Institutional Self Evaluation Report - West Valley College



West Valley CollegeInstitutional Self Evaluation ReportIn support of Reaffirmation of Accreditation Volume I977905629910To:Accrediting Commission for Community and Junior CollegesWestern Association of Schools and Colleges00To:Accrediting Commission for Community and Junior CollegesWestern Association of Schools and Colleges984253990975Submitted by:West Valley College14000 Fruitvale Avenue Saratoga, CA 9507000Submitted by:West Valley College14000 Fruitvale Avenue Saratoga, CA 95070Certification of the Institutional Self Evaluation ReportTable of Contents TOC \o "1-3" \h \z \u Certification of the Institutional Self Evaluation Report PAGEREF _Toc377551291 \h 3Introduction PAGEREF _Toc377551292 \h 7History PAGEREF _Toc377551293 \h 7Area Demographic PAGEREF _Toc377551294 \h 8Service Area Labor Market PAGEREF _Toc377551295 \h 10Student Enrollment Data PAGEREF _Toc377551296 \h 11Organization of the Self-Study and Timeline PAGEREF _Toc377551297 \h 18Organizational Information PAGEREF _Toc377551298 \h 22Function Map PAGEREF _Toc377551299 \h 23 Actionable Improvement Plans.............................................................................47Certification of Continued Institutional Compliance with Eligibility Requirements PAGEREF _Toc377551304 \h 73Certification of Continued Institutional Compliance with Commission Policies PAGEREF _Toc377551326 \h 81Responses to Recommendations from the Most Recent Educational Quality and Institutional Effectiveness Review PAGEREF _Toc377551333 \h 85Recommendation 1: PAGEREF _Toc377551334 \h 85Recommendation 2 PAGEREF _Toc377551337 \h 90Recommendation 3 PAGEREF _Toc377551340 \h 95Recommendation 4 PAGEREF _Toc377551343 \h 98Recommendation 5 PAGEREF _Toc377551346 \h 104Standard I: Institutional Mission and Effectiveness PAGEREF _Toc377551349 \h 107Standard IA: Mission PAGEREF _Toc377551350 \h 107Standard IB: Improving Institutional Effectiveness PAGEREF _Toc377551375 \h 114Standard II: Student Learning Programs and Services PAGEREF _Toc377551411 \h 131Standard IIA: Instructional Programs PAGEREF _Toc377551412 \h 131Standard IIB: Student Support Services PAGEREF _Toc377551538 \h 200Standard IIC: Library and Learning Support Services PAGEREF _Toc377551593 \h 253This page intentionally left blankIntroductionHistoryWest Valley College is a public California Community College located on the west side of Silicon Valley, in the foothills of the Santa Cruz Mountains, 50 miles south of San Francisco. Continuing a nearly 50-year tradition, West Valley College offers dynamic career programs for today’s job market, professional certificates, and degree programs with exceptional preparation for transfer to four-year colleges and universities.The first public meeting convened to address the formation of the West Valley Joint Community College District was held in July 1962. In October of that year, the California State Board of Education approved the District’s formation, and in January 1963, the voters residing within the Campbell, Los Gatos-Saratoga, and Santa Clara High School Districts established the District. The District’s first college, West Valley Junior College, became operational in September 1964, at the 12? acre remodeled Campbell Grammar School. The 1964-1965 academic year began with an enrollment of 3,203 students. One hundred courses were offered that first year. The following year the name was changed to West Valley College. In 1964, the 143-acre Fruitvale-Allendale site in Saratoga was purchased. Funding from the State Junior College Construction Act was obtained, and between 1964 and 1974 the campus was developed. Historically, West Valley College has served the geographic areas surrounding Saratoga, Los Gatos, and Campbell. These traditional feeder communities comprise the majority of the college’s enrollment; however, with the Highway 85 corridor well-established, large numbers of students come to West Valley College from Blossom Valley, Almaden Valley, eastern and southern San Jose, and from as far away as Salinas and Marin Counties. The college originally embraced a traditional curriculum with a primary focus on the transfer of students to statewide and local four-year colleges and universities. Today, the college is a leader in the delivery of education in a variety of modes to a broad range of students in Silicon Valley and beyond.Area DemographicWest Valley College is located in Santa Clara County, the largest county in the San Francisco Bay Area. The county measures approximately 1,316 square miles and is located at the southern end of the San Francisco Bay. According to California’s Department of Finance, Santa Clara County is home to more than 1.8 million persons and by the year 2020, is projected to total almost 2 million residents. The county is the largest of the nine Bay Area counties (Alameda, Contra Costa, Marin, Napa, San Francisco, San Mateo, Santa Clara, Solano, and Sonoma). Santa Clara County is the fifth most populous county in California, with approximately 24 percent of the Bay Area’s total population living within its jurisdiction. -3873531750Between 1990 and 2000, the county grew by 185,008, or 12 percent. From 2000 to 2010, the county's population increased from 1,682,585 to 1,781,642, an almost 6% increase in population. ?According to the Association of Bay Area Governments Projection 2009, by 2020, Santa Clara County's population is projected to increase to 2,063,100.? Between 2000 and 2010, most of the population growth in Santa Clara County occurred in San Jose and in the North Valley cities (Campbell, Cupertino, Los Altos, Los Altos Hills, Los Gatos, Milpitas, Monte Sereno, Mountain View, Palo Alto, San Jose, Santa Clara, Saratoga, and Sunnyvale).? Although, North Valley cities experienced a larger increase in population numbers, the Southern Valley cities (Morgan Hill and Gilroy) experienced a larger percentage increase in population.Household and Demographic CharacteristicsAs of 2010, there were 604,204 households in Santa Clara County.? This is a 6.7% increase in the number of households from 2000.? The number of people living in each household decreased slightly from 2.92 persons per household in 2000, to 2.90 in 2010.? Homeowner vacancy rates have stayed steady at 1.4% since 2000. ?Rental vacancy rates have risen from 1.8% in 2000 (at the height of the boom) to 4.3% in 2010.Race and Ethnicity CharacteristicsSanta Clara County is made up of people from diverse cultures, nationalities, and racial groups. ?As of 2010, the Hispanic or Latino population (from all races) comprises 26.9% of the total population. ?The rest of the population (not ethnically Hispanic) includes 35.2% Whites, 31.7% Asians, 2.4% Black, 0.4% Native Hawaiian or Pacific Islander, and 3.2% of the population was of some other race or two or more races.Many people bring diverse cultures into Santa Clara County from places outside of the United States.? In 2009, approximately 36% of the population in Santa Clara County was born outside of the United States.Income Characteristics-838203810000Santa Clara County has one of the highest personal income levels in the Bay Area and in the State of California. ?In 1999, Santa Clara County had the second highest median household (people living together whether related or not) income ($85,215) of all California counties.? Additionally, Santa Clara County had the third highest median family income ($97,669) and fourth highest per capita income ($37,598) of all California counties.Socio-economic dataService Area Labor MarketRegional Trends Region 2012 Jobs 2013 Jobs % Change ● San Jose-Sunnyvale-Santa Clara, CA (41940) 915,140 943,337 3.1% ● State 14,958,396 15,281,022 2.2% Growing/Declining OccupationsOccupation Change in Jobs (2012-2013)Janitors and Cleaners, Except Maids and Housekeeping Cleaners (37-2011) 1,067 Software Developers, Applications (15-1132) 1,012 Software Developers, Systems Software (15-1133) 963 Postal Service Mail Carriers (43-5052) -87 Aerospace Engineers (17-2011) -92 Farmworkers and Laborers, Crop, Nursery, and Greenhouse (45-2092) -95 Growing/Declining IndustriesIndustry Change in Jobs (2012-2013)Electronic Computer Manufacturing (334111) 2,880 Custom Computer Programming Services (541511) 1,838 Other Scientific and Technical Consulting Services (541690) 1,275 Guided Missile and Space Vehicle Manufacturing (336414) -391 Telephone Apparatus Manufacturing (334210) -512 Instrument Manufacturing for Measuring and Testing Electricity and Electrical Signals (334515) -691 Largest Openings/Completions GapsOccupation Related Completions (2012) Annual Openings (2013) Market Research Analysts and Marketing Specialists (13-1161) 96 451 Computer Systems Analysts (15-1121) 66 325 Network and Computer Systems Administrators (15-1142) 5 192 Sales Engineers (41-9031) 0 108 Database Administrators (15-1141) 12 86 Student Enrollment DataStudent enrollment trends have seen a steady decline since 2009. The state financial crisis from 2009-2011 included a workload reduction that led to a drop in some enrollment metrics.22237709525Most students at West Valley College are 20 to 24 years of age; although there is a large population of older adults (50+) and teenagers (19 years of age or less)-9315452514600A little more than half of the 10,288 students are female. 23831555210175Of the students enrolled, 84% attended classes on campus as opposed to using distance education (online) courses.195580-177165The majority of West Valley Students attend on a part time basis. In fall 2012, the greatest percentage of students (25%) enrolled in 3 – 6 units for the semester.Fall 2012 Units of Enrollment2914015137795Most West Valley Students attend the college with the goal of transferring to a four-year institution. The newly enacted Student Success Initiative should result in a decline in undecided or unreported goals as now every student will be required to declare a course of study while completing the mandated matriculation process.1435102729230-160020151765 West Valley College Persistence from 2008-2013West Valley College Students taking at least 30 unitsWest Valley College Student Success Rate from 2008-2013West Valley College Completion/SPAR from 2008-2013West Valley College’s 6 year Transfer Velocity from 2008-2013 Organization of the Self-StudyStandard 1 Institutional Mission and EffectivenessStandard 3: ResourcesCo-Chairs:Writing Committee MembersCo-Chairs: John Hannigan (faculty)Jean Finch (faculty)Pat Fenton (administrator)Stephanie Kashima (administrator)Inge Bond (Administrator)Rebecca Wong (faculty)Standard 3A: Human ResourcesCathy Aimonetti (classified)Co-chairs: Writing Committee MembersPaula Flynn (classified)Stacy Hopkins (faculty)Diane Hurd (faculty)Standard 2: Student Learning Programs and ServicesHerlisa Hamp (classified)John Vlahos (faculty)Co-Chairs:Michael Burke (associate faculty)Kuni Hay (administrator)Heidi Diamond (faculty) Standard 2A: Instructional ProgramsStandard 3B: Physical ResourcesCo-chairs: Writing Committee MembersCo-chairs:Writing Committee MembersKuni Hay (administrator) Peggy Mathieson (faculty)Frank Kobayashi (administrator)Soroush Ghahramani (faculty)Heidi Diamond (faculty)Cheryl Miller (faculty)Steve McCann (faculty)Betsy Sandford (faculty)Star Underwood (classified)Sandy Dinh (classified)Standard 2B: Student Support ServicesStandard 3C: Technology ResourcesCo-chairsWriting Committee MembersCo-chairsWriting Committee MembersVictoria Hindes (administrator)Gretchen Ehlers (faculty)Fred Chow (administrator)Melissa Ceresa (faculty)Carol Pavan (faculty)Elise Johnson (faculty)Scott Ludwig (classified)Kelly Cooper (faculty)Vicky Kalivitis (faculty)Michelle Donohue-Mendoza (classified)Joe McDevitt (classified)Elizabeth Ochoa (classified )Standard 2C: Library and Learning ResourcesStandard 3D: Financial ResourcesCo-chairsWriting Committee MembersCo-chairsWriting Committee MembersMaryanne Mills (faculty)Rachel Sandoval (faculty)Pat Fenton (administrator)Becky Perelli (faculty)Michelle Francis (faculty)Tanya Hanton (classified)Stephanie Kashima (administrator)Rebecca McConnell (classified)Standard 4 : Leadership and GovernanceCo-Chairs:Writing Committee MembersLance Shoemaker (faculty)Cynthia Reiss (faculty)Laurel Kinley (classified)Nichola Gutierrez (faculty)Brenda Rogers (classified)West Valley CollegeAccreditation Self Study Preparation Timeline2012-2013AugustSeptemberOctoberNovemberDecemberJanuaryFebruaryMarchAprilMayJuneAll College Day presentation on Accreditation, Integrated Planning and Resource Allocation, and Student Success ActReconvene Steering committee (SC)Writing process beginsSC Co-chairs reconvene writing teams, begin writing processStudent and Employee survey results inclusion in the documentIdentify district-wide committee reports and confirm statusDisJoint continuesTransfer outline contents to writing template10/19: First draft due in Angel10/26: Steering Committee reviewEditor begins editing across standards for consistency and evidence organizationWriting by writing team and review by the Steering committeeContinue Evidence organization online continuesDraft check via Steering CommitteePrepare for campus-wide draft Ensure all necessary reports on campus and district-wide to be in good shape reviewEditing continuesEvidence organization continuesCampus-wide draft review and feedbackEditing continues including campus-wide feedbackPrepare for President’s review of the draftEditing and evidence organization continuesEditing and evidence organization continuesMay ask College Council for initial review”Snap Shot” takenEditing and evidence organization continuesEditing and evidence organization continuesWest Valley CollegeAccreditation Self Study Preparation Timeline2013-2014JulyAugustSeptemberOctoberNovemberDecemberJanuaryFebruaryMarchFine-tune editing and Evidence link checkIdentify and plan for Accreditation team room and evidence room set upFinalize editingAll College Day Campus-wide reviewCollege Council (1st review)College Council (final approval)President’s approvalEvidence link check, hard evidence organizationReport submitted to Chancellor and the Board of Trustees (?) First readingPrinted documents and CDs are readyAll distance-learning courseBoard of Trustees final approval (?) access checkSubmission to ACCJC (8 weeks prior to the visit)Begin preparation for the team visit, logistic arrangementsSteering Committee team visit orientationCampus-wide visiting team orientationHotel and other arrangements ready for the teamEvidence checkTeam visit Week of 3/17/14Organizational Information Function MapStandard I: Institutional Mission and EffectivenessA. MISSIONThe institution has a statement of mission that defines the institution’s broad educational purposes, its intended student population, and its commitment to achieving student learning.CollegeDistrict1. The institution establishes student learning programs and services aligned with its purposes, its character, and its student population.PS2. The mission statement is approved by the governing board and published.SHSH3. Using the institution's governance and decision-making processes, the institution reviews its mission statement on a regular basis and revises it as necessary.PS4. The institution’s mission is central to institutional planning and decision-making.PSB. IMPROVING INSTITUTIONAL EFFECTIVENESSThe 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.CollegeDistrict1. The institution maintains an ongoing, collegial, self-reflective dialogue about the continuous improvement of student learning and institutional processes.PS2. The institution sets goals to improve its effectiveness consistent with its stated purposes. The institution articulates its goals 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.PS3. The institution assesses progress toward achieving its stated goals and makes decisions regarding the improvement of institutional effectiveness in an ongoing and systematic cycle of evaluation, integrated planning, resource allocation, implementation, and re-evaluation. Evaluation is based on analyses of both quantitative and qualitative data.PS4. 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.PS5. The institution uses documented assessment results to communicate matters of quality assurance to appropriate constituencies.PS6. 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.PS7. 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. PSStandard II: Student Learning Programs and ServicesA. INSTRUCTIONAL PROGRAMSThe institution offers high-quality instructional 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.CollegeDistrict1. 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.PSThe 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.PSThe 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.PSc.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.PSCollegeDistrict2. 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.PSThe 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.PSb. 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.PSc.High-quality instruction and appropriate breadth, depth, rigor, sequencing, time to completion, and synthesis of learning characterize all programs.PSd. The institution uses delivery modes and teaching methodologies that reflect the diverse needs and learning styles of its students.PSe. The institution evaluates all courses and programs through an on-going systematic review of their relevance, appropriateness, achievement of learning outcomes, currency, and future needs and plans.PSCollegeDistrictf.The institution engages in ongoing, systematic evaluation and Integrated Planning and Resource Allocation to assure currency and measure achievement of its stated student 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.PSg. If an institution uses departmental course and/or program examinations, it validates their effectiveness in measuring student learning and minimizes test biases.PSh. 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.PSThe institution awards degrees and certificates based on student achievement of a program’s stated learning outcomes.PS3. 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:PSAn 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.PSCollegeDistrictb. 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.PSc.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.PS4.All degree programs include focused study in at least one area of inquiry or in an established interdisciplinary core.PS5. 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.PS6. 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 officially approved course outline.PSCollegeDistricta. 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.PSb.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.PSc.The institution represents itself clearly, accurately, and consistently to prospective and current students, the public, and its personnel through its catalogs, 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.PS7. 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.PSa. Faculty distinguishes between personal conviction and professionally accepted views in a discipline. They present data and information fairly and objectively.PSb. The institution establishes and publishes clear expectations concerning student academic honesty and the consequences for dishonesty.PSInstitutions 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.PS8. Institutions offering curricula in foreign locations to students other than U.S. nationals operate in conformity with standards and applicable Commission policies.N/AN/AB. STUDENT SUPPORT SERVICESThe 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 a concern for student access, progress, learning, and success. The institution systematically 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.CollegeDistrict1. 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.PS2. The institution provides a catalog for its constituencies with precise, accurate, and current information concerning the following: a. General Information, b. Requirements, c. Major Policies Affecting Students, d. Locations or publications where other policies may be found.PS3. The institution researches and identifies the learning support needs of its student population and provides appropriate services and programs to address those needs.PSCollegeDistrictThe 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.PSThe institution provides an environment that encourages personal and civic responsibility, as well as intellectual, aesthetic, and personal development for all of its students.PSThe 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.PSd. The institution designs and maintains appropriate programs, practices, and services that support and enhance student understanding and appreciation of diversity.PSe. The institution regularly evaluates admissions and placement instruments and practices to validate their effectiveness while minimizing biases.PSf.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.PSThe 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.PSC. LIBRARY AND LEARNING SUPPORT SERVICESLibrary and other learning support services for students are sufficient to support the institution’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.CollegeDistrict1. 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.PSa. 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.PSb. 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.PSc.The institution provides students and personnel responsible for student learning programs and services adequate access to the library and other learning support services, regardless of their location or means of delivery.PSd. The institution provides effective maintenance and security for its library and other learning support services.PSe. 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.PS2. 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. The institution uses the results of these evaluations as the basis for improvement.PSStandard III: ResourcesA. HUMAN RESOURCESThe 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 resource planning is integrated with institutional planning.CollegeDistrictThe 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.PSCriteria, 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 activities, 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 recognized U.S. accrediting agencies. Degrees from non- U.S. institutions are recognized only if equivalence has been established.SHSHCollegeDistrictThe institution assures the effectiveness of its human resources by evaluating all personnel systematically and at stated intervals. The institution establishes written criteria for evaluating all personnel, including performance of assigned duties and participation in institutional responsibilities and other activities appropriate to their expertise. Evaluation processes seek to assess effectiveness of personnel and encourage improvement. Actions taken following evaluations are formal, timely, and documented. SHSHFaculty 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.PSThe institution upholds a written code of professional ethics for all of its personnel.SHSHThe 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 the administrative services necessary to support the institution’s mission and purposes.PSThe institution systematically develops personnel policies and procedures that are available for information and review. Such policies and procedures are equitably and consistently administered.SPThe institution establishes and adheres to written policies ensuring fairness in all employment procedures.SPThe institution makes provision for the security and confidentiality of personnel records. Each employee has access to his/her personnel records in accordance with law.SPCollegeDistrictThe institution demonstrates through policies and practices an appropriate understanding of and concern for issues of equity and diversity.SHSHThe institution creates and maintains appropriate programs, practices, and services that support its diverse personnel.SHSHThe institution regularly assesses its record in employment equity and diversity consistent with its mission.SHSHThe institution subscribes to, advocates, and demonstrates integrity in the treatment of its administration, faculty, staff and students.SHSHThe institution provides all personnel with appropriate opportunities for continued professional development, consistent with the institutional mission and based on identified teaching and learning needs.PSThe institution plans professional development activities to meet the needs of its personnel.PSWith the assistance of the participants, the institution systematically evaluates professional development programs and uses the results of these evaluations as the basis for improvement.PSHuman 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.PSB. PHYSICAL RESOURCESPhysical 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.CollegeDistrictThe 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. SHSHThe 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.SHSHThe 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.SHSHTo 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.PSLong-range capital plans support institutional improvement goals and reflect projections of the total cost of ownership of new facilities and equipment.SHSHPhysical 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.PSC. TECHNOLOGY RESOURCESTechnology resources are used to support student learning programs and services and to improve institutional effectiveness. Technology planning is integrated with institutional planning.CollegeDistrictThe institution assures that any technology support it provides is designed to meet the needs of learning, teaching, college-wide communications, research, and operational systems.SHSHTechnology services, professional support, facilities, hardware, and software are designed to enhance the operation and effectiveness of the institution.SPThe institution provides quality training in the effective application of its information technology to students and personnel.SHSHThe institution systematically plans, acquires, maintains, and upgrades or replaces technology infrastructure and equipment to meet institutional needs. SHSHThe distribution and utilization of technology resources support the development, maintenance, and enhancement of its programs and services.SHSHTechnology 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.PSD. FINANCIAL RESOURCESFinancial 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.CollegeDistrictThe institution relies upon its mission and goals as the foundation for financial planning.PSFinancial planning is integrated with and supports all institutional planning.PSInstitutional planning reflects realistic assessment of financial resource availability, development of financial resources, partnerships, and expenditure requirements.PSWhen 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.SHSHThe institution clearly defines and follows its guidelines and processes for financial planning and budget development, with all constituencies having appropriate opportunities to participate in the development of institutional plans and budgets. PSTo 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 decision making.PSCollegeDistrictFinancial 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.SHSHb.Appropriate financial information is provided throughout the institution.PSThe 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.SPThe 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.PSAll 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.PSContractual 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.SHSHg. The institution regularly evaluates its financial management processes, and the results of the evaluation are used to improve financial management systems. PSThe institution systematically assesses the effective use of financial resources and uses the results of the evaluation as the basis for improvement.PSStandard IV: Leadership and GovernanceA. DECISION-MAKING ROLES AND PROCESSESThe institution recognizes that ethical and effective leadership throughout the organization enables the institution to identify institutional values, set and achieve goals, learn, and improve.CollegeDistrictInstitutional 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.PSThe 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.PSFaculty 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.PSThe 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.PSCollegeDistrictThrough 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 communication among the institution’s constituencies.SHSHThe 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-evaluation and other reports, team visits, and prior approval of substantive changes. The institution moves expeditiously to respond to recommendations made by the Commission.PSThe role of leadership and the institution’s governance and decision-making structures and processes are regularly evaluated to assure their integrity and effectiveness. The institution widely communicates the results of these evaluations and uses them as the basis for improvement.SHSHB. BOARD AND ADMINISTRATIVE ORGANIZATIONIn 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. CollegeDistrictThe 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.SPCollegeDistricta. 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.SPb. 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.SPc.The governing board has ultimate responsibility for educational quality, legal matters, and financial integrity.SPd. The institution or the governing board publishes the board bylaws and policies specifying the board’s size, duties, responsibilities, structure, and operating procedures.SPe. 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.SPf.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.SPg. The governing board’s self-evaluation processes for assessing board performance are clearly defined, implemented, and published in its policies or bylaws.SPh. The governing board has a code of ethics that includes a clearly defined policy for dealing with behavior that violates its code.SPCollegeDistricti.The governing board is informed about and involved in the accreditation process.SPj.The governing board has the responsibility for selecting and evaluating the district/system chief administrator (most often known as the chancellor) in a multi-college 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 districts/systems, the governing board establishes a clearly defined policy for selecting and evaluating the presidents of the colleges.SPThe president has primary responsibility for the quality of the institution he/she leads. He/she provides effective leadership in planning, organizing, budgeting, selecting and developing personnel, and assessing institutional effectiveness.PSa. The president plans, oversees, and evaluates an 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.PSCollegeDistrictThe president guides institutional improvement of the 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 and analysis on external and internal conditions;ensuring that educational planning is integrated with resource planning and distribution to achieve student learning outcomes; andestablishing procedures to evaluate overall institutional planning and implementation efforts.PSThe president assures the implementation of statutes, regulations, and governing board policies and assures that institutional practices are consistent with institutional mission and policies.PS The president effectively controls budget and expenditures.PSThe president works and communicates effectively with the communities served by the institution.PSIn 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.SPCollegeDistrictThe district/system clearly delineates and communicates the operational responsibilities and functions of the district/system from those of the colleges and consistently adheres to this delineation in practice.SPThe district/system provides effective services that support the colleges in their missions and functions.SPThe district/system provides fair distribution of resources that are adequate to support the effective operations of the colleges.SPThe district/system effectively controls its expenditures.SPThe 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.SPThe 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.SPThe 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.SPAt A Glance Actionable Improvement PlansStandard I: Institutional Mission and Effectiveness?Standard TextSelf-Evaluation StatusActionable Improvements, if anyI AMission: The institution has a statement of mission that defines the institution’s broad educational purposes, its intended student population, and its commitment to achieving student learning.Met NoneIA.1The institution establishes student learning programs and services aligned with its purposes, its character, and its student population.MetNoneIA.2The mission statement is approved by the governing board and published.MetNoneIA.3Using the institution's governance and decision-making processes, the institution reviews its mission statement on a regular basis and revises it as necessary.MetNoneIA.4The institution's mission is central to institutional planning and decision making.MetNoneIBImproving Institutional Effectiveness: The institution demonstrates a conscious effort to produce and support student learning, measures that learning, assesses how well learning is occurring, and makes changes to improve student learning. The institution also organizes its key processes and allocates it 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.IB.1The institution maintains an ongoing, collegial, self-reflective dialogue about the continuous improvement of student learning and institutional processes.MetNoneIB.2The institution sets goals to improve its effectiveness consistent with its stated purposes. The institution articulates its goals 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.MetNoneIB.3The institution assesses progress toward achieving its stated goals and makes decisions regarding the improvement of institutional effectiveness in an ongoing and systematic evaluation, integrated planning, resource allocation, implementation and re-evaluation. Evaluation is based on analyses of both quantitative and qualitative data.MetNoneIB.4The 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.MetNoneIB.5The institution uses documented assessment results to communicate matters of quality assurance to appropriate constituencies.MetNoneIB.6The 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.MetNoneIB.7The 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.MetNoneStandard II: Student Learning Programs and Services?Standard TextSelf - Evaluation StatusActionable Improvements, if anyIIAInstructional Programs: The institution offers high-quality instructional 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 institutional activities offered in the name of the institution.IIA.1The 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.MetContinue to address and complete the curriculum recency inventory.IIA.1.aThe institution identifies and seeks to meet the varied educational needs of its students through programs consistent with their educational preparation and 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.MetNoneIIA.1.bThe 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.MetDevelop a technology infrastructure plan with the District’s Information Technology department to ensure that their operational capacity supports steady increase of smart and technology-mediated classrooms and offices.IIA.1.cThe institution identifies student learning outcomes for courses, programs, certificates, and degrees; assesses student achievement of those outcomes; and uses assessment results to make improvements.MetNoneIIA.2The 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 credited awarded, delivery mode or location.Met Expand enhanced non-credit courses (in progress)IIA.2.aThe 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.Met As planned, ensure a successful and timely establishment of the Budget and Resource Advisory Council (BRAC) as part of the college’s Integrated Planning and Resource Allocation process.IIA.2.bThe 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.MetNone IIA.2.cHigh-quality instruction and appropriate breadth, depth, rigor, sequencing, time to completion, and synthesis of learning characterize all programs.MetComplete approval process with the Faculty Association (ACE) and the District on online evaluation.IIA.2.dThe institution uses delivery modes and teaching methodologies that reflect the diverse needs and learning styles of its students.MetNoneIIA.2.eThe institution evaluates all courses and programs through an on-going systematic review of their relevance, appropriateness, achievement of learning outcomes, currency, and future needs and plans.MetThe Academic Directions Committee was formed by the Academic Senate in January 2013 to review struggling programs and help viable programs with an action plan to improve their enrollment and completion rate.IIA.2.fThe institution engages in ongoing, systematic evaluation and integrated planning to assure currency and measure achievement of its stated student 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.MetNoneIIA.2.gIf an institution uses departmental course and/or program examinations, it validates their effectiveness in measuring student learning and minimizes test biases.MetNoneIIA.2.hThe 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.MetNoneIIA.2.iThe institution awards degrees and certificates based on student achievement of a program's stated learning outcomes.MetNoneIIA.3The institution requires 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.MetNoneIIA.4All degree programs include focused study in at least one area of inquiry or in an established interdisciplinary core.MetNoneIIA.5Students 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.MetNoneIIA.6The 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 officially approved course outline.MetContinue to review syllabi for consistency with appropriate standards as part of SLO/A assessment scheduled activities.IIA.6.aThe 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.MetNone IIA.6.bWhen 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.MetNone IIA.6.cThe institution represents itself clearly, accurately, and consistently to prospective and current students, the public, and the personnel through the catalogs, 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.MetNone IIA.7In 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.MetNone IIA.7.aFaculty distinguish between personal conviction and professionally accepted views in a discipline. They present data and information fairly and objectively.Met None IIA.7.bThe institution establishes and publishes clear expectations concerning student academic honesty and the consequences for dishonesty.MetNone IIA.7.cInstitutions 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.MetNone IIA.8Institutions offering curricula in foreign locations to students other than U.S. nationals operate in conformity with standards and applicable Commission policies.Not ApplicableIIBStudent Support Services: 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 a concern for student access, progress, learning and success. The institution systematically 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.MetNoneIIB.1The 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.MetContinue to execute an implementation of online CCC apply application in collaboration with the District’s Information Technology department.IIB.2The institution provides a catalog for its constituencies with precise, accurate, and current information concerning the following:General InformationRequirementsMajor policies affecting studentsLocation or publications where other policies may be foundMetNoneIIB.3The institution researches and identifies the learning support needs of its student population and provides appropriate services and programs to address these needs.MetNone IIB.3.aThe institution assures equitable access to all of its students by providing appropriate, comprehensive, and reliable services to students regardless of service location or delivery model.MetConsistent with the college’s Student Success and Support Program implementation plan, expand online course support/workshopsDevelop a plan for Adult Education Consortium Program (SB 86) offerings. IIB.3.bThe institution provides an environment that encourages personal and civic responsibility, as well as intellectual, aesthetic, and personal development for all of its students.MetNone IIB.3.cThe 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.MetNoneIIB.3.dThe institution designs and maintains appropriate programs, practices, and services that support and enhance student understanding and appreciation of diversity.MetNoneIIB.3.eThe institution regularly evaluates admissions and placement instruments and practices to validate their effectiveness while minimizing biases.MetNoneIIB.3.fThe 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.MetNoneIIB.4The 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.Met None IICLibrary and Learning Support Services: Library and other learning support services for students are sufficient to support the institution's instructional programs and intellectual, aesthetics, 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.IIC.1The 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.Met Plan for Library and LRC/Tutorial Programs and Services building design based on the teaching and learning, support services, and pedagogical needs that ensure student success.IIC.1.aRelying 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.MetNone IIC.1.bThe institution provides ongoing instruction for users of library and other learning support services so that students are able to develop skills in information competency.MetThe college plans to address how best to infuse information competency into an overall teaching and learning context to ensure that students learn such skills and knowledge.IIC.1.cThe institution provides students and personnel responsible for student learning programs and services adequate access to the library and other learning support services, regardless of their location or means of delivery.MetNone IIC.1.dThe institution provides effective maintenance and security for its library and other learning support services.MetNone IIC.1.eWhen 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.Met None IIC.2The 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. The institution uses the results of these evaluations as the basis for improvement.MetNone Standard III: Resources?Standard TextSelf-Evaluation StatusActionable Improvements, if anyIII AHuman Resources: 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 resource planning is integrated with institutional planning.III A.1The 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.Met NoneIII A.1.aCriteria, 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 activities, 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 recognized U.S. accrediting agencies. Degrees from non-U.S. institutions are recognized only if equivalence has been established.MetContinue to review associate faculty hiring process and implement new process by fall 2014.III A.1.bThe institution assures the effectiveness of its human resources by evaluating all personnel systematically and at stated intervals. The institution establishes written criteria for evaluating all personnel, including performance of assigned duties and participation in institutional responsibilities and other activities appropriate to their expertise. Evaluation processes seek to assess effectiveness of personnel and encourage improvement. Actions taken following evaluations are formal, timely, and documented.Met NoneIII A.1.cFaculty 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.MetNoneIII A.1.dThe institution upholds a written code of ethics for all of its personnel.Met NoneIII A.2The 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 the administrative services necessary to support the institution's mission and purposes.Met Integrated Planning and Resource Allocation Team and College Council ensure that the BRAC process as part of the Integrated Planning and Resource Allocation works effectively in making resource allocation decisions in spring 2014. Complete the FAIT 2014-2015 budget reduction and organization restructuring process by mid spring 2014 semester.III A.3The institution systematically develops personnel policies and procedures that are available for information and review. Such policies and procedures are equitably and consistently administered.III A.3.aThe institution establishes and adheres to written policies ensuring fairness in all employment procedures.Met NoneIII A.3.bThe institution makes provision for the security and confidentiality of personnel records. Each employee has access to his/her personnel records in accordance with law.MetNone III A.4The institution demonstrates through policies and practices an appropriate understanding of and concern for issues of equity and diversity.MetSuccessfully operationalize the Student Success Team in spring 2014 with a newly appointed faculty Coordinator and evaluate its work on equitable student success among our diverse student population. Continue to monitor a new implementation of the director of Student Equity and Success starting in 2014-2015 and increasing number of diverse students and their successIII A.4.aThe institution creates and maintains appropriate programs, practices, and services that support its diverse personnel.MetExplore opportunities to increase funding for diversity programs on campus.III A.4.bThe institution regularly assesses its record in employment equity and diversity consistent with its mission.MetNoneIII A.4.cThe institution subscribes to, advocates, and demonstrates integrity in the treatment of its administration, faculty, staff and students.Met NoneIII A.5The institution provides appropriate opportunities to all categories of staff for continued professional development, consistent with the institution's mission and based on identified teaching and learning needs.III A.5.aThe institution plans professional development activities to meet the needs of its personnel.MetExplore opportunities to maximize staff development, utilizing data-driven decision on focused-topics, during times of constrained budget.Conduct streamlined and strategic leadership training for the Division chairs and Department chairsContinue to offer an ongoing new faculty orientation in spring 2014III A.5.bWith the assistance of the participants, the institution systematically evaluates professional development programs and uses the results of these evaluations as the basis for improvement.MetWVC Professional Development Committee and All College Day Committee work to increase synergy between these committees to streamline efforts to provide strong professional development activities for the campus community.III A.6Human 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.Met Assess BRAC role and responsibilities in spring 2014.III BPhysical Resources: 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.MetNoneIII B.1The 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.MetUnder the leadership of the Vice President of Administrative Services in conjunction with the district Information Systems (IS) department, complete installation of the Ad Astra software for instructional schedule planning for room allocation.Plan for revision of Educational and Facilities Master Plan district-wide.III B.1.aThe 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.MetCoordinate planning processes of the District IS and college’s IT in regards to needs of equipment and software.III B.1.bThe 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.MetDistrict and the colleges commit to develop a comprehensive Emergency Preparedness process.III B.2To assure the feasibility and effectiveness of physical resources in support of 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.MetContinue planning for the Educational and Facilities Master Plan 2009 revision with the district.III B.2.aLong-range capital plans support institutional improvement goals and reflect projections of the total cost of ownership of new facilities and equipment.Met? Continue planning of Educational and Facilities Master Plan revision.III B.2.bPhysical 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 a basis for improvement.MetNoneIII CTechnology Resources: Technology resources are used to support student learning programs and services and to improve institutional effectiveness. Technology planning is integrated with institutional planning.III C.1The institution assures than any technology support it provides is designed to meet the needs of learning, teaching, college-wide communications, research, and operational systems.MetContinue re-focusing of the TAC and develop further alignment with the integrated planning process, particularly with BRAC.III C.1.aTechnology services, professional support, facilities, hardware and software are designed to enhance the operation and effectiveness of the institution.MetBased on the college’s Instructional Technology Strategy, develop a comprehensive college Technology Plan, coordinate its effort with the district’s Instructional Systems (IS) Department and develop a district-wide comprehensive Technology Plan.III C.1.bThe institution provides quality training in the effective application of its information technology to students and personnel.MetDistrict IS department reestablish the District-wide Technology Committee.The college develops and completes the WVC Technology Plan to include a comprehensive, systemic, and streamlined plan for technology training.III C.1.cThe institution systematically plans, acquires, maintains, and upgrades or replaces technology infrastructure and equipment to meet institutional needs.MetContinue regular meetings between college instructional technology staff and district operations/network staff to plan and support the technology infrastructure at the college. Continue to work on developing synergy between newly defined TAC and Integrated Planning and Resource plete the college’s Technology Plan via TAC.District IS works with the colleges through its participatory governance process to develop a comprehensive District-Wide Technology plan.III C.1.dThe distribution and utilization of technology resources support the development, maintenance, and enhancement of its programs and services.MetThe college will develop a plan for allocating facilities bond Measure C technology refresh funds through TAC and participatory governance process. The college will develop a Technology Plan based on the strategies identified in the current Instructional Technology Strategic Plan.The college will review and analyze staff, funding, and resource needs for the Instructional Technology team and secure necessary staff and operational funds for technology maintenance and repair work.III C.2Technology 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.MetContinue to ensure that BRAC process serves as an institutional assessment process for technology planning.III DFinancial Resources: 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 resources planning are integrated with institution planning.Met NoneIII D.1The institution relies upon its mission and goals as the foundation for financial planning.Met NoneIII D.1.aFinancial planning is integrated with and supports all institutional planning.MetNoneIII D.1.bInstitutional planning reflects realistic assessment of financial resources availability, development of financial resource, partnerships and expenditures requirements.Met NoneIII D.1.cWhen 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.Met NoneIII D.1.dThe institution clearly defines and follows its guideline and processes for financial planning and budget development, with all constituencies having appropriate opportunities to participate in the development of the institutional plans and budgets.MetContinue an analysis of the possibility of reinstating a district-wide budget advisory committee which has been incorporated in the function of the District plete establishing the college’s Budget and Resource Advisory Council (BRAC) as part of the Integrated Planning and Resource Allocation Process by the end of February 2014.III D.2To assure the financial integrity of the institution and responsible use of its resources, the internal control structure has appropriate control mechanisms and widely disseminates dependable and timely information for sound financial decision making.MetNoneIII D.2.aFinancial documents, including the budget and independent audit, have a high degree of credibility and accuracy, and reflect appropriate allocation and use of financial resources to support student learning programs and services. Met NoneIII D.2.bInstitutional responses to external audit findings are comprehensive, timely, and communicated appropriately.MetContinue effort to improve accuracy and efficiency of data entry by maintaining a monthly meeting among the district’s Information Systems department and college Administrative Services and Office of Instruction. III D.2.cAppropriate financial is provided throughout the institution in a timely manner.MetNoneIII D.2.dAll financial resources, including short and long term debt instruments (such as bonds and certificates of participation), auxiliary activities, fund-raising efforts, and grants are used with integrity in a manner consistent with the intended purpose of the funding source.Met NoneIII D.2.eThe institution’s internal control systems are evaluated and assess for validity and effectiveness and the results of this assessment are used for improvement.Met NoneIII D.3The institution has policies and procedures to ensure sound financial practices and financial stability.III D.3.aThe institution has sufficient cash flow and reserves to maintain stability, strategies for appropriate risk management, and develops contingency plans to meet financial emergencies and unforeseen occurrences.Met NoneIII D.3.bThe 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.MetNoneIII D.3.cThe institution plans for and allocates appropriate resources for the payment of liabilities and future obligations, including Other Post-Employment Benefits (OPEB), compensated absences, and other employee related obligations.Met NoneIII D.3.dThe actuarial plan to determine Other Post-Employment Benefits (OPEB) is prepared, as required by appropriate accounting standards. Met NoneIII D.3.eOn an annual basis, the institution assesses and allocates resources for the repayment of any locally incurred debt instruments that can affect the financial condition of the institution.Met NoneIII D.3.fInstitutions monitor and manage student Loan default rates, revenue streams, and assets to ensure compliance with federal requirements.Met NoneIII D.3.gContractual agreements with external entities are consistent with the mission and goals of the institution, governed by institutional policies, and contain appropriate provisions to maintain the integrity of the institution.Met NoneIII D.3.hThe institution regularly evaluates its financial management processes, and the results of the evaluation are used to improve financial management systems.Met NoneIII D.4Financial Resource Planning is integrated with institutional planning. The institution systematically assesses the effective use of financial resources and uses the results of the evaluation as the basis for improvement of the institution.Met NoneStandard IV: Leadership and GovernanceStandard TextSelf-Evaluation StatusActionable Improvements, if anyIV ADecision-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.IV A.1Institutional 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.Met Continue to fine-tune new faculty orientation and department chairs training.IV A.2The institution establishes and implements a written policy providing for faculty, staff, and administrator 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.Met NoneIV A.2.aFaculty and administration 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.Met NoneIV A.2.bThe institution on faculty, its academic senate or other appropriate faculty structures, the curriculum committee, and academic administrators for recommendations about student learning programs and services.MetProgram discontinuance and/or consolidation of programs, services and positions may come under review if state budget crisis worsens. The Academic Directions Committee, under the purview of Academic Senate, will take a leadership role in facilitating the process.IV A.3Through 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 communication among the institution's constituencies.MetNoneIV A.4The institution advocates and demonstrates honesty and integrity in its relationships with external agencies. It agrees to comply with Accrediting Commission standards, policies, guidelines, and Commission requirements for public disclosure, self-study and other reports, team visits, and prior approval of substantive changes. The institution moves expeditiously to respond to recommendations made by the Commission.MetNoneIV A.5The role of leadership and the institution's governance and decision-making structures and processes are regularly evaluated to assure their integrity and effectiveness. The institution widely communicates the results of these evaluations and uses them as the basis for improvement.MetThe college continues to fine-tune the participatory governance evaluation process to be more systemic and streamlined.IV BBoard and Administrative Organization: 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.IV B.1The 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 the selecting and evaluating the chief administrator for the college or the district/system.MetNoneIV B.1.aThe 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.MetNoneIV B.1.bThe 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.MetNoneIV B.1.cThe governing board has ultimate responsibility for educational quality, legal matters and financial integrity.MetNoneIV B.1.dThe institution or the governing board publishes the board bylaws and policies specifying the board's size, duties, responsibilities, structures, and operating procedures.MetNoneIV B.1.eThe 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.MetNoneIV B.1.fThe governing board has a program development and new member orientation. It has a mechanism for providing continuity of board membership and staggered terms of office.MetNoneIV B.1.gThe governing board's self-evaluation processes for assessing board performance are clearly defined, implemented, and published in its policies and bylaws.MetNoneIV B.1.hThe governing board has a code of ethics that includes a clearly defined policy for dealing with behavior that violates its code.MetNoneIV B.1.iThe governing board is informed and involved in the accreditation process.MetNoneIV B.1.jThe governing board has the responsibility for selecting and evaluating the district/system chief administrator (most often known as the chancellor) in a multi-college 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 hold 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 college.MetNoneIV B.2The President has primary responsibility for the quality of the institution he/she leads. He/she provides effective leadership in planning, organizing, budgeting, selecting and developing personnel, and assessing institutional effectiveness.MetNoneIV B.2.aThe President plans, oversees, and evaluates an 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.MetContinue to review and assess organizational structure to increase efficiency and effectiveness during the restructuring effort.IV B.2.bThe President guides institutional improvement of the 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 and analysis on external and internal conditions;ensuring that educational planning is integrated with resource planning and distribution to achieve student learning outcomes; andestablishing procedures to evaluate overall institutional planning and implementation efforts.MetNoneIV B.2.cThe President assures the implementation of statutes, regulations, and governing board policies and assures that institutional practices are consistent with institutional mission and policies.MetNoneIV B.2.dThe President effectively controls budget and expenditures.MetNoneIV B.2.eThe President works and communicates effectively with the communities served by the institution.MetNoneIV B.3In 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.IV B.3.aThe district/system clearly delineates and communicates the operational responsibilities and functions of the district/system from those of the colleges and consistently adheres to this delineation in practice.MetNoneIV B.3.bThe district/system provides effective services that support the colleges in their missions and functions.MetDeeply and critically examine and raise the standard of operations within the Information Systems (IS) unit at the district. IV B.3.cThe district/system provides fair distribution of resources that are adequate to support the effective operations of the colleges.Met NoneIV B.3.dThe district/system effectively controls its expenditures.MetNoneIV B.3.eThe 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.MetNoneIV B.3.fThe 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.MetEnsure that the Enrollment Management Committee is institutionalized to provide effective and continual advice to District Council regarding enrollment management issues.IVB.3.gThe 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.MetNoneCertification of Continued Institutional Compliance with Eligibility RequirementsAuthorityWest Valley College has the authority to operate as a degree-granting institution based on its continuous accreditation by the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges, an institutional accrediting body recognized by the Council for Higher Education Accreditation and the U. S. Department of Education. This authority is published accurately and fully on the title page of the College Catalog and is on the college website in several places, including the “About West Valley” page.MissionThe current mission statement was revised through the shared governance process and approved by the College Council on October 27, 2011. The mission statement is published on the WVC website, in the College Catalog, and in the WVC student portal. Additionally, the mission is displayed in various offices across the erning BoardThe West Valley Mission Community College District is governed by a Board of Trustees that consists of seven members elected by Trustee areas and two non-voting student trustee elected by the students of the two colleges in the district. The community-elected trustees represent the entire district and are elected for four-year staggered terms. The student trustee serves a one-year term. The function of the board is to determine policies, establish rules, regulations and procedures, and oversee the use of financial and other resources to provide a sound educational program consistent with the mission and goals of the district. The President of the Board of Trustees is one of the community-elected trustees selected by the trustees on an annual basis.The Board of Trustees invites public input by publishing agendas for its meetings several days in advance of the meeting; they may be reviewed online or requested by phoning (408) 741-2195. Every regular meeting agenda includes an item for Statements from the Public on Non-Agenda items.???Members of the Board of Trustees have no employment, family, ownership or personal financial interests related to either the colleges or the district. The Board has and enforces a conflict of interest policy (BP 2710). Chief Executive OfficerThe West Valley College President serves as chief executive officer for the college and has the requisite authority for the development, implementation and evaluation of all college programs and services and for the administration and operation of the college. (AP 2430) and reports to the Chancellor. The president was appointed by the board in May 2013 following a nationwide search. The Accrediting Commission was informed promptly. The President does not sit on the Board of Trustees for the District.Administrative CapacityThe administrative staff size at West Valley College is adequate in number, experience, and qualification to provide appropriate oversight. The administrative screening process ensures that West Valley College administrators have appropriate preparation and experience to provide the administrative services necessary to support the institution’s mission and purpose. All staffing meet or exceed the minimum qualifications for their positions in terms of education, training, and experience. Policy regarding administrative employment is established in Board Policy 7240 and 7260, with processes outlined in Administrative Procedure 7250. Operational StatusWest Valley College is fully operational and has been in continuous service since 1964. The college has an unduplicated student headcount of 10,288 students, which includes both credit and non-credit. West Valley College serves students who are actively pursuing degree and certificate programs, and transfer preparation to a four-year university or institution.DegreesWest Valley College offers over 53 Associate of Arts and Associate of Science degrees, 15 Associate Degrees for Transfer, and 65 Certificate Programs. The degrees and majors offered by West Valley College are listed in the College Catalog and online. Degrees are earned upon satisfactory completion of 60 degree applicable units with a 2.0 grade average or better. A minimum of 12 units must be in residence and a maximum of 20 “Pass” units may be applied toward the completion of the associate degree.Educational ProgramsWest Valley degree programs are aligned with its mission, are based on recognized higher education fields of study, and are of sufficient content, breadth and length. Instructors teach to the standards of their disciplines and honor the official course outline of record, both of which ensure that courses are conducted at levels of quality and rigor appropriate to the degrees offered. Degree- and certificate-level learning outcomes are included in the 2013-2014 College Catalog.Academic CreditWest Valley College awards academic credit as established in California Education Code Title 5. Per Administrative Procedure 4020, “A “credit hour” is one hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work (15 weeks for one semester or trimester hour of credit) or the equivalent amount of work over a different amount of time.” The equivalent amount of work for other academic activities includes laboratory work, internships, practica, or studio work.The college awards academic credit based on work represented in intended learning outcomes and verified by evidence of student achievement. The award of academic credit for each course is clearly delineated in the West Valley College Catalog. Student Learning and AchievementWest Valley College defines learning outcomes at the institutional, program, course, service and administrative level. Through an Integrated Planning and Resource Allocation and budgeting process, these outcomes are defined and assessed annually, and form the basis for program improvement, college goals, decision-making and resource allocation. The Course Catalog contains a comprehensive statement of educational purpose and objectives for each of the academic programs offered. Additionally, institutional, program, and course-level learning outcomes are published, implemented and assessed. The 2013- 2014 Course Catalog includes published program learning outcomes. General EducationGeneral education courses have the required breadth to promote intellectual inquiry. These courses require demonstrated competence in writing and computational skills and serve as an introduction to major areas of knowledge pursuant to Title 5 of the California Code of Regulations, §55806. The general education component of programs conforms to Title 5 §55063 requirements for the Associate Degree and meets the California State University General Education breadth requirements and the University of California Intersegmental General Transfer Curriculum (IGETC) requirements.The college’s general education curriculum is founded on the college’s institutional learning outcomes: Institutional Learning Outcomes:Critical Thinking and Information LiteracyQuantitative and Qualitative ReasoningEffective CommunicationTechnological CompetencyPersonal ResponsibilitySocial ResponsibilityGlobal Awareness and DiversityCreative Problem SolvingAll degree programs require a minimum of 25 units of general education to ensure breadth of knowledge and to promote intellectual inquiry. Mathematics and writing requirements are also stipulated in the above requirements. The institution’s general education program is scrutinized for rigor and quality by the College Curriculum Committee.Academic FreedomThe college’s faculty and students are free to examine and test all knowledge appropriate to their discipline or area of major study as ensured by the Board Policy and Administrative Procedures 4030 on academic freedom. The policy is also contained in the College Catalog in the Rights and Responsibilities section. West Valley maintains a collegial climate in which academic freedom exists in the service of student learning.FacultyThe college employs 167 full-time contract faculty who are qualified under state-mandated minimum qualifications to conduct the institution’s programs. Faculty duties and responsibilities are clearly outlined in the Association of College Educators Agreement. In addition, the college employs approximately 219 adjunct faculty. The hire date, name, subject area and degrees of all full-time faculty are published in the West Valley College Catalog.Student ServicesStudent services are comprehensive and accessible to all students. The array of services is provided based on the college mission and on the assessment of student needs. The college maintains a comprehensive list of services in its catalog and on its website. AdmissionsWest Valley College maintains an open door admissions policy. This policy is consistent with the college mission statement, the Education Code, Title 5 regulations, and the statewide mission for the California Community Colleges.Outreach and Student recruitment is guided by well-qualified and trained staff whose position is clearly specified. Awards of grants or scholarships are offered to recognize accomplishments and to provide tangible encouragement to students who have demonstrated academic achievement, leadership, community service, and financial rmation and Learning ResourcesWest Valley College is committed to enhancing its learning resources, regardless of location or delivery method, and continues to improve services to its diverse student populations. The library collection consists of over 100,000 volumes, 15,000 audiovisual items, and 81 current subscriptions. The library provides 24/7 access to more than 12 full-text databases/electronic resources and over 13,000 electronic books (e-books) accessible through the online catalog. Additionally student and staff have access to 18 million titles, 25 million items through the Link+ Consortium. Research guides, instructional videos, and other information is available on the library website including “The Last Resort” email research help. West Valley also offers multiple instructional computer labs for students in specific disciplines.Financial ResourcesThe college maintains and documents a funding base, financial resources, and plans for financial development that are adequate to support student learning programs and services, to improve institutional effectiveness, and to assure financial stability. The district maintains reserve funds to protect against financial emergency, and the college and district maintain conservative fiscal policies to ensure stability.Financial AccountabilityAnnual financial audits are conducted by externally contracted certified public accountants. The Board of Trustees reviews these audit reports on an annual basis. The Board may refer audit, budget, and finance matters to the Audit and Budget Oversight Committee for thorough discussion.The Audit and Budget Oversight Committee has the following charge: Ensuring timely completion of the Annual District Audit;Overseeing the timely and effective response to outstanding audit findings;Ensuring that management maintains adequate internal controls over financial reporting and minimizing fraud, waste and abuse;Maintaining compliance with district policies related to audit or budget; and Advising the Board on other fiscal, budget, and operations issues as necessary.The financial audit and management responses to any exceptions are reviewed and discussed in public sessions.Institutional Planning and EvaluationWest Valley College is committed to creating a culture of evidence as it evaluates and publicizes how well it is accomplishing its purposes via its mission statement. It has evidence of planning for improvement in all areas through the campus-wide program review and student learning outcome assessment processes. The institution assesses the progress it has made in achieving its goals and uses an evaluation cycle and planning tied to resource allocation to make decisions for improvement. The culture of evidence includes but is not limited to:Goals and Objectives Student Success ScorecardProgram ReviewStudent Learning OutcomesStudent SurveyEmployee SurveyWVC Fact BookStudent Success (Matriculation) PlanStudent Equity PlanStudent Services Point of Service SurveyCollege Council Agendas and MinutesFurthermore, West Valley College has an employee dedicated to institutional research and planning who is responsible for accessing and analyzing data to inform decision makers about planning, student success, and institutional effectiveness. This data is used to create the aforementioned reports; there is also a wealth of information available on the Research and Planning webpage.Public InformationRegularly updated information about all aspects of a West Valley College education, including both onsite and distance education, are available to the public through the West Valley College website, annually published College Catalog, and class schedules published for each semester. Information includes:Official name, address, telephone number(s), and website address of the institution (See College Catalog, website homepage)Institutional mission (See College Catalog - p. 3)Admission requirements and procedures (See College Catalog— p. 174)Academic calendar and program length (See College Catalog—p.2)Available learning resources (See College Catalog—p.189)Course, program, and degree offerings (See College Catalog—p.10, 13-14, 19, 22-171)Degrees, certificates, graduation, and transfer requirements (See College Catalog—4, 7, 13-17, 22-171)Names and degrees of administrators and faculty (See College Catalog—194-203)Campus Map of facilities—including current temporary housing and construction updates (Class Schedule and online)Academic Regulations and Rights and Responsibilities, including academic honesty Academic freedom statement (See College Catalog—p. 174-181)Student fees and other financial obligations (See College Catalog—p. 173)Available student financial aid (See College Catalog—p.190)Refund of fees (See College Catalog—p. 180)Acceptance of transfer credits (See College Catalog—p.4)Nondiscrimination policy (See College Catalog—p. 177, 188)Sexual harassment policy (See College Catalog—p. 172, 188)Grievance and complaint procedures (See College Catalog—p.185-86, 188)Names of governing board members (See College Catalog—p.1)Accredited status of the institution; program accreditation or certification (see College Catalog—p.1)Relations with the Accrediting CommissionWest Valley College adheres to the eligibility requirements, the accreditation standards, and the policies of the Commission. The college fully agrees to disclose any and all information required by the Commission (Board Policy 3200, Administrative Procedure 3200). The disclosure of the college to the Commission is always honest, timely, and accurate in accordance with Commission policy. West Valley College maintains contact with the Commission through its Accreditation Liaison Officer (ALO).Certification of Continued Institutional Compliance with Commission PoliciesPolicy on Distance Education and Correspondence EducationWVC integrates technology-mediated instruction and support services to deliver rigorous education online and to enrich hybrid and face-to-face courses. Courses are developed using the WVC Standards and Criteria for Distance Learning. Distance Education courses offered meet the mission of the college, have clearly defined student learning outcomes, and are regularly evaluated through the SLO/A assessment and program review processes; Distance Education goals are enumerated in the WVC Strategic Plan for Distance Learning. Student work is authenticated through a secure log-in and password, or other uses of best practices (e.g. exam proctoring, plagiarism detection services, writing comparisons from different sources, etc.). Support for faculty and students are available online at the eLearning webpage. West Valley College informs the Commission of any new delivery modes, or new degrees, programs, or certificates which 50% or more of courses are via distance education through the substantive change process.Policy on Institutional Compliance with Title IVWest Valley College monitors students who receive financial aid to meet the compliance requirements under Title IV. Information on the WVC Standard of Academic Progress is available from the Financial Aid Office and also presented at Orientation.Policy on Institutional Advertising, Student Recruitment, Representation of Accredited StatusRegularly updated information about all aspects of a West Valley College education, including both onsite and distance education, are available to the public through the West Valley College website, annually published course catalogues, and class schedules published for each semester. See Public Information for a complete list.Student recruitment is guided by well qualified staff whose position is clearly defined. All Outreach activities and materials are aligned with the college mission, regularly reviewed for accuracy of information, and delivered with integrity.West Valley College scholarships are designed to recognize accomplishments and to provide tangible encouragement to students who have demonstrated academic achievement, leadership, community service, and financial need. Both internal and external scholarship information is available through the Financial Aid Office.Policy on Institutional Degrees and CreditsWest Valley College awards academic credit as established in California Education Code Title 5. Per Administrative Procedure 4020, “A “credit hour” is one hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work (15 weeks for one semester or trimester hour of credit) or the equivalent amount of work over a different amount of time.” The equivalent amount of work for other academic activities includes laboratory work, internships, practice, or studio work.The college awards academic credit based on work represented in intended learning outcomes and verified by evidence of student achievement. The award of academic credit for each course is clearly delineated in the West Valley College Catalog.Degrees are earned upon satisfactory completion of 60 degree applicable units with a 2.0 grade average or better. A minimum of 12 units must be in residence and a maximum of 20 “Pass” units may be applied toward the completion of the associate degree. West Valley Colleges offers both major specific and liberal arts associate degrees. Certificates are awarded upon successful completion of courses specific courses needed to meet industry standards of the desired field of study.Policy on Integrity and EthicsWest Valley College upholds and protects the integrity of its practices. The college provides and responds to requests by ACCJC with accurate, complete, and readily available information. Public information on all aspects of the college is clear, accurate, and available to all who seek it. This information includes, but is not limited to: educational programs; admission requirements; student services offered; athletics programs; tuition and fees; financial aid programs; policies related to transcripts, transfer of credit, and refunds of tuition and fees; and accreditation status. Interactions by college-wide personnel with students and prospective students are conducted with professionalism and integrity.Administrative Procedures 3050 outlines the Code of Ethics for the district and college. The Board of Trustees maintains a Conflict of Interest Policy (AP 2710) which outlines violation resolutions. In addition, the District also holds policies on Employee Complaints (AP 7355) and Whistleblower Procedures (AP 7700) to assure the campus community of a confidential due process of any violations without retribution. The Student Code of Conduct contains information and consequences for academic dishonesty, behavior expectations, attendance, and grievance policies among others. West Valley College maintains professional and ethical integrity in its site visits by collegially cooperating with site team members and maintaining an open and committed external evaluation process; this is achieved by assisting the peer evaluators efficiently and effectively in performing their duties while providing accurate readily available evidence of compliance with all policies, eligibility requirements, and accreditation standards.Contractual Relationships with Non-regionally Accredited OrganizationsNot applicable to West Valley College.This page intentionally left blankResponses to Recommendations from the Most Recent Educational Quality and Institutional Effectiveness ReviewRecommendation 1: The team recommends that West Valley College regularly update and publish college-wide goals, and state the objectives derived from them in measurable terms, so that the degree to which they are achieved can be determined and widely discussed in order to improve institutional effectiveness. The team further recommends that district goals be established and regularly updated to guide the college in planning to continuously assure the quality, integrity, and improvement of student learning programs and services. Both levels of goals should be part of an ongoing and systematic cycle of evaluation, integrated planning, resource allocation, implementation, and re-evaluation. (I.B.1, I.B.2, I.B.3, I.B.4, I.B.5. II.A.2.e, II.A.2.f, III.A.6, III.B.2, III.B.2.b, III.C.2, III.D.3, V.B.1, IV.B.1.b.) Progress made since March 2011West Valley College has taken deliberate and thoughtful steps to further respond to this recommendation by reviewing and updating college goals and objectives at annual College Council retreats in each fall semester. The college goals and objectives are presented and discussed at the annual retreats and the final, prioritized goals and objectives are summarized in a document that is circulated college-wide. (R1.1) The stated goals and objectives are linked to the Educational and Facilities Master Plan (E&FMP) and pertinent ACCJC Standards are identified in each section. Moreover, the goals and objectives are quantifiable, responsible parties are assigned, and follow up on the status and implementation of goals and objectives is shared periodically at College Council meetings. The restructured methods that West Valley College has implemented since 2009 adhere to the underlying E&FMP of 2009. College goal development is clearly linked to district goal development and both processes are connected to a cyclical mechanism of evaluation, the college’s integrated planning and resource allocation process, and re-evaluation. The goal development process was institutionalized at West Valley College in the fall of 2009. Since 2009, the College Council has held annual retreat during which the goals and objectives from the prior year were evaluated for progress made and the goals and objectives for the incoming year were inaugurated. During this same period it was recognized that the college’s goals were not impacting district goals and priorities, but working in reverse. This was viewed as a distinct shortcoming by the West Valley College President and the President of Mission College. Thus, the process of goal development at the district level was thoroughly revamped, as explained in the next section. As a result of this revamping, the College Council determined to carry its 2009-10 goals and objectives forward into the 2010-11 year, with minor modification. Doing so allows a smooth transition to the recently revised district goal development process and timeline. The planned integration of West Valley College goals and objectives and those of the district are further explained in the final section of the Response to Recommendation 1. In the summer of 2012, West Valley College transitioned to an interim President who then became the college’s permanent President in the summer of 2013. The President has continued this effective practice of ongoing goal and objective development, assessment thereof, and institutional priority development. He ensures that this process is vetted through the participatory governance process as well as continuing the practice of providing periodic updates of goal attainment and completion throughout the year.Most recently, the College Council established college goals for 2014-15 at its retreat held in November 2013. (R1.2) As is now established practice, these sets of goals and objectives are informed by the 2009 Educational Initiatives drawn from the Educational and Facilities Master Plan and the most recent set of annual program reviews from 2013. The next annual program reviews are slated for completion during the latter stages of 2013. (R.1.3) West Valley-Mission Community College District Goal Development Process To help implement this annual review process and to stimulate the development of measurable objectives for the District Goals, the Board established an ad hoc committee on District Goals in 2009. The Ad Hoc Committee membership included two trustees, a student trustee and a college president serving as staff to the committee. The Ad Hoc Committee met several times over four months and developed the following Process and Timeline for District objectives. The Ad Hoc Committee then forwarded a recommended list of objectives and a timeline for annual review to District Council for a first reading on April 29, 2009. District Council approved the recommended objectives on May 13, 2009. The 2009/2010 District Goals and Objectives were formally approved by the Board on July 16, 2009. In 2010, the Board President appointed a Task Force composed of two trustees to review implementation activities aligned to 2009/2010 District Goals and the District goal-setting process. On June 28, 2010, the Task Force met with the Chancellor, the two College presidents, and the Special Assistant to the Chancellor. At that meeting, a report on activities undertaken by staff throughout the district to implement District Goals was reviewed and discussed. Most goals of 2009-10 had either been achieved or substantially met during the past year. (R1.4) The Task Force also considered the process and timeline for annual development and review of District Goals. The conclusion was that the schedule did not allow for the establishment of goals far enough out to allow for real planning and implementation at the district and college level. It was the recommendation of the Task Force that future District Goals development follow the below timeline: Process and Timeline for Annual DevelopmentandReview of District Goals/ObjectivesNovember/December Colleges and District Services undertake process to develop and approve goals for succeeding year.College and District participatory governance groups generate and forward to the District Council recommendations on:continuation of current District Goals/objectives into succeeding year;modification of current District Goals/objectives for succeeding year; and/orNew District Goals for succeeding year. January District Council establishes District Goals/objectives for succeeding year. The goals developed by the Colleges and District Services are used to inform the District Council in the development of District Goals/objectives. First and second reading of District Goals/objectives by District Council.First report to the Board of Trustees on progress to date on current year District Goals/objectives.February Board review and action to approve the District Goals/objectives for the succeeding year.Approved District Goals/objectives are used to inform the budget development process for the upcoming year. June Final report to the Board of Trustees on progress to date on current year District Goals/objectives. The District Goal development process and timeline outlined above substantially supports college accreditation standards by linking budget allocations to program planning and strengthening the role of the Board of Trustees in the annual budget development process. On an annual basis, in the late fall, the colleges and district commence the District Goal-development process through participatory governance structures. Goal identification starts with the review of current year goals with the objective of setting District Goals for the succeeding fiscal/instructional year. In the early spring, the District-level planning body, District Council, meets to develop the first reading of proposed District Goals, which are based on the goals developed at each college and District Services. A first report is made to the Board of Trustees on progress to date on current year goals. At this time, the Board is also advised on the process and tentative goals to be recommended for the succeeding year. In February, Board is positioned to review and take an action to approve District Goals. Approved District Goals become drivers for the district’s annual budget development process for the upcoming fiscal year. In June of each year, a final report on District Goals is presented to the Board. This process now aligns program planning based on Program Review outcomes to budget allocations, and links to distinct education, facilities and budget planning activities district-wide. Further, this process enables early Board member participation in the initial conversations on district’s goal identification and the final action on adopting District Goals. The Board of Trustee’s degree of involvement in the district’s Goal development process is clearly delineated. The Board may provide goals for consideration. Board members are encouraged to participate at several stages of District Goal development process. First, in the November/December stage, Board members may address current year goal attainment challenges and/or the identification of succeeding year goals based on outcomes of individual meetings with administration, members of participatory governance committees, and/or Board’s town-hall meetings that occur once in each semester with the district-wide employees at large. Second, in January of each year Board members are asked to reflect on current year events and actions when the District Goals progress report is made at a regular Board meeting. Third, the Board is asked to approve succeeding year Goal statements in February. Finally, the Board-approved District Goals become a platform for the annual Board Budget Study Session to be held in mid-February. Consequently, a direct link is established for District Goals to be the driver for budget development and revenue allocation to accomplish specified objectives. The Board of Trustees self-evaluation and the Chancellor’s goal are now framed by the District Goals. The revised timeline for the development of the district goals e was accepted by the Board of Trustees on August 3, 2010, providing a solid roadmap for the district-wide planning process which was successfully enacted in time for the 2011-2012 academic year. So as to ensure a quality, continuous, and data-driven district-wide planning process, the district contracted with the College Brain Trust (CBT; formerly the California Collegiate Brain Trust, or CCBT) (R1.4) to assist the district in the development of a Strategic Long-range Plan. The purpose of the plan is to further delineate the use of: college-level program review and its inputsthe use of more comprehensive and data-intensive enrollment projectionsand, the identification of specific instructional programs that may better serve the projected student bodies of the colleges between 2011-12 through 2016-17 (including the roles of technology, facilities improvements, student services and the resources needed to implement the identified instructional program opportunitiesThe Strategic Long-range Plan reviewed the array of goals and objectives and related planning documents produced by the colleges and the district over the last several years. In addition, the District’s Land Corporation policies that pertain to the support of the two colleges, as well as each college’s Educational and Facilities Master Plans and educational program planning documents were carefully reviewed by the College Brain Train Trust. For example, roles of technology, facilities improvements needs and connection to teaching and learning and student success, student services, and general resource needs, and opportunities for instructional programs were some critical opportunities reviewed for the district’s long-range strategic planning. Integration of College and District Planning and Resource Allocation The two restructured processes described above link development of college’s goal and objectives to District Goal development. This now occurs as a systemic and ongoing practice where the college goals from both West Valley College and Mission College inform District goals. As a result, budget development and resource allocation at the district level and the college level are framed by the District’s Goal development. Parallel to the District’s Goal development process refinement, West Valley College strengthened its overall institutional planning process by completing a clearly delineated Integrated Planning and Resource Allocation process as part of the college’s Institutional Effectiveness framework. Student Learning Outcome and its assessment information along with Program Review data are now reviewed by the Budget Allocation Resource Council (BRAC) which reports directly to the College Council beginning spring 2014. The Integrated Planning and Resource Allocation process is further explained in relevant sections of this Self Evaluation report. In summary, the college developed an ongoing and systemic cycle of evaluation and improvement process. In collaboration with the district and Mission College, the district also successfully addressed this recommendation. EvidenceR1.1WVC Goals and Objectives – 15 Goals and Objectives Program Review and Assessment Calendar Brain Trust Report 2 The team recommends that West Valley College formally and systematically evaluate the new program review process so that improvements can be made, as necessary, to ensure the effectiveness of this ongoing planning and resource allocation process. The team further recommends that developing and assessing student learning outcomes be effectively evaluated through established means, such as the program review process. (I.B.6, I.B.7, II.A.1.c, II.A.2.e, II.B.4, II.C.2) Progress made since March 2011 Establishment and Inception of the Integrated Planning Process: Institutional EffectivenessSince the midterm recommendation, the college immediately began ensuring that the Program Review and Student Learning Outcome and Assessment (SLO/A) processes are clearly defined and established throughout the college. (R2.1, 2) The Program Review and SLO/A committees met regularly and fine-tuned each process and ensured that ACCJC required institutional performance for both areas were met by its deadlines. As a consequence, the status West Valley College’s Program Review achieved the “Sustainable Continuous Quality Improvement” level by fall 2012 and SLO/A reached the “Proficiency” level by the same semester, followed by a successful submission to and score received by ACCJC on the March 15, 2013 Annual SLO/A report. (R2.3)The college continued its effort to formulate a systemic and formal planning process based on the accomplishments made in the Program Review and SLO/A processes. During the 2012-13 academic year, the college created a formal Institutional Effectiveness organizational framework (R2.4) and priority through the participatory governance process where Integrated Planning and Resource Allocation is identified as one of the three major priorities of the institution. Within this formal institutional framework, the college established an Integrated Planning and Resource Allocation Leadership Team to further develop an integrated institutional planning and resource allocation process. The Integrated Planning and Resource Allocation Leadership Team, facilitated by the Vice President of Instruction, consists primarily of key players/chairs from the Program Review Committee, Student Learning Outcome/Assessment (SLO/A) Committee and Vice President of Administrative Services. In addition, members who represent critically important components to this planning process complete this leadership team including the Dean of Instruction and Student Success and the Director of Institutional Research and Planning. The Integrated Planning and Resource Allocation Leadership Team met semi-monthly during spring 2012 and continues to meet, providing information to constituency groups and soliciting feedback from them which led to a successful development and implementation of a formal and systematic Integrated Planning and Resource Allocation process for the college in fall 2013. The Integrated Master Program Review and SLO/A Schedule (R2.5) for the college was developed in spring 2013, so each department, program, and/or service can plan systemically their evaluation process based on the West Valley College Integrated Planning and Resource Allocation Concept Map. (R2.6) In fall 2013, participatory governance and constituency groups endorsed the Budget and Resources Advisory Council (BRAC) as part of the Integrated Planning and Resource Allocation process who reports to the College Council. (R2.7) The BRAC completes the college’s Integrated Planning and Resource Allocation process by reviewing and analyzing SLO/A and Program Review data submitted using an established criteria, that is driven by the college’s mission, goals and objectives, and priorities, and determine resource allocation. Since fall 2011, the college prioritized the Integrated Planning and Resource Allocation process development in conjunction with the Accreditation process resulting in presentations to the entire college community at every All College Day (Flex day). (R2.8) The Spring 2014 All College Day will focus solely on the preparation for the Accreditation visit where the Integrated Planning and Resource Allocation process will take an important part of the day. In February 2014, the Integrated Planning and Resource Allocation Leadership Team, along with the Program Review and SLO/A/ A Committees and BRAC, plans to have a robust orientation for the college community introducing and providing direction, resources, and support for a successful evaluation process for the college.Program Review and Student Learning Outcome AssessmentIn 2011, the Program Review Committee Chair (a faculty member) and the Program Review Committee (faculty, classified staff, and administrators) revised the program review evaluation and improvement process. These changes in the 2011-12, 2012-13, and 2013-14 program review questionnaires reflect the college’s focus on establishing the critical connection between student learning outcome assessments, program reviews, budget planning, and resource allocation decisions so programs can request and receive funds to address important student learning instructional and service needs. (R2.9)Previous to 2011, not all departmental faculty and student service members were actively involved in the program review process. However, since 2011, program review questionnaires were sent to all faculty department chairs encouraging them to view themselves as “program owners” and inviting them to engage collaboratively with department faculty and staff members in completing program review questionnaires. As a result of this departmental engagement, serious and thoughtful conversations about course, program, and pedagogical improvements focused on student achievement and success have occurred and results have been implemented. This productive dialogue among department faculty, staff and administrators has fostered inclusiveness, collegiality, and an internal peer review process. Upon completion of the submission process, Program Review Committee members read all submissions, assess them for completeness and substance, and provide feedback as needed. This iterative process continues to improve program review content, thus leading to more relevant questions and dialogue for each cycle.In order to continue evaluating and refining the review process, the Program Review Chair seeks ongoing feedback from constituency groups, such as the Academic Senate, the Division Chair Council and the Program Review Committee. The feedback is reviewed and incorporated into each subsequent round of program reviews.The program review process enables departments to annually audit and review their program’s course, program, and institutional level SLO/A and assessment activities. The program review questionnaire asks program owners to answer specific questions about their student learning outcome and assessment results. The Student Learning Outcome and Assessment committee, in conjunction with the Office of Instruction and with the support of the Academic Senate, assists faculty and staff members as they assess course level, program level, and institutional level student learning outcomes. The Student Learning Outcomes & Assessment leadership team provides periodic updates to the Academic Senate, consults with the Division Chair Council, and advises and receives feedback from the Vice President of Instruction. Currently, the Program Review Committee is in the process of revising the questions relative to resource need so as to create a strong synergy with the newly established BRAC.Curriculum Development and Student Learning Outcomes/AssessmentThe college successfully keeps up with rapidly changing curriculum related legislative mandates and Title 5 regulation changes. Whenever a new course or program is proposed, or an existing course or program is revised, it is submitted to the Curriculum Committee for approval prior to Board and state approval processes. All current and active courses are housed in CurricuNet where each course outline of record (CORs) includes a clearly stated student learning outcomes and assessments. (R2.10) Every new course that is submitted through the Curriculum Committee review process is required to have clearly stated student learning outcomes and assessments in its course outline of record and proceed through the established course approval process per the California Community College Program and Course Approval Handbook (PUCAH). (R2.11) The integrated Master Program Review and SLO/A Schedule provides information for faculty concerning when an SLO/A needs an update based on the assessment results and discussion held. The SLO/A review process is also coordinated with the required two-year course revision for CTE courses and five-year cycle for the non-CTE courses. Institutional Learning Outcomes (Institutional Core Competencies) were approved by the Academic Senate in the spring of 2010 and have been included in all subsequent catalogs. West Valley College’s Institutional Learning Outcomes ILOs) indicate the college's core competencies, and they originate from the college’s mission, values, and commitment to student learning and success. The ILOs represent the outcomes a West Valley College student will achieve upon successfully completing a West Valley College education.The college submitted its March 15, 2013 ACCJC SLO/A report which demonstrated that the college fulfilled the Proficiency Level for Institutional Effectiveness for SLO/As and assessments. The report of March 2014 will demonstrate that the college has now achieved the Sustainable Continuous Quality Improvement for SLO/As and assessments.SLO/As and assessments are in place for all courses, programs, and degrees. Assessment results are used to improve instructional and student service areas and to inform program review, budget planning and resource allocation.A new SLO/A & Assessment webpage developed by the SLO/A & A Committee features easy to access course and program assessment tools, guiding questions for assessment discussions, and the Master Program Review and SLO/A & A schedule. (R2.12) The institutional dialogue about SLO/As and assessments is leading to effective decision making, and resources are appropriately allocated to continue SLO/A assessment processes and other college-wide improvements.A Master Program Review and SLO/A Assessment schedule is posted on the SLO/A webpage and this document informs faculty department chairs and student service department chairs regarding which assessments need to be completed each semester.SLO/As are aligned with PLOs and ILOs so that all learning outcomes map to the highest level of learning.Program level outcomes and Institutional Learning Outcomes are published in the college catalog in order to increase student awareness of course and program purposes.Substantive progress has been made since the March 2011 recommendation in regards to Program Review, SLO/A, and establishment of the college’s Integrated Planning and Resource Allocation process that is formal and systematic. Progress can also be confirmed by the college’s successful achievements in meeting the ACCJC’s institutional performance goals both for Program Review and SLO/A. The college requested of ACCJC for a scorecard for the March 15, 2013 West Valley College Annual SLO/A report result which indicates high scores on most of the categories and above average scores on other areas. EvidenceR2.1Program Review Committee Learning Outcomes and Assessment Committee 15, 2013 SLO/A Report Effectiveness Framework Program Review and SLO/A Assessment Schedule Planning and Resource Allocation Diagram and Resource Advisory Committee College Day Presentation re: Accreditation and Integrated Planning and Resource Allocation Review Questions Outline of Record: Art 31 A and Course Approval Handbook Program Review and SLO/A Assessment Schedule 3 The team recommends that the college implement elements of program review to ensure evaluation of distance learning courses and to ensure instruction is comparable to that of traditional instruction. Progress Made Since March 2011State and Federal regulations relative to distance learning have drastically changed since the mid-term recommendation was made. West Valley College addressed the assurance of evaluation of distance learning courses in two primary ways: through a thorough and stringent review and approval of a separate Distance Education section of the course outlines and program review that include questions to help faculty assess effectiveness of distance learning courses in terms of student success. (R3.1, 2) In addition, the college’s Distance Learning Committee led the incorporation of the new regulations: the State Chancellor's Office Distance Education Guidelines of 2008 and the U.S. Department of Education (DOE), new “Program Integrity” regulation of 2010, into their goal and developed a recommended resource guide – “check list” – as a mechanism to assure the college’s distance learning course standard and rigor. (R3.3) The co-chairs and Distance Learning Coordinator went through key participatory governance committees such as the Academic Senate, Curriculum Committee, Division Chairs Council and Student Services Council and shared how the check list can be effectively used to ensure quality distance learning instruction.As part of the program review process, departments evaluate their distance education courses and take steps to ensure that distance education instruction is comparable to that of traditional instruction. The Distance Learning Committee leads quality assurance for distance learning which is based on the state and federal regulation mandates: State Authorization, Correspondence or Distance Education, Last Day of Attendance, and Student Authentication. (R3.4)State Authorization According to the DOE's regulations for maintaining program integrity, colleges that offer distance education to out-of-state students must acquire authorization from the state where the DE student resides. This authorization is also required for the student to receive financial aid. The college currently does not have a large number of our-of-state DE learners; however, the college is in the process of reviewing and tracking data of out-of-state students who have taken WVC DE courses and what possible State Authorization Reciprocity Agreement (SARA) can be established with these states. Correspondence vs. Distance EducationIn response to the DOE's clear distinction between correspondence and distance education, the college developed guidelines for faculty via the Distance Learning Committee so that all WVC DE courses will fulfill requirements for regular and substantive interaction between students and the instructor. The college has established the following process for DE faculty to follow:When a faculty designs or revises a course in CurricUNET, the course must fulfill curriculum committee and DE coordinator requirements for regular and effective student content. This is detailed in a the DE screen in CurricUNET (R3.5)The DE committee has designed and disseminated an "Online Learning Checklist" for all DE faculty members. The checklist was vetted at the Academic Senate and the Division Chair Council in the fall of 2013. This comprehensive checklist guides DE faculty on how to fulfill student authentication requirements, write an organized syllabus with relevant course content, and provide a means for establishing regular and substantive interaction with students. (R3.6)Last Day of AttendanceIt is important for all faculty, and DE faculty in particular (due to the nature of online instruction), to keep track of students' last day of attendance (LDA) for financial aid purposes. DE faculty can comply with this requirement by monitoring students' activity and ensuring students' regular and substantive engagement in the course. If a student has stopped participating in a DE course, the DE faculty member informs the student that they have five days to complete the missing work or they will be dropped from the course. If a student fails to respond to this request, the faculty drops the student from the course and the student cannot receive financial aid. (R3.7)Student AuthenticationThe college complies with the Higher Education Opportunity Act of 2008 which requires institutions to verify the identity of students who participate in courses by using a secure login and pass code. The college's Angel Learning course management system has a password protected login as well as the following statement for every student who signs in:Through the entry of my username and password, I affirm that I am the student who enrolled in this course. Furthermore, I affirm that I understand and agree to follow the regulations regarding academic integrity and the use of student data as described in the West Valley Mission District Student Code of Conduct that governs student rights and responsibilities. Failure to abide by the regulations may result in disciplinary action up to expulsion from the college. (R3.8)In addition to the 2011 recommendation, West Valley College took a significant leap to proactively implementing recent state and federal regulations on distance learning as its goals and primary focus for the college’s distance learning standard. Program Review, Curriculum process, and Distance Education Committee guidelines and checklist provide multiple opportunities for faculty to evaluate the quality, rigor, and compliance of distance learning courses which are comparable to face-to-face courses. EvidenceR3.1Distance Education Approval Form Review; Instructional Form Learning Checklist Hot Topics in California Distance Education Education Approval, Course Outline of Record Learning Checklist Day of Attendance Policy Login 4 The district and the College constituencies need to develop a plan to address the impact of the reduction in fiscal resources caused by the apportionment penalty assessed on the District this past year. Any fiscal impact that may affect the on-going ability of the College to carry out its mission must be shared with the Accrediting Commission. (III.2.a, III.2.d, E.R. 17) Progress Made Since March 2011 As West Valley College nears its fiftieth anniversary, the college and the district continue to exhibit solid fiscal health. Although the impact of the apportionment penalty caused by “Hours by Arrangement” (HbA) was certainly significant, conservative planning at both the district and college levels allowed operations to continue without significant disruption. The apportionment penalty was fully resolved through the apportionment recalculation report for Fiscal Year 2010-2011 and since that time has not proven to be an impediment. The college has successfully cleared the state audit specifically on HbA to this date. (R4.1) In addition, faculty, through the Curriculum Committee, removed all existing HbA portions of instruction and replaced it with regularly scheduled lab work, revision of the entire course outline to augment units, and/or simply decided to focus on existing lecture instruction. As of spring 2013, the college has no courses with HbA instruction.Of more relevant significance to the college’s budget was the serial reduction of state funding from 2009 through 2012. Within the district, general apportionment revenue is allocated via a model based upon SB361, with Mission College receiving approximately 47% and West Valley College receiving 53%. Thus, any changes to the district’s overall revenue proportionately affect both colleges. “Workload reduction” caused the college to reduce FTES goals, and thus the associated apportionment revenues, affecting the number of students served by the college through reductions in the number of class sections scheduled. In Fiscal Year 2010-2011, the district’s FTES goal was reduced 6.20%, from 17,504 to 16,348. In FY2011-2012, another workload reduction of 2.10% further reduced FTES to 16,098. Though, this was a statewide issue, not unique to West Valley College or to the district, the college was able to maintain its commitment to the college’s mission by continuous careful budget monitoring, expense reductions, and conservative fiscal management. Most recently as of the end of Fiscal Year 2012-2013, West Valley-Mission Community College District (WVMCCD) has entered “Basic Aid” status. This change in fiscal status has roots in several factors: very significantly, local property tax revenues have increased due to the rebounding housing market and improving economy. Greater numbers of property transfers and increasing housing values have pushed property taxes higher, and county assessors are also able to reset their property tax rates under “Prop 13” rules. Redevelopment Agency disbursements added to property tax revenues proved to be the final factor allowing the district to achieve basic aid status in FY2012-2013. Changes in the local economy also play a role in the district’s maintaining basic aid status. Apparently common to our neighboring community college districts, West Valley College’s FTES has been declining. Had the district not been in basic aid status, the district would now be on “stability funding” as a result of FTES reported for Fiscal Year 2012-2013. The district’s FTES goal had been set to 16,098 FTES for FY2011-2012 and FY2012-2013. For FY2013-2014, the goal was reduced by 200 to 15,898 FTES; for FY2014-2105, the goal was further reduced to 15,748 FTES.The changes in FTES for the current and next fiscal years are very deliberate, reflecting the realities of changing demographics in the communities served by the college. Accordingly, the district and both colleges have, for approximately eighteen months, engaged in a fully participatory dialog toward reorganizing the entire institution to be responsive to: Reflecting the Student Success Act of 2012’s mandates to serve students; “Rightsizing” the college and district operations reflecting the planned enrollment levels; and maintaining an enrollment that results in a stable revenue stream and budget based upon retaining basic aid status year-over-year. In the February 23, 2009 Follow-up Report, West Valley College asserted that it did not foresee a continuing fiscal impact to negatively affect the on-going ability to carry out its mission. Today it can be said with certainty that the fiscal concern expressed in Recommendation 4 has been resolved; the college and district are fiscally stable and able to meet applicable accreditation standards. Continuing fiscal urgencies at the state level are ever present. However, the college and district have developed improved strategies for handling the vicissitudes and have a clear focus on strategically planning and managing enrollment to maximize access to education while maintaining the college’s fiscal health. The following sections detail the efforts the college has made to achieve these positive results. Recovery from the Apportionment Penalty In 2009/10 and the first half of 2010/11 the college experienced substantial enrollment increases. This was largely attributable to a combination of factors common throughout California that drove students to the community colleges. These included double-digit unemployment, large numbers of returning veterans and system-wide reductions within the UC and CSU systems. Another important contributing factor at West Valley College and Mission College was responsiveness to a set of California Collegiate Brain Trust (CCBT) recommendations as to how the district could reduce its costs, while maximizing revenue through a district wide organizational review. (R4.2) The review set into motion a number of coordinated activities that resulted in curriculum revisions and enrollment management practices that yielded better efficiency, concomitant with the enrollment increases. Both Colleges successfully restored all enrollment funded through the state’s “stability funding” mechanism and have had measurable growth in FY2010 to FY2011. This has occurred despite the state’s implementation of “workload reduction” further described below. The State Economy and Workload Reduction As the college was preparing for the 2009-10 Academic year (FY10), the State underwent serious fiscal challenges. The 2009-10 Budget Act required the State Chancellor’s Office to adjust each district’s base workload measures commensurate with the reduction in general apportionment revenues. Initially, districts were notified of workload reductions in August 2009 at the statewide budget workshops. Workload reduction estimates were based on 2008-09 P2 funded FTES figures. The State Chancellor’s calculation of the statewide workload reduction equaled $192 million, which translated into a 3.39 percent reduction to each district’s total computational revenue. Additionally, many of the categorical programs underwent a series of budget reductions at the state level (32% to 100%) with the expectation that they would be partially restored with one-time federal backfill funding from the American Recovery and Reinvestment Act (ARRA). As the final budget came to fruition, most categorical programs were backfilled by only a fraction of available ARRA funds. West Valley College was the beneficiary of approximately $380,000 of the $35M distributed among the 112 colleges. The college’s participatory governance councils maintained responsibility for communicating information to constituent groups about the effects of the 3.39% workload reduction and severe reductions to categorical programs. Most communications originated from the President’s Office and via the College Council, which includes in its membership the Academic Senate President, Classified Senate President, SEIU representative, the Vice Presidents, delegates from the Division Chair Council, Student Services Council and the Student Senate). The Student Services Council and the Division Chair Council were most actively involved in the implementation of workload reduction and categorical fund reductions and continuously relayed information to the College through posted meeting minutes and updates made to the College Council. The District’s Budget Reduction & Enrollment Restoration Plan The district adopted implementation strategies from the college’s existing plan and recommendations from the CCBT organizational review. Each college worked with the Chancellor’s office to develop an overarching reorganization plan and implementation matrix. The college’s vice presidents worked within the participatory governance structure of the college to implement many of the strategies that helped the college increase efficiencies in instructional and service areas. This is a brief summary of the process: During the stability funded period for the district (FY09 and FY10), each college implemented a curriculum revision process to ensure that attendance accounting methods met the State Chancellor’s requirements. This process included working with the respective Performance Goals Committee and training department and division chairs. Each college developed rational, criteria-based processes for determining which vacant positions should be restored. The college’s vice presidents and the participatory governance bodies apply this system when deciding whether to restore or refill positions. To the extent possible, job functions are reorganized to existing staff in order to avoid reductions to critical service levels and the quality of instruction. The district extended a rational and fiscally responsible early retirement plan to help reduce costs. Furthermore, most of the District’s bargaining units assisted in reducing costs by negotiating salary reductions and medical cost caps. Participatory governance groups at the college and district were regularly informed and provided input about fiscal changes. The primary committees involved in this process were the District Budget Advisory Committee, the District Council, the College Council, the Division Chair Council, and the Student Services Council. These councils were provided clear and consistent information from state, district, and college level perspectives and helped regenerate the apportionment lost from disallowed enrollment in courses containing To-Be-Arranged hours of instruction (TBA; also known in the WVMCCD as “hours by arrangement” or HBA). College Improvements in Course Scheduling & Budget Reduction Planning During the end of FY2009 and FY2010, the College Council considered possible implementation strategies in order to meet the CCBT organizational review recommendations. The implementation strategies recommended by the College Council were formulated from comments, suggestions, and ideas solicited throughout the campus community. The strategies flowed up to the District Council as part of a district wide planning matrix. From the matrix, each college was aware of the progress made in the organization. These are the main strategies the college deployed: College’s Performance Goals Committee (PGC)The PGC is led by the vice president of instruction and the Vice President of Administrative Services and is composed of the division chairs. This is the group responsible for establishing the college’s enrollment goals and course offering plans for the academic year, which coincides with the fiscal year. Through department and division chair training, the PGC facilitated the restoration process by adopting a revised enrollment planning worksheet that sets the enrollment plan for the following years. These plans took into account the myriad of curricular revisions either made or in process in response to Title 5 regulations and other state advisories apropos to HBA. Since FY09, the work of the PGC has helped the college and the district to meet and exceed enrollment goals in order to attain restoration and efficiency goals in compliance with the district’s budget reduction plan. Ongoing Processes & Planning for Staff Reductions during FY2009 to FY2011The college reduced its operating budgets by carefully and thoughtfully reorganizing vacant positions and functions within the college, while attempting to meet the needs of the service areas and instructional programs. Functions once carried out by individuals in vacant position were realigned to the highest priorities of need, or eliminated through attrition. Several classified staff and one administrator at the college received layoff notices in 2010, as a result of the budget reduction decisions made at the college or through the exercise of reemployment rights most of those individuals have returned to employment. In the end, the college’s costs were reduced, and the district’s budget was balanced in FY2010 and FY2011.College Council’s Budget Reduction Process for FY2011 Budget DevelopmentAs FY2010 progressed, the college restored its enrollment by following the CCBT recommendations, responding to enrollment demands, and implementing the PGC enrollment management plan. Once the college was fiscally at par with most other districts, and as it was preparing to develop the FY11 Budget, the College Council had to adopt a budget reduction plan for FY11 in order to deal with the State’s substantial fiscal challenges. Related Details Concerning the CCBT Organizational Review and Implementation Plan Matrix Based on the CCBT recommendations that had been published in late-2008, a comprehensive organizational review was undertaken to identify ways for both colleges to reduce costs while continuing to provide students with an excellent education. The review resulted in over 130 recommendations that were assigned to each college vice president in a planning “matrix.” Updates regarding the organizational review were provided periodically, and throughout the process to District Council and other constituent and leadership groups. By late 2010, nearly all of the recommendations had been addressed and completed. At West Valley College the planning matrix focused on three main areas, shown below. Implementation Plan & Outcomes for Instruction- The basic implementation plan to address the CCBT recommendations pertinent to instructional programs began by (a) refining the collection and distribution of enrollment data; (b) reviewing the division chair structure to see whether a “dean’s structure” would be more “efficient” or “cost effective”; and (c) reviewing all academic programs in order to decide which underperforming programs would be placed on “academic watch” or considered for discontinuation. Through this process the Office of Instruction, in concert with the Academic Senate, curtailed some course offerings and restructured the curriculum and certificates in the programs. Implementation Plan & Outcomes for Student Services- Student Services developed a reorganization plan in conjunction with the 2010 Budget Act and the substantial loss of funding for categorical programs, such as Matriculation, EOP&S and Disabled Students. Part of the reorganization plan was to eliminate the dean of matriculation position. The dean of matriculation’s function is now absorbed by the dean of student services position. A reclassification of the admissions and records director was imperative to help validate enrollment data in accordance with Title 5. Implementation Plan & Outcomes for Administrative Services - There has been a coordinated effort between the District and Colleges. First, when there was a retirement in the Printing Services department, the position was eliminated to help with the 2010-11 reduction plan. Existing positions were reorganized and a confidential employee became a supervisor to help manage administrative services (including printing). Second, administrative processes have been refined within the district office to reduce redundancies. Administrative functions that support student services and instructional divisions are more successful and efficient. In summary, responding to the recommendations from the California Collegiate Brain Trust (CCBT) has served the college well as it assisted the college to address all ACCJC recommendations from the last Accreditation cycle of 2007 and the midterm in 2011. Since the midterm in 2011, the college continued to weather through state-wide fiscal challenges via transparent participatory governance process throughout the college and the district. The course offerings have been reviewed and shifted to support student success by the work of Performance Goals Committee, Division and Department Chairs in concert with the Student Success Act of 2012 and California Community College mission. Curriculum has been aligned with the state inventory, course outline of records, and the catalog revisions have been regularly made particularly to remove the HBA portion of the instruction. All components inform the college’s budget planning process and allow the institution to carry out its mission. EvidenceR4.1State Audit of HbA Report 5 The college constituencies work with the District administration and the Board of Trustees to establish district wide goals that address the quality, integrity, and effectiveness of the educational programs. These district wide goals need to be incorporated into the strategic planning process of the College as recommended by the previous visiting team. (IV.B.1, IV.B.1.c. 1. B.2., I.B.4) Progress Made Since March 2011 As thoroughly described and detailed in the responses to Recommendation 1, the Board of Trustees revised the district’s goal development process in August 2010 to allow for college planning informing district-level planning through this annual process. The connection between the two processes has been strengthened principally through an adjustment of timelines and coordination of college’s annual goals and objective setting with those of the district. (R5.1) That is, through the college’s participatory governance process, annual goals and objectives for the subsequent year is now established each fall. In January of each year, the district’s participatory governance process will then utilize the outcome of the college’s fall planning efforts to establish district goals for the upcoming year. This process allows for a clear linking of college goals to district goals and connects planning in a more systematic and timely way to resource allocation through the annual budget development process. The District Goals (R5.2), which were approved by District Council in May of 2013, were informed by the college's goals and objective development and planning discussion which took place on November 30, 2012 at the college's annual College Council Retreat. (R5.3) The 2013-14 District Goals consist of the following: "Support college initiatives to improve educational goal attainment across groups; Comply with ACCJC standards; Increase professional development; Expand external partnerships; Improve District-wide technology use; Establish a process for creating District goals with appropriate metrics; and Maintain financial stability.With a streamlined and well-coordinated District Goal development process that is informed by the goals from the colleges, the District's goals stem from the college's Integrated Planning and Resource Allocation process (R5.4) which encompasses critical analysis of the results from program reviews, student learning outcome assessments, and budget and resource allocation process. (R5.5)The colleges and the district successfully developed a comprehensive process for the District-wide goal and its development process. It has been vetted through the college and the district’s participatory governance process supported by the Board of Trustees. The college’s goals are to be coordinated with the District-wide goal setting timeline and framework described in the responses to recommendation 1. The district successfully established an ongoing, continuous, and sustainable district-wide goal development and evaluation process.What remains a stable presence throughout this district goal planning process is West Valley College’s alignment of its annual goals with its strategic plan. Updated in June 2009, the college’s Educational and Facilities Master Plan (E&FMP) articulates five specific strategic goals which mirror its values and support its mission: learning community, diversity and inclusion, collaborative leadership, physical resources, and fiscal innovation. These strategic goals are supported by a set of 39 educational initiatives embodied within the E&FMP focused in four specific areas: educational programs and services, technology, staffing, and facilities. West Valley College’s annual goal development uses this strategic roadmap to align its focus with this broader-based planning agenda.EvidenceR5.1District Goal Development Process R5.2District Goals 2013-14 Council Retreat Agenda – November 2012 Planning and Resource Allocation Framework and Resource Advisory Council I: Institutional Mission and Effectiveness The institution demonstrates strong commitment to a mission that emphasizes achievement of student learning and to communicating the mission internally and externally. The institution uses analyses 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. Standard IA: Mission The institution has a statement of mission that defines the institution’s broad educational purposes, its intended student population, and its commitment to achieving student learning. Descriptive SummaryCollege mission: The West Valley College community supports students along their pathways to reach transfer and career goals in an environment of academic excellence.During the 2010-2011 academic year, the institution’s highest participatory governance committee, College Council, following extensive research and utilization of expert consultation, and with input from the entire campus community, rewrote the college mission statement to clearly state its mission of promoting student learning and students’ goals of transfer, basic skills, and career paths in alignment with the CCCO stated areas of concentration. (1A.1) Consistent with its purpose, character and its student population, the college's mission statement is intentionally focused on pathways that lead to student success. The mission statement is appropriate and meaningful because the college offers students relevant degrees, certificates and programs that are supported by essential student support services. The intended population of the college is determined by the boundaries as outlined by the Los Gatos-Saratoga, Campbell, and Santa Clara high school districts. (1A.2, 3) Since the college offers fifteen Associate Degrees for Transfer (ADTs) and numerous specialized degree and certificate programs, students from other parts of Santa Clara County also choose to attend classes at the college. The identified population is appropriately matched with college resources and the college has a major role in facilitating student pathways for transfer and career success. The college conducts and utilizes research about its student population, its service area, and the region to align intended goals with student needs. The college demonstrates its commitment to fostering successful student learning outcomes by conducting ongoing assessments of learning that result in sustained and documented improvements in student success and retention. (1A.4) Student learning outcome results inform the writing of program review reports so that both processes generate robust and relevant dialogue about student learning and success strategies and opportunities for students. (1A.5) The college mission statement's clear emphasis on fostering an environment of academic excellence is felt in college classrooms, in student life and club activities, and in all aspects of the college's positive campus community that focuses on student success.Self-Evaluation The college meets this standard.Actionable Improvement PlansNone.Evidence1A.1CCCO stated areas of Concentration. 2Intended Service Population. 3WVC Fact Book 2013 Learning Outcomes Webpage Review Website IA.1The institution establishes student learning programs and services aligned with its purposes, its character, and its student population.Descriptive SummaryIn the process of developing the mission statement, listening sessions were conducted with all participatory governance groups and with external constituents to collect data about the college’s character and purpose. (1A.1.1) The mission statement was reviewed by all key participatory governance groups to determine its match with WVC goals for student learning. The mission directly expresses the college's program goals of student learning. (1A.1.2) In the college mission statement student learning takes place along their pathway to fulfilling their transfer and career goals. The college relies on Program Review, Student Learning Outcome and Assessment processes, and the annual Scorecard Report to assess institutional effectiveness and the ongoing relevance of the college mission statement. (1A.1.3)Data about current students (demographics, educational goals) is presented to the College Council each year at its annual goals-development retreat. (1A.1.4) Labor Market Reports are run for every Career and Technical Education (CTE) department to assess the opportunities of graduates of the program. (1A.1.5) Regional labor market data is presented to the community in the annual West Valley College Fact Book, which includes a list of the fastest-growing jobs in the college's service area that require an associate degree or certificate. (1A.1.6) All of these items ensure the programs and services of the college are in alignment with the needs of its student population.Self-Evaluation The college meets this standard. Actionable Improvement PlansNone.Evidence1A.1.1Our Vision, Our Mission, Our Future statement Program Review Instructional Instrument (institutional effectiveness: Q5-6; Mission Statement Q3.4) 1A.1.4College Council Retreat Agenda and handouts Fact Book Labor Market Reports IA.2The mission statement is approved by the governing board and published.Descriptive SummaryThe mission statement is published in the West Valley College Catalog, (1A.2.1) and is posted in facilities throughout the campus, on most participatory governance meeting agendas, and on the West Valley College website. (1A.2.2) The West Valley College Mission Statement was approved by the board on January 17, 2012 as part of the Board Policy revisions recommended by the Community College League of California (CCLC). (1A.2.3)Self-Evaluation The college meets this standard.Actionable Improvement PlansNone.Evidence1A.2.1West Valley College Catalog Pg. 3 statement on WVC Website HYPERLINK "" \t "_blank" Board of Trustees Approval – January 17, 2012 Standard IA.3Using the institution's governance and decision-making processes, the institution reviews its mission statement on a regular basis and revises it as necessary.Descriptive SummaryThe college undertook a process to develop a new mission statement in the 2010 – 2011 academic year. On April 28, 2011, the College Council adopted a White Paper entitled Our Vision, Our Mission, Our Future. This paper defined the College Council’s charge as follows: Define and prioritize the college focus into the futureRe-craft the college mission statement to capture the essence of West Valley College. (1A.3.1) The White Paper describes a listening session process with stakeholders from participatory governance groups in which facilitators asked guiding questions to determine how a new college mission statement could best encapsulate the college’s overarching vision and future initiatives. The listening sessions that took place in 2011 included participants from the College Council, the Classified Senate, the Marketing Committee, the Academic Senate, the Division Chair Council, the Student Services Council, the Board of Trustees, Associated Students, Community Leaders, and Associate Faculty. In total, ten listening sessions were conducted and more than 115 participants participated in discussions. (1A.3.1) At each listening session, multiple coordinators took notes to ensure that all feedback was captured. Once all sessions were completed, the notes were coded and analyzed to identify recurring themes. In addition, the study team conducted an open-item student survey linked from the college website which elicited more than 60 responses; these responses were included with the responses from the listening sessions. Response frequencies were tabulated, and the results were reviewed by the study team and the study consultants. The themes were refined and prioritized, then presented for multiple readings at the College Council. The college president, the consultants, the dean of technology, and the institutional researcher collaborated on the presentation of the white paper, “Our Vision, Our Mission, Our Future” which was then shared with all participatory governance groups. The listening session findings indicated that the college is a caring, welcoming institution with a beautiful campus and excellent faculty, staff, and administrators. The findings also stated that the college is focused on student success and an environment that fuels the mind. The college stakeholders also believe the college can continue to grow as a regional leader in transfer, entrepreneurship resources, global citizenship education, and STEM education. (1A.3.1) The white paper became the foundation of the process for the development of the new college mission statement. On August 18, 2011, the College Council convened for a retreat with the purpose of developing the new mission statement. An external facilitator guided college council members and stakeholders through the process of creating a new mission statement that reflects the college vision for the future. Two drafts were developed and presented to participatory governance groups and external constituents for feedback. (1A.3.2, 1A.3.3) This feedback was shared with College Council, which worked on a final revision of the statement which was unanimously adopted on October 27, 2011.The 2011 review of the college mission statement was prompted by the change in the overall mission of the California Community College system. The college’s process for periodic review of its mission statement is effective because it aligns with the state’s priorities and student’s learning and success needs. The college process firmly adheres to participatory governance principles and the resulting statement was vetted and supported by a substantial population of college stakeholders. (1A.3.4)Self-Evaluation The college meets this standard.Actionable Improvement PlansNone.Evidence1A.3.1Mission statement Development Process-White Paper 1A.3.2College Council minutes – 1st reading draft Council minutes – 2nd reading draft Council Approval /college_council_mission_approval.pdf Standard I.A.4The institution's mission is central to institutional planning and decision making.Descriptive summaryThe college’s mission is central to all planning and decision making. The college’s carefully crafted mission statement was developed via a deliberative vetting process that took place over several months at College Council meetings and at an extended College Council retreat. (1A.4.1) Representatives from the college’s participatory governance bodies worked collaboratively to develop two possible mission statements that were then submitted to the entire college community for its feedback and approval. After the college community’s suggestions were reviewed and incorporated, the College Council voted to approve and institutionalize the following mission statement:“The West Valley College community supports students along their pathways to reach transfer and career goals in an environment of academic excellence.”The college’s process for institutional planning and decision making is illustrated in the college’s Integrated Planning and Resource Allocation map (1A.4.2). In this process the college’s mission statement and Institutional Learning Outcomes inform program review and SLO/A assessment. Assessment results then inform budget planning and implementation. For example, in a recent program review, business division faculty requested that business division classrooms be upgraded to smart classrooms. This request was informed by SLO/A assessment results which indicated that the lack of internet and multimedia capabilities in classrooms was detrimental to student learning and not consistent with the college’s mission of providing an environment of academic excellence. Therefore, in response to this request, the college allocated funds for critical classroom upgrades. (1A.4.3)The college’s mission statement is the central core of its Integrated Planning and Resource Allocation process. It drives the formation of the college’s goals, informs the program review process and influences resource allocation at the college.Self-Evaluation The college meets this standard.Actionable Improvement PlansNone.Evidence1A.4.1College Council Meeting Minutes; College Council Retreat Minutes Planning and Resource Allocation concept map Planning Memorandum from VP Admin. Services Standard IB: Improving Institutional EffectivenessThe 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 it 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.Standard IB.1The institution maintains an ongoing, collegial, self-reflective dialogue about the continuous improvement of student learning and institutional processes.Descriptive SummaryThe college supports and assesses student learning through an ongoing and reflective process. An SLO/A committee made up of faculty, student service, and administrative service employees reviews and addresses ongoing student learning and student service outcome assessments with a goal of working with the college community to continuously improve services. Program leaders for academic, student service, and administrative service programs have developed thoughtful and relevant outcomes and assessments for their areas. (1B.1.1) An SLO/A task force has developed and written Institutional Learning Outcomes (ILOs) that indicate the overarching values of a West Valley College education. (1B.1.2) These ILOs were developed via a collaborative process and were vetted through participatory governance channels. Student learning is measured on a cyclical basis and program leaders initiate course, program, and service changes based on assessment results. In participatory governance meetings, college employees engage in an ongoing dialogue about student learning, collaborative learning, and the potential for improving the cross pollination of academic and student service areas in ways that benefit student success. (1B.1.3, 1B.1.4) For example, in a recent partnering of student service and academic areas, the Student Health Coordinator designed a “Wheel of Wellness Program” for the college. For this event, college employees from student service and faculty areas led a program for students in the campus center about the various areas of “Wellness.” These areas included: Social, Spiritual, Physical, Intellectual, and Occupational Wellness. This event was well attended, and it illustrated an effective college-wide partnering that enhanced student learning. (1B.1.5)In the spring of 2013, the SLO/A committee co-chairs visited six of the college’s participatory governance bodies in order to engage in an important conversation about student learning and its impact on improving institutional processes. (1B.1.6)At College Council meetings, there is an ongoing discussion about improving program review and budget allocation processes so the linkages are clearly defined and transparent to the college community. In February of 2013, college council members formed Focus Area Interdisciplinary Teams (FAIT) to assess the college in order to improve and streamline its overall structure and operations. (1B.1.7)Throughout spring and fall 2013 college council members and members of the college community engaged in a robust dialogue about the recommendations and potential improvements of institutional processes to be implemented in fall 2014. (1B.1.8) Self-Evaluation The college meets this standard.Actionable Improvement PlansNone.Evidence1B.1.1March 15 SLO/A Report 1B.1.2Institutional Learning Outcomes, College Catalog link, page 3 Committee Meeting Minutes 1B.1.4Math Department Meeting minutes 1B.1.5Wheel of Wellness Event 1B.1.6SLO/A Participatory Governance Dialogs Council Meeting Minutes re: FAIT Summary IB.2The institution sets goals to improve its effectiveness consistent with its stated purposes. The institution articulates its goals 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 SummaryThe college clearly articulates and communicates its institutional goals and objectives so these stated purposes can serve as an overarching framework to guide the college’s vision and day-to-day operational processes.On September 18, 2009 the College Council convened a retreat to re-evaluate and revise its annual goals. At the retreat, the College Council reduced the number of college goals from fifteen or more to four succinct, high priority goals, after it was determined that the sheer number of goals was diluting the effectiveness of the process and the college’s ability to achieve the goals in a timely fashion. At the annual planning retreat, the College Council membership was expanded for the day to include additional members from each governance group in order to develop goals that accurately represented the robust and diverse college views. (1B2.1) On September 19, 2009, the following College Goals and Objectives were established:1. Facilitate interactive communication and ease of access to information.Redesign the college website, incorporating the Clarus study recommendations. (IB2.2)2. Optimize effectiveness of the college infrastructure.Establish accurate and reliable data and information systems.Identify, prioritize, and obtain funding for facility improvements that ensure suitable learning and working environments.Reassess and align the organization to be responsive to fiscal imperatives and change.3. Optimize the effectiveness of Student Services to strengthen the pathways for student success.Reassess and align resources to meet the student services needs of current and prospective students.Identify and utilize new and existing technology resources to improve matriculation processes.4. Establish new and improved linkages with the region’s educational institutions, business and industry, and community-based organizations to respond more effectively to emerging educational and workforce needs. Develop strategic partnerships with select business/industry sectors to strengthen programmatic offerings.Raise WVC’s profile within the region’s high schools and four-year institutions utilizing the Clarus study recommendations as a guide.Proactively engage the neighboring communities with the goals and programs of the college. These statements precisely address the direction that the college needs to pursue and to a large extent, these goals and objectives have been carried forward at each annual Goal Setting Retreat, as the college makes significant strides towards addressing these objectives.The following summary addresses the progress the college has made on achieving and measuring its goal attainment.a) The college has revamped and streamlined its website. The college’s interim webmaster has streamlined viewer navigation approaches, eliminated screen redundancies, and improved Search Engine Optimization, so students can more easily access information. Now that the college has adopted Omni Update (OU) as its Content Management System, college staff members are updating their content areas in a branded and consistent style, so the website has a clear, crisp appeal and solid content. (1B.2.3)b) The college has identified funding for facility improvements through Prop 30 and several private funding sources. Renovations in the Math/Science, Language Arts/Social Sciences and Fox buildings reflect the student and employee focused improvements in the college infrastructure. (1B.2.4)c) Through the College Council’s leadership, the college has undergone two rounds of budget reduction processes that meet fiscal imperatives and the State Chancellor’s Office Mission in 2010-2011 (1B.2.5) and 2012-13 (1B.2.6)d) The Counseling Department has been very responsive to the Student Success parameters and has established a clear and effective Orientation and Educational Plan process for students, so they can be well informed and focused on their pathway to transfer, career or basic skills success. In fact, the New Student Convocation where information is initially shared with incoming students recently won the 2013 California State Chancellors Office Student Success Award. (1B.2.7)e) Many of the college’s career programs have established strategic partnerships with business sectors in order to promote workforce development and internship opportunities. The Business Division features a robust Entrepreneurship Program which affiliates with the Kauffman Foundation, the Startup Cup, and the Extreme Entrepreneurship Tour. A strong and active Entrepreneurship Advisory Board also helps to guide the design of relevant program offerings. (1B.2.8) Every year, the College Council meets and revises the college’s goals and objectives to meet the changing needs of the student community and to comply with relevant legislation. In the fall of 2012, the College Council held its annual retreat and developed the following goals and objectives:Focus institutional efforts on improving pathways of support to aid students’ identification and realization of their goals.Reduce the disparity in student success across ethnic anize and align resources to support and sustain an environment of academic excellence. Complete accreditation self-study preparation by December 2013. (1B.2.9)It is evident from the discussion that institutional members understand the goals because they have contributed to the goal setting discussion, and they are actively engaged in moving goal achievement forward. Additionally, the Director of Institutional Research provides mid-year and end-of-year status updates to the College Council and this information is then shared with constituent groups. (1B.2.10) Self-EvaluationThe college meets this standard.Actionable Improvement PlansNone.Evidence1B.2.1September 19, 2009 College Council Retreat Agenda final_09_18_09.pdf1B.2.2Clarus Study Website WVC Construction Projects Budget Reduction Process documents (2011) FAIT Restructuring; budget reduction process (2013) 2013 Student Success Award WVC ecenter website College Goals and Objectives2012-13 Status Reports on Goal Achievement IB.3The institution assesses progress toward achieving its stated goals and makes decisions regarding the improvement of institutional effectiveness in an ongoing and systematic evaluation, integrated planning, resource allocation, implementation and re-evaluation. Evaluation is based on analyses of both quantitative and qualitative data.Descriptive SummaryIn 2010, the College Council developed an Integrated Planning and Resource Allocation process that clarified the college’s efforts toward the ongoing maintenance of a high level of institutional effectiveness. The cyclical nature of the Integrated Planning and Resource Allocation process is illustrated in the Integrated Planning and Resource Allocation Process Concept Map—a diagram affectionately known as the Solar System. (1B.3.1) These diagrams were used to introduce the planning process to the West Valley College community on All College Day on August 26, 2011. To highlight the importance of this process further, team members wore t-shirts with the Concept Map printed on the back. The Integrated Planning and Resource Allocation diagrams are also posted throughout the campus in order to guide college constituent groups as they participate in this important process. Every department participates in ongoing and Integrated Planning and Resource Allocation through its departmental SLO/A assessment and dialogue, program effectiveness surveys, and participation in program review. (1B.3.2)Information and themes from the program reviews gathered in May of each calendar year drive the development of college goals by the College Council during its annual planning retreat in the fall semester. The college’s annual goals then inform the resource allocation process. In the course of ensuing program reviews, the effectiveness of the annual goals and allocations is measured. The process repeats itself in a cyclical fashion.At the College Council’s annual retreats, college council members review the Educational and Facilities Master Plan to ensure that the overarching themes of this plan are also incorporated in the college’s goals and objectives. The result of this important review and discussion is that the college’s Integrated Planning and Resource Allocation process is aligned with the Educational and Facilities Master Plan (E&FMP). (1B.3.3)Every department has access to institutional data through the college's Office of Institutional Research and Planning (OIRP). In addition, programs are provided with their program specific data to inform their program self-evaluation. This data is incorporated into each department's program review and goal setting. OIRP educates and informs the college community on data analysis and interpretation by periodic research briefs, Fast Facts about our students, Accountability Reporting for Community Colleges (ARCC) presented to all participatory governance groups, and individual consultation to programs and departments as necessary.(1B.3.4)The College Council reviews and assesses the status of goal implementation at the end of each academic year. The responsible parties for each goal and objective report to the College Council regarding the status and relative level of completion of each goal. Goals and objectives that are not fully accomplished may be carried forward to the next year’s annual goals, with revisions based on quantitative and qualitative data. For example, for the last several years, one of the college’s annual goals has been to address the student achievement gap. At the 2012 College Council retreat, the College Council reviewed the most current student equity data, and decided that the student achievement gap needed to be maintained as an active and ongoing goal for the college. (1B.3.5, 6)The college has established an Integrated Planning and Resource Allocation process in which student learning outcome assessment results inform program review requests which then inform resource planning and budget allocation. In this iterative process, the college’s deliberate and integrated focus on student learning and success facilitates the college’s overall attainment of institutional effectiveness.Self-Evaluation The college meets this standard.Actionable Improvement PlansNone.Evidence1B.3.1Integrated Planning and Resource Allocation Process Concept Map College Day 2011, 2012 & 2013 Presentations Council Minutes – February 9, 2012 Office of Institutional Research and Planning Equity Data – 2014 Goals and Objectives IB.4The 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 SummaryCollege planning is a collaborative process that involves the participation of all departments and participatory governance groups. Broad based involvement is guaranteed by the composition of the College Council. (1B.4.1) College Council is comprised of members from every shared governance group on campus—as well as key committees. The Council meetings are also always open to the entire college community. The function of the College Council is to involve the entire campus community in planning. Each constituency group in the Council reports out to its respective groups on Council activities and reports back to the College Council on the issues and needs of its constituency. The primary means of participating in planning takes place via participatory government representatives on College Council. For example, the Focus Area Interdisciplinary Teams (FAIT) groups are led by College Council members; however, the community was invited to join FAIT groups to provide input into the restructuring dialogue. (1B.4.2) Beyond College Council, members of campus constituent groups are encouraged to participate in their representative participatory governance groups. In spite of the difficult budget picture during the past several cycles, the college committed to allocating resources in accordance with college goals and program review needs. In 2010-11, the college used a zero-based budgeting process to realign resources to goals and needs. The Integrated Planning and Resource Allocation process ensures that resources are appropriately aligned with college goals.When resources have been insufficient to implement plans, alternative resources have been sought. Alternative resources have included funding support from the District’s Land Corporation, as well as state and federal grants such as TRiO, energy grants, and Santa Clara County Water District grants. (1B.4.3) In addition, the college has partnered with the community to institute an annual gala event. Moreover, the President has reached out to the surrounding community for "naming" funds of facilities such as physical education and sport structures, the planetarium, and a community garden. In 2012, the college received a $3.5 million gift from a private donor to fund construction of a new planetarium.The additional funds as noted above have created a TRiO program, the installation of solar panels, and the beginning of the Vasona Creek restoration project. Specifically, the annual College Council planning retreat includes council members, and is expanded to include additional representatives from each of the participatory governance groups. In addition, the chairs of the Program Review and Student Learning Outcome committees as well as leadership from the bargaining units attend and participate actively in the planning process. Throughout the year, the planning retreat, as well as all regular participatory governance meetings, are open to all members of the campus community. The resource allocation process is driven by the college’s annual goals and program review. (1B.4.4) Program owners evaluate their programs and then submit their resource requests based on the needs identified in that evaluation. When College Council reviews the resource requests, they do so through the eye of the annual goals, with higher prioritization given to requests that support the achievement of those goals. Self-Evaluation The college meets this standard.Actionable Improvement PlansNone.Evidence1B.4.1College Council Membership Town Hall Meetings Corporation and Resource Allocation Documents IB.5The institution uses documented assessment results to communicate matters of quality assurance to appropriate constituencies.Descriptive SummaryThe college Office of Research, Planning and Institutional Effectiveness (OIRP) assesses and analyzes data so that college decision makers are guided by firm and sound evidence that supports effective and thoughtful planning for optimal student success and institutional effectiveness.The college communicates documented assessments results to constituent groups and the public in order to ensure high quality programs and services.The OIRP analyzes and summarizes data and information from the following sources:Self-Assessment of Participatory Governance GroupsCognos Performance Data ReportsClarus Report on Feeder High School Counselors And StudentsStudent Services Secret Shopper ReportBrain Trust StudyARCC and Scorecard DataSemi-Annual Research BriefsAnnual WVC Fact BookDistrict Data DashboardStudent Learning Outcome AssessmentsThe OIRP collects data on the degree to which the college is accomplishing its mission to "support students along their pathways to transfer and career goals in an environment of academic excellence." This data includes: transfer velocity, transfer counts, persistence, retention, success, equity, gainful employment data, student satisfaction, degrees and certificates, Accountability Reporting for Community Colleges (ARCC) Scorecard (1B.5.1), and Integrated Postsecondary Education Data System (IPEDS). (1B.5.2) The OIRP disseminates data and analyses internally through research briefs, all user emails, and research presentations at participatory governance groups and other campus constituencies. The OIRP also publishes data and completed reports on the college's research and planning website and through the College Fact Book that is distributed both internally and as a public document on the college website. (1B.5.3) After the OIRP summarizes the data, the college submits a written response to the ARCC Report and Scorecard which is then posted on the State Chancellor Office website and on the OIRP webpage. (1B.5.4)The OIRP disaggregates data for college program managers so these areas can then conduct effective and informed analyses of their individual programs. The OIRP provides all programs with data that includes measures of enrollment, efficiency, student success & retention, demographics, and equity. (1B.5.5) Completed program reviews are published on the Program Review webpage; and the Program Review Committee conducts a comprehensive analysis of all program reviews to determine college-wide trends and correlations. These results are summarized for college and public review and are used to inform college decision making. (1B.5.6) The college has achieved the ACCJC’s standard for Continuous Quality Improvement for Student Learning Outcomes by assessing all of its courses at the course, program, and institution level and by assessing all of its student service programs at the program and institution level. These assessment results are publicized via participatory governance channels to college constituent groups. Constituent groups and the public can also view these results on the Student Learning Outcome and Assessment webpage. (1B.5.7)The Brain Trust (1B.5.8) and Clarus Studies (1B.5.9) assessed how effectively the college communicates its institutional quality to the public. The college has utilized these studies to guide institutional decision making. For example, one of the Clarus Study recommendations indicated that the college would benefit from a consistent and branded image that is clear and accessible for the public. Specifically, the Clarus Study recommended that the college should streamline its website and also provide the public with clear and integrated marketing communications. The college has provided effective responses to both recommendations in order to increase its public presence and grow its overall institutional effectiveness. The college is actively engaged in communicating documented assessment results to the all constituent groups.Self-EvaluationThe college meets this standard.Actionable Improvement PlansNone.Evidence1B.5.1Accountability Reporting for Community Colleges (ARCC) Scorecard Postsecondary Education Data System (IPEDS) Fact Book 2013 Office of Institutional Research and Planning Office of Institutional Research and Planning Review Webpage & A webpage Trust Report report IB.6The 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 SummaryIn 2011 the College Council developed an Integrated Planning and Resource Allocation process that clarified the college’s efforts toward the improvement of institutional effectiveness. The cyclical nature of the integrated process is illustrated in the Integrated Planning and Resource Allocation Process Concept Map (1B.6.1). At the fall 2011 All College Day, the Integrated Planning and Resource Allocation Team introduced a simple version of this planning process. (1B.6.2) In 2013 the Integrated Planning and Resource Allocation Team refined the presentation of the process. This refinement highlights the Implementation stage of the process. Additionally, greater detail is provided to make the process more user-friendly for the institution (1B.6.3). After a review of the existing resource allocation processes, in the spring of 2013, the VP of Administrative Services clarified the allocation process. (1B.6.4)Self-Evaluation The college meets this standard.Actionable Improvement PlansNone.Evidence1B.6.1Integrated Planning and Resource Allocation Concept overview of Integrated Planning and Resource Allocation (slide #14) Integrated Planning and Resource Allocation Concept Spring 2013 Process 2013-14 IB.7The 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.Descriptive SummaryThe Program Review process is one of the key mechanisms through which the college evaluates its effectiveness toward improving instructional programs, student support services, and library and other support services. In 2011 the Academic Senate fundamentally changed the composition of the Program Review Committee (PRC) committee by making the Chairmanship a faculty position. Following the input from the PRC, the senate approved the mission statement, goals, and a policy and procedures document setting the direction of the PRC. (1B.7.1)The PRC reviewed and revised the Program Review Self-Evaluation process to ensure that questions aligned with that of the ACCJC Rubric for Program Review. This change worked to elicit responses that focused respondents more on planned improvements in program practices that lead to improvements in student learning and student achievement. The PRC also created a Program Review Policy and Procedures document. (1B.7.2) This document defines the Program Review policies and illustrates procedures for the college. Prior to the beginning of each review cycle, the PRC reviews the questions, the directions, and delivery method to help make the process effective and efficient for the college. Any major changes must be adopted first by the Academic Senate.The PRC implemented several changes to the Program Review Questions as well as the delivery system. Many of the questions within the program review were modified to move programs away from simply summarizing activities and toward conducting analysis, evaluation and identifying actions to improve practices. (1B.7.3) One key example of this is Student Success and Retention. In the past, the program would be asked to compare their program’s data to the college average. This was changed to ask programs to compare their program’s data to peer program success and retention data across the state and to explain differences. An additional question was added to identify plans to improve the gap in success and retention between program and peer programs. Additional SLO/A questions were added to capture improvements in student learning, and finally, questions were added to ensure that CTE programs met the state review requirement.Another addition to the Program Review process was the establishment of substantive feedback via a Program Review Rubric. (1B.7.4) The rubric allowed for readers to focus the evaluation on specific elements that map with the ACCJC Rubric for Program Review. This worked to significantly improve the quality of the Program Reviews while providing feedback that helped the Program Leader to begin believing that the program review process was not pro forma.In 2012, the PRC implemented several changes that moved away from Microsoft Word documents to a fully online system. Questions were made available online with all necessary supporting data, research, and instructions available in one location via hyperlinks. (1B.7.5) Through collaborative dialogue and critical feedback from the institution, the PRC improved its online delivery system in 2013. (1B.7.6) The use of Survey Monkey allowed for a far more stable environment while maintaining all the previous improvements. In addition, an improvement was added to provide type and save pdf files that could be provided for collaboration.Through the yearly Program Review process, which includes SLO/A assessment questions, the college is regularly evaluating its effectiveness in improving programs and services while assessing and improving the mechanisms for those evaluations.Self-Evaluation The college meets this standard.Actionable Improvement PlansNoneEvidence1B.7.1Program Review webpage Review Policy & Procedures review questions Review Rubric Online Program Review Form Online Program Review System II: Student Learning Programs and ServicesStandard IIA: Instructional ProgramsThe institution offers high-quality instructional 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 institutional activities offered in the name of the institution.Standard IIA.1 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 SummaryIn keeping with its mission “The West Valley College community supports students along their pathways to reach transfer and career goals in an environment of academic excellence,” West Valley College faculty and staff offer courses, programs, and services which are reviewed and refined to reflect a curriculum that meets the needs of its students and their future employers in the community. Whether they are on campus, off campus or delivered through mediated learning, course content review is overseen by the Curriculum Committee, faculty rights and responsibilities that are articulated by the Academic Senate and the Faculty Association, and evaluation tasks required of faculty and academic administrators are carried out for courses and programs. The college utilizes multiple resources available from the California Community College Chancellor’s Office including the Program and Course Approval Handbook, 5th Edition, April 24, 2013. (2A.1.1) The college also uses the Academic Senate for California Community Colleges (2A.1.2) and Accrediting Commission for Community and Junior Colleges (ACCJC) (2A.1.3) as resources to help the institution maintain high academic standards within constantly changing delivery technology, such as podcasts, video streaming, and video captioning.The Curriculum Committee reviews each new course, course revision, distance-education component, certificate, and degree (including Associate of Arts for Transfer degree) on a five-year review cycle for non-Career Technical Education (CTE) courses/programs and a two-year cycle for CTE courses/programs. (2A.1.4) Courses and programs are reviewed not only for appropriate discipline content, but also for college-level rigor and scope in terms of the mission and core competencies for the college. In addition to the faculty representatives from each Division, the Curriculum Committee members also include the Articulation Officer, Distance Education Coordinator, and administrators from the Office of Instruction to ensure all state and federal requirements are met. Additionally, alternate course delivery methods—any other than face-to-face—are reviewed carefully by a Distance Learning expert. The Curriculum Committee approves these methods of delivery as part of the voting and approval process. Instructional programs are assessed using the Program Review process, which was developed by the Program Review Committee (PRC). (2A.1.5) The charge of the Program Review Committee is to provide and refine procedures that enable the systematic evaluation of programs to continuously improve student learning, student achievement, and institutional planning and effectiveness with the goals of providing an opportunity for programs to demonstrate their contribution to the mission of West Valley College, improving linkages and accountability between program review and resource allocation, and strengthening the quality of program reviews leading to improved program practices. The PRC accomplishes these tasks through the implementation of the Program Review Policy and Procedure.? The results of the Program Review process are posted online on the Program Review webpage and summary results are presented to the Academic Senate and College Council by publishing an annual Final Report for Integrated Planning and Resource Allocation (2A.1.6).? Typically, this report includes:Themes in terms of Institutional Needs – overall and Student Learning Outcome specificSuccess and retention data trendsWithin the programAs compared to peer instructional programs across the stateData concerning completed Program ReviewsPercentage or number of programs required to resubmit self-evaluation based on Program Review RubricNumber of programs failing to submit reviews?Informs Budget and Resource Allocation stewards for Integrated Planning and Resource AllocationThe college’s institutional researcher provides each program with a Program Review dataset (2A.1.7). The data includes information and changes to enrollment, success, persistence, completion rates and demographics over a three year period. Program reviews and data sets are available on the PRC webpage allowing for multiple years to be reviewed and used to support a comprehensive evaluation.The 2011 Final Report showed a gap in the Program Review process and budgeting and resource allocation. (2A.1.8) As a result of this report, the Program Review process was reviewed and revised to clearly integrate into the College’s Integrated Planning and Resource Allocation (2A.1.9) framework/process where Program Review data informs the college of areas needing further analysis and help in identifying college priorities. The Program Review cycle was also changed to a two-year, two tier annual review process: WVC currently uses both a comprehensive and regular review where all programs (including non-instructional programs and services) annually evaluate its program in a cyclic fashion. (2A.1.10) The Annual Program Review process integrates Student Learning Outcomes (SLO/As) and assessment as part of the College’s Integrated Planning and Resource Allocation process. (2A.1.11) The Program Review annual review results have the ultimate goals of aligning Program Level Outcomes to the mission and strategic initiatives, and linking program assessment to budget and resource allocation. The Annual Program Review process is a critical part of the planning and assessment cycle.The CTE programs at the college have developed to prepare students to succeed in their educational goals and also in the workplace, maintaining active and strong relationships with each advisory committee. Any new courses, certificates or degrees that are proposed are required to provide strong evidence of industry and market data and are reviewed and approved by the Curriculum Committee. Revisions to existing certificates and degree programs must also be reviewed and approved through the Curriculum Committee. Programs also identify how program outcomes relate to institutional outcomes, thereby demonstrating how academic programs clearly support institutional learning outcomes. All program outcomes are identified in the West Valley College 2013-14 Catalog. (2A.1.12)Self-EvaluationThe college meets this standard. A rigorous five- year (for non-CTE) and two-year (CTE) review process ensures that course content meets college standards and state mandates, and links strongly to the stated program outcomes. In 2012-13 year, the College’s Integrated Planning and Resource Allocation process pulled Program Review, SLO/A and assessment, and resource allocation together creating a systemic and integrated quality assurance and planning process.Actionable Improvement PlansContinue to address and complete the curriculum recency inventory.Evidence2A.1.1CCCCO Program and Course Approval Handbook Senate for California Community Colleges Commission for Community and Junior Colleges Revision Schedule Review Policy and Procedure Final Report for Integrated Planning Review Dataset Review Final Report 2011 Integrated Planning Concept Map Program Review and SLO Assessment Schedule Program Review Questions Valley College 2013-14 Catalog IIA.1.aThe institution identifies and seeks to meet 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 SummaryWest Valley College has a broad representation of backgrounds, perspectives and ideas inherent in its student population and offers a wide variety of courses and programs to meet their needs. The college serves multiple purposes in the community; transfer opportunities to baccalaureate granting institutions with or without an associate degree; two year associate degree without transfer with or without Transfer Model Curriculum (TMC); discovery of and preparation for advancement of career interests or prospects; maintenance of certificate or license; retaining of skills; and educational development. The implementation of the Student Success Act of 2012 (SB 1456) will strengthen the matriculation process for students who will have a clear educational plan developed with assessment results, as well as appropriate orientation activities at entry to the college. Ethnically, the college has a broadly diverse student body:?Fall 2007Fall 2008Fall 2009Fall 2010Fall 2011Fall 2012African-American2.7%2.9%2.7%3.1%3.2%2.9%American Indian/Alaskan Native0.6%0.6%0.5%0.5%0.5%0.3%Asian13.2%12.8%13.0%13.1%13.3%12.7%Filipino2.0%2.1%1.8%2.0%1.9%1.8%Hispanic14.8%14.1%14.8%16.7%18.2%19.3%Pacific Islander0.7%0.6%0.6%0.5%0.5%0.3%Two or More Races0.0%0.0%1.0%2.2%2.2%3.7%Unknown/Non-Respondent12.9%13.8%16.0%13.2%12.7%12.6%White Non-Hispanic53.1%53.2%49.6%48.8%47.5%46.3%Women outnumber the men, accounting for 55% of the students. Forty-two percent of the students qualify for the Board of Governors (BOG) Fee Waiver. Thirty–one percent are full time and 47% are 24 years of age or younger. (2A.1.a.1) The college offers a wide variety of course and program offerings to meet the diverse needs of the students and the community. Effective fall 2013, the college offers 25 AA degrees, 27 AS degrees, 15 ADTs, and 65 Certificates of Achievement (12 or more units noted on transcripts). (2A.1.a.2) By fall 2014, the college will have met the goal of 100% completion of ADT development in 20 disciplines. (2A.1.a.3)To better serve the diverse needs of the student population, the college supports student success through culturally-relevant special programs. The primary purpose of these programs is to support students with their academic and educational success through culturally-relevant pedagogy, instructional material, mentor faculty and counselors, and a community-approach to supporting their success and growth. Puente Project:The Puente Project prepares students to compete academically in a university environment. It emphasizes the Mexican-American/Latino experience through English writing, counseling, and mentoring components. The Puente Program integrates: Two-semester English 905 & 1A linked classes.Two semester Counseling classes.Individual academic, personal, and career counseling.Transfer information, university tours, student motivational and transfer conferences, and assistance with the transfer process. Personal mentor relationships with professionals from the Mexican-American/Latino community. (2A.1.a.4)SUCCESS: SUCCESS is counseling, instruction, and mentoring program that emphasizes the African American experience and builds community among students. The program focuses on implementing West Valley Colleges’ Strategic Goals. The SUCCESS program: Offers linked English 905 and 1A courses, Counseling 1, 5, and 12B. Encourages enrollment in History 12, English 12, and Counseling 50. Provides students with college, peer, and community mentors. Connects students with support services on campus and with transfer institutions. Provides cultural events, social outings, and visits to transfer institutions. (2A.1.a.5)CalWORKs Program:The California Work Opportunity & Responsibility to Kids (CalWORKS) Program, with the assistance of the state of California, provides students who receive public assistance (TANF) support in obtaining a vocational certificate or degree in a high demand field of employment. Support and training are provided including:Counseling Academic and career counselingSupport groups and workshopsAssistance with financial aid applications and priority registrationBasic skills assessmentTutoring assistance and peer advisingSupport Services Free, convenient child care on campus or near your homeFunds for books and suppliesBus passes or gas moneyReferrals to community resourcesCareer and Employment Services Career coachingResumésInterview and job search strategiesWork Study Opportunities (2A.1.a.6)TRiO Student Support Services:The West Valley TRiO program is a federally funded program, focused on increasing the graduation and transfer rates for low-income, first generation and/ or disabled students by providing support and resources to assist students in attaining their academic and career goals. Services provided include: Personal, career and academic counseling Priority registration Additional tutoring services Financial aid and Scholarship assistance College visits Workshops on transfer, career, and financial literacy (2A.1.a.7)Honors Program:The Honors University Transfer Program is one of the institution’s primary instruments for advanced academic excellence and scholastic training within a critical-thinking mode. The program’s primary mission is to create and maintain course enrichment and accelerates the intellectual and creative development of high-ability students. This is accomplished by using an innovative curriculum model called a trans-disciplinary unit, which expands the concept of team-teaching and interdisciplinary instruction. Through an interdisciplinary approach, the Honors Program concentrates on three themes (two per semester): Civilizations of the World, Science: Inquiry and Applications, and Thought and Politics. Students have the option of enrolling in one, two, or three courses depending on pre- and co-requisites, the number and type of general education courses already completed, and the requirements of their majors. Honors Program students who wish to transfer under the terms of the transfer alliances with selected universities receive priority consideration. To qualify, students must complete six or more Honors courses (18 units) with a GPA of 3.3 or higher by the time they complete 60 or more transferable units. High school students can apply to the program with a 3.5 HS GPA. WVC students are eligible if they have a GPA of 3.3 or higher in a minimum of 9 University-transferable units. (2A.1.a.8)The college uses a variety of data and research to determine the educational needs of the community it serves. Program development and growth is tied to community and industry needs as identified by labor market information and employment projections by industry and occupation. (2A.1.a.9) In addition the college’s Career Technical Education programs regularly meet with their advisory committee to better align the program content and sequence with industry needs and job readiness. (2A.1.a.10) For existing programs, the college utilizes program review and student success data (persistence, completion, success) to evaluate effectiveness in meeting the students’ educational needs. (2A.1.a.11)In fall 2012, the college embraced an Institutional Effectiveness framework that encompasses three major areas: Integrated Planning and Resource Allocation, Student Success, and Accreditation. (2A.1.a.12) In response to the Student Success Act of 2012, the college committed to developing an institutional framework to ensure that the Student Success Act implementation takes priority, as well as to ensure that the Student Success Act of 2012 mandates are aligned with existing institutional priorities, goals, and objectives moving forward. In spring 2012, faculty leaders from the Basic Skills Advisory Committee (BSAC), Matriculation Committee, and Student Equity, Access, and Success Committee (SEAS) led a process that would result in integrating the three committees’ work in ensuring student success under the framework of the Student Success Team. The finalization of the operational aspect of the Student Success Team is scheduled for fall 2013 with the goal of implementing in spring 2014. (2A.1.a.13) Each committee’s work to ensure that the college supports students to successfully fulfill their educational goals will be continued in an integrated framework for the institution utilizing the recent release of the Scorecard and other research data that is provided by the Office of Research and Institutional Planning. This process is in concert with the implementation of mandatory student assessment, orientation, and educational plan; the college is reviewing current institutional datasets to be not only in alignment with the Scorecard but also with the elements of the Student Success Act of 2012.The Integrated Planning and Resource Allocation Team under the Institutional Effectiveness framework meets regularly to discuss effective institutional planning processes. Program Review, Student Learning Outcome and Assessment (SLO/A), and institutional budget planning and development processes were intentionally integrated in fall 2012. The group reviews data sets, review questions used in each area, and ensures that they are integrated on the level where results and outcomes of Program Review and SLO/A are informing the decision making process for resource allocation. (2A.1.a.14)The Educational and Facilities Master Plan 2009 includes an environmental scan for the college service area. (2A.1.a.15) However, four years later, the college realized that an augmentation to the 2009 plan is necessary due to multiple factors that changed the priorities of the college. The state fiscal crisis of 2010, Proposition 30 decision in fall 2012, Transfer Model Curriculum implementation mandate, and Student Success Act of 2012, to name a few, are changing the face of West Valley College. The college is currently planning to revise the existing Educational and Facility Master Plan in 2014. Self-EvaluationThe college meets this standard. The college’s Office of Research and Institutional Planning, in collaboration with the District’s Information Systems Office, routinely monitors the demographics of West Valley College. Year-to-year enrollment reports are run each semester to track students by enrollment status (new, continuing, returning, ethnicity, and zip codes). The annual West Valley College Fact Book also includes a detailed snapshot of students and their progress. Content includes general information about the college along with summary and trend data comprised of enrollment, demographics, institutional effectiveness, co-curricular activities, finance, employee, and regional data. (2A.1.a.16)The college has a strong Institutional Effectiveness framework where college priorities are clearly delineated as Integrated Planning and Resource Allocation, Student Success, and Accreditation. In this framework, institutional research priorities are identified. In spring 2012, the college conducted an Employee and Student Survey in preparation for the Accreditation Self-Study. (2A.1.a.17)Actionable Improvement PlansNone.Evidence2A.1.a.1Student Demographic information Certificate and Degree list Certification Goals Project Program Program Transfer Program Market Report Committee Meetings Review Data Effectiveness Framework Success Team Planning Team meeting notes And Facilities Master Plan Fact Book Employee and Student Surveys IIA.1.bThe 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 SummaryWhen developing instructional delivery modes, faculty and staff focus on the quality, accessibility, and accountability of student programs and services as a structural and practical means for successfully achieving curricular learning outcomes.Originating from the college's mission, college decisions regarding multiple delivery systems and course offerings are consistent with the prescribed course and program offering priorities of the California Community College system and the Student Success Act of 2012. West Valley College faculty and staff developed a vast range of instructional modes of delivery with quality, accessibility and accountability for student programs and services as a structural and practical means for successful learning outcomes of course curriculum.Starting from the college mission, West Valley College’s decision making on multiple delivery systems and course offerings is based on the California Community College course offering priorities and Student Success Act of 2012 prescribed course and program offering priorities. The college’s Performance Goals Committee and Division Chairs Council carefully analyze these priorities and identify courses and their delivery methods per department and division when developing the schedule of courses. (2A.1.b.1) The delivery system and methods of instruction offered are influenced by multiple factors such as transfer institutions, student needs and demands, employee and advisory committees, industry requirements, and survey results from the program themselves.The college’s Curriculum Committee (CC) ensures that the proposed course outline requires the instructor to describe and explain all methods of instruction and how the methods reflect an understanding of differing student learning styles. CC then reviews the course content – including delivery methods – and provides feedback to ensure the instruction is appropriate to the students’ learning objectives. A Distance Learning Addendum approval is required for any new hybrid or Distance Learning course as well as all five-year reviews. (2A.1.b.2) The process is initiated by the faculty and department who wish to offer the course involving Distance Learning; the faculty initiator consults with college’s Distance Learning Coordinator (who is a member of the CC) and the division representative of the CC to prepare the Distance Education Addendum form for the CC’s approval. In compliance with the state and federal guidelines and requirements, the curriculum documents (course outline and addendum form) clearly specify what delivery methods will be used for the course and how the goals and objectives are met through technology-mediated facilitation and other alternative delivery modes. In the 2013-14 West Valley College Catalog, computer icons are placed next to courses that are offered in a Distance Education modality indicating to the student that the course can be offered in either face to face or Distance Learning format. (2A.1.b.3) The Curriculum Committee is composed of faculty representatives from each academic division, the Articulation Officer, Curriculum Chair, Technical Reviewers (2 faculty), Distance Learning Coordinator, Vice President of Instruction, Dean of Instruction and Student Success, and Administrative Analyst of Instruction for technical and clerical support. (2A.1.b.4) The CC meets on a weekly basis throughout the semester alternating between the technical review committee and the CC to discuss and approve new course initiations and reviews. The Distance Learning Coordinator provides consultations on the appropriate and effective use of technology and instructional design, and offers student service and support. In the spring of 2013, the distance education teaching modality was utilized in 12.3% (147 sections) of the total courses offered, with the majority of courses, 87.7% (1047 sections), being offered face-to-face. (2A.1.b.5) There has been a 6.3% increase in the number of distance education course taught at the college since 2007. In 2007–2008, the number of Full-time Equivalent Students (FTES) enrolled in distance education courses was 11.4% of the credit total. In 2012 – 2013, Distance Learning FTES increased to 17.7%.Self-EvaluationThe college meets this standard. The college has a strong Distance Education Committee comprised of Instructional Technology staff, faculty members experienced in using technology in teaching, administrators, and the Distance Education Coordinator. (2A.1.b.6) The committee meets regularly to provide guidance and feedback on policies and practices developed and implemented in the services provided by the Instructional Technology department. The committee also reviews regulation changes, compliance issues, and identification of necessary guidelines for implementation. The college uses ANGEL as the course management system which is used widely not only for instruction purposes but also for various group work and projects within the participatory governance constituencies and committees. The Distance Education Coordinator offers regular training workshops on how to develop and teach using the ANGEL system. (2A.1.b.7, 8) The Coordinator also offers individual consultations on instructional design, the effective use of technology, accessibility and other issues related to technology-mediated teaching and learning. The Coordinator is a member of the Curriculum Committee and provides direct guidance, quality assurance, and compliance matters regarding the method of instruction for each course that is reviewed by the CC.Faculty use a variety of applications to supplement or conduct their courses, including ANGEL, faculty websites, video streaming, and third-party resources such as publishers’ websites. They can use any or a combination of resources to enhance or teach online, hybrid, and face-to-face courses.The Distance Learning Committee continues to work with faculty and student services departments on campus to improve the quality of services and support for students. During 2011-12, all telecourses were converted to a more interactive online format. This format improves the regular, effective contact between faculty and students in these courses.As student and faculty demand for technology grows, the college continues to add, refresh, and expand smart classrooms. With the passage of the 2012 Measure C bond, the college will experience ongoing facility upgrades, modernization, and new building in the areas of Applied Arts and Sciences, Student Services, Library, Learning and Tutorial Center, and Fine and Performing Arts. As the college continues to implement smart and technology-mediated classrooms in the modernized and new buildings moving forward, the network capacity, wireless services, and overall technology infrastructure must be regularly upgraded to support such increased technology needs for the college. Actionable Improvement PlansDevelop a technology infrastructure plan with the District’s Information Technology department to ensure that the operational capacity supports a steady increase of smart and technology-mediated classrooms and offices. Evidence2A.1.b.1Performance Goals Committee and Division Chairs Council meetings re: curriculum and modes of instruction Addendum Form Learning Committee 2013 Online Courses Education Committee Practices in using ANGEL and Distance Learning Workshops IIA.1.cThe 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 SummaryThe identification, assessment and use of Student Learning Outcomes for improvement of student learning and student success has been a key commitment of the college in fulfilling both its Planning Agenda from 2011 Midterm Report and the requirements mandated by the Accreditation Commission of Community and Junior Colleges (ACCJC) to be at the Proficiency level by fall 2012. The college successfully submitted the ACCJC Student Learning Outcome assessment report to ACCJC on March 15, 2013 which includes all evidence for meeting the requirements of the Proficiency level status. (2A.1.c.1) Since the midterm report, the college focused on creating and strengthening an institutional framework and process where the SLO/A and Assessment processes are integrated with the Program Review and Budget development and allocation processes. During 2010-11 year, the SLO/A and Assessment Committee and Program Review Committee consisted of faculty, staff, and administrators focused on ensuring that each entity developed a clear tool, process, and college-wide schedule (or assessment cycle) that was derived from the college mission and in alignment with the development and assessment of annual Goals and Objectives. (2A.1.c.2) In fall 2012, all active courses, programs, certificates, and degrees contained SLO/As and assessment was conducted. By spring 2013, all instructional, student services, and administrative programs conducted comprehensive and/or annual Program Reviews. With the support of the Academic Senate, the Curriculum Committee has been requiring all course and program submissions to include clearly stated SLO/As and assessment mechanisms in CurricuNet for the committee’s review and approval. In the 2013-14 West Valley College Catalog, program level SLO/As are clearly articulated so that students can easily understand and be aware of the goals and purposes of the certificates or degrees. (2A.1.c.3)A positive and productive dialogue about student learning outcomes is occurring on campus throughout the implementation process. Using the results of SLO/A assessment, the Student Learning Outcome Committee and programs across campus are discussing ways to improve teaching and learning via collaborative approaches and innovative pedagogy such as shared learning communities for students. With the state’s implementation of the Student Success Scorecard in spring 2013 (2A.1.c.4), campus-wide dialogue led by the Academic Senate, SLO/Assessment Committee, Program Review Committee, and Student Success Act Team expanded. Faculty and staff incorporated the Scorecard data with SLO/A assessment results, as well as Program Review college-wide themes; this has evolved into a professional development commitment to improve teaching and learning that directly results in student success.To ensure college-wide involvement and consistent understanding of the process and participation in the SLO/Assessment process, the SLO/Assessment Committee in conjunction with the Program Review Committee within the framework of Integrated Planning and Resource Allocation conducted consistent workshops and presentations at All College Day for the past two years. (2A.1.c.5) In addition, SLO/Assessment and Program Review Committee Chairs frequently visited participatory governance committees, constituency groups, and Division Chair Council to provide updates and progress made, as well as encouraged open dialogue about the results of assessment and identification of gaps. (2A.1.c.6)Self-EvaluationThe college meets this standard. The college has responded to ACCJC, team recommendations, and 2011 planning agenda recommendations for SLO/As and Assessments. In 2012-2013 year, the college made a firm commitment to improve its Integrated Planning and Resource Allocation process. In fall 2012, the college created an Institutional Effectiveness organizational model in which the Integrated Planning and Resource Allocation, Student Success Act activities, and Accreditation were and continue to be the three main institutional priorities for ensuring institutional effectiveness. In order to address the college's institutional effectiveness framework, the SLO/Assessment Committee Chairs, Program Review Chair, Director of Research and Institutional Effectiveness, Vice President of Instruction, Vice President of Administrative Services, and Dean of Instruction and Student Success met regularly during the 2013 spring and fall semesters, to authentically integrate the planning process. (2A.1.c.7) At the Fall 2013 All College Day, this team introduced the integrated SLO/Assessment, Program Review, and Budget development and planning schedule along with a streamlined timeline that ensures effective, logical and timely planning that is informed by college-wide needs. (2A.1.c.8)The Student Success Act Team (an integrated team of the Basics Skills Advisory, Student Equity and Access, and Matriculation Committees) was formed in spring 2012 and continues to fine-tune its function, roles, and responsibilities for the implementation of the Student Success Act of 2012 for a Student Success and Support Program. This faculty led task force, supported by administration, has as one of its focuses a conversation about effective pedagogy, teaching and learning, and a culture of inquiry. The results of SLO/Assessment and Program Review will be a major component in this conversation also.Actionable Improvement PlansNone.Evidence2A.1.c.1March 15, 2013 SLO/A Report to ACCJC Program Review & SLO Assessment Schedule Catalog – Program Level SLO/As Success Scorecard College Day SLO Presentations Governance Dialogues re: Integrated Planning and Resource Allocation Model Planning and Resource Allocation Map SLO/A Assessment and Program Review Calendar IIA.2The 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 credited awarded, delivery mode or location.Descriptive SummaryAll courses offered by West Valley College, regardless of the type of credit awarded, delivery mode, or location, maintain high quality and undergo periodic review that assures continuous, sustainable, improvement to the standard and quality. The college offers a wide variety of courses that enable two-year transfer and career technical education leading to an Associate in Arts or Associate in Science degree, as well as courses that lead to various Certificates of Achievement. As of fall 2013, West Valley College also offers Associate Degrees in Transfer (ADT) in Administration of Justice, Anthropology, Art History, Studio Arts, Psychology, Sociology, Communications Studies, Early Childhood Education, Mathematics, English, Political Science, Theater Arts, Business Administration, Music, and History. (2A.2.1) West Valley College ADTs will enable students who are in these programs to be guaranteed admission to certain California State Universities. The college has met the State Chancellor’s Office requirement of 80% completion of the ADT degrees for which the college currently has Associate of Arts or Science degrees by fall 2013. (2A.2.2, 2a) The college also offers many outstanding services and programs to community members of all ages and interests. The West Valley College Community Education Program offers a wide-range of fee-based courses to meet the needs of the community at large. (2A.2.3) West Valley College’s College for Kids summer program marked its twenty-second year last year. The program serves more than 350 6th to 9th graders with a broad range of enrichment courses that challenge students in academic components, as well as providing creative and interesting elective courses in areas such as art, business, drama, music, and sports. (2A.2.4) The West Valley College Campbell Center is the location of several West Valley College contracts and programs. The Title IV-E Training and Education contract, Foster Kinship Care and Education Program, Instructional Service Agreements, Workplace Learning Resource Center Grant and Contract Education are all located in the Campbell Center. The center has an office with four staff and three classrooms. The three classrooms are utilized every weekday, evenings and weekends. In addition to the training and education that take place in the three classrooms, West Valley College credit based courses are provided onsite several evenings per week. The facilities are well utilized by training and education; approximately ten times per year additional rooms are rented in order to facilitate all of training needs of the programs and contracts at the Center. Title IVE Collaborative Since 2005 West Valley College has provided training and education to those who work directly with vulnerable children and families in Santa Clara County. Participants include foster and adoptive parents, social workers, staff of community based organizations, staff of residential treatment facilities, children’s mental health workers and many other professionals and students in pursuit of a social work certificate or degree are eligible for free training. In 2012/13 there were more than 3600 hours of Title IV-E funded training held at the Center. (2A.2.5)Foster Kinship Care and EducationThe West Valley College Foster Kinship Care and Education (FKCE) Program collaborates closely with Santa Clara County Social Services Agency and providers of services for foster youth, foster families and adoptive families as well as the statewide network of FKCE Programs. Santa Clara County pre and post licensed Foster and adoptive parents and prospective parents are served by this contract. In 2012/13 the West Valley College FKCE program trained 914.5 hours: 567 pre-service training hours and 347.5 in-service training hours. Training is conducted in English, Spanish and Vietnamese in to meet the diverse needs of Santa Clara County families and children. Workplace Learning/GrantsThe Workplace Learning Grant was competitively awarded to West Valley College one year ago. The grant extension ends in September 2013. The West Valley College Workplace Learning Resource Center is part of the West Valley Mission Community College District that serves Silicon Valley, South San Francisco and the surrounding communities. The Center collaborates with clients, industry leaders and community college faculty to develop programs that meet the current and future training needs of the region. The center creates custom high-quality and affordable training programs that meet the needs of their clients and often leverage resources from the community college district and local businesses. The center is also an active member of the Silicon Valley business community and is involved in several initiatives and professional organizations and collaborations.Training topics include:Workplace Basic SkillsWorking in and Leading teamsLeadership and ManagementCustomer ServiceGenerational & Cultural DiversityCreativity and Critical ThinkingEnglish as a Second LanguageBusiness MathBusiness CommunicationsInstructional Services PartnershipsWest Valley College has Instructional Services Agreements with local law enforcement to provide relevant training to law enforcement officers. Administration of Justice Courses 160 J, G, and K are credit based courses that provide relevant education and training to officers. This program serves law enforcement officers of Santa Clara Police Department, Santa Clara County Office of the Sheriff, Santa Clara County Custody and Corrections and Santa Clara County Probation Department.West Valley College Credit Based CoursesWest Valley College credit based courses have been offered at the Campbell Center each semester, in fall and spring semester of the last year there have been credit based courses four evenings per week. The academic departments of Psychology, Speech, Child Studies, and Philosophy have held courses at Campbell Center. These courses are often high in enrollment and students are pleased to attend courses located at the Campbell Center. The college engages in ongoing, purposeful assessment of programs in regards to quality, effectiveness, relevance, and other outcome measures. In addition to the systematic review of courses conducted by the Curriculum Committee, due to the severe state-wide budget reductions occurring in the past three years, the college faced a new challenge in rethinking its focus and priority for the instructional courses and programs offered at the college while addressing the fiscal reduction through workload reduction. The faculty-led Performance Goals Committee (PGC) and Division Chair Council Committees (DCC) were tasked to lead this process on behalf of the college. During 2012-2013 year, PGC and DCC set priorities for the course and program offerings based on the California Community College’s mission (GE/transfer, CTE, and Basic Skills) and the focus of the Student Success Act of 2012. As a result, an extensive course analysis was conducted in each department identifying “core”, “elective”, and “stand-alone” courses. (2A.2.6) Parallel yet in conjunction with this process, the Office of Instruction conducted a comprehensive catalog analysis using the same criteria. (2A.2.7) Faculty in PGC and DCC used such information and focused first on offering “core” courses to a major, certificate, or degree across the board. The “elective” courses were considered carefully with implications and possible negative impact that may be caused if not offered. “Stand alone” courses were discouraged from being offered. In spring 2013, PGC and DCC added to these criteria for prioritization the courses that are part of the Associate Degree for Transfer (ADT) so as to ensure course offerings that promote students to a timely and successful completion of the degree for transfer. (2A.2.8)The Curriculum Committee reengineered its approval process starting in 2011-12 by adding a technical review committee review process prior to the Curriculum Committee to ensure quality, improvement, and accuracy of all courses and programs. The Distance Education Coordinator was added to the Curriculum Committee membership to assure rigor, federal and state compliance, and quality assurance in all distance learning courses. A comprehensive course recency analysis began in fall 2012 that continues to review and assess quality and rigor of each course.Self-Evaluation The college meets this standard. Course and program quality begins with the creation of appropriate, high quality programs and courses. West Valley College is responsive to student and community needs. For example, work to maintain articulation with transfer institutions is continuous: advisory boards guide certificate programs, labor market information assures program goals, industry needs, and job attainment opportunity for students; and Community and Contract Education respond to community needs.Program Review is conducted college-wide as part of the Integrated Planning and Resource Allocation framework, from individual programs through departments and divisions. The Performance Goals Committee and Division Chairs Council use assessment information from the Integrated Planning and Resource Allocation process (Program Review and Student Learning Outcome Assessment) to evaluate their effectiveness. Actionable Improvement PlansExpand enhanced non-credit courses (in progress)Evidence2A.2.1WVC Degrees Certification ADT Status Report – September 24, 2013 Education Program For Kids Center Annual Report 2012-13 Course Analysis form Analysis core_elective_stand_alone_courses.xlsx2A.2.8PGC and DCC ADT criteria IIA.2.aThe 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 SummaryThe college utilizes multiple established procedures to design and develop courses, SLO/As and their assessments, as well as approval, administration, delivery, and evaluation of courses and programs. The college maximizes the existing participatory governance structure to promote collaboration and teamwork between the faculty and the Curriculum Committee (CC), which consists of representatives from every division, the college Articulation Officer, Distance Learning Coordinator (faculty), Vice President of Instruction and Dean of Instruction and Student Success. (2A.2.a.1) The curriculum review and approval process occurs in identifiable stages and is faculty driven. Faculty with subject matter expertise develop curriculum, and work with CC division representatives and the Division Chair and/or Dean to prepare the materials for initial review by the Curriculum Technical Committee—consisting of the Curriculum Chair, Administrative Analyst for Instruction, two faculty members, Dean of Instruction and Student Success. Faculty are cognizant of the overall institutional mission, the focus of the annual goals and objectives, and course and program offering priorities set by the Performance Goals Committee (PGC) and Division Chairs Council (DCC) while developing and revising courses. The Division Chairs, Division Deans, Administrative Analyst, and Curriculum Technical Committee provide technical and other necessary resources for faculty during their process of developing courses. The Curriculum Technical Committee meets weekly with faculty who are proposing course revisions or new courses prior to the CC meeting. On an as needed basis, the Articulation Officer and Distance Education Coordinator join the Curriculum Technical Committee to support reviewing of the proposed items. In addition, the Vice President of Instruction facilitates a weekly meeting with the Curriculum Chair, Dean of Instruction and Student Success, and Administrative Analyst for Instruction to review the agenda and any issues to be discussed, resolved, and to problem solve course management related issues. State regulations relative to curriculum and instruction, compliance issues, and new Title 5 regulation implementation are also discussed and planned in this meeting.The initial review process primarily provides faculty with helpful technical and administrative support, as well as a final review process that assists in preparing for a smooth approval process at the Curriculum Committee. In the case of courses for Career Technical Education (CTE), the Curriculum Technical Committee assists faculty proposers with accurate and relevant labor market information data for inclusion in the course outlines. Faculty developing the curriculum then present it to the CC where questions are addressed, meaningful and student-centered discussion occurs, and is followed by the approval of the curriculum by vote. West Valley College utilizes CurricUNET as the main source of its course management and approval process. While the college struggles with uncontrollable technical glitches caused by the Governet software application, the Curriculum Chair has developed a positive rapport with the staff at Governet to problem solve issues as they arise. The college continues to customize CurricUNET to be in alignment with quality assurance as prescribed by the Curriculum Committee—including rapidly changing and newly added Title 5 regulation changes. Each fall semester, the Curriculum Committee Chair and Vice President of Instruction coordinate a mini-training for individuals (and their back-ups) who are a part of the approval process. (2A.2.a.2) This training outlines in each step in the CurricUNET system course approval process and clarifies each individual’s roles and responsibilities, as well as accountability for timely review and approval (or disapproval with comments) of the courses or programs at hand. Course revision takes place on a regular cycle. In light of the Associate Degree for Transfer (ADT) development process begun in 2011-12 and additional criteria included in this process in 2012-13, the Curriculum Committee began the rigorous process of course recency review and analysis. (2A.2.a.3) This process led to many successful clearances for the Course Identification Descriptor (C-ID) that were required for courses to be included in any ADT degrees. As a result, West Valley College has 15 ADT degrees for 2013-14 academic year. (2A.2.a.4) The Curriculum Committee will continue to work with department faculty to complete course recency analysis in 2013-14. (2A.2.a.5)A significant recent addition to the curriculum process is the mandatory incorporation of Student Learning Outcomes (SLO/As) and Assessment. The West Valley College Student Learning Outcome and Assessment (SLO/A) Committee, working with faculty, leads the process of SLO/A development and assessment for courses, certificates, and degrees. Faculty include SLO/As and assessments methods in CurricUNET for their course outlines. In addition SLO/As are also included in course syllabi for students. The Curriculum Committee only approves courses that meet the high standards as described above in the Curriculum Committee approval process which includes SLO/A and assessment methods. Self-Evaluation The college meets this standard. The Curriculum Committee, a subcommittee of the Academic Senate, encourages faculty to create and revise their processes to ensure that the matriculation needs of students are met. While faculty are solely responsible for the content of their course outlines, the Curriculum Committee provides essential checks and balances to ensure that they are written in accordance with the mandates for Title 5 and has established clear guidelines for developing outlines. The Curriculum Committee extensively reviews each new course as well as existing courses submitted for revisions. Timeline for revisions of existing courses are clearly indicated in the Curriculum Committee website and CurricUNET front page, as well as Program Review website link. (2A.2.6) At All College Day, the Curriculum Committee provides workshops to faculty on CurricUNET, regulation changes, and newly updated resources that they can review and utilize on the CurricUNET and Curriculum Committee website. (2A.2.7)During the course outline review, the Curriculum Committee verifies that the SLO/As for the courses are in line with the course objectives in the outline. The committee also ensures that the SLO/As and course objectives are in alignment with the assignments and methods of evaluation listed in the course outlines. This review ensures a smooth progression from the SLO/As to the assessment cycle.Significant progress has been made in establishing the Student Learning Outcomes and Assessment Cycle process since West Valley College’s last Self Study. All courses, certificates, and degrees have SLO/As and have been assessed at 100% level, meeting the Accreditation Commission of Community and Junior Colleges (ACCJC) requirement of being at the Proficiency level by fall 2012. Beginning in spring 2013, the college’s Integrated Planning and Resource Allocation Team—consisting of the SLO/Assessment Chairs (faculty and staff), Program Review Chair (faculty), Director of Research and Institutional Effectiveness, Vice President of Administrative Services, Dean of Instruction and Student Success, and Vice President of Instruction—began intentional work to authentically integrate schedules, tools, and college-wide dialogue on planning and resource allocation. The preliminary plan was introduced to the college at the fall 2013 All College Day. (2A.2.8)Actionable Improvement PlansAs planned, ensure a successful and timely establishment of the Budget and Resource Advisory Council (BRAC) as part of the college’s Integrated Planning Process.Evidence2A.2.a.1Curriculum Committee Membership Approval Process Training Recency Review Program List Recency Review Review Timeline Workshops Planning and Resource Allocation Presentation – All College Day Fall 2013 II.A.2.bThe 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 SummaryCompetency levels and measurable student learning outcomes (SLO/As) are created by faculty who teach the courses with the assistance of the Department Chairs and the Curriculum Committee Division liaison. In addition, the Student Learning Outcomes Committee was created by the Academic Senate to provide oversight and guidance in the areas of Improving creation of, and revisions to, Student Learning OutcomesFacilitating the assessment of these outcomes by faculty membersIntegrating assessment into Program ReviewThe committee members include one faculty member from each division and representatives from students, Student Services, Administrative Services, and the Academic Senate. They work in coordination with the Dean of Instruction and Student Success, and the Director of Research and Institutional Effectiveness. Faculty representatives have attended workshops to help them develop or improve assessment strategies for evaluating student achievement. (2A.2.b.1) The Curriculum Committee assists all faculty members who wish to create new courses or update existing courses with the development or improvement of course and program SLO/As. The Curriculum Handbook provides the principal guidelines used by the college for the development, approval, administration, and evaluation of curricula. (2A.2.b.2) Nearly all of the college’s curricular changes are initiated and designed by individual faculty members and their departments. All new and modified courses and programs proceed through systematic processes for evaluation and approval. The Curriculum Committee undertakes these responsibilities and plays the pivotal role in the evaluation and approval of proposed curriculum. Non-credit courses for apportionment must also meet approval standards set by the Curriculum Committee.Periodic evaluation of departmental course offerings is carried out through a detailed and comprehensive program review process. A Program Review Committee was created by the Academic Senate to oversee the process. All of the college’s programs and services are reviewed annually. (2A.2.b.3)For departments with advisory committees, the advice of advisory board members is used to determine the vocational competencies that should be addressed by the specific course. All departments that award vocational certificates have advisory committees that meet at least once a year. Committee members generally include employers, employment recruiters, graduates, current students, program instructors, college administrators, and other members of the community. Advisory committees have a variety of responsibilities that include:Assessing the effectiveness of the program in terms of curriculum, objectives, and achievement of student learning outcomes; the needs of the community; and graduate performanceAssisting the program in securing competent instructorsInforming the program about changes and trends in the field Assisting the program in assessing the job market and in exploring and developing career opportunities for graduatesPublicizing the program and securing community cooperation and interestEvaluating the adequacy of library and technology resourcesChanges recommended by advisory boards are documented in the meeting minutes of the various departments. (2A.2.b.4) A list of the members of each program's advisory board is published in the annual WVC college catalog. (2A.2.b.5)The following are examples of advisory board recommendations and resultant changes:Health Care Technologies was advised by its board to provide training in electronic medical records (EMR), as the federal government has now mandated the use of this technology by any health care provider that accepts Medicare under the American Recovery and Reinvestment Act of 2009. Based on this directive, a new course was created and put through the Curriculum approval process. The course, HTECH 44, provides students with instruction on eClinicalWorks (one of the leading EMR software programs in health care). This is now part of the certificate requirement for Medical Assisting and Clinical Assisting programs.Fashion Design was advised by the employers on its board that they were unable to find certain technological skills in their job applicants. The program developed a new Technical Design course focusing on these skills thereby making its students more employable.Business was advised by its Board to develop a Project Management certificate, so students will be equipped with the necessary skills for effectively managing a project from start to finish. This State Approved Certificate is now in place. (2A.2.b.6)Faculty expertise is maintained and assured in a variety of ways. Most programs and departments meet regularly throughout the semester. The purpose of these meetings is to discuss program goals, course content, overall curriculum planning, instructional methodology, and assessment. West Valley's faculty must meet the minimum qualifications set by the state of California and the West Valley Community College District. Most faculty members who teach in vocational areas exceed the minimum qualifications by holding a Master's degree, PhD, or JD. Several faculty members have professional certification in their areas of instruction and several years of experience working in their areas of expertise. Instructors are committed to maintaining currency in their respective industries. Several maintain personal and institutional memberships in professional organizations. Faculty stay current in their fields by reading professional and government publications and by attending workshops and regional and national conferences. Many associate faculty members are working professionals. Their expertise in the classroom and input during faculty meetings help to keep their programs current. The college routinely provides a variety of professional development workshops to faculty members. These include specific activities on professional development days, scheduled workshops, and the ongoing new faculty orientation program that is provided to all first-year contract faculty members. (2A.2.b.7) The college evaluates the effectiveness of learning at each level by tracking successful course completion, retention, and certificate and degree completion. (2A.2.b.8) In addition, the Early Progress Alert system informs students about their mid-semester academic progress and assists them in accessing support to improve their possibilities for success. (2A.2.b.9) Support services include counseling, tutoring, special accommodations, assessment, and financial aid. In addition, students on probation or dismissal are invited to attend Back to Success workshops. Several departments also have course sequences with prerequisites to assure that students have the skills necessary to progress in the program and succeed in obtaining a degree or certificate. The college reviews the data from the Accountability Reporting for the California Community Colleges (ARCC) and Student Success Scorecard to evaluate its performance against state-wide educational outcomes. (2A.2.b.10) The college reviews this data to identify areas of strength and areas for improvement particularly in the areas of student progress and achievement. Self-Evaluation The college meets this standard. All departments are committed to keeping their programs up-to-date to assure that students are well-prepared to meet the needs of the business community. Programs take steps to implement the recommended changes and improvements suggested by their advisory committees and other faculty members. Actionable Improvement PlansNone.Evidence2A.2.b.1Assessment Workshops Curriculum Handbook Program Reviews Board Minutes Board Members from 2013-14 WVC Catalog p. 19 Management Certificate Development Workshops, Certificate and Degree Completion Data Alert Letter Success Scorecard - homeStandard IIA.2.cHigh-quality instruction and appropriate breadth, depth, rigor, sequencing, time to completion, and synthesis of learning characterize all programs.Descriptive SummaryAn extensive hiring process, a thorough four-year Tenure Review process, and subsequent periodic evaluations by students, peers, and administrators ensure high quality instruction. All tenured faculty and contract faculty are evaluated every three academic years. Temporary faculty and part-time faculty are evaluated once every six semesters once Re-Employment Preference (REP) is granted. REP is granted to associate faculty upon successful evaluation results during his/her first (or second), third (or fourth), and fifth (or sixth) semesters. Details of the procedures for evaluations and the guidelines and criteria used for evaluation are available in the Collective Bargaining Agreement (Association of College Educators: ACE). Policies and procedures for associate faculty hiring have been designed to extend these standards to the associate faculty. (2A.2.c.1) Classified professionals contribute to effective pedagogy as instructional assistants and lab assistants.(2A.2.c.2)Evaluation of probationary faculty employees for tenure follow guidelines that are separate from those discussed above. Tenure-track faculty are evaluated during the four-year tenure-review process, at three distinct intervals. Each tenure-track faculty member is evaluated by her/his respective tenure review committee through a rigorous process and schedule outlined in the Collective Bargaining Agreement.The appraisal of instruction in online courses, including student surveys, has been developed in response to the 2011 midterm recommendation led by the West Valley College Distance Learning (DE) Committee in conjunction with the Academic Senate. The online evaluation methodology used is consistent with the way face-to-face courses are evaluated. (2A.2.c.3) In addition, the online evaluation tool includes mechanisms that ensure quality assurance of online courses such as regular and effective contact. The DE committee committed to support faculty by providing various resources regarding effective and successful teaching and learning through online courses. The DE committee produced an easy to understand and use “Check List for Effective Online Course Instruction” in fall 2013, as well as a five-minute training video to ensure high standard of online instruction is practiced across campus. (2A.2.c.4, 5) In the meantime, the online evaluation tool is encouraged for faculty to utilize as resources and guidelines when conducting evaluation. The college has excellent resources to support a faculty member’s efforts at designing and teaching effective and interactive online courses. The distance education department offers ongoing training and one-to-one assistance with the college’s course management system, ANGEL Learning, as well as other aspects of distance education. (2A.2.c.6) The Distance Learning Coordinator also offers faculty training in Distance Learning Course Design. The college’s Fox Center is equipped with video and audio editing technology so that instructors can film themselves or their classes and this content can be uploaded in online courses. There are many opportunities for enriching online courses so that courses can be robust and rich with varied and interactive content. Degree and certificate programs at West Valley College conform to California Education Code requirements and support the mission of the college. Degree programs in transfer and career technical programs are designed by departmental faculty who, in many cases, receive input from community industry advisers appropriate to each field of study. The breadth and depth of college programs are demonstrated by offering 54 associate degrees, 15 associate degrees for transfer (as of fall 2013), 65 transcriptable certificates (2A.2.c.7) and 1,140 active courses as well as through a comprehensive articulation process. The college has extensive articulation agreements including majors and lower division courses, general education patterns and course-to-course agreement with all CSU and UC campuses, and 58 private and/or out-of-state four-year institutions. (2A.2.c.8) The curriculum development process ensures rigor and sequencing of courses. The procedure for initiating new or revised course outlines of record is structured and outlined on the CurricuNet site developed in accordance with the criteria in the Program and Course Approval Handbook (April 10, 2013 edition with revisions) (2A.2.c.9) published by the State Chancellor’s Office and the spring 2008 publication by the Academic Senate for California Community Colleges The Course Outline of Record Curriculum Reference Guide. (2A.2.c.10)The courses require consultation with and approval by the appropriate department faculty members, chair(s), and division chair(s) in consultation with the division Curriculum Committee representatives. The division Curriculum Committee representatives, as well as division chair(s) ensure that proposed new courses and revisions are in alignment with the institutional mission and priorities: offering courses based on the California Community College priorities (General Education/Transfer, Associate Degree for Transfer, Career Technical Education, and Basic Skills) and Student Success and Support Programs (offering courses that students need to complete their educational plans). The curriculum, Committee at large ensures appropriate breadth, depth, rigor and adherence to college and state guidelines in course outlines in its review and approval process. In several disciplines, faculty develop courses taught in sequence with each succeeding course progressing and building on content and rigor from the previous course. Such courses generally require a minimum performance standard of grade C or higher for a student to enroll in the next course in the sequence. As a result, course outlines for such courses are developed with pre-requisites and/or co-requisites that are also evaluated by the Curriculum Committee. In such cases, faculty initiators are required to submit content review criteria adhering to one of two levels of scrutiny. (2A.2.c.11) Level 1 scrutiny is for pre-requisite outside the discipline for the target course, and Level 2 scrutiny is for pre-requisite outside the discipline for a transferable course. The content review criteria examine the appropriateness of the pre-requisites, and comparisons are drawn to equivalent courses at CSUs and UCs for their pre-requisite requirements.High-quality instruction in Career Technical Education (CTE) programs is ensured by the oversight of advisory committees comprised of business and industry leaders, as well as college faculty and administrators. (2A.2.c.12) These committees, during their annual meetings, make certain that course offerings in their programs are aligned with the current trends in regional and global industry and economics. The evaluation of online courses has become a systematic institutional process that enables the college to provide faculty with valuable feedback. In so doing, it fosters the college’s ability to refine its distance education program by embracing the most appropriate pedagogical and technological approaches for engaging our students.Self-EvaluationThe college meets this standard. High-quality instruction begins with high-quality instructors. All instructors are encouraged to advance themselves professionally by enrolling in credit coursework at an accredited colleges or university, participation in conferences or workshops, and engaging in appropriate professional activities or projects. Faculty are provided support for professional growth activities by the Professional Development Committee and college administration. (2A.2.c.13) The college’s rigorous hiring and tenure review process have produced a qualified, engaged and highly effective faculty, helping to ensure instructional quality, breadth and depth, rigor, sequencing, progress to completion and synthesis for students. Breadth, depth and rigor in course content delivered by high-quality faculty are guaranteed through a comprehensive course curriculum review process under the purview of the Curriculum Committee. The review process focuses on course rigor and sequencing, and the development of courses that meet appropriate standards and reflect advice from community advisors.Successful development of the 15 new Associate Degrees during for Transfer (ADT) in the 2011-2012 and 2012-2013 academic years is a result of West Valley College’s current high-quality curriculum, degrees, and sequencing of courses.The issue of “time to completion” can be complex in community college. While moving efficiently and expeditiously through the lower division program is a goal for many of our students, the college also serves many students for whom such an approach is not ideal or even possible. The college recognizes that appropriate time to completion for such students may be significantly longer than two years. Faculty are in the process of addressing such challenges through research and discussion around innovative and effective teaching and learning, pedagogy and instructional methodology (such as accelerated instruction) so as to assist students to succeed in each course and lead them to reduced time to completion.In addition, the college has developed an implementation plan for “Student Success and Support Programs” to be an integrated mechanism to support student success to reduce time to completion. (2A.2.c.14)Actionable Improvement PlansComplete the approval process with the Faculty Association (ACE) and the District on online evaluation.Evidence2A.2.c.1ACE Contract Article 112 and Lab Assistant Job Descriptions Evaluation Methodology _rev_Nov-8-012.pdf2A.2.c.4Online Course Checklist Education Training Videos Education Training Program List Agreements and Course Approval Handbook Course Outline of Record Curriculum Reference Guide Course Content Review Criteria Advisory Meeting Minutes Development Committee Workshops Success and Support Programs Implementation Plan IIA.2.dThe institution uses delivery modes and teaching methodologies that reflect the diverse needs and learning styles of its students.Descriptive SummaryThe college addresses the diverse needs and learning styles of its students by providing a variety of delivery modes, teaching methodologies, and support services that address the learning needs of its students. Instruction is offered in semester-length lecture/lab courses, short courses, directed study courses, off-campus courses, courses offered in a language other than English, online and hybrid courses and technology-mediated course that supports students with disabilities.The teaching methodologies are selected by faculty based on the appropriateness of course content and the diversity of student learning styles (visual, aural, and kinesthetic). Instruction is offered across the curriculum to address these three basic modalities.Face-to-face classes continue to be the most common mode of instruction at West Valley College, and many faculty have developed pedagogical practices to increase student learning and success. Teaching methods employed by instructors at the college include demonstrations, experiments, field trips, guest speakers, hands-on learning, internet enhancement, captioning, streaming, lectures and group discussions, project-based learning, thematic-approach learning, tutors, portfolios, practicum/internships, research, student participation, student reports, projects, and presentations, web research, collaborative learning, real-world experience, and problem-based leaning. The list expands. The Curriculum Committee’s new course outline form requires faculty to identify the teaching methodologies that will be used to review identified delivery methods and provides feedback to ensure the instruction is appropriate to the students’ learning objectives. (2A.2.d.1) Teaching effectiveness is evaluated in the peer observation including appropriate methods of instruction and recommendations for improvements are made.Distance Learning courses offer students an alternative to traditional classroom studies. Courses are designed to accommodate both students who prefer classes that do not require on-campus contact with faculty and classmates. There are numerous courses offered online or through hybrid delivery. (2A.2.d.2) To ensure Distance Learning faculty have the necessary tools for course and student success, WVC Distance Learning coordinator provides online course instruction for faculty who prepare to teach Distance Learning courses. (2A.2.d.3)Special programs such as the Puente and SUCCESS programs are designed to meet the needs of culturally-specific students utilize instructional pedagogy that are culturally-responsive, as well as culturally relevant models. Puente ProgramThe Puente Program prepares students to compete academically in a university environment. It emphasizes the Mexican- American/Latino experience through English writing, counseling, and mentoring components.The Puente Program integrates:Two-semester English 905 & 1A linked classes.Two semester Counseling classes.Individual academic, personal, and career counseling.Transfer information, university tours, student motivational and transfer conferences, and assistance with the transfer process.Personal mentor relationships with professionals from the Mexican-American/Latino communitySUCCESS ProgramSUCCESS provides counseling, instruction and mentoring programs that emphasize the African American experience and build community among students. The program focuses on implementing West Valley Colleges’ Strategic Goals.The SUCCESS program:Offers linked English 905 and 1A courses, Counseling 5 and 12C.Encourages enrollment in History 12, English 12, and Counseling 50.Provides students with college, peer and community mentors.Connects students with support services on campus and with transfer institutions.Provides cultural events, social outings and visits to transfer institutions.First Year Experience ProgramThe ‘First Year Experience’ (FYE) program at West Valley College is a learning community designed for students who want to move forward with their college goals and who welcome additional support and guidance. FYE consists of students who, after taking the WVC Assessment, place into English 905, Read 961 and Math 103. The fall schedule consists of these three classes as well as an English 990 lab and a Counseling 2 class. Most of the students in the program are recent high school graduates, but other interested students are welcomed. Classes are in a Monday – Thursday daytime schedule. This block schedule approach provides an opportunity to develop strong support and connections with other students, instructors and support services.FYE students receive the focused attention which contributes to college success. These integrated classes are a great way to learn about college while developing success oriented strategies leading to graduation and transfer.TRiO ProgramThe West Valley TRiO program is a federally funded program, focused on increasing the graduation and transfer rates for low-income, first generation and/ or disabled students by providing support and resources to assist students in attaining their academic and career goals.Services provided include:Personal, career and academic counselingPriority registrationAdditional tutoring servicesFinancial aid and Scholarship assistanceCollege visitsWorkshops on transfer, career, and financial literacyDisability and Educational Services ProgramThe Disability and Educational Services Program (DESP) offers supported education services to students with various disabilities. Students are provided with the opportunity to experience a safe beginning or re-entry to college through attendance in specially designed courses on college orientation. In accordance with federal legislation (section 504 and 508 of the Federal Rehabilitation Act of 1973 and the American with Disabilities Act of 1990) and Title 5 of the State of California Education Code, the college provides reasonable academic adjustments to students with verified disabilities in order to create an educational environment where they have equal access to instruction. A variety of services are available to ensure equal access including academic and vocational counseling, interpreting or captioning services, mobility assistance, provision of print materials in alternate formats, tutorial assistance, and individual adaptive assistance as needed.Specialized courses offered through DESP include classes for students with learning disabilities, speech/language impairments, visual limitations, hearing impairments, and mobility limitations. Specific courses in adaptive physical education, assistive computer technology, and learning strategies are offered to accommodate students with various needs.Veterans ProgramWest Valley College provides comprehensive support for the men and women who have served our country. Services provided to veteran students include: Educational Benefits assistance through a specialized Financial Aid staffVeteran Specific OrientationCounseling and DESP Services through specialized counselorsVeteran’s Resource Center - The Veterans Resource Center (VRC) is located in the Campus Center below the WVC Bookstore. The VRC at WVC provides a space for veterans to gather, socialize and form relationships with other veterans. This space is a hub for veterans programming efforts that can include connections with veteran task force members and access to veteran’s resources provided by the college. Resources for veterans include:3 computers for veteran student use Free Printing Networking HYPERLINK "" \o "WVC Veteran's Club" Veterans Club HYPERLINK "" \o "Resources " Resources Newsletters Events Bus Passes Free CoffeeMiddle College ProgramThe Middle College Program is a joint venture with the Campbell Union High School District and the Los Gatos – Saratoga Joint Union High School District. The program is a high school alternative for juniors and seniors from these two high school districts. It offers students with college potential the opportunity to complete their high school requirements on the West Valley campus.Designed to provide a supportive yet challenging college setting, the program enables students to take college level courses while completing high school graduation requirements. This new academic environment provides students with an opportunity to stimulate their academic development and spark their quest for learning. Tutorial Services in the Library and Learning Resource Center, Math Resource Center, Trio Program, and CalWORKs serve to address the diverse needs and learning styles of students. Self-EvaluationThe College meets this standard. The many programs and services the college offers attests to the commitment West Valley College has in meeting the diverse needs and learning styles of its students, providing a variety of delivery modes, teaching methodologies and pedagogies, as well as support services that address the learning needs of all students. The Curriculum Committee monitors and evaluates appropriateness of teaching methods employed in the classroom. Faculty and students evaluations evaluate the effectiveness of these methods as well. The integration of student learning outcomes assessment cycle will also enhance the evaluation of teaching methodologies and delivery modes.Actionable Improvement PlansNone.Evidence2A.2.d.1Course Outline Form 2013 Online Classes Education Training IIA.2.eThe institution evaluates all courses and programs through an on-going systematic review of their relevance, appropriateness, achievement of learning outcomes, currency, and future needs and plans.Descriptive SummaryThe major responsibility for evaluation of courses and programs rests with the faculty; approving and evaluating the curricula are the responsibilities of the Curriculum Committee, which is a subcommittee of the Academic Senate. The college made major progress in 2012-13; the West Valley College Integrated Planning and Resource Allocation process streamlined the course revision process based on recency (5 years for non-CTE courses and 2 years for CTE courses) and was fused with the SLO/A and Assessment process. (2A.2.e.1) With the recent successful effort in developing a total of 15 Associate Degrees for Transfer (ADTs) as of fall 2013, faculty began engaging in further scrutinized evaluation of course outlines to be in alignment with the Course Identification Descriptor (C-ID) under the leadership of the Curriculum Committee. (2A.2.e.2) Based on the college-wide course outline review calendar, the Curriculum Committee facilitates the review process based on the priority.In order to evaluate the achievement of the Student Learning Outcomes (SLO/As) and assessment process, the college made significant improvements in the last few years. SLO/As for all courses are now published in the course outlines through CurricuNet. The Master Program Review and SLO/A Assessment schedule which is an integrated calendar of Program Review and SLO/A Assessment cycle per course, programs, non-instructional programs, and services ensure ongoing systemic review occurs. (2A.2.e.3)All programs are expected to conduct a comprehensive Program Review biannually, followed by an update the next year, with the purpose of striving for continuous improvement and planning for the future. The Master Program Review and SLO/A Assessment schedule indicates which courses and programs are due for comprehensive review and which are due for an update review. The reviews and updates are submitted initially to the Program Review Committee for review and feedback, once the review is finalized with feedback then it goes to the Academic Senate and College Council for their approval. One criteria used to evaluate the reviews and updates is examination of the Program Level Outcomes Assessment Cycle in each program. Self-EvaluationThe college meets this standard. All courses and programs offered at West Valley College and all programs in the college are rigorously evaluated. The appropriate administrators, faculty and staff review Career Technical Education (CTE) programs annually as per California Code of Regulations, Title 5 (section 51022). Education Code (Section 78016), and this Standard. The regular evaluations of CTE program is also required by the Carl D. Perkins Career Technical Education Act of 2006, Title IC, Section I35 (B) 6. The college established a five-year cycle of evaluation for courses via course outlines. The college is in the process of major course and program analysis under the leadership of the Curriculum Committee. Faculty are engaged in deactivating and revising courses according to this evaluation cycle. Programs are also reviewed via a Program Review process annually either in a comprehensive or update format. Both course and program review cycles are critically examined for SLO/A and the assessment of SLO/As. All course outlines now incorporate SLO/As, and the Curriculum Committee evaluates the course outlines for appropriate alignment of the course objectives with the SLO/As. Actionable Improvement PlansThe Academic Directions Committee was formed by the Academic Senate in January 2013 to review struggling programs and help viable programs with an action plan to improve their enrollment and completion rate. (2A.2.e.4)Evidence2A.2.e.1Course Revision Schedule and Submitted C-ID courses Program review and SLO/A Assessment Calendar Directions Committee IIA.2.fThe institution engages in ongoing, systematic evaluation and integrated planning to assure currency and measure achievement of its stated student 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 SummaryThe college’s Integrated Planning and Resource Allocation process is cyclical, logical, and methodical. The process is thoughtfully and carefully diagrammed so as to inform the college community of the process. (2A.2.f.1) Participatory governance groups actively contributed to conversations about the design and implementation of the college’s Integrated Planning and Resource Allocation process, so it effectively addresses student learning outcomes (SLO/As) for all programs, degrees, and certificates. (2A.2.f.2) SLO/A assessment results are integral to college-wide institutional planning and resource allocation. The college cycle is as follows: SLO/A assessment results at the course and program levels highlight instructional needs and impediments for students successThe course and program level results are refined into targeted improvement plansThe improvement plan recommendations are summarized in Program Review reports that include funding requestsThe college’s Vice President of Administrative Services facilitates budget and allocation requests and leads a comprehensive college-wide budget plan. The current Integrated Planning and Resource Allocation process responds to student learning outcome requests by allocating funds and making improvements as needed. For example, professional development funding has been allocated, so ten faculty members will have the opportunity to participate in an OnCourse National Conference in Irvine, California in late April, 2013. The conference will focus on strategies for facilitating and enhancing student success outcomes. The conference attendees plan to utilize the new strategies in their classes and to conduct professional development training to disseminate their new knowledge to other college faculty members. (2A.2.f.3)The results of student learning outcome assessments for SLO/As, PLOs, and ILOs are available locally in department chair SLO/A binders and globally on the institutional research page of the WVC website. (2A.2.f.4)Self-Evaluation The college meets this standard.Actionable Improvement PlansNone.Evidence2A.2.f.1Memorandum: Budget Planning, FY 2013-2014, RE: Integrated Planning and Resource Allocation Model for Budget Allocation, March 2013 Council Minutes Course Training conference Researcher’s page on college website IIA.2.gIf an institution uses departmental course and/or program examinations, it validates their effectiveness in measuring student learning and minimizes test biases.Descriptive SummaryTwo programs at WVC use course examinations for assessing Student Learning Outcomes. The Math Department uses departmental course examinations for assessing student learning outcomes. When student learning outcomes need to be assessed for a class:The SLO/A assessment questions are determined and sent to all faculty in the department for review.? Questions are revised according to the feedback received from the faculty. The agreed upon questions are placed on the final exam for every section of the course.? Instructors follow a set grading rubric for those questions. (2A.2.g.1)?The results are reported and aggregated.? Comments received by faculty from the SLO/A assessment forms are used to guide future department meetings and curriculum changes.Park Management uses three tests that are standardized material from outside agencies. These include:Powersaws Class (National Wildland Fire Coordinating Group)Wildland Fire Class (National Wildland Fire Coordinating Group)Wilderness First Responder Class (US Department of Transportation)The use of these exams from specialized agencies minimizes biases while measuring the skills students are required to master upon course completion. Self-EvaluationThe college meets this standard. Through the use of standardized questions and exams, grade norming rubrics, and reported results, the college minimizes bias and validates the effectiveness of departmental course exams.Actionable Improvement PlansNone.Evidence2A.2.g.1Math SLO/A Assessment Instructions and form II.A.2.hThe 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 SummaryThe grading policies and the criteria for awarding credit for courses are stated clearly in the college catalog. (2a.2.h.1) Course outlines of record, for new or revised curricula submitted to the Curriculum Committee, must establish behavioral objectives and a record of the methods of evaluating the objectives, including a document establishing which pre-requisites and/or advisories and other conditions of enrollment address the adequacy of preparation of students. The awarding credit is based upon the student’s successful demonstration of achievement of the course’s stated learning outcomes. West Valley College courses are required to have a syllabus that outlines the course content and grading policy as they are stated in the course outline of record. The Curriculum Committee review of courses ensures that units of credit are awarded according to the Carnegie unit standard in compliance with Title 5. At West Valley College, one unit of course work corresponds to one hour of classroom work in lecture classes and one unit of course work corresponds to three hours of classroom work for laboratory classes. (2A.h.2)Self-EvaluationThe college meets this standard. Course outlines of record, which are developed by the faculty and reviewed by the Curriculum Committee, provide detailed information regarding number of hours of instruction for a particular course per week and per semester. The Curriculum Committee evaluates this information for consistency across courses, based on course objectives, content, methods of evaluation and compliance with Title 5. Course outlines of record currently are required to align course SLO/As with objectives, methods of evaluation and indicate detailed criteria for evaluation of each course assignment. This information is transferred to students through the course syllabi, which each instructor makes available to the students. Syllabi are reviewed during faculty evaluations and during the Tenure Review process to ensure that they are consistent with campus policies, and that they accurately reflect the content, activities, and assessment methods of the course.Actionable Improvement PlansNone.Evidence2A.2.h.1WVC College Catalog - Grading Policies p. 186-7 31 Course Outline of Record IIA.2.iThe institution awards degrees and certificates based on student achievement of a program's stated learning outcomes.Descriptive SummaryProgram Learning Outcomes (PLOs) are clearly identified for all students. PLOs are easily visible in the college catalog in the pertinent section for each program. (2A.2.i.1) Pursuant to the Student Success Act of 2012, counselors and student service representatives meet with new students during an orientation in which students are informed about the college’s program offerings and their outcomes. After the orientation, new students meet with counselors to develop individual educational plans that specify the programs’ intended learning outcomes. (2A.2.i.2) Faculty and department chairs communicate with students about the outcomes students will be able to accomplish upon successful program completion.Each program sets benchmark success and completion standards that students must fulfill in order to meet the program’s requirements for earning an approved certificate or degree. (2A.2.i.3) The department chair for the program verifies students’ success in relevant course work and then approves certificate and degree paperwork. All degrees and certificates are then signed by the division chair and college president. Based on a careful process of evaluation and scrutiny, degrees and certificates are awarded based on students’ achievement of stated program level learning outcomes.Self-EvaluationThe college meets this standard.Actionable Improvement PlansNone.Evidence2A.2.i.1West Valley College Catalog Education Plan Level Outcome Summaries IIA.3The 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: 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. 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.A recognition of what it means to be an ethical human being and effective citizen; qualities include an appreciation of ethical principles; 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 SummaryThe college is committed to providing all students with foundational general education courses that underpin its academic and Career Technical Education (CTE) degree programs. The 2013-14 college catalog indicates that the college is dedicated to student learning and success as stated in its mission statement and further supported via the consistency of its values and the richness of its general education curricular offerings. (2A.3.1) The college mission statement is clearly visible to students on page 3 of the catalog: “The West Valley College community supports students along their pathways to reach transfer and career goals in an environment of academic excellence.” (2A.3.2) The catalog further emphasizes the importance of general education as a component of its degree programs by supporting students through the necessary steps for completing a General Education Certification. Students are advised that careful educational planning and counselor consultations will enable them to complete their general education transfer requirements and their general education requirements for an associate degree awarded by West Valley College. (2A.3.3)Stemming from thoughtful and strategic planning—and guided by faculty expertise in pedagogy and academic discipline areas—faculty, counselors, the Office of Instruction, the Curriculum Committee, and the Students Learning Outcomes Committee review and revise stated learning outcomes in order to focus course and program emphasis on the community college mission of transfer, career and technical education, basic skills, and students success. The college engages in a rigorous and regular curricular process that supports the streamlined development of courses and programs that are pedagogically sound and in accordance with California state laws, student needs, and labor market demands. In conjunction with division, department chairs, and Curriculum Committee representatives, faculty launch new courses and programs in their disciplines by providing clearly stated student learning outcomes for all general education courses. The Curriculum and Student Learning Outcome Committees review the student learning outcomes and make recommendations for revisions, as appropriate.The college’s general education curriculum is founded on the college’s institutional learning outcomes: Institutional Learning Outcomes:Critical Thinking and Information LiteracyQuantitative and Qualitative ReasoningEffective CommunicationTechnological CompetencyPersonal ResponsibilitySocial ResponsibilityGlobal Awareness and DiversityCreative Problem SolvingThe Academic Senate approved the college’s institutional core competencies and related SLO/As in March 2010. (2A.2.3.4) They were first published in the 2010-11 catalog. In order to maintain more consistency in the vernacular used by ACCJC, the core competencies are now called Institutional Learning Outcomes. The institutional learning outcomes are displayed in the 2013-14 college catalog. (2A.3.5)Self- EvaluationThe college meets this standard. The college’s philosophy of general education stems from the college’s mission statement that informs institutional, program, and student learning outcomes. Faculty involvement in determining these outcomes has been ongoing, consistent, and significant.Actionable Improvement PlansNone.Evidence2A.3.1West Valley College Catalog, page 3 Valley College Catalog, page 3 Valley College Catalog, page 5 Senate Approval Valley College Catalog IIA.4All degree programs include focused study in at least one area of inquiry or in an established interdisciplinary core.Descriptive SummaryWest Valley College offers both Associate of Art and Associate of Science degrees. Each program leads to a degree and includes one area of focused study in an established interdisciplinary core. Recipients of a degree from West Valley College are required to complete all General Education (GE) requirements (25 semester units) and complete all the requirements of the major with a grade of “C” or better; in total a minimum of 60 degree-applicable semester units must be completed by the students to obtain a degree. A complete list of the focused area of study is available in the catalog (2A.4.1)In an establishment of SB 1440, the Student Transfer Achievement Reform Act, and SB 1415, the Common Course Number System Act (C-ID), the college has developed a total of 15 Associate Degree for Transfer (ADT) as of fall 2013 (2A.4.2, 3), meeting the state requirements of establishing 80% of an existing AA or AS degrees at the college. (2A.4.4) West Valley College’s ADTs include: Administration of Justice, Anthropology, Art History, Business Administration, Communications Studies, English, Early Childhood Education, History, Mathematics, Music, Political Science, Sociology, Studio Art, Psychology and Theater Arts. Each degree requires students to obtain 60 total units of lower division courses in a given discipline with a “C” or better grade in order for them to successfully transfer to California State Universities with a guaranteed admission status. Self-EvaluationThe college meets this standard. West Valley College offers 68 associate degrees and prides itself on the rich array of option for students including 15 approved ADTs. Transfer degree majors prepare students for upper division work in a particular subject matter. Career degree majors prepare students for immediate employment and/or upgrading of their employment skills and include specialized occupational courses. Career degree majors may also prepare students for upper division work in a particular subject matter (i.e. Business Administration).Actionable Improvement PlansNone.Evidence2A.4 1West Valley College Catalog 2ADT List 3ADTs in Catalog Addendum ADT Status Update II.A.5Students 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 SummaryWest Valley College offers career technical education (CTE), formally known as vocational programs, in 65 fields. (2A.5.1) Programs are offered in a broad range of disciplines and prepare students for the full spectrum of employment opportunities in the greater Bay Area and throughout California. Program offerings can be broadly divided into seven major areas:Applied Arts and Sciences (Engineering, Architecture, Fashion Design, Interior Design, Computer Animation, Digital Media, Photography)Business and Accounting, EntrepreneurshipChild Development and EducationComputer Information Systems (Programming and Systems Administration)Park ManagementHealth Careers (Health Technologies, Health Education, Medical Assistance)Justice and Legal (Paralegal Studies, Administration of Justice, Court Reporting)West Valley College awards multiple levels of certificates and associate degrees in arts and sciences. The certificate programs are divided into two categories; Certificate of Specialization (fewer than 18 units – not noted on college transcripts) and Certificate of Achievements (more than 18 units –noted on transcripts). Associate in Arts and Sciences degrees require 18 or more units in specialization plus GE for minimum of 60 units. All certificate and degree CTE programs have been reviewed and approved by the Curriculum Committee, Academic Senate, and the WVMCCD Board of Trustees, and the Bay Area Community College Consortium who represent the California Community College Chancellor’s Office prior to the submission to the State Chancellor’s office for approval. These approved programs are inventoried with the California Community Colleges Curriculum Inventory. When applicable, programs are required by private industry accreditation and the Carl D. Perkins Career & Technical Education Act (Perkins IV) to track graduate employment and to survey employers and graduates as to whether the program is adequately preparing its students for employment. (2A.5.2) The process assures that graduates meet employment or industry standards and requirements. Programs are created and/or revised to ensure that graduates meet applicable minimum standards required by law and industry standards. To assist in the acquisition and demonstration of technical and professional competencies, most programs require students to complete an internship. Internships are permitted only after students have met a certain number of prerequisites, so they have sufficient skills and knowledge to benefit from the experience. This also assures that the student will provide a valuable service to the internship supervisor. In many cases the student will be offered employment or a good reference from the supervising employer.Interior Design, Child Studies, Park Management, Engineering, and Architecture also have programs designed for students who plan to transfer to four-year institutions to complete their degrees. (2A.5.3) Currently, the Paralegal Program is working on creating an articulation agreement with a four-year legal studies Bachelor’s degree program. The program has for several years advised all incoming students who do not already possess a four-year or higher degree to obtain a transferable degree (in any area) while completing paralegal courses. This advice is based on industry preferences; employers are looking for candidates with both a BA or BS degree and a paralegal certificate. Some programs such as Interior Design, Child Studies, Park Management, and Architecture support both transfer and career tracks. Other programs such as Child Development and Real Estate prepare students for external certification or licensure. (2A.5.4)The college’s career programs all have degree and certificate requirements stated in the college catalog. Student competence in these programs is generally measured and documented through conventional grading. Many of the programs also require a student portfolio. The portfolio is designed to represent a student’s accomplishments in his or her classes and also may be further used by the student to demonstrate his or her abilities in pursuit of a career. Self- Evaluation The college meets this standard. In concert with the recently revised the Scorecard data, the college’s CTE programs track student completion rates of each program. (2A.5.5)Most career programs have a highly-developed system for evaluating whether their programs are preparing students to meet technical and professional competencies. At a minimum, each program conducts regular advisory committee and faculty meetings, comparing student achievements with the SLO/A established for the program. In addition, many programs conduct regular student, graduate, and employer surveys as required by their external accreditation. Those programs which prepare students for external certification or licensure have systems in place to assure that the students are adequately prepared. The college routinely documents the technical and professional competence of its career program students and graduates through grade results, student portfolios, and feedback from employers.Action Plan None.Evidence2A.5.1West Valley College Catalog, pg. 10 Graduate Employment Surveys Transfer Programs Certification and Licensure Completion Rates II.A.6The 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 officially approved course outline.Descriptive SummaryWest Valley College recognizes the importance of providing students with accurate, accessible and up-to-date information that will help them understand and meet requirements for degrees, certificates and transfers. The college provides extensive information through a variety of methods and media, including the catalog, printed schedule, and the website. Course syllabi describe course methods and objectives and provide a contract between students and their faculty. (2A.6.1)Self-EvaluationThe college meets this standard. Students are most concerned with obtaining clear, accurate, and understandable information about programs that will enable them to plan and complete course sequences leading to degrees, certificates and transfer. Starting in 2011-2012 academic year under the new Chief Instruction Officer, the college began a comprehensive and thorough examination and analysis of active courses, certificates, and degrees that are in the catalog and course outlines of record. Curriculum Committee and department faculty, counseling department, transfer center staff, and publication team worked diligently and collaboratively to accomplish this important task. As a result, the West Valley College Catalog includes clear and accurate information about educational courses and programs including 15 newly developed Associate Degrees for Transfer as of fall 2013. (2A.6.2) All certificate and degree programs that appear in the catalog include a clear description and state expected student learning outcomes along with the course requirements. There is an icon next to each course that designates that it can be offered with a distance education modality. All distance education courses have gone through a proper review and approval process by the Curriculum Committee specifically developed for the distance learning instructional modality. (2A.6.3)When developing degree and certificate programs, West Valley College focuses on compatibility with similar programs and on articulation with programs into which students will transfer. Course sequences are designed to ensure that students obtain not only the required courses, but also the knowledge and skills necessary for success. Program and course descriptions are the core of this effort. During the past few years the college drastically improved the process for approving new and revised course outlines. The new model focuses on linking defined learning outcomes with specific course content, knowledge and skills to appropriate and measurable student outcomes. Actionable Improvement PlansContinue to review syllabi for consistency with appropriate standards as part of SLO/A assessment scheduled activities. Evidence2A.6.1Course Syllabus Example Addendum with new ADTs Outline of Record DE approval II.A.6.aThe 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 SummaryThe print and online versions of the West Valley College catalog describe the required courses for its degree and certificate programs. Individual departments and programs may also have their own flyers and brochures describing program requirements.The Transfer Center, Articulation Services, and Counseling Department at WVC provide students with various services to assist them in the transfer-of-credit process. These services include information about articulation agreements, assortment of college catalogs from various academic institutions, workshops and drop-in advising. The Transfer Center provides Information Sheets describing CSU GE, IGETC, AA and AS-T degrees, AA and AS degrees and admission requirements for various majors including pre-law, pre-dental, and pre-veterinary. (2A.6.a.1) The same information is also available on the college website. Each division initiating potential transfer curricula and the articulation officer at the college ensure that course offerings correspond with coursework at other institutions.As part of its transfer services mission, WVC has established formal articulation agreement/transfer agreements with all CSU and UC campuses, and 58 private and/or out-of-state four-year institutions.? Students have access to the database to view specific articulation agreements between the three higher education ??segments through the WVC Transfer Articulation webpage. (2A.6.a.2)These agreements are coordinated through the Articulation Officer in the counseling department. These agreements include course-to-course articulation, major-to-major articulation and general education course and pattern articulation. West Valley College currently holds general education reciprocity agreements with 9 other community colleges to accept the general education of these colleges “as completed.” The process for obtaining a Certification of Completion WVC’s general education is described in the college catalog. The participating institutions include:Gavilan CollegeSan Jose City CollegeEvergreen Valley CollegeDeAnza CollegeFoothill CollegeChabot CollegeLas Positas CollegeOhlone College Mission CollegeWest Valley College students who wish to transfer to a four-year college or university can find detailed information regarding the transfer process, course numbering system, and articulation agreements in the college catalog. (2A.6.a.3)WVC participates in ASSIST (Articulation System Stimulating Inter-Institutional Student Transfer. ASSIST is web-based and provides articulation and transfer information between colleges. The WVC Articulation Officer submits courses to ASSIST. In addition, with the recent requirement to develop Associate Degrees for Transfer, the WVC Articulation Officer sends courses to Course Identification Descriptor (C-ID) approval to ensure equivalency of courses to CSU comparable courses. Students may earn credit by examination in accordance with the CA Code of Regulations, title 5 Section 55753. Students must meet the criteria listed in the WVC catalog to request credit by examination and the course for which the student is requesting credit by examination must be designated as challengeable by exam by the department chair. (2A.6.a.4) WVC also grants college credit toward at AA/AS degree to students who earn scores of 3, 4, or 5 on advanced placement examinations given by the College Entrance Examination Board. (2A.6.a.5) How placement credit is awarded is clearly explained in the WVC catalog. The WVC Transfer Center provides information regarding requirements for transfer, including lower division transfer requirements, general education certification for transfer students, transfer admission guarantee guaranteeing qualified students admission to select UC and CSU, and the Transfer Alliance Program in person; such information is readily available both in the printed catalog and online. (2A.6.a.6) The Transfer Alliance Program is a collaborative program with University of California, Los Angeles (UCLA) where qualified WVC students are given priority consideration for admission to UCLA College of Letters and Science. Students are encouraged to meet and work with a counselor regularly to obtain step-by-step and updated transfer information and guidance.In accordance with Title II of the Carl D. Perkins Career Technical Education Act of 2006, West Valley College develops articulation agreements with secondary CTE programs at local high schools and occupational centers. Faculty from each segment meet and jointly review course curriculum to determine if content and program objectives align. Once this is established, a 2+2 Articulation Agreement is developed.To receive official transfer credit at West Valley College for foreign coursework, a student must provide a foreign transcript evaluation report. (2A.6.a.7) Students must order these from a third-party agency. The agency requires the student’s official transcript from their home institution and for a fee the agency prepares a transcript report that is evaluated by the college’s Admissions and Records Office. The college will accept foreign transcript reports from any current member of the National Association of Credential Evaluation Services. (2A.6.a.8)Veterans who have a minimum of 90 days of active duty may receive credit for military service by completing a Petition for Military Credit Form available from the Financial Aid Office. The amount of credit awarded is based on the Guide to Evaluation of Education Experiences in the Armed Forces. (2A.6.a.9)Self-EvaluationThe college meets this standard. It has effective procedures for establishing transfer of credit from accredited institutions and communicating this to students. West Valley College is committed to facilitate student transfer to CSU, UC, California independent colleges and universities, and out-of-state institutions. By fall 2013, the college established a total of 15 Associate Degrees for Transfer (ADT) where students are offered more focused and timely transfer options and choices. Students have multiple resources available to them that will aid in a smooth transfer process and provide the most current information. These include:The College Catalog and Addendum The Counseling Department The Transfer Center TAA/TAG program with select colleges and universitiesASSIST - a statewide network of articulated courses of which WVC is a memberC-ID websiteThe college relies on both the accreditation status and articulation agreements to ensure comparability of learning outcomes between courses accepted in transfer and those offered at West Valley College.Actionable Improvement PlansNone.Evidence2A.6.a.1Transfer Center Transfer Articulation webpage Catalog – Transfer Information by Exam Placement Credit Center Transcript Credit Association of Credential Evaluation Services to Evaluation of Education Experiences in the Armed Forces IIA.6.bWhen 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 disruption.Descriptive SummaryWest Valley College is committed to providing programs that address the needs of students and that align with the college’s mission and Educational Master Plan. The college is also committed to ensuring program quality irrespective of budget reductions. In the event that a college program undergoes a change that would affect students already in the program, students are notified of these changes or closures in advance. The college offers required courses so that continuing students will be allowed to finish the program according to the catalog description existing at the time of their initial enrollment as long as they have been continuously enrolled and working toward an objective of transfer, degree, or certificate within the program. In some cases, students could be offered alternatives such as course waivers and substitutions.In light of the budget reductions experienced most recently since 2011-12 and anticipated further reductions for 2014-15 academic year, the West Valley College Academic Senate developed a Program Discontinuance Policy in April 2013. (2A.6.b.1) In addition, the Academic Direction’s Committee (ADC) (2A.6.b.2) was established under the auspice of the Academic Senate starting in spring 2013. Programs that are struggling with enrollment, not currently supported by the student demand, industry and market needs, or growth, and those not in alignment with the current mission or priorities of the college are reviewed by this group. ADC makes recommendations to the existing programs so the programs can be revitalized and/or rejuvenated. There are currently five programs under review and the final reports are to be submitted to the Academic Senate in March 2014. (2A.6.b.3)Self-EvaluationThe college meets this standard.The college recognizes and adheres to the catalog rights students have in ongoing programs. Catalog rights indicate that students are eligible to graduate under the requirements in the catalog that was in effect at the time of their initial enrollment, as long as he or she has maintained continuous enrollment and has been working toward an objective of transfer degree, or certificate within the program. Students also are eligible to use the requirements that are in effect at the time they graduate, whether or not they maintain continuous enrollment. These rights are published in the college catalog. (2A.6.b.4)Actionable Improvement PlansNone.Evidence2A.6.b.1Program Discontinuance Policy Directions Committee Presentation to the Academic Senate Rights IIA.6.cThe institution represents itself clearly, accurately, and consistently to prospective and current students, the public, and its personnel through its catalogs, 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 SummaryThe college presents itself clearly, accurately, and consistently in all materials, both in print and online. The college communicates with students about the college, its mission, and the programs and services available to them through its catalog, program-specific brochures, college website, social media, and public forums. The college communicates with the campus community about news and issues of interest to its employees through a variety of methods that include E-mail, division or department meetings, committee meetings, and public forums.The college communicates with the public about the college, its mission, and news and issues of interest to the community served by the college. These methods of communication include the college website, social media, press releases, and public/community forums.Each year the college updates its catalog in time for the new fiscal year (July) and makes it available in print and electronic formats. The printed schedule of classes is distributed each semester and covers every upcoming academic session. It is also available on-line. The college continues to mail the printed schedule out to the surrounding community with a strategic focus on areas and households who have family members who may be interested in taking West Valley College courses. In addition, the college focuses on mailing the printed schedule to students who are part-time status with the college to promote their continued enrollment with the college. The catalog is reviewed and produced yearly and distributed to the entire college community, feeder high schools, and, upon request, the community. The Vice President of Instruction convenes a schedule and catalog development team each semester. Schedule guidelines and timelines are published to the campus community, and reviews are conducted by department and division chairs, department Senior Office Coordinators, the Office of Instruction, and other personnel with specific reviewing and editing assignments to ensure accuracy. (2A.6.c.1) In light of recent increased legislative mandates, Title 5 changes, and other regulatory changes in curriculum, course offerings, and student services, this team accurately to captures all changes in the college catalog and schedule both in printed and online formats.The college publishes information on student achievement on its web site. The Office of Institutional Research and Planning publicizes information about student success and retention compared to the state average at . This information is updated annually. The “Scorecard” information for West Valley College published by the California Community College Chancellor’s office is also posted on the front page of the website as required. (2A.6.c.2)All board policy chapters were revised during fall 2011. A Policy Ad Hoc Committee was formed to facilitate and coordinate the revision. The Committee worked with the Chancellor, Special Assistant to the Chancellor, the Community College League of California (CCLC) Special Consultant for the Policy and Procedure Service, legal counsel, and key management staff to analyze the West Valley Mission Community College District (WVMCCD) Policy Manual (2A.6.c.3) and the CCLC Model Service Policy (2A.6.c.4). Input was sought from key district leaders, participatory governing bodies, and the Board of Trustees. The revised board policy chapters were approved by the WVMCCD Board of Trustees in January, 2012. Board policy was revised to align with the Community College League of California Model Policy Manual to ensure District compliance with federal, state, and local laws and regulations and alignment with the policies of the majority of community college districts within the state. The Board of Trustees is committed to utilizing the CCLC schedule of updates for regular review and revision of District policies and procedures. After receipt of the updates, appropriate District administrators, faculty, and/or staff will review the CCLC recommended revisions or new policies and procedures and consider revision of WVMCCD policy and procedure changes. AP 2410 of the WVMCCD Board Policies and Administrative Procedures calls for regular review, stating, “Administrators have an on-going obligation to review and when appropriate, recommend the revision of policy and procedures in their areas of responsibility.” During 2013-2014 year, the review is scheduled for October 2014.Self-EvaluationThe college meets this standard. Through the catalog, website, and other materials, the college represents itself clearly, accurately, and consistently to students and the community. The catalog is reviewed annually for any needed revisions, as described here and in Standard IIB.2, and the website and other materials are updated regularly to ensure that the mission, programs, and services are described and explained appropriately.Actionable Improvement PlansNone.Evidence2A.6.c.1WVC Catalog and Schedule Guides and Timelines Success Scorecard Board Policies Policy And Procedure Service IIA.7In 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.Descriptive SummaryGoverning board policies and administrative procedures addressing issues of academic freedom and responsibility, including student academic honesty are developed with participatory governance groups, most importantly by the Academic Senate. Board Policies and related administrative procedures are published on the WVMCCD website. (2A.7.1, 2) Examples include:Academic Freedom (BP 4030) (2A.7.3)Grading (BP AP 4230)(2A.7.4)Academic Standards (BP AP 4220) (2A.7.5)Student Code of Conduct (BP AP 5500) (2A.7.6)Student Discipline Procedures (AP 5520) (2A.7.7)Student Rights and Grievances (AP 5530) (2A.7.8)Policies are provided to students in the College Catalog, WVC website, and Student Portal.Self-EvaluationThe college meets this standard. Policies regarding academic freedom and responsibility and student academic honesty are established and thoroughly reviewed. They are written and available in the West Valley College Class schedule, catalog, and course syllabi. (2A.7.9) The policies are reflective of the college’s Mission Statement also found in the publications listed and on the college website. (2A.7.10) District board policies and the Faculty Association collective bargaining agreement include academic freedom rights and responsibilities and are published and available on the respective websites.Actionable Improvements PlanNone.Evidence2A.7.1Board Policies on WVMCD website Procedures on WVMCCD website Freedom Standards Code of Conduct Discipline Procedures Rights and Grievances Catalog – page 174-188 Statement on web IIA.7.aFaculty distinguish between personal conviction and professionally accepted views in a discipline. They present data and information fairly and objectively.Descriptive Summary Faculty adhere to course content material that has been approved by the Curriculum Committee. Each course is outlined in great detail and dictates the content material and framework faculty is assigned to teach.In return, as outlined in the College Catalog, faculty have academic freedom on classroom material which is deemed appropriate under the framework of the approved course curriculum. (2A.7.a.1) The faculty Association Collective Bargaining Agreement specifies the need for objectiveness in the instructor’s self-responsibility and course material, in which the instructor must refrain from demonstrating his/her individual interest.Faculty are expected to distinguish between their personal convictions and professionally accepted views in their discipline. This is a practice of professional conduct as outlined in Board Policy 4030 (2A.7.a.2), and Academic Senate Constitution, Article II (2A.7.a.3) where the language in each source is drawn from statements of the American Association of University Professors concerning academic freedom and professional ethics. Academic responsibility is incorporated into performance evaluations as a criteria for appraisal of faculty members in Association of College Educators articles 26A.4.2(b) and 112.4.2(B)– “Each member shall foster an environment that protects academic freedom within the college community.” (2A.7.a.4, 5)Self-Evaluation The college meets this standard. Should a question arise pertaining to an instructor’s individual conviction in regards to course material and instruction, policy and procedures are outlined in the ACE contract under article 26A.7 – 13, and 112.8.Actionable Improvement PlansNone. Evidence2A.7.a.1WVC College Catalog – Academic Freedom Policy, Administrative Procedure 4030– Academic Freedom Senate Article II Article 26A.4.2(b) Article 112.4.2(B) IIA.7.bThe institution establishes and publishes clear expectations concerning student academic honesty and the consequences for dishonesty. Descriptive Summary The college has established expectations of student academic honesty. These expectations and the consequences for dishonesty are clearly delineated and available in the following:Annual College Catalog under “Rights and Responsibilities” – hardcopy and posted online (2A.7.b.1)Faculty Handbook – Section 6: Faculty Rights & Responsibilities, Maintaining Honest Academic Conduct – hardcopy and posted online. (2A.7.b.2)Board Policy 5500 which establishes that academic dishonesty establishes good cause for discipline. (2A.7.b.3)Student Code of Conduct: 5520 Student Discipline Policy (Student Services website under District Policies). (2A.7.b.4)In addition, instructors include reference to the policies and consequences in their course syllabi. (2A.7.b.5)Self-Evaluation The college meets this standard. Clear expectations regarding academic honesty are established, reviewed, and published. Recent considerations of academic honesty have focused on the use and misuse of online materials. As such, the college now makes Turnitin plagiarism software available to instructors to assist in determining plagiarism. Actionable Improvement PlansNone. Evidence2A.7.b.1WVC College Catalog 2013-14 Faculty Handbook - Section 6 Board Policy 5500 Code of Conduct Syllabi IIA.7.cInstitutions 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.Descriptive Summary West Valley College strives to instill an appreciation of all perspectives and points of view. The Board of Trustees has established policies regarding key issues of conduct in areas such as antidiscrimination, drugs and alcohols, sexual harassment, and smoking on campus, published on the district website. (2A.8.1) The policies are also represented on the college website (2A.8.2), WVC Faculty Handbook (2A.8.3), and in the College Catalog: p. 174-188 (2A.8.4). The district provides training sessions on compliance with State and Federal Employment Laws, Education Code, and Board Policies. For more information see Standard IIIA.5.Self-Evaluation The college meets this standard. West Valley College is a public non-sectarian institution and therefore promotes the acceptance and exploration of a wide variety of perspectives and points of view. In areas in which legal and other factors are relevant, such as sexual harassment, numerous policies, procedures and (training) programs have been made available to employees. Policies are distributed widely, and new faculty and staff receive thorough orientation to those policies and procedures.Actionable Improvement PlansNone.Evidence2A.8.1WVMCCD Board Policies website District Policies webpage Faculty Handbook College Catalog 2013-14, pg. 174-188 IIA.8Institutions offering curricula in foreign locations to students other than U.S. nationals operate in conformity with standards and applicable Commission policies.West Valley College does not offer curricula in foreign locations.Standard IIB: Student Support ServicesThe 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 a concern for student access, progress, learning and success. The institution systematically 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.Descriptive SummaryWest Valley College is an open access institution with students from over 25 countries. The college uses multiple measures to identify and address the needs of its student body and the surrounding community. Student demographic, success, completion, persistence, and retention data, community data projections from the Educational and Facilities Master Plan 2009, along with data from Program Reviews and SLO/A assessment results inform the annual Goals and Objective development and assessment process. In accordance with Title 5 California Code of Regulations and Board Policy, West Valley College ensures student access to college through open access admission. (2B.1) As indicated in the college catalog and on the college website, the college admits any applicant (subject to residency requirements) who meets one of the following requirements:Has a high school diplomaHas a General Education DiplomaHas a proficiency certificateIt is at least 18 years old and shows evidence of being able to benefit from the instruction offered by the collegeA complete explanation of residency requirements is available on the Admissions and Records webpage. (2B.2)High school students who have completed their sophomore year and the concurrent enrollment form may apply to register as special part-time students in a maximum of 8 units per semester. (2B.3) High school students may enroll in classes that are for enrichment, are Career Technical or are not offered at their high schools. They may not enroll in ESL, Basic Skills, Guidance, Skills or other restricted courses. Assessment tests are required for high school students who wish to enroll in English, math, or science classes that have prerequisites. High school students are exempt from the orientation and counseling components of the matriculation process. These policies also apply to Middle College students. Middle College allows high school students to enroll in 6-11 units of college level courses that count toward high school graduation. (2B.4)International students must provide proof that they have completed high school in their home countries and proof of English language proficiency as minimum requirements for admission to the college. (2B.5)West Valley College has a demonstrated a commitment to student support services that address students’ needs and enhance a supportive learning environment. From application process through graduation and transfer, Student Services help students to achieve their educational and career goals. (2B.6) Programs that serve as entry points to and pathways through the college are indicated below and described throughout this section.Admissions and RecordsAssessment TestingCareer Programs CenterOffice of Student Development and Campus CenterCounseling and AdvisingExtended Opportunity Programs and Services (EOPS)Disability and Educational Support Program (DESP)Financial Aid and Student Financial AssistanceHealth ServicesInternational Student ProgramsOutreachTransfer CenterPuente ProgramSUCCESS programThe college is committed to provide Student Services programs that meet students’ needs and achieve academic success. For example the Puente Project, SUCCESS Program, and First Year Experience are programs that promote access to college, academic success, and support student retention.In concert with the establishment of SB 1456, Student Success and Support Programs in 2012, West Valley College institutionalized “Student Success” as one of the three institutional priorities through participatory governance process. (2B.7) In the 2011-2012 academic year consistent with the “Student Success Recommendations”, the college began integrating the following existing committees: Basic Skills Advisory, Student Equity, Access, and Success, and Matriculation. An external facilitator led a retreat for 50 committee members where they developed a Strategic Vision Statement for the integrated “Student Success” Team. (2B.8) As of fall 2013, the Student Success Team is led by a group of “Core” Transitional Team members consisting of Instructional and Student Services faculty and administrators. The team developed a recommended sustainable organizational framework based on the Student Success Strategic Vision to ensure that the Student Success and Support Program mandates are efficiently and effectively institutionalized in time for and beyond the state-mandated fall 2014 implementation timeline. (2B.9) The Student Success Core Transitional Team’s recommendations have been vetted through the participatory governance process and a faculty coordinator and Student Success Work Group have been identified for the spring 2014 semester. In addition to developing and institutionalizing the organizational framework for Student Success and Support Program implementation process, the Student Success Core Transitional Team is responsible for overseeing the technical implementation of the Assessment/Orientation and Educational Plan. Counseling faculty leaders in conjunction with the relevant Student Services programs and personnel developed a comprehensive technical implementation plan in time for fall 2014. (2B.10)The college and Student Services are dedicated to continuous quality improvement by actively engaging in the Student Learning Outcome and Assessment, and Program Review processes as part of the college’s Integrated Planning and Resource Allocation process. (2B.11) Student Services departments followed the SLO/A and assessment cycle per the Program Review and SLO/A Assessment Master Schedule calendar and 100% of the programs produced SLO/A by fall 2012.Self-EvaluationThe college meets this standard.West Valley College is well equipped and ready for a full and successful implementation of the Student Success and Support Programs (SB 1456) with a newly identified organizational structure. Both the sustainable organizational structure and a comprehensive technical implementation plan of SB 1456 will strengthen West Valley College’s commitment to ensuring student success. Actionable Improvement Plan:None.Evidence2B.1Open Admission and Records Webpage 2B.3Concurrent Enrollment Requirements 2B.4Middle College Requirements 2B.5International Student Requirements 2B.6Student Services Homepage 2B.7Institutional Effectiveness Framework Success Team Vision Statement 2014 Student Success and Support Program timeline Success Team Technical Implementation Plan SLO/A and Program Review Calendar IIB.1The 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 SummaryWest Valley College offers a wide array of high quality student support services that enhance student learning and achievement. Students may obtain student support services information both in person and on the college’s website. In collaboration with the Vice President of Student Services, administrators of the respective Student Survives areas are responsible for ensuring the quality of services and connecting program goals to the college’s mission and annual Goals and Objectives. Coordination of services via discussions that occur in regularly scheduled Student Services Council meetings and also via more informal contact among the college's student services professionals.West Valley College recognizes the important role student support services and programs provide in assisting its communities with access and in supporting student success. The college’s mission statement commits to supporting student learning and establishes services and programs that align with its mission and serves the needs of the diverse student population. Admissions and RecordsThe Admissions & Records Office provides application assistance and information, residency determination, processes official and unofficial transcript requests, evaluates degree and certificate requests, creates student identification cards in addition to many other services. AssessmentThe West Valley College Assessment Department uses standardized placement tests combined with multiple measures to assess students’ skill levels in English, ESL, reading, and mathematics. Assessment also supports counseling courses by facilitating students’ access to and reports for the Strong Interest inventory and the Myers Briggs Type Inventory (MBTI). Career Programs CenterThe Career Programs Center, located in the Applied Arts and Sciences Building, Room 35, provides information on degree and certificate programs with career emphasis. Brochures, major sheets, and information packets for career programs are available. Office of Student Development and Campus CenterThe Campus Center is the heart and information hub of the campus community and serves as the welcoming “living room” environment for students, faculty, and staff. The Center houses a variety of student support services including, the Campus Information Desk, Event Center, Coffee House, Student and Faculty Dining, Viking Bookstore, Art Gallery, Global Citizenship Center, Associated Student Government, Veterans Resource Center, TRIO, Center for Student Involvement, Leadership, Volunteerism, Engagement & Resources (SILVER) as well as many indoor and outdoor conference and meeting room venues. Center for Student Involvement, Leadership, Volunteerism, Engagement & Resources (SILVER)Focused on student support and retention, the SILVER Center promotes student involvement and civic engagement through campus events and service learning activities sponsored by the Event Program Board as well as leadership development via student clubs and organizations. Opportunities for student involvement include participation in student events, student employment on the Event Program Board, student leadership in our campus Associated Student Government, Inter-Club Council, or with over 35 student clubs on campus. Students are able to complete “community service” hours as part of their required coursework with the SILVER Center. Counseling CenterWVC maintains a Counseling Center staffed by competent, highly-trained and diversely experienced counselors, located behind Administration & Records. Counselors are also located in the Disability and Educational Support Program (DESP), Extended Opportunity Program and Services (EOPS), Educational Transition Program (ET - Adult Reentry), Career Programs Center, and at the P.E. Department. The primary goal of the College’s Counseling Department is to provide opportunities for students to clarify their values and goals, to make decisions and develop self-confidence, self-direction and self-esteem. Toward this goal, the following programs and services are offered:Academic CounselingAcademic counseling includes educational goal-setting, exploring educational options and opportunities, evaluating educational potential, and providing the student with clear, concise and up-to-date educational information.Career CounselingCareer counseling provides the student with an opportunity for clarification and integration of career and educational goals, study of careers and life-styles, vocational and career testing, and presentation of resource speakers, special career counseling events and career decision making courses.Personal CounselingPersonal counseling is provided on a limited basis to students who seek assistance in resolving personal, relational, self-identity, or health-related problems which are limiting or interfering with the student’s ability to successfully pursue a college education.Career Development and Counseling CoursesA variety of counseling courses covers such topics as College Survival Skills, Careers and Lifestyles, Job Search Methods, Study Skills, Cross Cultural Perspectives, and a wide range of personal growth subjects including communication. The courses offer students an opportunity to explore academic, career and personal development within a structured group setting.Online CounselingWest Valley College offers online counseling through its askcounseling@wvm.edu email account. Students (both distance education and on-campus) have the option of conducting their advisement sessions via email exchanges with our dedicated online counselor, Wanda Wong. Wanda serviced 526 students in the 2012-13 academic year through this service and conducted educational planning, personal counseling and success counseling through this modality. Extended Opportunity Programs and Services (EOPS)EOP&S offers educational and financial support services to students who have historically experienced language, social and economic barriers. Students must meet the state mandated educational and financial disadvantage criteria to be considered eligible. The intent, purpose, and resources of EOP&S are aimed at assisting students to achieve their academic and career goals.CARE is a program designed to help single parent students succeed in college. CARE students must be at least 18 years of age and single heads of household. The student or their child, who must be under 14 years of age, must be receiving CalWORKS/TANF/AFDC. All CARE students are also EOPS eligible.Services include:Book vouchers and grantsPriority registrationAcademic, career and personal counselingAssistance with the transfer processUniversity application fee waiversAdditional tutoring hoursReferrals to special programs and resourcesPeer advisingEmergency loansMulti-cultural awareness and social activitiesDisability and Educational Support Program (DESP)The primary purpose of DESP at West Valley College is to facilitate the success of students with disabilities in classes and programs. A variety of services and special classes are provided in an effort to equalize educational opportunities for students as they move toward their educational or vocational goals. Course offerings are listed under Disability and Educational Support Program and Physical Education in this catalog.Support ServicesSupport services are provided on an individual needs basis.Interpreters / Real-Time CaptioningCounselingNote takersAlternate media / e-textSpecialized equipmentReadersRegistration priorityMobility assistanceBraille transcriptionTest-taking assistanceSpecialized counseling is available to assist students with the college application and registration process and to provide academic, career and personal counseling to aid student success.Learning Disability ServicesAssessment of learning problems and courses for students with learning disabilities are offered.Adapted Physical EducationPhysical education courses designed for students with disabilities are listed under Physical Education in the catalog.DSPS Computer LabComputer assisted instruction and evaluation and training in the use of computer technology are available.Mobility ServicesAn access tram is available on a limited basis to provide on-campus transportation.Financial Aid and Student Financial AssistanceStudent financial assistance opens the door to post-secondary education for many whom could not otherwise afford its cost. The purpose of financial aid is to assist eligible students in meeting education costs while attending school. Financial “need” is the difference between the school’s Cost of Education and the resources available to the student commonly termed EFC (Expected Family Contribution). Financial aid assistance comes in the form of gift aid (grants and scholarships) and self-help aid (jobs/loans).Health ServicesWVC Student Health Services is designated to facilitate the physical, emotional, and social well-being of students to increase their potential for educational success.Services include personal and crisis counseling, limited medical treatment, contraceptive counseling, screenings for blood pressure, vision, hearing, pregnancy and tuberculosis, health assessment, education and referrals to community resources.Services are provided by a team of health professionals including registered nurses, mental health counselors, and consulting physicians. Special programs and activities are conducted to address issues related to sexuality, substance abuse, HIV and other high risk health concerns.Telephone advice to off-campus students is available. In addition, students can get information from the Health Services webpage.International Student ProgramThe International Students Office facilitates the application process and the transition to studying in the United States. To be admitted to the college a student must achieve a minimum TOEFL score: 500 (paper based), 173 (computer based), or 61 (internet based). IELTS, ITEP and Step Eiken are also accepted in lieu of TOEFL.Please contact department for cut scores. The international student advisors hold orientations at the start of the semester to acclimate the students to the American Educational system and to review and assist students in registration. International student advisors assist currently enrolled international students with such concerns as academic matters, immigration regulations, and personal concerns.OutreachThe Outreach Office at West Valley College serves prospective students and existing students by introducing them to information and resources that will help improve their college experience and help eliminate obstacles to educational opportunity.The Outreach team shares information on college planning, admission requirements, degree and certificate programs, guaranteed transfer programs, financial aid, campus life, student services, and much more. Campus tours and high school visits are arranged through the Outreach Office.Transfer CenterThe Transfer and Career Center is located in the Counseling building. The Center provides resources for students who want to transfer to 4-year schools and tools to assist with their major and career exploration.Transfer Center Resources:Free UC and CSU application workshops;Access to online tools that outline the courses and requirements necessary to transfer Information regarding TAGs (Transfer Admission Guarantees) to UC, CSU, and Private Universities;Handouts that outline the UC & CSU GE requirements.An annual Transfer Day that hosts over 40 college and university representatives (every fall semester)Campus visits from four-year universities (including individual appointments with university representatives)Counseling appointments availablePuente ProgramThe Puente Program prepares students to compete academically in a university environment. It emphasizes the Mexican-American/Latino experience through English writing, counseling, and mentoring components. The Puente Program integrates: Two-semester English 905 & 1A linked classes.Two semester Counseling classes.Individual academic, personal, and career counseling.Transfer information, university tours, student motivational and transfer conferences, and assistance with the transfer process. Personal mentor relationships with professionals from the Mexican-American/Latino community. SUCCESS ProgramSUCCESS is a counseling, instruction, and mentoring program that emphasizes the African American experience and builds community among students. The program focuses on implementing West Valley Colleges’ Strategic Goals. The SUCCESS program: Offers linked English 905 and 1A courses, Counseling 1, 5, and 12B. Encourages enrollment in History 12, English 12, and Counseling 50. Provides students with college, peer, and community mentors. Connects students with support services on campus and with transfer institutions. Provides cultural events, social outings, and visits to transfer institutions.In addition to the regularly scheduled SLO/A and Program Review for each of the Student Services program and services, West Valley College has conducted various student surveys both formal and informal to determine the needs of on-campus, off-campus, and distance-learning students. The most notable and recent surveys include 2012 Student Survey Report (2B.1.1) and Point of Service Survey Summary (2B.1.2) that informed the college relative to students’ perspectives and experiences of the services we provide. Student Services programs developed Student Learning Outcomes (SLO/As) and assessment related to their unique service and student population needs. Student Services programs also submit an annual program review with SLO/As as part of the college’s Integrated Planning and Resource Allocation process. (2B.1.3)Student Services is committed to utilizing multiple technology-oriented communication tools in order to increase communication with students, faculty, and community at large: website, WVC portal, online counseling, online orientation, Distance Learning Committee, Saturday orientations, evening hours, assessments at various high schools, AskWVC, Student Services Day, Online Course Module/Angel in order to maximize student learning and offer student access or accommodation in both face-to-face and online environments.Self-EvaluationThe college meets this standard. The college created a Student Services Day that takes place early in each fall semester as a means to showcase all student service departments and services that students can access. The West Valley College Distance Learning Committee meets regularly to discuss critically important topics not only applicable to instructional but also to online student services.AskWVC email gives West Valley College students the convenience of asking any questions at any time and from any location; hyperlinks are provided on the bottom of the left navigation panel on most webpages. Students are responded to with necessary information, direction, and/or assistance in a timely fashion. Students Services has enhanced and further utilized the available functions of the Portal system on the college’s website so as to provide critical information, access to services, and support student learning and achievement. The Portal allows Student Services department, such as the ones described in the “Descriptive Summary” section, to increase the efficiency of operations, integrate “anytime-anywhere access” platforms for information delivery, communicate with specific student populations, and provide assistance to complete the student’s educational goals. The Portal also accommodates the student’s registration, student account balance management, contact information, academic standing, financial aid status and award notification, announcement message board and calendar of events. Financial Aid enhanced the Academic Appeals process by offering online services with an online counseling module.Actionable Improvement PlansContinue to execute an implementation of online CCC apply application in collaboration with the District’s Information Technology department.Evidence2B.1.12012 Student Survey of Service Survey Program Review and SLO/A Schedule IIB.2The institution provides a catalog for its constituencies with precise, accurate, and current information concerning the following: a. General InformationOfficial name, address (es), telephone number(s), and web site address of the institutionEducational missionCourse, program, and degree offeringsAcademic calendar and program lengthAcademic Freedom statementAvailable student financial aidAvailable learning resourcesNames and degrees of administrators and facultyNames of Governing Board members b. RequirementsAdmissionsStudent fees and other financial obligationsDegree, certificates, graduation and transfer c. Major policies affecting studentsAcademic regulations, including academic honestyNondiscriminationAcceptance of transfer creditsGrievance and complaint proceduresSexual harassmentRefund of feesd. Location or publications where other policies may be foundDescriptive SummaryThe college ensures that clear, comprehensive and accurate information is published in its annual catalog, including general material, requirements, policies and website links for extensive additional information. The catalog is published annually in time for the new fiscal year starting July for the upcoming academic year. With the leadership of Curriculum Committee members, Student Services departments, and the Office of Instruction, subject area experts carefully review and update all catalog information prior to production. Division and Department Chairs are included in the review process. The printed catalogs are distributed campus-wide according to programs, offices, divisions, and departments. The completed catalog is available in print from the Bookstore and online in both searchable pdf and flipbook (with a variety of features including hyperlinks as well as search, full screen and zoom features, a linked table of contents, and print options) versions—allowing for complete or selective printing. Archived copies are available in the library and online. (2B.2.1)The WVC Catalog provides important information to students on college programs and services, requirements for degrees, certificates, and transfers, course descriptions, policies and procedures, and all additional items required under this standard. Information in the college catalog is thorough, accurate, and current. The website has become a much more important source of information for students in recent years, and a great deal of additional information including timely updates on college news and events, as well as regulatory changes are regularly shared with students through this medium.In addition to publishing the major policies affecting students in the catalog, West Valley College also maintains webpages containing these policies and to meet other regulations, e.g. the Student’s Right to Know and Jeanne Clery Act statistics. These may be found on the Student Services: Student Right to Know and Student Services: District Policies webpages.Location or publications where other policies may be foundOther district polices may be found on the district website. (2B.2.2) District policies are divided into 7 chapters as follows:Chapter 1 – The DistrictChapter 2 – Board of TrusteesChapter 3 – General InstitutionChapter 4 – Academic AffairsChapter 5 – Student ServicesChapter 6 – Business and Fiscal AffairsChapter 7 – Human ResourcesSelf-EvaluationThe college meets this standard. The college has developed a successful quality control process to regularly review and update the catalog content. Each year prior to the printing of the new college catalog, the current year’s information listed above is sent to each relevant program, or department for review and update. Each area is responsible for changes (additions or deletions) to the narrative text that is to be included in the next version of the college catalog. All content is then edited and checked for accuracy prior to publication. Based on the 2012 Student Survey, a majority of student respondents (74%) strongly agreed or agreed the college provides students with clear and accurate information about courses, programs, requirements, student policies, and transfer policies. A lesser majority of 67% strongly agreed or agreed that degree and certificate requirements are clearly described in the college catalog. (2B.2.3)Actionable Improvement PlansNone.Evidence2B.2.12013-2014 College Catalog and Catalog Archive 2B.2.2District Policy Student Survey IIB.3The institution researches and identifies the learning support needs of its student population and provides appropriate services and programs to address these needs. Descriptive SummaryWest Valley College is committed to the learning support needs of students as they matriculate from application, assessment, educational planning, registration, and orientation through graduation or the earning of a degree or certificate. Student needs are analyzed through comprehensive Program Reviews, and Annual Program Review updates, research, division and departmental meetings, and Student Services Council meetings, all of which provide insight into what is needed to promote and continue support to students. The college-wide Program Review process provides and continuously refines procedures that enable the systematic evaluation of programs to continuously improve student learning. Each Program Review includes student success data provided by the Office of Institutional Research. (2B.3.1) Program Review assures that student learning is linked to and is at the forefront of campus resource allocation as part of the Integrated Planning and Resource Allocation. Self-EvaluationThe college meets this standard. Through Program Review data, research and ongoing informal meetings and discussions, the college identifies and provides services to support students as they matriculate. Coordination of outreach, application, registration, assessment testing, educational planning/counseling and orientation exemplify ways in which the college purposefully works to ensure student success. In the recent series of unprecedented severe state budget reductions resulting in workload reduction, as well as regulatory changes in title 5 in repeatability, family-course designation, and a heavy priority placed on the Associate Degree for Transfer (ADT), the student population we serve has changed. As the California Community College’s priority changes in this manner and as described in the Student Success and Support Programs (SB 1456) (2B.3.2), the college is constantly reviewing data in regards to student profile, achievement data (success, persistence, and retention rates), career technical skills that lead to jobs available in the market through Program Review, Assessment of Student Learning Outcome, and the Student Success Team in terms of opening extensive discussion on innovative teaching and learning that support and lead students to succeed. West Valley College’s early alert system informs the college about students need for academic and educational support at the beginning of each semester (5th week). As a result, students are informed of multiple forms of assistance and support they could obtain in the early part of the semester to avoid an unsuccessful outcome. (2B.3.3)Disabled Educational Student Programs (DESP), EOPS, International Student Programs, Math Resource Center, English Writing Center, Tutoring Center, the Puente Project, SUCCESS program, TRiO program, and Veteran’s program are examples of programs that have identified and met the needs of students in specific population groups. These programs constantly assess their service to students and make improvements and adjustments as needed. Actionable Improvement PlansNone.Evidence2B.3.1Program Review Data Sets Success and Support Programs (SB1456) Alert IIB.3.aThe institution assures equitable access to all of its students by providing appropriate, comprehensive, and reliable services to students regardless of service location or delivery model.Descriptive SummaryThe core mission of the Outreach Office is to recruit and attract students from diverse backgrounds to West Valley College, support prospective students in their transition from high school to college, and work in collaboration with college programs and services, local high schools and communities to promote college access and success. In addition, advisory board members for Career and Technical Education (CTE) programs provide valuable industry and career trend information, as well as future industry needs to program faculty on a regular basis. CTE programs use such feedback and conduct a “Career Night” each semester as a mechanism to recruit diverse students to their programs in demand. (2B.3.a.1)In 2010, the college began offering a New Student Convocation for nearly 425 incoming freshmen. Students are actively recruited to attend this important event that establishes students' first impression of their college experience. At the Convocation, students learn about the college's academic expectations and the numerous opportunities available for student involvement. Student Services programs such as Admissions and Records, Financial Aid, Health Services, the Transfer Center, and Student Government present information about their programs to incoming students. (2B.3.a.2)Printed materials, including booklets, brochures, and flyers are used to inform and educate prospective students and parents. In addition, students have access to the college’s portal, website, email, phone, and in-person to obtain information and learn about the enrollment and matriculation process, academic programs, transfer process, support services, financial aid, and a wide range of options and opportunities available to them at West Valley College.The college website enables students to find comprehensive information explaining the various services and resources available to them. The college recently switched its web platform to OU Campus, a content management system, which allows department chairs, faculty, and Student Services programs to make necessary changes to the area web pages in order to increase accuracy and available information on academic programs and student services. In this process, information is evaluated and updated regularly by the appropriate individuals based on student feedback. (2B.3.a.3, 4, 5) After evaluation of web services, changes are made to support students’ needs. For example, the counseling department has revised the website to provide information regarding academic advising, career counseling, personal counseling, and frequently asked questions. (2B.3.a.6) The counseling department also offers Saturday orientations to new students and athletes in addition to online counseling.The WVC Portal allows the various Student Services departments to provide “anytime-anywhere access” platforms for information delivery, communication with their specific student population, and provide assistance to complete the student’s educational goals. (2B.3.a.7)AskWVC@westvalley.edu email gives West Valley College students the convenience of asking questions at any time and from any location with a 24 hour response time. The college utilized this system to ensure that all questions are answered for students regardless of time or location of the questions.The Financial Aid Office provides presentations and workshops on and off-campus at various times to provide equitable access to all students regardless of their economic backgrounds. The Financial Aid Office commits to utilizing a variety of communication methods to make comprehensive information available to all students via a telephone tree, the college website, and the WVC Portal. (2B.3.a.8)Self-EvaluationThe college meets this standard. The Outreach Office collaborates with departments throughout the college help ensure access to all students, particularly those from historically underrepresented populations. The college mission, which was revised in the fall of 2011, clearly established that the college will continuously reflect on and assess the college’s annual goals and objectives. Based on the mission, the college worked steadily to provide access to all members of the community and in turn offer programs and services to meet the needs of a diverse student population. This work is an unending process and will continue with the revised 2009 Educational and Facilities Master plan. Actionable Improvement PlansConsistent with the college’s Student Success and Support Program implementation plan, expand online course support/workshopsDevelop a plan for Adult Education Consortium Program (SB 86) offerings. Evidence2B.3.a.1Career Night Program 2B.3.a.2New Student Convocation Student Survey 2B.3.a.4Student Services Point of Service Survey 2B.3.a.5Facebook Quick Survey 2B.3.a.6Counseling Webpage West Valley-Mission Portal 2B.3.a.8Financial Aid Webpage Standard IIB.3.bThe institution provides an environment that encourages personal and civic responsibility, as well as intellectual, aesthetic, and personal development for all of its students.Descriptive SummaryWest Valley College provides a tolerant and supportive environment that encourages personal and civic responsibility, as well as intellectual, aesthetic, and personal development for all of its students. Students are provided with a wealth of opportunities to learn about current issues and participate in the WVC community through educational programs, student services, participatory governance, and college events and activities. The college’s institutional learning outcomes focus on personal responsibility. (2B.3.b.1) Institutional Learning Outcome V. Personal Responsibility, states “The student will be able to: A. assess his or her knowledge, skills, and abilities to set achievable goals; B. Manage personal health and/or well-being; c. Demonstrate dependability, reliability and accountability.” Each institutional learning outcome is mapped to individual course outcomes which are assessed and the results of which are reviewed and discussed by campus faculty as part of the college’s Integrated Planning and Resource Allocation process ensuring sustainable continuous quality improvement.West Valley College (WVC) provides comprehensive student support services focused on student growth, development, and success. Our institutional mission statement succinctly underscores this core value and intentionally emphasizes the support provided to students who are journeying towards transfer and career goals. Student Development oversees the Student Life Program Board, Veterans Resource Center, Global Citizenship Center, Associated Student Organization, Inter-Club Council and student clubs. Over 40 events and programs are offered through Student Development that promote personal and civic responsibility, intellectual, aesthetic, and personal development.? The Student Program Board?plans and implements six events a month to benefit the WVC student population.? Each event supports a theme to benefit the overall growth and development of the student community. The Program Board delivered 38 events and was also responsible for running the Campus Center Concierge Desk.? A brief description of the program themes and a listing of their programs follows.? Over 4,000 students attended Student Life events.Six Student Learning & Development Program ThemesVeteran SupportThis Program Board Member is a veteran and advocates for the other student veterans on campus, helps students in the Veterans Resource Center, and connects students with resources both on and off campus to allow the veteran students to succeed and puts on events that connect veterans.Global Citizenship & Cultural DiversityThis Program Board Member worked with the Global Citizenship Center to deliver events that support students becoming global citizens and recognizing cultural diversity.LeadershipThis Program Board Member created events to encourage students to become student leaders on campus and develop their skills.Service Learning & VolunteerismThis Program Board Member connected students with opportunities to volunteer within the community, and promoted opportunities to learn while serving the community.New Student College IntegrationThis Program Board Member planned events that welcomed new students into the campus and allowed them to connect with other students.Involvement & EngagementThis Program Board Member was responsible for getting students involved and engaged with large-scale events happening on campus.Student Development & SuccessThis Program Board Member focused on providing students with opportunities to learn ways to develop their life and study skills to support continued student success.?Veteran Support Programs-Total students reached: 582Veterans Mixer/25 peopleVeteran’s Day Celebration/200 peopleVeteran’s Panel Discussion/130 peopleToys for Tots/200 people Game Console Day/12 peoplePaintball/15 peopleGlobal Citizenship & Cultural Diversity Programs-Total students reached: 452Day of the Dead/150 peopleWorld Aids Day/150 peopleVietnam Movie - The Vertical Ray of the Sun/35 peopleBlack History/32 peopleWoman’s History Month Tea Party/60 peopleTake Back The Night/25 peopleGlobal Entrepreneurship Week -Total students reached - 445Extreme Entrepreneurship Tour/270 peopleGlobal Trade Presentation/ 50 peopleStartup Cup Awards Celebration/125 peopleLeadership Programs-Total students reached: 104Advocacy/15 peopleASO & ICC mixer/30 peopleNational African American Read-In/59 peopleService Learning & Volunteerism Programs-Total students reached: 308Service Learning Resource Fair/150 people Stanford Blood Drive/80 peopleCampus Clean-up/40 peopleCancer Awareness/23 peopleComposting Workshop/15 peopleNew Student College Integration Programs-Total students reached: 925Welcome Week-Xbox Kinect Dance Central & Otter Pops/100 peopleKaraoke & choir/300 peopleHoliday Bash/150 peopleBoard Game Day/15 peopleOpen Mic/60 peopleNowruz Iranian New Year/300 peopleInvolvement & Engagement Programs-Total students reached: 1255Welcome Week-Get Connected Rock Wall & Jousting/550 people? Welcome Week-Live Bands/80 people Movie Showing Food Inc. & Trail Mix Buffet/150 peopleWelcome Week-Watermelon Eating Contest/50 peopleHalloween/125 peopleWest Valley Trivia/50 peopleSkate Show/250 peopleStudent Development & Success-Total students reached: 375Student Support Programs Introduction/5 people Student Services Day/350 peoplePlanning and Budgeting Workshop/5 peopleTime Management Workshop/10 people Test Taking 101/5 peopleThe Global Citizenship Center (GCC) is housed in the WVC Campus Center. (2B.3.b.2)? Not only does it serve as a meeting venue for internal and external campus groups, it serves as the “home base” for the Global Citizenship Committee and the Global Citizenship student club.? The mission of the Global Citizenship Committee is to facilitate a campus-wide commitment through curriculum, activities, and professional development.?(2B.3.b.3) It was a banner year for Global Citizenship which sponsored and co-sponsored events and activities that foster personal and civic responsibility intellectual, aesthetic, and personal development.?(2B.3.b.4)? Event NameAttendanceHost Cristina Garcia150Jennifer Siebel Newsome’s Miss Representation90Persian New Year180Connected: An Autobiography about Love, Death & Technology145Women’s History Month Tea48Mini-Salzburg Leadership Conference25Climate Change Symposium198The 21st Century Educational Institution: Global Citizenship, Civic Engagement, and Student Success70The “F-Word”: Feminisms Around the World160Jiro Dream of Sushi Movie (Global Citizenship Student Club)32Graduation Stoles for GCC Student Club12GC Pipeline Project3012 Events1,140 participants attendedThe focus for the committee in the 2013-14 academic year includes the implementation of a campus community read program, both fall and spring semester books and inviting the authors to campus to further discuss the two books.? This past spring semester, passive programming and education was also a part of the Global Citizenship Center offerings.? The display boards were utilized to highlight and increase awareness regarding the impact of AIDS globally, understand African-American cultures throughout the world, Earth Day and the issue of Human Trafficking for Women’s History Month.? These education displays were researched, designed and completed by Student Development staff members.? This year, Global Citizenship tackled the challenging topics of current events in Cuba, how women are portrayed in the media and, relational connections, climate change, homelessness, civic engagement, feminism around the world, and African-American and Asian cultures.?? The ASO has provided opportunities for thoughtful and engaging discussion regarding the qualities of their learning environment and how student learning outcomes have influenced the teaching-learning environment and West Valley College.? The Co-Chairs of the Student Learning Outcomes committee visited with ASO and solicited their opinions regarding the strengths and weaknesses of the college-wide SLO/A process.? The majority of students appreciated that SLO/A’s were at the top of their course syllabus, instructors gave them a week-by-week schedule in which they could follow relative to lesson plans, and that a well thought out syllabus helped students be accountable for their own learning, completing assignments, and readying to projects and exams. ?A good learning environment to them, was structured, and provided the opportunity for faculty to give students feedback.? They believed that this kind of structured and facilitated learning environment could be achieved in on-line formats too.? They stated that lab classes tended to be less structured with syllabus and faculty feedback.? Students stated they appreciated Angel as a communication medium in which students and faculty could discuss classroom content, assignments, and get questions answered.? A good learning environment was one in which all faculty used Angel to communicate.? Students indicated that there is inconsistency in the faculty use of Angel. Additionally, students wanted to learn how to use Angel via their faculty.? The student group did indicate that there was inconsistency in faculty explaining the determined SLO/A’s for each of their courses.? Some included in the syllabus and discussed them at the beginning of the class and others just listed them in the syllabus.? They preferred for the faculty to consistently approach this with a more formal presentation of the SLO/A’s at the first class session.? They desired their faculty to be “transparent” and “expose” students to SLO/A’s.? Students wanted to know the implications for faculty in the event that there were “No SLO/A’s” on the syllabus and no formal presentation of them within the first two class sessions.? (2B.3.b.5)All West Valley College students are members of the Associated Student Organization.? ASO is the student governing body with responsibilities for representing students (civic responsibility) of the college. (2B.3.b.6)? Its members, both elected and appointed, have many opportunities as student leaders to actively shape the college community and develop leadership and life-skills through purposeful training and workshops. To that end, ASO has accomplished much in the past two years including:? Continued to finance and operationally support inexpensive access to textbooks through the expansion of the Books for Food program.Spearheaded the creation of a newspaper club and provided funding to pay for the release of the first WVC newspaper in 4 years.Sent 10 West Valley students to participate in an annual march in Sacramento to raise awareness of the need for state legislators to support higher education funding.?Increased collaboration between the Associated Student Organization officers and all of the student clubs which resulted in expanded participation at student life activities and events.ASO implemented a ridesharing program set to go into effect in fall ’13 to address traffic and parking issues that have been raised by many members of the student body. Inter-Club Council (ICC) is the governing body that oversees roughly 30 student clubs and organizations that are chartered at West Valley College.?(2B.3.b.7) Students involved in West Valley College ICC and club system demonstrate a personal commitment to the mission and purpose of their respective club and see club membership as a way to be actively involved in their campus community through co-curricular initiatives within Student Development and the Campus Center.? Over 300 student leaders are learning crucial personal skills as well as have the chance to meet and work with different people.? There was an increase in the number of chartered student clubs from 26 to 30 over the past few years with a number of student groups that are religious, international and/or culturally-focused.? What follows is a listing of the clubs chartered in 2012-13 and a list of highlighted activities sponsored by the ASO, ICC, and respective clubs.30 Student Clubs:African American Student UnionAlpha Gama SigmaAmerican Institute of Architecture StudentsAsian Pacific American StudentsBio-Medical ClubBlade RunnersBusiness ClubCeramic Art Guild Christians on CampusComputer ScienceEnvironmentally Sustainable Campus ClubFashion Design and Apparel Club?????? Finance and Investing ClubGlobal Student Club??? HillelHuman Rights ??????????? Interior Design??????????? Middle College ClubNAMI on CampusOasisPhilosophy ClubPuente Club???? Political Action Club?? Spirit Team????? Tennis ClubUSGBC Student GroupVeterans Club? Voices Literary Club??? WVC ImprovWV Viking HelmMajor ASO/ICC Events:Event NameAttendanceStudent Services/Club Showcase350Welcome Week Watermelon Contest60AIAS Pinkberry Fundraiser22AGS Blood Drive100Global Citizenship Club Movie25Prop 30 Open Mic75Halloween Bash200Thanksgiving Feast160Finals Survival kit500Ceramic Art Guild Fundraiser(F)60Ceramic Art Guild Fundraiser(Spr)60Spring Fling225Battle of the Bands70Dodge ball Tournament30AGS Blood Drive80Rock the Valley10016 Events2,117 students attendedSome concrete examples of (but not limited to) activities, programs, and services WVC provide that foster and enhance a learning environment that promotes such personal attributes are described below:Personal Responsibility:WVC provides an intentional and concrete opportunity for students to understand the meaning of Personal Responsibility. At the beginning of every fall semester, incoming freshman students attend the WVC New Student Convocation. A keynote speaker opens the event with a motivational message revealing the “Five Secrets to College Success”—all elements focused on personal responsibility—based on the book The 4 Secrets to College Life Success. How to thrive in your life during and after college by Clint Pardoe. This unique approach to the typical orientation model expands upon the Convocation models at primarily four-year institutions. It calls into focus five success-oriented themes: (1) self –responsibility =being college ready; (2) student success is holistic =being healthy and well in body and mind; (3) collaboration=It takes a Village; equity and diversity is embraced=you are not alone; and (5) as a forward thinking college we plan for your success=your destination is your goal and our goal is to help you get there. At the closing of the Convocation, participants receive a “Convocation Passport” (2B.3.b.8) which outlines key student support services events for them to attend within the first few months of the fall semester where they continue to engage in events and activities that foster their learning environment and sense of personal responsibility as college students and as a citizen of the community. The key activities and events included are: Acquire Student ID CardMeet with a Counselor/Get your Educational PlanAttend the campus-wide Student Support Services ShowcaseAttend Career DayAttend Transfer DayVisit Tutoring ServicesVisit the LibraryAttend a campus “Student Success” workshop offered through Student Life, Health Services, Transfer Center, or Global EducationAnnual Student Support Services Showcase Day in each semester continues to be a priority event for supporting student development and growth both in the classroom and outside of the classroom. (2B.3.b.9)More than 30 Student and learning support service programs showcase their services, events, and programs by providing information tables in the Campus Center building which has been modernized in 2011. The Campus Center’s open environment entices students to gather there naturally where they interact with their peers, faculty, and staff. Health Services has not only long provided an array of clinical services for students but was also recently awarded grant funding to enhance awareness activities and training to highlight mental health support offerings for students. Throughout the academic year, Health Services promote student health and wellness through a variety of “Awareness Week” marketing and workshop activities that pertain to stress management, sleep deprivation, eating healthy, anxiety and depression, the impact of drug and alcohol use, and domestic violence among others. Information is distributed to students in on-line formats, with informal and passive tabling efforts, and with active presentations and training that students can elect to attend. Additionally, Health Services works with the Associated Student Organization Health and Wellness Committee utilizing a peer education approach for outreach to the student population promoting the importance of learning how to take personal responsibilities around overall health. (2B.3.b.10) Most recently the Health Services department provides the Student Health 101 webzine featuring articles to help students with stress, sleep habits, nutrition, studying tips, and more. (2B.3.b.11)In 2012-13, the TRiO program initiated two student success cohort groups within their program focused on men and women attending WVC on focused topics. All men are welcome to participate in “Men Valuing Progress” or “Women Valuing Progress” support groups whereby students can share their academic, social, and personal challenges and barriers they face, as they pursue their educational dreams. Weekly meetings attract anywhere from 20-25 participants who often disclose personal challenges and triumphs with their peers. (2B.3.b.12)As part of the college’s priority to focus on professional development for student learning and student success, the college funded the training of faculty in the On Course method of student empowerment. This nationwide holistic pedagogical movement trains educators on how to empower students to take responsibility for their own success in their learning process. Faculty learn how to design learner-centered educational experiences and how to design classroom experiences such that students feel they are in full control of their learning and hold full responsibility for their learning success. Staff and administrators are taught how to provide services and support in a way that doesn’t enable passive behavior, but rather puts the responsibility for success in the students’ hands. During spring 2013, the college successfully supported 18 faculty across campus to participate and be trained in this pedagogy. (2B.3.b.13)Civic ResponsibilityCampus student engagement and civic responsibility are cornerstones in the student experience at WVC. Students are presented with a plethora of options for involvement including student government, student clubs and organizations, service learning activities, student life events, participatory governance groups, the sustainability committee, and through a variety of special program leadership-oriented field-trips. Student participation in all of these endeavors has shown an increase, and all facets of the campus community support, encourage, and appreciate student involvement. The Associated Student Organization is active in campus operations where student leaders hold positions in all of our college and district participatory governance groups including the Board of Trustees, District/College Councils, Academic Senate, Curriculum Committee, Facilities and Safety Advisory Council, as well as hiring committees. Here, students learn skills in communication and public speaking, time management, cooperation and collaboration, conflict resolution, and more importantly responsibility for others as they make critical decisions on behalf of the student population. Through our 33 chartered student clubs and organizations, students can join and be involved in clubs that match their own personal interests.After completing the “Broadening Student Life” survey effort, in 2010, the Office of Student Life assumed the responsibility of providing oversight for the service learning component that would achieve a number of student outcomes: (1) to provide activities for students who were required to fulfill 20 to 30 hours of service as part of faculty requirements in their parent courses, and (2) to offer activities for those students who valued community service and desired activities supplied both on and off campus with surrounding agencies. (2B.3.b.14)The WVC Sustainability Committee provides an overall environmental awareness and consciousness of our college environment and beyond. This newly established committee continues to integrate their affiliations across campus to promote sustainability-conscious actions. (2B.3.b.15)Student cohorts from Puente, EOP&S, Care, CAL Works and ASO participate in student leadership conferences held regionally and state-wide during the academic year. Students learn by participation and experience from these leadership opportunities how to be a civic leader not only for their constituencies but for the global community. Students also learn about how to become a social change agent as a leader to promote student equity and success.West Valley College’s Global Citizenship Committee, incepted in February 2007, confirms the college’s commitment to providing an environment that encourages personal and civic responsibility, as well as intellectual, aesthetic, and personal development for students, faculty, staff, and administrators. Led by its mission statement, “The WVC Global Citizenship Committee facilitates campus-wide commitment to global citizenship through curriculum, activities and professional development,” the committee promotes awareness by functioning as a resource where students, faculty, staff, administrators and the surrounding community find information and participate in diverse multicultural activities. In addition, the committee further supports the processes by which students learn about interdependence in the world and prepare for successful integration into varied societies. The committee’s series of lectures, speakers, panel discussions, film, and dialogues around diverse, international, and multicultural topics thus far elicit valuable opportunities provided for the college community and beyond to develop awareness, as well as personal and civic responsibilities within our community and in the larger community. Global Citizenship Committee’s past and current activities and events are accessible on the WVC website. (2B.3.b.16)The West Valley College institutional learning outcomes under “VI. Social Responsibility: The student will be able to: A. Demonstrate an awareness of civic, political, and/or social issues and explain the role of the individual in addressing these issues; B. Apply ethical principles to personal, academic, professional and/or community issues.” (2B.3.b.17) West Valley College places a premium on civic engagement and responsibility as demonstrated through the Global Citizenship Committee activities, Sustainability Committee activities and the institutional learning outcomes.Intellectual DevelopmentAll courses offered at WVC promote intellectual development of students through rigorous review by the Curriculum Committee. The college’s instructional and student services programs support the development of intellectual competencies through a variety of learning environments. There are courses that specifically address this core: the Counseling 005 course, College Success, Counseling 012, Careers and Lifestyles, and Counseling 050: Cross Cultural Perspectives all support the mission of the college and aid new students in developing key academic and study skills to be successful in an academic and learning institution. These courses also raise awareness of equity, social justice, and the broad implications of culture and our society. Extended Opportunity Programs and Services (EOP&S) and Peer Assisted Learning (PAL) Academy promote intellectual development through student participation at seasonal leadership conferences as well as a variety of workshops with speakers. (2B.b.18) Students can build intellectual competency through our Math Resource Center, Library, and Tutoring Centers, which are designed to aid students in mastering research and inquiry skills, improving literacy levels, and providing added support to bolster classroom success. The Global Citizenship Center, housed in the Campus Center, promotes understanding and awareness of the role of citizens in the global community. Through co-curricular workshops, movies, symposiums, panels, and featured keynote speakers, students have increased their knowledge in the areas of global concerns including energy and climate change, global feminism, and homelessness and displacement. Aesthetic DevelopmentIn concert with the beautiful landscape, nature and outdoor environment that WVC enjoys, the college offers variety of teaching and learning related activities and events that support one’s aesthetic development. The West Valley College Art Gallery, also housed in the Campus Center, offers seasonal gallery receptions that showcase the coursework of students, artwork by staff and faculty. Art department faculty collaborate with Campus Center staff and WVC community to promote aesthetic development through this venue. Special holiday projects are completed through Student Services and Instructional faculty and highlights art that depicts the importance of societal issues such as Dia de los Muertos, Dr. Seuss’ Birthday, and World AIDS Day. (2B.3.b.19) Beyond the new Art Gallery, art is displayed throughout many facilities on campus as a way to celebrate aesthetic appreciation and make our college community environment even more conducive to effective teaching and learning. The Music department performs concerts to support music appreciation by the college and surrounding community. (2B.3.b.20) Every spring the West Valley College Musical Theater department presents a musical production in collaboration with the West Valley College Foundation to raise awareness of the music dance and theater programs along with funds to support them. (2B.3.b.21)Personal DevelopmentWest Valley College Professional Development Committee and participatory governance constituencies support personal and professional development of all employees and students. Where available and possible, each group select conferences and/or leadership training that are in alignment with the college’s mission and priority and send members to participate. Self-EvaluationThe college meets this standard. The Office of Student Life systematically assesses student support services to improve its effectiveness. All Student Services programs and services have an established SLO/A and Assessment cycle to allow them to evaluate their outcomes in a systemic manner.The Global Citizens Committee continues to provide wide-range of social, cultural, gender, equity, and multicultural issues for the college in a variety of formats where personal and civic responsibilities are challenged and promoted. The New Student Convocation received one of two Student Success Awards from the California Community College Chancellor’s Office. The Convocation is seen as a way to maximize resources while providing student with a year-long experience promoting student involvement in their educational success. (2B.3.b.22)Actionable Improvement PlansNone. Evidence2B.3.b.1ILO Master List 2B.3.b.2Global Citizenship Center Webpage 2B.3.b.3Global Citizenship Committee Webpage 2B.3.b.4Global Citizenship Events Webpage 2B.3.b.5ASO and SLO/A committee discussions re:SLO/As and students 2B.3.b.6Associated Student Organization webpage 2B.3.b.7Inter-Club Council webpage 2B.3.b.8Convocation Passport Services Showcase memo 2B.3.b.10Wheel of Wellness Memo 2B.3.b.11WVC Student Health 101 2B.3.b.12Men Valuing Progress and Women Valuing Progress Course Conference Agenda Student Life Survey 2B.3.b.15Sustainability Committee 2B.3.b.16Global Citizenship Committee 2B.3.b.17ILOs 2B.3.b.18EOPS 2B.3.b.19WVC Art Gallery Department Performances Musical Gala Convocation Award Standard IIB.3.cThe 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 SummaryWest Valley College designs, maintains, and evaluates counseling and advising programs. In order to better serve students through a variety of programs, counseling and advising are offered not only in Counseling but throughout the college: Athletics, CalWorks, DESP, EOPS, Freshman Year Experience (FYE), International Student Program, Middle College, Puente, SUCCESS, and Trio program. In collaboration with the Dean of Instruction and Student Success and Vice President of Student Services, coordinators in their respective program areas provide leadership for and coordination of counseling and advising services. Through comprehensive Program Review and assessment of Program Learning Outcomes (PLOs), counseling and advising services will continue to be regularly evaluated and improved. (2B.3.c.1) Counseling and advising services contribute to student development through academic, transfer, career, and personal counseling.Counseling faculty and staff understand the important connection in delivering counseling and advising services to traditional, nontraditional and special populations of students. As the student population changes and its need for services change, adjustments are made in counseling and advising services to accommodate those needs both in person and online formats. For example, counseling targeted by the College’s annual Goals and Objectives (Strategic Planning) include the Puente Project and SUCCESS. Counseling services have also expanded to address the needs of veterans and students who seek mental health counseling through Health Services. In addition, the college continues to evolve in its process of planning a successful implementation of educational plan development through orientation, counseling, and advising per the Student Success Act of 2012 or Student Success and Support Programs. (2B.3.c.2)Counseling services supports the diverse population and needs of the student population at West Valley College. (2B.3.c.3) The counseling and advising component provides academic advice as well as academic and educational planning opportunities for all students. The counseling department has day and evening hours available throughout the week and bilingual counselors are available as well. The department does not offer any weekend counseling hours/appointments due to staff shortages. However, the counseling and advising are offered in drop-in, half hour, and hour long appointments. Students can make appointments over the phone and in person, and reminder phone calls are made by an automated system to the student the day before the appointment.Counselors have expertise in academic, career, transfer and personal counseling with designated counselors specializing in specific areas such as Honors, Puente, Success, First-Year Experience, EOPS, Veterans, TRiO, and the DESP program. Basic Skills students are provided with specialized counseling through the following programs:First Year Experience includes?a mandatory College Success Counseling course and?a counselor dedicated to working with First Year Experience students.? All First Year Experience?students are basic skills students as they must assess into a basic skill level Math?and English class in order to qualify for the program. (2B.3.c.4)The CalWORKs program has a counselor assigned to work only with CalWORKs students.?(2B.3.c.5) Basic Skills students in CalWORKs are identified following assessment. Basic Skill students?and all students in CalWORKs are?monitored for progress and completion and are seen three times over the semester. Additional?resources are recommended as needed, such as tutoring or interpreting services if the student is a basic skills ESL level student. CalWORKs has a second layer of intervention because the?Santa Clara County?caseworker can be called in to provide additional resources if needed which can be extremely helpful for Basic Skills students.? EOPS follows the model of “intrusive counseling” as they require students to see their counselor three times per year so that interventions can be provided as soon as students need help.?(2B.3.c.6) This is particularly important with Basic Skills students.? EOPS offers the PAL Academy, a specialized tutoring program for basic skill level math students conducted in the EOPS office. EOPS also offers support for transportation and purchase of textbooks.Evaluations for counseling services are conducted in a number of ways. Point of Service surveys are given to determine student satisfaction with the services they are receiving. (2B.3.c.7) Faculty evaluations of counselors are given twice a year for the first two years of the tenure process and once a year during the last two years. Evaluations and student surveys are conducted once every 3 years for counselors who have achieved tenure. Student Learning Outcomes and assessment (SLO/A) have been developed for all counseling services and classes to aim sustainable continuous quality improvement of services and programs. The assessment of SLO/As assists in the on-ongoing evaluation process of services and classes.Counselors conduct student orientations that cover but are not limited to, educational planning, transfer information, career programs and student support services. Evaluations are conducted for sampled orientations. With the enactment of the Student Success Act of 2012, West Valley College will provide mandatory orientations for all nonexempt students starting fall 2014.Counselors teach courses that include career exploration, study skills, college success, personal development, and cultural diversity. Eight of the counseling courses are transferrable to the CSU system and one is currently transferrable to both the CSU and UC systems. Courses are evaluated by students when an instructor is in the evaluation process and courses are also observed by faculty. All counseling courses have developed SLO/As and assessments which serve as ongoing evaluation and improvement process for the department.Students in basic skills or who are undecided are encouraged to take Counseling courses such as Counseling 002: Academic and Personal Planning, Counseling 012012C: Careers and Life Styles, Counseling 018: Job search methods or attend workshops through our Transfer Center as well as Career Programs. These courses provide a framework for students to explore their personal qualities and skills while identifying possible career paths. Additionally they help assist students with important skills required for college success such as study skills, stress management, time management, and increasing self-confidence. West Valley College provides campus wide events in which counselors participate, such as Student Services Day, Transfer Day, an Early Admission Program for feeder high schools which includes Orientation, Parent Boot Camp, and Convocation for incoming students. These events support enhancement of student development and success.West Valley College believes quality research is an important component to understanding and developing sound practices that serve our students while readily illustrating the efficacy of these services. Through the analyzing and reporting of data on student retention, persistence, course completions, educational goals, transfers, etc., an informed plan may be created to address gaps in student achievement. Balancing with the quantitative data, a focus group to poll students on their perception of student services and counseling service delivery was formed by our Associated Student Organization in 2011-12. (2B.3.c.8) Student Services faculty met with the student officers of the ASO to discuss the results of this focus group and to determine ways to ensure smooth delivery of services to the students and to provide a welcoming environment for students when they enter the counseling area. The Early Alert program conducted each semester informs the college with valuable information on students needing immediate counseling and advising on their progress. (2B.3.c.9) The integration of Mental Health with Health Services while maintaining collaboration of referral services with all other student support programs has provided a network of mental health support for graduate college students in need of temporary crisis attention and brief therapy. Health Services maintains extensive personal counseling support services on campus, using supervised student interns to provide short term supportive and behavioral counseling to students experiencing difficulties. This program has received statewide recognition as an innovative model for delivering mental health services on a community college campus. In addition, Health Services provides health advising and special events to support student health and wellness such as smoking cessation workshops, depression screening, domestic violence awareness, and suicide prevention. These workshops are open to all college stakeholders and serve as a means of educating our community on important health awareness issues. Health Services received a grant through the California Community College Student Mental Health Program to create the WVC Mental Health Initiative: introspection, integration and innovation. (2B.3.c.10) The initiative is a three pronged approach to addressing mental health issues on the WVC campus. WVC Health Services has initiated many activities as part of this important initiative (2B.3.c.11):Education, Training and Resource DevelopmentAugust 2012 – launched Kognito Online Training - ongoingAugust 2012 – All College Day Suicide Prevention Training October 2012 – Depression Screening DayOctober 2012 – “Wong Flew Over the Cuckoo’s Nest” presentation December 2012 – QPR Training at SJCC January 2013 – All College Day Civility Workshop February 2013 – NAMI “In Our Own Voice” April 2013 – Wheel of Wellness Event May 2013 – National College Health Assessment August 2013 – All College Day Mental Health Showcase October 2013 – Send Silence Packing Peer Resource Development Assessment and InterventionMental Health Services Advisory CommitteeBehavioral Assessment and Intervention PlanStudents of Concern Process Map Monthly Tracker Quarterly Summary Report Incident Report FormIntegrated Clinical and Mental Health CareParticipated in National College Depression Partnership (NCDP) All students screened for depression during initial visit Mental Health referral initiated if indicatedHome of Mental Health Graduate Internship ProgramWest Valley College is committed to embracing student development and success from a holistic view. The Mental Health Services Advisory Committee (MHASC) is multidisciplinary and consists of interested faculty, Health Services staff, Student Services staff, and campus police, who meet weekly to discuss and develop intervention plans for issues related to the emotional well-being of our students. Seamless collaboration between student services and instruction is one of the critical success elements in supporting and enhancing student development and success. The Counseling department holds a weekly meeting where the Student Services Division Chair acts as a direct liaison bringing and disseminating critical information to and from student services and instruction. In addition, the Student Services Council consisted of coordinators, directors, and department chairs within Student Services meet bi-monthly to discuss issues relative to counseling, advising, matriculation, and other critically important topics for student development and success.The Matriculation Advisory Committee produced the Matriculation Plan for 2012-13 positioning the college to fully implement the Student Success Act of 2013 requirements. (2B.3.c.12) This committee is now the Matriculation task Force and is part of the newly formed Student Success The Vice President of Student Services attends pertinent trainings and regional matriculating meetings and disseminates this information regularly back to the campus. Through the Matriculation Task Force, on-going, campus-wide training sessions are conducted to provide matriculation information to faculty, staff and administrators. Ongoing, campus-wide training sessions to provide matriculation information to faculty, staff and administrators:Flex day presentations to all campus on Student Success ActFlex day meetings with Student Services Division where matriculation information is disseminatedFlex day meetings with Division Chair Council where matriculation information is disseminatedOngoing meetings with Student Services Division where matriculation information is disseminatedOngoing meetings with Division Chair Council where matriculation information is disseminatedCounseling staff are well trained and qualified professionals. Through the Student Services bi-annual retreat, as well as counseling meetings, counselors are trained with new initiatives, regulations, legislative mandates, and other student development and success related interventions, methods of instruction, and advising tips. New Counselor Training is provided when the counselors are hired. Assigned mentors meet with them throughout their first year of employment to help familiarize the new employee with information necessary to perform their job duties and to understand the tenure process. In addition, new counselors will shadow more experienced counselors and/or observe the classes of seasoned counselor/instructors. Course syllabi are shared with newly hired counselors, as is counseling information and protocols, during the mentor meetings and counseling in-service meetings. Counselors attend CSU and UC transfer workshops twice a year to receive updated information to facilitate the transfer counseling that students need. All College Day, which takes place two times per year on the first day of each semester, further serves to provide training for faculty through in-service presentations. Self- EvaluationThe college meets this standard. The quality and design of counseling services are assured through the mission of the college as well as WVC’s annual goals and objectives (Strategic Plan) development process as well as regular and systematic assessment. Many of the goals of counseling are informed by the Matriculation Plan which was updated during 2012-13 academic year. Each of these reports contained components to assess current services and implement changes where necessary. Steady progress has been made with the planning agenda and goals laid out in the reports. In addition, the counseling department executes SLO/A and assessment as part of the Integrated Planning and Resource Allocation process to aim for sustainable continuous improvement cycle of their operation. Actionable Improvement PlansNoneEvidence2B.3.c.1Student Services Program Review Success Implementation Plan webpage Year Experience Flyer Services Point of Service Survey Student Life Survey Alert Data Health Initiative Presentation Services Activities Plan 2013-13 IIB.3.dThe institution designs and maintains appropriate programs, practices, and services that support and enhance student understanding and appreciation of diversity.Descriptive SummaryWest Valley College has a long-standing commitment to diversity, as evident in the college’s strategic goals, and Institutional Learning Outcomes. As identified in the WVC Institutional Learning Outcomes: VII. Global Awareness and Diversity, the college strives to ensure that students will be able to:Explain the sensitivity and skills needed to live and work in diverse local and global communities andExplain how one or more of the following affects life experiences and social responsibilities: ability, race, ethnicity, class, gender, sexuality, and other markers of social identify.WVC’s academic framework and student services support stem from these principles. To earn an associate degree from West Valley College, students must complete a three-unit Area F cultural diversity course. A wide range of courses in varied disciplines across college contain instructional contents and educational activities that raise awareness and appreciation of diversity, including gender, race, age, ethnicity, disability, sexual orientation, language, religion, and socio-economic status. The West Valley College Global Citizenship Committee (a sub-committee of the WVC Academic Senate) founded the WVC Citizenship Center in January 2007. (2B.3.d.1) The center promotes global awareness by functioning as a resource where students, faculty, staff, administrators, and the surrounding community find information and participate in diverse multicultural activities. It further helps to implement the Student Equity Plan, to address issues of recruitment, retention, persistence and success, and facilitates needed conversations about diversity within the United States. The center’s programs support the processes by which students learn about interdependence in our world and prepare for successful integration into varied societies. The Global Citizenship Committee constantly enriches the campus through a variety of activities, some of which include a panel of Egyptian scholars who spoke of the recent events in Egypt, a screening of Miss Representation with a conversation with director Jennifer Siebel Newsom, a conversation with Cuban author Christina Garcia, and a faculty presentation of volunteer efforts through Habitat for Humanity. (2B.3.d.2)The Global Student Club also holds events on campus that embrace the diverse nature of our students. Such events include a presentation titled “Global Visions of Beauty” and an open microphone evening of legends from around the world. Faculty ensure that students are the center at these multicultural, international, and diverse events and activities. Participation in such events and activities is often tied to their coursework. Thoughtful and reflective discussion led by faculty or peers occurs in respective classrooms relative these topics to enhance awareness and appreciation of diversity.The college designed an institutional approach to creating educational experiences for students that are critical to their understanding and appreciation of diversity and multicultural issues. In 2007-2010, West Valley College and San José State University students had the unique opportunity to spend one semester at Brazilian universities located in the States of Minas Gerais and Amazonas. (2B.3.d.3) The California-Brazil Business & Education Consortium fosters the advancement of technical expertise and cultural understanding to help prepare students to work in an international context and contribute to their long-term involvement in trade between the U.S. and Brazil. The program is funded by FIPSE, Fund for the Improvement of Postsecondary Education, in the U.S. Department of Education, and CAPES, in Brazil's Ministry of Education. In 2010, The WVMCCD Board of Trustees designated funding for WVC to recruit and increase number of international students. A counselor who serves the international student population travelled extensively to Asia and successfully recruited students, an effort that raised West Valley College’s international student population to 90; although in 2012 the number has dropped to 62. (2B.3.d.4)Global Education is closely connected to the achievement of the underrepresented population at West Valley College. In fall 2011, at All College Day, the WVC president presented data showing the achievement gap between the Latino, African American and American Indian student populations and the White and Asian student populations both statewide and at WVC. (2B.3.d.5) It was clear that the same achievement gap that exists in the state exists at WVC, and this achievement gap occurs in all departments at WVC. This data prompted the creation of the Student Equity, Access, and Success (SEAS) committee. WVC staff and faculty volunteered to serve on this committee, and the membership represents different ethnicities from all areas of campus. This committee is charged with keeping student diversity and equity issues at the forefront of college practices. At WVC, the Puente Program helps decrease this achievement gap for many Latino students. Puente is a year-long learning community composed of counseling and English courses. Although the program is open to all students, the counseling and English courses are taught with a Latino emphasis, making the learning community more attractive to Latino first-generation college students who may otherwise feel displaced and marginalized on a college campus where they are an ethnic minority. Puente is a bridge program designed to assist underrepresented college students in developing college skills, personal empowerment, and career exploration, with the end goal of having students transfer to a 4-year university and return to the community as leaders and mentors. The Puente Program fosters an increasingly diverse and inclusive learning community by communicating and building better relationships with the communities it serves; decreasing systemic financial, geographic, academic, physical, personal, and cultural barriers to make the campus more accessible and inviting; and preparing and encouraging students to contribute successfully to our contemporary, multi-cultural society. The SUCCESS Program serves the purpose of recruiting and retaining African American students and assisting in their efforts to succeed at the college. This helps the college-wide goals related to maintaining diversity in the student population and in the college’s curriculum. While the program is open to all students at?West?Valley?and indeed does serve others, it is especially committed to the college’s students of African descent. The intention of the program is to meet some of the specific needs of our African American student population in order to ensure more successful outcomes in their academic careers. Many of the African American students who enroll in the program are first-generation college students, and many face other significant socio-economic limitations that would make a successful journey through college extremely difficult. The SUCCESS Program offers special support services to these African American students, and other underrepresented students, and it fosters inclusion.All student services programs at WVC provide access, retention, and support services for students from multi-cultural and economically disadvantaged backgrounds. WVC receives a TRiO grant from the U.S. Department of Education to increase low income, first-generation college students’ chances of staying in college, graduating, and going on to a four-year university. The WVC TRiO Program sponsors MVP (Men Valuing Progress), a support group specifically for males, and a similar Women’s Support Group. Through spring 2012, WVC supported the Educational Transition for Women and Men (ET) adult re-entry program that provided counseling for adult students, most of whom were over age 25 and had a break in their formal education. Due to budget reductions, the ET program was dissolved. Many ET students now receive support through the TRiO program. The Extended Opportunity Programs and Services (EOP&S), Cooperative Agencies Resources for Education (CARE) and CalWORKS programs serve many students from multi-cultural backgrounds. Faculty and staff assist students in Spanish, Farsi, and Vietnamese. West Valley College is committed to helping active duty members of the military, veterans of military service and their spouse or dependents attain their educational goals. The WVC Veteran's Task Force created a Veterans Resource Center to provide support for its Veteran students. All support programs advocate for participants and raise awareness for students and employees about the barriers, academic needs, accomplishments, and contributions of diverse populations at West Valley College.The college’s student activities program provides rich opportunities for students to plan, develop, and implement activities that advance understanding and appreciation of diversity. Following is a sample of the activities: Veteran’s Open House, Disability Awareness, Holocaust Remembrance Day, Women’s History Tea Party, Health Awareness, Autism Awareness, Black History Month, Chinese Lantern Festival, Global Student Club World Legends, Social Justice Event, and Dia de Los Muertos. As an affiliate of the Student Senate, the Inter-Club Council (ICC) serves as the representative governing group for all chartered clubs on campus. A variety of chartered clubs gives students the opportunity to share cultural experiences and values with other students. Club membership is inclusive, non-discriminatory, and open to all students who desire to participate. Clubs having a central focus on cultural appreciation include: Global Student Club, African American Student Union, Gay-Straight Alliance, and Oasis Christian Fellowship. (2B.3.d.6)West Valley College takes a team approach in its outreach endeavors. The Outreach Department plays a central role in promoting a diverse, accessible, and welcoming learning environment. The outreach staff specifically reach out to underserved populations in East San Jose, a largely Latino area, and other targeted high schools in Santa Clara County. The outreach office partners with the Disability and Educational Support Program office in hosting an annual information night, “On To College Night,” for students with disabilities and their parents to learn about the support programs in place at the college. Outreach is very active in partnering with California Student Opportunity and Access Program (Cal SOAP), an organization that places college counselors in schools that traditionally have seen low numbers of graduates enroll in college. Recruiters stress to potential students that a West Valley College education will enrich their lives in a learning community that embraces their unique experiences, knowledge, and accomplishments. High school outreach activities include group presentations about admissions, registration, and financial aid and an annual on-campus High School Day. These activities are designed to address academic, cultural, geographical, financial, physical, and personal barriers that may prevent students from accessing or even envisioning a community college education. A bilingual EOP&S recruiter also visits East San Jose high schools and assists students with college and EOP&S applications, registration, financial aid processes, and referrals to student services programs. The WVC Outreach Office, in partnership with Boynton High school, also provides a K -16 learning program to assist students with behavioral/discipline challenges to get back on track to graduate and enroll in college.West Valley College further serves a diverse demographic through its online course offerings. The college steadily increased course offerings in online mode that address issues of diversity for those students who are not able to physically be on campus. WVC has had a 6.3% increase in distance education FTES as a percentage of total FTES. In 2007-2008, our distance FTES was 11.4% of our credit total. In 2012-2013, it had increased to 17.7%.Self-EvaluationThe college meets the standard. In fulfilling its Institutional Learning Outcomes and Goals and Objectives of 2013-2014, WVC provides services, programs, and events that help students to understand and appreciate the diversity of the world in which they live. In addition the diversity of the staff, faculty, and administrators, along with the student centered collaborative work in which they engage, provides a daily example of the value of – and appreciation for – diversity which is a hallmark of WVC.Actionable Improvement PlansNone.Evidence2B.3.d.1Global Citizenship Committee Global Citizenship Center Activities Business & Education Consortium Program Program Numbers –2013 Fact Book; page 18 2011 All College Day Presentation – Achievement Gaps Council List of Clubs IIB.3.eThe institution regularly evaluates admissions and placement instruments and practices to validate their effectiveness while minimizing biases.Descriptive SummaryThe college recognizes the importance of evaluation and planning in the cycle of improvement. WVC regularly evaluates its admission instruments and practices to make certain they are effective and to minimize bias. Toward those goals, both West Valley and Mission College implemented CCC Apply as the electronic admission application platform for the district in 2001. (2B.3.e.1) Student Services programs, including Admission and Records, conduct program reviews on an established annual (comprehensive one year and update the other year) cycle, providing an additional opportunity for evaluation and discussion of instruments and practices needing improvement. In addition, Admissions and Records developed Program Learning Outcomes and a meaningful plan to assess them. (2B.3.e.2) Specific work in the Admissions, Assessment, Placement, and Evaluation areas are noted below.Admissions: The Admissions and Records Office (A&R) begins the matriculation process, starting with information provided to students through our Outreach Office. Individual staff members in the Admissions & Records Office speak Spanish, Russian, Farsi, Vietnamese, and French. They are available to converse individually with students in their language of choice and assist them with the application process. In addition, the DESP Office has special software to assist visually impaired students view the college application Students have the option of completing a paper application (in person, mailed or faxed) or an electronic application through the California Community College Apply (CCCApply) system which is accessible from the WVC website. (2B.3.e.3 ) The paper application is reviewed annually in order to verify that our application meets the required state reporting standards. The Admissions and Records Office also reviews and updates the CCC Apply module, so students receive the appropriate response letters via email. Electronic applications are processed using an interface created by the District’s Information Systems (IS). New applicants receive an immediate confirmation email, followed by a separate email that includes their identification number and steps for registering within 24-48 hours. Students that choose to complete the paper application can submit it in person, fax or mail. (2B.3.e.4) Paper applications are also processed within 48 hours, and students who submit paper applications receive their student identification number immediately Such timely responses to students’ applications enables their matriculation process to work efficiently where students proceed to the orientation process in a timely fashion. International (F-1) students have additional admission documentation requirements. These requirements are reviewed annually and updated as necessary.The Assessment Center regularly evaluates its placement instruments to ensure they are in compliance with state requirements. All non-exempt students complete placement testing for Reading, English, Mathematics and English as a Second Language (ESL). This is provided in large group sessions April through August and November through January. Small group testing is also available in the Assessment Center Monday-Thursday afternoons. Schedules are published on westvalley.edu/assess and in the schedule of classes, and posted in the Counseling Center. Assessment accommodations are provided for any student who presents a special need that may invalidate assessment results if the assessment were to be given in the standard manner. Accommodations are authorized by DESP and may include modifications in timing, location, and/or manner of administration. (2B.3.e.5)Scores of 3, 4, and 5 on Advance Placement Tests can be sent to the Admissions and Records Office in order to grant the student credit and placement into particular courses. Transcripts of previous coursework taken from an accredited institution will also be accepted as a placement instrument into courses with prerequisite requirements. Students having already earned an Associate Degree or higher are also granted certain placement into courses based on their achievement. Multiple measures are used in conjunction with raw test scores for placements in English, ESL, Math, and Reading. The multiple measures may include high school coursework, high school GPA, recency of previous classes, and/or grades in previous coursework. Multiple measures also include other factors that may affect the selection of courses that are appropriate for the student, such as study habits, certainty of educational goals, specific skills, emotional well-being, employment, family or other commitments, health, motivation, self-assessment, and education history. The counseling staff uses multiple measures as outlined in the college catalog. (2B.3.e.6) A challenge process provides students the opportunity to appeal course placements and to provide additional supporting documentation to the relevant academic department for a decision to approve or deny the challenge. The Assessment Center and tools used for multiple measures are regularly evaluated through Program Learning Outcome and assessment process to ensure that tools are effectively and accurately evaluating student’s performance.Assessment instruments are used only for the purposes for which they were developed and validated. In conjunction with guidelines provided by the test publishers and California Community College Chancellor’s Office (CCCCO) standards, the college prepares locally developed documentation about cut scores, norming, and bias predictions. (2B.3.e.7) The validated placement assessments serve to fulfill prerequisites for English, Reading, Math and ESL courses. The college uses the MDTP (math), CTEP (reading and writing), and CELSA (ESL) placement tests that are on the CCCCO list of approved instruments. The locally-developed ESL Holistic Essay was submitted to the CCCCO in Spring 2012 for re-approval and received full approval effective until 2018. In light of the implementation of Student Success Act of 2012, the college quickly moved to change the instruments to electronic ACCUPLACER tests as valid instruments for assessment effective spring 2014. (2B.3.e.8) During the fall 2014, Vice President of Student Affairs and Assessment Coordinator led the process to make such a shift.Annual placement data are reviewed to assist the college in enrollment management planning. Data is also used to evaluate the placement process and to make curricular decisions. Consequential validation research was completed for Reading in fall 2012. Because of the small number of students, research will continue in spring 2013. Validation research was conducted in spring 2013 for English and Math. The consequential validation research will be used in conjunction with the disproportionate impact research conducted in spring 2012 to determine how placement into WVC courses is aligned with student success. Discussions about the results will occur in spring 2013 with the English, Math, and Reading departments and will provide the basis for recommendations for changes in curricula, placement testing, or other interventions.Self-EvaluationThe college meets this standard. Admission and placement instruments are evaluated and validated regularly.Actionable Improvement PlansNone.Evidence2B.3.e.1CCC Apply & Records SLO and Assessment Webpage Paper Application Assessment Accommodation Measures Validation Research Test IIB.3.fThe 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 SummaryWest Valley College follows the state requirements regarding the treatment of student records consistent with the California Education Code sections 76220 and 76232. In addition, district Board Policy 5040 requires the college to maintain students’ educational records in accordance with the Family Educational Rights and Privacy Act (FERPA) of 1974. (2B.3.f.1)In compliance with these policies, a schedule for the retention, scanning in electronic format, and destruction of student records is maintained by Admissions and Records (A&R). (2B.3.f.2) Provisions are made for secure backup of all files including network backups, electronic document imaging, and student data. All student records files are backed up daily and backup procedures are documented electronically and in hard copy. Admissions and Records personnel are trained to ensure that administrative procedures are understood and practiced to maintain student records securely and according to regulations. Standard practices are followed for securing student files and limiting access to authorized staff. Varying levels of access to student records are established based on the employees’ need-to-know as a function of position, job duties, and responsibility. Within the Colleague system, password access is tightly protected through strictly enforced protocols. Additionally the ANGEL course management system keeps the student e-mail addresses confidential.To ensure security of the student records, the district’s IS has deployed a multi-layered approach for network security and backup of college network-related data and resources. The IS department is responsible for the Wide Area Network (WAN) and Local Area Network (LAN). IS is also responsible for the Student Information System used at WVC. In the event of a suspected security breach, IS follows a set of detailed procedures to assess the situation, create an action plan, and perform a post incident report. (2B.3.f.3) The district network has border routers and firewalls performing security inspections. State and federal programs such as Disability and Educational Support Program (DESP), Extended Opportunity Programs and Services (EOP&S), CalWORKS, TRiO-Student Support Services and various Student Services departments such as Health Services, Counseling, Financial Aid, and the Office of the Vice President each handle student records based on mandated requirements that are pertinent to each department and/or for the specific student cohort in addition to BP 5040. Self-EvaluationThe college meets this standard. With clearly identified Board Policy (5040) relative to secure maintenance of student records, the college practices accordingly to maintain student records permanently, securely, and confidentially. The college works in conjunction with the district’s IS department to ensure that the secure backup of all files, regardless of the form is maintained. The process for maintenance and/or release of student records is published in the catalog, website, and communicated in person at the Admissions and Records office, as well as each categorical program office.Actionable Improvement PlansNone.Evidence2B.3.f.1Family Educational Rights and Privacy Act (FERPA) of 1974 and Student Records Security Breach Procedures IIB.4The 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 SummaryWest Valley College Student Services has an established practice of completing Program Reviews that inform planning and decision-making. As part of the college’s Integrated Planning and Resource Allocation process and established cycle of evaluation, Student Services ensures that Program Reviews are completed in a timely fashion so that feedback and dialogue can occur within the Student Services Council to make sustainable continuous improvements. (2B.4.1) In addition, Student Services has conducted a number of evaluation and assessment activities that are central to evaluating student needs for effective delivery of program and services. Research has mainly been conducted via on-line or paper-pencil surveys, and large and small focus groups. (2B.4.2)Under the umbrella of the college’s Integrated Planning and Resource Allocation process, the Program Review process is initiated and coordinated by the Program Review Committee. Once Student Services Council discusses the Program Reviews, the information goes back to Program Review Committee for feedback, then become part of the annual report to the Academic Senate and then to the College Council. As part of the non-instructional Program Review process, the Student Services Council along with each Student Services department executes its Program Review in the following areas:Description and mission of the programProgram Effectiveness and Efficiency and research toolsExternal Influence to the program (Federal, State regulation, impact, for example)Student Success Act of 2012:Student readinessSupport for entering studentsIncentivize successful student behaviorsImprovement of the education of Basic Skills studentsResource alignment with Student Success Act of 2012Comparable programs and data at other institutions state-wideProgram Learning OutcomesInstitutional Learning OutcomesConnection of program/services to the PLO and ILOCollege Mission and Program missionOutcome assessment of the program/services in the past 3 yearsIdentified improvements per discussionEstablished goals based on the identified discussionIdentification of institution-level needsQuantitative measures are included to provide insight on how the program/services are aligned with its mission and is meeting student needs. Program Reviews allow Student Services to evaluate, discuss, plan, and allocate resources based on these reviews. Program Review is well integrated with the Student Learning Outcome and Assessment process which allows its evaluation process to be thorough, systematic, and in consistent with the college’s Integrated Planning and Resource Allocation process. Self-EvaluationThe college meets this standard. Through the Program Review and SLO/A process, Student Services Council, department and program meetings, and feedback from students and other college constituencies, program improvements are made to better serve students.All Student Services and staff achieved 100% execution of both Program Review and SLO/A and actively engaged in the ongoing Assessment cycle for continuous quality improvements. Actionable Improvement Plans None.Evidence2B.4.1Master Program Review and SLO/A Assessment Calendar Services Surveys IIC: Library and Learning Support ServicesLibrary and other learning support services for students are sufficient to support the institution's instructional programs and intellectual, aesthetics, 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.Standard IIC.1The 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.Relying on appropriate leadership, expertise of faculty and classified professionals, the college Library and other learning support services provide an imperative part of a student-centered approach by creating an effective learning environment that supports students with academic excellence which is consistent with the West Valley College’s mission.In 2011-2012, the Library and Supervised Tutoring Program strategically reorganized its structure to be more closely aligned with the Student Success Act. The Dean of Instructional Technology assumed responsibility for overseeing the Library and Tutorial Program in spring 2012. As of spring 2014, with the retirement of this Dean, the college reorganized its administrative structure and the Library and Tutorial Program began reporting to the Dean of Instruction. The Library and Tutorial Program continues to function effectively in collaboration with campus-wide department faculty and support services staff providing quality and variety of educational offerings to the students.LibraryThe West Valley College Library serves a fundamental role on campus in providing student support for student learning and success. As many as 8,400 students visit the library weekly (2C.1.1). In order to successfully achieve the Student Learning Outcomes of the program, the library provides a variety of learning spaces, electronic equipment such as PCs, experienced library staff, and access to information in a variety of mediums. With the passage of Measure C in 2012, the Library and Learning Center building is slated for construction in 2018 where service and pedagogical need driven planning and designing will take place during 2014-2015 academic year.Facilities and EquipmentThe library is located in the Library building in the north side of the college. This 41 year old 39,550 square-foot facility with a seating capacity of approximately 500 provides ample space for individual or group learning experiences including 8 study rooms, 36 computers for student use, 6 TV/DVD/VCR player stations and other audio equipment for student use, and one technology-enhanced classroom for orientations with 29 laptop computers. The Library is equipped with a wireless network available to all facility users. In 2010, the library purchased new furniture and a display case for the front section of the library. With the addition of the DRIP Coffee Café, also in 2010, the library has become a more inviting place for students to study and collaborate ServicesLibrarians are responsible for selecting materials and resources, maintaining the collection, and supervising equipment use. The collection development librarian has primary responsibility for the collection content with final approval from the Dean of Instruction. Librarians receive information about student learning needs by working closely with instructional faculty and accepting suggestions for purchases, working closely with students with course assignments/research at the reference desk, and serving on the curriculum committee providing library support. Technical services include acquisitions, cataloging, processing and budget managing for all library resources. The Library Reserve Collection supports the curriculum and contributes to student success by making course materials available (on a limited basis) to students.?? Depending on the number of copies of textbooks (funded by the ASO) we have for an individual course, students can borrow the book for up to two hours at a time for use in the Library or borrow it overnight and return it the next day.? Instructors are encouraged to donate or loan course textbooks to augment the limited selection purchased through the Reserve Book Program.? The library keeps a tally at the beginning of every semester of those textbooks requested that we don’t have on reserve.? We attempt to get a copy of the book from the instructor or if that is unsuccessful, we have some limited funds to purchase some textbooks (2C.1.2).? The library participates actively in the Books for Food Program sponsored by the Associated Student Government.? At the beginning of every semester, students can trade in 10 -30 cans of food for the right to borrow a textbook for the entire semester. Students are asked to donate their books to the program at the end of the semester. ?These books in turn become part of the Books for Food Program and are thus reused. All of the food is then donated to Second Harvest Food Bank of Santa Clara County. The library is responsible for processing the books, collecting the vouchers from the students after they bring the food to the ASO, and collecting the books at the end of the semester. In fall 2013, there were a total of thirty-four courses that participated in the Books for Food Program (2C.1.3). Circulation Services involve the circulation of library materials, reserve, interlibrary loans, instructional media, and DVDs. It also includes the allocation of group study rooms to students, picking up materials used in the library, and shelving books and other resources. The circulation staff consists of two library media technicians with primary responsibility for its functions; two additional library media technicians who provide backup and support; a few student workers; and one librarian who is responsible for circulation functions as well as having other library responsibilities. The circulation staff is often the first point of contact with the campus community. Circulation staff typically handles circulation of materials, interlibrary loans, overdue and billing notices, computer problems, printer/copier issues, and security gate issuesMaterial and ResourcesThe library collection consists of over 100,000 volumes, 15,000 audio visual items, and 81 current subscriptions. The library provides 24/7 access to more than 12 full-text database/electronic resources including EBSCO Host, ABC -CLIO, Facts – on- File, and Grove Art online. These databases provide access to millions of articles from journals, magazines, newspapers, and other reference works. The Library also provides 24/7 access to over 13,000 electronic books (e-books) through ebrary, and the EBSCO ebook Collection (accessible through the online catalog). Instructions for accessing the library and extended catalogs are available on the library website.Learning CenterTutoring Program and ServicesThe centralized Tutoring Program and Services is located adjacent to the Library and is managed by the Tutorial Program Coordinator. The college’s supervised Tutoring is coordinated by a faculty Tutorial Coordinator to ensure all regulatory mandates for the Supervised Tutoring are met in conducting and providing Tutoring services for the college. Tutoring Program and Services provides free tutoring services and support, student workshops, and independent and group study in various subjects for registered WVC students. The Tutoring program, also recruits and trains new student tutors each semester, providing job opportunities for students during their academic time at WVC. Writing Center The Writing Center provides free peer tutoring for any writing assignment in any discipline at West Valley College. Peer Tutors are mentored and evaluated by Faculty Supervisors who also provide short workshops and instruction, as needed, to assist students and peer tutors alike in improving upon their writing skills. From the time LS110E/apportionment funding was first granted to the Writing Center in the fall 2011 until November of the Fall 2013 semester, enrollment has increased by over 425% (from 74 students to over 400, and climbing). The Writing Center also serves students in over 20 disciplines on campus, with roughly 70% of the students served coming from Language Arts. As we continue offering this free service, we hope to grow in the number of students, disciplines, and courses served in coming semesters, and will keep recruiting, training, and supporting new peer tutors as well in an effort to strengthen their teaching and communication skills and our service as a whole. (2C.1.4)Math Resource Center (MRC)The MRC provides peer and instructor tutoring in all topics of math (with limited help on some classes, such as Statistics). The Center has ten computers for students to work on online math homework, with an additional two side rooms for group study. Students are asked to log in when they enter the MRC in order to track their time spent there: in the fall of 2012 student time totaled 2531 hours, and in the Spring of 2013 students spent a total of 2979 hours. (2C.1.5)ESL Lab and World Languages LabThe ESL Skills Lab offers students in English as a Second Language classes a variety of opportunities and materials to practice English. The ESL Skills Lab, located in the WVC Library, is open to any student in any ESL class. Teachers may also bring entire classes into the lab for practice. The ESL Skills Lab is coordinated by a certificated ESL Instructor, (Instructional Lab Faculty), and is open for student use 18 hours per week (Monday-Thursday). Students receive guidance and assistance from a certificated ESL instructor as needed to facilitate student learning. However, the lab is primarily an independent, individualized learning environment. With the guidance of the lab coordinator, students may choose from a variety of materials to enable them to practice grammar and writing such as 1) writing sentences and/or?paragraphs and/or?3-5 paragraph essays using the Focus of Grammar series, a computer and writing-prompt program; and 2) practicing editing through books such as The Article Book, Better Writing Through Editing,?or Self-Correcting Compositions; 3) reading comprehension; and 4) listening skills. Unlike the World Language Center, which has 37-computers and no room for other activities, the ESL Skills Lab has groups of tables, some computers, but mostly comfortable areas where students can work on their own or join conversation groups. Conversation groups are facilitated by an ESL faculty member or the lab coordinator and are offered to ESL students 5 times a week for 30- to 45-minutes each. Ten to 12 students are often divided in conversation groups to discuss current events or other topics and learn the art of small talk with fellow WVC students of different nationalities. The statistics on student involvement at the ESL Skills Lab are tracked through SARS. In Fall 2012, the ESL Skills Lab was used a total of 1,510 hours, a total of 1,281 individual visits and in Spring 2013, the ESL Skills Lab was used a total of 1,600 hours, a total of 1,326 individual visits (2C.1.6). Originally, this lab was designed for students’ hours-by-arrangement requirements for specific classes in the ESL curriculum, but as of Fall 2013, all attendance statistics are collected for ESL students’ use enrolled in any ESL class.The WVC World Languages Center is a technology-based learning lab in which students of various languages (English as a Second Language, Spanish, French, Russian, German, Chinese and Japanese.) Students can learn and practice a new language at their own pace.? The lab provides 37-work-stations with language-learning software, online language programs, and access to all the audio material for their textbooks. Moreover, the lab uses the unique Sanako language lab software, which allows language teachers to design activities that increase students’ listening comprehension and speaking practice. Some of the functions of the system are as simple as being able to listen to individual students’ speech (without walking around the room), make corrections or comments directly to individual students quickly and easily, to more sophisticated functions such as electronically linking pairs or groups of students, sending a model recording or recording students' speaking (individually or in groups), and demonstrating the target language in video and audio formats at all students’ stations. Students can also work individually to digitally compare their speaking ability to that of a native speaker.The World Languages Center is staffed by an Instructional Lab Technician, (80% of full-time, 30 hours per week), who works closely with the ESL and World Languages department faculty. The lab is used as an open lab and a classroom lab throughout the day, Monday-Friday.?Teachers are able to bring their entire class into the lab for intense practice or testing. In addition, the WLC has been used for various student and faculty workshops on a variety of software programs.In fall 2012, the WLC served 273 students who completed 7279 hours. Seventy-one percent of these completed more than the required 27 hours (part of hours-by-arrangement requirements for their classes.) In spring 2013, the hours-by-arrangement requirement was replaced by web-based, publisher-created materials for most of the foreign language students, except Russian and Japanese. The ESL classes with hours-by-arrangement continued through spring 2013. In spring 2013, the WLC served 229 students, for a total of 6528 hours. Currently, the World Languages Center keeps track of whole-class and individual students’ attendance with the SARS check-in system. (2C.1.7)The Technology CenterWith the removal of Hours by Arrangement (HBA) instruction from all Career Technical Education courses in 2012, the Technology Center located in the Applied Arts and Science building was converted into regular instructional classrooms. In anticipation of the 2018 Library and Learning Center building construction, building planning and design includes discussion among faculty of college-wide supplemental instruction needs, accelerated and collaborative learning models, and new pedagogy that will assure student success.Self-EvaluationThe college meets this standard. The Library and Learning Resources Center (LRC) supports the cultural, intellectual, and aesthetic qualities for the College and the surrounding community. The Library and LRC attempt to meet the highest priorities within the limitations of the budget. Despite recent serious budget cuts, library staff succeeded in selecting and maintaining materials and electronic resources to support student learning needs with input from faculty, students, surveys, and statistics. Actionable Improvements PlanPlan for Library and LRC/Tutorial Programs and Services building design based on the teaching and learning, support services, and pedagogical needs based on student success.Evidence2C.1.12012-2013 Gate Counts Course Reserves Form for Faculty for Food Inventory List, Fall 2013 Center Statistics Resource Center Statistics Skills Lab Statistics Languages Lab Statistics IIC.1.aRelying 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 SummaryThe Library provides resources and services relevant to general information needs; intellectual, personal, and profession growth; cultural development and activities of the college and community. The library Collection Development Policy guides the librarians in the selection, evaluation, and deselection of materials (2C.1.a.1). The librarians are largely responsible for selecting and purchasing library materials based on need or recommendation. Faculty, staff, and students are encouraged to suggest library materials for purchase. Librarians work closely with instructional faculty regarding suggested collection purchases. The library works with learning support labs and services to procure and circulate materials specific to the needs of those programs, such as ESL and Basic Skills materials. Working with students and serving on the Curriculum Committee, the Textbook Access Project, and other campus-wide committees allows the library staff to stay informed on the information needs of the campus. The purchase of LibGuides has allowed the library to develop web-based research tools specifically tailored to subject courses and our growing number of online courses. (2C.1.a.2) The Library maintains a computer lab for conducting research, as well as audiovisual equipment for listening and viewing learning materials. There is also a document print station in the library. The library collection consists of over 100,000 volumes, and added 2,184 books in 2011-2012. There are 15,000 audiovisual items, and 81 current subscriptions. The library provides 24/7 access to more than 12 full-text databases/electronic resources including EBSCO Host, ABC-CLIO, Facts on File, and Grove Art Online. (2C.1.a.3). These databases provide access to millions of articles from journals, magazines, newspapers, and other reference works. The Library also provides 24/7 access to over 10,000 electronic books (e-books) through ebrary and EBSCO ebook Collection (accessible through the online catalog). (2C.1.a.4)Beginning with the spring 2014 semester, the library will be offering the EBSCO Discovery Service. This will allow our students and faculty to search a majority of the library’s content with one search. The Discovery Service will simultaneously search our book collection, all our EBSCOHost databases as well as some non-EBSCO content making it easier and faster for our students to meet their research needs. The depth and quality of the collection and services available on site to students, faculty and staff are greatly enhanced by the library’s participation in the Link+ consortium. (2C.1.a.5) Materials from approximately 60 consortium member libraries—18 million titles, 25 million items— may be requested and are delivered within three days to the circulation desk for pickup by the requesting student, staff, or faculty member. In 2012-2013, the library borrowed 3,038 books from other Link+ libraries and filled 2,537 inter-library loan requests to other Link+ libraries. The library collection’s strengths are also indicated by the corresponding number of loans made to other libraries. (2C.1.a.6)Each full-time librarian is assigned a section of the collection to evaluate for currency and relevancy to the college’s current curriculum. Interaction with faculty regarding research assignments provides the librarians with the essential framework for acquiring resources relevant to their course and assignments. Any faculty member proposing a new course or revising an existing one must identify the current correction of the text books via Curriculum Committee. In addition, the librarian who sits on the Curriculum Committee recommends additional materials as necessary. This allows the library to be proactive in its support of new curriculum. Circulation staff notifies the librarians when materials have been long overdue, damaged, lost or missing. This allows the librarian to decide whether a replacement is necessary and/or to purchase additional titles related to the field. In addition, librarians evaluate the circulation of their designated subject areas to determine which areas have high or low circulation.Self-EvaluationThe college meets this standard. The library continues to provide quality service and resources despite the ongoing financial difficulties faced by the state and college by selecting and maintaining material to support students’ learning needs. By participating in Link+, the library is able to provide students with access to a greatly expanded collection of books that could never be purchased locally. The Supervised Tutorial Center maintains a strong presence on campus serving diverse students learning needs. More than 150 sections of subject matters are supported by the services that Center provides. Along with the Supervised Tutoring Center, subject-focused Writing Center and Math Resource Centers are established in the same manner that meets the Title 5 supervised tutoring requirements. The Center collaborates with many categorical programs and other support programs across campus. (2C.1.a.7) The ESL and World Languages Labs serve a wide range of ESL students who come to West Valley, from those who are just starting their college career to those who are ready to transition to traditional college level classes. Lab coordinators and instructors help students one-on-one at both labs. Some more advanced students also take advantage of the Writing Center and register for LS110 to help them with their more advance writing skills. (2C.1.a.8)Actionable Improvement PlansNone.Evidence2C.1.a.1Library Collection Development Policy Link Library databases page Ebook Collection Service Library Collections Center Statistics Center Course II.C.1.bThe 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 SummaryThe primary goal of the library is to provide a learning environment that promotes students’ acquisition of information competency skills. Library faculty members teach information competency/literary skills, which include the ability to access, retrieve, analyze, evaluate, and apply information and to document sources. Information competency instruction is provided through the Library 004: Information Competency courses. Beginning in 2002, the Information Competency Task Force, a shared governance body created by the Academic Senate, began a program to build a incremental development of information competency graduation requirement. The first stage was the successful deployment in 2005 of Library 004 – Information Competency, a one-unit course in which students learn how to find, evaluate, synthesize, and communicate information. In addition, students learn about the ethical use of information and also the use of citation styles (2C.1.b.1). As of fall 2013 the course demand continues to be strong as ten sections are offered each semester, and four to five intersession sections every year. The college continued to focus on Library 004 (information competency) course to be the main venue to ensure students develop skills in information competency.Reference Desk Service (Individualized Assistance):Professional Librarians are assigned to the Reference Desk during all library operating hours to provide instruction in using the catalog, the research databases, and to assist students in accessing the print resources and services available to them at the library. The type of reference instruction offered varies according to the information need of the student being served:Students with little or no experience with libraries or students who require instruction in basic library skills receive instruction in how to search the online catalog and interpret the contents of a bibliographic record; learn how the items in the library are arranged and learn how to use a call number to locate library materials. Students also learn how to use the most appropriate technology (email, printing, download, and photocopy) for extracting the information they need.Students who come to the library to engage in research learn how to select a manageable research topic; refine their topics if and when necessary, craft a research topic; and identify the concepts relevant to their queries; they learn how to build search terms and construct queries that are most appropriate for the information source being used.Students who use library reference services are also able to develop their critical thinking skills: students learn how to apply criteria to evaluate the quality of information (credibility, reliability, relevance, and authorship) which helps then identify the value and difference of potential information resources.Library OrientationThe library also introduces information competency skills through library orientations. These 1.5-hour workshops are scheduled for subject discipline classes and focus on developing research skills based on the particular class’s research project. A total of eighty-seven orientations to over 2,700 students (2C.1.b.2) were taught in the 2011-2012 academic year, a record number for the library. Librarians at the reference desk also teach students multiple aspects of the research process, along with how to retrieve and critically evaluate information via the online catalog and online databases. Critical thinking and information literacy is an institutional learning outcome for the college. The assessment of student learning outcomes in Library 004 and library orientations is in place. The student learning outcome for Library 004 is for students to produce and evaluative an annotated bibliography on a topic of their choice. A comprehensive assessment report for Library 004 was last completed in spring 2011 (2C.1.b.3). A rubric is used to grade the bibliographies and to measure how well students accomplish the specific performance indicators.The library also conducts post-orientation surveys on a periodic basis (2C.1.b.4). Students are asked to self-assess their knowledge of specific learning objectives before and after the orientation. In addition, librarians are regularly observed at the reference desk as part of the faculty evaluation process. An observation and feedback form is completed and reviewed with the observing faculty member. Self-Evaluation The college meets this standard. The library has succeeded in extending its reference services to users beyond the library’s physical space via electronic communication. The outreach librarian meets with online instructors to demonstrate access to the college’s electronic resources. At the request of individual instructors, a LibGuide is created for a specific course. This acts as the “front door” to the library for our online students. Students can request assistance by a librarian through our “Last Resort” contact form which is checked throughout the day.Course-related orientations have become more in demand in the last few years. Offering tailored rather than general instructional session orientations requires more intensive preparation time for the librarians but these sessions are more effective. Students respond more positively and are more engaged when the content of a session is relevant to their specific research assignments.Actionable Improvement PlansThe college plans to address how best to infuse information competency into an overall teaching and learning context to ensure that students learn such skills and knowledge.Evidence2C.1.b.1Library 4 Course Outline Orientation Assessment for Library 4 Orientation Survey II.C.1.cThe institution provides students and personnel responsible for student learning programs and services adequate access to the library and other learning support services, regardless of their location or means of delivery.Descriptive SummaryThe institution provides students and personnel responsible for student learning programs and services adequate access to the libraries and other learning support services. Library staffing consists of four full-time faculty librarians, four full-time library technicians, several part-time faculty and student workers, depending on budget availability. The Library and the Reference Desk are open during the fall and spring semesters, Monday through Thursday, 8:00 a.m. to 7:30 p.m., Friday 8:00 a.m. to 12:00 p.m., and Saturday 12:00 to 4:00 p.m. Library materials consist of non-circulating reference materials, the circulating general collection (print and non-print), reserve materials based on our curriculum and electronic databases. (2C.1.c.1) Electronic resources, such as e-books and periodical databases, are accessible to off-campus students, faculty, and staff via the library’s website. Students are able to access print books in the Mission College collection by requesting delivery via our shared catalog system. Collections outside the district are available through the Link+ Consortium, an inter-library loan program consisting of academic and public libraries located in California and Nevada. Access to these collections for distance learners is made easier through the Link+ “visiting patron and pickup anywhere” option. Despite statewide cuts to Instructional Equipment and Library Materials IELM and Telecommunications and Technology Infrastructure Program (TTIP) funds for community college libraries, WVC database offerings have grown since 2007 thanks to the negotiating efforts of the Community College Library Consortium (CCLC). In 2011, the CCLC was able to secure a statewide subscription to Academic Search Premier, a periodical database, allowing the remaining budget to be pinpointed for the purchase of databases that would assist our curriculum in a number of different subjects. These sources are available 24/7 for faculty, staff and student use via the Web. Online databases are listed below and those that were acquired in the last six years are marked with an asterisk:Academic Search Premier (EbscoHost)*Literary Reference CenterCQ ResearcherFacts on FileAmerican Indian Experience*Issues: Controversy and Society*Ebrary (e-books)*CollegeSource OnlineFerguson’s Career Guidance Center*CountryWatchRand CaliforniaOxford Art OnlineAccessScience*Auto Repair Reference Center*The following databases will be added in spring 2014 with the new EBSCO Discovery System:Academic Search CompleteBiography Reference CenterBusiness Source CompleteCareer LibraryEntrepreneurial Studies SourceInternational Bibliography of Theatre & Dance with FTPoints of View Reference Center Science Reference CenterVocational Studies CompleteLiterary Reference Center PlusLibrary services are posted online at . The library has a prominent link on the college’s main webpage. Other remote access points include:A link to library resources from all ANGEL courses, the college’s distance learning course management system. All faculty and students have access to ANGEL whether their class is in person or online.West Valley College Portal (WVCPortal) under the “Support Services” areaE-mail reference and telephone referenceLibrary research guides (LibGuides) specifically tailored for certain classes and subject areasThe library takes a proactive approach in developing tutorials for distance learning students. Short video tutorials are available on how to search the online catalog and more popular databases. These can be viewed at our YouTube channel: . These videos are being incorporated into subject and class specific research guides for distance learning students. The Library is part of the campus-wide wireless network. This has allowed students with mobile devices to easily connect to services and has extended our on-campus reach. In addition, it has alleviated the lines to access our 29 public computers. In addition, the Library also has a smart classroom, which is used primarily for the library orientations. Currently, we have 29 Apple laptop computers available for students enabling them to have hands-on practice with a librarian available to demonstrate and answer individual questions.Wireless printing is available for students from the public computers and their own laptops. The library has one laser printer with a dedicated computer for requesting the printouts. Two photocopy machines are also available for students to use. The photocopy machines and printer are rented from Pinnacle. The company pays for all of the supplies and maintenance of the machines. Disabled student access is available via an adjustable computer table and two disability-accessible computers, a scanner with special needs software, and closed-circuit television magnifier reader for print. The disability accessible computers are equipped with Jaws, Kurzeil 3000 and Dragon Naturally Speaking. In addition all of the library videos are captioned and created using Section 508 compliant software.The library is comprised of three other learning resource areas: The Writing Center, ESL Skills Lab, and Tutorial Services. The Writing Center is open to all students on campus who need assistance with their writing, reading, studying, and keyboarding skills. Students can register for a free half unit class called LS110: Supervised Tutoring with an instructor’s referral. The ESL Skills Lab is open to English as a Second Language student on campus who require assistance with grammar, vocabulary, listening, reading, spelling, and writing. Students register for a half unit ESL 975 class and come to the lab for two hours every week for the entire semester. The Tutorial Center is open to all enrolled students on campus. Depending on the subject to be tutored, the student can take advantage of drop-in tutoring for Math, Chemistry, Physics or Economics. Students share the tutors who are on duty with the other students in the drop-in area. Students can also schedule individual tutoring or group tutoring in a number of other subjects. All of these areas are accessible to students with disabilities. Each of these learning services collects data on service usage and subsequently adapts their schedules according to their findings. The Library uses usage data to determine when to be open and what services to provide. (2C.1.c.2) Data collected by Tutorial Services help in identifying where to market their offerings, what services to offer, and when to schedule tutors for specific courses. (2C.1.c.3) Services are publicized via websites, postings in the WVC Catalog, and fact sheets distributed across services.Self -EvaluationThe college meets this standard. At the time of the last self-study, the Library had four service points: Circulation, Reference, Periodicals and Audio/Visual. The Periodicals Desk was closed in 2010 and the photocopier machines and printers that were next to the Periodicals Desk were moved to the Audio/Visual area, reducing the number of staff needed, but maintaining as much convenience as possible for the students. The library staff has leveraged social media, online services, and free or inexpensive software to promote our services to students, faculty and staff, regardless of their location or means of delivery.While comments on the Student Accreditation Survey identified the need for more open hours, 67% agreed or strongly agreed that library resources and services are appropriate to support students’ educational goals. (2C.1.c.4) Actionable Improvement PlansNone.Evidence2C.1.c.1Library Website Services Analysis Accreditation Survey pg11 II.C.1.dThe institution provides effective maintenance and security for its library and other learning support services.Descriptive SummaryThe 41 year old library building is located in the north central part of the campus. (2C.1.d.1) The Library building contains several departments/units: Digital Music Classroom, ESL Skills Lab, Library, Printing Services, Tutorial Services, Writing Center, and TV Office. (2C.1.d.2) Each department/unit maintains key access to its own non-public areas. The sprawling building can be split into geographical areas: east and west. On the east side of the building the following are located: Digital Music Classroom, Printing Services, TV Studio, and the Writing Center computer labs all have doors that are locked during non-business hours. On the west side of the building are the ESL Lab, Library, and Tutorial Services. Tutorial Services has a public entrance that is located on the outer part of the building, while an interior door is used to enter the Library from within the Tutorial Services area. The ESL Lab is entirely open to the building interior with entrances and exits leading to both the Writing Center and the Library. The Library’s two entry points are the shared entrance with the ESL Lab/Library Audio-Visual area and the main entrance. The shared entrance has a 3M?Library Detection System (electromagnetic). Books and items with the 3M? tattle tape stripes, if not desensitized during checkout sound an alert if the patron leaves through the gate with the items. During closed hours this entrance is cordoned off by a one-foot high expandable wooden gate with a hook latch. The institution provides increased security for critical learning services areas on campus which house expensive and/or critical equipment: specifically the systems utilized are video recording and monitored security alarms. ? In the east side of the Learning Resource Center a monitored security alarm system, as well as a video recording system is utilized to protect the?Digital Music Classroom,?TV Studio/Control Room, and AV support areas. These areas (east side of Library) not only house expensive computers and video editing equipment, but also high-end TV studio cameras and racks of AV/Video equipment/servers. ?The security alarm systems are contracted primarily through Sonitrol, which not only triggers an alarm when a door is opened without turning off the alarm, but also has microphones to listen in on activity after an alarm has been triggered.Public access computers located in rooms that cannot be locked are secured to tables; laptops are locked within a Breford TL474LL/A 32 Laptop Mobility Cart and behind the locked smart classroom door when not in use. Student computers are maintained and updated by Instructional Technology Support Services (2C.1.d.3), while staff computers are maintained by the district Information Systems Support staff. (2C.1.d.4) Computers are obtained through campus technology upgrade programs and also the WVC Integrated Planning and Resource Allocation process which includes budget and resource allocation based on SLO/A Assessment and Program Review. (2C.1.d.5) Library student, staff computers, and computer systems are maintained by the systems librarian in conjunction with the district Information Systems Support staff. Access to library subscription services is restricted to authorized users through a proxy service provided by Innovative Interfaces Inc. (III), an integrated library system. The Library and Writing Center utilizes Pinnacle Printing Services for student printing and photocopying. Printers, copy machines, and the computer print point/server are maintained by Pinnacle. There is currently no dedicated safety phone in the library building. In spring 2012, the Student Health Services Community Resource Coordinator presented “Assisting Emotionally Distressed Students” for library staff. During fall 2012, library staff participated in a “Shooter on Campus” training session presented by the District Emergency Services Coordinator. The training session was held in the library classroom and other library building units were invited to participate. In spring 2013, the library will participate in a Triage Workshop to be held in the library classroom, other library building units will also be invited. While the Library and Learning Resource Center are slated for construction in 2018, most of the chairs are original to the 41-year old building and greatly in need of replacement. In 2011, the Library received a Land Corporation grant to create a modern space for group activity in the north entrance area. With the grant, the furniture was replaced with updated and functional furniture for students. In addition, a corner section of the north entrance flooring was replaced with linoleum to creating a casual café area where students may congregate. The college plans to ensure that sustainable and effective maintenance, as well as security for the new Library and Learning Resource Center be the highest priority for the new building construction plan. Self-EvaluationThe college meets this standard. Library and Learning Resource Center staff has an integral role in noticing any issues or problems with the library building. The staff maintains open communication with Campus Police, Campus Maintenance Department and Campus Custodians whenever issues or problems arise. Security is maintained for the Library and Learning Resource Center, and its collections, through staff oversight and a variety of electronic safeguards, including locking systems, sensors and passwords.Actionable Improvement PlansNone.Evidence2C.1.d.1Campus Map map Technology Support Services Information Systems Department Planning and Resource Allocation Diagram II.C.1.eWhen 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 SummaryThe Library relies on several library vendors to support library services. The Library maintains and reviews written contractual agreements annually. Vendors are evaluated at the time of renewals or if issues are raised (by staff or students) with the service, this is done during departmental meetings. (2C.1.e.1)Among the vendors are Innovative Interfaces Inc., Online Computer Library Center, Link+, the Community College Library Consortium, Pinnacle, Califa Library Group, the National Cooperative Purchasing Alliance, and Drip Coffee.Innovative Interfaces Inc. (III): the vendor that supplies the electronic circulation system for the Library, providing public access to the catalog and databases from both on and off-campus. III also stores data and automated system backup on their server. This technology allows the Systems Librarian to do annual upgrades and to capture various usage statistics for analysis and planning.Online Computer Library Center (OCLC): the non-profit organization provides cataloging records that make inter-library searches and requests possible. OCLC is also a research organization providing useful statistics and billing information on a monthly basis.Link+: The WVC Library is a member of a consortium of 61 (currently) participating libraries in California and Nevada. If an item is unavailable locally, patrons may check the Link+ catalog and request the item from one of the Link+ libraries, which is then received in 2 – 4 business days. The library keeps statistics on materials borrowed and loaned to other Link+ libraries. Library faculty and staff participate in user group meetings.The Community College Library Consortium (CCLC): the Library’s resource for most of the electronic databases and periodicals. During the last year of state-wide budget cuts, CCLC was able to broker a contract with EBSCO, an electronic database subscription service, for the community colleges in the consortium at a discounted fee. The Acquisitions Librarian monitors the subscriptions and licensing agreements with CCLC and collects and reviews monthly usage statistics.Pinnacle: the vendor provides two photocopiers (including toner and paper), two networked and Wi-Fi printers, change machine, and copy-card dispensers for students to use. The company owns and maintains the equipment, collecting the revenues. Statistics kept by Pinnacle are faxed to the Library monthly. If revenues exceed 130,000 copies, the excess is sent by check to the WVC Library, which helps to defray other overhead costs.Califa Library Group: Houses the WVC digitized archives. The library received a start-up grant in 2010-11 to train our archives librarian, purchase a scanner and supplies, and pay for the initial cost of uploading 200 images onto the Califa website. Connect to our digitized archives via our Archives page: The National Cooperative Purchasing Alliance (NCPA): is a national government purchasing cooperative working to reduce the cost of goods and services for public and educational agencies. One of our suppliers of library materials is contracted with the NCPA, allowing us to make purchases at a discounted price.Drip Coffee: In September 2011, Drip Coffee café was set up in the library, which has helped to attract students to the library and eliminated the need for them to trek across campus for a beverage or snack. The library receives a percentage of the Drip income.Self -EvaluationThe college meets this standard. Vendors are evaluated at the time of renewals, or if issues are raised (by staff or students) with the service evaluation is done during departmental meetings. (2C.1.e.1) All contractual agreements are functioning well, evaluated annually, and are adequate for the Library’s needs.Actionable Improvement PlansNone.Evidence2C.1.e.1Pinnacle Discussion II.C.2The 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. The institution uses the results of these evaluations as the basis for improvement. Descriptive Summary Tutorial Services and the Library complete reviews through the formal West Valley College program review process. The Library and Tutoring Services also develop student learning outcomes and use institutional research data to assess their services. The program review process specifically addresses access, use, and relationship to intended student learning outcomes. Tutorial Services completed its non-instructional program review in October 2010, (2C.2.1) and the Library also completed both non-instructional and instructional program reviews in 2010 and 2013. (2C.2.2, 3)With the closing of the Technology Center in May 2013, a hardware and software migration was planned and executed. Computers with specialized software such as AutoCad, AutoDesk, C++, Nutritionist Pro and others were moved to the Tutorial Center. The library received twelve computers with Microsoft Office and internet access to help alleviate lines for public computers. This sharing of the Technology Center assets has helped to consolidate the areas on campus where students could go to get assistance with class work. The old Technology Center was across campus whereas now these services are under one roof—The Learning Resource Center. The Library uses surveys, comment cards/e-mails, and other statistics to evaluate its services. Tutorial Services conducts end-of-the-year surveys and gathers service usage data. This data includes information on student success and retention and assesses where the demand for Tutorial Services is greatest. (2C.2.4)Surveys are the most comprehensive method of assessing use, access, satisfaction, and student learning. The most recent library surveys were carried out during the 2012-13 academic year. The student survey was distributed to approximately 9,663 students who had provided the college with e-mail addresses; a total of 830 surveys were returned for an eight percent return rate. Of the 830 responses, 551 (66%) take in-person classes only, 224 (27%) take a combination of in-person and online courses, and 55 (7%) take online classes only. Of the respondents who used and rated library services on campus, 71 percent agreed or strongly agreed that the levels of service at the circulation desk were satisfactory, and 64 percent agreed or strongly agreed that the levels of service at the reference desk were satisfactory. (2C.2.5)At the same time, the faculty and staff library survey was administered. It was distributed to all faculty and staff having a district e-mail address. The survey went out to full-time and part-time faculty and staff; seventy-nine surveys were returned. Overall, faculty and staff respondents were highly satisfied with various library resources and services. In almost all cases, 50% to 60% indicated they either “Strongly Agree” or “Agree” that they were satisfied and 40% to 50% indicated “No opinion or not applicable.” Strongest levels of satisfaction were applied to services provided by library media technicians (71%), services provided by faculty librarians (71%), Book Checkout Desk Service (60%), handling of reserve materials (56%) and online catalog (52%). In addition, many of the comments were in praise of library staff and showed a high level of gratitude for the services that are provided by the library. Comments also indicated a need for a newer, brighter space and better training of associate librarians at the reference desk and for those associates that give orientations. (2C.2.6)During October-November, 2012, surveys evaluating student learning outcomes from the library orientations were distributed to 174 students following their class orientations. Responses were received from 151 of the 174 for an 86 percent return rate. All students were “Very confident” or “Somewhat confident” that they could locate books through the West Valley Library Catalog (100%) or Link+ (96%), periodical articles using Academic Search Premier (95%) and web sites (98%). Students appeared to be less confident about their ability to evaluate web pages with 56 percent indicating “Very confident”; 34 percent indicating “Somewhat confident”; and nine percent “Not very confident.” This confidence level is attributable to the fact that very few students seem to have been introduced to the ideas and methods for critically evaluating web pages. Students were also less confident that they understood when and how to cite sources with 50 percent stating they were “Very confident”; 34 percent “Somewhat confident”; 14 percent “Not very confident”; and two percent stating they were “Not at all confident.” Time for most orientations does not allow for a thorough teaching of citing sources, which probably accounts for any indications of lagging confidence. Beginning in spring 2013, the library orientation format changed. Laptops on loan from the Fox Center were utilized to create a more interactive learning environment. The orientations are now a mix of lecture and hands-on practice. Students have the opportunity to start their research, and the librarian is available to answer students’ questions as they arise. (2C.2.7)Student learning outcomes assessment for tutorial services yielded positive results. The assessment indicated that tutors do not merely give answers to students. Rather, they guide students in the learning process. Results indicated that students excel at learning actively and learning independently. They become more efficient learners as demonstrated through retention and success rates as well as improved grades. (2C.2.8) The combined analysis of program review information, usage data, and surveys resulted in modifications in service, thus improving the connection between learning services and intended student learning. Staff members regularly review goals and objectives and establish new goals, as needed, based on these inputs and others. Evaluations, whether by comment cards, e-mails, or surveys, are received from faculty, staff, and students. Although comment cards and e-mails can be sent by anyone, including the community in general, surveys provide the library and other learning resources the opportunity to solicit information from specific groups as needed. The faculty appraisal process that involves observations and student evaluations also generates feedback and suggestions for improvement. Self-Evaluation The college meets this standard. The Library and Tutorial Center use the results of the program review process, evaluations, usage data, and surveys as a basis for improvement. Student Learning Outcomes (SLO/As) exist for library instruction and orientations and for Tutorial Services. SLO/As have not been developed for other library services. Action Plan None.Evidence2C.2.1Tutorial Services Program Review Non-instructional Program Review Instructional Program Review (p. 176) Center Usage Data2007-2012 Library Survey Results Full Report Faculty/Staff Library Survey results Library Orientation Survey Results Services 1010-2011 Program Review and SLO/A ................
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