Self-Study Report in Support of Reaffirmation of Accreditation Draft

advertisement
Draft
Self-Study Report in Support of
Reaffirmation of Accreditation
Presentation to the Board of Trustees
June 20, 2011
Mission Statement
De Anza College provides an academically rich, multicultural learning
environment that challenges students of every background to develop their
intellect, character and abilities; to realize their goals; and to be socially
responsible leaders in their communities, the nation and the world.
De Anza College fulfills its mission by engaging students in creative work
that demonstrates the knowledge, skills and abilities contained within the
college’s Institutional Core Competencies:
•
•
•
•
•
Communication and expression
Information literacy
Physical/mental wellness and personal responsibility
Global, social, cultural and environmental awareness
Critical thinking
– Updated Spring 2010
Accrediting Commission for Community and
Junior Colleges (ACCJC) Standards
I. Institutional Mission and Effectiveness
II. Student Learning Programs and Services
III. Resources
IV. Leadership and Governance
Self-Study Team Leaders
Standard I
•
•
•
Nancy Cole
Alex Kramer
Andrew LaManque
Standard III
•
•
•
Letha Jeanpierre
Dan Mitchell
Kevin Metcalf
Standard II
•
•
•
Gregory Anderson
Mary Kay Englen
Christina Espinosa-Pieb
Standard IV
•
•
•
Stacey Cook
Cynthia Lee-Klawender
Virginia Marquez
Standards Teams
Preparation for
Accreditation
2007
•
Student Learning Outcomes coordinator appointed; SLO timelines
developed
2008
•
•
Intensive work begun on SLOs
Focused Midterm Report submitted
2009
Yearlong
•
Steady progress on SLOs; new coordinators named; work begins on Student
Services Learning Outcomes (then referred to as Service Area Outcomes, or
SAOs) and Administrative Unit Outcomes (AUOs)
Spring
•
Institutional Core Competencies (ICCs) developed
Fall
•
•
•
•
•
•
•
Draft Six-Year Planning Cycle developed
Accreditation website updated
Educational Master Plan Committee formed; review of mission statement begun
2009 Follow-Up Report submitted
Initial Accreditation Steering Committee emerges organically from the SLO
Steering Committee
ALO attends training at California Community College League (CCLC)
conference, San Francisco
Planning occurs for invitation to college community to participate in Self-Study
2010
Yearlong
•
•
•
•
Continuing progress on SLOs, SSLOs, AUOs and assessment cycles
Ongoing Accreditation Steering Committee meetings
Regular accreditation updates provided to college community through College
Council, other governance groups
Self-Study development through Standards teams
January
•
•
ALO attends ACCJC public meeting, San Francisco
College community invited to information session on Accreditation Self-Study;
Overview and Orientation meeting held
January/February
•
•
Self-Study teams established and convened; early work begins
Educational Master Plan drafted, distributed
2010
March
•
•
Self-Study chairs training, ACCJC, Foothill College
Faculty chairs training, Academic Senate Accreditation Institute, Newport
Beach
April
•
Formal accreditation update to board of trustees
May
•
•
College Council approval of updated mission statement, Educational Master
Plan
College Council formal approval of Accreditation Steering Committee charge
July
•
Discussion begins on Accreditation surveys to students, faculty and staff
November
•
•
Accreditation surveys administered
ALO attends ACCJC workshop, Pasadena
2011
Winter/Spring
•
Regular accreditation updates continue to be provided to college community
through College Council, other governance groups
January
•
ALO attends ACCJC public meeting, San Francisco
January-May
•
Submissions/revisions/editing of Self-Study drafts
March
•
ALO and faculty training, Academic Senate Accreditation Institute, Napa
April
•
•
•
College convocation held on SLOs
Faculty, administrator representatives attend ACCJC regional workshop on
Program Review and Institutional Planning, West Valley College
ALO attends ACCJC workshop, San Francisco
2011
June
•
•
•
•
•
Self-Study available online for review by entire college community
Review of Self-Study through governance groups, College Council, Town Hall
meeting
Board of trustees review of document; presentation delivered to board
Feedback incorporated
College Council approves Self-Study
Selected
Planning Agendas
Standard I. Institutional Mission and Effectiveness
•
As a component of the new planning process, the mission statement
will be reviewed and publicized on a regular basis. The review of the
mission statement will be integrated into the planning process.
•
The college will implement the integrated planning process that
incorporates outcomes assessment results into institutional planning,
and provide the time and space for broad-based dialogue aimed at
improving student learning.
Standard II. Student Learning Programs and Services
Standard II.A, Instructional Programs
•
Working with other Planning and Budgeting Teams and College Council,
the Instructional Planning and Budget Team (IPBT) will review and
modify the Annual Program Review Update and Comprehensive
Program Review processes on a regular basis.
(This is also a Planning Agenda for the Student Services PBT [Standard II.B]
and the Finance and Educational Resources PBT [Standard III].)
•
Institutional Research will continue its commitment to assisting faculty
and staff in their assessment efforts in the course and program levels.
Standard II. Student Learning Programs and Services
Standard II.A, Instructional Programs
•
The SLO team will continue to refine its processes to assist faculty in
efficiently and effectively documenting and assessing Student Learning
Outcomes.
•
The college will continue to encourage professional growth in the area
of assessment through the Office of Staff and Organizational
Development. Staff Development activities related to the development,
interpretation and analysis of course and program assessments will
continue.
•
Complete assessment of Program Level Outcomes (PLOs) by the end
of the 2013-14 academic year.
Standard II. Student Learning Programs and Services
Standard II.A, Instructional Programs
•
Divisions will periodically review syllabi for consistency with appropriate
standards, including content, methods and college policies.
•
Working with Foothill College, draft a joint policy on program
discontinuance for discussion at both colleges.
•
Increase staff development in the institutional Strategic Initiatives:
Outreach, Individualized Attention to Student Retention and Success,
Cultural Competence, and Community Collaborations.
Standard II. Student Learning Programs and Services
Standard II.B, Student Support Services
•
With the leadership of the associate vice president of Instruction, the
college will hire a director for the redefined Office of Equity, Social
Justice and Multicultural Education.
•
With the leadership of the associate vice president of Instruction, the
director of ICCE, the director of Equity, Social Justice and Multicultural
Education, and the director of Staff and Organizational Development
will collaborate with DASB to establish updated strategic plans focused
on student access and engagement for their departments.
(These are also Planning Agendas for Standard III.)
Standard II. Student Learning Programs and Services
Standard II.B, Student Support Services
•
With the leadership of the vice president of Student Services, the dean
of Counseling and Matriculation, and the Counseling Department chair,
Counseling and Advising will evaluate through surveys, focus groups
and ongoing discussions how to improve services.
•
Assessment, in conjunction with the DARE Task Force, will determine,
prioritize and implement best practices to improve Assessment Center
service to students, including in the placement of students in
developmental education courses.
Standard II. Student Learning Programs and Services
Standard II.B, Student Support Services
•
The Student Services Planning and Budget Team (SSPBT) will continue
to refine Student Services Learning Outcomes Assessment Cycles
(SLOACs) to assist in planning, program evaluation and decisionmaking.
•
Develop an assessment plan for Program Level Outcomes (PLOs).
Standard II. Student Learning Programs and Services
Standard II.C, Library and Learning Support Services
•
Facilitate an increase in fully online, partially online and hybrid course
offerings through Distance Learning instructional design and training
assistance.
•
Explore creative ways to utilize existing faculty and technologies to fully
develop an enhanced information literacy program.
•
With the leadership of the new dean of Learning Resources, engage
more faculty in the integration of Library services, including orientations
as part of courses and Learning Communities.
Standard III. Resources
•
Explore opportunities to increase funding for diversity programs on
campus.
•
Explore opportunities to maximize staff development during times of
constrained budget.
•
Complete the update of the Facilities Master Plan.
•
Develop clear policies and procedures for writing and pursuing grants.
Standard III. Resources
•
Continue to integrate the Information Technology Strategic Plan into
campus planning and budgeting initiatives.
•
Work toward a centralized technology training plan, based on wideranging input from faculty, staff and students, as well as all staff
involved in delivering training, both at the campus and district level. The
plan should address the questions of how training needs are assessed
and how training will be assessed and evaluated, in addition to guiding
users toward the appropriate location to receive the training.
Standard IV. Leadership and Governance
•
Continue review of governance and decision-making models.
•
Improve understanding of the college's shared governance process by
standardizing the governance website in presenting the roles, charges
and responsibilities of each shared governance group.
•
Produce a governance e-Handbook describing governance groups and
decision-making processes in a standardized online format.
•
Encourage staff, faculty and administrators to improve communication
by maintaining and updating websites.
Standard IV. Leadership and Governance
•
Explore release time and/or stipends for classified professional
participation in leadership roles as a way of encouraging widespread
participation in governance.
•
Work with the chancellor’s office to increase the understanding and
awareness of the campus community about trustee and district
advocacy activities.
•
Increase awareness and implementation of the Six-Year Planning and
Assessment Cycle approved in the Educational Master Plan as it
relates to the budget and resource allocation.
Next Steps
July
•
•
Board of trustees certifies De Anza College Institutional Self-Study
Report in Support of Reaffirmation of Accreditation
Final draft posted online
August
•
Complete designed document mailed to ACCJC and Evaluation Team,
accompanied by flash drives of document with links to evidence, and
related materials such as college catalog
September
•
Opening Day: Accreditation
July-October
•
Planning for Evaluation Team Visit
October 24-27
Accreditation
Evaluation Team Visit
Accreditation Self-Study
Draft Available for Review at
deanza.edu/accreditation
Feedback: Marisa Spatafore, Accreditation Liaison Officer
[email protected], x8672
Draft
Self-Study Report in Support of
Reaffirmation of Accreditation
Presentation to the Board of Trustees
June 20, 2011
Download