Questions to Use in Institutional Evaluation
Bill Englert & Mary Vargas= Blue
This Guide is designed to provoke thoughtful dialogue and judgment about
institutional quality by college communities engaged in self study and by
peer evaluation teams assigned to affirm the quality of institutions. As
either group seeks to evaluate an institution’s ability to measure up to the
Standards of Accreditation, inquiry — asking questions and seeking answers
— is necessary before judgment is made. The following questions are
designed to provoke thoughtful reflection about institutional quality. These
questions are designed to be asked by either the institution engaged in self reflection
as part of self study, or by the peer evaluation team that visits the
campus. The Guide also provides a list of possible sources of evidence that
can be used to develop answers to the questions raised through the process
of inquiry.
The questions, and lists of possible evidence, are designed to inform discussions
of student achievement, such as number of graduates, number of
transfer students, retention rates, course completion rates, job placement
rates; institutional performance such as the presence and effective use of
institutional resources, structures, and policies, to achieve the institutions
educational mission; and student learning outcomes such as the acquisition
of knowledge, skills, abilities and attitudes that the institution intended
student to learn and which are defined by the institution as the intended
learning outcomes. Remember, there may be many other questions that
institutions and team members can and should ask in order to assess institutional
quality and effectiveness.
B. Physical 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.
1. The institution provides safe and sufficient physical resources that
support and assure the integrity and quality of its programs and
services, regardless of location or means of delivery.
Against what criteria and by what processes does the institution
evaluate the safety of its facilities? In compliance with DSA (Division of State
Architects, the college facilities were built to legal standards and codes as required by
our district, state chancellor’s office, and the education code. Beyond the
commissioning of a building, and throughout years from one to fifty years, the college
Facilities and Maintenance Operations (FMO) department is responsible for the onQuestions to Use in Institutional Evaluation: Standard IIIB
going safety requirements as prescribed by the district office. The FMO is charged with
the responsibility for ensuring that all safety code issues are routinely examined and
enforced whenever applicable. The Work Environment Committee (WEC) is comprised
of classified, certificated, and administration. The WEC deploys a subcommittee
regarding safety inspections throughout the campus. Normally two members from each
constituency walk the campus as a ‘safety team’ to examine each room on campus; i.e.
classroom, office area, storage, restrooms, and any other room that staff and students
have access to. A designated form is filled out by the inspection team. If there are
deficiencies noted, the vice president of the cluster is informed as a ‘notice to correct.’
Upon what data has the institution determined the sufficiency
of its classrooms, lecture halls, laboratories, and other facilities? The most recent
bonds have supplied the campus with experts in the field of sufficiency in regards to our
facilities. The data used by the architects were from our enrollment, unit planning and
program review documents, and the overall master plan of the college. Incorporated in
the reports were the ideologies of the college’s Mission statement, goals, Institutional
Learning Outcomes, and the community advisory committee.
What mechanisms does the college employ to evaluate how effectively
facilities meet the needs of programs and services? The mechanism to evaluate is from
many areas; academic affairs through faculty meetings and unit planning, the College
Planning Council (CPC), faculty senate, and various committees formed from the AFT
and faculty senate; i.e. Career Technology Education (CTE), advisory committees, WEC,
and so on.
How well does the institution meet its facilities needs? The recent and current needs
have been met through the bond funding program. Does the institution use the same
criteria and processes for determining safety and sufficiency of facilities at off-campus
sites? Prior to any college class or college event, the administrator in-charge of the area
is required to conduct a site visit to ensure a safe environment, and to ensure the facility
meets all state and federal requirements regarding ADA issues and laws. To what
extent are off-campus sites safe and sufficient? Ninety-five percent of all off campus
events are held at federal, state, or local government locations. The remaining five
percent are generally at a local public event source; i.e. Boys and Girls Club, YMCA, or
YWCA, and so on that are normally one-hundred percent in compliance.
How does the college use the results of facilities evaluations
to improve them? The results are reported back to the area cluster manager, normally
the vice president, and the enforcement to the ‘notice to correct’ relies solely on the
manager in-charge of the area. Does the college employ similar processes
to assure the safety and sufficiency of its equipment? Yes, the process is similar except
that the WEC committee is not the originator of the inspection <unless otherwise
requested by the college president>, but the division chairperson is responsible for the
daily assurance of the areas equipment.
How does the institution support the equipment needs
of the distance delivery modes it offers? Under Article 9 of the AFT contract, each
faculty member that engages in distant learning as their primary means of delivery, and
for any delivery method for this sake of argument are made available to an office,
computer station, telephone, and areas for student conference whenever needed.
Questions to Use in Institutional Evaluation: Standard IIIB
Are institutional needs for equipment met? Yes
a. The institution plans, builds, maintains, and upgrades or replaces
its physical resources in a manner that assures effective
utilization and the continuing quality necessary to support its
programs and services.
How does the institution consider the needs of programs
and services when planning its buildings?
Los Angeles Harbor College reviews the current needs for departmental and classroom space and future
needs for programs that will soon be offered or expanding when making plans for new or existing
buildings. An example of this is the Culinary Program which has expanded each year and now is in need
of state of the art kitchen facilities as well as traditional classroom space located near the kitchen.
What processes ensure that program and service needs
determine equipment replacement and maintenance?
Los Angeles Harbor College’s Facilities Department uses the Scheduled Maintenance Five-Year Plan and
Work Request System to determine when equipment needs to be replaced or maintained. The Director
of College Facilities and Facilities Staff determine maintenance needs on a daily basis by inspecting
equipment and deciding on whether equipment should be serviced, repaired, or replaced. Preventative
Maintenance and Safety Inspections are done on a weekly/monthly basis to ensure that equipment is up
to code.
How does the institution evaluate effectiveness of facilities
and equipment in meeting the needs of programs and services?
The Facilities Department is provided information from the Work Environment Committee (WEC)
through requests and all faculty and staff have access to submit online work requests. The Facilities
Department will be soliciting feedback through an online survey during the Spring of 2010.
How effectively does the institution use its physical resources?
Los Angeles Harbor uses the buildings effectively in support of the Educational Master Plan and course
offerings. The Academic Affairs Office allocates classrooms based on class size, instructor needs, and
availability. Lighting controls and building automation systems have been installed to help with efficient
operation of campus mechanical and electrical with the staffing available.
Questions to Use in Institutional Evaluation: Standard IIIB
b. The institution assures that physical resources at all locations
where it offers courses, programs, and services are constructed
and maintained to assure access, safety, security, and a healthful
learning and working environment.
How does the institution assure access to its facilities? There are two access issues;
1. Physical access and entry, and 2. ADA compliance for access and entry points.
The physical access and entry points are monitored by the campus police personnel and
college staff. The ADA compliance policy and current issues are reviewed by the
campus ADA subcommittee chaired by our administrative vice president and the ADA
expert funded by the construction bond through year 2016.
How does the institution ensure that it maintains sufficient
control over off-site facilities to ensure their quality? On-going assurance of off-site
facilities safety and maintenance relies solely with the vice president/and or his
designee of the area cluster and program coordinator assigned to the project/program.
2. To assure the feasibility and effectiveness of physical resources
in supporting institutional programs and services, the institution
plans and evaluates its facilities and equipment on a regular basis,
taking utilization and other relevant data into account.
By what process does the institution assess the use of its facilities?
How often does the evaluation occur? The assessment of facilities generates from two
areas; 1. Area cluster committee, and 2. WEC. Occurrence: Regular basis.
How does the college use the results of the evaluation to improve
facilities or equipment? On a regular basis and as vetted at the division and cluster
level.
a. Long-range capital plans support institutional improvement
goals and reflect projections of the total cost of ownership of
new facilities and equipment.
What process does the institution follow to make capital
plans? How are long-range capital projects linked to institutional
planning? You may want to massage this political question and answer. Long-range
capital improvements occur when bond measures or state grant funding comes
available. Once that occurs, the CPC and affected clusters begin the planning process.
What elements comprise the definition of “total cost of ownership”
the institution uses when making decisions about
facilities and equipment? The general and overall understanding campus-wide is that
all facilities belong to the entire campus; however, each area, discipline, or cluster the
facility was specifically designed or allocated for has the first right of refusal
<normally>, then second and third right of assignments are assessed and re-allocated
Questions to Use in Institutional Evaluation: Standard IIIB
by needs assessment discussions, and eventually the outcome is the assignment.
Equipment purchased by whatever means follows the same process.
How do planning processes ensure that capital projects
support college goals? Another political answer. By Presidental Decree (PD), verdict,
or ruling by the former president. How effectively is long-range capital
planning helping the college to achieve improvement goals? Perhaps 60%; no more
than 70% of capital improvements were derived by out Master Plan.
b. Physical resource planning is integrated with institutional planning.
The institution systematically assesses the effective use of
physical resources and uses the results of the evaluation as the
basis for improvement.
How does the institution ensure that facilities decisions
emanate from institutional needs and plans for improvement? Beginning the direction
from CPC, consensus by the faculty senate and various key committees, and the area
cluster teams.
What evidence is there that the institution bases its physical
resource decisions on the results of evaluation of program
and service needs? Would have to refer to the minutes of CPC and CORE since 2002;
up to and including the changes since President Martinez arrived. How does the
institution prioritize needs when making decisions about equipment purchases? Other
than equipment needed in FMO (which is determined by the FMO and Administrative
vice president, the evidence is presented by the specific discipline or department with
funding sources and financial evidence to proceed with project and/or purchases. The
college would benefit if the decision to purchase equipment, and then install said
equipment, would first be approved by the WEC, then budget, and then to the final
approval administrator to ensure the college has the necessary funding to purchase,
physical and financial resources for installation and infra-maintenance funds <i.e.
maintenance contracts, proper expertise to work on the equipment, and so on.
How does the institution determine that physical resource
needs in program and service areas are met effectively?
How effectively are those needs met? What feels good to the cluster VP at the time.
Documentation to Submit for Report:
(some of this documentation was previously used for Physical Resources Standard and will be submitted
for Accreditation Report)
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Proposition AA Master Plan Map of Campus showing existing/proposed buildings.
Space Inventory Book (On file in Facilities)
Asbestos Survey Report (On file in Facilities)
Questions to Use in Institutional Evaluation: Standard IIIB
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Safety Meeting List
Fire Extinguisher Inspection Records (On file in Facilities)
Cafeteria and Child Development Center Health Inspection Reports (On file in Facilities)
Waste Diversion Reports (On file in Facilities)
Worker’s Compensation Claim Form - Proof of Worker’s Compensation Coverage
Statement regarding visual inspections made by the Director of College Facilities.
Listing of Facilities’ Departments
Listing of Services provided by Facilities’ Departments.
Description of Online Work Request System
Report on Campus Departments’ Work Requests and Expenses Incurred - 2008 - 2010
Key Policy Form
Authorization to dispose of District Equipment Form
5-Year Scheduled Maintenance and Hazardous Substances Plan (On file in Facilities)
Facilities Planning Book (On file in Facilities)
LAHC Plan Book (On file in Facilities)
Spring 2010 Facilities Department Survey Results (available after 6/30/10)
LAHC 5-Year Capital Construction Plan - 2007-2011
LACCD 5-Year Scheduled Maintenance Plan (On file in Facilities)
ADA Book (On file in Facilities)
Core Meeting Minutes (On file in President’s Office)
Project Manual for Disabled Accessibility (On file in Facilities)
Special Programs’ Requests for Safety Issues Concerning Disabled Students - Work Request Log
LAHC Map - Describing the ADA Path of Travel for Disabled Students
Environmental Management & Services Manual on Asbestos Awareness (On file in Facilities)
LAHC Injury and Illness Prevention Program (On file in Facilities)
LAHC Environmental Health and Safety Program Overview (On file in Facilities)
Description and picture of Callboxes - Includes Map listing Callbox locations.
Schedule of Upcoming Evacuation Drills
Emergency Disaster and Evacuation Plan
Space Inventory Book (On file in Facilities)
LACCD District-Wide Facilities Planning Book (On file in Facilities)
Procurement Training Book (On file in Facilities)
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Questions to Use in Institutional Evaluation: Standard IIIB