 EOPS/CARE Workshop Agendas 2002-2008 Student Life 2006 Program Review, pp. 22-26 and 37-47

Report of the Institutional Self Study for Reaffirmation of Accreditation

147

2.71 2.72 2.73 2.74

Ref. 2.65 CCC Mid-term Report for the WACJC 2005, p. 22 and Membership on Governance Committee Samples Current Assessment Schedule, http://www.contracosta.edu/matric/Matric4.htm Sample Electronic Education Plan 2008 ESL Assessment Process 2008 http://www.contracosta.edu/matric/Matric4.htm http://www.contracosta.edu/esl/esl/.html

2.75 2.76 2.77 2.78 2.79 2.80

Counseling Training Checklist Current College Events Calendar http://www.localendar.com/llaxa Ref. 2.70 Student Life 2006 Program Review p. 22-24 and see Ref. 2.68, 2002-05 Student Activity Plan See Ref. 2.46, State Categorical Program Reviews 2007: Content Validity Studies and Cut Score Validation, p. 22 Disproportionate Impact Study Results 2002-06 Title 5, Division 6, Chapter 10, Subchapter 2.5 of the California Code of Regulations and Governing Board Policy, BP 1900.01 http://www.4cd.net/policies_procedures/BOARD/POL-PROC/A1900_01.pdf

2.81 2.82 2.83 2.84

Governing Board Policy, BP 3013 http://www.4cd.net/policies_procedures/BOARD/POL-PROC/BP3013.pdf Strategic Initiatives 2007-2012 http://www.contracosta.edu/pdf/StrategicInitiatives.pdf

Student Services Student Learning Outcomes Rubric CCC SLO Timeline -Student Services SLO History

IIC Library and Learning Support Services 2.85 Friends of the Library Website http://www.contracosta.edu/library/fol 2.86 2002 Student Survey Results http://www.contracosta.edu/library/accred/fixed-results-stud02.pdf

2002 Employee Survey Results http://www.contracosta.edu/library/accred/fixed-results-empl02.pdf ; 2007 Program Review Student Survey http://www.contracosta.edu/library/accred/studsurvey07.pdf 2007 Employee Survey Results http://www.contracosta.edu/library/accred/staffsurvey07.pd

2.87 2.88

Council of Chairs Minutes, Oct. 4, 2006 and Nov. 1, 2006 Minimum Standards for Libraries (Title 5 CCR s 58724); California Technology & Telecommunications Infrastructure Program (TTIP) guidelines; and Online Databases by Academic Departments

2.89 2.90

See Reference 2.88 above CCC Library Statistics 2004-2005 http://www.contracosta.edu/library/accred/lib-stats0405all.pdf, 2005-2006 http://www.contracosta.edu/library/accred/lib-stats05-06all.pdf and 2006-2007 http://www.contracosta.edu/library/accred/lib-stats06-07.pdf

2.91

2.92 2.93 2.94 2.95 2.96 2.97 2.98

CCC Information Competency Graduation Requirement (College Catalog, p.63); Libraryâ&#x20AC;&#x2122;s SLO plan http://www.contracosta.edu/library/accred/Library SLO Plan.doc ; Institutional GE level SLO Plan http://www.contracosta.edu/library/accred/Library SLO PlanGE.doc Library Information Competency Skills Tutorial, CLICS tutorial http://www.contracosta.edu/library/clics/ Library Website, http://www.contracosta.edu/library

Fall 2006 Faculty Load Report (Skills Center Faculty) 2006 College Skills Center Program Review 2006 Campus-Wide Tutoring Program Review Title III Annual Report Library Staffing & Services Comparison Chart; http://www.contracosta.edu/library/accred/chartcompare.pdf

2.99 CCC Library Remodel Plan 2.100 See Reference 2.95, 2006 CSC Program Review

148

Report of the Institutional Self Study for Reaffirmation of Accreditation

2.101 2005-2006 Library Goals/Unit Plan; http://www.contracosta.edu/library/accred/goals-unit-plan-0506.doc ; 2006-2007 Annual Plan ; http://www.contracosta.edu/library/accred/goals-unit-plan-0607.doc ;

and 2007 Library Program Review

Report of the Institutional Self Study for Reaffirmation of Accreditation

149

STANDARD III --- RESOURCES III A: Human Resources IIIA. The institution employs qualified personnel to support student learning programs and services wherever offered and by whatever means delivered, and to improve institutional effectiveness. Personnel are treated equitably, are evaluated regularly and systematically, and are provided opportunities for professional development. Consistent with its mission, the institution demonstrates its commitment to the significant educational role played by persons of diverse backgrounds by making positive efforts to encourage such diversity. Human resources planning is integrated with institutional planning.

IIIA1. The institution assures the integrity and quality of its programs and services by employing personnel who are qualified by appropriate education, training, and experience to provide and support these programs and services.

IIIA1a. Criteria, qualifications, and procedures for selection of personnel are clearly and publicly stated. Job descriptions are directly related to institutional mission and goals and accurately reflect position duties, responsibilities, and authority. Criteria for selection of faculty include knowledge of the subject matter or service to be performed (as determined by individuals with discipline expertise), effective teaching, scholarly, and potential to contribute to the mission of the institution. Institutional faculty play a significant role in selection of new faculty. Degrees held by faculty and administrators are from institutions accredited by U.S. accrediting agencies. Degrees from non-U.S. institutions are recognized only if equivalence has been established.

Descriptive Summary In its quest for being a premier community college in the nation, Contra Costa College employs the best-qualified personnel to serve students in their pursuit of educational goals. Recruitment and selection is a thorough, complex process that involves all stakeholders to ensure the continuity and consistency of quality programs and services. Recognizing that its staff is its best resource, the college puts a premium on professional development. It provides orientation for new employees and has an ongoing staff development program. Everyone is treated equitably and respectfully. In order to assess performance, there is an employee evaluation system in place for faculty, classified, and management staff. Being nestled in an area of diverse populations, the college reflects, values, and celebrates diversity.

All job classifications that exist within the district are defined through job descriptions. All job descriptions are listed and can be viewed from the district website: http://www.4cd.net/human_resources/classSpecs Each job description contains a brief definition of the position and its distinguishing characteristics, examples of duties, minimum qualifications, education and training, and experience desired.

The appropriate education, training, and experience for faculty positions are prescribed by the State Chancellorâ&#x20AC;&#x2DC;s Office, to which the college makes sure it adheres. The recruitment policy and procedures for faculty and contract administrators are contained in the districtâ&#x20AC;&#x2DC;s Uniform Employment Selection Guide (Ref. 3.1). The hiring process for both full- and part-time faculty includes checking for the minimum qualifications by discipline. An equivalency process is also in place, invoked when needed, and performed by the Academic Senate Equivalency Committee.

150

Report of the Institutional Self Study for Reaffirmation of Accreditation

The district‘s Human Resources Procedures Manual serves as the reference guide to policies and procedures involving all aspects of personnel management (Ref. 3.2). This manual makes references to other documents as appropriate, such as the contracts between the district and the faculty union (United Faculty) and the classified union (Public Employee Union, Local 1) (Ref. 3.3). It also refers to the Uniform Employment Selection Guide in the recruitment section.

Requirements by the State Chancellor‘s Office and other governing bodies are incorporated in the manual as they pertain to personnel. The manual itself is periodically reviewed, and the District Governance Council discusses any changes or additions before they are submitted to the Governing Board for a first and second reading. The Governing Board will then approve revisions to the manual, after which the updates are distributed district-wide.

Job descriptions for new and ongoing classified and management/confidential staff are added or changed at the district level in collaboration with the colleges. Typically, the hiring manager will initiate the revision or addition of a job description, and then forward it to the principal human resources (HR) representative at the district. The principal HR representative will refer to benchmark organizations, such as other colleges/districts, and look at their structures for that field/discipline. The principal HR representative will also compare the job description proposed with a similar job that already exists in the district, if applicable. After looking both internally and externally, and ensuring that the job description reflects what is needed, then the principal HR representative will format it using the district‘s class specification template. This goes back to the colleges for review, and then to Local 1 if a classified position, before it is submitted to the Governing Board for approval.

Self Evaluation The district has the policies, procedures, and documentation in place to ensure that it recruits, develops, and retains the best-qualified personnel available to deliver quality programs and services. Legal and state-mandated requirements are interwoven in the fabric of human resource management. The college implements the above in collaboration with the district office.

In the past few years, the district was faced with financial difficulties, resulting in an unusual turnover of district administrators. Consequently, there were varying levels of ―hiring freezes‖ or hiring slowdowns. Since the district started to stabilize with the hiring of the new chancellor, the ―freezes‖ have been lifted. Beginning in the 2005-2006 academic year, the volume of recruitment and selection has been higher than usual because of the backlog created in previous years. Therefore, the workload of those directly involved in the hiring process, at the college and district levels, has been unusually heavy. Since hiring also involves non-HR staff, those who participated in paper screening and interviewing candidates saw an increase in their workloads as well.

The increase in hiring has led to a recognition that some of the hiring procedures are in need of review and updating.

Planning Agenda Work with the district to review and update hiring procedures as needed.

IIIA1b. The institution assures the effectiveness of its human resources by evaluating all personnel systematically and at stated intervals. The institution establishes written criteria for evaluating personnel, including performance of assigned duties and participation in institutional responsibilities and other activities appropriate to their expertise. Evaluation processes seek to assess effectiveness of personnel and Report of the Institutional Self Study for Reaffirmation of Accreditation

151

encourage improvement. Actions taken following evaluations are formal, timely, and documented.

Descriptive Summary The college evaluates all full-time classified, faculty, and part-time faculty personnel systematically and at stated intervals as outlined in the Local 1 Collective Bargaining Agreement Article 14 and the United Faculty ―Faculty Evaluation Guidelines‖ (Ref. 3.4). Managers, supervisors, and confidential employees are evaluated as prescribed by Section 6.0 of the Management, Supervisory, and Confidential Employees Personnel Manual (Ref. 3.5). Each evaluation process follows specific guidelines, which include evaluating performance with the intention of encouraging improvement. (Ref. 3.6) Faculty and management evaluations incorporate a shared governance approach where appropriate (Ref 3.6). For example, faculty are evaluated by their peers, through in-class observations, and through student surveys.

Management solicits faculty, classified, students (when appropriate), and other management input.

Self Evaluation The main responsibility for evaluations falls on the immediate supervisor although the Human Resources office and Vice-President‘s office maintain a database of when the last evaluation was performed and when the next is due. The Vice President‘s office distributes a list each semester to the Council of Chairs that indicates when particular regular faculty evaluations are due. Part-time faculty evaluations are initiated by the division every six terms that the part-time faculty member teaches. With the implementation of contractual part-time faculty rehire rights, there has been a renewed focus on the importance of part-time faculty evaluations. The Human Resources (HR) office periodically notifies supervisors for their classified employees‘ deadlines.

Although a recent employee survey showed overall satisfaction and improvement on the evaluation process, evaluations are not always completed in a timely and consistent manner.

Aside from the formal evaluation process, employees have been encouraged to attend Interest Based Bargaining (IBB) training offered by the district. The intent of this training was to assist in the negotiations process between the district and the two constituent group unions. However, the district has also encouraged managers and staff to use this approach in the future to resolve issues with employees. In addition, several workshops focusing around the FRISK documentation model of employee performance were offered. This approach focuses primarily on proper documentation methods with emphasis on improving performance.

Planning Agenda Develop a college database accessible to managers, supervisors, and others responsible for evaluations.

IIIA1c. Faculty and others directly responsible for student progress toward achieving stated student learning outcomes have, as a component of their evaluation, effectiveness in producing those learning outcomes.

Descriptive Summary Currently, faculty are individually evaluated for their effectiveness as part of the negotiated evaluation process. For example, faculty are evaluated by other faculty and managers on the Classroom Observation Form for Teaching Faculty on how well they ―Regularly assessed the teaching-learning process and modified strategies as necessary to enhance successful learning outcomes.‖

152

Report of the Institutional Self Study for Reaffirmation of Accreditation

The district, United Faculty and district Academic Senate are discussing recommendations for changes to the faculty evaluation process specifically to include the expectation that faculty use Student Learning Outcomes (SLOs) assessment results to adjust their teaching and learning strategies. If this is recommended as a change to evaluation practices, then the district and UF could negotiate a change to the contract‘s evaluation article (Ref. 3.6.5). Thus there is discussion of incorporating the achievement of SLOs into faculty evaluation.

Management and classified evaluations do not specifically state that the achievement of SLOs is an evaluation component. However, managers submit their goals for the year as part of the evaluation process, and some managers have the development and achievement of student learning outcomes as an annual goal. In addition, managers accountable for institutional outcomes (institutional outcome effectiveness is assessed through program review) may have the achievement of institutional outcomes incorporated into their evaluation. When SLO and institutional outcomes intersect, then managers would be evaluated on the achievement of SLOs. Classified staff are evaluated on their overall performance. However, the performance of staff in a department which provides instructional assistance, learning resources, or student services either indirectly and/or directly affects student learning. Classified staff positions contribute to the achievement of program outcomes or SLOs, and thus a portion of their evaluation indirectly relates to SLO achievement. For example, an EOPS classified position whose efforts assists students could readily affect retention and may be indirectly evaluated for their contribution to the achievement of the program‘s outcomes and SLOs. Self Evaluation The college has directly incorporated the achievement of student learning outcomes into components of the evaluation process for faculty and managers. It can be inferred that some classified staff may contribute to the achievement of SLOs or program outcomes and might be evaluated on their contribution.

Currently every faculty member is evaluated by peers and managers on how they assess student learning and modify teaching strategies. The district, Academic Senate and United Faculty union are considering recommendations to further incorporate the SLOs into the faculty evaluation process. Managers, who have SLO implementation as a part of their goals, are evaluated about their achievement of SLOs. Planning Agenda None.

IIIA1d. The institution upholds a written code of professional ethics for all of its personnel.

Descriptive Summary The district has a written code of ethical behavior adopted on May 5, 2005, that focuses on ―maintaining a positive working and learning environment in the district‖ (HR 1040.08). In addition, the Management Council approved a Management mission statement (revised 10/7/2004) that further enhances the code of ethics (Ref. 3.7).

Self Evaluation Ethical behavior is best inculcated through modeling. The district is fortunate to have leaders in place currently who are well respected for their integrity. They exhibit ethical behavior, characterized by openness and full disclosure when appropriate. This ensures that staff and Report of the Institutional Self Study for Reaffirmation of Accreditation

153

students are aware of the importance of ethical behavior. This is a strong statement to the community about the seriousness of the district in upholding professional ethics.

The college prides itself on the level of diversity, collegiality, and professionalism in its students and staff. Several workshops are offered throughout the year that focus on ethical behavior, including, but not limited to, sexual harassment, race and ethnicity, purchasing procedures, and various professional and personal development workshops.

Planning Agenda None.

IIIA2. The institution maintains a sufficient number of qualified faculty with full-time responsibility to the institution. The institution has a sufficient number of staff and administrators with appropriate preparation and experience to provide administrative services necessary to support the institution’s mission and purposes.

Descriptive Summary The college maintains the personnel level necessary to carry out its mission and achieve its goals. The number of faculty hired is primarily based on two things: the college FTES goal and the Box 2-A process (district and college position prioritization and allocation process) (Ref. 3.8). The college is allocated funds with which to hire part-time faculty and to supplement fulltime faculty in order to generate the desired FTES. The goal for the ratio of full- to part-time faculty per state regulations is 75:25. The Box 2-A process, which determines what and how many faculty hires each college can make in a given year, uses the above ratio as well as the colleges‘ programmatic needs in making the determination (Ref. 3.9). In fall 2006, Contra Costa College had 104 full-time faculty and less than 250 part-time faculty, with a full- to part-time ratio of 57:43.

The classified staffing level is determined by a formula under Business Procedure 18.03. The main factor considered in the formula is FTES. There are 121 classified staff, 23 of whom are district employees located at the college. There are 19 managers and three district managers housed at the college. These numbers are lower than prior years as a result of reorganizations and ―right-sizing.‖ The district‘s hiring process is such that only the best-qualified candidates are hired to fill open positions. Job descriptions define the duties, responsibilities, and qualifications of all positions.

The minimum qualifications are derived from Title 5, the State Academic Senate, or union contracts. The Uniform Employee Selection Guide describes how job descriptions are developed. In addition, the district has policies and procedures that govern the hiring processes to ensure that only qualified candidates are included in the application pools.

Self Evaluation The college, having gone through reorganizations in the past years and having actively recruited for open positions recently, is at a staffing level that supports its mission and strategic initiatives.

It has been able to either reach its FTES goal or come to within 1% of reaching it in the past several years and continues to serve its students and community well.

Recruitment for open positions has been challenging. Since the district has not aggressively filled vacant positions until the latter part of 2005-2006, there has been an unusually high volume of recruitment activity. This impacted the workloads of Human Resources staff as well as the managers and staff involved in any aspect of hiring. Although most jobs were filled without a problem, some jobs proved difficult to recruit. For example, the director of Admissions

154

Report of the Institutional Self Study for Reaffirmation of Accreditation

and Records position was advertised several times, the hiring process was undergone the same number of times, until a director was finally hired after about eight months.

Planning Agenda Seek to improve the full- to part-time faculty ratio to the extent that the District Box 2-A process will allow and as funds become available.

IIIA3. The institution systematically develops personnel policies and procedures that are available for information and review. Such policies and procedures are equitably and consistently administered.

IIIA3a. The institution establishes and adheres to written policies ensuring fairness in all employment procedures.

Descriptive Summary The districtâ&#x20AC;&#x2DC;s Human Resources Procedures Manual contains all the Governing Board approved policies and procedures on personnel matters. Whenever there are any changes or additions to the manual, all stakeholders affected are given an opportunity to provide their input. This is a shared governance process, where classified staff, faculty, managers and students are consulted through the District Governing Council (DGC). The changes are then presented to the Governing Board for a first and second reading before they are adopted. Once adopted, the college receives copies of the changes. In addition to the Governing Board report, that is available to the public and can be viewed at the district website, the approved personnel policies and procedures are publicized as amended documents and copies sent to everyone on the distribution list.

The collegeâ&#x20AC;&#x2DC;s Business Services director acts as the liaison between the college and district Human Resources (HR). Although it is incumbent upon every employee to treat everyone fairly and with respect, the director is the college Human Resources Officer and is therefore responsible for ensuring that HR policies and procedures are administered consistently and equitably. College staff consults the director when any HR-related issues arise. The director, then, will use available resources, including specialists employed at the district, to ensure that personnel policies and procedures are observed.

Self Evaluation The process of changing, adding, distributing, and implementing personnel policies and procedures is working well and to everyoneâ&#x20AC;&#x2DC;s satisfaction. Sometimes there is a lag time between the adoption of policy/procedures and the distribution of updated hard copies. In this case, when the Human Resources Policies and Procedures Manual may not have the most upto-date information, reference can be made to the district website that contains accurate and current information.

Planning Agenda None.

IIIA3b. The institution makes provision for the security and confidentiality of personnel records. Each employee has access to his/her personnel records in accordance with law.

Report of the Institutional Self Study for Reaffirmation of Accreditation

155

Descriptive Summary Personnel files are secured in the college Business Services office in fireproof locked cabinets.

The human resources assistant assures that all files are in the cabinets and the cabinets are locked at the end of the workday. Only on very rare occasions such as an audit or request from district Human Resources do current personnel files ever leave the Business office. Employees have access to view their own personnel files in the Business office under supervision so that no documents can be tampered or removed. Copies of any documents can be obtained by request. Immediate supervisors can also request to view and have copies of their employees‘ personnel files. In some instances, employees have given written approval to have outside agencies inspect their file, which the Business office accommodates.

Self Evaluation Human Resources Procedure 1040.03 (Ref. 3.10) describes the process for retention and storage of personnel files. At the college, personnel files are stored in fireproof cabinets.

However, when a new employee has a personnel file still in progress, it becomes more convenient to have the file readily available in a temporary location which may or may not be secured. This happens during the peak periods for hiring, right before and at the beginning of a semester. Also, there is a lack of storage space, particularly the personnel records cabinets, hence the college human resources assistant stores in-process personnel files in temporary and relatively unsecured locations. To alleviate the storage issue, personnel files that have been inactive for several years have been purged. It is necessary to implement the procedure for purging in order to accommodate newer files. Steps are being made to move in that direction.

Planning Agenda None.

IIIA4. The institution demonstrates through policies and practices an appropriate understanding of and concern for issues of equity and diversity.

IIIA4a. The institution creates and maintains appropriate programs, practices, and services that support its diverse personnel.

Descriptive Summary The service area of Contra Costa College (CCC) is composed of both urban and suburban communities. It is one of the most diverse regions of the San Francisco Bay Area. The CCC personnel itself is very diverse, composed of 15% Latino, 24% African-American, 10% Asian, 43% White, and 8% Other. The college supports its diverse personnel through various programs and services:  Professional development activities that are designed to meet the expressed needs of staff  Staff Appreciation Day to celebrate the faculty and staff with a barbeque, music and games  College committees, including recruitment committees, are composed of diverse representatives from the different constituency groups  Events that celebrate diversity are encouraged and supported, such as: Constitution Day, AIDS Day, PUENTE Mixer, Holiday Fundraiser to benefit charitable organizations, Martin Luther King Day, African-American History celebration, Mindanao Kulintang Dance presentation, Hip Hop Music Summit, and Cinco de Mayo celebration. There are civic events that involve students, staff and the community, such as ―Rock the Vote‖.

156

Report of the Institutional Self Study for Reaffirmation of Accreditation

Self Evaluation According to the recent district Environmental Scan, the changing demographics of the county will continue in the years to come (Ref. 3.11). Since the district is an equal opportunity employer, it is expected that the district and college personnel will mimic the surrounding communities‘ diversity. The programs and activities that recognize and celebrate a diverse staff will continue to be encouraged and supported.

The district and college culture discourages any form of discrimination. The district‘s policy and procedures on Unlawful Discrimination and Unlawful Harassment are contained in Human Resource (HR) Procedures 1040.07 (Ref. 3.12). Whenever any violation of this HR procedure occurs, it is dealt with quickly.

Planning Agenda None.

IIIA4b. The institution regularly assesses that its record in employment equity and diversity is consistent with its mission.

Descriptive Summary In September 2001, the California Court of Appeals in the Third District reversed the judgment of the court case of Connerly vs. State Personnel Board related to the inclusion of affirmative action requirements for the California community college districts. The courts challenged the constitutionality of prohibitions established, and, as a result, decided to re-evaluate a number of the statutes put forth. In July 2002, the State Board of Governors met to determine how they would set nondiscriminatory practices for the community colleges throughout the state. The outcome was that diversity remains a system goal for California community colleges. Also, in light of Proposition 209, the Board of Governors discussed reframing the term ―diversity‖ to ―equal employment opportunity‖ (EEO) and directed a team of Human Resource (HR) experts to be formed to determine an approach. Later in 2002, a task force of Human Resource professionals worked with an outside consultant to create a revised model plan for capturing equal employment information. The colleges were told to wait for direction on how to proceed on this matter.

In November 2006, district HR representatives participated in a meeting with an external consultant where it was explained that the State Chancellor‘s Office has now set its EEO regulations methodology. The community college districts are expected to begin to submit their employment statistics. The State office expects that information will be provided on availability data, under-representation figures, and adverse impact analysis.

Self Evaluation Since there were no clear guidelines from the state regarding the recording/reporting of employment equity and diversity data, this was not done for several years. This would have been a function performed at the district level. The district recently received guidance from the state on how to re-initiate the process of capturing and submitting the diversity data. The record and assessment equity and diversity will be contained in the district‘s EEO plan.

Planning Agenda Develop the Equal Employment Opportunity (EEO) plan in collaboration with the other colleges and the district Human Resources (HR) department.

Report of the Institutional Self Study for Reaffirmation of Accreditation

157

IIIA4c. The institution subscribes to, advocates, and demonstrates integrity in the treatment of its administration, faculty, staff, and students.

Descriptive Summary The college has a long history of acting with integrity with respect to its treatment of everyone at the college. The shared governance processâ&#x20AC;&#x2DC;s success comes from a consistent pattern of trusting, open behavior towards one another that continues to be vital because of the integrity toward which all members of the college strive. The president has encouraged all staff to have collaborative and open communications across constituent groups. He is known to initiate discussions about this expectation.

District policy, and, therefore, college policy prohibits sexual harassment and other forms of discrimination. Procedures are in place for staff and students to address concerns about fair and honest treatment. The district has conducted training programs about sexual harassment and unlawful discrimination in the past and will schedule training for all employee groups this year. Also, the Student Handbook contains the pertinent policy and procedures, and the district has completed an online training on sexual harassment for students (Ref. 3.13).

Self Evaluation The fair treatment of personnel and students is at the core of the districtâ&#x20AC;&#x2DC;s and collegeâ&#x20AC;&#x2DC;s mission.

However, the district has just experienced a few years of turbulence in the form of financial challenges, turnover in district leadership, and difficulties in contract negotiations.

Consequently, there were varying levels of distrust and discontent among the ranks. Under the leadership of the new chancellor, a climate of integrity in the treatment of staff and students has started to re-emerge.

Planning Agenda None.

IIIA5. 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.

IIIA5a. The institution plans professional development activities to meet the needs of its personnel.

Descriptive Summary As an institution of higher education, the college recognizes the importance of professional development for its staff. For this reason, the college has staff development committees for faculty, classified, and management staff. Each committee meets regularly to develop policies and plan activities for their respective constituent groups. The Local Planning Group (LPG) consists of representatives from each of the above committees. Its main function is the coordination of staff development activities and budget. It meets periodically to review and approve overall activity and budget plans. The college staff development program includes planning, promoting, and hosting training workshops and other professional development activities for faculty, staff, and managers.

Prior to 2004, the staff development coordinator was a faculty member with 50% release time; with the budget cuts of fall 2003, the reassigned time was cut. In fall 2006 semester, the position was somewhat reconfigured; the duties of the coordinator were reduced, and the coordinator was granted 20% reassigned time. The staff development secretary is a part-time hourly position. Since the last program review of fall 2002, budget cuts have caused this

158

Report of the Institutional Self Study for Reaffirmation of Accreditation

position to decrease from four days to three days per week. The funding for this position has been allocated each year on an ad hoc basis, as the budget for the Staff Development office was eliminated in fall 2003.

The Staff Development office is housed in the College Resource Center (CRC), which was created as part of the college‘s 1993 Title III grant, to provide employees with a centralized location for discussions, workshops, and computer access. Its initial training focus was on instructional topics related to the goals of the Title III grant. At the end of the grant period, the CRC was absorbed into the college, its mission was broadened to include all employees, and it was put under the administration of the Staff Development program. In August 2000, the CRC was moved into the Library building, and now it resides in the new LLRC. The CRC currently consists of an office area and a training area with six computer workstations, a training materials collection and a conference room in the new LLRC. The purpose of Staff Development is to promote personal, professional, and organizational growth for the employees of California‘s community college system, thereby helping promote ―student and employee retention and to support and advance the teaching and learning objectives of the California Community Colleges.‖ The CCC staff development resources and programs can be grouped as follows: Individual and group improvement grants provide funds for participation in conferences, workshops, coursework, or other activities that develop or renew professional skills. These grants are available to all employees; however, since the budget cuts of fall 2003, virtually no money has been available for these grants. In fall 2006, a small amount of staffdevelopment money was allocated by the state, supplemented by the district, and this money is again being used to offer small individual grants.

Flex workshops/activities are held the week before the fall and spring semesters commence. They are designed for faculty (contractually obligated to complete a specific number of Flex hours each year) but are open to all employees.

CRC-sponsored workshops/activities are held throughout the academic year and are open to all employees.

NEXUS new employee orientation is required of all new full-time contract faculty.

Selected activities are also open to new full-time classified and managerial employees.

Classified staff are reviewing ideas for a more formalized new employee orientation.

Annual activities promote staff and student well-being (Wellness Fair), honor employee service (Staff Appreciation, Retirement Dinner), and celebrate the spirit of giving (Holiday Fundraiser).

CRC resources and equipment are available for individual and group use and training.

Online information links, instructions and tutorials are available through the Staff Development website.

Self Evaluation The college, through the Staff Development Committee, provides valuable services to faculty, staff, and administrators. Activities designed for professional development are generally well attended, especially those planned around the college‘s Flex days. However, outside of Flex days, it is often difficult to get faculty and staff to attend workshops. Also, there has been a Report of the Institutional Self Study for Reaffirmation of Accreditation

159

drop-off in participation at some of the annual staff development activities such as the Wellness Fair and the Holiday Fundraiser.

It has been challenging to make any long-term plans for staff development because of the unstable nature of funding for this activity. In particular, permanent funding has yet to be identified for the CRC secretary. The college also used to have staff development funds for instructional technology training and reduced those offerings due to lack of funds. However, in 2008 an hourly instructional technology coordinator was hired with VTEA funds to revitalize support for online and hybrid course development for CTE faculty. In 2007-08, the college president created a focus on teaching and learning and garnered funding from the college Foundation to support this staff development effort which started with a speaker and break out groups on teaching and learning on spring 2008 All College Day. The college‘s Nexus new faculty orientation program needs revitalization. New faculty hired in 2006 did not receive the kind of full-year orientation that emphasized mentors, teaching, learning, and assessment that was typical of better-funded prior years. In 2008, part-time faculty orientation was reinstated, and it was open to all faculty. The faculty handbook was revised and put on the college website.

Planning Agenda 1. Offer staff development activities/programs for faculty that focus on improving teaching and learning.

2. Continue training on the use of instructional technology.

IIIA5b. With the assistance of the participants, the institution systematically evaluates professional development programs and uses the results of these evaluations as the basis for improvement.

Descriptive Summary All staff development activities must fall within the nine approved categories that are outlined in the State Education Code and Title 5 regulations. The State Chancellor‘s Office provides further guidelines and requirements as part of its administrative responsibilities for the programs.

Staff Development supports other units in the college by providing employees with sources of information, training, and other opportunities for personal and professional growth, which, in turn, promote the mission and betterment of the organization.

The State Chancellor‘s Office requires the administration of an annual staff development needs assessment survey. The survey asks participants to suggest topics for future workshops and activities as well as the best days and times to schedule workshops. The results of these surveys are used in staff development‘s planning process. The survey has been distributed at an All College Day. Once needs are identified through the needs assessment survey, the staff development coordinator, in cooperation with faculty, staff, and management, organizes workshops and other activities. For example, there is currently a push to increase the use of instructional technology at CCC. Working closely with the administration and faculty, in the fall 2006 semester, Staff Development put together a series of workshops on such topics as PowerPoint, podcasting, and WebCT to help faculty develop online courses and/or online components of existing courses. In spring 2008, the college hired an hourly instructional technology coordinator to assist Career Technical Education faculty with online/hybrid course development and implementing other

160

Report of the Institutional Self Study for Reaffirmation of Accreditation

instructional technology. This person has begun working with faculty and offering regular workshops on instructional technology. The college is increasing the number of ―smart classrooms‖ on campus (classrooms equipped with computers and other media equipment), so Staff Development arranged an ongoing series of training opportunities for faculty to learn to use these facilities.

Improving teaching and learning, pedagogy and classroom management are topics of importance to faculty and management and are a focus for staff development, so Flex workshops around these issues are offered. In its discussions, the Faculty Development Group has discussed using some professional development funds to bring speakers to the college to discuss some ―best practices‖ in classroom management and/or other pedagogical issues. And the spring 2008 All College Day focused on teaching and learning with an outside speaker and breakout groups. The president also is working with the Academic Senate to develop a ―master teacher‖ program which would encourage a stronger focus on teaching and learning at the college and would provide ―master‖ faculty recognition for their skills and the opportunity to share their expertise with their colleagues.

Evaluation forms are handed out at workshops offered during Flex week. Results are tallied and given to the workshop presenters. However, as was noted in the fall 2002 program review, return rates for these surveys are low and the response choices somewhat general. Improving these surveys is on the agenda of the new staff development coordinator. In addition, accreditation and program review surveys have been conducted. In these surveys, the majority of respondents indicated a feeling that the college does provide sufficient staff development opportunities. Over the last several years, however, due to a general lack of staff development funds, these perceptions may have changed.

Professional development activities serve a variety of purposes. They help instructors remain current with new instructional technology (e.g., smart classrooms and course management software). This familiarity enables instructors to bring innovative techniques into their classes and to maintain accurate student records. Faculty development workshops, such as the Classroom Assessment Group, which the new staff development coordinator plans to reintroduce in the 2008-09 year, allow faculty members to share best practices for teaching, classroom management, and student retention.

As discussed above, the Staff Development office conducts regular surveys and needs assessments, as well as evaluation surveys.

Self Evaluation Participants evaluate Flex workshops as well as other staff development activities throughout the year by filling out evaluation forms (Ref. 3.14). The form is fairly general and thus not as useful as it could be in the planning process.

At the district level, the district-wide staff development committee would typically conduct employee surveys to determine what programs and activities to offer (Ref. 3.15). In the past few years, because there has been little or no staff development funding, the surveys were not conducted. In 2006-2007, staff development funds were available and therefore the committee solicited input from employees for the best use of these funds.

Planning Agenda None.

Report of the Institutional Self Study for Reaffirmation of Accreditation

161

IIIA6. Human resource planning is integrated with institutional planning. The institution systematically assesses the effective use of human resources and uses the results of the evaluation as the basis for improvement.

Descriptive Summary The college assesses the use of its personnel at different levels. Employee evaluations are conducted to assess individual performance, as described in section 1b. above. At the organizational unit level, productivity is measured for instructional departments/divisions in terms of FTES/FTEF. Productivity reports are generated by the Research and Planning office and distributed to the departments/divisions involved (Ref. 3.16). For Student Services departments, productivity is expressed in number of students served over a period of time. For all other organizational units, including administrative offices, productivity is measured by the proportion of goals achieved for a given period of time. Productivity is reported in program reviews and included in annual plans, which is one of the determining factors for budget augmentation. At the college level, for example, two measures of the effectiveness of human resources are the attainment of student success and the generation of FTES. One of the budget parameters the district uses to guide budget planning directly impacts human resources (Ref. 3.17): • ―Provide sufficient funding to ensure an appropriate number of faculty, classified staff and management personnel to fulfill the mission of the district and its colleges.‖ Another budget parameter states, • ―Adhere to formulae stipulated in Business Procedures.‖ (Ref. 3.18).

The staffing level at the college is influenced by these two parameters. The classified staffing levels are set by formula in Business Procedure 18.03. The college FTES goal determines the number of faculty hired, specifically part-time. State regulations also require that the ratio of fullto part-time faculty should be 75:25, which the college is striving to reach. Any full-time faculty hire goes through a process called Box 2-A, where faculty and management representatives at the colleges and district confer and decide. The management staffing level is decided by district or college administration based on program and service needs.

Self Evaluation The district and the college have not strictly adhered to the classified staffing formula in the past years. This was partly because the district ran into financial difficulties and had to institute varying degrees of hiring slowdown or stoppage. Also, changes in programs and services brought with it changes in staffing needs, which may or may not have been addressed by the formula. In view of this and other considerations, the district and colleges discussed and implemented an alternative way of budgeting classified salaries. Instead of using the old process, the college has been given a dollar-budget, which it then uses to manage the classified employee budgets. This will give the college an incentive to control these costs since it will have control over the ―dollar-budget‖ for classified and in the future, managerial employees.

This will also give the college an opportunity to link human resource planning with institutional planning more closely. However, this does not ensure a base level of classified staffing, essential to the effective operation of a smaller college. This concern is being discussed with the Chancellor.

Planning Agenda None.

162

Report of the Institutional Self Study for Reaffirmation of Accreditation

IIIB. Physical Resources IIIB. Physical resources, which include facilities, equipment, land, and other assets, support student learning programs and services and improve institutional effectiveness.

Physical resource planning is integrated with institutional planning.

IIIB1. The institution provides safe and sufficient physical resources that support and assure the integrity and quality of its programs and services, regardless of location or means of delivery.

Descriptive Summary Contra Costa College is an aging campus with many buildings that are 30 or more years old.

As such, most facilities have need for improvement and maintenance. When prioritizing facility maintenance, safety is a high priority (Ref. 3.19). The college follows commonly accepted federal and California facility safety codes and adheres to facility safety criteria established by our insurance carrier, Keenan & Associates (Ref. 3.20). The college is guided by these criteria in the maintenance, renovation, and construction of its facilities.

The college has assessed its facilities maintenance needs in a number of ways. First, the college uses program review and learns from each area what the self-identified needs are (Ref. 3.24). Secondly, end users report on facility needs on a daily and ad hoc basis. Thirdly, the college works with the district to track facility scheduled maintenance needs. The college and district also track space utilization, and a space utilization report is submitted to the state annually (Ref. 3.21). In addition, the Operations Council (a shared governance committee) is responsible for prioritizing campus facilities maintenance from a college-wide perspective (Ref. 3.22). The Buildings and Grounds (B & G) department reviews and responds to ongoing maintenance needs on campus, and it works with the college Operations Council and district facilities staff to address identified facility priorities (Ref. 3.19 & 3.23). In early 2007, the Buildings and Grounds department began reporting to the college Business Services director, rather than to the district Facilities director, to further ensure the connection between college priorities and B & G department responses to the college‘s facilities needs.

The college takes the safety and security of its students and staff seriously. It has a constituency-based Safety Committee, which ―addresses on-campus safety and security concerns to provide a safe and secure campus for the students and employees of Contra Costa College.‖ The committee‘s web page can be found at http://www.contracosta.edu/SafetyCommittee/index.html.

The agendas and minutes of meetings are posted on the Outlook software under CCC Public Folders, and then Committees (Ref. 3.24). Matters of safety and emergency preparedness are brought to the committee to be resolved at the college or forwarded to the district if appropriate.

Aside from the representatives of constituent groups, members of the committee include the head of Police Services at the college, the Buildings and Grounds manager, and the Custodial manager. These key personnel regularly report on their activities and also act on any issues pertaining to safety and emergency-preparedness.

Recently, the district decided to fund an emergency-preparedness officer. This person will be responsible for making the colleges and district office safe and secure, which will include the following activities:  provide emergency response training to college and district staff  develop pertinent safety procedures and document the same  purchase emergency supplies and equipment  participate in the college Safety Committee  coordinate installation of emergency siren on campus Report of the Institutional Self Study for Reaffirmation of Accreditation

163



initiate other activities that will enhance emergency-preparedness

As part of this effort, the district Police Services trained Contra Costa College‘s Executive Staff on when and how to respond to an emergency, for example, by calling for a ―shelter in place.‖ This training prepared the college to successfully respond to a shooting of a police aide near campus and ensure the safety of students and staff.

Funding for facility improvements comes from a variety of sources. The B & G department has an ongoing annual budget for college repairs and additional funds for scheduled maintenance.

The college sometimes uses grants and VTEA funds to support facilities improvements.

Individual programs may take the initiative to seek funding for their facilities needs. For example, the Nursing program received a state grant to remodel their skills lab and to obtain additional equipment to upgrade their practice labs (Ref. 3.25). Finally, Career Technical Education (CTE) programs can apply for VTEA funding that is awarded through a competitive process when their needs align with their program review and the college‘s strategic directions.

The CTE Committee meets annually to review applications for VTEA funds and prioritize the awarding of these funds (Ref. 3.26).

College B & G staff are responsible for maintaining the proper and safe physical condition of all facilities on campus and ensure that the lessor properly maintains leased off-campus instructional sites (Ref. 3.27). The B & G staff use a computer-based system to generate weekly preventive maintenance task requirements for building systems and components and to track completion of the preventive maintenance work. Other facility repairs are undertaken as reported or identified and on a priority need basis. B & G assigns an action priority to all work requests and trouble reports: safety related reports are ranked Priority Number One and receive immediate response. Work requests or trouble reports which negatively impact the essential functions of faculty or staff are ranked Priority Number Two and receive immediate response after any pending safety problems (Ref. 3.28).

All employees and students are encouraged to promptly report any facilities problems and malfunctions to Buildings and Grounds. These trouble reports may be made by telephone or by written paper work order request. In spring 2008, a Web-based work order request system was initiated by CCC‘s B & G with district assistance. This Web-based system allows additional people such as adjunct professors and students to report facilities concerns. It is also an electronic database to track recurrent problem areas, patterns of failures, and costs of repairs.

It can be used to support facilities planning and capital improvements decisions and to provide valuable information about life cycle costs and cost of ownership for use in future capital improvements decision making.

In addition to maintenance issues, the institution has planned for long-term campus facility improvement. The college has a Facilities Master Plan architect that coordinated the overall plan for renovation and upgrading of the campus‘s facilities. This is a particularly important task as Contra Costa College facilities face many seismic issues because the Hayward fault runs through the middle of campus. In 2006, a seismic survey of campus facilities was completed to assess their safety and the need for retrofitting to attain current earthquake standards (Ref. 3.29). The campus master plan architect used both the Educational Master Plan and the seismic study to develop an overall Facilities Master Plan for college campus development.

This plan incorporates seismic resolution, building demolition and placement, or renovation of educational facilities to ensure quality and to meet educational program needs.

To meet community needs, the college continues to offer courses at off-campus sites (Ref. 3.30). These are typically held in local public school, church, senior center, or community agency locations. Our process for determining their safety and sufficiency is through feedback

164

Report of the Institutional Self Study for Reaffirmation of Accreditation

from our professors and students who attend classes at these sites. Many of the locations have been chosen because they are public school sites, which are required to meet similar safety standards, as is the college. The college also assesses these sites by having the B & G manager and Police schedule regular visits to evaluate off-campus sites. We have not received complaints nor found issues with the safety or efficacy of these sites.

The college also offers learning in a distance education mode with both television and online delivery. Through the district information technology services, students have access to online support services such as online and telephone registration. The collegeâ&#x20AC;&#x2DC;s television studio is capable of producing video productions, and at least one of its televised courses has been produced by the college. Televised courses have been approved by faculty and selected from vendors who distribute educational videos. They are shown on local cable television (Ref. 3.31).

In 2005-2006, the college switched its online course management services from an off-campus vendor to on-campus hosting. The college and its Information Technology staff have committed to WebCT as their online course management software, which provides 24 hours per day access to our online courses. Now the college has the independence and flexibility to expand our online course offerings (Ref. 3.32).

College faculty can also have the ability to create PowerPoint lectures with voice-over through iTunes, though this has been difficult to implement. Students could download these lectures to an iPod or computer to review them as needed. Students with limited access to computers at home have access to the collegeâ&#x20AC;&#x2DC;s computer labs for online communication with their peers, faculty, and to register for courses.

Self Evaluation The college has a good system of identifying and responding to maintenance and repair needs and ensures the safety and sufficiency of its physical resources within its financial limitations.

Buildings and Grounds (B &G) gives high priority to safety and security repair requests and responds within two hours to secure an area and assess repair needs that represent a safety concern. The web-based maintenance reporting system can improve response time to immediate maintenance needs. At times, staff are unsure of how or to whom to report facility problems. This can be done through their department supervisor or directly to B & G. The web-based system addresses this problem and allows more users to directly report problems.

Sometimes there is not adequate attention given to a facility with multiple program users. The building is not seen as belonging to any one program, and end users may have difficulty allying to identify problems. Though this can be a concern, the Liberal Arts (LA) building is an example of how the college has overcome this difficulty. Users from multiple departments identified the need for renovation of the LA building to various managers on campus, and it was brought to the attention of the Operations Council and the vice president. B & G and Custodial Services responded immediately and completed an excellent one-week spring break 2006 overhaul of the LA building involving painting and repairing of classrooms. Students and faculty were pleased with the results.

The college also has a good program review system to identify longer-term facility upgrade and development needs (Ref. 3.33). This information was used in the development of the Educational and Facilities Master Plans (Ref. 3.34). The collegeâ&#x20AC;&#x2DC;s facility master planning effort is addressing its aging facilities and seismic issues. There are funding strategies being considered to maximize the improvement to the quality of future facilities. Though this long-term planning and renovation effort requires patience, the college is on its way to educational facility modernization.

Report of the Institutional Self Study for Reaffirmation of Accreditation

165

The college‘s distance education, offering both television and online courses, is beginning to grow. Though online offerings are still in their infancy, and the television studio has some outdated equipment, both these areas have a renewed focus on development and use of their potential. As more faculty want to use instructional technology in the classroom, the college has developed a Technology Strategic Plan to upgrade faculty and student computer equipment and is incorporating instructional technology into the remodel and construction plans of its future facilities. The hosting of an online course management system on campus has built capacity for online development (Ref. 3.62).

Planning Agenda None.

IIIB1a. 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.

Descriptive Summary The college district passed a local construction bond, Measure A, in 2002. The basis of this bond was the recognition that the district and college‘s aging facilities need extensive modernization and seismic retrofitting as identified in construction priorities (Ref. 3.35). The college has developed an Educational Master Plan and a Facilities Master Plan that derive from its educational and service program needs (Ref. 3.36). These plans provide a template for the future of facility improvements and campus development. The educational and facilities plans are based on program review; an environment scan of our service area; forums with our community, students, and employees; and the results of our student and employee satisfaction surveys. As buildings are remodeled and constructed, the staff from the programs and services housed in those facilities have extensive input into facility development through meetings and discussions with architects about how best to design a facility to meet their needs.

District Facilities Planning maintains a complete building and room inventory for the college which is updated annually and reported to the state for inclusion in the state‘s Master Asset Inventory. These college inventory data are combined with program and student instructional hours data to determine actual room utilization. State guidelines for assignable space per student for specific programs are factored into the utilization reports. These utilization reports are reviewed by the state when the college requests state funds for capital improvements (Ref. 3.37). The college‘s instructional lecture space is currently underutilized as enrollment has declined. However, the instructional lab space is over-utilized as the sciences and allied health areas have expanded. The college has received little state funding for capital improvement.

Most capital improvement has been due to the prior 2002 bond measure. In order to qualify for state funding, the college may have to reduce its facility space. A review of space utilization and plan for space adjustments is incorporated into the college Facilities Master Plan.

Through a regular program review cycle, the physical characteristics of facilities and their efficacy in supporting the integrity and quality of programs and services are evaluated. The program review process includes a review of facilities and equipment that are used by the program, as well as identifying needed or desirable upgrades to facilities and equipment supporting the program. Program review is one of the cornerstones of ongoing program and facilities planning.

The college is proud that it has established standards for exterior and interior items such as

166

Report of the Institutional Self Study for Reaffirmation of Accreditation

color schemes for buildings, flooring, tiles, and signage for all buildings on campus. College staff wanted to ensure that, as facility renovation occurs, there would be a coherent, consistent, and high quality appearance to all campus facilities. The College Council has also established standards to ensure the durability, cost efficiency, and aesthetics of its furniture, from student desks to furniture in faculty and staff offices. These standards are being used for furniture in all remodeled and new buildings (Ref. 3.38).

As with all community colleges, there is limited access to funds, yet the college ensures that equipment replacement and maintenance are provided for within funding limits and seeks to increase funds. The CCC Foundation has been a source of funds for instructional equipment as has VTEA funds for vocational equipment (Ref. 3.39). These funds have supplemented the fluctuating levels of state instructional equipment funding. The college also maintains a contingency fund for unforeseen events such an equipment breakage, and the College Council approves funding of equipment allocations.

The amount of equipment funds can vary substantially from year to year. College program and service units can typically use all available equipment funding and still need more. Thus, all equipment funds are awarded on a competitive basis. The College Council, a constituent-based leadership committee, establishes the procedure and criteria to apply for instructional equipment funds, Foundation funds, or unit plan funds (Ref. 3.40). The Council makes its recommendations to the Budget Committee, and, once approved, it also delegates the prioritization of specific requests to the Budget Committee (Ref. 3.41). Prioritization of equipment needs focuses funds on the areas with the greatest demands that are functioning in accordance with college strategic goals and plans. The College Council also reviews recommendations for college-wide needs for equipment such as funds for computer replacement, college-wide software contracts, and some equipment maintenance contracts and determines if those equipment needs should be taken from instructional equipment funds before individual areas apply for the funds. A portion of equipment funds is allocated to college-wide needs and the remainder to individual program needs.

Over time, the college has used a number of storage containers on campus to house excess or seasonal equipment. It is planned during the 2008 football field renovation to create an appropriate, centralized storage location and storage containers can be relocated and consolidated.

The district maintains an equipment inventory in its information system and updates the inventory as new equipment is added or old equipment is designated as surplus.

Self Evaluation There are strong educational and facilities master planning processes at the college, which take into account numerous external and internal sources of data to inform the planning process and to enhance educational programs and services. This planning process is based on identified need, space utilization, and future expectations of program development. It is an ongoing process that is updated with regular program review. Faculty and staff are involved in planning a facility to meet their needs when it is identified for remodel or construction. The college signs off on building plans before construction begins and college employees participate in building design meetings (Ref. 3.42). This ensures that, as much as possible within funding limitations, programs are housed in facilities that meet their needs.

College-wide efforts have created a common look and feel for the entire campus with a standard campus color palette and have established furniture standards to ensure durability and quality.

This was done in anticipation of the volume of construction that our aging campus will be experiencing in the next 10 years.

Report of the Institutional Self Study for Reaffirmation of Accreditation

167

Equipment needs are not always met, especially during years when there are no instructional equipment funds. Vocational programs have access to VTEA funds, which can be partially used for equipment. Student Services programs have access to categorical funds. Non-vocational programs and some services programs have more limited resources. Our college Foundation has stepped up to the challenge and provided all programs with some equipment funds during recent years. This has helped to bridge some of the gap between equipment needs and the lack of funds. However, there is significant unmet demand for replacement equipment in many of our programs. 2006-07 was the first year in a while that there were instructional equipment funds available, and available funds met only a portion of the demand.

The maintenance of equipment has become a concern. Due to budget cuts in past years, ongoing maintenance contracts were terminated. However, the need for equipment maintenance continues, and without contracts, departments must handle regular maintenance as an emergency out of their budgets. For example, both Biology and the PE Fitness Center have equipment maintenance needs that are unfunded.

Planning Agenda Develop an effective means of maintaining essential equipment.

IIIB1b. The institution assures that physical resources at all locations where it offers courses, programs, and services are constructed and maintained to assure access, safety, security, and a healthful learning and working environment.

Descriptive Summary The institution conforms to California (Title 24) safety and accessibility standards for all planned facilities exceeding $25,000 project costs, whether remodel or for new construction. The Division of the State Architect reviews and approves college construction projects to comply with Title 24, and construction projects do not proceed to contracts without this review and approval regardless of the source of funding.

Providing handicapped student access to programs and services is a high priority, but the collegeâ&#x20AC;&#x2DC;s location on the Hayward fault, its older construction which occurred prior to handicapped access regulations, and its hillside placement contribute to imperfect handicapped access. Some paths of travel are difficult to navigate for students in wheeled vehicles. In the Gym Annex Building, the upper floor is not accessible to handicapped students. The college tries to schedule courses and services in a fashion that recognizes these access limitations. It is ready to relocate a class to provide handicapped access if needed. The collegeâ&#x20AC;&#x2DC;s DSPS program alerts the Buildings and Grounds department of needs for improved handicapped access and consults on access issues from the perspective of the students it serves. Individual handicapped students have also identified barriers to instruction or services, and the college works with its staff to provide accommodations on a case-by-case basis. The college continues to make access improvements when fiscally feasible and has incorporated handicapped access into its Facilities Master Plan.

The college undertook a $1,000,000+ project to increase handicapped accessibility on its paths between the AA, Library, and HS buildings. This project coincided with the Library renovation and has ensured ADA access between buildings on the south end of campus by reducing the grade of the paths. The project also created a plaza area where students can meet, eat, and study outdoors. The project has improved handicapped access, provided an area for students to congregate, and created a lovely entrance to the south side of campus. In summer 2008, the college undertook another project to improve handicapped accessibility on pathways. The

168

Report of the Institutional Self Study for Reaffirmation of Accreditation

project includes curb cuts, locker room entrance repair, bridge resurfacing and the grading of asphalt paths between the SA and CRC buildings.

The Contra Costa College Safety Committee continually reviews safety and accessibility of the existing facilities. The Safety Committee meets monthly, addressing various safety, health, and accessibility concerns, and reports to the College Council, the main governing body of the campus (Ref. 3.44). The Operations Council is another committee that can address health, safety, or security issues. For example, a student member of the Operations Council recommended that smoking be restricted to the parking lots of the campus. The Council discussed this issue and agreed to propose a change in smoking policy to College Council. The effort to create a healthier environment for students and staff was approved by College Council and was implemented with signs and vessels for extinguishing cigarettes placed at the entrances to campus by Buildings and Grounds (B & G) staff (Ref. 3.45).

Police Services reports to B & G any facility safety or security problems, which may be identified on daily foot patrols of the campus. The college‘s night site supervisor monitors lighting issues or other conditions requiring repair and correction and submits written reports. Annually, the management team walks the campus to provide an overview of night lighting needs. All existing facilities are physically inspected by B & G staff on an on-going basis to identify and rectify maintenance and repair needs, which may not have been reported for action through other available means. Off-campus leased sites are scheduled for inspection and physically inspected annually by the manager of B & G. The district property and liability insurance carrier, Keenan & Associates, conducts an annual inspection of the college facilities to identify any safety risks and reports these risks to Buildings and Grounds for correction. Identified risks are ranked High, Medium, or Low priority for action.

A follow-up inspection is conducted by Keenan & Associates to ensure corrective action has been taken. Included in the district‘s premium cost with Keenan & Associates are consulting services and recommended best practices for a variety of facilities-related operations and needs. Contra Costa College has been assessed, and it was determined that we had few safety risks to rectify (Ref. 3.46).

The college‘s Richmond/San Pablo location lends itself to an association with the societal troubles of its surrounding community. However, Contra Costa College is significantly safer than its neighboring cities and has reasonable crime statistics (Ref. 3.47). A major county bus hub, located on the north of campus, is the most troublesome crime area near the campus.

Though it provides our students with ready access to the college, it is also an area that has experienced some problems with robberies. As a result, the County Sheriff and our own Police Services regularly patrol it.

The college is committed to a campus free of violence and takes prompt action to address security concerns with its sworn police officers and through its Safety and Operations Councils.

For example, in 2006-07, residents of adjacent low-income housing came on campus and assaulted staff in our Early Learning Center as they walked to their cars. This security breach was immediately discussed at Operations Council. The decision to install a steel fence on the north side of campus to prevent ―backyard‖ access to campus from nearby residents was made.

This fence was installed fall 2007.

Our Police Services is a sworn police agency adhering to the training and hiring standards of the California Department of Justice Commission on Police Officer Standards and Training (P.O.S.T.) which minimally includes the basic police academy, campus law enforcement course and 40 hours of continual training every two years. Police Services also employs campus police

Report of the Institutional Self Study for Reaffirmation of Accreditation

169

aides who are student employees. Police Services trains them to perform basic, limited duties such as to issue parking tickets and to alert sworn officers of potential criminal activity.

In 2007, on a road near campus, an on-duty police aide was shot. Our officers and Richmond police took immediate action to save his life and search for the shooting suspect. The police aide was hospitalized and recovered. With an active shooter near campus and a major police search in process, the campus followed its emergency procedures and initiated a ‗shelter in place‘ to ensure the safety of students and staff.

Self Evaluation The campus mechanisms for responding to safety and security issues are in place and function well. Both the Safety and Operations Councils readily collaborate to address and resolve issues of campus safety, access, and security. Police Services and Buildings and Grounds representatives serve on the two committees. The B & G and Police Services departments are engaged in resolving safety and security concerns in a timely manner.

Police Services have and are providing training in emergency procedures. The college administration had been trained by Police Services on emergency procedures for handling an ‗active shooter‘ situation, and this timely training allowed ―shelter in place‖ emergency procedures to be readily implemented to ensure safety when needed.

Police Services responds effectively and takes preventative measures to ensure the personal safety and security of students and staff. Police Services utilizes a community policing philosophy. Through positive daily interaction, Police Services fosters cooperation and communication with various campus groups, committees, students, faculty, and staff. Police Services regularly meets and interacts with other local law enforcement agencies to address any local concerns that may impact the safety of the campus.

Campus facilities, though aging and in the process of renovation, are regularly assessed for safety, and improvements are made as necessary. The campus received very few safety violations in its last risk assessment from its insurer Keenan & Associates. Off-campus sites are safe and sufficient. We do not receive complaints from users, and our Buildings and Grounds manager has scheduled assessments of these facilities.

Handicapped access on the paths between the Quad and the Computer Technology Center (CTC) and between the LLRC and the AA building have been renovated and improved.

Handicapped access is incorporated in the Facilities Master Plan. Though handicapped access improvements have been made, there are still more to do.

Planning Agenda 1. Continue to review handicapped access on our campus and make plans for improvements.

2. Continue to monitor and identify safety hazards on campus, either environmental or criminal, and develop action plans as needed for prompt correction.

IIIB2. To assure the feasibility and effectiveness of physical resources in supporting institutional programs and services, the institution plans and evaluates its facilities and equipment on a regular basis, taking utilization and other relevant data into account.

Descriptive Summary The college conducts program reviews every two or four years. This is one of the main means for evaluating physical resource needs. The college also has both scheduled maintenance and ongoing maintenance that occur on a term-by-term basis to maintain physical resources. The

170

Report of the Institutional Self Study for Reaffirmation of Accreditation

Operations Council reviews and prioritizes with the Building and Grounds manager maintenance needs and may identify additional maintenance based on institutional needs (Ref. 3.48). The Buildings and Grounds (B & G) manager also reports to the president‘s Executive Staff to keep them apprised of changes in physical resources needs or priorities.

Last year, most requests for maintenance were completed in addition to scheduled maintenance. The maintenance priority list identifies both safety and regular requests. The college responds to input from its faculty and staff about general needs for facility and equipment within the limits of funding. Though financial resources have been quite limited, as evidenced by four years without staff raises and cutbacks in salary for two years to maintain district fiscal stability, there has continued to be ongoing maintenance of facilities.

In 2006, the LA Building was identified in need of significant maintenance. Over spring break, a team of B & G and Custodial staff repainted the building, repaired or replaced blackboards, bulletin boards, and screens; and made a vast improvement in the overall usability and appearance of the building.

The college district has planned for necessary facility improvements with the passage of two bond measures, Measure A in 2002 and 2006. For Measure A 2002, college facility modernization needs were prioritized, and bond funded construction planned and implemented.

The college implemented as many Measure A 2002 facility improvements as bond funding allowed. Unfortunately, construction costs skyrocketed, and the college was unable to complete its entire facility modernization plan. The 2002 bond funded the Computer Technology Center, accessible paths of travel, the Library and Learning Resource Center, and the construction of a new Student Services Center.

The new Educational Master Plan and Facilities Master Plan address long-range institutional plans and prepare the college for Measure A 2006 capital improvements. The Facilities Master Plan addresses college seismic needs, pedestrian and vehicular paths, college entrances, buildings, landscaping, and infrastructure upgrading. Considering Contra Costa College‘s difficult seismic issues and reduced bond spending compared to the other two colleges, the district has allocated remaining Measure A 2002 bond contingency funds to CCC. The state will probably help fund the college‘s seismic retrofitting needs. However, state funding for facility modernization is limited due to the college‘s under-utilization of instructional lecture space; though it is over-utilized in laboratory space.

Self Evaluation The college regularly evaluates its physical resources. It conducts program review to assess facility and equipment needs in relation to programmatic needs. It also conducts regular facility maintenance that is well identified by multiple procedures. In general, this process works well.

Considering the age of our buildings and infrastructure, maintenance activities do a reasonable job of meeting college needs. Our recent employee satisfaction survey identified parking as a concern, and this may be partly due to construction activities which impact staff parking.

Some staff are unsure of the process for reporting facility/equipment repair needs. A webbased reporting system, Maintenance Plus, which allows users to check status of their request, is being implemented during 2008. It can increase access to staff reporting needed repairs and increase communication between B & G and staff on repair progress. In the past, there have been concerns that Buildings and Grounds was not responsive. These concerns were addressed with the hiring of a new manager in Buildings and Grounds. For example, a field maintenance schedule that was actively implemented resolved Athletic department concerns.

Report of the Institutional Self Study for Reaffirmation of Accreditation

171

The completion of new or renovated Computer Technology Center, Library and Learning Resource Center, and Student Service Center are a significant improvement in the effectiveness of the college‘s physical resources to support high quality educational programs and services. These are the result of effective planning and community support of bond funding. New and renovated facilities have gone a long way to improve the overall tenor of the campus‘ physical resources and to address seismic concerns. The college has continued to plan and has completed its Educational and Facilities Master Plans to prepare for Measure A 2006 bond funded construction. The Facilities Master Plan creates a new core building structure for the center of campus; an expanded quad; and new facilities for the sciences, classrooms, and student activities. It also addresses some of the college‘s lecture space underutilization and lab space over-utilization.

Planning Agenda None.

IIIB2a. Long-range capital plans support institutional improvement goals and reflect projections of the total cost of ownership of new facilities and equipment.

Descriptive Summary With remodeled and new facilities being constructed and completed in accord with our longrange plans, the college is addressing building, grounds, energy, staffing, training, and equipment needs that arise from this long awaited modernization.

One of the educational improvements of upgraded facilities is the creation of ―smart classrooms.‖ A smart classroom integrates Internet access, LCD projection systems, VCR and DVD players, and a computer in an easy-to-use system. This entails new audio-visual support needs and staff training. The college has installed more than 20 smart classrooms in our current facilities. Our new and remodeled buildings will have smart classrooms as part of their upgrade (Ref. 3.49). The college has offered training to our AV personnel and faculty and staff (Ref. 3.50). The Technology Committee has also developed a Technology Strategic Plan to address the ongoing technology and technology maintenance needs of the campus (Ref. 3.63).

The college is looking at energy management to reduce its ongoing costs. The district hired Chevron Energy Solutions consultants to create an energy conservation and generation plan.

This included the installation of solar panels, which generate a portion of our electrical needs, and a retrofit of our indoor lights and HVAC units to save energy and reduce costs (Ref. 3.51).

In fall 2006, the college formed an Energy Management Committee (now the Sustainability Committee) to recommend other conservation measures. It has recommended heating and cooling standards, lighting standards and encouraged staff to turn off their computers and monitors to save energy, and that new facility construction be environmentally sound and rely on L.E.E.D. standards (Ref. 3.52).

The college has a new Student Services Center which shouldn‘t create additional Custodial needs as it houses current staff and services. However, Custodial staffing may increase temporarily until vacated facilities are demolished. It is expected that with renovation efforts to many buildings, maintenance will be favorably affected, and this could allow a greater focus on repair issues that address better delivery of programs. As programs and services relocate to new buildings, staffing in areas where there could be consolidation will be considered.

The college receives annual state-funded facilities operations and maintenance allocations based on existing gross square feet during a budgeted fiscal year. This includes funds for staff and operations. The state allocation ensures that the staffing component of life cycle costs and

172

Report of the Institutional Self Study for Reaffirmation of Accreditation

the total cost of ownership for the project are properly calculated. The college Facilities Master Plan includes both construction and demolition efforts and plans to reduce square footage over time, thus the college may have reduced energy, custodial, or maintenance costs (Ref. 3.53).

The college and district have developed architectural guidelines to ensure the best use of their construction funding. These guidelines have been developed by facility modernization teams, the College Council, and the Buildings and Grounds staff to ensure the best value is obtained in campus facilities, equipment, and furniture. The College Council has developed standards for color palettes, furnishings, and floor coverings that provide consistency, good aesthetics, and high durability across the college and that reduce life cycle costs. Facility systems or components not addressed in the college or district guidelines are individually reviewed and approved by the project design team and Buildings and Grounds for best value including life cycle costs.

Construction costs at Contra Costa College can be high, and construction locations may be limited due to the campus location on the Hayward fault. College facilities are mainly located in the AP Zone, a seismic impact zone on either side of the Hayward fault. Thus, before any construction, the college must pay to trench around a building to determine if renovation is viable. Sometimes though buildings have been planned and funded, they cannot be constructed due to seismic trenching findings. For example, the Art building‘s state-authorized seismic retrofitting was stopped as trenching identified a trace fault under the building. It was no longer fiscally viable to renovate the Art building. In our Facilities Master Plan, the Art program is relocated to another building. Determining the seismic viability of construction adds additional costs and time to the costs of ownership and can limit overall college improvements.

The Facilities Master Plan architect has developed a plan for the campus to address its educational, seismic, facility, path, road, aesthetic, infrastructure, and grounds needs. The Facilities Master Plan creates a configuration of buildings and grounds in the core of the campus which meets its future educational program and service needs. This plan, approved by our College Council and based on our Educational Master Plan, includes student and staff input, and should guide the CCC campus into its next 50 years (Ref. 3.53). The college completed its Facilities Master Plan and presented it to the Governing Board in spring 2008. Their approval allows the college to begin using measure 2006 bond funds.

Self Evaluation Our long-term capital plan, as evidenced in both facility bonds and our Facilities Master Plan, supports college goals. The college‘s bond elections focused on defining our most critical facilities remodel and construction needs, in the context of our public‘s willingness to fund these costs. The Facilities Master Plan addresses the overall educational needs of the institution.

Energy management has been a priority of the college in an attempt to reduce long-term total operational costs. Changes in technology and new needs for technology support are being addressed with a Technology Strategic Plan and appropriate training within the limits of funding.

The college‘s seismic issues inhibit its ability to develop facility plans and construct buildings in a timely and cost effective manner. For example, the college developed a Facilities Master Plan which was then placed on hold as more seismic trenching was completed to clear proposed building sites of seismic concerns. Construction costs are difficult to keep low because of seismic issues. We have both soaring construction inflation and the additional seismic costs for each capital endeavor. Though timeliness is critical to provide a counterpoint to construction inflation, this is often difficult to implement. Both the additional seismic work itself and the time and cost of trenching exhaust the bond funds at a greater rate than for other colleges.

Report of the Institutional Self Study for Reaffirmation of Accreditation

173

The college reviews staffing requirements as its facilities uses change. It uses square footage to allot custodial staff, though some areas are more time intensive than others to clean.

The college has successfully created architectural guidelines for its forthcoming construction efforts. This will ensure cost effectiveness, durability, sustainability, and will create a cohesive look and feel to the campus as it undergoes significant construction. The college Facilities Master Plan addresses seismic issues and creates integrated buildings and grounds that best serve campus educational program and services. This plan has been approved by the College Council and will be approved by the Governing Board in spring 2008.

Planning Agenda None.

IIIB2b. 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.

Physical resource planning and institutional evaluation go hand in hand. Current physical resource evaluation is a basis for strategic planning, information technology planning, and educational master planning to ensure appropriate improvements are identified. In 2007, the college employed an architectural firm with strong experience in community college master planning and in colleges with seismic needs to evaluate the college and to make a plan for improvements to our campus. They conducted a facility evaluation and developed a master plan for the campus. It is reflected in the collegeâ&#x20AC;&#x2DC;s current 10-year Facilities Master Plan (Ref. 3.53).

To maintain a systematic assessment of physical resources, the college also conducts program review either bi-annually or every four years and has unit plans that support budget requests for physical resources. Program reviews and unit plans include, when needed, an evaluation of facilities and equipment and a plan for improvement. The program reviews and unit plans are incorporated into the annual college budgeting process and instructional equipment allocations (Ref. 3.54).

Program reviews are completed by departments and reviewed by validation teams to ensure they are accurate. The validation teams (made up of staff from all constituencies) meet with the reviewers and discuss their programs. The team then writes up its recommendations and either agrees with the recommendations of the program review or makes additional recommendations.

This written validation goes to Presidentâ&#x20AC;&#x2DC;s Cabinet for review. The Cabinet discusses the program reviews and the validation team findings and makes further recommendations if needed. Then they communicate the final recommendations to the program review authors (Ref. 3.55).

When planning a building, the college has another opportunity to assess its facilities and make improvements. An architectural design firm works with a district and college design team, including end users. The building project, as identified in the Facilities Master Plan, is reviewed by district and college design teams to determine program needs. Detailed project planning begins with the design team that identifies project functions, space requirements, furniture, equipment, and infrastructure needs and develops an initial project plan and cost estimate. The proposed project and preliminary cost estimate are evaluated by the district and the college. If needed, design adjustments are made so that the project can proceed within budget, or the budget can be adjusted to meet essential design issues.

174

Report of the Institutional Self Study for Reaffirmation of Accreditation

Equipment needs are assessed annually, and needed equipment funds are prioritized by the college‘s Budget Committee. The prioritization process is approved by College Council, the college‘s governance body. The application for funds is open to any program or service in the college. The criteria include a justification for the funding request that is based on program review and strategic direction as well as the development of student learning outcomes. A similar process is used for the allocation of instructional equipment funds (Ref. 3.56).

Self Evaluation The college‘s 2008 Facilities Master Plan is based on a thorough evaluation of its needs. Its development involved college and district staff, program review data, and community and student input. It is based on the college‘s Educational Master Plan, is integrated with the Strategic Plan, and will be updated through program review and by ongoing maintenance activities.

District and college design teams have successfully completed the construction of the Computer Technology Center, the path of travel, the Library & Learning Resources Center and the Student Services Center. While there is never enough money to design a building exactly as one imagines, and there are always unexpected challenges, the design teams have succeeded in creating buildings that make a vast improvement in the educational quality the college provides our students.

There has been concern about communication and timeliness regarding some program review recommendations. Some departments didn‘t get timely feedback about their needs. They asked for direction even if there wasn‘t money to meet their needs. The President‘s Cabinet now makes more timely and complete responses to program reviews. The Cabinet developed a summary document outlining expectations and feedback to the programs.

The college has an equipment funding process that is prioritized based on program review, strategic plans, safety, and unit plans. The equipment allocation process is functioning well, though there has been inconsistent state funding. The college‘s Foundation regularly provides $50,000 a year for budget augmentation and equipment needs.

Planning Agenda None.

IIIC. Technology Resources IIIC. Technology resources are used to support student learning programs and services and to improve institutional effectiveness. Technology planning is integrated with institutional planning.

IIIC1. 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.

Descriptive Summary Contra Costa College supports technology in a number of ways, all of which are designed to support the college‘s effectiveness in accomplishing its mission. The Technology Committee, which is a sub-committee of the College Council, is charged with developing policies and procedures for the support of technology at the college. One example of such a policy is the Computer Lab Use Policy (Ref. 3.57), which dictates the rules on the use of computer labs. The Technology Services staff (also known as Information Technology, or IT) work in computer labs Report of the Institutional Self Study for Reaffirmation of Accreditation

175

and largely implement these policies and procedures. The Technology Committee is made up of the constituent base of the college, which includes students, faculty, classified staff, and administrators. The committee forwards recommendations for approval by College Council.

The committee is also responsible for writing the Technology Strategic Plan.

As part of past technology strategic planning, the committee has discussed the technology needs of the campus, after which a technology survey was conducted (Ref. 3.58). The entire constituent base of the college was surveyed on the topics identified during the technology needs discussions. Based on the data, a Technology Strategic Plan was formed.

Implementation of the plan is largely the responsibility of Technology Services.

The day-to-day operations and support of technology is the responsibility of Technology Services. Department staff consists of two full-time and one part-time classified position and one full-time manager for computer services, one full-time staff in the television station and a full-time webmaster (Ref. 3.59). The department maintains and supports the campus computer, network, and telephone infrastructures. The department also handles all technology purchasing which impacts those infrastructures such as computers, network equipment, and telephone devices. The department maintains the college security alarm systems through coordination with campus Police Services. The department also tracks and maintains campus software licenses and supports several core applications used throughout the campus such as Microsoft Office (Word, Excel, PowerPoint, and Outlook) and Network File and Print services.

Technology Services provides support for several other applications and services on campus including the college web server, online course management system (WebCT), FileMaker Pro databases, SARS (student services tracking and appointment system), and television station video server.

Technology Services supports all student computer labs on campus. However, some labs have dedicated support staff to handle the day-to-day support issues. The lab support staff are usually coordinator-level positions that have direct interaction with students. Higher-level technical issues are largely forwarded to Technology Services as well as large-scale maintenance such as lab deployment and upgrading. Technology Services also verifies compliance with the Americans with Disabilities Act (ADA) by making sure labs have the appropriate number of ADA workstations with the correct software available.

The college computer network is made up of approximately 800 PC and Mac computers spread across the campus in 18 buildings including computer labs and offices. The computers are interconnected through a copper and fiber optic infrastructure spanning between the buildings consisting of approximately 50 pieces of equipment (switches, routers, and firewalls). The college has approximately 350 telephone devices (phones and fax machines) and nearly 1,000 voicemail boxes.

Technology purchasing is centralized through Technology Services. Centralized technology purchasing helps the college adhere to college established technology standards, which ensures compatibility and sustainability. Another benefit to the college of centralized technology purchasing is better pricing through bulk purchasing.

Training on campus is another way of assuring effective technology use. The college has experienced periods of abundant training opportunities and lack of training as well. The amount of training available has been largely tied to funding. Technology training occurs in the following forms: District office, end user training, and IT staff training. The training provided by the District office usually focuses on district support applications such as our ERP system (Datatel) or its online extension WebAdvisor. End user training is usually provided internally by local campus staff and through campus staff development and focuses on campus support

176

Report of the Institutional Self Study for Reaffirmation of Accreditation

technologies (i.e., Microsoft Office or WebCT). IT staff training is handled within Technology Services and occurs on an as-needed basis. Typically when new technology is implemented, training is available in some form, such as in person (groups or individual) or in online documents such as tutorials. The College Resource Center (CRC), which is the college staff development center, is a permanent fixture on campus that manages most of the training on campus. The CRC assembles a regular monthly schedule of training opportunities which include instructional technology training and general technology training for staff.

To best meet the technology needs of the college, adequate and up-to-date equipment is needed. To that end, Technology Services maintains an inventory of the technology on campus (Ref. 3.60). From this inventory, decisions can be made as to what equipment needs replacement. Technology Services makes its equipment replacement recommendations to the Business Office. The Technology Committee wrote a three-year replacement standard which was approved by the College Council for campus computer systems. However, funding makes this difficult, if not impossible, to accomplish. The standard still stands as a guideline for recommendations on technology upgrades. Additionally, equipment is purchased with a minimum of a three-year lifespan in mind.

As a goal, the college tries to replace at least one computer lab every year, often replacing more. The number of labs replaced depends on the cost of the machines and the needs of the programs designated to use those labs. The cost is usually funded through a state instructional equipment grant that is given to the college most years. When a lab is replaced, the Instructional or Student Services departments using the lab are consulted on the requirements for the lab in terms of software and hardware. This involvement allows the college and Technology Services to best meet the instructional needs of these departments.

Office technology upgrades are handled differently. Funding for office technology, such as office desktop computers, is scarce, and departments often cover their own costs for computer replacement. Purchasing of all technology is done centrally, which guarantees compatibility with campus systems and simplifies support. However, some areas are more regularly funded at higher levels and are better able to purchase new equipment. Departments that receive direct state funding, such as EOPS and Financial Aid, regularly have funds to replace technology in their offices, while some other departments need to find other funding sources to meet their needs. The college encourages departments to seek funding through grants, such as VTEA, and also through the budget augmentation process funded by the college Foundation.

The program review process also gives departments a method of identifying needs and seeking additional funding.

Network infrastructure is maintained and updated by Technology Services. Upgrades to the infrastructure are done sporadically based largely on available funds and age of equipment. The infrastructure has proven to be adequate for the collegeâ&#x20AC;&#x2DC;s needs though more expansion into newer technologies, such as wireless and gigabit Ethernet, is needed. A campus-wide wireless implementation was started in 2001 though coverage is sporadic. The current Technology Strategic Plan (2006-2008) addresses the wireless need on campus and an approach to more complete implementation.

The college has a distance education program managed by the Office of Instruction.

Technology hardware and software used for conducting distance education are largely supported by Technology Services. Courses containing online content are hosted in a number of different ways from web pages posted on the college web server to courses fully hosted through the college WebCT server (http://online.contracosta.edu). The college also has 10-12 television courses hosted by its television station, CCETV.

Report of the Institutional Self Study for Reaffirmation of Accreditation

177

WebCT 4 was fully implemented as a campus-supported service in fall 2006. Previously, WebCT was hosted by the California Virtual Campus (CVC) for a year in 2005-06, but that consortium is no longer cost effective. The Office of Instruction, led by the senior dean of Instruction, started an online course pilot program in early 2005 to help faculty put courses online using WebCT. Courses were hosted by CVC, and training was provided for faculty through a series of workshops offered by the college. Several online sections resulted from this pilot project, and so the college offered the program again in 2006. The CVC discontinued its WebCT hosting in July 2006. Accordingly, Technology Services accepted the responsibility.

The college has standardized WebCT as its online course management system and is encouraging all courses with online content to move to the standard.

In 2006, the college began to formally install ―smart classrooms‖ throughout its buildings. This was due to the designation of a portion of Measure A 2002 bond funding to upgrade instructional technology in buildings. A ―smart classroom‖ consists of an Internet connection, a DVD/VCR, a ceiling-mounted LCD projector, and a computer. The specifications for the smart classroom were developed with expertise from faculty, college IT staff, and consultants. The Council of Chairs was asked to review ―smart‖ equipment and its placement, and to recommend the priority of classrooms to be upgraded. In fall 2006, about 15 classrooms throughout the college were turned into smart classrooms. In 2007, nine more smart classrooms were installed. The Council of Chairs was asked for recommendations. There should be at least one smart classroom in each instructional building to maximize access to faculty. The department chairs indicated that smart classrooms have been well received, the equipment design was largely successful with a few adjustments, and they are interested in more smart classrooms.

Self Evaluation In the 2005 student satisfaction survey (Ref 3.61), students stated that there was a 100% improvement in the level of technology on campus since 2001. This helps demonstrate that the structure established for providing support and meeting the technology needs for the college is adequate. The design involves technology staff and end users as well as relying on outside expertise. A good example of this is the recent deployment of several smart classrooms on campus. A sub-committee of the Technology Committee met to discuss the technology specifications, requirements, and budget for the project. Then a meeting was held with the Council of Chairs to determine the classrooms that would be upgraded.

When the college finished the installation of the smart classrooms, training was made available immediately. Since the classrooms were finished for the beginning of the fall semester 2006, training was offered during Flex week. Following the Flex training, a regimen of training was offered monthly on an ongoing basis. The Media Equipment Distribution team, which is represented on the Technology Committee, developed a handout that provided quick instructions in the use of smart classrooms. They then posted this document in each smart classroom. This led to the successful implementation and use of these classrooms. The process also kept the door open for continued involvement after installation when users had questions and suggestions for improvement.

Another example of meeting technology needs is an upgrade of our Art and Music computer lab.

At that time, the college lab replacement schedule indicated that the lab was due for a major upgrade, so the Technology manager met several times with the Art and Music departments‘ faculty to look at the needs of the students and the programs. Budget constraints were identified and equipment was bought and installed. This is typically how technology is implemented.

The college does face a challenge when it comes to keeping technology up-to-date. Funding for upgrades is scarce, though sorely needed. There are many departments on campus that

178

Report of the Institutional Self Study for Reaffirmation of Accreditation

have technology in their office areas that is past its useful life though still functioning. There is not a consistent form or level of funding to correct this situation though some departments are able to fund replacement technology from their college-allocated budgets. Additionally, a similar issue exists in some computer labs on campus where the technology is dated. Again, there is not a consistent funding source to keep the technology up-to-date. However, the college has been resourceful when new equipment is installed. To maximize computer resources, when outdated computers are replaced with newer ones, the outdated computers are used to replace older ones. With the Measure A 2002 construction funds, new or remodeled buildings have access to some funds for updated technology. This has assisted with upgrading computers and computer labs on a one-time basis.

An issue identified in the technology survey conducted in 2005 was the lack of enough technology training. While training is an integral part during deployment of new technology, the college does not have an adequate, consistent level of ongoing technology training. This is largely due to a small technology staff and to limited funds for staff development. This is particularly true of instructional technology training and as evidenced by limited online course offerings. For the 2007-08 school year, the Technology Services manager and vice president sought and were awarded CTE funds to hire a temporary part-time instructional technology trainer. Though this is a vocationally focused training intervention, it began to address the need for instructional technology training. The Technology Committee has agreed to examine the training issue.

Planning Agenda 1. Improve technology training offerings.

2. Develop strategies to fund technology upgrades which recognize funding inconsistency and make progress towards maintaining adequately up-to-date technology.

IIIC2. 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.

Descriptive Summary Technology planning is done through the Technology Committee, a sub-committee of the College Council. The committee is constituent-based and meets regularly. A multi-year Technology Strategic Plan was written in 2000 by the Technology Committee, which at the time was chaired by the senior dean of technology. Many of the ideas in the plan were implemented, but some ideas were not sustainable at the time, such as a college-owned student email and portal system. When the senior dean position was eliminated in July 2004, the committee did not meet again until September 2004 and was co-chaired by the Technology Systems manager and a faculty member. Once the committee was re-established, it developed a new technology mission statement and started work on a technology survey to assess its use of technology in preparation for writing an updated short-term strategic plan. The short-term plan continues to move technology forward at the college and will be updated to complement the college 20072012 Strategic Plan. The technology survey was written and conducted in 2005 (Ref. 3.62), and the Technology Strategic Plan (Ref. 3.63) was written in 2006. The Technology Committee developed two separate surveys (one for students and one for faculty, staff, and managers).

The College Council approved the 2006-2008 Technology Strategic Plan in April 2007.

However, the Technology Committee had already begun work on the initiatives in 2006. The committee expects to complete the initiatives in the Technology Strategic Plan sometime in 2008.

Report of the Institutional Self Study for Reaffirmation of Accreditation

179

Self Evaluation The use of the Technology Committee to develop plans and make decisions is an excellent example of shared governance. Additionally, it provides a method of input for all constituent groups and generates buy-in to technology. It is difficult, however, to schedule meetings when all committee members can attend. The committee‘s responsibilities are also not well defined, so members are not always as dedicated as they might be. This is changing with the approval of the Technology Strategic Plan that more clearly identifies goals and with additional tasks being assigned to the Technology Committee by its parent committee, the College Council.

With the advent of the current Technology Strategic Plan, based on the surveyed assessments of college technology resource use, the college has updated its technology planning, keeping in line with the goals and mission of the college. The Technology Strategic Plan becomes a portion of the college‘s institutional plan, and it will be updated again when the college updates its overall Strategic Plan.

Planning Agenda None.

IIID. Financial Resources IIID. Financial resources are sufficient to support student learning programs and services and to improve institutional effectiveness. The distribution of resources supports the development, maintenance, and enhancement of programs and services.

The institution plans and manages its financial affairs with integrity and in a manner that ensures financial stability. The level of financial resources provides a reasonable expectation of both short-term and long-term financial solvency. Financial resource planning is integrated with institutional planning.

IIID1. The institution relies upon its mission and goals as the foundation for financial planning.

IIID1a. Financial planning is integrated with and supports all institutional planning.

Descriptive Summary Financial and institutional planning occurs at two levels – the district and the college. At the district level, ―Key Goals and Strategies‖ are developed under the shared governance process and incorporate a multi-year three- to five-year perspective. Emphasis is placed on institutional goals and those strategies necessary to accomplish them. The operational plans, developed to support and implement the strategic initiatives, identify the budgetary impact related to each action step.

The Governing Board annually reviews the budget calendar along with district‘s ―Budgeting Parameters‖ which guide budget development. Additionally, approved business procedures provide formulaic allocations for college and district-wide staffing, instructional programs, operational costs, and facilities needs.

After the budgetary needs for district-wide initiatives are determined, allocations are made to the colleges principally based upon full-time equivalent student (FTES) enrollment. Each college assumes the primary responsibility for developing its own operational plans in support of the district‘s overall goals and the internal distribution of resources to support those plans.

180

Report of the Institutional Self Study for Reaffirmation of Accreditation

The college reviews its Mission Statement on a regular cycle, along with its strategic planning.

The Mission Statement is updated and re-stated as appropriate, through the college‘s constituency-based policy and decision-making body, the College Council. The five-year Strategic Plan is developed, based on the college mission and following consultations with all stakeholders (Ref. 3.64). Three forums are held to obtain input from all stakeholders: a community forum, a student forum, and a staff and faculty forum. The forums are typically conducted by a facilitator, which starts off with a review of the college mission, review of environmental scan and student and staff surveys, followed by structured dialogue, and concluded with a listing of strategic priorities. The priorities developed at each of the forums are then presented to the college community on All College Day, to be combined and prioritized with everyone‘s participation. Stewards for each of the initiatives are identified, who will lead the dialogue and establishment of objectives and action plans necessary to achieve the initiatives.

The objectives and action plans generated to achieve the five-year college Strategic Plan are further broken down into yearly components. With these in mind, organizational units of the college develop their annual plans (Ref. 3.65). The annual plans include a self-evaluation for the prior year, the plan for the upcoming year, and a request for budget augmentation, if needed, with justification. Those plans that contain a request for budget augmentation are forwarded to the Budget Committee, which ranks all requests based on an established rubric (Ref. 3.65). The Budget Committee will submit a list of organizational units recommended for funding to the College Council for its review and approval (Ref 3.66). College Council then returns those recommendations to the Budget Committee for implementation.

The college establishes its FTES goals for next year during the prior spring semester. Goal determination takes into consideration trends over the past few years and pertinent changes that affect enrollment such as tuition fee increases/decreases, the Enrollment Management Plan, and the enrollment landscape state-wide and locally. Based on the FTES goal, the college receives three allocations from the district: its operating budget (Ref. 3.67), the C-hourly (part-time teaching) budget (Ref. 3.68), and the classified staffing budget (Ref. 3.107).

The college operating budget in 2002-2003 was $1.5 million, which was reduced to below $1 million when the state passed massive budget cuts down to community colleges. There were several college-wide meetings the administration conducted, first to inform the college community of the budget cuts and, secondly, to decide how the cuts would be distributed. An outside facilitator was hired to conduct the community forum to make such a determination.

Since then, the college‘s operating budget has remained unchanged. The college, aware that its operating budget as a whole is under-funded, purposely rolled the same unit budgets from year to year. Any additional dollars, whether from state sources, the Contra Costa College Foundation, or other sources, were distributed according to the institutional plan as embodied in the mission, strategic initiatives, annual plans, program reviews, and SLOs. If the operating budget increases in the future, the Budget Committee will recommend implementing zero-based budgeting for the college, which would be based on its institutional plans.

Aside from the college‘s strategic initiatives, the following plans are also on a five-year cycle: the Technology Strategic Plan, Student Equity Plan, Enrollment Management Plan, Matriculation Plan, CCCCD Five Year Construction Plan, Basic Skills Plan, and Staff Development Plan.

The Educational Master Plan and Facilities Master plan are on a 10-year cycle and as directed by the new chancellor were completed in 2008. The completion of these plans was the prerequisite to a college receiving any of the Measure A 2006 funds.

Report of the Institutional Self Study for Reaffirmation of Accreditation

181

The institutional plans listed above drive the allocation of funds. For instance, the Technology Strategic Plan guides what technology programs/activities/equipment are funded when the dollars are available.

Self Evaluation The college reviewed and updated its mission in 2007 through the shared governance process, as outlined in Standard I. The strategic initiatives were developed in 2007-08, to coincide with the mission update. Both the mission and strategic initiatives drive college budgeting as illustrated in the college‘s Integrated Planning Model (Ref. 3.69). Even during fiscal crisis, the college prioritized budget reductions, through shared governance that supported, as best as possible, the mission and established plans of the college.

Recently, the chancellor hired a consultant, Mike Hill, to look into the finances of the district objectively. Mr. Hill‘s report contains information regarding the district revenues and expenditures and how it compares with other districts, an analysis of student debt, and so forth.

One of the tasks given to the consultant was to review how the district allocates its resources.

Based on his analysis, Mr. Hill recommended that the district should make a conscious decision on what budget allocation model to use and why (Ref. 3.70). Consequently, there has been a series of discussions at the district level which resulted in a new allocation formula for college operating budgets and for classified staffing (Ref. 3.71).

The most recent staff 2005 survey indicated that some employees are unclear as to how institutional planning relates to budgeting (Ref. 3.72). On spring 2006 All College Day, a presentation of the integrated planning model was made to clarify this relationship. There has been employee dissatisfaction as a result of the across-the-board salary cuts in 2004-2005 and 2005-2006. Such cuts are unprecedented in the district‘s recent history. A climate survey of the district conducted in 2005-2006 showed that there was low employee morale because of the salary cuts (Ref. 3.73).

Although institutional plans exist that span more than a year, college level financial plans are developed on a short-term, yearly basis. Recently budgets were rolled over from year to year, with minor adjustments. Long-range financial planning occurs at the district level.

Planning Agenda Participate with the other colleges and district in discussion and possible implementation of the recommendations made by consultant Mike Hill.

IIID1b. Institutional planning reflects realistic assessment of financial resources availability, development of financial resources, partnerships, and expenditure requirements.

Descriptive Summary Institutional planning, like most planning and policy-making activities, is a shared governance function. Participation of all constituents is solicited both at the district and college levels. In order to equip staff and students to participate intelligently, they receive information about available funds, fiscal commitments, and the budget. The Governing Board, which ultimately oversees the operations of the whole district, is likewise given all the pertinent information. The district‘s Budget Development Calendar indicates that the following budgets are presented to the Governing Board (Ref. 3.74): • Tentative budget, in June prior to the budget year • Adopted budget, in August of the budget year

182

Report of the Institutional Self Study for Reaffirmation of Accreditation

The college budget, on the other hand, is presented by the president and vice president to the whole college at the beginning of the academic year through a series of meetings with the divisions and departments. Nicknamed the ―traveling road show,‖ this presentation includes a status report of how the college did last year, what the plans and directions are for the current year, and what the budget is.

As mentioned earlier, institutional planning drives financial planning at the district and college levels. At the college, the process used in prioritizing new funds takes into consideration past performance, district and/or college strategic directions, unit plans, progress with SLOs, and other similar factors.

Institutional planning is closely interfaced with financial planning since financial resources permit institutional plans to be put into action. The reality is that financial resources are scarce. The college‘s operating budget was reduced and remains limited. In order to augment funding for the college‘s programs and services, faculty and staff are actively seeking grants and other sources of funding.

External financial resources for the college are developed primarily through fundraising activities of the Contra Costa College Foundation, through grants written for specific departments, and by the Economic Development department to create new CTE programs that benefit students.

Members of the Contra Costa College Foundation Board of Directors have raised approximately $1.5 million over the past nine years through the annual Sy Zell Swinging for Scholarships Invitational Golf Tournament. Although the bulk of these funds have been designated for a variety of scholarships, Foundation Board members have made allocations for the past five years in support of CCC programs. In 2005, the Foundation Board adopted an intention of designating up to $100,000 per year for such support through annual unit plan budget augmentations and in response to needs identified through program reviews. The Foundation also created the CCC Hall of Fame in 2004 both to recognize outstanding individuals and organizations and to raise funds for CCC programs. The event is part of the Foundation‘s planned giving program in hopes of future bequests from Hall of Fame inductees and their families. The Foundation also holds endowments totaling approximately $650,000 designated for specific honorary and memorial scholarships. New endowed scholarships are created by donors each year, and funding for many non-endowed scholarships is renewed each year. The Foundation handles the awarding of approximately 100 scholarships annually. Those awards, which are funded directly through Foundation activities target continuing students in support of the college‘s retention and persistence goals.

Contra Costa College‘s Center for Science Excellence (CSE) and its Associate Degree Nursing program generate a significant portion of the grant funding to the college. The CSE is a presidential award-winning program that mentors under-represented and female students toward success in math and the sciences. Most of its grants provide financial incentives for students to focus on their studies and fund summer internships for students at national research laboratories and in industry. The overall goal of CSE is to increase the number of underrepresented graduates in the physical and biological sciences, mathematics, and engineering. The Center for Science Excellence is currently sustained by an amalgamation of funding from the college and the United States National Science Foundation‘s Computer Science and Mathematic Scholar Program (NSF CSEMS) and National Science Foundation‘s Science, Technology, Engineering, and Mathematics Talent Expansion Program (NSF STEP).

In 2006, the CSE received two grants totaling $1.6 million. The first is a $2.0 million NSF STEP grant to the college and the University of California, Berkeley. This partnership gives the CSE $1.1 million over five years for science, math, and biology programs in environmental science.

Report of the Institutional Self Study for Reaffirmation of Accreditation

183

The second grant is an NSF S-STEM (Scholarship in Science, Technology, Engineering, and Math) for $500,000 over five years.

The Nursing program attracts grants from the State Chancellor‘s Office to increase enrollment and retention for a diverse student body. Students in both the ADN and Certified Nurse Assistant/Home Health Aide programs are also the beneficiaries of numerous dedicated scholarships.

The Economic Development department at CCC is also aggressive in pursuing grants. It works at developing partnerships between the business community and the college‘s various programs, mostly vocational in nature. The mission of the department is to provide services that promote a well-trained workforce to the local economy by supporting the career and technical training at the college by obtaining grants and other funding that promotes this goal. In 20062007, it applied for seven grants and was awarded five: • A Tech Prep Demonstration Grant for the Middle College High School, a five-year grant, in the amount of $800,000, that required the creation of two new Career Technical Education tracks (that were also transferable) that would offer the students of the high school, career and technical training in high wage, high growth fields that would lead to high wage employment in career fields that were in demand in the local area.

• A Career Exploration Grant, a two-year grant for $150,000 that will offer Helms Middle School seventh and eighth graders career exploration activities that would be part of a ―Career Pathway/2 + 2 Articulation Agreement,‖ that will engage students at this earlier age and expose them to activities, classes taught at their school by college counselors/instructors, and events at Contra Costa College.

• An N-Step/Rubicon Biotech Grant for $47,000, a two-year partnership grant with San Francisco City College, State Employment Development Department, and Rubicon designed to provide a bridge to biotech employment for Rubicon clients.

• A Quick Start Transportation Grant, a two-year grant for $16,000 that is a regional partnership grant with five other community colleges, Regional Occupational Programs, the local high schools associated with each community college, and automotive related businesses. The grant goal is to bring NATEF certification to all college and high school automotive training programs, provide internships to students in the programs, and develop common articulation agreements and job placement for students upon graduation.

• A Teen Challenge Grant, an annual grant for $5,000 from the County Office of Education. This grant funds an annual live teleconference that is created every year around the most current issue that faces young people and it broadcasts to high schools and over the Internet to a wide service area.

The non-competitive Carl Perkins grants received in 2006-2007 are based upon surveys administered to all students enrolled in vocational programs that are also VTEA qualified (economically disadvantaged). The college is the recipient of two Carl Perkins grants: • A VTEA annual grant of $342,867 for 2007-2008 from the state to support the college‘s CTE programs and to establish partnerships with local businesses and community organizations to respond to the needs of local employers by producing a well-trained workforce that is ready for employment. VTEA has rigorous funding priorities and requires that each project that is funded meets all eight of the VTEA guidelines to be approved for funding.

184

Report of the Institutional Self Study for Reaffirmation of Accreditation

• A Tech Prep Grant of $74,648 for 2007-2008. This annual funding from the state is for the preparation of high school students for technical careers at college. Students are brought to the college to attend workshops put on by vocational faculty and many high tech businesses in the area.

In all of the above listed programs, expenditure requirements are a part of the granting agency requirements, a condition of the grants, or in the case of the Foundation, directed by its Board.

Even so, when grant funds supplement college programs, it is done so in strict relationship to the Integrated Strategic Planning model.

The district as a whole—and the college in particular—is faced with the reality of stable enrollment that isn‘t growing significantly and yet increasing costs. These issues were part of the study conducted for the district by Mike Hill, for which he has presented his recommendations to the Governing Board.

Self Evaluation Recognizing that increasing enrollment is vital in increasing resources, much time and effort have been dedicated to focus on this. Initiatives, and their corresponding objectives and action plans, are being established to address enrollment growth. For example, the college has embarked on a more aggressive advertising plan, the outreach efforts of the college have been restructured to be more cohesive, and a district market study was conducted to better reach the target student population (Ref. 3.75). The other piece to resource management is aligning costs with revenues. Mike Hill‘s recommendations have been and are up for review, prioritization, and implementation at the district level.

The college looks carefully at the needs of the community when developing both its mission and strategic plans. Subsequently it depends on these plans to allocate resources to support its educational efforts. Faculty and staff are well aware of limited resources and take that into consideration as they develop specific action plans. The college takes advantage of both grant and fundraising opportunities and has a strong track record of successfully augmenting resources and supporting educational program and service enhancements through the use of outside funds. Fundraising or grant development is accomplished in identified areas where there is a need for augmentation of a program to meet community needs. Generally, the college does a good job in bringing additional funding to benefit the vocational programs, establishing good partnerships with the community, and expanding classes offered to students.

In order to step up the effort towards obtaining grants, the college has reorganized the Communication and Advancement office. The head of that department used to oversee the following functions: marketing, public information, TV station, graphics, grants development, community relations, web administration, and the CCC Foundation operations. Now the position is focused on two areas: the Foundation and grant writing.

The Economic Development department could improve the services it provides to the college by involving more full-time staff, faculty, and counselors in its activities which could help institutionalize some of the services that temporary grants provide that tend to disappear once the funding has ended.

Planning Agenda Seek to increase college enrollment.

Report of the Institutional Self Study for Reaffirmation of Accreditation

185

IIID1c. When making short-range financial plans, the institution considers its long-range financial priorities to assure financial stability. The institution clearly identifies and plans for payment of liabilities and future obligations.

Descriptive Summary As an organization, the district is keenly aware that its short-range financial plans must not be detrimental to its long-term goals of financial stability and the ability to meet long-term contractual obligations and liabilities. The principle of maintaining ongoing expenditures within ongoing revenues has been publicly stated not only by the Governing Board but also by all negotiation groups as one of the mutual interests arrived at through Interest Based Bargaining (IBB). In the unrestricted general fund, as part of the budgeting process, the district segregates one-time revenues and expenditures from those that are ongoing in nature and presents them separately in all internal budget and quarterly financial reports.

During 2006-07, to ensure financial stability, the Board directed the district to continue maintaining its unrestricted general fund balance which was, at the time, equal to 10.2% of expenditures. By fiscal year end, the balance had grown to $22.3 million or 13.4%.

Maintenance of a sizable fund balance is viewed as a way to mitigate any unforeseen or temporary fiscal emergencies. It also allows the district the ability to fund one-time initiatives.

As part of the district‘s budgeting process, all short-range plans are incorporated into a fouryear, cost-projection model. This model allows the input of several variables, such as FTES growth/decline, projected state COLA, increases/decreases in local revenues, and increases/decreases to salaries and other operational costs. The purpose of running this model is to see the long-range, net effect to the district‘s fund balance, for various short-range plans the district may be considering.

Per the district‘s June 30, 2006 Audit Report, the district‘s long-term liabilities consisted of General Obligation Bonds Payable Accrued Compensated Absences Certificates of Participation Capital Lease Obligations Total

$ 115,990,639 10,820,670 1,215,000 1,002,288 $ 129,028,597

The balance shown under general obligation bonds is the remaining principal on $120 million in bonds that were approved by the voters on March 5, 2002. The bonds were issued in three series: $50 million in 2002, $45 million in 2004, and $25 million in 2006. All three will be paid off by 2029 and are funded by county property tax assessments.

The liability for accrued compensated absences represents amounts owed to employees for unused vacation time and instructional over-load. Cash pay-outs are only available at the termination of employment. Over the past three years, the annual monetary pay-outs have totaled less than $200,000. As of June 30, 2006, the district had set aside $2 million, in a debt service fund, to fund this liability. By the end of 2006-07, that funding was raised to $2.8 million.

The district intends to continue adding to this fund with unrestricted general fund monies that are identified as available at year-end.

In June 1996, the district issued $1,605,000 of Certificates of Participation (COPs) to help fund the construction of a student union building on the Diablo Valley College (DVC) campus. The COPs will be paid off by 2021 and are funded from student union fees assessed to DVC students.

186

Report of the Institutional Self Study for Reaffirmation of Accreditation

The total for Capital Lease Obligations represents the principal due on a variety of equipment leases. By 2010, all of these leases will have been paid-off, the annual payments being made from the operating budgets of the departments leasing the equipment.

Per the district‘s June 30, 2006 Audit Report, the district‘s Actuarial Accrued Liability (AAL) for ―Other Post-Employment Benefits‖ (OPEB) amounted to $225,080,400. This liability represents the district‘s contractual obligation to offer subsidized health insurance benefits to all employees who retire from the district and meet the age and service requirements for eligibility. This contractual benefit is no longer available to employees hired after June 30, 2005.

By June 30, 2006, the district had already set aside $27,785,500 towards funding the OPEB liability. During 2006-07, interest earnings, plus the district‘s annual $1 million contribution to the fund, plus another, one-time contribution of $15.6 million, has raised the overall funding to $44.9 million, or roughly 20% of the current liability.

Presently, the money needed to provide retiree health benefits, plus make the annual $1 million contribution towards the debt, comes from the district‘s unrestricted general fund. In 2005-06, the $7.3 million cost represented about 5.3% of the district‘s overall unrestricted general fund budget. In the foreseeable future, the district plans to continue its current funding policy. Given the present funding level, in 30 years, it is projected that the district‘s debt funding will match the remaining liability.

Self Evaluation In making short-range financial plans, the district calculates the long-term effects of the plans that it is considering. The district and its employee groups all recognize the importance of having an adequate fund balance and maintaining ongoing expenditures within ongoing revenues so as not to diminish that balance. The district recognizes all its long-term liabilities and has proactively taken steps to fund them.

Planning Agenda None.

IIID1d. The institution clearly defines and follows its guidelines and processes for financial planning and budget.

Descriptive Summary The district follows a Budget Development Calendar, which is Governing Board-approved. The budget development process adheres to the guidelines for preparation of the annual budget as set forth in the California Code of Regulations. Among others, the Code requires adoption of the tentative budget by July 1 and adoption of the final budget by September 15 of each year.

Presentation of the tentative budget and monthly budget updates are made at the Governing Board meetings, which are open to the public. As mentioned previously, agenda items are discussed in the constituency-based District Governance Council (DGC) meetings before they are presented in the Governing Board meeting.

Under the leadership of the new chancellor, the district deemed it important to inform the district and college communities of the budget. The chancellor and vice chancellor of finance held community budget meetings at the colleges and the District office, not only to disseminate information but also to give staff and students the opportunity to ask any budget-related questions. This is one way to communicate with as many people as possible the processes followed for financial planning and budget and the results of such processes.

Report of the Institutional Self Study for Reaffirmation of Accreditation

187

At the college level, guidelines and processes for financial planning and budget are discussed, decided, and disseminated through the College Council. The Budget Committee is the subcommittee of College Council where such discussions are first initiated, in order to formulate recommendations that are ultimately presented to College Council. Aside from the College Council meetings, the information is emailed to everyone and posted on the college‘s shared drive.

Self Evaluation The district publicizes its budget values and parameters in the same manner as it does the Board agenda and minutes – through the Governing Board meetings and the district website.

Workshops are held for the Board as well as the District Governance Council to go over the financial planning and budgeting process and to review the budget itself.

Financial planning and budgeting at the college level is a shared governance process, and the meetings held to discuss, approve, and implement these processes are open for everyone to attend. This is accomplished in the College Council. On All College Day in spring 2006, a visual presentation was made to inform everyone of the college‘s Integrated Planning Model.

This model is used in allocating new monies, and the implementing body is the College Council.

The pertinent guidelines, forms, and rubrics used to implement the model are sent out to everyone by email, announced in College Council and other committee meetings, and are also accessible through the shared drive.

Planning Agenda None.

IIID2. To assure the financial integrity of the institution and responsible use of financial resources, the financial management system has appropriate control mechanisms and widely disseminates dependable and timely information for sound financial decisionmaking.

IIID2a. Financial documents, including the budget and independent audit, reflect appropriate allocation and use of financial resources to support student learning programs and services. Institutional responses to external audit findings are comprehensive, timely, and communicated appropriately.

Descriptive Summary The financial management system of the district has built-in checks and balances and internal control mechanisms, such as the following:    

Approval systems for all financial transactions, including all purchases Monthly reporting of the budget and expenditures to date to the Board, including financial performance indicators Internal and external audits Status reviews on a monthly basis at the different budget responsibility levels at the college – by department, by division, and by program.

On an annual basis, the district is required to submit an Annual Financial and Budget Report (the CCFS-311) to the State Chancellor‘s Office. In its 2005-06 report, over 70% of the district‘s general fund expenditures were spent directly for instruction, instructional and academic support, various student services, and contract education. As a means to measure the appropriateness of its expenditure-levels, the district compares various levels of summaryinformation from its own CCFS-311 report to that of its sister districts within the ―Bay-10.‖ In

188

Report of the Institutional Self Study for Reaffirmation of Accreditation

general, this analysis shows that the district‘s expenditure levels fall well within the range of expenditures (as a percentage of total expenditures) as shown by its neighboring districts.

California Education Code requires that an independent CPA firm perform an annual audit on all of the district‘s financial records, including all its funds and reports to state and federal agencies like the CCFS-311. Audit findings are accompanied by recommendations that require district response. The district holds two ―open‖ meetings of its Finance Committee, where the external auditors discuss the audit and any findings and recommendations they have made.

Additionally, there is a public presentation of the annual audit during one of the district‘s Governing Board meetings. Once accepted by the Board, the audit is placed on the district‘s website. As part of the following year‘s audit, the external auditors review the progress made by the district towards correcting the prior year‘s findings.

Self Evaluation The budgets that are within the college‘s purview, namely the college operating, part-time teaching (C-hourly) budgets, and the newly added classified staffing, are allocated by the district based on the college‘s FTES goals. Throughout the fiscal year and at year-end, FTES generated at the colleges are reviewed to determine whether or not the colleges are on track in meeting their FTES goals. If not, then either corrective action is implemented or the goals are adjusted. There are financial consequences to the colleges for not meeting their FTES goals.

The experience at all three colleges throughout the years is that the C-hourly budget is always over-spent, leading to the conclusion that the allocation methodology needs review. Although actual productivity fluctuates over time, the C-hourly allocation has been based on a constant productivity rate. Therefore, funding may be based on a lower, higher, or about the same productivity rate as this constant. The college‘s over expenditure of the C-hourly budget led to a five percent reduction of the summer and fall 2008 schedule. This reduction was necessary to limit the financial consequences. The district indicated that over-expenditure of the C-hourly budget from the 2006-2008 years would be paid back to the district from the college‘s annual cash carry over. The college did not expect to be able to cover this debt and thus reduced its schedule to ameliorate the liability. It is hoped that even with the schedule reduction, the college will be able to meet its FTES goals. The district and the colleges are currently engaged in further study of the C-hourly funding formula to attain a more realistic, equitable allocation.

Although under-funded in both operating and C-hourly budgets for several consecutive years, the college has been able to operate in such a way as to achieve its goals. This is accomplished by doing more with less and also by individual/department efforts at fundraising and grant development. For example, the Athletics Department hosts a crab feed to raise funds for its athletic programs.

Planning Agenda Work with the district to review and change, as appropriate, the part-time (C-hourly) allocation methodology.

IIID2b. Appropriate financial information is provided throughout the institution.

Descriptive Summary The following financial information is included in the Governing Board agenda regularly: • Purchase orders, change orders, payment of invoices, and disposal of surplus property • Agreements and amendment to agreements • Financial statements and budget transfers • Budget (Preliminary, Tentative, Adopted) and Budget Updates Report of the Institutional Self Study for Reaffirmation of Accreditation

189

With the appointment of the new chancellor, the district started community meetings regarding the budget and related issues at the colleges. This budget forum was held in May 2006 and annually thereafter, in time for planning/budgeting for the next fiscal year. This gave everyone the opportunity to see the whole budget picture for the district, and how it affects the college.

At the beginning of every academic year, the college president and vice president hold informational meetings (the ―Traveling Road Show‖) with every division/department on campus to discuss the budget and other important issues. The Budget Committee meets on a monthly basis and makes presentations or submits reports to the College Council as appropriate.

The financial audit of the district is conducted every year-end by external auditors. They visit and interview staff at the colleges as well as the district, mainly the Finance department, in the course of their audit. Their findings are discussed with designated district officers (mainly the vice chancellor of Finance and Administration and the manager of Internal Audit), and at the conclusion of their work, they make their presentation to the Governing Board, usually in December.

Self Evaluation At both district and college levels, disclosure of financial information is deemed important and is therefore practiced. The new chancellor, who was the former president of our college, is a firm believer in full disclosure and shared governance. Therefore, the culture at the college, which is now starting to permeate the rest of the district, is that of collaboration and information sharing.

The new college president, who was the former vice president, has stepped into his new role with the same spirit of cooperation and collegiality. Thus, financial and budget information is widely disseminated throughout the district and within the college.

The staff satisfaction survey conducted in spring 2005, however, indicated that faculty and classified employees do not agree that ―college guidelines and processes for financial planning and budget development are clearly defined and followed‖ (Ref. 3.76). Further, they did not believe that ―the college budget reflects college priorities and planning goals‖ (Ref. 3.76). As mentioned previously, there are two factors that might have skewed the results of this survey.

One is the fact that it was the second year in a row that all employee groups suffered salary cuts, and the other was that the contract negotiations were very contentious. These resulted in low employee morale across the board, which manifested in negative responses to survey questions about budget.

Audit results are first discussed by the external auditors with the District office before they are made public in a Governing Board meeting. This allows district management the opportunity to respond to any audit findings (Ref. 3.77). If there are specific findings for any of the colleges, the district is supposed to inform the college. Typically, the college hears only about those findings that are specific to it. The college is then expected to respond appropriately, including the implementation of corrective action as needed.

Planning Agenda None.

IIID2c. The institution has sufficient cash flow and reserves to maintain stability, strategies for appropriate risk management, and realistic plans to meet financial emergencies and unforeseen occurrences.

190

Report of the Institutional Self Study for Reaffirmation of Accreditation

Descriptive Summary Contra Costa County operates under the ―Teeter Plan‖ with regard to the distribution of property taxes to local agencies. Under this plan, the district is granted an ―advance‖ on all property taxes for which the county will collect during the fiscal year. As such, the district immediately starts off each year with a ―spending-credit‖ equal to 44% of its total revenues. Given the timing of enrollment fee collections, state apportionment distributions, and the size of its fund balance (reserves), the district is never in a situation where the county would deny redemption on one of its warrants.

The district addresses risk management by maintaining adequate insurance coverage. Property and Liability coverage is maintained through the Bay Area Community College District (BACCD) Joint Powers Authority (JPA). Through contiguous levels of re-insurance, the district has (per occurrence) property and liability insurance up to $245 million, and $25 million, respectively. As a member of the BACCDJPA, the district‘s self-ensured retention is $10,000 per occurrence.

For workers compensation, the district maintains insurance coverage through its membership in the Contra Costa Schools Insurance Group JPA. To help minimize losses, both JPAs provide members with regular on-site safety inspections and active health and safety programs.

As previously mentioned, during 2006-07, to ensure financial stability, the Board directed the district to continue maintaining its unrestricted general fund balance which was, at the time, equal to 10.2% of expenditures. By fiscal year end, that balance had grown to $22.3 million, or 13.4%. This amount of fund balance is currently typical of many ―Bay 10‖ colleges.

Maintenance of a sizable fund balance is viewed as a way to mitigate any unforeseen, or temporary, fiscal emergencies.

Self Evaluation The district meets this standard.

Planning Agenda None.

IIID2d. The institution practices effective oversight of finances, including management of financial aid, grants, externally funded programs, contractual relationships, auxiliary organizations or foundations, and institutional investments and assets.

Descriptive Summary Financial transactions of the district are entered into following the processes set forth in the Business Procedures (Ref. 3.78). The procedures manual was last reviewed in its entirety in 2000-2001. Since then, specific procedures are reviewed and revised as necessary. The review process is constituency-based and recommendations Board-approved prior to implementation. The business procedures are written with state and federal regulations in mind, and internal controls woven in where appropriate. These internal controls include proper approvals, proper documentation, segregation of duties, and other checks and balances. At the college, the Business Office is the main repository of financial data and the primary resource in collecting, reporting, and analyzing financial information.

Financial reports are presented to the Governing Board regularly and disseminated widely. At the college, organizational unit heads receive financial reports or generate their own monthly for monitoring purposes. Also, program directors for financial aid, grants, and other externally funded programs monitor their budgets and spending regularly.

Report of the Institutional Self Study for Reaffirmation of Accreditation

191

Annually, the district‘s internal auditor compiles a risk assessment of the district‘s various departments and processes. With input from the Board‘s Finance Committee and Chancellor‘s Cabinet, the internal auditor then prepares a schedule of those areas that will undergo a review or audit-investigation. Results of these reviews are reported to the Board‘s Finance Committee.

All institutional investments that are made on behalf of the district are performed and overseen by the County Treasurer‘s Office. Short-term funds (cash) are primarily maintained in the county‘s investment pool. At the district‘s direction, the county will invest surplus cash into longer-term instruments. For the funds that the district has set aside for its retiree health benefits liability, the district has contracted the investment services of Public Financial Management (PFM). All investments must conform to the Governing Board Policy 5027. On a quarterly basis, the board receives a report on the district‘s investments which includes benchmark comparisons of the investments managed by PFM. As the final piece to financial oversight, the district retains the services of an independent auditor to perform annual audits of its financial records. In addition to the audit of the district‘s governmental funds, proprietary funds, fiduciary funds and account groups, the auditors also perform specific audits of the Proposition 39 bond fund and each college foundation. The audit is performed in conformance with generally accepted auditing standards that include a review of the district‘s fiscal processes and internal controls. Where the audit has identified findings, the district will work to implement the auditors‘ recommended corrections.

Self Evaluation As part of day-to-day business operations, policies and procedures are adhered to generally.

Whenever there is a question in the interpretation of policy or procedures, this is discussed district-wide in appropriate venues, including the business director‘s meetings. Some of the considerations in these discussions are the pertinent regulations, past practice, implications of advances in technology, and impacts on workload. When a certain policy or procedure is challenged because of something occurring for the first time, or where there is a gray area, then that policy or procedure is reviewed. Any changes made are then discussed through District Governance Council before it goes to the Governing Board for approval.

The district has an internal audit function which also reviews fiscal management, its implementation, and possible violations. Staff from this unit has assisted the college when it suspected potential fiscal mismanagement.

Planning Agenda None.

IIID2e. All financial resources, including those from auxiliary activities, fund-raising efforts, and grants are used with integrity in a manner consistent with the mission and goals of the institution.

Descriptive Summary The district uses its resources to achieve its goals and strategic initiatives. Likewise, the college uses its resources for intended purposes to support its mission and implement its strategic plans. Financial resources are used with integrity, and the use of resources is communicated openly, both at the district and the college. With the appointment of a new district chancellor, there has been significant positive change in the perception of the District office‘s integrity with regard to the use of financial resources.

192

Report of the Institutional Self Study for Reaffirmation of Accreditation

Several laws and regulations govern the use of funds, in general, and special funds, in particular. The district has its own policies and procedures it adheres to that narrowly define the appropriate use of funds. Based on these and generally accepted accounting principles, an audit of all the district funds is conducted by external auditors yearly. The audit includes all special funds.

Self Evaluation The State Chancellor‘s office used to conduct program reviews of categorically funded student services until the staffing levels at the State Chancellor‘s office precluded them from continuing to do so. These program reviews have been reinstituted. Contra Costa College conducted state mandated program reviews for categorical programs in 2007. As mentioned in section IID above, the reviews are designed to coincide with a college‘s accreditation cycle.

For the past several years, the audits have proved the integrity of the district‘s financial management practices in that there have not been any material weaknesses found.

Planning Agenda None.

IIID2f. Contractual 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.

Descriptive Summary The district and the college have several contractual agreements with external entities for services which require expertise not reasonably found among district/college employees, such as: • services and advice in financial, economic, accounting, engineering, legal, or administrative matters • construction • technical services • instructional or other related services • other services There are several business procedures that define what contractual agreements the college can enter into and the proper steps for doing so. Contracts and amendments to contracts are part of the monthly Governing Board agenda that require Board approval (Ref. 3.79). All contracts have indemnification and termination clauses that protect the district and ensure that the district has sufficient control over its contracts (Ref. 3.80).

Some of the existing contractual agreements of the college are with hospitals to provide clinical experience for the students in the Nursing program, with consultants that provide grant writing and other grant-related services to the college, and with entities that provide interpreting services. The purpose for having these agreements is to achieve the college‘s goals and strategic initiatives by contracting out those services that are essential to the college‘s mission but for which no expertise exists internally.

Self Evaluation The contracts and memoranda of understanding that the college has are consistent with its plans and mission, comply with institutional policies, and properly protect the college.

Report of the Institutional Self Study for Reaffirmation of Accreditation

193

Planning Agenda None.

IIID2g. The institution regularly evaluates its financial management processes, and the results of the evaluation are used to improve financial management systems.

Descriptive Summary The district undergoes an annual audit process where the entire financial management system is reviewed. As part of the process, the external auditors • evaluate the adequacy of the systems and procedures affecting compliance with laws and regulations • evaluate the adequacy of internal control systems • determine the fairness of financial and related reports • determine the accountability for revenues and propriety of expenditures • recommend appropriate actions as necessary When the external auditors start their annual review, one of the first things they do is to go over their findings and recommendations from the prior year to make sure that the district has addressed them. The district also has an internal audit function that continually evaluates its financial management systems.

The college, in doing organizational unit program reviews, looks at all aspects of operating a department or division, including the effectiveness of its fiscal planning. As funds become available to make a zero-based budget a worthwhile endeavor, the college will build its operating budget from the ground up. The process for doing so will be developed by the College Council through the Budget Committee, and will resemble the current process for allocating augmentation funds and instructional equipment funds. The guidelines, criteria, and rubric will be similar, taking into consideration past performance, goals, and strategic initiatives, program reviews, SLOs, productivity, and other pertinent factors.

Self Evaluation The existence of an internal audit function, coupled with the annual external audit, has ensured the evaluation of the district‘s financial management system on a regular basis. The internal auditor initiates corrective action, as appropriate, when any irregularity is found. The recommendations of external auditors are also implemented to the extent practicable.

How the college reviews the effectiveness of its past fiscal planning, and how this information is used to influence future fiscal planning, is discussed in more detail in the next section.

Planning Agenda None.

IIID3. The institution systematically assesses the effective use of financial resources and uses the results of the evaluation as the basis for improvement.

Descriptive Summary There has been no significant change to the college operating budget for several years running, and any adjustments to it have been immaterial. Permanent faculty and management employee salaries are budgeted at the district while classified staffing and part-time teaching funds are

194

Report of the Institutional Self Study for Reaffirmation of Accreditation

allocated to the college. The college basically has had the same operating budget for a number of years. There have been a few adjustments to operating funds to address immediate needs.

Any additional funding, except for categorically funded programs and grants, go through a process of application, evaluation, and approval through shared governance. For example, instructional equipment funds are distributed based on applications that are then evaluated, prioritized by the Budget Committee and approved by the College Council (Ref. 3.81 and 3.82).

Augmentations through the Foundation are evaluated though a unit plan specifying how the funds will be used and, specifically, how they will help the department, division, or college attain its goals. These plans are then evaluated by the Budget Committee through criteria established with the College Council. Generally, any funding of significant amount requires a performance report, which influences future funding. Grants and categorical funds are allocated in a more restricted fashion in that these are based on the granting agency‘s requirements.

The district allocates two budgets to the college based mainly on the college‘s FTES goal: the C-hourly budget (part-time teaching) and the operating budget. The C-hourly budget is allocated based on a formula. This formula is being evaluated, and any changes or modifications to it will be implemented when agreement is reached.

At the college, the C-hourly budget is further distributed to the divisions and departments by the vice president and the deans. Funds for hourly part-time faculty are allocated to each division to ensure that the division can offer students appropriate and adequate classes. The college first employs full-time faculty to teach its classes, then staffs the remaining classes with part-time faculty. Part-time faculty hourly funding is based on the division‘s previous year‘s allocation and may be increased by the percentage that the college identifies as its growth goal. Thus, if the college has a goal of growing FTES by 2%, the division hourly budget could increase a corresponding 2%. Within this allocation, the division has the opportunity to assess the enrollment in its prior year‘s offerings, student demand for classes, program integrity, and intentions of new offerings and programs. It can allocate funds to its departments based on these needs. Division deans meet with department chairpersons and faculty to discuss the class schedule and determine the schedule of offerings. The college typically spends more part-time hourly funds than is originally awarded by the district. This over-expenditure is necessary to support appropriate course offerings and for the college to grow enrollment. There have been discussions with the district about altering the initial C-hourly allocation formula to more appropriately provide funds for the hourly budget. In 2005-06, the district did not penalize the college for spending more in the hourly budget than originally allocated, though the district has stated they will do so retroactively for 2006-07 and for the 2007-2008 year. The college has reviewed its hourly expenditures and productivity and made reductions in expenditures and offerings to limit its financial penalty. However, this could affect potential FTES generation. In addition, the college is working to modify the part-time faculty (C-hourly) budget which it believes is under-funded. It is also working with the district IT office to develop a better reporting mechanism on part-time hourly expenditures and FTES projections. We expect more discussion with the district about the C-hourly budget to ensure the college is appropriately funded.

The college‘s operating budget is also formula-driven. The college has had no infusion of dollars in its operating budget in the past several years to engage in institutional financial planning from the ground up. However, where there are new dollars, these are allocated based on guidelines, criteria, and rubrics developed through shared governance by the College Council. This is how augmentation funds to the operating budget are distributed, and this is also how instructional equipment funds will be distributed from 2006-2007 onward. The allocation process takes into consideration performance metrics (including productivity), achievement of goals and strategic initiatives, program reviews, and SLOs. Report of the Institutional Self Study for Reaffirmation of Accreditation

195

Grants and other categorically funded programs are budgeted according to the granting agency‘s requirements. The budget is developed by the advisory committee of such categorical programs, for example, as EOPS, DSPS, Matriculation, and Career Technical Education (Ref. 3.83).

Self Evaluation The college‘s operating budget and the C-hourly (part-time faculty) allocation are both underfunded. To provide the college more flexibility in its operating budget, the district has moved the budget for classified salaries within the colleges‘ purview in 2007-08. This will allow the college to review its operating budget. The rationale for making this change is to create an incentive for colleges to staff their operations at optimum levels and then use the savings from doing so to make budget adjustments that directly impact the colleges‘ programs and services. As mentioned above, the district has not penalized the college for overspending its C-hourly allocation in 2005-06. However, penalties will take place for subsequent annual budgets. The college is concerned because it had to reduce its class offerings to limit the part-time faculty over expenditures, and this will reduce FTES generation. The part-time faculty (C-hourly) funding formula is being reviewed in an effort to reach agreement about a more appropriate funding level.

Planning Agenda Work with the district to evaluate its budget allocation processes, including the part-time faculty (C-hourly) allocation formula. Once agreement is reached, work with the district to implement the new allocation methodology.

196

Report of the Institutional Self Study for Reaffirmation of Accreditation

REFERENCES IIIA. Human Resources 3.1 Uniform Employee Selection Guide 3.2 HR Procedures Manual 3.3 CCCCD Contracts with Local 1 and UF http://www.4cd.net/human_resources/pdf_files/L1Contract05_08.pdf http://www.4cd.net/human_resources/pdf_files/UFContract00_03.pdf

3.4 3.5 3.6 3.6.5 3.7 3.8 3.9 3.10 3.11 3.12 3.13 3.14 3.15 3.16 3.17 3.18

CCCCD/UF Contract Faculty Evaluation Guidelines, ―Red Book‖ Management, Supervisory and Confidential Employee Personnel Manual, Section 6 Sample Faculty, Classified, and Management Evaluations UF/CCCCD Negotiations Update Early Spring 2008 District Code of Ethical Behavior HR 1040.08 and CCC Management Mission Statement and Core Values FTES Data for 2004-2007 Box 2-A Forms and Process HR Procedure 1040.03 District Environmental Scan, August 2006, pp. 8-15 HR Procedure 1040.07 CCC Student Handbook, 2007-2008, pp. 47-49 Sample Staff Development Workshop Evaluation Forms Sample Staff Development Survey Sample Productivity Reports from Research & Planning Sample Budget Values and Parameters, Governing Board Agenda, May 31, 2006 Business Procedure 18.03

IIIB. Physical Resources 3.19 Past Maintenance Priorities and Completion List 2006-2007 3.20 Property Liability Inspection Report – Keenan & Associates 2007 3.21 CCC Space Utilization Assessment 3.22 Operations Council Minutes 2006-07 3.23 Maintenance Priorities and Deferred Maintenance List, Current 3.24 Safety Council Minutes 2006-07 3.25 Nursing Expansion Grant 2007/2008 3.26 VTEA Funding- 2007-08 List of Approved Funding and Rubric 3.27 Annual Schedule of Off-campus Site Visitations 3.28 Buildings and Grounds Activity Samples Fall 2007 3.29 CCC Seismic Study 2007 3.30 List of Off-Campus Sites 3.31 List of Televised Courses and Educational Television Vendors 3.32 CCC WebCT Online Course Website http://online.contracosta.edu/webct/ticket/ticketLogin?action=print_login&request_uri=/webct/hom earea/homearea%3F

3.33 3.34 3.35 3.36 3.37 3.38 3.39 3.40 3.41

Program Review Handbook Facilities Master Plan and Educational Master Plan 2002 & 2006 Measure A Construction Priorities See Reference 3.34, Facilities Master Plan See Reference 3.21, CCC Space Utilization College Facility Standards VTEA Funding Application and Foundation Equipment Award College Council Minutes Spring 2007, Regarding Equipment Application Process Budget Committee Minutes Spring 2007, Regarding Equipment Awards

Report of the Institutional Self Study for Reaffirmation of Accreditation

197

3.42 3.45 3.46 3.47 3.48 3.49 3.50 3.51 3.52 3.53 3.54 3.55 3.56

Sample Student Service Center Planning Meetings Minutes, Facilities Master Plan Minutes College Council Minutes, May 10, 2006 See Reference 3.20, Property Liability Inspection Report â&#x20AC;&#x201C; Keenan & Associates 2007.

Police Reports on Campus Security 2007 See Reference 3.22 and 3.23 Smart Classrooms List Staff Development Calendar 2007-2008 (online training) Solar Panel Opening Event Agenda 2008 Energy Management Committee Minutes 2007 See Reference 3.34, Facilities Master Plan Program Review and Unit Plan Sample Sample Completed Program Review with Validation and Cabinet Responses Approved Rubric for Instructional Equipment Allocation

IIIC. Technology Resources 3.57 Computer Lab Use Policy 3.58 Technology Survey Results 3.59 Technology Department Organizational Chart 3.60 Inventory of Technology Equipment 3.61 2005 Student Satisfaction Survey, pp. 13-14 3.62 Technology Survey 3.63 2006-2008 Technology Strategic Plan IIID. Financial Resources 3.64 CCC Strategic Initiatives 2007-2012 3.65 Sample Annual Unit Plans & Rubric 3.66 Budget Committee Agendas & Minutes 3.67 Sample Operating Budget Allocation from District 3.68 C-hourly $ Allocation Sample 2007 3.69 Integrated Planning Model through Shared Governance 3.70 Mike Hillâ&#x20AC;&#x2DC;s Financial Recommendations 3.71 New Allocation Guidelines for College Operations and Classified Staffing, Governing Board Agenda August 29, 2007 3.72 2005 Employee Satisfaction Survey, p. 9 3.73 2005-06 District Climate Survey 3.74 Budget Development Calendar, Governing Board Agenda, April 2006 3.75 Clarus Marketing Study 2007 3.76 See Reference 3.72 Employee Satisfaction Survey 3.77 Audit Findings for 2004-2005 3.78 Business Procedures 3.79 List of Contracts 3.80 Sample Contracts 3.81 Minutes of College Council, April 27, 2007 3.82 Guidelines, Application Forms, Rubric for Instructional Equipment Funds 3.83 Sample Advisory Committee for Categorical Programs

198

Report of the Institutional Self Study for Reaffirmation of Accreditation

STANDARD IV: LEADERSHIP AND GOVERNANCE IVA. Decision – Making Roles and Processes The institution recognizes that ethical and effective leadership throughout the organization enables the institution to identify institutional values, set and achieve goals, learn, and improve.

IVA1. 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.

Descriptive Summary Shared governance at Contra Costa College is part of the culture of the college. The leadership of each constituency supports the involvement of their members in the governance process.

The president supports widespread participation in the governance process by creating a vehicle, the President‘s Cabinet, for each constituency leader to have access to executive management and the critical issues facing the college. Membership on the President‘s Cabinet consists of the president, the vice president of academic and student affairs, the Business Services director, the president of the Academic Senate, the president of the Classified Senate, and the president of the Associated Students Union. Each constituency leader similarly supports shared governance by selecting individuals to serve on standing and ad hoc committees. It is primarily through the President‘s Cabinet that membership for each governance committee is determined.

Ideas for improving college operations or creating new policies may emanate from any member of the college community. Through the various governance committees, ideas may germinate and then circulate college-wide for discussion and debate. The shared governance, decisionmaking process is outlined in the Contra Costa College Procedures Handbook (Ref. 4.1). The flow chart clearly indicates that problems or issues may be identified at virtually any level of the organization and be resolved by the president of the college and the presidents of the Academic Senate, Classified Senate, and the Associated Student Union who meet regularly to discuss issues that affect the entire college. The primary groups in which the leadership is involved are the President‘s Cabinet and the College Council. Leaders discuss and decide on issues, with representation from each institutional leader creating a supportive environment for all constituencies to discuss salient issues affecting the college. Members of any constituency may raise issues of concern to be discussed by the entire campus community. Throughout the college, faculty, staff, and students are aware that any concerns they may have can be addressed by informing a manager or a constituency representative.

In the recent past, the college has encouraged widespread discussion of the college logo, the installation of solar panels, and the adoption of a no smoking policy. In each case, different constituencies raised the issues. However, each issue was discussed campus-wide before a decision was made.

Self Evaluation The leadership of each constituency wholeheartedly supports the shared governance process at the college. Campus leaders participate in shared governance and select members of their groups to do the same. At times, the college has experienced difficulty in securing an adequate Report of the Institutional Self Study for Reaffirmation of Accreditation

199

number of students to serve on campus committees for which they are needed. The shortage of students seems to occur when the Associated Students Union has a small number of senators. However, at present, this is not the case.

The manner by which student concerns are raised is working. Critical issues, and the individuals who raise them, can always find a forum to present their ideas. The college climate is tolerant of diverse opinions and always supports the discussion of controversial issues.

Planning Agenda None.

IVA2. The institution establishes and implements a written policy providing for faculty, staff, administrator, and student participation in decision-making processes. The policy specifies the manner in which individuals bring forward ideas from their constituencies and work together on appropriate policy, planning, and special-purpose bodies.

IVA2a. Faculty and administrators have a substantive and clearly defined role in institutional governance and exercise a substantial voice in institutional policies, planning, and budget that relate to their areas of responsibility and expertise. Students and staff also have established mechanisms or organizations for providing input into institutional decisions.

Descriptive Summary Board Policy 1009 and 1009.1 (Ref. 4.2) clearly describes the role of faculty, staff, and students in the governance process. Also, the college has a College Procedures Handbook that identifies all of the governance groups on the campus and their memberships. Participation in campus governance is two-fold. Each constituency has representative groups that address the concerns of its members. The college has an Academic Senate, a Classified Senate, an Associated Students Union (ASU), and a Management Council. The process to select members for each of these groups is determined by the constituency. College-wide governance committees (Ref. 4.3) have representatives from the four constituency groups. Each group determines the process by which members from their constituency will be selected to serve on college committees.

Although AB 1725 legislation mandated the inclusion of faculty and students in the decisionmaking process, the college already had a long history of shared governance that involved students, classified staff, faculty, and administration. In 1963, the faculty at the college established the Faculty Senate. Then, in 1982, faculty changed the name of that body to the Academic Senate.

After the passage of AB 1725, the Academic Senate established bylaws and created a more clearly defined role in representing faculty (Ref. 4.4). The role of the faculty in the governance process also is stipulated in Title 5, Article 1, Section 53200, in Board Policy 1009.1 and in the College Procedures Handbook, section 1003 (Ref. 4.5). The Academic Senate promotes the interests of faculty on all academic and professional issues. There is also a faculty union, the United Faculty, which represents faculty on all issues related to compensation and working conditions. Since the Academic Senate functions under the provision of the Brown Act, the agenda for the meeting is published accordingly. The Academic Senate meets bi-monthly to discuss academic and professional issues. The Academic Senate, through its president, is also responsible for appointing faculty to serve on the various college governance committees.

200

Report of the Institutional Self Study for Reaffirmation of Accreditation

Classified staff members also have a Classified Senate that meets regularly to discuss issues related to their constituency. Staff members are allowed to attend meetings during the workday without reprisal if they represent their group on the Classified Senate or on other governance committees. Their opinions and input are valued, and efforts are made to ensure that all staff members are treated with respect.

The Associated Student Union is the representative body for students at Contra Costa College.

The general student body elects students to serve as senators according to the bylaws of the ASU (Ref. 4.4). The body meets weekly to address issues that concern students and adheres to the Brown Act by providing public announcement of its meetings. It also appoints students to serve on college governance committees. These student representatives provide regular reports to the ASU concerning the results of the meetings they attend.

The Management Council meets once each month to discuss issues of interest to managers and supervisors. The meeting is chaired by the president, and the agendas are formed by the Executive Staff. However, managers may add items if they desire to do so. The Management Council selects management representatives on college governance committees. Members on governance committees make regular reports to the Management Council.

When there is an issue that has college-wide implications, the college has an inclusive process to determine a solution. The College Council is the primary governance committee. Issues and ideas may emanate from any group. However, if the implication is college-wide, then it is referred to the College Council. Major decisions involving the allocation of resources, college policies and procedures, and major planning efforts are topics addressed by the College Council. This group also was the steering committee for the development of the accreditation self-study. It is the most important constituency-based committee at the college. It is also composed of sub-committees, such as the Technology Committee, which all report to the College Council.

Self Evaluation Although Board Policy 1009 outlines the role of faculty, staff, and students in the governance process, it does not clearly stipulate the role of administration in the process. One cannot discern from the policy what role administration plays. The chancellor recognizes this omission and is addressing it with a change to the Board Policy. Board Policy 1009 is being amended in the 2008 year to include a description of the role administration plays in the governance process.

Nonetheless, the college has a long history of inclusion of constituency groups when it comes to decision-making. Faculty, staff, administrators, and students participate in the discussion of college issues and the development of solutions. Over the years, the college has created a collegial culture that is tolerant of different opinions and that encourages debate on issues.

Important college decisions, such as the design of the college logo, the installation of solar panels, college signage and furniture standards, and the no smoking policy were discussed in the representative constituency groups and in the College Council in the recent past.

Faculty clearly have input on all academic and professional issues. Classified employees participate fully in the governance of the college and district. The Classified Senate selects members from the classified employee group to serve on college committees. Classified representatives on committees attend meetings and provide the classified staff with regular reports on the outcome of meetings. The administration values and strongly encourages their input to the discussion of important issues.

Report of the Institutional Self Study for Reaffirmation of Accreditation

201

The college has experienced varying degrees of student participation in the college governance process. As mentioned above, the presence of students on our college committees depends upon the size of the Associated Student Union membership. When that group has enough members, student representation on committees has been good. The current director of Student Life has been an excellent resource for identifying students and encouraging them to participate. At present, the level of student representation on committees is good.

Planning Agenda None IVA2b. The institution relies on faculty, its Academic Senate or other appropriate faculty structures, the curriculum committee, and academic administrators for recommendations about student learning programs and services.

Descriptive Summary In Board Policy 1009, the CCCCD Governing Board has made it clear that it â&#x20AC;&#x2022;will consult collegially with the Academic Senate when adopting policies and procedures of academic and professional matters as defined in Title 5, Section 52000â&#x20AC;&#x2013; (Ref. 4.6). Furthermore, the Academic Senate has the right to meet with or appear before the Governing Board with respect to opinions, proposals, or positions taken by the Senate. The Governing Board also recognizes that the appointment of faculty to serve on councils and committees or other groups dealing with academic and professional matters will be made by the Academic Senate in consultation with the president. The Senate is the representative body for selecting faculty, and the president of the Senate works diligently to ensure that professors are represented on every college and district-level committee.

The College Instruction Committee (CIC) is a sub-committee of the Academic Senate. Issues related to curriculum development and modification are solely within the purview of the CIC. Faculty initiates new curriculum, programs, or modifications at the departmental level. Once approved by the department, the Division Instruction Committee (DIC) reviews and approves proposals and sends them to the division dean for approval before they are sent to the CIC. The CIC makes final changes and recommends curriculum changes for approval by the vice president of academic and student services, the college president, and the chancellor. Division faculty appoints representatives to serve on the Division Instruction Committee (DIC). Each division has a DIC. Each DIC appoints members to serve on the CIC. In terms of student services, the Student Services Forum, also a sub-committee of the Academic Senate, is the primary vehicle for evaluation of student registration processes, student probation and dismissal, and other issues related to student programs and services.

The senior dean of students sits on this committee and provides staff support. Professors are appointed to serve on this committee by the Academic Senate.

Self Evaluation The Academic Senate is intricately involved in all matters related to academic and professional issues. The CCCCD Governing Board and the administration recognize and respect the role of faculty in this area. The Academic Senate accepts its role in the development of curriculum and the development of SLOs. The administration depends upon the professional opinion of faculty when making decisions on curriculum, student outcomes, or student learning programs and services. There exists a great deal of mutual trust and respect for the role of faculty in this regard. The college believes it has exhibited exemplary practice in this area.

202

Report of the Institutional Self Study for Reaffirmation of Accreditation

Planning Agenda None.

IVA3. Through established governance structures, processes, and practices, the Governing Board, administrators, faculty, staff, and students work together for the good of the institution. These processes facilitate discussion of ideas and effective communications among the institution’s constituencies.

Descriptive Summary Board policies 1009 and 1009.1 identify the role of faculty, staff, administration, and students in the governance structure of the institution. Shared governance committees include faculty, staff, students, and administrators, both at the college and on the District Governance Council.

At its monthly meeting, the Governing Board provides a forum for each constituency to report on or to raise issues of concern to their members. Time is made available for the Academic Senate, students, Classified Senate, and administrators to present concerns or to report on activities. The Governing Board members value these reports and continue to include them on each month‘s agenda.

In spring 2005, the college conducted an employee satisfaction survey. In that survey, employees expressed dissatisfaction with the college leadership and the governance process.

This was a change since the last employee survey and suggested that work needed to be done to rebuild the confidence of faculty and staff.

The College Procedures Handbook contains a list of all committees and a statement regarding the shared governance process (Ref. 4.1). The flow of issues through the process is illustrated in a flow chart. Each employee has access to a copy of the manual in their division or department. New employees are provided an orientation to the district governance process.

All constituencies promote the shared vision of collegial collaboration in the daily operation of the college. Minutes of all shared governance meetings are posted on the college shared LAN drive and are available to all employees. Computer access has been given to all employees so that they will be able to log on to view this information.

Self Evaluation As mentioned above, the college conducted an employee satisfaction survey. In that survey, employees expressed dissatisfaction with the college leadership and the governance process.

This was a change since the last employee survey and suggested that work needed to be done to rebuild the confidence of faculty and staff. Similarly, the district‘s climate survey conducted in 2005 indicated widespread mistrust of the district. The sentiment among faculty and staff was quite negative and indicated a lack of faith in the district‘s leadership.

An astute analysis of the context in which these surveys were taken reveals that the climate in the district and at the college was influenced by the dissatisfaction employees had with the mandatory reductions made in salaries. Across all employee categories, the ―mandatory‖ salary reductions, some as high as 7%, were made to ensure a 5% financial reserve at the district.

This action did not inspire good will.

Through it all, the administration at the college continued to include faculty, staff, and students in the decision-making process. Shared governance at the college remained functional and viable even though some faculty chose to work to the contract. Every effort was made to be inclusive and to involve many employees at all levels of the decision-making process.

Report of the Institutional Self Study for Reaffirmation of Accreditation

203

With the hiring of the new chancellor, the atmosphere in the district has improved significantly.

Restoration of the salary reductions was a priority for the chancellor, and she has made that happen. Now the chancellor and the Governing Board are working diligently to bring the district employees into the top third of the Bay10 surrounding community colleges in terms of total compensation.

Concomitant with the new chancellorâ&#x20AC;&#x2DC;s arrival and the steps she took to restore salaries and build a more inclusive decision-making process, has been a change in the climate throughout the district and at this college (Ref. 4.7). Employees are more hopeful and optimistic about the future of the district.

Planning Agenda Make every effort to continue to rebuild trust in the governance process.

IVA4. The institution advocates and demonstrates honesty and integrity in its relationships with external agencies. It agrees to comply with Accrediting Commission standards, policies, and guidelines, and Commission requirements for public disclosure, Self Study and other reports, team visits and prior approval of substantive changes. The institution responded to recommendations made by the Commission.

Descriptive Summary The Western Association of Schools and Colleges (WASC) has certified Contra Costa College as an institution that meets the accrediting standards set forth by that agency. The previous self-studies submitted by the institution demonstrated the honesty and integrity by which the institution operates. The college has always complied with the recommendations of the Commission. Submittals of Midterm Reports have been timely and have addressed progress made by the college in implementing internal planning agendas or visiting team recommendations (Ref. 4.8).

The college received three recommendations from the 2002 visiting team. The recommendations were: 1.

2.

3.

The Research and Planning office should build on the progress it has made to provide the college with access to data that can be used for effective planning and decisionmaking and to train faculty and staff to analyze data for program review and planning and decision-making purposes.

The college should take steps to integrate educational, technological, financial, physical, and human resource planning; document the steps in the planning process; and clearly articulate the relationships among the college plans. This will help the college community understand the planning efforts at Contra Costa College.

The college should 1) establish specific goals for institutional effectiveness and 2) identify student learning outcomes. Once defined, the college should measure the effectiveness in accomplishing its mission and achieving those goals. The outcomes should be communicated to the college community and the public on a regular basis.

In the Midterm Report, it was stated that the college had made significant progress in implementing each of these recommendations and had provided data to support the same.

The college also reported that it had made more than 130 internal recommendations for improvement. Each of the recommendations was analyzed and reported upon in the document.

204

Report of the Institutional Self Study for Reaffirmation of Accreditation

The vast majority of the recommendations were implemented. If the implementation was not completed, the college provided a detailed explanation.

Self Evaluation The faculty and staff at Contra Costa College are proud of the fact that the college has consistently responded to recommendations made by the Commission. Relationships with the Commission have always been open and honest. The college has valued the feedback it has received from visiting teams, and it takes seriously the recommendations for improvement it has received.

Planning Agenda None.

IVA5. The role of leadership and the institutionâ&#x20AC;&#x2122;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 a basis for improvement.

Descriptive Analysis The college has not regularly reviewed its governance structure and the role of leadership in a formal way. Since the process has worked quite well for the institution, the need was never pressing enough to seek changes in the process. However, to be in accord with the accreditation standards, the college has scheduled a review of the process and will disseminate the results of that review to the college community. If changes are needed, they will be developed and implemented through the shared governance process.

Self Evaluation The current governance process has been successfully implemented at Contra Costa College for many years. Faculty, staff, students, and administrators have worked diligently to ensure the effectiveness of the process. Nonetheless, there has not been a regular review of the role of leadership and the governance process. Therefore, the need to make this review a regular practice is vital.

Planning Agenda Develop a timeline through College Council for a review of the college governance process with particular focus on the roles of the leadership and the integrity and effectiveness of the process.

IVB.

Board and Administrative Organization

IVB. In addition to the leadership of individuals and constituencies, institutions recognize the designated responsibilities of the governing board for setting policies and of the chief administrator for the effective operation of the institution. Multi-college districts/systems clearly define the organizational roles of the district/system and the colleges.

IVB1. The institution has a Governing Board that is responsible for establishing policies to assure the quality, integrity, and effectiveness of the student learning programs and services and the financial stability of the institution. The Governing Board adheres to a clearly defined policy for selecting and evaluating the chief administrator for the college or the district/system.

Report of the Institutional Self Study for Reaffirmation of Accreditation

205

IVB1a. The Governing Board is an independent policy-making body that reflects the public interest in board activities and decisions. Once the board reaches a decision, it acts as a whole. It advocates for and defends the institution and protects it from undue influence or pressure.

Descriptive Summary The Contra Costa Community College District is comprised of three colleges: Contra Costa, Diablo Valley, including the San Ramon Campus and the Walnut Creek Center, and Los Medanos, including the Brentwood Center. The CCCCD Governing Board consists of five members elected by geographic regions, known as wards, for four-year terms. Though elected by geographic region, Governing Board members represent the interests of all county residents as stated in Board Policy 1010, Code of Ethics of the Governing Board (Ref. 4.9). Serving a one-year term, the sixth member of the Governing Board is the Student Trustee who has an advisory vote on actions other than personnel related items.

Governing Board meetings are well publicized and open to participation by the public. Five of the 12 monthly meetings are rotated among the colleges and centers with the remainder held at the District Office in Martinez. The Governing Board meeting agendas (Ref. 4.10) provide a consistent format where the first public meeting agenda item is the opportunity for the public to address the Governing Board. In addition, members of the public may comment on agenda items as they are presented.

Self Evaluation CCCCD Governing Board members work together to support the interests of the district, and they take an active role in advocating for the interests of the community as a whole. Throughout the year, Governing Board members routinely attend college and/or community meetings to offer information, speak on behalf of, and seek support for the colleges and students of the district. Governing Board members work with elected officials and other community members when necessary on behalf of the district. They ensure that the interests of the district are protected.

Most votes taken by the Board are unanimous. When decisions are not unanimous, members who were in opposition generally support the decision of the whole.

Planning Agenda None.

IVB1b. The Governing Board establishes policies consistent with the Mission Statement to ensure the quality, integrity, and improvement of student learning programs and services and the resources necessary to support them.

Descriptive Summary Policies and procedures that ensure the financial health, the quality of the educational program offerings, standards for graduation, and processes for curriculum development and the subsequent curriculum approval process are in place to support the stated mission of the district. The Governing Board exercises oversight of the collegeâ&#x20AC;&#x2DC;s educational programs through policies (Ref. 4.11) and procedures (Ref. 4.12) that establish standards and processes in accordance with the districtâ&#x20AC;&#x2DC;s stated mission (Ref. 4.13) to provide educational opportunities for our students and communities.

The development of the educational and fiscal policies is conducted through the shared governance process. Board Policy 1009, Institutional Governance (Ref. 4.14), indicates the

206

Report of the Institutional Self Study for Reaffirmation of Accreditation

districtâ&#x20AC;&#x2DC;s approach to shared governance, delineating the roles for faculty, staff, and student participation in institutional governance.

The chancellor and college presidents meet monthly (Ref. 4.15) with Academic Senate presidents on behalf of the Governing Board to discuss academic and professional matters and develop and review policies and procedures that ensure the quality, integrity, and improvement of student learning programs and services. Agreements reached in these meetings are reviewed and approved by the Governing Board (Ref. 4.16).

The Board ensures that educational programs are of high quality through the execution of Board Policy 4008, Review, Establishment, Modification and Discontinuance of Courses and Programs (Ref. 4.17). Board Policy 4008 directs that the Educational Planning Committee meet, at a minimum, once per year to review the educational program plans of the colleges and coordinate offerings across the district. The Committee membership includes college presidents, Instructional and Student Services managers, Academic Senate presidents, a United Faculty representative, the chancellor, vice chancellors, and an Economic Development representative.

Results of the committeeâ&#x20AC;&#x2DC;s work are documented in the Educational Planning Committee minutes (Ref. 4.18) and in a report to the Governing Board (Ref. 4.19).

Further, Board Policy 4001 (Ref. 4.20) and Curriculum and Instruction Procedure 4001 (Ref. 4.21), Standards of Scholarship, evidence the Governing Boardâ&#x20AC;&#x2DC;s mission to provide quality education, as do Board Policy 3007, Philosophy and Requirements for Associate Degree and General Education (Ref. 4.22), and Curriculum and Instruction Procedure 4007, Philosophy and Criteria for Associate Degree and General Education (Ref. 4.23).

Sound management of resources and fiscal practices to provide resources necessary to support student learning are evidenced in the budget development parameters reviewed and approved by the Governing Board annually in the budget development process. Formulas are in place for the distribution of funds to support educational programs and services through the district general fund for college operating and part-time teaching budgets. Board Policy 5007, Audit of District Funds (Ref. 4.24), provides for an external audit of all District funds. In addition, Business Procedure 21.00, Audit Services (Ref. 4.25), and Business Procedure 21.01, When to Contact Audit Services (Ref. 4.26), provide internal auditing procedures. The implementation of sound fiscal practices is, in part, also addressed through the Board-approved position of the district internal auditor. In addition, the Board conducts a study session annually in April on the budget for the upcoming year. Board members establish funding priorities consistent with the mission and goals of the district.

Self Evaluation The district has been fortunate to have a Governing Board that takes an active role in ensuring educational quality. A variety of actions taken by the Governing Board demonstrate its commitment. The results of the meetings of the Educational Planning Committee are presented to the Governing Board for review and discussion. The Governing Board monitors the progress made and the development of student learning outcomes through annual progress reports.

During the 2006-08 academic year, the Educational Planning Committee decided to meet twice each academic year in the fall and spring to increase its responsiveness and capacity to approve changes to educational programs.

The Governing Board has based its annual goals and objectives on the strategic goals established by the district. They rate their performance as well as the performance of the chancellor on goals that ensure the quality, integrity, and improvement of student learning and programs as set forth in the district Strategic Plan. Accountability measures have been Report of the Institutional Self Study for Reaffirmation of Accreditation

207

established for each of their activities. The Governing Board has worked hard, despite the recent financial crisis, to provide the resources necessary to support the delivery of programs and services to students. As a benefit of the Governing Board‘s bond initiative in 2002, major improvements have been made to the educational facilities in the district. The passage of a second bond initiative in 2006 promises even more much-needed facility improvements in the near future. Because of the budget challenges the district has experienced in the last few years, the formula established for college operating budgets has not been fully funded. With the current improvements of the district financial situation, operating budgets may be restored.

However, the state‘s fiscal difficulties will have to be addressed before this restoration could occur.

Planning Agenda None.

IVB1c. The Governing Board has ultimate responsibility for education quality, legal matters, and financial integrity.

Descriptive Summary Final approval and responsibility for the educational programs and fiscal integrity of the district rest with the Governing Board, as evidenced by the Board‘s pledge ―to carry out its policymaking responsibilities with the highest ethical standards as it fulfills its mission to promote student learning, progress and development‖ and to do so will ―approve budgets that maintain the fiscal integrity and stability of the district‖ as found in Board Policy 1010, Code of Ethics of the Governing Board. Curriculum and the educational master plan, facility planning, scheduled maintenance, and the five-year construction plan supporting the district‘s Educational Plan are also the ultimate responsibility of the Board.

To directly relate program quality analysis with the mission, the district has substituted its former report to the Board on Institutional Effectiveness Indicators with the State Chancellor‘s Office Accountability Reporting for the Community Colleges (ARCC) (Ref. 4.27).

In conjunction with the Chancellor‘s office and district counsel, the Board is apprised of, and assumes responsibility for, all legal matters associated with the operation of the colleges and the three centers. As needed, the district hires other counsel to take on specific tasks.

The Governing Board bears responsibility for monitoring all aspects of the district and college finances. An independent audit of the district‘s financial statements and accounting practices is made annually by an outside agency (Ref. 4.28).

The Governing Board conducts a study session annually in April on the budget for the upcoming year (Ref. 4.29) and receives an annual report, as required by the state, on the financial condition of the district following the guidelines (checklist) established by the system office (Ref. 4.30).

Self Evaluation The members of the Governing Board have made very difficult decisions since the last selfstudy in order to maintain educational quality and the financial integrity of the district. A financial crisis resulted in a salary reduction for all employees over a two-year period. Though salaries have been restored to their original 2002 level, employees have not received a COLA salary increase since September 2002. Nonetheless, during that period, longevity and step and column increases continued. In addition, college operating budgets were reduced and have yet to be restored to the amounts established by formula. The Governing Board has begun the

208

Report of the Institutional Self Study for Reaffirmation of Accreditation

work of regaining the district‘s previous financial integrity. Salaries were restored in the 2006-07 academic year. The Governing Board guided the district in removing itself from the 2002-03 Watch List to again maintaining a minimum 5% reserve and subsequently approved holding a substantial ending-fund balance to increase the reserve to 10.2% in 2006-07. The district has met the GASB 45 requirement to meet the retiree health benefits unfunded liability. The Board has worked tirelessly and with great determination in making the difficult fiscal decisions to maintain a balanced budget.

Planning Agenda Continue to take actions that ensure the financial integrity of the district.

IVB1d. The institution or the Governing Board publishes the Board bylaws and policies specifying the Board’s size, duties, responsibilities, structure, and operating procedures.

Descriptive Summary The Rules and Regulations of the CCCCD Governing Board (Ref. 4.31), approved by the Board and published in the Governing Board Policy Manual, describe the size, duties, responsibilities, structure, and operating procedures of the Board. The regulations provide for an election procedure for Board officers, a process for replacing Board officers who leave office prior to the end of their term, a process for removing any appointed officer, and stipulations on the role and responsibilities of the Student Trustee. Further, the regulations provide for the selection of Board members to the Board Finance Committee. Board Policy 1010, Code of Ethics of the Governing Board, addresses responsibilities as adopted by the Governing Board.

Self Evaluation The Board is consistent in adhering to the requirements set forth in the State Education Code (70902) and its own Rules and Regulations regarding its ―size, duties, responsibilities, structure, and operating procedures.‖ The information is included in the Governing Board Policy Manual in hard copy and on the district website.

Planning Agenda None.

IVB1e. The Governing Board acts in a manner consistent with its policies and bylaws.

The board regularly evaluates its policies and practices and revises them as necessary.

Descriptive Summary The CCCCD Governing Board is charged with establishing broad policies, which govern the operation of the district, and has the expectation that all policies and procedures are followed properly. The development of Board policy is reflective of the shared governance process, as noted in Board Policy 1009, Institutional Governance. A hard copy of the Governing Board Policy Manual is issued to all district leaders. In addition, the policy manual, together with all departmental procedures manuals, is posted on the website. Links have been established between policy and procedure, ensuring the reader of full disclosure.

During 1998 and 1999, the Board, district management, and constituency groups completed a major review and revision of all district policies and procedures. As part of that process, all policies were screened 1) to determine whether their inclusion would be more appropriate in other procedure manuals and 2) to ensure that they reflect current practice and legal statute. In addition, all code section references were verified for accuracy and status. The district is an original member of the Community College League of California (CCLC) policy/procedure Report of the Institutional Self Study for Reaffirmation of Accreditation

209

service and has subsequently reviewed and revised where appropriate all policies and procedures on a biennial cycle: policies one year, procedures the alternating year. As a result, all policies and procedures of the Governing Board are current, computerized, uniformly formatted, and posted on the Contra Costa Community College District website.

Prior to presentation to the Board, all constituency groups (managers, Academic Senates, Classified Senates, and student government representatives) through the District Governance Council (DGC), offer input for policies and procedures within an area of shared governance as prescribed in Administrative Procedure 1900.03, Administrative, Business, Curriculum and Instruction, Human Resources, Payroll, and Student Services Procedures (Ref. 4.32). The classified and faculty unions are part of the review process. There are two readings at DGC meetings, generally a month apart, for all policy/procedure change actions. Excepting policies/procedures regarding academic and professional matters, the Chancellorâ&#x20AC;&#x2DC;s Cabinet gives final approval for all procedures, and the Governing Board gives final approval for all policies.

As the Governing Boardâ&#x20AC;&#x2DC;s designee, the chancellor consults collegially with the district-wide Faculty Senates Coordinating Council (FSCC) for those policies and procedures that regard academic and professional matters as determined in Administrative Procedure 1009.01, Process to Reach Agreement Between the Governing Board and the Faculty Senates Coordinating Council on District-wide Policies and Procedures Governing Academic and Professional Matters. Once agreed upon by the chancellor and FSCC, the policy or procedure is forwarded to DGC as an information item and then to the Governing Board for final approval.

Self Evaluation The district is in compliance with this requirement.

Planning Agenda None.

IVB1f. The Governing Board has a program for Board development and new member orientation. It has a mechanism for providing for continuity of board membership and staggered terms of office.

Descriptive Summary The chancellor and the Governing Board president plan the new Board member orientation meeting (Ref. 4.33), coordinating additional meetings with key staff members regarding budget, staff/personnel, facilities, technology, and strategic planning. Each new Board member is also invited to visit each college and meet with the college president. Further, Board members are encouraged to participate in the Community College League of California (CCLC) statewide orientation meetings. New Governing Board members are provided copies of all essential documents regarding Governing Board agendas, policies and procedures, organizational structure, strategic planning, governance procedures, and other important and current issues.

The student trustee meets individually with the chancellor to review the student trustee information packet, in addition to discussing the role of the Board, the responsibilities of the student trustee, and the operation of the district.

The Governing Board has recently amended its meeting schedule to provide, on a regular basis, quality time for study sessions to address such areas of interest as student learning outcomes, budget implications, and facilities. In addition, the Board has recently adopted a new annual schedule for self-assessment. During the self-assessment process, the Board identifies areas

210

Report of the Institutional Self Study for Reaffirmation of Accreditation

of future interest for Board development, reviews and objectively assesses the achievement status of prior-year goals, and develops coming-year goals for the Board. Board members access ongoing individual development through conferences, community meetings, workshops, and reading. Time is provided at Board meetings to convey the results of these individual efforts.

Board member elections are staggered so that 40-60% of the members are elected every two years. Serving a one-year term, the sixth member of the Governing Board is the student trustee, who is selected by rotation among the three colleges and who has an advisory vote on actions other than personnel related items.

Provisions for Governing Board elections are provided for in Board Policy 1008, Governing Board Election Regulations (Ref. 4.34). The elections of November 2006 were unusual in that four of the five Board members were up for reelection: three members under the normal election schedule and the fourth member due to the early resignation of a former Board member and subsequent appointment to fill out the vacancy until the next regular election.

Self Evaluation The new Governing Board member orientation is fully operational, and Board development is a high priority for the Governing Board as demonstrated by the participation in retreats on topics of interest and importance to the Board members and their active involvement in conferences and other growth activities.

Planning Agenda None.

IVB1g. The Governing Board’s self-evaluation processes for assessing Board performance are clearly defined, implemented, and published in its policies or bylaws.

Descriptive Summary The Governing Board has established an annual process to evaluate its effectiveness and performance, which includes self-evaluation and input from district employees who interact with the Board on a regular basis. During 2006 and with constituency group input, the Governing Board approved Board Policy 1015, Contra Costa Community College District Governing Board Self-Evaluation Policy (Ref. 4.35), and has implemented a process whereby it will assess its own performance by identifying its strengths and areas for improvement.

The self-evaluation (Ref. 4.36) will be conducted each year during January and will address the achievement of Board goals related to the Board-approved strategic directions. Each Board member‘s opinion will be gathered, with a summary provided to the Board, and discussed in an open meeting. Future Board goals will be developed as a result. The Governing Board also regularly schedules retreats for in-depth discussions on selected topics; i.e., budget, facilities funding, and accreditation.

Further, the Board‘s Code of Ethics (Board Policy 1010) states, ―The Governing Board is committed to regularly assessing its own ethical behavior and Board effectiveness in order to identify its strengths and areas in which it may improve.‖

Report of the Institutional Self Study for Reaffirmation of Accreditation

211

Self Evaluation The Governing Board has demonstrated its commitment in this area as evidenced by its most recent self-evaluation. The district is in compliance with this requirement.

Planning Agenda None.

IVB1h. The Governing Board has a code of ethics that includes a clearly defined policy for dealing with behavior that violates its code.

Descriptive Summary Board Policy 1010, Code of Ethics of the Governing Board, adopted in 1992, was last revised August 30, 2006, to include a process for dealing with behavior that violates the Code of Ethics of the Governing Board (Ref. 4.37).

Although geographic wards in the county elect members, each Board member represents all students and citizens of the district and assures access for all Contra Costa County residents.

Board members are meticulous in their intent to adhere to district policies and procedures and the Brown Act. The Board has also committed itself to the resistance of engaging in activities that could be considered a conflict of interest or impair its fair judgment or of using the Board member position for personal benefit.

Self Evaluation The district is in full compliance with this requirement.

Planning Agenda None.

IVB1i. The Governing Board is informed about and involved in the accreditation process.

Descriptive Summary Governing Board members are invited to attend the Self-Study Workshop facilitated by the Accrediting Commission for Junior and Community Colleges (ACJCC). A study session on the accreditation process is conducted prior to each visit. Each Governing Board member receives information on the objectives and activities of the visiting teams and reviews outcomes and expectations for the self-studies. Additionally, the chancellor advises the Governing Board of the accreditation process and status.

The Governing Board reviews the college self-studies prior to submission and, relying on the content information and the recommendations by the ACCJC for each self-study, provides a forum for discussion that encourages serious self-examination and professional and personal growth. The Governing Board ensures that the Accrediting Team recommendations of the midterm and/or final accreditation are implemented.

Self Evaluation The Governing Board is in compliance with the requirement.

Planning Agenda None.

212

Report of the Institutional Self Study for Reaffirmation of Accreditation

IVB1j. The Governing Board has the responsibility for selecting and evaluating the district/system chief administrator (most often known as the chancellor) in a multicollege district/system or the college chief administrator (most often known as the president) in the case of a single college. The Governing Board delegates full responsibility and authority to him/her to implement and administer Board policies without Board interference and holds him/her accountable for the operation of the district/system or college, respectively. In multi-college district/systems, the Governing Board establishes a clearly defined policy for selecting and evaluating the presidents of the colleges.

Descriptive Summary The policy for hiring contract administrators, approved by the Governing Board on September 29, 1999, is part of the CCCCD Uniform Employment Selection Guide that is contained in the Human Resources Procedures Manual, HR1010.02 (Ref. 4.38). The policy clearly delineates all the steps involved in hiring college presidents, the chancellor, and vice chancellors. The policy has been used consistently since its approval.

The Governing Board has the responsibility for hiring the chancellor. The chancellor has the responsibility for hiring the college presidents. For both positions, a national search, managed by a search firm, is typically conducted. All district constituencies are represented on the selection committees as well as members of the community. Open forums are held for finalists, giving the entire district community the opportunity to interact and give feedback on the candidates.

Section 6.9 of the CCCCD Management, Supervisory, and Confidential Employees Personnel Manual clearly establishes the process for the evaluation of college presidents and the chancellor. Beginning 2006-07, college presidents and the chancellor began annual evaluations because of a Governing Board-generated change in their contracts. The entire process for evaluating college presidents and the chancellor is in Section 6 of the aforementioned personnel manual (Ref. 4.39).

Self Evaluation An inclusive and effective process has been developed and implemented for the selection of chancellor for the district and a president for each of the colleges within the district. The guidelines outlined in the process are strictly followed.

Planning Agenda None.

IVB2. The president has primary responsibility for the quality of the institution he/she leads. He/she provides effective leadership in planning, organization, budgeting, selecting and developing personnel, and assessing institutional effectiveness.

Descriptive Summary The current president was appointed in the permanent position in July 2006. Immediately before becoming the permanent president, he served for one year as the interim president.

However, he has been at the college for 18 years. During that time, he served as the dean of instruction, the dean of the college, and the vice president of academic and student affairs. He has experience supervising instruction, student services, and institutional research in community colleges. The president has eased the transition to a new chief executive officer because of his familiarity with the college and its operations.

Report of the Institutional Self Study for Reaffirmation of Accreditation

213

The president is dedicated to excellence in all aspects of college operations. He has worked diligently to update college facilities, to ensure fiscal stability, to support staff at all levels, and to encourage innovation in the development of programs and services. He also supports the college governance process and is actively involved in the same at the important levels of decision-making.

During his tenure as president, the college has developed a 10-year Educational Master Plan, a 10-year Facilities Master Plan, and completed its Strategic Plan for 2007-2012. These planning efforts were done within the shared governance process and involved many members of the college community.

The organization of the college has been analyzed and revised over the years. During the last accreditation visit in 2002, the college had five divisions and twenty-three managers. The Bookstore and Buildings and Grounds managers were reporting to a district office manager and were not directly responsible to any college manager.

Since the last accreditation visit, the college has consolidated the five divisions into three.

There are 23 managers on the administrative organization chart. The Bookstore manager reports to the senior dean of Student Services, and the manager of Building and Grounds now reports to the college Business Services director.

Budgeting and resource allocation are processes that are dependent upon the funding the college receives from the district and other funding sources. The budget process is part of the Integrated Planning Model that has been adopted by the college. Budget requests are tied to the planning and program review. Each year, the president presents the budget to the college community in what has become known as the ―Traveling Road Show.‖ All personnel at the college can attend these presentations to acquire information or to ask questions.

The college has a process for determining which departments will receive new faculty positions.

Since the enrollment at the college has been somewhat stable over the years, most faculty vacancies have been those created by resignations or retirements. The college has a process to allocate vacant position (Local Box 2A). Departments send their requests to the vice president of academic and student affairs. These requests are reviewed by the Local Box 2A Committee, which consists of the president, the vice president, the Academic Senate president and the United Faculty vice president.

Classified position allocations are requested through program review and approved by the President‘s Cabinet or when special funds such as Partnership for Excellence become available. If management needs to reorganize a unit and the result affects the allocation of classified FTE, the classified leadership is kept informed of any changes that might occur.

The senior dean of Research and Planning is responsible for the college‘s institutional research function. His office provides the data to analyze the effectiveness of the college‘s programs and services. The senior dean reports to the president and is the chair of the Research and Planning Committee. The latter is a shared governance committee with representation from all constituencies.

Self Evaluation The president has worked diligently to ensure that the quality of the institution is kept to the highest standard. Processes that affect college operations, budgeting, planning, human and financial resource allocation, and the measurement of institutional effectiveness guide the operation of the college.

214

Report of the Institutional Self Study for Reaffirmation of Accreditation

Planning Agenda None.

IVB2a. The president plans, oversees, and evaluates the administrative structure organized and staffed to reflect the institution’s purposes, size and complexity. He/she delegates authority to administrators and others consistent with their responsibilities, as appropriate.

Descriptive Summary The college‘s organizational chart reveals that managers have been hired to oversee the critical areas of operations. The direct reports to the president are the vice president of Academic and Student Affairs, the Business Services director, the director of the Foundation/grant developer, and the senior dean of Research and Planning. The administrative structure also separates college operations into two major categories—Instruction and Student Services (see organizational chart). Most of the managers assigned to supervise these areas are certificated.

However, the areas that provide service to these major categories are Business Services, Buildings and Grounds, Research and Planning, Custodial Services and grant development/Foundation. Each of the latter areas has managers supervising the work of classified staff. The major focus of these offices is to support Instruction and Student Services.

The complexity of the institution is also reflected in the organization of the divisions. The college previously had five divisions but reduced that number to three due to fiscal constraints.

The process to configure the divisions included widespread discussions with all affected faculty and staff, and discussions about the combinations of departments and units that would best serve the college.

Each manager is expected to administer their areas with skill, compassion, and respect for those individuals reporting to that manager. Managers have been hired because of their expertise and given the authority to administer programs and services under their supervision.

The president and his Executive Staff (managers reporting to the president plus the senior deans) do not micro-manage any area and allow all managers to exercise latitude to resolve problems, create plans for, and supervise their areas.

The president has analyzed and revised the administrative structure to support the operation of the college. Shortly after the president was appointed, he and the Executive Staff began the review of the management structure to determine if it suited current institutional needs. This review first focused on classified positions and later on the need for management changes.

The college‘s need for resource development to support programs became a priority. The director of the Communication and Advancement office was originally hired for grant development. The director‘s track record for successful grants was astonishing. However, she was not able to concentrate on grant development after being assigned several areas to supervise. It was determined that removing some of the responsibilities from the director would allow her to focus on managing the Foundation and resource development. The functions that were reassigned to other managers were the supervision of the television station staff, public information, the webmaster, graphic/media design, and community relations. These functions were re-assigned to the vice president of academic and student affairs, Technology Services manager, the senior dean of Instruction, and the president. The realignment of these responsibilities was analyzed in the spring of 2007 and finalized for the 2007-2008 academic year.

Report of the Institutional Self Study for Reaffirmation of Accreditation

215

The Student Services area has experienced a great deal of change over the past few years.

Two long-term managers who were in critical positions retired in 2004. They were the dean of Special Programs and Services and the dean of Admissions and Enrollment Management. The former supervised EOPS, CARE and CalWORKS, Financial Aid, DSPS, and Job Placement.

The latter supervised Student Activities, Outreach, and Admissions and Records. The college opted to replace the dean of Special Programs and Services with faculty coordinators of DSPS, EOPS, and no manager in the other areas. This plan was not successful since the supervision of staff from multiple bargaining units was a problem in EOPS and DSPS, and it was difficult to find a dean with the breadth of knowledge of all the areas under that position. The college tried unsuccessfully to hire a replacement, but it could not find a suitable candidate.

To resolve this problem, the president decided that managers were needed for EOPS, DSPS, and Financial Aid since those programs require knowledge of Title 5 regulations and other regulations that can be quite daunting. The college has successfully hired a director of Financial Aid, a director of DSPS, a director of EOPS, and a director of Admissions and Records. Outreach and Student Activities have been reorganized under the Student Life director. It is believed that the Student Services programs and services have been strengthened with the addition of these management positions.

In addition, the president has proposed a reorganization of professors in counseling, DSPS, EOPS, and two faculty coordinators in Matriculation and CalWORKs into the Student Services division from an instructional division. Their location in an instructional division has created some difficulties with coordinating Student Service operations and budget. The affected areas and professors are in the process of discussing the proposal, and a decision will be reached in 2008.

The president also has successfully delegated responsibilities to the appropriate managers, thus creating a strong management team capable of leading the college into the future.

Managers are skilled in their areas of responsibilities and provide leadership for the staff under their supervision. Additional care has been taken to provide those managers in need of development with the exposure to training, workshops, or seminars designed to improve their administrative abilities. The recent hires in Admissions and Records, Buildings and Grounds, Financial Aid, DSPS, and EOPS have all been given opportunities to receive training to help them as they assume their responsibilities. Also, each manager is encouraged to participate in at least one conference or staff development activity each year to enhance their ability as administrators.

With a background in institutional research, the president fully appreciates the need to assess institutional effectiveness. He was instrumental in creating productivity standards for the college while he served as the vice president of academic and student affairs. He also encourages institutional assessment of student progress, program effectiveness, and program development by promoting the collegeâ&#x20AC;&#x2DC;s program review process. He involves the Presidentâ&#x20AC;&#x2DC;s Cabinet in the review of all program review documents to ensure that representatives from the campusâ&#x20AC;&#x2DC;s constituencies understand and are involved in the process.

Self Evaluation The president reviewed the administrative structure when he assumed office and determined that it needed to be changed to address the concerns that were created by having faculty coordinators in certain programs. The college previously had managers in the areas of EOPS, Financial Aid, and DSPS. The change to faculty coordinators made it difficult for direct supervision to occur at the program level. All the staffing in the unit had to report to a manager.

Hence, the classified staff reported to the senior dean of students, and the faculty reported to a division dean. This awkward structure was not in the best interest of the program. In the case

216

Report of the Institutional Self Study for Reaffirmation of Accreditation

of EOPS, it placed the college out of compliance with Title 5 regulations. So, in 2006-2007, the college created administrative positions for these areas and filled the positions. This action eliminated the problems experienced with the previous organizational structure.

The president also was instrumental in changing the Communication and Advancement office to better serve the college community. The manager supervising that area had many direct reports and functions that demanded her attention. However, the opportunity to engage in resource and grant development was limited because of the supervisory responsibilities of such a large unit. The president and the Executive Staff studied the situation during the 2006-2007 academic year. They concluded their review with a reorganization of these functions (see section IVb2 of this self-study). The reorganization made it possible for the manager to devote more time to grant development, which is sorely needed by the institution.

Planning Agenda None.

IVB2b. The president guides institutional improvement of teaching and learning environment by the following:  Establishing a collegial process that sets values, goals, and priorities.  Ensuring that evaluation and planning rely on high quality research analysis on external and internal conditions.  Ensuring that educational planning is integrated with resource planning and distribution to achieve student learning outcomes.  Establishing procedures to evaluate overall institutional planning and implementation efforts.

Descriptive Summary The president has established a collegial process to create the values, goals, and priorities of the college. In 2001, under the guidance of the previous president, the college established its strategic planning initiatives by utilizing an inclusive process (Ref. 4.40). Professors, staff, students, managers, and representatives of the community were involved in the development of the six initiatives. The same process was used during the 2006-2007 academic year to develop the 2007-2012 strategic initiatives. Faculty, staff, students, managers, and community representatives participated in meetings.

Also, during the 2006-2007 academic year, the college community reviewed its Mission Statement. The review commenced with the Research and Planning Committee, a shared governance committee, reviewing the Mission Statement and suggesting revisions. The Mission Statement was sent to the college community for input and feedback. It was then reviewed by the College Council for final approval. Again, the process was inclusive and involved all members from all constituencies providing input into the final statement.

The president has extensive experience in institutional research and planning. Due to his background, he believes that institutional research and planning are integral components of the decision-making process at the college. The importance of these activities is amplified by the fact that the senior dean of research and planning reports to the college president. This senior dean also has developed numerous reports that are used to analyze enrollment, faculty loads, student demographics, and student outcomes. Also, the college has paid close attention to the external factors that influence trends in the labor market, population growth and decline, demographic changes, and the economic climate of the service area. The district commissioned an environmental scan of the district‘s service area that has been extremely Report of the Institutional Self Study for Reaffirmation of Accreditation

217

helpful in the planning activities of the college. The use of data to make informed decisions and the continuous planning efforts are traditions at the college.

Educational planning has been integrated with resource planning and distribution to achieve student learning outcomes. The college has worked diligently to develop an Integrated Planning Model that considers all aspects of college operations and their impact on student learning.

Resource allocations are made within the context of the college mission, integrated planning, strategic initiatives, and student learning outcomes. The college has been slowly developing student learning outcomes and aligning them with resource allocation. During the last cycle for allocating instructional equipment funds, the College Council required all departments making requests to include whether or not the department had developed its student learning outcomes.

Extra points were awarded to those requests that had an affirmative answer.

The college has evaluated its planning efforts for many years. The senior dean of Research and Planning has developed reports to document progress made on strategic initiatives. These reports have been completed on an annual basis and have been shared with the College Council and Governing Board. The implementation of the strategic initiatives was assigned to various groups of stewards. These groups made periodic reports on progress and kept the campus informed about the direction in which the initiative process was going.

Self Evaluation The college and the president have been successful in meeting the conditions of this standard in most areas. The one most lacking feature has been the development of student learning outcomes (SLOs) and fully integrating them into the planning and resource allocation process.

The speed in the development of course and program level SLOs has varied at times. This inconsistent progress has prolonged the development of SLOs for every program and all courses. Although the college has adopted an agreed upon Integrated Planning Model, the weak link in that model is the development of SLOs. As more and more departments and units create their SLOs, the Integrated Planning Model will become an even more viable process.

Planning Agenda Continue to develop SLOs at the program and course levels for all disciplines.

IVB2c. The president assures the implementation of statutes, regulations, and Governing Board policies and assures that institutional practices are consistent with institutional mission and policies.

Descriptive Summary The adherence to relevant statues, regulations, and governing board policies and procedures is essential to the legal operation of the college. The president is fully aware of the need to be in compliance with all applicable codes, guidelines, and procedures. Managers are experienced in the use of Title 5 and Education Code, and all managers have online access to the same. All managers have copies of the Board Policies and Procedures and provisions that govern their areas of responsibilities. If a question arises concerning a compliance issue, the District Office staff can be used as a resource. In most cases, the issue is resolved with consultation.

However, if a legal opinion is required, the college and district has on retainer the law firm of Atkinson, Andelson, Loya and Rudd.

Various policies and procedures are reviewed with the administrative staff to ensure that managers are aware of the compliance issues. The districtâ&#x20AC;&#x2DC;s hiring and evaluation policies, plus the union contracts and Governing Board policies, are contained in policy manuals that reside in the offices of managers.

218

Report of the Institutional Self Study for Reaffirmation of Accreditation

The mission of the college is central to all operations on the campus. The president reinforces this by posting the Mission Statement throughout the campus. Managers and staff are dedicated to the tenets of the mission as they conduct their daily business. All efforts are made to ensure that the college is sensitive to diversity, focused on student learning, and dedicated to student success.

Self Evaluation The president has assured that the college adheres to statutes, regulations, and Governing Board policies. The president also holds managers accountable for using the documents that contain these regulations whenever there is a compliance question. If there are changes in Board policies or procedures, this information is disseminated to the appropriate staff. The Management Council meetings also are forums at which policy changes are discussed and reviewed (Ref. 4.41). This review ensures that all managers are aware of changes and know what to do if there is a need to interpret or apply a policy or regulation. Whenever there is a change in Board policies, the district distributes the information to the appropriate personnel.

The Mission Statement is posted in every building of the campus for everyone to see and as a reminder of the primary reasons the college exists. The college also periodically reviews its Mission Statement to ensure that there is widespread support and knowledge of it (see Mission Statement in Standard I of this self-study).

Planning Agenda None.

IVB2d. The president effectively controls budget and expenditures.

Descriptive Summary The president has efficiently managed the financial resources of the college by making decisions that ensure the sound use of funds allocated to the college. General fund allocations to the college are provided by the district with the use of an FTES (full-time equivalent student) formula. The allocation is based upon the college‘s anticipated percent of the total FTES production for the year. Since the enrollment at Contra Costa College is the smallest in the district, the college‘s share of the allocation has been the lowest of the three colleges. With limited resources, the college has been quite conscious of how these funds are used. Budget allocation to the department and units are presented each year during the ―Traveling Road Show.‖ Each department, division, and unit head knows his/her budget and must manage the funds allocated to them in a thoughtful and prudent manner.

The president and the Business Services director periodically review the budget to determine if there are any expenditure patterns that may cause a problem. Managers are also provided with online access to budget information. Many managers also maintain spreadsheets to monitor their use of funds as the year progresses. If there is a problem regarding expenditures in a certain area, the Business Services director is empowered to meet with the manager to discuss ways to avoid budget overruns.

Due to the limited resources that are available to the college, the president consistently encourages faculty, staff, and managers to seek special funds to augment budgets whenever appropriate and possible. The use of special funds has been vital in the procurement of needed equipment, supplies, and personnel.

Report of the Institutional Self Study for Reaffirmation of Accreditation

219

Self Evaluation The limited resources available to the college are a challenge. The president always seeks creative ways to maximize the available funds. Nonetheless, the operating budget continues to be inadequate in meeting all the needs of the institution. Thus, the president uses administrative overhead from grants and contracts to augment the operating budget whenever possible.

Funding for the part-time hourly teaching budget also has been an ongoing problem. The formula used to allocate these funds makes use of a productivity quotient that is higher than the actual productivity of the college. Hence, the college, and its sister colleges for that matter, have exceeded the budget for part-time hourly (C-contract) funds on a consistent basis.

Whenever this happens, the college must cover the overrun from its reserve funds.

To resolve this problem, the district and colleges have been working to develop a new allocation formula for C-contract budget. The new formula will address the productivity concern. Also, the district has allocated the funds for classified salaries to the colleges. This will provide the college more flexibility in the use of these dollars and allow for any savings due to vacant positions to remain at the college.

Planning Agenda None.

IVB2e. The president works and communicates effectively with the communities served by the institution.

Descriptive Summary The president is actively involved in the community and communicates effectively with the various entities in the service area. The president regularly attends the West County mayors meeting and presents updates on activities occurring at the college. The same is true for the Richmond and San Pablo Chambers of Commerce of which the president is a member of the Executive Committee of each organization. At the monthly meetings of these groups, the president updates the membership on college affairs and areas of community concern. The president is also a member of community organizationsâ&#x20AC;&#x2DC; boards of directors and advisory groups.

The president represents the college at numerous community meetings and events. He attends community events such as Cinco de Mayo celebrations, the Juneteenth Festival, Martin Luther King commemorations, Black History celebrations, golf tournaments, job fairs, and violence summits. In his absence, the president will often send other staff to represent the college at civic meetings, graduations, neighborhood council meetings and community ad hoc meetings.

The president also has been a speaker at graduation ceremonies, church services, high school convocations, and community events.

The president has met with the local high school principals to discuss the need to collaborate.

He is also a member of the Leadership Team for El Cerrito High School and participated in that schoolâ&#x20AC;&#x2DC;s accreditation site visit. He has met individually with the mayors of the local cities and has discussed ways in which the college and the cities can work together for the benefit of all residents in the area.

Self Evaluation The president is a resident of the service area and actively participates in community activities.

He is well known throughout the service area and represents the college at many community

220

Report of the Institutional Self Study for Reaffirmation of Accreditation

events. He knows elected officials in the area and has met with the local congressman, state senate assemblywoman, and city council members. The president serves on the board of directors for a local charter school and is involved in an effort to develop a livable community initiative for the Iron Triangle area in Richmond.

This year, the president invited selected residents of the community to the college for lunch and a lecture/tour of the college. He plans to continue this activity so that more residents will have an opportunity to learn about the college and its programs and services. This type of activity improves the communication between the college and the community and improves the image of the college.

Planning Agenda None.

IVB3. In multi-college districts or systems, the district/system provides primary leadership in setting and communicating expectations of educational excellence and integrity throughout the district/system and assures support for the effective operation of the colleges. It establishes clearly defined roles of authority and responsibility between the colleges and the district/system and acts as the liaison between the colleges and the governing board.

IVB3a . The district/system clearly delineates and communicates the operational responsibilities and functions for the district/system from those of the colleges and consistently adheres to this delineation in practice.

Descriptive Summary As a multi-college district, there is always the struggle to define organizational roles within the system. The colleges have a long history of autonomy, supported in the rules and regulations of the Governing Board, numbers 35 and 38. While at times the centralization/decentralization dialogue has surfaced at the Chancellor‘s Cabinet and District Governance Council meetings, only recently have efforts begun to address it. Beginning with the 2005-06 fiscal year and spanning into the 2006-07 fiscal year, the Chancellor‘s office focused on the various roles of the colleges and of the District office. Within that context, a District office management organizational study was conducted by KH Consulting Group (Ref. 4.42) with the goal of emphasizing the service role of the District office to the colleges and to more evenly distribute supervisory responsibilities.

After many interviews and much consideration of alternative structures, it was decided to reorganize, with a special focus to the reorganization of executive staff and the Chancellor‘s office staff (Ref. 4.43). Instead of five vice chancellors, there are two vice chancellors that oversee district-wide Planning & Educational Services and district-wide Administrative Services, supported by three associate vice chancellors. A supervisor of administrative support services, an internal auditor, and a chief facilities planner support the Chancellor‘s office (Ref. 4.44). The district‘s role is to support the missions and functions of the colleges and to ensure a high standard of performance at all sites.

Currently, services and practices that are primarily centralized at the district level or the colleges are outlined in the document ―Delineation of Responsibilities‖ (Ref. 4.45).

Self Evaluation The ―Delineation of Responsibilities‖ has only been recently developed. Because of the reorganization at the district level, the Bookstore and Buildings and Grounds personnel are in Report of the Institutional Self Study for Reaffirmation of Accreditation

221

the beginning stages of reporting to college managers. They have reported to District office managers for many years. Other changes in reporting relationships are new as well.

Planning Agenda Conduct an evaluation of the roles and responsibilities of the district and the colleges as delineated in the document and make changes as needed after a time to be agreed upon by affected groups.

IVB3b. The district/system provides effective services that support the colleges in their missions and functions.

Descriptive Summary The districtâ&#x20AC;&#x2DC;s primary purpose is to provide operational and logistical support to the colleges. In this effort, the District office offers an array of support services to the colleges. The main services involve instructional and student services support, human resources, business services, financial services, legal services, public relations and marketing, facilities planning, and information technology. As a result of the recent organizational restructuring, unnecessary duplication of services has been eliminated, whereby services to support the colleges are delivered and resources are used in a more efficient and effective manner.

Within this new administrative structure, the District office offers district-wide coordination and support of educational services through the vice chancellor of District-wide Planning and Educational Services and is responsible for coordinating reports to the Governing Board and compiling and filing routine reports to the State Chancellorâ&#x20AC;&#x2DC;s office.

Also under the purview and direction of the vice chancellor of District-wide Planning and Educational Services are district-wide marketing, curriculum and instruction, and student services policies and procedures, along with the coordination of services for international students through the director of International Education and college International Education staff. Information Technology Services (data needs for educational program planning, wide area network, local area network, email, Datatelâ&#x20AC;&#x2DC;s Colleague administrative and student enterprise resources planning system, Web Advisor, Data warehouse, district-wide Intranet, network and telephone system) are also provided.

Further, services to support the colleges are provided by the vice chancellor of Administrative Services who oversees Human Resources, Finance, Payroll, Purchasing, Facilities, and Campus Safety and Security Services. In the new structure, Bookstores and Buildings and Grounds formerly administered by the District office have been moved to the college for daily supervision, effective July 1, 2007.

Self Evaluation The District office provides effective support services in most areas to each of the colleges. An area requiring attention is technology support for registration that is currently under review.

Planning Agenda Improve the capacity and precision of the technology support system to the colleges.

IVB3c. The district/system provides fair distribution of resources that are adequate to support the effective operations of the colleges.

222

Report of the Institutional Self Study for Reaffirmation of Accreditation

Descriptive Summary The budgeting process includes both long-range and short-term planning and utilizes the latest information on all significant sources of revenue and operating costs. Recommendations on resource allocation are encouraged from staff groups, and information related to budget estimates and procedures is reviewed with them. Full and open disclosure is essential to the district‘s budget process.

97% of the district‘s unrestricted revenues are directly related to enrollment. After allocating a portion of these revenues to support centralized services, the remainder is allocated to the colleges along lines roughly proportional to the number of FTES served. Actual distribution is accomplished through funding formulas that recognize both the variance in the physical size of each campus, as well as a certain ―economy of scale‖ in providing services to the number of FTES served by each college. On an annual basis, the Chancellor‘s Cabinet, which includes the presidents of each of the colleges, meets to review, revise as necessary, and approve the allocation/funding formulas.

Self Evaluation The formulas that are currently in place need to be revised to support the colleges more appropriately. A review of the finances of the district was conducted by an outside consultant in the spring of 2006. The report included a number of recommendations that identified problems with the funding formula. Those recommendations are in the process of being addressed.

Planning Agenda Implement changes to the funding formulas that will more adequately meet the needs of the colleges.

IVB3d. The district/system effectively controls its expenditures.

Descriptive Summary Broad policy is delivered through the Governing Board and the Chancellor‘s Cabinet to be implemented at the local level. Meeting monthly, the district business directors, together with the district chief financial officer, director of payroll, and assistant comptroller monitor college and district budgets and discuss procedures and protocols in conducting business within the district. Also under discussion are budget issues/guidelines, projections, and internal controls/audits. From this meeting, instructions for compliance with policy and procedure are developed and delivered to constituency groups.

The district‘s outside audit assesses the effectiveness of its financial management. The Governing Board, college presidents, and the public are provided periodic updates and presentations regarding the district‘s financial condition.

Self Evaluation Over the past few years, the district has made a substantial and successful effort to effectively control its expenditures. Further, the district has put in place a plan to fund the projected retiree health benefit costs. With a Board approved reserve of more than double the state requirement, the district now has the ability to minimize the impact of budget cuts on local college programs.

Planning Agenda Continue to pursue a philosophy of fiscal conservatism.

Report of the Institutional Self Study for Reaffirmation of Accreditation

223

IVB3e. The chancellor gives full responsibility and authority to the presidents of the colleges to implement and administer delegated district/system policies without his/her interference and holds them accountable for the operation of the colleges.

Descriptive Summary The chancellor meets twice monthly with the college presidents to discuss issues of primary concern to them. In addition, she meets twice monthly with the Chancellor's Cabinet, which includes the college presidents. The mission of the Chancellor's Cabinet is to serve as the leadership team, ensuring the capacity of the district to effectively educate students and meet the needs of its communities in partnership with classified staff, faculty, and other managers.

The meetings with the presidents alone and the Cabinet serve to provide direction and establish the work of the college presidents and other leaders. The presidents have full responsibility and authority to conduct their work without interference from the chancellor. Accountability is established through formal and informal processes. The formal system is through the evaluation process that includes the establishment of goals and objectives agreed upon between the chancellor and each president. These goals and objectives are based on the district strategic directions and assessed annually. The presidents are held accountable for the extent to which the agreed-upon goals are achieved. This new system was effective in the 2006-07 year. Informally, the chancellor talks to each president about his/her work and offers advice as the need arises.

Self Evaluation The current process works well for the district. The presidents accept their responsibility to implement district/system policies and consider the methods by which they are held accountable to be fair and impartial.

Planning Agenda None.

IVB3f. The district/system acts as the liaison between the colleges and the Governing Board. The district/system and the colleges use effective methods of communication, and they exchange information in a timely manner.

Descriptive Summary The District office does an effective job in its role as liaison between the colleges and the Governing Board. The Chancellorâ&#x20AC;&#x2DC;s office develops the Board agenda with direction from the Governing Board and input from the colleges. The Governing Board agenda and minutes are posted to the district website. The college presidents participate in Governing Board meeting closed sessions and interact with Board members on matters affecting their respective college and the district as a whole. In the Governing Board meeting open session, the presidents give reports to the Board. The district sends a monthly newsletter to the district community summarizing Governing Board action within three days of each Board meeting. Governing Board members attend college events and become more aware of college activities.

Employees at large receive at least two pieces of communication monthly: 1) Chancellorâ&#x20AC;&#x2DC;s Cabinet Highlights and 2) The News (a summary of events and news across the district).

Further, the chancellor conducts office hours (Chancellorâ&#x20AC;&#x2DC;s Chats) in the fall term at six district locations to encourage interaction between the chancellor and all employees.

The chancellor meets at least once per semester with the managers and supervisors. Informal communications are sent frequently to managers/supervisors throughout the district. The

224

Report of the Institutional Self Study for Reaffirmation of Accreditation

chancellor and the district chief business officer conduct budget workshops at six district sites in the spring term (Ref. 4.46). The Chancellor‘s Advisory Team (CAT) (Ref. 4.47), and the Chancellor‘s Cabinet (Ref. 4.48) meet bi-weekly and disseminate information from these meetings to their staff.

The chancellor meets monthly with the District Governance Council, Academic/Faculty Senate presidents, classified staff bi-monthly (Classified Senate Coordinating Council, or CSCC), student leadership, Management Council Executive Board president, and the leadership from both employee unions to discuss district issues.

District-wide committees and operational workgroups (Ref. 4.49) meet regularly to facilitate the sharing of information and resolve issues affecting all sites.

Self Evaluation Improvements have been made in this area since the last accreditation visit. Regular communication occurs between the colleges and the District office.

Planning Agenda None.

IVB3g. The district/system regularly evaluates district/system role delineation and governance and decision-making structures and processes to assure their integrity and effectiveness in assisting the colleges in meeting educational goals. The district/system widely communicates the results of these evaluations and uses them as the basis for improvement.

Descriptive Summary The district‘s governance and decision-making structures are in place. They are collegial and inclusive, with constituents working together to help the colleges and the district reach their goals. District leadership actively seeks the participation of local college leaders in decisions that affect all the colleges. The Chancellor‘s Cabinet established a vision, mission, and goals for itself in 2005 and evaluated its effectiveness in 2006. Faculty and staff are well represented on district-wide committees. Students have a voice through the student trustee and through their participation on the District Governance Council.

Self Evaluation Although mechanisms are in place for role delineation and governance and decision-making structures, a formal system of evaluation needs to be developed. The only mechanism in place is an annual climate survey (Ref. 4.50), first conducted in November 2005, and the evaluation conducted by the Chancellor‘s Cabinet of itself (Ref. 4.51). Survey results of the climate survey are shared district-wide. The District Governance Council is in the process of developing a survey to assess its effectiveness. This is an area that requires more attention.

Planning Agenda Develop mechanisms for regularly evaluating role delineation and governance and decisionmaking structures.

Report of the Institutional Self Study for Reaffirmation of Accreditation

225

REFERENCES IVA. Decision Making Roles and Processes 4.1 CCC College Procedures Handbook (A1004), section on committees, governance 4.2 Board Policies 1009 and 1009.1 4.3 College Procedures Handbook 1003 4.4 Bylaws for the Academic Senate and Student Union, their role in governance 4.5 Title 5, Article 1, Section 53200, in Board Policy 1009.1, and in the College Procedures Handbook, section 1003 4.6 See Reference 4.2, above, BP 1009 and 1009.1 4.7 Results of the District Climate Survey 4.8 Midterm College Report, February 2005 IVB. Board and Administrative Organization 4.9 Board Policy 1010, Code of Ethics of the Governing Board 4.10 Sample Governing Board Agenda 4.11 Governing Board Policies and Administrative Procedures Manual 4.12 Curriculum and Instruction Procedures Manual 4.13 District Mission Statement 4.14 See Reference 4.2, Board Policy 1009, http://www.4cd.net/policies_procedures/BOARD/POL-PROC/BP1009.pdf

4.15 4.16

Minutes of meetings between Chancellor/college presidents and FSCC presidents Administrative Procedure 1009.01, http://www.4cd.net/policies_procedures/BOARD/POL-PROC/A1009_01.pdf

4.17

Board Policy 4008, http://www.4cd.net/policies_procedures/BOARD/POL-PROC/BP4008.pdf

4.18 4.19 4.20

District Educational Planning Committee Minutes Educational Planning Report to the Governing Board Board Policy 4001, http://www.4cd.net/policies_procedures/BOARD/POL-PROC/BP4001.pdf

4.21

Curriculum and Instruction Procedure 4001, http://www.4cd.net/policies_procedures/CURRINST/C4001.pdf

4.22

Board Policy 3007, http://www.4cd.net/policies_procedures/BOARD/POL-PROC/BP3007.pdf

4.23

Curriculum and Instruction Procedure 4007, http://www.4cd.net/policies_procedures/CURRINST/C4007.pdf

4.24 4.25 4.26 4.27

Board Policy 5007, http://www.4cd.net/policies_procedures/BOARD/POL-PROC/BP5007.pdf Business Procedure 21.00, http://www.4cd.net/policies_procedures/BUSINESS/fin21_00.pdf Business Procedure 21.01, http://www.4cd.net/policies_procedures/BUSINESS/fin21_01.pdf

State Chancellor‘s Office Accountability Reporting for the Community Colleges (ARCC) http://www.cccco.edu/divisions/tris/rp/ab_1417/ARCCReport_Jan2007.pdf

4.28 4.29 4.30 4.31 4.32

CCCCD Financial Audit Study Session on 2006-07 District Budget Self-Assessment Checklist 2005-06 – Sound Fiscal Management Rules and Regulations of the Governing Board Administrative Procedure 1900.03, http://www.4cd.net/policies_procedures/BOARD/POL-PROC/A1900_03.pdf

4.33 4.34 4.35 4.36 4.37

226

Board Member Orientation Agenda Board Policy 1008, http://www.4cd.net/policies_procedures/BOARD/POL-PROC/BP1008.pdf Board Policy 1015, http://www.4cd.net/policies_procedures/BOARD/POL-PROC/BP1015.pdf Governing Board Self-Evaluation, January 2006 Governing Board Self-Evaluation, January 2007 Report of the Institutional Self Study for Reaffirmation of Accreditation

4.38

Human Resources Procedure 1010.02, http://www.4cd.net/policies_procedures/HR/1000/H1010_02.PDF

4.39 4.40 4.41 4.42 4.43 4.44 4.45 4.46 4.47 4.48 4.49 4.50 4.51

Management Manual, Section 6: Evaluation for Managers and Supervisors 2002-2007 Strategic Initiatives Examples of Minutes from Management Council Meetings KH Consulting Group Study Hay Classification Study New District Office Organizational Chart Delineation of Responsibilities Budget Workshop Agendas 2007 Chancellor‘s Advisory Team (CAT) Meeting Minutes 2007 Chancellor‘s Cabinet Highlights 2007 District-wide Committees and Operational Workgroups See Reference 4.7 District Climate Survey Chancellor‘s Cabinet Self-Evaluation

Report of the Institutional Self Study for Reaffirmation of Accreditation

227

PLANNING SUMMARY Standard I 1.

2.

Complete the design, implementation, and assessment of SLOs in academic programs and Student Services.

Ensure all constituency groups share the college planning agenda and actions with their members and the information is recorded in meeting minutes.

Standard II 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

Continue to work on the implementation and documentation of student learning outcomes.

Expand the use of instructional technology, bringing new and exciting teaching modes to our students.

Implement the assessment of SLOs and make learning outcome improvements.

Develop a documentation method for SLO assessment processes.

Develop SLO design and assessment processes appropriate to the academic disciplines that have not done so.

Complete the development and assessment of program and GE SLOs. Improve our collegeâ&#x20AC;&#x2DC;s website and develop a system for maintaining up to date web page information.

Develop plan to better identify support needs of incoming students.

Increase outreach efforts to under-represented segments of service area.

Build First Year Experience to support student success.

Increase Financial Aid staffing if possible, within financial limits.

Offer assessment off-campus as part of outreach recruitment, for example, in high schools.

Explore the development of a leadership course for student leaders and other interested students.

Develop counseling policy and procedure to deal with students in severe emotional crisis.

Explore implementation of ACES in other departments.

Continue with the development, implementation, and assessment of SLOs. Seek additional funding for part-time library faculty and/or continued release time for the bibliographic instruction librarian to administer information competency requirement within budget limits.

Seek to provide Reference Desk services during all open hours, including summer sessions with the limits of funding.

Secure additional ongoing funding for tutoring and the Special Instruction programs.

Address the need for funding of regular computer upgrades through the Technology Committee.

Standard III 1. Work with the district to review and update hiring procedures as needed.

2. Develop a college database accessible to managers, supervisors, and others responsible for evaluations.

3. Seek to improve the full- to part-time faculty ratio to the extent that the District Box 2-A process will allow and as funds become available.

4. Develop the Equal Employment Opportunity (EEO) plan in collaboration with the other colleges and the district Human Resources (HR) department.

228

Report of the Institutional Self Study for Reaffirmation of Accreditation

5. Offer staff development activities/programs for faculty that focus on improving teaching and learning.

6. Continue training on the use of instructional technology.

7. Develop an effective means of maintaining essential equipment.

8. Continue to review handicapped access on our campus and make plans for improvements.

9. Continue to monitor and identify safety hazards on campus, either environmental or criminal, and develop action plans as needed for prompt correction.

10. Improve technology training offerings.

11. Develop strategies to fund technology upgrades which recognize funding inconsistency and make progress towards maintaining adequately up-to-date technology.

12. Participate with the other colleges and district in discussion and possible implementation of the recommendations made by consultant Mike Hill.

13. Seek to increase college enrollment.

14. Work with the district to review and change, as appropriate, the part-time hourly (Chourly) allocation methodology.

15. Work with the district to evaluate its budget allocation processes, including the parttime faculty (C-hourly) allocation formula. Once agreement is reached, work with the district to implement the new allocation methodology.

Standard IV 1. Make every effort to rebuild trust in the governance process.

2. Develop a timeline, through College Council, for the review of the governance process with particular focus on the roles of the leadership and the integrity and effectiveness of the process.

3. Continue to take actions that ensure the financial integrity of the district.

4. Continue to develop SLOs at the program and course level for all disciplines.

5. Conduct an evaluation of the roles and responsibilities of the district and the colleges as delineated in the document and make changes as needed after a time to be agreed upon by affected groups.

6. Improve the capacity and precision of the technology support system to the colleges.

7. Implement changes to the funding formulas that will more adequately meet the needs of the colleges.

8. Continue to pursue a philosophy of fiscal conservatism.

9. Develop mechanisms for regularly evaluating role delineation and governance and decision-making structures.

Report of the Institutional Self Study for Reaffirmation of Accreditation

229